Socialization of Beginning English Teachers in Pakistan

By

Adnan Tahir

M. A., Bahauddin Zakariya University, 1997

A THESIS SUBMITTED IN PARTIAL FULFILMENT OF

THE REQUIREMENTS FOR THE DEGREE OF

DOCTOR OF PHILOSOPHY

In English

To

FACULTY OF ADVANCED INTEGRATED STUDIES AND RESEARCH

(English/ Linguistics)

NATIONAL UNIVERSITY OF MODERN LANGUAGES, ISLAMABAD

December 2010

© Adnan Tahir, 2010

ii

Degree Name in Full

Name of Discipline

Name of Research Supervisor Signature of Research Supervisor

Name of Dean (FAIS&R) Signature of Dean (FAIS&R)

Name of Rector Signature of Rector

NATIONAL UNIVERSITY OF MODERN LANGUAGES FACULTY OF ADVANCED INTEGRATED STUDIES & RESEARCH

DISSERTATION AND DEFENCE APPROVAL FORM

The undersigned certify that they have read the following thesis, examined the defence, are

satisfied with the overall exam performance, and recommend the thesis to the Faculty of

Advanced Integrated Studies & Research for acceptance:

Thesis/ Dissertation Title: SOCIALIZATION OF BEGINNING ENGLISH TEACHERS

IN PAKISTAN

Submitted By: __ADNAN TAHIR__ Registration #: __156-Mphil/Eng/2005(Jan.)__

______Doctor of Philosophy__________

______English_____________________

_____Prof. Dr. Samina Amin Qadir __________________________

____ Prof. Dr.Shazra Munnawer_ __________________________ ____Maj. Gen ® Masood Hasan_ __________________________

_______________________ Date

iii

CANDIDATE DECLARATION FORM

I ADNAN TAHIR

Son of Ghayyur Ahmed

Registration # 156-Mphil/Eng/2005(Jan.)

Discipline English

Candidate of Doctor of Philosophy at the National University of Modern Languages

do hereby declare that the thesis entitled SOCIALIZATION OF BEGINNING

ENGLISH TEACHERS IN PAKISTAN submitted by me in partial fulfillment of PhD

degree, is my original work, and has not been submitted or published earlier. I also

solemnly declare that it shall not, in future, be submitted by me for obtaining any other

degree from this or any other university or institution.

I also understand that if evidence of plagiarism is found in my thesis/dissertation at

any stage, even after the award of a degree, the work may be cancelled and the degree

revoked.

______________________________

______________ Signature of Candidate

Date

Adnan Tahir

Name of Candidate

iv

ABSTRACT Thesis Title:

SOCIALIZATION OF BEGINNING ENGLISH TEACHERS IN PAKISTAN

English language teaching in Pakistan has been experiencing a period of rapid and

multiple reforms in different areas including professional socialization of English

teachers. This doctoral study was conducted to examine the relationship between

socialization content and effective socialization process of beginning English teachers

during the initial four years of their service. Socialization content was identified with four

variables: task mastery of teaching skill, professional learning, relationship with senior

colleagues, and organizational culture. Effective socialization has been interpreted as the

criterion through which the success of the organization’s socialization programs and

individuals is evaluated. The survey method was used for generating the desired data. A

sample was chosen carefully from the colleges located in Punjab province and Islamabad.

A detailed questionnaire comprising three main sections and four sub-sections was used

for data collection. A separate questionnaire was used for the Heads of English

Department to supplement the research findings. The collected data, from 295

respondents, was examined through descriptive analysis and then computed for

interpretation with linear and multiple regression analyses to test study hypotheses. The

results did not approve the Null hypothesis of no relationship between socialization

content and effective socialization of beginning English teachers. The alternative

hypotheses were accepted which assumed a positive relationship between effective

socialization (DV) and individual variable of socialization content (IV). Many

socialization challenges were found related to beginning teachers’ mastery on teaching

skill, on-the-job professional development through formal training programs and job

experiences, relationship with experienced colleagues for advice and support, and

administrative and cultural inconsistencies. Finally, the study has suggested that

introducing mentoring and cost-effective PD models can improve professional skills along

with the enhancement in relationship among teachers through various socialization

programs. The principals/ administrators can contribute to favorable organizational

culture, empowering beginning teachers in classrooms, which may have a positive effect

on teachers’ self-perception. There is a need to focus on workplace learning programs

with a mind shift from theoretical lectures/ workshops to real life practices. It is hoped

that findings of this research would help in developing strategies for the forthcoming

socialization and professional challenges in the perspective of English language teaching

reforms in Pakistan.

v

TABLE OF CONTENTS

Chapter

Page

THEISIS AND DEFENCE APPROVAL FORM ii

CANDIDATE DECLARATION FORM iii

ABSTRACT iv

TABLE OF CONTENTS v

LIST OF TABLES xii

LIST OF FIGURES xv

DEDICATION xvii

ACKNOWLEDGEMENT xviii

I INTRODUCTION 1

1.1. Background 1

1.2. Teacher Socialization 2

1.2.1 Socialization of Beginning Teachers 3

1.2.2 Socialization of English Teachers in Pakistan 4

1.3. Delimitation of the Problem 6

1.4. Research Model and Hypotheses 8

1.5. Objectives of the Study 10

1.6 Research Design and Findings 11

1.7 Need and Significance of the Study 13

1.8 Organization of the Thesis 16

II LITERATURE REVIEW 17

2.1. Socialization 18

2.2. Concepts of Socialization 21

2.3. Organizational Socialization 23

2.3.1. Assumptions of Organizational Socialization 24

vi

2.3.2. The Organizational Socialization Process 25

2.4. Effective Socialization: Content Perspective 27

2.4.1. Socialization Content 29

2.4.1.1. Task Mastery 30

2.4.1.2. Functioning within the Work Group 30

2.4.1.3. Knowledge and Acceptance of Organization's Culture 30

2.4.1.4. Personal Learning 31

2.4.1.5. Role Clarity 31

2.5. Teacher Socialization 32

2.5.1. Paradigms in Teacher Socialization Research 34

2.5.1.1. The Functionalist Approach to Teacher Socialization 34

2.5.1.2. The Interpretive Approach to Teacher Socialization 35

2.5.1.3. The Critical Approach to Socialization 36

2.5.2. Learning from Major Contributory Works on Teacher Socialization 36

2.6. Socialization of Beginning Teachers 37

2.6.1. Beginning Teachers’ View of Self 38

2.6.2. Professional Awareness 39

2.6.3. Emerging New Teacher Identities and Organizational Culture 41

2.7. Influences on Teacher Socialization 43

2.7.1. Influences on Teacher Socialization Prior to Formal Teaching 43

2.7.2. The Socialization Role of Preservice Teacher Education 45

2.7.3. Socialization in the Workplace and Organizational Culture 45

2.8. Socialization Experiences of Beginning Teachers 46

2.9. Socialization Challenges to Beginning Teachers 47

2.10. Global Role of English Language 49

2.10.1. English as a Global Language to Teach 50

2.10.2. Global Community of English Teachers 50

2.11. Teaching Workforce in Pakistan 52

2.11.1. Teachers’ Professionalism 52

2.12. English Language Teaching in Pakistan 54

2.12.1. Socialization Challenges to Beginning English Teachers in Pakistan 54

2.12.2. National Professional Standards for Initial Preparation of Teachers in

Pakistan: Beginning English Teachers’ Perspective

59

2.12.3. English Language Teaching Reforms (ELTR): Teacher Socialization

Perspective

60

vii

2.13. Effective Socialization of Beginning Teachers in Pakistan: Content

Perspective

62

2.13.1. Task Mastery – Classroom Management 63

2.13.1.1. Haller’s Model of Pupil Influence on Teacher Socialization 66

2.13.1.2. Perceived Classroom Management Problems of Beginning

Teachers

66

2.13.1.3. Socializing Teachers about Classrooms and Students 67

2.13.2. Working with Senior Colleagues 68

2.13.2.1. Role of Superordinates in Beginning Teachers’ Socialization 70

2.13.2.2. Role of Principals in Beginning Teachers’ Socialization 70

2.13.2.3. Role of Mentors in Beginning Teachers’ Socialization 74

2.13.3. Culture of Organization 75

2.13.3.1. Organizational Needs and Interests of Beginning Teachers 76

2.13.3.2. Culture of Teaching 78

2.13.3.3. Role of Staffroom 79

2.13.4. Beginning Teachers’ Professional Development 80

2.13.4.1. Impacts of Professional Development on Teacher

Socialization

81

2.13.4.2. Socialization into Professional Culture Model of

Professional Development

83

2.13.4.3. Teacher Professional Development Models: Socialization

Perspective

84

2.13.4.4. Stages of Teacher Socialization Through Professional

Development

85

2.13.4.5. Professional Development Strategies for Effective Teacher

Socialization

86

2.13.5. Beginning Teachers’ Role Clarity: Role Expectations 87

2.13.5.1. Socialization Roles of Beginning Teachers 87

2.14. Summary and Conclusions 91

III RESEARCH METHODOLOGY 96

3.1. Hypothesis Development 96

3.2. Research Method 98

3.2.1. Quantitative Data 99

viii

3.2.2. Qualitative Data 100

3.2.3. Triangulation of Data 101

3.3. Selection of Survey Method 102

3.4. Sampling 103

3.4.1. Demographic Description of the Sample 110

3.4.1.1. Teaching Experience 110

3.4.1.2. Gender 112

3.4.1.3. Age 113

3.4.1.4. Education 114

3.4.1.5. Institution Type 116

3.4.1.6. Nature of Job 117

3.4.1.7. Teaching Level 119

3.5. Survey Instrument: Questionnaire 120

3.5.1. Contents of the Questionnaire 121

3.5.2. Validity and Reliability of the Research Instrument 122

3.5.3. Operationalization of Survey Terms 129

3.5.3.1. Beginning English Teacher 129

3.5.3.2. Experience 129

3.5.3.3. Institution/ Organization 130

3.5.3.4. Scale for Effective Socialization 130

3.5.3.5. Scale for Task Mastery of Teaching Skill 132

3.5.3.6. Scale for Professional Learning 134

3.5.3.7. Scale for Relationship with Senior Colleagues 136

3.5.3.8. Scale for Organizational Culture 139

3.5.4. Administration of the Survey Questionnaire 141

3.5.4.1. Timeframe for the Data Collection 144

3.6. Questionnaire for Heads of English Departments 145

3.7. Problems and Challenges During Data Collection 148

3.8. Conclusion 149

IV DATA ANALYSIS 151

4.1. Exploratory Data Analysis (EDA) 151

4.1.1. Methods to Perform EDA 152

4.1.1.1. Checking for Errors 152

ix

4.1.1.2. Using Statistical Assumptions of Parametric Tests 153

4.2. Data Presentation and Visualization: Descriptive Statistics 154

4.2.1. Effective Socialization (ES): Dependent Variable (DV) 155

4.2.2. Task Mastery of Teaching Skill (TMTS): Independent Variable (IV) 163

4.2.3. Professional Learning (PL): Independent Variable (IV) 170

4.2.4. Relationship with Senior Colleagues (RSC): Independent Variable

(IV)

176

4.2.5. Organizational Culture (OC): Independent Variable (IV) 186

4.3. Test of Hypotheses: Inferential Statistics 195

4.3.1. Test of H0 197

4.3.2. Test of H1 200

4.3.3. Test of H2 203

4.3.4. Test of H3 205

4.3.5. Test of H4 207

4.4. Conclusion 209

V RESEARCH FINDINGS AND DISCUSSION 210

5.1. Effective Socialization: Findings of Nulll Hypothesis 210

5.1.1. Significance 211

5.1.2. Effective Socialization 212

5.1.3. Challenges to Professional Socialization 213

5.2. Teaching Skill and Classroom Management: Findings of Hypothesis One 215

5.2.1. Significance 215

5.2.2. Challenges of Teaching Skill to Effective Socialization 216

5.2.2.1. Large Classes 217

5.2.2.2. Syllabus and Material Preparation 217

5.2.2.3. Inept Use of Electronic Technology 218

5.2.2.4. Classroom Management 219

5.3. Professional Learning: Findings of Hypothesis Two 219

5.3.1. Significance 220

5.3.2. Challenges of Professional Learning to Effective Socialization 221

5.3.2.1. Ineffective Role of Academic Conferences/ Seminars 222

5.3.2.2. Lack of Interest in Qualification Improving Programs 222

5.3.2.3. Lack of Trend for Teacher Association Network 222

x

5.3.2.4. Absence of Formal Mentoring System 223

5.3.2.5. Lack of Pre-service Training 223

5.4. Role of Senior Colleagues: Findings of Hypothesis Three 223

5.4.1. Significance 224

5.4.2. Challenges of Role of Senior Colleagues to Effective Socialization 225

5.4.2.1. Lack of Cozy Association with Senior Colleagues 226

5.4.2.2. Lack of Trust on Principals 226

5.4.2.3. Lack of Freedom of Disagreement 228

5.4.2.4. Increasing Concern for Fulfillment of Occupational Needs 228

5.5. Role of Organizational Culture: Findings of Hypothesis Four 229

5.5.1. Significance 230

5.5.2. Challenges of Organizational Culture to Effective Socialization 231

5.5.2.1. Concern for Equal Treatment 231

5.5.2.2. Unclear Administrative Rules and Policies 232

5.5.2.3. Crisis of Self-Recognition 233

5.5.2.4. Lack of Academic Resources and Facilities 234

5.5.2.5. Ineffective Role of Staffroom 235

5.6. Some Interesting Insights 236

5.6.1. Difference in Effective Socialization of Male and Female Teachers 236

5.6.2. Difference in Effective Socialization of Teachers of Co-Ed.

Institutions and Single-gender Education Institutions

238

5.6.3. Difference in Effective Socialization of Teachers of Co-gender Staff

and Single-gender Staff Institutions

240

5.6.4. Differences in Perceptions of Beginning English Teachers and Heads

of English Department

243

5.6.4.1. Teaching Skill 243

5.6.4.2. Relationship with Senior Colleagues 244

5.6.4.3. Problems of Beginning Teachers 245

5.7. Conclusion 246

VI SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 248

6.1. Summary 248

6.2. Conclusions 253

6.2.1. Beginning English Teacher Socialization in Pakistan 253

xi

6.2.2. Research Objectives 254

6.2.3. Socialization Challenges 256

6.3. Recommendations 257

6.3.1. Improving Professional Skills 257

6.3.2. Introducing Cost-Effective Professional Development Model/S 259

6.3.3. Increasing Inter-Personal Relationship among Teachers 261

6.3.4. Improving the Effective Role of Principals and Administrators 261

6.3.5. Improving Organizational Culture 263

6.3.6. Improving Teachers’ Self-Perception 264

6.3.7. Improving Effective Role of Staffroom 265

6.3.8. Improving Role of ELTR (HEC Project) 265

6.3.9. Increasing Budget for Academic Resources and Facilities 266

6.4. Limitations of the Study and Suggestions for the Future Research 267

6.5. Implications of the Research 268

BIBLIOGRAPHY 270

APPENDICES

A. Survey Questionnaire for Beginning English Teachers 288

B. Questionnaire for Heads of English Departments 302

C. Reference Works on Challenges to Beginning Teachers’ Socialization 307

D. ELT Associations Worldwide 309

E. National Professional Standard for Teachers in Pakistan 311

F. GTDRI Assessment Instrument Survey (2003) 314

G. Demographic Description of the Sample 317

H. Cronbach’s Alpha Reliability Analysis 319

I. Descriptive Statistics 325

J. Test of Hypothesis 331

K. Some Interesting Considerations 337

xii

LIST OF TABLES

S. No. Table Name Page

Table 3.1 Detailed List of Stratums Used for Stratified Sampling 105

Table 3 .2 Teaching Experience of Beginning English Teachers: Frequency 111

Table 3.3 Gender Representation of the Sample: Frequency 113

Table 3.4 Age Description of Respondents: Frequency 114

Table 3.5 Educational Description of Respondents: Frequency 115

Table 3.6 Representation of Respondents’ Job Nature: Frequency 118

Table 3.7 Reliability Statistics for Effective socialization Scale: Cronbach’s

Alpha

125

Table 3.8 Reliability Statistics for Task Mastery of Teaching Skill scale:

Cronbach’s Alpha

126

Table 3.9 Reliability Statistics for Professional Learning Scale: Cronbach’s

Alpha

127

Table 3.10 Reliability Statistics for Relationship with Senior Colleagues Scale:

Cronbach’s Alpha

128

Table 3.11 Reliability Statistics for Organizational Culture Scale: Cronbach’s

Alpha

129

Table 3.12 Effective Socialization Scale 130

Table 3.13 Task Mastery of Teaching Skill Scale 133

Table 3.14 Professional Learning Scale 135

Table 3.15 Relationship with Senior Colleagues Scale 137

Table 3.16 Organizational Culture Scale 139

Table 3.17 Opinion Scale for Heads of the Departments 145

Table 4.1 Response Frequency of Respondents for Questions Related to

Effective Socialization

157

Table 4.2a Description of Data: Univariate Analysis for Variable of Effective

Socialization

160

Table 4.2b Description of Data: Univariate Analysis for Variable of Effective 161

xiii

Socialization

Table 4.3 Response Frequency of Respondents for Questions Related to Task

Mastery of Teaching Skill

164

Table 4.4a Description of Data: Univariate Analysis for Variable of Task

Mastery of Teaching Skill

167

Table 4.4b Description of Data: Univariate Analysis for Variable of Task

Mastery of Teaching Skill

168

Table 4.5 Response Frequency of Respondents for Questions Related to

Professional Learning

171

Table 4.6a Description of Data: Univariate Analysis for Variable of

Professional Learning

173

Table 4.6b Description of Data: Univariate Analysis for Variable of

Professional Learning

174

Table 4.7 Response Frequency of Respondents for Questions Related to

Relationship with Senior Colleagues

177

Table 4.8a Description of Data: Univariate Analysis for Variable of

Relationship with Senior Colleagues

183

Table 4.8b Description of Data: Univariate Analysis for Variable of

Relationship with Senior Colleagues

184

Table 4.9 Response Frequency of Respondents for Questions Related to

Organizational Culture

187

Table 4.10a Description of Data: Univariate Analysis for Variable of

Organizational Culture

192

Table 4.10b Description of Data: Univariate Analysis for Variable of

Organizational Culture

193

Table 4.11 Descriptive Statistics for H0 198

Table 4.12 Model Summary of Multiple Correlations for H0 199

Table 4.13 Overall Statistical Significance of H0: ANOVA 199

Table 4.14 Multiple Correlations for H0: Beta Coefficients 200

Table 4.15 Model Summary of Multiple Correlations for H1 201

Table 4.16 Overall Statistical Significance of H1: ANOVA 202

Table 4.17 Multiple Correlations for H1: Beta Coefficient 202

Table 4.18 Model Summary of Multiple Correlations for H2 203

Table 4.19 Overall Statistical Significance of H2: ANOVA 204

Table 4.20 Multiple Correlations for H2: Beta Coefficient 204

xiv

Table 4.21 Model Summary of Multiple Correlations for H3 205

Table 4.22 Overall Statistical Significance of H3: ANOVA 206

Table 4.23 Multiple Correlations for H3: Beta Coefficient 206

Table 4.24 Model Summary of Multiple Correlations for H4 207

Table 4.25 Overall Statistical Significance of H4: ANOVA 208

Table 4.26 Multiple Correlations for H4: Beta Coefficient 208

Table 5.1. Group Statistics for Male and Female Teachers 237

Table 5.2 Independent Sample Test for Male and Female Teachers’ Effective

Socialization

237

Table 5.3 Group Statistics for Co-ed. and Single-gender institutions 239

Table 5.4 Independent Samples Test for Teachers of Co-ed. and Single-gender

Institutions

240

Table 5.5 Group Statistics for Co-gender staff and Single-gender Staff

Institutions

241

Table 5.6 Independent Samples Test for Co-gender staff and Single-gender

Staff Institutions

242

xv

LIST OF FIGURES

S. No. Figure Name Page

Figure 1.1. Research Model Showing Effective Teacher Socialization Process:

Content Perspective

8

Figure 2.1. Interaction Between Organizational Culture and Organizational

Socialization

27

Figure 2.2. Process of Adult (Teacher) Socialization 34

Figure 2.3. Major Roles of a Principal in Beginning Teacher Socialization 73

Figure 2.4. Teacher’s Socialization Roles (Derived from Harden and Crosby,

2000)

88

Figure 3.1 Map of Punjab Province 109

Figure 3.2. Teaching Experience of Beginning English Teachers 110

Figure 3.3. Gender Representation of the Sample 112

Figure 3.4. Age Description of the Sample 113

Figure 3.5. Educational Qualifications of Respondents 115

Figure 3.6. Representation of Respondents from Different Types of Institutions 116

Figure 3.7 Representation of Respondents’ Job Nature 118

Figure 3.8. Description of Respondents Teaching at Various Levels 119

Figure 4.1. Descriptive Statistics for Composite Variable of Effective

Socialization

162

Figure 4.2. Descriptive Statistics for Composite Variable of Task Mastery of

Teaching Skill

169

Figure 4.3. Descriptive Statistics for Composite Variable of Professional

Learning

175

Figure 4.4. Descriptive Statistics for Composite Variable of Relationship With

Senior Colleagues

185

Figure 4.5. Descriptive Statistics for Composite Variable of Organizational

Culture

194

Figure 5.1. Mean Difference Between Male and Female on Effective 236

xvi

Socialization Scale

Figure 5.2. Mean Difference Between Co-Ed. Institutions and Single-Gender

Institutions on Effective Socialization Scale

239

Figure 5.3. Mean Difference Between Co-Gender Staff and Single-Gender Staff

Institutions on Effective Socialization Scale

241

xvii

DEDICATION

To My Mother and Father

“Our Lord! Forgive me and my parents and believers on the Day when account is cast”.

(Al-Qur’ān 14:41)

xviii

ACKNOWLEDGEMENT

My entire gratitude goes to Allah Almighty who enabled me to finish my PhD thesis.

In the first place I would like to record my gratitude to my PhD supervisor, Professor,

Dr. Samina Amin Qadir for her supervision, advice, and guidance from the very early stage of

this research. Her truly research intuition has made her a constant source of ideas and passions

in research, which exceptionally inspired my growth as a researcher. I am indebted to her

more than she knows. One simply could not wish for a better or friendlier supervisor.

I am thankful to many people who taught me at different stages of my life: my high

school teachers, my university teachers at Multan (especially Dr. Samina Qadir, Dr. Zafar

Iqbal and Dr. Mubeena Talat), and my graduate teachers in Islamabad (especially Brig. Aziz

Khan, Dr. Saeeda Asadullah, Dr. Riaz Hasan, Dr. Sohaila Javaid and Dr. Rubina Kamran). I

am also grateful to researchers and scholars abroad (especially Prof. K.O. Jordell, and Prof. K.

Zeichner) who cooperated openhandedly, providing their papers and other research material.

My special thanks go to the Rector NUML and both former and present Deans

FAIS&R, Dr. Saeeda Asadullah and Dr. Shazra Munawar who provided the support and tools

I needed. I owe a great gratitude to HEC who funded my studies. I am grateful to the HEC

digital library and librarians in NUML, AIOU, BZU, IIU, QAU, CIIT, National Library and

others, for helping me in many different ways.

I wish to thank my best friends Ayaz and Chishti for helping me get through the

difficult times, and for all the emotional support and comraderie, they provided. I would also

like to thank my friends and old colleagues (namely Ijaz, Imran, Ahmed, Akmal, Abdul

Samad &Waseem) for their constant help and support throughout the thesis.

My parents deserve special mention for their inseparable support and prayers. My

father, Ghayyur Ahmed Qureshi (Late) and mother, Fatima, in the first place are the persons

who promoted my learning character. My father would have been so prideful if had been with

us. Kamran, Imran Irfan and Rahat! Many thanks for being supportive and caring siblings.

I don’t find words to express appreciation to my wife Saba whose dedication, love and

persistent confidence in me, took the load off my shoulder. My little kids Burhan and Manzil

and my nephew Arslan also inspired me with their innocent understanding of my work.

Finally, I would like to thank everybody who was important to the successful

realization of this thesis.

1

CHAPTER 1

INTRODUCTION

1.1. Background

English language teaching in Pakistan has been experiencing a period of rapid and

multiple reforms both on public and private levels. One of the areas that are in the focus is

of professional socialization of English teachers in the climate of English language

teaching reforms. The researcher‟s interest in the area has arisen from the observation and

studies that professional conduct of English teachers‟ community of Pakistan does not

meet the standards set to evaluate teachers‟ professionalism. Currently, their professional

socialization is dependent only on the off-the-job trainings and workshops. Whereas it is

now believed that teachers‟ occupational socialization requires such in-service on-the-job

professional development, which can be linked with their beliefs, their teaching practices

and contemporaneous teaching reforms. In the informal study of the researcher, the

beginning English teachers frequently expressed feelings of concern, anxiety and

frustration with the existing programs for their professional development with which they

were engaged, while adjusting to their initial years of socialization into teaching

profession. In addition to these certain apprehensions, the beginning English teachers also

expressed their concerns with the teaching profession in general, including doubts related

to professionalism of English teachers, the demands of the society on the English teaching

community, the requirements of English teachers‟ appraisal system and the difficulty in

keeping with the changes. The focus of this doctoral research is to examine the self-

2

perception made by English teachers and the rationale underlying their choices during

their socialization process into the teaching culture in the initial years of their service. It is

hoped that findings of this research would help in developing strategies for the

forthcoming socialization and professional challenges of beginning English teachers in

Pakistan.

1.2. Teacher Socialization

Teacher socialization is a complex, communicative process by which individuals

candidly acquire the norms, practices, standards, knowledge, skills, and actions of the

teaching profession and of the particular school or educational culture in which they seek

to work. It is a widely held view that the effectiveness of teachers, and thus the quality of

education, is related to teacher preparation and early teaching experiences. Unlike primary

socialization, which occurs from birth, teacher socialization is a form of secondary

socialization, a subsequent, ongoing process in which people continually socialize into a

new realm of their lives.

According to Danziger (1971), teacher socialization is that field of knowledge

which attempts to understand the process how the teachers become the participative

members of the community of teachers. In a broader context it comes into view that

teacher socialization should not be equalized with the phrase learning to teach only;

merely learning to teach may be regarded as one major part in the process of teacher

socialization which involves the holistic study of the professional and social development

where teachers selectively acquire the norms, practices, standards, knowledge, skills, and

actions of the teaching profession, in short the culture of groups in which they look for

becoming participative members (Merton, 1968).

3

Teacher socialization studies were made from different perspectives. Anderson

(1974) discussed the individual‟s commitment to teaching as a career , the role of pre-

training influences on teacher socialization with reference to many research studies, and

the influences of traditional atypical socialization and gender identification patterns . One

way to approach this issue has been the comparative studies of different groups of

prospective teachers. The most recent works in this field are focused on the teacher

professional development and the global perspectives on teacher learning (e.g., Villegas-

Reimers, 2003; Schwille & Dembele, 2007; Bell & Gilbert, 2004; Zeichner, 2003).

Several international organizations (e.g., UNESCO: International Institution for

Educational Planning and National Center for Research on Teacher Education, Wisconsin-

Madison) are funding and supporting research studies in this area.

1.2.1. Socialization of Beginning Teachers

Prospective and beginning teachers have been the focus of teacher socialization

research, on the assumption that socialization occurs during teacher training and the initial

years in the teaching position. Researchers acknowledge, however, that teacher

socialization continues throughout the career as veteran teachers also change roles and

enter new educational environments. Beginning teachers pass through different stages and

adapt to the organizational and cultural settings. Their socialization experiences are

observable in two distinct, yet interrelated, dimensions: professional or occupational

socialization, and organizational or cultural socialization.

A good deal of work is available in the literature related to the beginning teacher

socialization and professional development (Calderhead, 1992). Fuller and Brown (1975)

discuss two stages of beginning teacher development. Survival and mastery are identified

4

as the distinctive features of first stage whereas the second stage can be differentiated with

the dichotomy of development i.e. a beginning teacher adjusts to the existing situation or

shows resistance and challenges to the cultural practices. Later on, Maynard and Furlong

(1995) have declared the five-stage-process of beginning teacher socialization. These are

(1) early idealism, (2) survival, (3) recognizing difficulties, (4) reaching a plateau, and (5)

moving on. Discussing the socialization process of beginning English teachers Malderez

and Bodoczky (1999) have described different roles of mentors in influencing the

socialization process of English teachers: (1) they are the role models for beginning

teachers to be inspired, (2) they help mentees in enculturation into the new settings, (3)

they can sponsor the mentees in introducing the right people, (4) they are the supporters of

mentees especially in their difficult and challenging times, (5) they educate the beginning

teachers and motivate them for their professional development and achieving learning

objectives.

Most of the work on socialization of beginning teachers has discussed the

problems in the socialization process of beginning English teachers. The beginning

teachers pass through a phase of change of perspectives, from idealism to the realities of

experiences and practicum.

1.2.2. Socialization of English Teachers in Pakistan

English is playing its role as the most widely spoken and known language of the

world (Crystal, 1997). Pakistan is one of those countries who received English language in

the legacy of British Empire, six decades back. The state of English language and its

teaching in Pakistan is in a miserable plight and it has been the victim of many academic,

political, linguistic, regional and religious predicaments during the last six decades.

English teaching is faced with so many problems of gigantic magnitude, some of which

5

are listed as: untrained teaching staff, vacillating national policies, hackneyed and

outdated curriculum, primitive teaching methodologies and above all the lack of resources

(Rehman, 2009; Mansoor, 2009; Mirza, 2009).

As the subject of English is a compulsory one in almost all disciplines in Pakistani

colleges, English teachers make a large and influential community. Beginning English

language teachers seem worried and concerned about their professional development and

socialization in a large and influential community of English language teachers. A big

question is always there: what needs are we serving? Apart from plunging into the

controversial issue of the status of English language, it is a fact that English teaching is

not producing the desired output. The students produced by the existing system are not

fluent in language skills; the subject is taught merely as a collection of certain pieces of

literature to be chewed by the learners without passing through the linguistic filters of

their brain. All the responsibility of this tragedy is put on the English teachers. Very few

are there to understand the problems of English teachers. English teachers, particularly in

their beginning years, have lots of expectations from themselves, organizations, teaching

culture, but with the passage of time they become frustrated and exhausted with the

system. They are discouraged by so many impediments, which influence their professional

socialization, e.g., restricted and limited autonomy, outdated and outmoded syllabus, lack

of monetary incentives, absence of motivation and reward, political and hypocritical

organizational culture and above all lack of on-the-job mentoring and professional

development practices. Merely conducting some traditional refresher courses in a year can

never be enough for the occupational socialization of the English teachers (Mirza, 2009).

Much more is required for the professional development and socialization of beginning

teachers. For instance, they need the supportive and encouraging role of their senior

colleagues, professional and occupational assistance of the organization, democratic and

6

receptive approach of the authorities and above all the technological learning and

advancement. However, the current HEC English Language Teaching reforms (ELTR),

Faculty Development Programs, Indigenous and Foreign scholarship programs, English

teachers‟ societies (e.g., SPELT), British Council, USAID, ETS and some other NGOs

and institutions in private sector are contributing much for the professional socialization

of English teachers in Pakistan.

1.3. Delimitation of the Problem

Effective socialization is interpreted as the criterion through which the success of

the organization's socialization programs and the newcomer's learning through the entire

socialization process is evaluated. It is perceived as the major outcome of the newcomers‟

socialization process that adds to the individual achievements and organizational

outcomes. The researcher has followed Anakwe and Greenhaus‟s (1999) explanation of

effective socialization in context of socialization content and has adapted it substantially

to established concepts of teacher socialization so that it can be particularly studied in

context of beginning English teachers‟ socialization in Pakistani educational environment.

As the study focused on the socialization content and its influences of effective

socialization, the socialization content was identified with four dimensions:

a. Task mastery of teaching skill: It includes learning and gaining command over

new duties and roles, developing self-confidence and reaching the required level

of performance. For this study three broad areas of teaching skill were considered:

(1) classroom management, (2) subject matter, and (3) teaching methods.

7

b. Professional learning: This concept is related with the individual‟s professional

development linked with the organization‟s requirements and expectations.

Professional learning is identified as a significant contributing factor to effective

socialization of newcomers. For this investigation three broad areas of teacher

professional learning were included: (1) on-the-job training, (2) on-the-job

experiences, and (3) past training.

c. Relationship with senior colleagues: The factors indicating the successful

functioning with the colleagues include smooth working with superiors and senior

colleagues, developing a self-concept of being trusted by colleagues, learning the

working and professional values and practices, and adjusting within the group

culture. Good working relationship with senior colleague facilitates the process of

effective teacher socialization. Three kinds of relationship were made the part of

this investigation: (1) seeking help and cooperation from senior colleagues, (2)

role of principals or administrators, and (3) teachers‟ self perception.

d. Organizational culture: The socialization or enculturation of the beginning

teachers is successful and effective when the employees internalize the

organizational norms and develop a new self-identity in conformity with the new

culture. With the cultural acceptance the new teachers find it convenient to

interpret everyday situations without falling a victim to ambiguities. A broader

cultural perspective including institutional practices and policies, discriminatory

customs, institutional facilities and motivational incentives are the considerations

of this study.

8

1.4. Research Model and Hypotheses

From the extensive study of literature pertaining to beginning teacher

socialization, the researcher derived the following model for conducting this investigation.

Figure 1.1. Research model showing effective teacher socialization process: Content

perspective

As it was a qualitative research based on the associational research questions

which tended to find out the existing relationship between effective socialization and

socialization content, following hypotheses were formulated:

Null Hypothesis (H0)

There is no relationship between socialization content (all the four study variables

of task mastery of teaching skill, professional learning, relationship with senior

colleagues, and organizational culture combined) and effective socialization of beginning

English teachers in Pakistan.

Effective

Socialization

of

Beginning

Teachers

Task Mastery of

Teaching Skill

Role of Senior

Colleagues

Professional

Learning

Organizational

Culture Soci

ali

zati

on

Co

nte

nt

Dependent Variable (DV) Independent Variables (IVs)

Clear objectives

Good resources

Authorities care

Belongingness

Professional learning

Less Job stress

Role clarity

Internal commitment

Conducive working

conditions

Adaptability

Self-confidence

Sociability

Sense of Achievement

Cultural adjustment

Job satisfaction

Ind

icators o

f Effe

ctive S

ocializatio

n

9

Alternative Hypotheses

H1

There is a significant relationship between task mastery of teaching skill and

effective socialization of beginning English teachers in Pakistan.

H2

There is a significant relationship between professional learning and effective

socialization of beginning English teachers in Pakistan.

H3

There is a significant relationship between relationship with senior colleagues and

effective socialization of beginning English teachers in Pakistan.

H4

There is a significant relationship between organizational culture and effective

socialization of beginning English teachers in Pakistan.

Moreover, the present research was conducted with some general observations and

assumptions including everyday experiences of the teachers in real life settings of their

institutional life: the training programs which directly or indirectly influence the self-

perception and professional experiences of teachers in their beginning years; the structural

and administrative plans (length, type of experiences) and content of training programs

usually organized for beginning teachers. It was also a general observation that beginning

English teachers join the teaching profession with certain expectations about the

10

occupation and organization related to professional behavior of (senior) colleagues,

support from students and their parents, supportive role of principal and effectiveness of

training programs organized for them, but, they find that these expectations are not in

consistency with reality. Generally, the beginning teachers are expected to cope with the

same challenges as their senior colleagues are doing, without understanding that these new

teachers are less equipped with professional skills and expertise required to meet such

situations. It has been generally noticed that beginning teachers are normally faced with

some major problems: classroom management including issues of discipline and time,

student motivation to keep interest in the class, syllabus and students‟ assessment which

require to focus on student language skills and use of effective teaching methodologies

and finally individual attention to the class where students of different abilities are present

(Sarwar, 2001; Siddiqui, 2002; Warsi, 2000).

1.5. Objectives of the Study

In association with the research hypotheses, the investigation of the following

issues of beginning teachers‟ socialization were set as the objectives of this study and the

entire research was designed to make possible the achievement of these objectives:

a. To understand the teaching and classroom management related problems of beginning

English teachers and how these problems are influencing the effectiveness of

socialization process.

b. To identify on-the-job professional learning of beginning teachers through formal

training programs and job experiences and how they contribute to the successful

socialization.

11

c. To understand how beginning teachers rely on more experienced colleagues for advice

and support, particularly of those at their own grade level and how the input of senior

colleagues impacts the socialization process.

d. To see how administrative inconsistencies and authorities in colleges influence the

socialization and professional development of beginning English teachers.

e. To understand how personal life of beginning teachers is influenced by their

profession.

f. To know how successfully the beginning teachers have accepted and adapted to the

organizational culture as this successful adaptation indicates the successful

socialization process.

g. To know whether beginning teachers are well informed of their assignments and job

responsibilities which reflect their new professional roles and are selected to ensure a

smooth transition into the teaching profession.

h. To know how successful is the acquisition of the socialization content by the

beginning teachers in relation to the assumption that successful acquisition of

socialization content increases the effectiveness of professional socialization and

creates job satisfaction and internal commitment.

i. To present quantitative and qualitative analysis of study hypotheses.

1.6. Research Design and Findings

This study falls into the category of qualitative research framework. Mainly the

survey method was employed to collect the data in such a way as it could be described as

well as quantified. The researcher focused on beginning teachers‟ socialization

experiences in the workplace organizational culture, i.e., the pupils, the ecology of the

classroom, occupational learning, the colleagues and the institutional characteristics of

college organizations. As the study was identified as qualitative research based on self-

12

perceptions of beginning teachers, the researcher decided on to obtain the view of

beginning English teachers and their Heads in line with the above stated topics, by

conducting a survey research. Specifically, a total of 430 respondents from 55 colleges

and higher secondary schools from federal capital Islamabad and various cities of Punjab

province were approached for data collection. Out of 430 participants 319 returned the

questionnaires out of which 24 were rejected due to errors with them and finally 295

questionnaires were selected for data analysis. Selected participants answered a survey

questionnaire structured in Likert format. Structured interviews were also conducted from

the heads of English departments wherever it was approachable. A small part of data was

also collected through informal discussions with beginning English teachers, though it was

not included in results. Data gathered from these research instruments was then computed

for interpretation and appropriate statistical tests of regression analysis were applied.

Using probability sampling method, the researcher decided on to adopt stratified

sampling technique and three different stratums (gender, institution type, and nature of

job) were formed from which the respondents were then selected randomly. For the

collection of data from the beginning English teachers, a Liker format questionnaire was

designed and finalized after assessing its credibility and reliability though pilot study

and appropriate statistical tool (Cronbach‟s alpha). The questionnaire sought out the

data pertaining to study variables of effectiveness of socialization process (DV), task

mastery of teaching skill (IV), relationship with senior colleagues (IV), professional

learning (IV), and organizational culture (IV). All these variables were operationalized

through developing measurement scales to collect data in quantifiable form. The survey

questionnaire was administered by opting different ways: personal visits to the

institutions, personal visits to the teachers‟ homes, direct mails to the respondents,

making a research network with friends. A separate questionnaire was prepared for the

13

Heads of English Department to supplement the research findings obtained through

teachers‟ questionnaire. Since the main aim of the study was to find out socialization

challenges of beginning English teachers in Pakistani colleges, the research method of

survey proved very helpful and generated the desired data.

The results did not approve the Null hypothesis of no relationship between

socialization content and effectiveness of socialization process of beginning English

teachers in Pakistani colleges. The alternative hypotheses were accepted, which assumed a

positive relationship between effective socialization and individual socialization content

of task mastery of teaching skill, professional learning, relationship with senior

colleagues, and organizational culture. This investigation has discovered many

socialization challenges to beginning teachers which would help in understanding the

teaching and classroom management related problems of beginning English teachers and

how these problems influence the effectiveness of socialization process. Socialization

challenges have been identified related to on-the-job professional development of

beginning teachers through formal training programs and job experiences, relationship of

beginning teachers with experienced colleagues for advice and support, administrative

inconsistencies in Pakistani colleges which influence the effective socialization, and

successful adaptation to organizational culture and organizational practices.

1.7. Need and Significance of the Study

The key role of internal and environmental influences in understanding the teacher

socialization has been studied continuously for many years in several countries. Zeichner

and Gore (1990) record these studies conducted by Hogben and Petty (1979), Hogben and

Lawson (1984) and Petty and Hogben (1980), in Australia; by Mardle and Walker (1980)

14

and Hanson and Herrington (1976), in the United Kingdom; and by Zeichner and Grant

(1981), Zeichner, Tabachnick and Densmore (1987), Crow (1988), Ross (1988), Knowles

(1988), and Ginsburg (1988) in the United States; and Sharma (1992) in India. It must be

realized that the studies on teacher socialization are repeated in different cultural

backgrounds and institutional contexts with different topics. This research also tends to

pay attention to both uniqueness and commonality in the study of teacher socialization. A

scanty amount of work is available in Pakistan in the area of (beginning) English teacher

socialization, while the study of teacher socialization is culturally rooted. Zeichner and

Gore (1990) forcefully assert that it has to be kept in mind that discussing the socialization

experiences of teachers in different cultures without considering the peculiar cultural

conditions in different countries is inherently misleading. Hence, the researcher believes

that findings of the study of beginning English teachers‟ socialization in distinctive

cultural background of Pakistani educational environment would be an expansion in the

knowledge base in the field of teacher socialization. In view of that, it will be quite

appropriate to enhance the work in this field of study so that the implications of research

findings may benefit English teachers community, policy makers and researchers working

in this area.

Teacher socialization is very much rooted in particular culture and community.

The researches in non-English speaking countries must be viewed separately from those

which took place in English-speaking countries. Tabachnick (1988) warns researchers

about the dangers of generalizing research findings generated in one country to another

and stresses the significance of considering the particular conditions and cultural settings

in a country (like Pakistan) when interpreting findings. This study contributes to the

research work already done in the field of teacher socialization in general. Since the

process of teacher socialization is largely culturally oriented, there is a need to study that

15

process from a certain cultural viewpoint. The study of English teacher socialization in the

background of Pakistani teaching culture will surely be a worthwhile addition to the

world‟s knowledge particularly for the collaborative and comparative studies in teacher

socialization.

This research is a study not only on the English teachers; rather it is a study for

English teachers. The teacher educators and policy makers, to understand the problems

and perspectives of beginning English teachers in Pakistani colleges, may benefit from

this study. Giving more awareness to Pakistani beginning English teachers of the nature of

their socialization into the teaching community, the study will help the teachers establish

more control over their education for teaching. Generally, the prevailing research studies

concerning English teachers portray the teachers only in a negative way and tend to find

out merely the flaws and wrongs in English teaching community of Pakistan. This study

will help English teachers improve their aura of professionally growing community and

raise their voice that their problems and challenges, in the way to developing into an

active and dynamic teaching community, should be felt and resolved. Academic

researchers all over the world, mainly in Pakistan, will benefit from the findings of this

study to carry out further research in this important area. Finally, the findings of this

investigation will benefit teacher students, teachers, and teacher educators to share the

experiences and perceptions of beginning teachers.

Beginning English teachers in Pakistani colleges are entangled with many

dilemmas; they join the academia with the dreams of developing and growing in this

profession but the prevailing teaching culture, instead of realizing their perspectives, turn

them into stand-at-ease professionals. Being a member of this large community of English

teachers, the researcher strongly feels his interest in knowing and understanding the

16

process of socialization of beginning English teachers in Pakistani community. The

researcher has himself experienced many challenges and problems during the process of

becoming an English teacher, though this process of learning and developing continues

through the full length of professional life. Most of the English teachers find a change

between their pre-service and in-service perspectives. It is likely that the findings of this

investigation will help in understaning the problems and perspectives in the socialization

of beginning English teachers in Pakistani colleges. The study eagerly discusses how

beginning Pakistani English teachers are socialized and what problems they face in

becoming active members of teaching community.

1.8. Organization of the Thesis

This thesis is divided into chapters. After introducing the issues of beginning

teachers‟ socialization in global and local context of Pakistan in Chapter One, the relevant

literature has been discussed in detail and with critical commentary in Chapter Two. The

next Chapter Three discusses the research methodology used for this investigation

including survey research, data collection tool of questionnaire and administration of

survey after authenticating questionnaire‟s validity and reliability. The Fourth Chapter

presents the results through visualization of data and applying descriptive and inferential

statistics. The Chapter Five constitutes the researcher‟s insights in form of findings and

discussion on them. This Chapter puts forward socialization challenges the beginning

Pakistani teachers are faced with during their initial years of service. The final Chapter

Six presents the summary, conclusions and appropriate recommendations based on the

findings and discussion. This Chapter brings forward those recommendations which can

help beginning English teachers make their socialization process more effective and

successful. Finally, some limitations of the investigation and suggestions for the future

research are discussed.

17

CHAPTER 2

LITERATURE REVIEW

(Section-I)

To understand the socialization process of beginning teachers a critical review of

the professional and popular literature was conducted and presented in Chapter Two. The

related literature was reviewed with the view to knowing the role of socialization content

in the effective socialization process of beginning teacher. This literature review is

divided into two sections: Section-I discusses the issues of organizational socialization of

teachers, beginning teachers‟ socialization and role of socialization content in the global

and local perspectives, whereas Section-II highlights the specific socialization issues

pertaining to beginning English teachers in Pakistani educational context at higher

secondary and college levels. The literature review reveals the research topic gradually

from global to local perspectives in beginning teachers‟ socialization. The available

literature was critically reviewed from different perspectives, including local context of

Pakistani educational environment, international concerns for teachers‟ socialization, and

English language teacher communities locally, regionally and globally.

From the extensive and widespread literature available on the areas of

organizational and teacher socialization, the researcher selected the literature for review

with the rationale that it should be pertinent to the research objectives and must bring

forward the gaps highlighting the need of the topic under study. Another purpose was to

18

connect this study with the existing body of knowledge on the area of beginning teacher

socialization. So the researcher attempted to present an objective summary and critical

analysis of pertinent available literature on the topic being investigated. This li terature

review will serve the purpose to bring the reader up-to-date with the current studies on the

area of beginning teacher socialization and will make a justification for this doctoral

study. The researcher has selectively gathered information about the topic from many

sources, attributing accurate references and avoiding personal biases.

This literature has been conducted in traditional or narrative style, including

summaries of related literature, critiques and comments with relevance to the topic under

investigation and conclusions drawn about the subject area. This literature review has

identified the gaps in the area of beginning teacher socialization in Pakistan, which helped

the researcher in defining the research hypotheses and developing theoretical frameworks.

2.1. Socialization

Generally the term socialization is interpreted by the sociologists, social

psychologists and educationists as the process of learning one‟s culture and how to live

within it. For an individual it may be interpreted as the mechanism through which one

adopts the acceptable social habits and learns those social skills essential for becoming a

participative member of the community. For a community it may be translated as

inducting all individual members into its ethical values, behaviors, principles, inspirations,

community roles, ethnic and linguistic identification and the way followed to reach all

these socio-cultural ideals (Clausen, 1968).

19

Plato, Montaigne and Rousseau had played a very significant role in introducing

different theories regarding socialization (Clausen, 1968). Socialization was commonly

identified as a dominant tradition of the prevailing functionalist sociology, in the middle

of twentieth century. The scholars at that time mostly concentrated on understanding the

unique relationship between an individual and the society and vice versa. Chinoy's (1961)

description of two major socialization functions served as guidelines for many

researchers. These are:

…it prepares the individual for the roles he or she is to play, providing him or her with the

necessary repertoire of habits, beliefs, and values, the appropriate patterns of emotional

response and the modes of perception, the requisite skills and knowledge. (p.75)

Cultural change of post modernity replaced the socialization study from the

perspective of institutional functions and systems, in the last decades of the twentieth

century. Different types of socialization have been identified:

Primary socialization occurs when a child is taught the social behaviors, norms

and actions required from individual as a member of particular communal group. Every

human being passes through these experiences of socialization and enculturation in a

community defined way of living (Robertson, 1977).

Secondary socialization is a process of learning in the similar way as one acquires

during the process of primary socialization. Here the sphere of influence is shortened and

limited only to a small group which discriminates the individual from rest of the other

members of the same community the individual is living with. The individual now learns

20

to socialize the norms of a smaller group within a larger society. This type of socialization

is usually identified with teenagers and adult individuals (Robertson, 1977).

Developmental socialization refers to the course of learning attitudes in a social

institution or developing the social skills. This kind of socialization involves the

personality development through some artificial or mock training (Robertson, 1977).

Anticipatory socialization is in fact a course of preparation for those potential

changes that an individual expects in future. The individual rehearses for future positions,

professions, and social relationships (Robertson, 1977).

Re-socialization may be an awesome experience for an individual who decides to

have a break with the past social or occupational practices and adapts to the new

behavioral pattern and cultural needs. It is not uncommon in every human life cycle.

However, this re-socialization may bring up some intense impression on one‟s life

(Robertson, 1977).

Organizational socialization is a type of socialization whereby an individual

learns the skills and knowledge necessary to adjust in some particular organization. The

newcomer, gradually, becomes socialized and gains knowledge about practices, rules,

values and behaviors appropriate to the working of the organization where he or she has

started professional career. Finally, the employee is expected to internalize the

organizational culture and its values, and is considered to be effectively socialized if he or

she shows internal commitment and job satisfaction (Alvenfors, 2010).

21

2.2. Concepts of Socialization

Jordell (2002) points out the fact that many attempts have been made to

differentiate the concept of socialization from the synonymously labeled concepts like

enculturation, acculturation etc. These efforts, though, did not appear to be successful.

The literature makes distinction of socialization from the concept of maturation, but it

makes unclear the relationship between learning and socialization process. At times,

socialization seemed to be used for a general field of interest rather than for a defined

process. The product of socialization process could either be discussed in very wide terms

like ways or culture, or in somewhat narrower terms like knowledge, attitude, skills,

motives etc.

Brezinka (1994) asserts that the concept of socialization promotes

interdisciplinary approach as this concept is used in multi-disciplines like sociology,

psychology, pedagogic/ education and anthropology, and also in social work and political

science. He then continues:

On the one hand, it refers to an inner process through which people become social; on the

other, to external processes in people‟s environments through which they are made social.

Included among these external processes is education. Finally, the word can additionally

refer to the whole constellation of internal and external processes leading to the

emergence of the social or socialized personality… (pp.1-2)

Brezinka (1994) makes a distinction between politico-economic meanings of

socialization on the one hand, and sociological, psychological, and pedagogical meanings

on the other. Within the latter, he distinguishes between group-related and person-related

interpretation of socialization. With the latter sub-group, an astonishing variety of

22

concepts are used to explain person-related socialization, but most of them can be grouped

in four conceptual classes, as summarized by Jordell (2002).

a. Socialization is an intra-personal process where it is understood as the

development of psychic structures, the genesis of the personality or becoming a

human subject. The concepts used are: becoming, formation, emergence, creation, and

genesis.

b. Socialization is a learning process that takes place within the person. Here,

concepts more or less are clearly related to learning theory are used: learning,

communal learning, community relevant learning, taking and receiving, internalizing.

The learning content can be dispositions, schemata, norms, orientations, expectations,

culture, roles, habits, beliefs, attitudes, motives, value systems, modes of behavior,

styles of thinking, feelings, knowledge, convictions, etc. The term social learning can

be used in two senses:

a. Relating to the contents or the results of learning, and

b. The conditions under which learning occurs or on which it depends.

c. Socialization is as an extra-personal process, explicated through concepts like

influencing, forming, reforming, molding, imprinting, transmission, imparting, and

induction. The bearers of these processes are influencing factors outside the persons

influenced.

23

d. Socialization is education, which describes partly or entirely child rearing,

guiding, caring for, instruction, training, etc.

Jordell (2002) thinks that the concept of socialization has been primarily

understood as dealing with what Brezinka (1994) terms as socialization factors. The

discussion of complicated process of socialization may involve the interaction of

socialization factors in predicting individual social behaviors. Seen in this way, the main

contribution of socialization theory would be to describe and analyze the system of

contextual influences on the individual without necessarily getting into how each factor

functions.

2.3. Organizational Socialization

Organizational socialization is a process in which individuals seek the knowledge,

behavior, organizational skills, and norms required to become a part of some group of

community. It includes both self-adopted values and externally-imposed rules. It is a

process whereby the newcomers attempt to come up to the expectations of the others. In

an organizational setting, an individual learns the skills and knowledge necessary to adjust

in some particular organization. The newcomer, gradually, becomes socialized and gains

knowledge about practices, rules, values and behaviors appropriate to the working of the

organization where he or she has started professional career. Finally, the employee is

expected to internalize the organizational culture and its values and is considered to be

effectively socialized if he or she shows internal commitment and job satisfaction

(Alvenfors, 2010).

24

Studies further elaborate the concept that professional socialization is identified

specifically with the process through which an individual learns the values of a specific

professional community while organization socialization refers to the individuals‟

adjustments and conformity with the roles and work settings which characterize a specific

organization. However, these are not two diverse perceptions but are integrated into a

boarder perspective of secondary socialization (Hart, 1991; Rosenholtz, 1989; Van

Maanen & Schein, 1979).

According to Louis (1990), organizational socialization is a course through which

the employees are enabled to adapt to the organizational culture and the newcomers are

taught the apposite professional and organizational actions so that they can become

effective and participating members of the organizations they have chosen for their

professional careers. During this process individuals make deliberate as well as

unconscious efforts to fit into the organizational culture. In this process of cultural

adjustment, the newcomers learn appropriate attitudes, norms and practices identified with

a particular job in an organization. The general theory of organizational socialization

asserts that the participants who pass through a successful socialization process are more

likely to stay in the jobs and professionally develop in their careers and make endeavors to

reach self-actualization. On the other hand, the individuals who do not get through a

successful organizational socialization process tend to leave the organizations and

eventually their career or profession.

2.3.1. Assumptions of Organizational Socialization

Several assumptions underlie the process of socialization:

a. Socialization strongly influences an employee‟s performance and organizational

stability;

25

b. New members suffer from anxiety;

c. Socialization does not occur in a vacuum; and

d. Individuals adjust to new situations in remarkably similar ways.

2.3.2. The Organizational Socialization Process

Edgar and Warren (1969) explain that the entire process of professional

socialization is essentially a power process that is regulated by maintaining the balance

between the “governed” and “autonomy”. The review of related literature shows that the

topic of organizational socialization has been discussed from various perspectives, for

instance, Van Maanen and Schein (1979) explore different socialization tactics; Feldman,

(1981) and Wanous (1992) discuss different stages of organizational socialization where

newcomers pass through various kinds of professional challenges; Louis‟s (1980) work

reveals the process of newcomer‟s sense making; Reichers (1987) presents different forms

of symbolic interactionism; Nelson (1987) focuses his discussion on job stress of

newcomers.

The literature acknowledges several stage models of organizational socialization; each

stage elaborates the learning experience of developing into a well-adjusted member of the

organization (e.g., Feldman, 1976; Schein, 1978). These models generally describe three basic

developmental stages.

The first socialization stage describes that the time when a person starts his or her

career many expectations are made at this early phase. At this stage the organizational and

professional choices are not very clear and an ambiguity prevails. So many factors work

together to influence the choices made by beginning employees; sometimes even the

26

friends and relatives of the newcomer play a significant role in deciding on a career and

organization. Further the colleagues, principals, students and other socializing agents

shape up the expectations of the beginning employees. The degree of satisfaction of new

employees with the organizational culture indicates the effectiveness of socialization

process.

The second stage of socialization typically involves early acquisition of

organizational practices and adaptation to the work settings. At this stage the beginning

employee learns the right and acceptable ways of doing jobs and getting adjusted with the

organizational culture. The newcomers, at this stage, develop perceptions and make sense

how to cope with their unmet or partially met expectations with which they entered the

profession. Organizations usually arrange different training programs to help newcomers

understand how the tasks are executed effectively. At this stage the informal learning of

newcomers also play a significant role in determining how well they have been adjusted to

the new organizational setting and workplace.

The final stage of socialization commonly identifies successful adaptation of a

newcomer who has adjusted as an organizational insider. Insiders have accepted to fit in

and can serve as valuable resources of knowledge for future newcomers. Organizations

exhibit and demonstrate through different arrangement that the newcomer is no more a

trainee but a well-adjusted member of the organization. Eminently, these insiders have

adjusted their expectations with the practices of organization and are no more fidgety and

restless.

The organizational socialization process is complex because it involves actions

taken by both the newcomer and the organization, and lessons learned may appear as

27

intentional or unintentional. Newcomers will go through a socialization process,

regardless of the view that organization realizes it or not. However, a well-informed

management can better plan how to smooth the process of socialization for easy

adjustment of newcomers in organizational culture.

Figure 2.1. Interaction between organizational culture and organizational socialization

Neither organization controls the socialization process of beginning employees nor

the individuals themselves. This complex process involves both the partners i.e., the

influencer and influenced, the mentor and the mentee, and similarly both informal and

formal interventions, and explicit and implicit lessons.

2.4. Effective Socialization: Content Perspective

Many works in the area of organizational socialization and organization

development have discussed effective socialization (e.g., Feldman, 1980; Schein, 1978)

New comer’s learning

Org

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izati

on

al

Cu

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re

Org

an

izati

on

al

Soci

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28

and the factors influencing effective socialization of employees into organizations. The

studies were also conducted with similar constructs, interchangeably used, like “effective

adaptation” (Louis, 1980) with the similar considerations as what challenges the novice

employees have to face during their probation time or initial years. Some other researchers

utilized the similar assumptions with more specified considerations on the behavioral

changes in attitudes, beliefs, perceptions and self-concepts of novice employees which

promote the sense of internal commitment with the profession and the organization instead

of mere compliance and coping with the organizational practices manifested through

personal and structural factors influencing effective socialization. Wanous (1992), for

example, associates the concept of effective socialization with organizational

commitment. He interprets the implications of effective socializations in terms of

individual influences in the form of changing professional behaviors, understanding and

acceptance of organizational culture, improving self-concept and professional learning,

maintaining personal working relationship with the colleagues and adapting to the

organizational policies and practices. Such work focused on the psychological attachment,

self-identification, and volunteer involvement of employees with organization goals,

policies and practices (Meyer& Allen, 1993, Mowday et al, 1997).

This doctoral study has used Anakwe and Greenhaus‟s (1999) explanation of

effective socialization in the perspective of socialization content as the central theme for

the research and has adapted it substantially to established concepts of teacher

socialization so that it can be particularly studied in the context of beginning English

teachers‟ socialization in Pakistani educational environment. According to Anakwe and

Greenhaus (1999):

29

…effective socialization is defined as the criteria through which the success of the

organization's socialization programs and the newcomer's success through the entire

socialization process are evaluated. It is conceptualized as the primary "outcome" of the

socialization process that will enhance the achievement of individual and organizational

outcomes. (p. 320)

2.4.1. Socialization Content

Literature on organizational socialization presents many works on socialization

content, which share common interpretations of the concept, sometimes, with apparently

different explanations. Louis (1980) states that what is being “imparted” to the novice

employees forms socialization content. According to Chao et al. (1994), socialization

content may be referred to “what” the newcomers learn during socialization process.

Throughout the literature on socialization, four major content categories may be

identified: task, group, organizational, and personal (Anakwe and Greenhaus, 1999).

Many commonalities may be traced in the different works with the difference of focus.

Anakwe and Greenhaus (1999) summarizes the specified socialization content into four

categories: “(1) organizational values, goals, and culture, (2) work group values, norms,

and friendships, (3) how to do the job, needed skills and knowledge, and (4) personal

learning and change relating to identity, self-image, and motives”(p.321). Anakwe and

Greenhaus (1999) assert that these socialization content categories may be interpreted as

indicators of effective socialization. From the works of Schein, (1980), Feldman, (1981),

Fisher, (1986), Louis, (1990), Ostroff and Kozlowski, (1993), Chao et al., (1994), and

Morrison, (1995), they have derived following content categories which have been studied

as factors influencing effective socialization:

a. Task mastery;

30

b. Functioning within the work group;

c. Knowledge and acceptance of organization's culture;

d. Personal learning; and

e. Role clarity.

2.4.1.1. Task mastery

Task mastery includes learning and gaining command over new duties and roles,

developing self-confidence and reaching the required level of performance (Feldman,

1981). According to Fisher (1986), task mastery plays a significant role in the smooth and

successful adjustment of newcomer. Morrison (1995) has noted that newcomers during

their early socialization period focus on task related information which they think is very

critical for the adaptation to organizational culture and policies.

2.4.1.2. Functioning within the work group

Having joined the organization, the newcomers feel the need to establish

relationship with the other colleagues to understand the ways how to perform different

activities in compliance with the organizational expectations. According to Fisher‟s

(1986) findings, the factors indicating the successful functioning with the colleagues

include smooth working with coworkers and superiors, developing a self-concept of being

trusted by colleagues, learning the working and professional values and practices, and

adapting to the group culture. Successful functioning with workgroup facilitates the

process of effective socialization.

2.4.1.3. Knowledge and acceptance of organization's culture

31

How much employees understand the culture of organization refers to their

knowledge and how fully they have identified this culture with their beliefs and practices

may be interpreted as their acceptance to the organization‟s culture. The new employees

are expected to be in compliance with organization norms and practices.

Knowledge reflects the degree how much an employee understands the

organizational culture. Acceptance of culture refers to degree how much an employee has

internalized the norms of organization. According to Schein (1988), the socialization or

enculturation of the novice employees is successful and contributing to effectiveness when

the employees internalize the organizational norms and develop a new self-identity in

conformity with the new culture. With the cultural acceptance the new employees find it

convenient to interpret everyday situations without falling a victim to ambiguities.

2.4.1.4. Personal learning

Personal learning is related with the individual‟s professional development linked

with the organization‟s requirements and expectations. Fisher (1986) has identified

personal learning as a significant contributing factor to effective socialization of

newcomers. According to this finding, the new comers when enter the organization are in

intense need to develop themselves according to the skill requirement and job

specifications. So the newcomers have to remain in a constant pursuit to personal

development according to the assigned organizational role.

2.4.1.5. Role clarity

All above mentioned content categories influence effective socialization process

positively and the employees promote job satisfaction, internal commitment and role

32

clarity. Effective socialization through role clarity may be understood as the major

outcome of the complicated process of one‟s endeavors to adjust into teaching profession.

Role clarity or absence of role ambiguity has been identified as one of the major

indicators of successful socialization of newcomers in organizational culture (Fisher,1986;

Jones,1986). Role clarity may be understood in terms of novice employees‟ understanding

and acceptance of their organizational responsibilities and roles. The newcomers need to

know the expectations of the organization, colleagues and the job.

2.5. Teacher Socialization

Teacher socialization is that branch of scholarship which mainly attempts to

understand the method whereby the individual becomes an active part of the community

of teachers (Danziger, 1971). It is a convoluted, communicative method by which persons

selectively come by the standards, mind-set, norms, information, abilities, and behaviors

of the educating occupation and of the specific school or academic environment in which

they are required to work. It is a broadly held viewpoint that the effectiveness of teachers,

and therefore the value of learning, is associated with teacher underpinning and early

teaching experiences. Unlike primary socialization, which happens from birth, teacher

socialization is a pattern of secondary socialization, a subsequent, ongoing series of

processes in which persons constantly socialize into new realms of their lives. Prospective

and starting teachers have been the major aim of teacher socialization study, on the

assumption that socialization happens throughout teacher training and the primary years in

the teaching position. Researchers accept, although, that teacher socialization furthermore

extends all through the occupational life as veteran educators change functions and go in

new academic environments. Communication scholars have utilized diverse conceptual

classes to discuss teacher socialization. These encompass dimensions, stages, and

33

thoughtful traditions. Within the socialization process of teachers are two distinct, yet

interrelated dimensions: functional or occupational socialization, and organizational or

cultural socialization. In fact, associating the teaching occupation engages both

professional and organizational socialization.

The context in which the term „socialization‟ is used for teaching occupation and

educational organizations is relatively new to the scholarship. The literature contributed

by Clausen (1968) and Danziger (1971) refers the present context of the term to Park

(1939), Dollard (1939), Sutherland and Woodward (1937), and Ogburn and Nimkoff

(1940) and even it is claimed that it was almost the same time when sociology,

anthropology, and psychology also used this term. Danziger (1971) has noted that "in

view of the rare occurrence of the term in earlier writings in the three disciplines, its

sudden emergence to prominence suggests the operation of a powerful undercurrent of

ideas" (p.13). The study on the process of teacher socialization takes in the need to

change, and adapt the influences on the beginning teachers to the socially acceptable

behaviors, and reshape the old patterns of behaviors so that the individual can effectively

fit into the new set of norms and attitudes set by the socializing agents or the significant

others. Theory of adult socialization thus specifies the socializing agents or the significant

others, the organizational factors favorable to change, and the motivational elements

necessary for such conditions to work in predictable ways (Edgar & Warren, 1969).

34

Figure 2.2. Process of adult (teacher) socialization

2.5.1. Paradigms in Teacher Socialization Research

Three significant traditions can be recognized in teacher socialization as

functionalist, interpretive, and critical. According to Zeichner and Gore (1990), each is

distinguished with a theoretical orientation which makes the foundation for the way

questions are asked and the way research is conducted and the data is interpreted. The

work of Zeichner and Gore (1990) has summarized these paradigms in the context of

teachers‟ occupational settings.

2.5.1.1. The functionalist approach to teacher socialization

The functionalist paradigm stands on the perception that regards society as

ontologically prior to man and seeks to place man and his activities within that wider

social context (Burrell & Morgan, 1979). Its origin can be traced in the far fast, though,

still most dominant approach to understand the process of teacher socialization. It can be

identified with the traditions of sociological positivism which was originated in France

(e.g., Comte, 1853; Durkheim, 1938, in Zeichner & Gore, 1990).

Socializing agents

Agents

Organizational Conditions

Motivational Factors

Adult

Socialization

35

Within the functionalist paradigm several schools of thought can be identified

such as structural functionalism (Malinowski, 1923; Radcliffe-Brown, 1952), social action

theory (Parsons, 1949; Weber, 1947), behaviorism (Skinner, 1953), systems theory

(Bertalanffy, 1956), integrative theory (Merton, 1968), as cited by Zeichner and Gore

(1990). However, the important for the researchers is to understand that these differences

can be best seen as differences of degree rather than of fundamental perspective (Burrel l

and Morgan, 1979).

2.5.1.2. The interpretive approach to teacher socialization

Zeichner and Gore (1990) assert that the tradition of the interpretive paradigm is

originated in the German idealist tradition of social thought, referring to the works of Kant

(1876), Husserl (1929), Weber (1947), Schutz (1967) and Dilthey (1976). It challenges the

validity of the ontological assumptions which underwrite functionalist approaches to

sociology. Like the functionalist paradigm there are several schools of thought within the

interpretive paradigm, such as phenomenology (Husserl, 1929; Sartre, 1948; Schutz,

1967), ethnomethodology (Garfinkel, 1967) and hermeneutics (Dilthey, 1976; Gadamer,

1975). However, the commonality exists in all the related works that they attempt to

understand the elementary nature of the social work in the milieu of individual personal

experiences. Burrell and Morgan (1979) used the descriptors of "nominalist,"

"antipositivist," "voluntarist," and "ideographic" to explain the interpretive paradigm.

Zeichner and Gore (1990) comments as “socialization was therefore viewed as a more

complex and problematic process than implied in the functionalist paradigm” (p. 4).

However, according to Carr and Kemmis (1986), functionalist approach shows a

greater concern for explanation than the interpretive approach which is more focused on

36

understanding. They think that neither of approach focused the concept of socialization

completely as these are only few moments in the process of transformation.

2.5.1.3. The critical approach to socialization

Like functionalist and interpretive paradigms, the critical approach to socialization

was also viewed from various perspectives which, by and large, shared two major issues

of production and reproduction. Critically evaluating the concept of critical approach to

socialization, Weiler (1988) describes her concern of holding such a balanced position

about the critical theory from the perspective of teacher socialization as, “we need to keep

in mind the relationship of schools to the wider society and to recognize the realities of

class and gender [and race] relationships in terms of power and control” (p. 24).

Social transformation which mainly focuses on justice, equality, freedom, and

human dignity, is the most significant concern of the critical approach. Reality is referred

as a social construct (Zeichner & Gore, 1990). Research pertaining to critical approach

needs to be identified with participatory and collaborative study. A unique feature which

distinguishes critical approach from the other two is its “reflexivity”. Gouldner (1976)

asserts that the best form of it can be seen when it rejects the claims of moral elitism and

dominance or the affectation of innocence.

2.5.2. Learning from Major Contributory Works on Teacher Socialization

Zeichner and Gore (1990) discuss the three major intellectual traditions of

functionalist, interpretive and critical, with particular reference to the work of Burrell and

Morgan‟s (1979) interpretation of sociological paradigms (discussed above). The article

also discusses the three main stages the teachers pass through during their socialization

37

process: influences prior to formal teacher education, preservice teacher education, and

socialization in the workplace.

The work further discusses the issue of teachers‟ socialization with the

understanding that it is a process of becoming, learning, modeling, developing,

influencing, and having an impact on. It can be further understood from the work that the

terms socialization, development, and learning are used almost interchangeably. The

authors have not found it significant to differentiate or discuss any relationship between

these terms. The article mainly highlights the factors that are influencing the individuals/

teachers and what the nature of these effects is. In relation to this aspect, the impacts of

these socializing agents and patterns on individual teachers have been noted also. So

many socializing factors are influencing the process before, during and even after teacher

education. What can be concluded is that learning plays a vital role in the overall process

of teacher socialization. However, Jordell (2002) criticizes that the authors have an

intention of establishing a third conception of teacher socialization, a critical

understanding, focusing on the collective aspects. He asserts that a few studies have been

undertaken within this approach, so it remains to some extent unclear what a collective

process of teacher socialization would imply.

2.6. Socialization of Beginning Teachers

In this doctoral study the term beginning teacher refers to the individual who has

equal to or less than four years teaching experience; that is, a teacher presently in the first,

second, third or fourth year of teaching. The term „experience‟ is used for teaching as a

part of permanent faculty in some government affiliated institution.

38

The study on beginning teachers is not so old, however, a reasonable amount of

literature exists because most of the literature related to the field of teacher socialization,

organizational socialization and teachers‟ professional development discusses beginning

teachers frequently. Though, literature reveals that socialization is an ongoing process and

not only limited to beginning teachers, the focus has always been on beginning teachers

due to the assumptions that early socialization experiences usually have long lasting

impression on teachers‟ professional growth and organizational adjustments. Similarly

most of the work in different cultural milieus deals with the issues of beginning teachers,

in various disciplines. Cherubini (2009) presents a precise chronological review of

literature on beginning teachers‟ socialization.

2.6.1. Beginning Teachers’ View of Self

According to Cherubini (2009), the works in this period, from 1960 to 1980s,

mostly focused on enculturation of beginning teachers. He describes Fuller‟s (1969) work

of different stages of progression of beginning during their process of professional

socialization. He counts these stages as from self to task and impact. Self-concerns are

related to the teachers‟ teaching proficiency and competence in the subject, whereas task-

concerns are related to the actual performance and administrative issues like time

management and impact-concerns address the issues of teacher‟s influences on students‟

learning. Blumer (1969, in Cherubini, 2009) discusses different understandings and

meanings attributed to different working situations faced by the beginning teachers.

Blumer (1969) attempted to understand the socialization process of beginning teachers as

the period of adjustment and adaptation to the school culture.

The studies on beginning teachers then mildly shifted their focus towards the

impacts of organization‟s professional culture on the performance and overall

39

socialization of beginning teachers. According to Cherubini (2009), Newmann and

Wehlage (1983) have suggested in their work that the organizational cultures are very

significant for the teachers who are newly appointed because in the early years the

beginning teachers decide on their occupational choices and lay the foundation of their

future professional career.

The literature discusses the tensions between the beginning teachers‟ endeavors to

adapt and the detriments to their effective socialization into organizational culture, which

is not a positive indicator for beginning teachers‟ career. This tension, if intensified, may

develop a negative self-perception in beginning teachers.

2.6.2. Professional Awareness

Cherubini (2009) summarizes that this period, from 1980s to late 1990s, mainly

focuses on the developmental stages and the concerns of beginning teachers. The

remarkable international study on beginning teachers‟ problematic issues was conducted

by Veenman (1984). Veenman‟s (1984) work points out five major concerns of beginning

teachers: maintaining discipline in the classroom, motivating students, establishing

relationship with students and their parents, and evaluating student work as being

markedly prominent. Ryan‟s (1986) work suggests a series of distinctive stages of

beginning teachers‟ professional socialization. During the initial weeks the positive

expectations of newcomers are at peak, and they start diminishing after four to five

months. Then a period of struggle intervenes and even in some cases negative

socialization starts emerging. Beginning teachers have to face the tension and stress when

they feel themselves ignored by the senior colleagues who warmly welcomed them in their

initial days. Berliner (1987) supports these ideas suggesting that beginning teachers

become stressful when they find themselves isolated during the initial years of their

socialization process.

40

In early 1990s the socialization process of beginning teachers continued to be

studied in the international context. Professional socialization of beginning teachers was

described as a learning process where the members adopt and seek that knowledge and

skill required by their organization and profession (McGowan & Hart, 1990). The

exhaustive literature review by Putz (1992) categorized beginning teachers‟ concerns as:

teaching, planning, relationship, and other concerns. The teaching concerns include the

classroom management, student motivation, evaluation and assessment, planning concerns

include time management, curriculum management, lesson planning, relationship concerns

related to the working association with senior colleagues and authorities and all these

concerns were counted as problematic domains. Huberman, Grounauer and Marti (1993)

termed the socialization stages of initial years of beginning teachers as “exploration” and

“stabilization”. They believe that if the exploration is positive, it contributes to the

positive stabilization of socialization process. They also explain that during the survival &

discovery stage the beginning teachers agree to compromise with the cultural

inconsistencies and discrepancies. Borich (1996) also carried the similar socialization

assumptions of beginning teachers with an understanding that the developmental stages

can be described as of survival, mastery and impact stages. The duration of these stages

depends on many personal and structural factors.

Terry‟s (1997) work significantly represents that literature which focused on

beginning teachers‟ frustration, generally termed as teacher burnout. Terry finds that most

teachers become vulnerable to such frustrating factors and thus are less able to show

positive attitude towards “heightened tension” and so are disenchanted with the school

culture. Glickman, Gordon and Ross-Gordon (2004) also described the similar tension the

41

beginning teachers have to face due to inadequate school resources and unsupportive

academic culture.

The works in this period view the beginning teachers in a state of vulnerability.

The neophytes are prone to many complexities and inconsistencies during their process of

socialization and pass through a prolonged phase of continuous tension which may

sometimes conclude on teacher‟s burnout.

In the late 1990s, Robinson's (1998) work attempted to change the focus of

socialization research to the administrators and authorities of the organizations. He

concludes that it the principal‟s responsibility to smooth the progress of the successful

socialization of beginning teachers in organizations. Stombus and Chodzinski (1998) also

support the viewpoint that the administrators should contribute to effective mentoring and

socialization of beginning teachers.

2.6.3. Emerging New Teacher Identities and Organizational Culture

Cherubini (2009) presents a brief view about emerging new identities. At the

beginning of the millennium, Linton et al (2000) referred the term of “survivalist” which

documented the beginning teacher‟s endeavors to establish their identities. Barakett and

Cleghorn's (2000) talk about the complex strategies the neophytes have to employ to

contend with the encountered socialization problems. They conclude that professional

socialization involves a solid understanding of what is taught and how certain topics are

taught and what the other ways are there to teach a class. Russell and McPherson (2001)

bring about the disharmony between the beginning teacher proficiencies and their

incongruent expectations from teaching profession and their organizations. This disparity

was termed as the illusion of preservice teachers. Russell and McPherson (2001) describes

42

that the “unfortunate initiation” of beginning teachers in the survival phase of their

teaching career is generally accepted by the colleagues and administration.

Kardos, Moore-Johnson, Peske, Kauffman, and Liu‟s (2001) work focused the

dimension of relationship of beginning teachers with their senior colleagues in terms of

validating membership within the organization‟s culture. Daley (2002) reinforced this

significant relationship with what he called “occupational community” where beginning

teachers find their identity in terms of being a significant part of this occupational

community. The burden of responsibility of smooth and successful socialization of

beginning teachers into their profession was shifted to the school community, as discussed

by Moir (2003). Tomlinson (2004) supported the idea in terms of a more comprehensive

term of “cluster[ing] resources” and integrating the organizational culture through

establishing relationship among employees. Zachary (2005) found association of the

“language of school culture” with organizational values and professional identity. Zachary

(2005) asserted that the task of "understanding cultural complexity is enormous" (p.17).

Angelle (2006) and Melton (2007) associate effective socialization with job clarity and

assert that it is more likely that clear understanding of the organization‟s expectations will

increase role clarity and job satisfaction which ultimately lead to increased loyalty and

successful socialization of beginning teachers. Villegas-Reimers (2003) and Schwille and

Dembele (2007) associated teacher socialization with professional development and

studied the related issues in international perspectives. More recently, Akkari, Mellouki

and Tardif (2009) point out that beginning teacher have to face multidimensional

challenges during their initial years which are full of their concerns about learning the

ropes.

43

2.7. Influences on Teacher Socialization

From the literature related to teacher socialization, it is found that teacher

socialization process is influenced by many factors, some of which are discussed below.

2.7.1. Influences on Teacher Socialization Prior to Formal Teaching

A number of descriptions are present in the literature regarding the influences on

teacher socialization. Zeichner and Gore (1990) summarize various works regarding the

prior influences on (beginning) teachers‟ socialization. According to Feiman-Nemser

(1983), there are three major explanations of prior influences on beginning teacher

socialization:

i) Evolutionary theory

ii) Psychoanalytical explanation

iii) Apprenticeship of observation

Stephen (1967) presents evolutionary theory which suggests that teaching or

teachers‟ behaviors are influenced by the primitive spontaneous pedagogical tendencies

which every human being inherits from the ancestors like other human tendencies.

Feiman-Nemser (1983, in Zeichner and Gore, 1990) describes that the development of

human beings is due to their ability and curiosity to learn the things and correct them

according to acceptable social stands as “these tendencies have been acquired over the

centuries and are lived out in families and classrooms. Thus, children not only learn what

they are told by parents and teachers, they also learn to be teachers” (p.152).

It is a fact that Stephen‟s explanations identify those very common pedagogical

aspects which are related to one‟s personality behaviors; however , his work remained

44

ignored by the scholars of teacher socialization due to the lack of empirical research or

experimental data.

Feiman-Nemser (1983) has summarized the second description of psychoanalytic

explanation, with reference to the work of Wright and Tuska (1968). It suggests that

beginning teachers‟ socialization behaviors are much influenced by the “quality of

relationship” they used to have, especially in the early childhood, with their significant

others, e.g., mother, father, teachers. During their professional life, particularly in the

initial years of service, they tend to recreate these characters and associated behaviora l

patterns. Such influencing characters inherited during the early part of life become a

prototype for the teachers and they, sometimes intentionally or unintentionally, imitate

them throughout their personal as well as occupational life.

Lortie (1975, in Zeichner and Gore, 1990) put forward a third viewpoint to

describe the influence prior to formal teaching in terms of similar to psychoanalytical

explanation. He believes that the “thousands of hours” the teachers had spent as pupils in

the classrooms have a great influence on the oncoming occupational socialization during

their teaching career. This psychological influence the teachers receive through

observation along with interaction, and become an active part of learning community as

students during their academic career was termed as apprenticeship of observation (Lortie,

1975). The formal education appears less effective in reshaping the cumulative effects of

such influences on beginning teachers‟ socialization (Zeichner & Gore, 1990).

The commonality among all the explanations regarding pre-training and pre-

teaching influences on teacher socialization is that they have merely concentrated on the

“individual” characteristics of teachers and ignored those structural and organizational

45

influences which play a vital role in socializing teachers according to sophisticated

teaching requirements of the modern classroom.

2.7.2. The Socialization Role of Preservice Teacher Education

Since the studies in different countries have revealed that various factors influence

teacher socialization process differently, it is believed that these several factors which are

affecting the socialization process in one community are not producing the same impacts

on the teachers of other community, and even some factors are altogether missing or if

existing are very less significant in other culture. As long as Pakistani teaching

community is concerned, pre-service education or training is not in practice or at least not

an essential requirement for teachers‟ induction, especially in higher education

institutions. Moreover, generally it is understood that such formal pre-service trainings

leave no such impressions on the beginning teachers which could significantly affect or

shape up the ongoing socialization process (Villegas-Reimers, 2003).

2.7.3. Socialization in the Workplace and Organizational Culture

Beginning teachers‟ socialization is, to a large extent, influenced by the working

conditions and cultural settings. Zeichner and Gore (1990) concludes that teacher

socialization in the workplace and organizational culture is significantly influenced by at

least four main factors:

a. The pupils;

b. the ecology of the classroom;

c. the colleagues;

d. and the institutional characteristics of schools.

46

It was further concluded that works of teacher socialization, though, present some

influences of cultural factors of various kinds but the solid links between societal factors

and socialization process have not been firmly recognized, except the few influences of

less magnitude related to parents and social networks where the institute exists.

2.8. Socialization Experiences of Beginning Teachers

A good deal of work may be traced elucidating the narrations of different works

on teacher socialization about beginning teachers‟ socialization experiences. Lortie (1975)

concludes that it is the school culture and other organizational factors which affect the

professional growth and cultural adjustment of beginning teachers. Akkari, Mellouki and

Tardif (2009) state that beginning teachers have to face multidimensional challenges

during their initial years which are full of their concerns about learning the ropes. In this

period, beginning teachers‟ socialization is affected by many external or structural factors

which are beyond their influence, along with many personal and survival skill challenges.

It is that phase of socialization where the beginning teachers have no idea what they are

expected to do and how they are being evaluated. Lightfoot (1986) enforces the idea that

this situation of lacking autonomy during initial years sometimes even leads to

“disempowerment”.

Zeichner and Gore (1990), in their exhaustive literature review, found that most of

the functionalist studies did not see the process of teacher socialization in a broader socio -

political milieu. These studies narrowly discuss the phenomenon of teacher socialization

within the boundaries of classroom and related issues, instead of taking the concept

socialization as a process of “learning to teach”. Likewise, Howey (1996) discusses in

detail the influences of teacher education program on socialization process but does not

47

focus on those socio-politico influences the beginning teachers are facing first time in

their professional life, as these socio-politico experiences had not been the part of their

student life. The issue of beginning teachers‟ socialization has also been discussed from

other angles which are not focused in the literature of this doctoral thesis.

2.9. Socialization Challenges to Beginning Teachers

The works discussed hitherto in this literature review commonly present the

issues, concerns, problems of beginning teachers during early years of their careers. All

these influencing factors which may be viewed as potentially problematic domains are

collectively termed as „socialization challenges‟ the beginning teachers are faced with in

their organizations. A great deal of literature is available on socialization experiences and

challenges, the beginning teachers usually have to face in early years of their occupational

career. Nias (1998) finds that new teachers are generally less self-confident, capable and

skilled as compared to relatively senior teachers. Some others (e.g., Veenman, 1984;

Berliner, 1987) have discovered many challenges the beginning teachers have to deal with

in their classroom, e.g., managing classroom, students‟ disciplinary issues, creating

interest in their classes, planning lesson and finding appropriate teaching materials. Some

structural and cultural problems have also been identified, for example, unexpected or

undesirable organizational policies, unsupportive organizational systems and micro-

politics among the teachers. Veenman (1984) has identified some “high ranking”

challenges during early socialization years, for instance, establishing relationship with

students and their parents, understanding with senior colleagues, running short of time for

performing different curricular or co-curricular tasks, being overloaded with teaching and

other extra duties and manipulating different teaching methodologies. Ganser (1999) has

counted many “additional” challenges of beginning teachers, for example, finding very

48

less free time, being under the undesirable load of clerical work, and unusual additional

teaching loads. A very long list of works is available delineating different socialization

challenges of beginning teachers (Appendix C).

49

LITERATURE REVIEW

(Section-II)

2.10. Global Role of English Language

English language almost all over the world is often acknowledged and cited as

world language, and the lingua franca of the modern times. Since most of the countries

where English is being spoken do not recognize English language as their official dialect;

it is usually taught in schools as a second language or foreign language. Many linguists

(e.g., Graddol, 1997), state that English is no more the sole property of the native English

speakers only; it is rather a multinational language having the ability to absorb the

different cultural currents as it continues to grow and expand all over the globe. Online

Wikipedia (English Language, n.d.) collects the figures about English language and

informs that English is most widely spoken language of the world.

The phenomenon of globalization of English can be elucidated in three ways.

First, according to Crystal (1997), is the displeasing aspect, the intrusive role of English

language into the lifestyles of alien nations and the other inhabitants of the world. English

appears as a danger to life threat for the local languages and thus cultures, and it also

affects the socioeconomic status of even those who are well-proficient in English. The

discussion followed in this controversial role of English is to decide how the non-English

or non-native speakers need to react. Second, as according to Crystal (1997), the term can

be interpreted in terms of rapid spread of English all over the world. English has been

acclaimed as the most successful language ever, with 1,500 million speakers worldwide.

50

Third explanation of the terms can be understood as the changes which are taking place

within different varieties of English.

Crystal (1997) presents a factual analysis of this internationalism of English and

attempts to answer the questions relating to the causes and effects of this phenomenon of

being global. He concludes his views with the vision of an ideal world where every

individual would be “at least bi-lingual” (p.69).

2.10.1. English as a Global Language to Teach

Without jumping into a long debate on the medium of instruction in the schools,

the educationists find the need of English as a global language to teach and learn. Almost

all over the world English is being taught as a secondary or foreign language. This global

teaching of English has created a global community of English teachers. The literature

finds a debate what English variety should be taught to the native speakers and what to the

non-English speakers (e.g., Gnutzmann, 2005; Jenkins, 2000).

2.10.2. Global Community of English Teachers

Today‟s English teacher is the part of a very vast global community of teachers.

His previous role is being changed; he has no longer been merely a worker or just an

employee. The product of education is going to be standardized. The concept of teaching

English in a particular area of the world with a view to meeting the indigenous political

and diplomatic requirements is being replaced with the new one that gives English teacher

a new place, which is on the globe to cultivate the market skills in the learners to come up

with the needs of multi-national organizations (Tahir, 2010). Natural boundaries and

national borders have disappeared, for the most part, as increasing number of people work

in multicultural settings (Thill and Bovee, 2005). An English teacher‟s role is much more

51

than merely transmitting what others have designed in the form of syllabus or textbooks.

Mc Laren (2005) believes that like other professionals, English teachers have to be well

equipped with the technology otherwise technology itself can colonize the lifeworld of

education and teachers by deskilling them. English teachers today are faced with

globalization challenges which have increased the importance and need of formulating,

interacting and growing global English teachers‟ community (Tahir, 2010).

A very long list of ELT associations (Appendix D) worldwide is a clear evidence

of global community of English language teachers including both native and non-native

speakers.

Major English Teachers Global Communities

ITEFL

TESOL

BRITISH COUNCIL

CAMBRIDGE ESOL (University of Cambridge)

QuiTE (The Association for the Promotion of Quality in TESOL Education)

MATSA (The Materials Development Association)

ALTE (The Association of English Testers in Europe)

SAARC Countries English Teachers Communities

SPELT (Society of Pakistani English Language Teachers)

ELTAI (English Language Teachers‟ Association of India)

BELTA (Bangladesh English Language Teachers‟ Association)

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SLELTA (Sri Lanka English Language Teachers‟ Association)

NELTA (Nepal English Language Teachers' Association)

2.11. Teaching Workforce in Pakistan

According to many studies and surveys conducted for measuring literary and

educational problems of Pakistan, it has been observed that Pakistani education system is

complex and diversified and does not offer equal opportunities to all school going age

people (National Education Census, 2005; Pakistan Social and Living Standards

Measurement Survey (PSLMS), 2005; National Education Management Information

System (NEMIS, 2005) . According to National Education Census (NEC, 2005), there are

227,791 educational institutions providing various educational opportunities to 33.4

million students. The educational institutions employ 1.356 million teachers from pre-

primary to university stage with varying student- teacher ratios by level of education and

geographic location.

2.11.1. Teachers’ Professionalism

National Education Census (2005) and other related literature reveals that

Pakistani teachers are not trained professionally at par with international standards. The

NEC (2005) data informs that 26% of teachers in the workforce are untrained, 37% have

only rudimentary training at the PTC and CT levels, 44% have not completed even a two

year undergraduate degree beyond 12 years of basic education and only 21% have

completed B.Ed and M.Ed degrees.

In Pakistan, there is a very large teaching community, which includes within it a

wider variety of smaller communities. It would require an enormous amount of in-depth

53

research to analyze the professionalism of each kind of teaching community. For example,

the situation of teachers in government-run schools is vastly different from that of

university teachers, particularly in terms of salary, academic climate and professional

status. School teachers find it difficult even to perform as workers (Tahir, 2008). They

receive very low salaries, particularly in the initial years of their careers. They tend to be

completely unaware of the concept of practitioner autonomy and, throughout their careers,

probably never feel any need for professional development beyond the certification

needed to secure a job in the first place, though they may occasionally attend training

workshops and refresher courses. There is little incentive to add to their current

knowledge, as they will repeat exactly the same lessons year after year. The certification

courses (PTC, CT, B.Ed, M.Ed.) themselves have no particular value as they have never

been shown to be effective in preparing teachers for the real classroom environment. Only

169 teacher-training institutions exist in Pakistan, serving 1.3 million teachers; that is one

institution for every 8,000 teacher (FBS Pakistan, 2008).

However, conditions are better in universities and improving day by day. In the

116 universities (both public and private), there are 37,509 teachers and the student -

teacher ration is 18:1, which is not unreasonable (FBS Pakistan, 2008). However, Tahir

(2010) believes that current educational policies are steering university teachers towards

greater professionalism. They enjoy better salaries, research funds and development

grants. Though, these financial investments are much less than those in other less-

developed countries. At present, Pakistan only invests 2% of the national budget in

education. Nevertheless, a change is definitely taking place.

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2.12. English Language Teaching in Pakistan

The educators and scholars in the area of ELT and applied linguistics in Pakistan

usually show their concerns that the conditions of English language teaching in Pakistan

are not at par with the satisfactory level. Similarly they also criticize the Pakistani English

teacher for being far away from professionalism (e.g., Warsi, 2004). However, English

language is accepted as a lingua franca whereas Urdu as a national language and many

other regional dialects. The reality is somewhat different; in spite of studying English for

almost eight years in government schools and almost 8-14 years in private schools as a

compulsory subject, the Pakistani students, particularly from the rural area government

schools, are not able to communicate in English language even at the least defined

proficiency criterion. They lack competence in all four language skills: reading, writing,

listening, and speaking. The teaching methods used in language classes do not focus on

developing communicative competence among the learners. Warsi (2004) suggests that

English language teaching in Pakistan should be reviewed from the perspective of applied

linguistics and then certain steps should be taken to ameliorate the situation.

2.12.1. Socialization Challenges to Beginning English Teachers in Pakistan

The works of Warsi (2004), Siddiqui (2002) and Sarwar (2001) bring in many

drawbacks in English teaching system in Pakistan in terms of beginning teachers‟

socialization and the challenges beginning English teachers have to deal with during their

early socialization period in Pakistani institutions.

a. Undefined curricular objectives

According to Warsi (2004), in Pakistani colleges the English language programs

designed at different grades do not set clear language or communicative objectives.

55

Consequently, the teachers are not able to focus on any targeted linguistic skills. Mostly,

the curricular objective the teachers and students have in their mind is to score maximum

marks in the examination which are usually based on cramming and „rote‟ learning.

Moreover, curriculum is not designed in line with the students‟ needs and existing

proficiency level and, so, skill developing language programs are not designed.

b. Lack of professional learning

Beginning English teachers in Pakistani colleges are not provided with advanced

research literature in language pedagogy, applied linguistics and English language

teaching. Beginning teachers are usually considered responsible for their own professional

learning through their private resources, like internet, dictionaries, senior colleagues etc.

For teachers‟ professional development, occasionally some refresher courses are held

which have been proved not very effective in real life classroom situations. The beginning

teachers, especially in rural areas, are not aware of latest emerging trends in the field of

English language teaching and the modern practices being incorporated in teaching

methodologies for effective learning of students (Warsi, 2004). English teachers in

Pakistani colleges are not so proficient in using computer assisted language learning

programs in their classroom. In brief, a wide gap is present between emerging ELT trends

and Pakistani English teachers‟ practices of teaching language classes. Beginning English

teachers in Pakistani colleges are found in an intense need of professional learning to

pursue the latest approaches to English language teaching.

c. Obsolete teaching methods

Beginning teachers in Pakistani colleges have to follow the obsolete teaching

methods in their language classroom due to many factors including wrong curriculum

orientation, cramming based examination system, undefined language learning objectives,

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too large classes, and lack of pre-service training. The most favorite teaching method still

in vogue and practiced by the college teachers, particularly in rural areas, is grammar-

translation method which in fact “impedes the acquisition of syntactic structures in that it

relies heavily on isolated chunks of grammar, ignoring the context in which the sentences

are uttered by native English speakers” (Warsi, 2004, p.2). The teachers‟ job is to translate

English contents in Urdu or other regional dialect. It becomes a great challenge for those

beginning English teachers who attempt to change the traditions as their efforts are

strongly repelled by the seniors and the college administrators.

d. Inappropriate teaching material

Warsi (2004) concludes that textbooks and other learning material for language

classes are not appropriate for developing language skills among the learners. The

beginning teachers are unable to find the appropriate teaching material for their classes

and even if they get such study material it appears quite challenging to implement and

utilize this with their pupils. Textbooks mainly deal with the literary comprehension of the

learners and study material suitable for skill developing language classes is not easily

available and accessible.

e. Lack of language teaching aids

In a language class, the significance of audio-visual aids has been an established

feature for effective teaching. Language teaching is greatly benefiting from the modern

technology as the new language learning programs like Computer Assisted Language

Learning (CALL) and Computer Assisted Instructions (CAI) are being utilized by the

language teachers frequently. Conversely, in Pakistan, especially in rural areas, the

conditions are worse in regard of audio-visual accessories like multimedia, charts, flash

cards, models, movies, recorders and computers which facilitate the acquisition of second

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language process (Warsi, 2004). Even in metropolitan cities where these aids are present,

the present curriculum and examination system for college students do not require any

special need to exploit these technologies and aids in a language class. The beginning

teachers are faced with this great challenge to go to the language classes unequipped with

latest compatible technology and other audio-visual aids.

f. The incorrect examination system

Another challenge the beginning English teachers are faced with is the undesired

pursuit of faulty examination system. The objective of the language course is to prepare

the students for subjective type written examination which is usually designed with no

consideration of evaluating the language skills of the learners. Pursuing the inappropr iate

examination system, the English teachers have to focus on students‟ memory competence

rather than their skill performance (Warsi, 2004).

g. Lack of training

Another challenge to the beginning English teachers is that there is no supervision

for them and their teaching methods and thus many language teaching concerns remain

unaddressed. As there is no such effective system of beginning teachers‟ supervision and

training, the teachers usually develop a feeling of contentment which does not promote the

need of professional development among the beginning teachers.

Warsi (2004) concludes that conditions under which English language is taught in

Pakistan are not supportive to learners and English teachers. This poor condition creates

many socialization challenges for beginning English teachers. Warsi (2004) puts his

findings that English language teaching in Pakistan does not find favorable academic

climate as the English teachers have to rely on outdated teaching techniques, inappropriate

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teaching material which does not focus on skill development, old ways of students‟

evaluation. Moreover, the teachers lack audio-visual aids, latest equipment and feedback

mechanism.

h. Large classes

According to Sarwar (2001), the internationalization of English language has

brought about many challenges for English teachers who are dealing with more than 100

students in one language class. This challenge appears as a great problematic and

frustrating factor especially for beginning English teachers in Pakistani colleges. The

beginning teachers in the large sized classes are faced with the problems of psychological

nervousness, pupils‟ indiscipline, ineffective implementations of curriculum, use of

inappropriate teaching methods and shortage of time and preparation. All these

problematic factors affect the self-concept of beginning teachers negatively and thus may

guide them to negative and unsuccessful socialization into teaching profession. Sarwar

(2001) has found that obsolete curriculum and time constraints do not allow much

freedom to innovate. She has summarized the findings of Coleman‟s (1989) research

project referring to the four major problems the English teachers of developing countries

(like Pakistan) have to deal with in large classes. These problems include: teachers‟

nervousness, classroom discipline, students‟ evaluation, and individual attention.

In Pakistani colleges this problem becomes worse especially in rural areas where

the classrooms often lack required furniture to adjust the great number of students. So the

beginning teachers who start their career from some rural area school have to bear the loss

of their professional development and successful socialization.

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2.12.2. National Professional Standards for Initial Preparation of Teachers in

Pakistan: Beginning English Teachers’ Perspective

National Professional Standards for Teachers in Pakistan (2008) introduce a

comprehensive account of standards set for professional socialization of teachers in

Pakistan (Appendix E). For English language teaching professional standards have been

defined, which are expected from English teachers to meet during the initial years of their

service in educational organization. These standards include the required knowledge and

disposition of English teachers which specify that an English teacher must be well-

knowledgeable about the objectives of English language teaching in Pakistan and how

these objectives can be achieved. The teachers must have a command over subject matter

including the syntax, grammar and other skills of English he or she is expected to teach.

These standards also include performance and skill of English teachers which specify that

an English teacher must be bilingual so that he or she can translate the contents in regional

languages also. Moreover, the teacher must be well aware of latest teaching

methodologies and inconsistencies with English language pedagogical skill.

The professional standards set by the policy makers assign great responsibilities

on English teachers in terms of expectations and demands which must be reflected through

their performance and their students‟ language proficiency. In this perspective, it can be

understood how many challenges beginning English teachers have to face for effective

socialization into teaching profession. However, such policies and national standards

usually remain declaration of intent and are not practiced effectively. NEP admits it, “The

NEP thus outlines what is to be done. The NEP does not deal with who will do what, how will

something be done, and when is something done?” (NEP, 2009, p.61). That is why such

standards and policies remain unaddressed in the national budgets and national

60

development projects as the required political will has never been seen for the real

implementation of these policies.

2.12.3. English Language Teaching Reforms (ELTR): Teacher Socialization

Perspective

Realizing the increasing challenges of English language teachers in Pakistan,

Higher Education Commission of Pakistan has initiated English Language Teaching

Reforms (ELTR) project in 2004 with the target to bring about significant improvements

in English language teaching in Pakistani schools and colleges. The project focused on the

enhancement of English language teaching standards by strengthening the English

teachers and ameliorating the structural capacity. This project aims at the multi-faceted

reforms in the English language teaching, which collectively converge on and relate to

development in English teacher capability and performance. The National Committee on

English (NCE) is working with sub-committees on six aspects of English teaching

reforms:

1. Faculty Development Programs;

2. Curriculum and Material Development;

3. Computer Assisted Language Learning (CALL);

4. Research and Publication;

5. Testing and Evaluation;

6. Reorganization of Departments/Centers of English Language.

The ELTR has focused on the professional development of English teachers by

offering various kinds of learning opportunities to the college teachers, such as conducting

61

training workshops on the enhancement of pedagogical skills and building research

attitude, introducing many local and foreign study scholarships for higher degrees of MS

and PhD, sponsoring English teachers for one or two year courses in ELT, TESL, TEFL,

Linguistics, and ICELT, and arranging a great number of short refresher courses.

According to ELTR Consolidated 5 Year Final Report (2009), the Faculty

Development Subcommittee has trained 161 teachers in long term courses, organized

Short Certificate Courses in English for Academic Purposes (EAP), English for Specific

Purpose (ESP) and Study Skills courses for teachers. The Faculty Development

subcommittee has also trained 590 English teachers in short term courses. Through ELTR

Project 164 fellowships were awarded to English teachers in the public sector universities

against the target of 240 fellowships to complete MS and PhD studies in selected public

and private universities.

It is acknowledged that these endeavors of Higher Education Commission ought to

be appreciated as ELTR Project has taken many initiatives for the long term and short

term programs for professional development and socialization of English teachers,

including beginning teachers as well. However, the project of English language teaching

reforms has ignored the issues of new English teachers‟ induction, pre-service trainings,

on-the-job mentoring and supervision, improvement in organizational culture, and

effective professional socialization of English teachers with special attention to beginning

English teachers. It has rather focused on traditional faculty development program,

comprising obsolete training workshops and courses, which have been proven ineffective

for producing any significant and effective change among (English) teachers and bringing

about any notable reformative changes in English language teaching.

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2.13. Effective Socialization of Beginning Teachers in Pakistan:

Content Perspective

In Pakistan, the current concept of professional socialization practice is limited,

out-dated and short term based (Hussain, 2009; Rahman, 2009; Bashiruddin, 2009).

Enhancement of teaching skill and professional learning, the two constituents of the

socialization content, specified for this study, are generally considered as the areas to

focus (Qadir, 2009; Rassool, 2009; Khan, 2009). Some voices are also emerging for

changing a shift from traditional training workshop to the workplace learning and

increased role of senior colleagues through formal and informal mentoring (e.g., Mirza,

2009). As far as organizational culture is concerned, it is a less focused area in the

socialization of beginning English teachers in Pakistan. Professional development of

beginning teachers is taken as an event but not as a continuous process. In reality, many

beginning teachers do not find a connection between these events and their pedagogical

practices. Waites‟s (1999) remarks can also be interpreted for Pakistani teachers‟

professional development that both the trainers and trainees do not have any clear

perceptions of what the professional development may contribute to their professional

career.

There is no institutionalized arrangement to facilitate beginning English teachers‟

socialization into their organization and profession except merely infrequent training

opportunities, if any, which lack in quality. The teachers training institutions are ill-

equipped in terms of staff, resources and curriculum. Warwick and Reimers (1995) state

that they lack motivated and inspired teaching faculty who is knowledgeable about the

current advancement in teacher professional development, active and dynamic principals

who lead their faculty members, and a curriculum which is linked up with real life

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challenges. Their teaching style is heavily loaded with traditional lecturing system,

dictation and cramming, and even cheating on examination is a part of this system.

2.13.1. Task Mastery – Classroom Management

Pollard‟s (1982, in Zeichner and Gore, 1990) theoretical model is very significant

in the literature related to teacher socialization in terms of explaining the three levels of

social contextualization and better understanding the socializing influences pertaining to

classroom teaching and students. Pollard (1982) believes that teachers socializing

behaviors represent those challenges, opportunities and problems which are produced due

to the abrupt contexts of the organizational culture, particularly school classroom. These

abrupt contexts also provide a medium to the external communal and state factors to

influence teacher socialization process. Pollard (1982) divides such influences on

interactive level into two broader categories, pupil influence on socializing teachers, and

the classroom ecology which affects teacher and pupil interaction.

As far as the first interactive influence is related, it is supported both by logical

grounds and empirical evidence. Doyle (1979) states that the significant impact of pupils

on the teacher socialization can be understandable independent of the influences the

teachers have from their senior colleagues and supervisors. This viewpoint is supported by

many bidirectional models of socialization (e.g., Baumrind, 1980) which conclude that

during the process of interactive socialization the influences can be seen on both the

directions. In this perspective it is easy to understand the significance of interaction

between beginning teachers and their pupils. A good deal of empirical studies also

sustains this viewpoint and discovers many different facets of pupil influencing the

socialization process of their teachers (e.g., Blase, 1986; Riseborough, 1988).

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Doyle (1979) believes that students influence teachers to a very great extent,

ranging from the broader issues of exploiting different teaching methodologies in

classroom and adapting teaching styles according to the present students to the subtle

issues of selecting language and physical behaviors with the classroom. During this

interactive socialization process, the unique individual personality characteristics of both

students and teachers may affect the way and magnitude the teachers take influences.

Larson (1986) regards this interactive socialization role of pupils as very significant in

helping teachers become experienced and knowledgeable for teaching skill, the major

justification of being in teaching profession.

Several researches in the field of classroom issues and also on teacher

socialization (e.g., Grant & Sleeter, 1985; Jordell, 1987; Metz, 1988; Tabachnick &

Zeichner, 1985) have identified that the reciprocity of classroom influences both teacher

and pupils. Various aspects of personality and teacher development have been discovered

having these influences, including behaviors, beliefs, teaching practices and even

performance and results. However, very few of these studies, focus on the role of these

influences in the overall process of beginning teacher socialization. Doyle (1979) believes

that classroom influences and pupils‟ effects constitute only a part of the entire

socialization process.

The second influence of classroom on teacher socialization is that of ecology of

classroom. Doyle (1979) has attempted to bring about the significance of ecology of the

classroom in teacher socialization. Doyle and Ponder (1975) have defined the term

ecological system as, “that network of interconnected processes and events which impinge

upon behavior in the teaching environment” (p.183). Doyle (1979) has identified six major

65

features of classroom which he thinks are very significant in influencing the teachers‟

socialization process. These are:

Multidimensionality;

Simultaneity;

Immediacy;

Unpredictability;

Publicness; and

History.

Other scholars like Denscombe (1982), and Connell (1985) highlighted several

factors which are related with the physical conditions and classroom settings, particularly

when the teachers are involved in teaching. They have counted such factors as influencing

the working and development of teachers in teaching profession. Some major factors they

have brought in are the size of the classes and the number of students, quality and

availability of the resources, and the rush of time. According to Doyle (1977), in the

ecological context of the classroom, the socialization or professional learning of teachers

engage “learning the texture of the classroom and the sets of behaviors congruent with the

environmental demands of that setting” (p.31). In this context, Doyle (1977) rightly

concludes that a successful teacher is required to be proficient in coping strategies with

the classroom environmental settings. Similarly, if teachers lack the capability of

adjusting and manipulating the classroom settings, their teaching proficiency might be

negatively affected, which consequently leads to undesirable job stress. Hargreaves (1988)

concludes that the environmental settings are closely tied up with the teachers‟ skills and

occupational behaviors and the teachers “make judgments about the fit between particular

skills, constraints, demands, and opportunities of the material environment of the

66

classroom; about the appropriateness of particular styles or techniques for present

circumstances” (p. 219).

2.13.1.1. Haller’s model of pupil influence on teacher socialization

A teacher socialization model has been suggested by Haller (1967) relating to

pupil influence on teacher socialization in which pupils define teacher‟s behaviors through

a mechanism of operant conditioning designed to operate in the classroom. For this

experiment, different linguistic effects were taken supposed to be the result of certain

teaching roles. The hypothesis focused on the problem that particularly the primary and

elementary experienced teachers face decreased speech complexity while they are in

interaction with adults. The final findings state that speech forms are significant variables

in studying the process of occupational socialization.

2.13.1.2. Perceived classroom management problems of beginning teachers

An extensive literature is available in the area pertinent to the personal and

structural problems of beginning teachers; however, this section of the literature

review deals with the classroom issues only. Veenman‟s (1984) work is very

significant in this regard which brings about eight major problems generally perceived

most often by the beginning teachers in their classrooms. These are:

Managing classroom and disciplinary issues;

Maintaining students‟ interest;

Handling with individual discrepancies;

Evaluating the work of students;

67

Developing relationships with parents;

Coping with class work and assignments;

Organizing teaching materials and supplies; and

Solving problems of individual students.

2.13.1.3. Socializing teachers about classrooms and students

From the literature on teacher socialization several studies may be found

suggesting the ways to educate beginning teachers about managing classrooms and

students. Brophy (1988) has suggested many guidelines for educating beginning teachers

in performing the functions of managing classrooms, socializing students and maintaining

discipline during teaching. A well-established knowledge base is available for educating

teachers about managing classrooms according to recognized scientific findings. However,

no such knowledge base is present related to teachers‟ education about socializing

students‟ disciplinary interventions. One of major focuses of the professional development

programs for beginning teachers is to educate teachers about managing and resolving their

classroom related problems. Classroom management, selection and preparation of subject

matter and use of appropriate and varied teaching methodologies are those subjects which

are the general focus of almost every pre-service or in-service professional development

program. Guidelines and manuals are easily accessible for beginning teachers learning

classroom management. Brophy (1988) suggests that the teacher socialization programs

must include the ways how to confront with the beliefs the students take with them in

class, deal with the challenges of classroom management along with other related issues

and develop professionally to perform different roles of coaching, modeling and

mentoring.

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2.13.2. Working with Senior Colleagues

The term significant other is very common in the literature of teacher

socialization, like in many other fields of scholarship. Edgar and Warren (1969) define it:

The [significant other] could be one person acting as a role model, or groups of people

such as colleagues, parents, or students whose various expectations impinge on the role of

teacher. The teacher's interaction with those who exert pressure on him will determine the

extent and direction of socialization change. (p.387)

Newberry (1978) refers to a field study which discovers a hesitation found in

beginning teachers as well as in experienced teachers, that is the hesitation of asking for

assistance and help from seniors. The reasons of this hesitation in the beginning teachers

were interpreted as the fear of being considered as inexpert and fear of being taken as

meddling. The reasons could be some other socializing factors but the fact remains that a

barrier exists between the novice and experienced teachers which could even cause

detriment to teachers‟ autonomy and thus leads to a negative socialization.

The studies on the working relations between beginning teachers and experienced

ones bring in many major findings which can be interpreted as significant factors in the

socialization process. From the literature on teacher socialization, it reveals that:

1. Beginning teachers get little help from their supervisors as they feel reluctant to

ask for assistance ( Bond and Smith, 1967, in Newberry, 1978).

2. Beginning teachers prefer to seek advice from their senior colleagues instead of

their principals. Principals are normally not consulted for academic or classroom

69

guidance. Experienced and senior teachers are usually considered as source for

assistance and resolution of problems (Southwell, I970, in Newberry, 1978).

3. Beginning teachers consult most frequently the senior and experienced colleagues

in respect of organization‟s administrative issues or rules and conventions which

are affecting them by anyway (Taylor and Dale, 197I, in Newberry, 1978).

4. Experienced teachers are the focus of informal academic guidance for the

beginning teachers (Fair, 1973, in Newberry, 1978).

It is also revealed from the studies that the beginning teachers tend to seek

assistance from the senior teachers of their grade level. This preference is not

meaningless; it rather shows that the subject correspondence is a significant factor in

establishing effective working relations of teachers, i.e., between beginning and senior

teachers. Hence beginning teachers‟ socialization is highly dependent on the effective

presence of the colleague of same subject group; otherwise the teacher may find him or

herself isolated and unguided. In this context, the findings from the related literature may

be generalized that the beginning teachers build strong working relationships with those

teachers who are sharing at least the same teaching ideology, if not the same subject at all.

According to Denscombe (1980) and Nigris (1988), the role of senior colleagues is

pretty evident in the socialization process of beginning teachers, in spite of the fact that

many schools egg on the culture of individualism. The organization‟s structural features

and classroom‟s ecological conditions create common circumstances which are the

determining factors in tying up the teachers in their professional community. Edgar and

Waren (1969), however, somewhat disagree to the superior role of colleagues as

70

influencing the socialization process; they rather maintain that treatment of significant

evaluator who have more authority over beginning teachers has more important role as

socializing factor than the personal relationship with senior colleagues. However,

empirical studies do not generally validate the assumptions of this theoretical study that

superordinates contribute much to teacher socialization in general.

2.13.2.1. Role of superordinates in beginning teachers’ socialization

According to Zeichner‟s (1983) findings, beginning teachers generally do not

focus on their superiors for advice and assistance. However, administrative influences do

not remain far away from the classroom; even here the teachers are directly or indirectly

influenced by the structural implications of the organizational policies. According to

Connell (1985), it is not the individual administrators who influence the teachers directly;

it is rather through the structural pattern or organizational policies the so called authorities

intervene the socialization process of teachers, even within their classroom teaching where

the teachers are most vulnerable to the organizational rules and policies.

2.13.2.2. Role of principals in beginning teachers’ socialization

Generally, the principal is the center of all administrative and academic

authorities, particularly in Asian countries like Pakistan, and plays a very vital role in

socializing beginning teachers into the organization‟s professional culture. Gimbert and

Fultz (2009), in their comprehensive literature review have identified four major themes

discussing the role of principal in beginning teachers‟ development, or teacher

socialization.

71

The first theme focuses on cultivating a positive relationship with the teachers

(Fedricks, 2001; Johnson & Birkeland, 2003). The principal needs to establish effective

working relationship with the novice teachers by showing support and offering assistance

directly in classroom affairs through class visits, inviting often formal and informal

opinions, taking instructional effectiveness feedback time to time and recognizing new

teachers‟ achievements (Angelle, 2006). The principal can help beginning teacher build up

their confidence by letting free opportunities to them to ask questions which must not be

taken as a sign of weakness or incompetence. This attitude gives the principal an

opportunity to motivate, strengthen and appreciate novice teachers (Protheroe, 2006). A

principal is required to encourage and cultivate positive peer relationship between the

beginning teachers and the experienced ones. According to Youngs (2007), the creation of

a collegial environment which supports learning and development can play a very

significant role in the effective socialization of beginning teachers.

The second place where a principal is expected to help socializing the beginning

teachers is principal‟s expectation (Quinn & Andrews, 2004; Watkins, 2005). The

beginning teachers intensely feel the need to understand their duties and new roles so that

they can effectively socialize themselves into teaching career and the organization. The

beginning teachers want to know what is expected of them in terms of managing

classrooms, creating discipline among students, reporting students‟ progress and

manipulating curriculum and teaching strategies (Brock & Grady, 2007). According to

Angelle (2006) and Melton (2007), it is more likely that clear understanding of the

organization‟s expectations will increase role clarity and job satisfaction which ultimately

lead to increased loyalty and successful socialization of novice teachers. Conversely, the

role ambiguity and teachers‟ failure of understanding the organization‟s expectations may

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create frustration among teachers which may consequently end in job dissatisfaction,

ineffective socialization and even turnout (Johnson & Birkeland, 2003).

A third place where principals can support their beginning teachers is to (re)design

their self-perception. The studies have found that encouragement and empowerment from

the principal result in the successful socialization; since the self-perception of beginning

teachers and those of the principals are in same direction (Cheng and Cheung, 2004).

According to Quinn & Andrews (2004) and Jackson (2008), the acceptance and

recognition of beginning teachers from their principals also increase their acceptance from

their colleagues and they give importance and reasonable space to the beginning teacher to

adjust smoothly and successfully into the culture of organization. According to Bodycott

et al. (2001), the principals can even help the beginning teachers shed off the previous

negative perception about the ineffective administrations, which might have been the part

of their previous experiences.

The fourth support beginning teachers can get from their principals is teacher

development opportunities. Several studies have found that successful principals

implement many productive mentoring programs which promote a collegial understanding

between the beginners and the experienced teachers. The principals very prudently pair

the beginning teachers with the trained and experienced one so that the beginning teachers

may discuss their academic problems, e.g., classroom management, curriculum

implementations, institutional policies and regulations and even sometimes personal

problems (Johnson & Kardos, 2005; McCann et al., 2005; Melton, 2007; Quinn &

Andrews, 2004). Moreover, the effective principals help the beginning teachers in the

early years of their professional socialization by providing them with professional

development opportunities (Johnson & Kardos, 2005). According to Black (2004) , the

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highly effective principals wisely choose the development program which deals with the

beginning teachers‟ problematic areas where they need guidance and training.

The four themes discussed by Gimbert and Fultz (2009) in their comprehensive

literature review identify that the principals play a very significant role in the socialization

process of beginning teachers.

Figure 2.3. Major Roles of a principal in beginning teacher socialization

The above discussed four themes validate the viewpoint that principals create

environment conducive to beginning teachers‟ professional socialization and so it must be

ensured that beginning teachers are in healthy relationship with their principals and

simultaneously the principals are intelligent enough to support the novice teachers in their

preparation for a very long career ahead.

Organizing

Teacher

Professional

Development

Redesigning

Self-

perception

Expectations

Making

Relationship

Building

Principal’s

Influence on

Beginning

Teacher

Socialization

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2.13.2.3. Role of mentors in beginning teachers’ socialization

Mentoring has been adopted as an effective workplace learning strategy,

contributing to the effective socialization of beginning teachers. Calderhead and Shorrock

(1997) relate beginning teachers‟ development with the reflective approach which brings

illumination to teaching and teacher‟s perceptions. In Carter‟s (2000) comprehensive

literature review relating to the role of mentoring as workplace learning strategy, the

contextualized learning or workplace learning imparted by the mentors has the influential

potential on beginning teachers‟ development and professional socialization. He concludes

the effective role of mentoring as workplace learning strategy: Carter (2000) believes that

mentoring experiences contribute much to the early socialization experiences of beginning

teachers. He emphasized that mentoring should be included as a formal activity for the

professional development of beginning teachers. According to Marsick and Watkins

(2005), mentoring is associated with reflective and transformation approaches to teacher

development. They associate the transformational approach of mentoring with the change

of self-perception, professional values and beliefs, and the ways teachers evaluate, judge,

interpret and question.

However, in order to increase the effectiveness of mentoring, the administrator

must make it certain that the mentors are well-equipped with effective communication

skills, tolerance and respect for the beginning teachers, collaborative and team leadership

abilities, and well knowledgeable about the issues relating to classroom management,

curriculum implementation and effective teaching methodologies (Feiman-Nemser, 2003;

Mason, 2003). Wood (2005) and Youngs (2007) support these findings with the addition

that the mentors with same experience, probably from the same grade or subject, can be

more effective mentors as they have passed through those stages which might be great

hurdles for the new teachers to cross over.

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2.13.3. Culture of Organization

The working conditions of teachers working in school organizations located

differently are not the same everywhere. Afrwedson (1979) believes that the working

culture of the schools is related to the type of school and the surroundings where it is

located. In this context, it may be concluded that school culture reflects those socio-

politico-economic values which are prevalent in the community where the school exists.

Afrsedson (1979) even claims that the entire socialization process of beginning teachers is

affected by those cultural values at macro level of society which shape up the school

culture and its working conditions. Therefore, the process of occupational socialization of

beginning teachers varies from institution to institution depending on the community and

its culture where the school exists. In some studies (e.g., Pollard, 1982) relating to school

organizational culture, the link has been found between the cultural and value perspectives

of individual teachers, the shared norms of groups of teachers, the micro-level ecological

influences of classroom and students, the immediate locality where the school exists and

lastly the pattern of ideologies and beliefs of the society at macro-level. Hatton (1987), for

example, does not agree with the claim that ecological conditions of classroom are the

major source of influencing socialization of beginning teachers; she instead emphasized

the local social context as the determining factor which shapes up the organizational

culture and thus influences the teacher socialization process. In a comprehensive study,

Spindler and Spindler (1987) have shown the effects of strogly held and culturally

established beliefs on those teaching perspectives which determine the organization‟s

culture.

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2.13.3.1. Organizational needs and interests of beginning teachers

According to Odell and Ferraro (1992), beginning teachers have some special

needs during the initial years of their career for the successful adjustment into the culture

of the organization. Doerger (2003), from the literature on teacher socialization, has

summarized the specific needs of beginning teachers which he thinks may vary from

organization to organization in relation to the type of the school. Following organizational

needs of beginning teachers must be addressed for their effective professional

socialization:

a. get students to cooperate;

b. improve teaching techniques;

c. how to talk to parents and legal guardians;

d. understand the working environment; and

e. deal with

i. Academic or extra-curricular assignments (Huling-Austin, 1992);

ii. large class sizes;

iii. unfamiliarity with curriculum;

iv. language barriers;

v. low salaries/inadequate compensation; and

vi. lack of respect as a teacher (RNT, 2000).

In addition to the above mentioned needs, Odell and Ferraro (1992) have

emphasized another important need of emotional support which has been discovered as

the most valuable assistance for the beginning teachers during the initial years of career.

McAlpine and Crago (1995) attempt to relate the impacts of school‟s culture on teacher

socialization with what Lortie (1975) termed as apprenticeship of observation. Interpreting

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in this context, they explain that teachers‟ cultural needs depend on the similarity of

teachers‟ previous experiences with the cultural experiences of workplace. If both the

experiences of past and present are similar, teachers will be effectively socialized into

organizational culture and vice versa. According to Graham (1997), beginning teachers

are in frequent need to share their academic and personal issues with the other fellows

who are already well-settled in the school culture. Weiner (2000) also supports the

viewpoint asserting that the past experiences of teachers as pupils influence teachers‟

interpretations of the present workplace cultural values. They feel themselves in comfort

zone if their cultural experiences as pupils and cultural experiences as teachers are similar

otherwise they feel awesome to change themselves in a new set of culture which they have

not experienced.

Another contributory factor to the socialization of beginning teachers is their

concerns for their interests which they intentionally of unintentionally want to secure. The

fulfillment of these interests have positive impacts on beginning teachers‟ professionalism

and enculturation to teaching career and on the other hand when they feel their interests

are no more secure, they become depressed and apathetic and so ultimately receive

negative impacts on their socialization process. Kelchtermans & Ballet (2002) have

identified some major interests of beginning teachers which they continually secure by

adopting different techniques consciously or unconsciously:

a. Organizational interests – related to role clarity, duties and assignments.

b. Material interests – accessibility to study materials, supportive infrastructure and

organizational time flexibilities.

c. Self interests – related to professional recognition and social acceptability.

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d. Social-professional interests – issues related to relationship with colleagues and

personal problem.

e. Cultural-ideological interests – related to organizational norms, practices and

working rules.

As the beginning teachers want to protect these interests, they need different kinds

of material resources in terms of funds, time, space, planning and preparation. Beginning

teachers‟ competence may be defined in their artistry to manage these demands. Mostly,

the beginning teachers are not aware of the ways and techniques they can guard their

interests in an effective way. Anyhow, for effective socialization of beginning teachers,

they must be supported to guard their personal and professional interests.

2.13.3.2. Culture of teaching

From the teachers‟ stories by Amy Gratch (2001), many findings come to the

literature of teacher socialization in context of cultural influences of school organizations.

It is found that excessive or unmanaged stress of education reforms and settlement into

school culture may have a strong negative impact on teacher self-concept. The fear of

accountability may develop a sense of insecure relationship with the administrators who

are responsible for executing organizational policies. Gratch (2001) has also found that

some beginning teachers have to pass through the phase of resistance which is developed

due to the tension between the teachers and administration, which ultimately diverts

teachers‟ attention from their classrooms and pupils to resolving these problematic areas.

Gratch (2001) has also found that some beginning teachers have very positive impacts of

teaching culture of school which has supported them in handling the education reform

pressure and developing positive self-concept. The experiences of beginning teachers of

academic culture of their schools also reveal multifaceted association between the ethos of

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teaching, reaction to legislation, teachers‟ self-concepts, and meeting the needs of

students. Beginning teachers are benefited in every aspects of their professional

socialization by the supportive school culture. The beginning teachers find improvement

in their self-concept and personal development if they find the supportive community in

their organizations. According to Gratch (2001), strict criticism and unsupportive teaching

culture appear as a great detriment to the beginning teachers teaching proficiency and they

stop concentrating on their teaching development or even stop teaching at all.

Another aspect of the culture of teaching is maneuvering the micro-politics in the

school organizations, which refers to the manipulation of power by the individual or

groups to pull off their objectives in the organization. It is through the prevailing culture

of teaching, professional values, institutional policies and established teaching perceptions

that the formal or informal system of micro-politics promotes in every organization

(Kelchtermans & Vandenberge, 1996). Cameron (2007) states that beginning teachers

need to develop the knowledge and skill about micro-political world during their initial

teacher education programs. The beginning teachers usually remain unaware of these

micro-political tactics, exploited by the administrators and their colleague teachers which

ultimately influence a great deal their self-concept, professional growth and socialization

into teaching career. Kelchtermans & Ballet (2002), therefore consider it as an essential

part, which they think is now usually missing, in the preparation program for beginning

teachers.

2.13.3.3. Role of staffroom

Staffroom has a very significant role in beginning teachers‟ socialization. It is a

place where colleagues meet to share ideas and information, to discuss aspects of

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professional practice and to celebrate success. It is also often a positive social

environment where beginning teachers can become friends, providing and seeking mutual

support and advice. They can build personal and professional relationships with their

colleagues with mutual trust, respect, affective communication and teamwork which are

the essential features of successful staffrooms. The climate in the staffroom can often

reflect the ethos of the school. One of the few opportunities for beginning teachers to

share their ideas, thoughts and concerns is when they meet in the staffroom. These

conversations can often be short and not always helpful (Corrie, 1995). An effective

institution pays attention to what goes on in the staffroom, so that teachers may feel

supported, positive and recharged.

Hammersley (1981) has shown that an ideology about the pupils can be generated

in the staffroom. If things go wrong, there is always a staffroom in which teachers may

relax, recover poise, draw strength, in short to help in managing the teacher role. One

might subscribe to staffroom ideology. Hammersley‟s (1981) research to enforce

conformity to the prevailing staffroom culture was: emphasizing the paramount need for

control, denigrating the university training course, denigrating students‟ own idealistic

efforts and beliefs confirming their own definition of the situation by constant assertion

and mutual reassurance, threatening exclusion from staffroom culture with all its

supportive framework in difficult circumstances, and ridicule by laughter of contrary

views. For the beginning teachers, the main back-region is the staffroom. Its privacy is

well respected by the principals and pupils alike.

2.13.4. Beginning Teachers’ Professional Development

Professional development is a vast term comprising every step taken for the

personal and professional growth of teacher. Glatthorn (1995) states, “Teacher

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development is the professional growth a teacher achieves as a result of gaining increased

experience and examining his or her teaching systematically”(p.41). According to Ganser

(2000), professional development of teachers involves both formal and informal learning

experiences. School organizations arrange many formal training or development

programs, specifically, for beginning teachers like workshops, professional meetings,

conferences, seminars, mentoring etc. Beginning teachers are also motivated to experience

individual and informal learning programs such as reading professional literature,

watching television, surfing internet and learning websites etc. Ganser (2000) thinks that,

however, professional development programs must be looked from three angles, i.e., the

contents of the program, the way the program is delivered and the context in which the

program is taking place.

2.13.4.1. Impacts of professional development on teacher socialization

It is a general assumption that most of the beginning teachers who have entered

the teaching career are under-prepared for their occupation. These teachers are in need of

professional learning to understand the professional practices required of them. According

to Wood and Yackel (1990), successful professional development experiences have

significant impacts on teachers‟ work efficiency, in classroom as well as outside. The

professional development experiences have direct influence on beginning teachers‟

classroom management, teaching methodologies, students‟ discipline and implementation

of curriculum. Nelson (1999) finds that professional development also influences

beginning teachers‟ self-concept and their beliefs and professional behaviors. Jordell

(2002) at the beginning of his comprehensive review of literature on teacher socialization

asserts that the terms of socialization, development and learning have been used

interchangeably in the literature. This idea gets its support from the evidences that some

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socialization experiences (like working with seniors, mentoring, interaction with principal

and authorities etc) become a form of formal or informal experiences related to

professional development. So it becomes quite understandable that the beginning teachers

who are professionally developing themselves are passing through the process of

successful socialization. Contrarily, the teachers who are not developing professionally

can be categorized in terms of unsuccessful socialization.

If viewed from beginning teachers‟ socialization perspective, Calderhead and

Shorrock (1997) work may be interpreted in terms of the influences of professional

development on their socialization process. Villegas-Reimers (2003) has summarized what

Calderhead and Shorrock‟s (1997) identified as the directions receiving the impacts of

professional development experiences:

a. The academic orientation emphasizes teachers‟ subject expertise of the teachers.

b. The practical orientation emphasizes the artistry and classroom technique of the

teacher.

c. The technical orientation emphasizes the knowledge and behavioral skills that

teachers require.

d. The personal orientation emphasizes the importance of interpersonal relationships

in the classroom.

e. The critical inquiry orientation views schooling as a process of social reform, and

the role of schools as promoting democratic values and reducing social inequities

(pp.42-43).

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2.13.4.2. Socialization into professional culture model of professional

development

Calderhead and Shorrock (1997) in their comprehensive study of early

professional development models working in different countries over the world have put

forward three major models focusing on some specific aspects of professional

development. The most prominent is the socialization into professional culture model.

This model mainly focuses attention on the effective socialization process through

professional development programs. It mainly directs the association between professional

development and one‟s enculturation into the professional environment demanded by the

school organization and teaching career. The successful implementation of this model

paves the way for successful process of socialization of beginning teachers into their

profession. Here the teaching is interpreted as a demanding skill which is determined by

the materialistic and ideological surroundings of the classroom as well as organization.

This model emphasized the competence in teaching skill in the perspective of those

sociological and organizational values expected from the beginning teachers to protect and

promote, by adjusting and promoting themselves to the required level of proficiency. This

model suggests that logistic and physical resources of the school organizations and the

professional and sociological values entrenched in the school culture are significant factor

in wielding a strong influence on teachers. These considerations sometimes become so

powerful that they even override those traditional practices the organizations usually

adopt for teacher preparation. However, this model becomes intricate in the sense that

different kinds of schools have different ideological and sociological perspective in regard

of teaching profession. According to Villegas-Reimers (2003), the studies have found that

the pressure the beginning teachers have to face during their early socialization period is

due to the change which they are faced with, from their earlier established concepts

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(through personal experiences or pre-service trainings) to the newly demanding concepts

of the organizations they are serving.

Calderhead and Shorrock (1997) have also presented two other models for

professional development, the technical model and teaching as a moral endeavor model.

The former the technical, or knowledge and skills model mainly deals with that teaching

expertise which is related to the competence and practices the teachers require in order to

make their classroom teaching practices more effective. This includes knowing the pupils,

teaching methodologies, implementing curriculum, understanding organization rules and

policies, manipulating the teaching aids and material, having command over subject

matter and motivating students. Whereas the teaching as a moral endeavor model

primarily deals with the humanistic concerns of teaching in a classroom. This emphasizes

those teaching methods which focus on attention for young students, consideration of

students‟ interests, preparation of students to become an effective member of society, and

relationship among students and with other members of society. Hargeaves (1995)

supports the model stating that it is moral dimension of teaching which has made this

profession unique and distinctive from other occupations.

2.13.4.3. Teacher professional development models: socialization perspective

Villegas-Reimers (2003) in her comprehensive review of literature on teacher

professional development has discussed many professional development models which

ultimately contribute to effective socialization of beginning teachers in the culture of

professional teaching. She has divided the models into two broader categories, the

organizational partnership models which involve interaction between inter-institutional

partnerships or interaction between two independent organizations, and individual models

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that are workable on a small level of school, classroom or even individual level. Some

important form these include the followings:

a. Organizational partnership model

Other university-school partnership

Other inter-institutional collaborations

Teachers‟ networks

Distance education

b. Small group or individual models

Students‟ performance assessment

Workshops, seminars, courses, etc

Case-based study

Teachers‟ participation in new roles

Skills-development model

Project-based models

Action research

Coaching/ mentoring

2.13.4.4. Stages of teacher socialization through professional development

Beginning teachers pass through various stages of socialization which are

influenced by the professional development programs the organizations and individuals

follow during the different periods of professional career. Huberman (1989, in Villegas-

Reimers, 2003) has found five stages of professional development which influence the

process of teacher socialization at different stages of their professional life:

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a. Career entry (1-3 years in job): The teachers seek survival and discover the new

challenges.

b. Stabilization (4-6 years in job): The teachers decide on teaching as career and

realize the significance of teaching skills.

c. Divergent period (7 to 18 years in job): The teachers at this stage are settled in

their profession and they have tried many teaching methods, designed their own

courses and faced many socialization challenges. It can be time of frustration for

some teachers who ultimately leave the profession.

d. Second divergent period (19 to 30 years in job): It is a stage of self-evaluation and

for some it is relaxation. Critical approach develops among senior teachers and

they start criticizing the system.

e. Disengagement (41 to 50 years in job): It is a time of preparation to end the career

with bitter or pleasant experiences. For some it is a time of reflection and

contemplation.

2.13.4.5. Professional development strategies for effective teacher socialization

Many research studies have suggested strategies for teacher professional

development program which can contribute to effective socialization of beginning

teachers. Youngs (2007) and Menchaca (2003) have suggested that professional

development program must address specified needs of beginning teachers instead of

imparting general professional trainings. They think that principal can play a very

significant role in defining the specified needs of beginning teachers and designing the

professional development programs. Renwick (2007) and Amoroso (2005) identify many

places where they think the beginning teachers need additional knowledge and

professional trainings. These areas include classroom management, understanding and

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implementing curriculum, compliance with organization policies and regulations,

communication and relationship with students and their parents. They also see principal as

an effective agent modifying the professional development course according to beginning

teachers‟ needs.

2.13.5. Beginning Teachers’ Role Clarity: Role Expectations

Beginning teachers have multi-dimensional roles and duties in terms of

organizational expectations. They have to follow professional practices in line with

institutional and system policies in dealing with students, their academic concerns,

parents, and colleagues. Simultaneously, they are expected to observe the rules,

regulations and practices set by their administrators and other superordinates. Their main

focus is on their professional learning and becoming good teachers in their classrooms.

Along with all these roles, they are also required to show voluntary interests in overall

school programs, including extra-curricular activities, functions and festivals and even

security issues of the institutions. Beginning teachers are expected to maintain good

relationship with their students, guiding them in extra-hours and solving students‟

personal problems. According to GTDRI Assessment Instrument survey manual (2003),

various roles of teachers have been identified (Appendix F).

2.13.5.1. Socialization roles of beginning teachers

The socialization process of beginning teachers is multi-faceted as they are

expected to perform different roles for becoming successful teachers. All of these roles are

integrated with each other in order to support the smooth change of novice teacher into the

professional culture of teaching career and the school organizations. Harden and Crosby

(2000) have put forward a twelve role model which can be interpreted in terms of

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expectations the school organizations usually associate with beginning teachers‟

professional competence and successful enculturation.

Figure 2.4. Teacher’s socialization roles (Derived from Harden and Crosby, 2000)

a. The information provider

The lecturer: It is the traditional role of a teacher to provide information to the

students. However, the teacher‟s role here is not just of a transmitter imparting

information from one corner to the other; rather they have to transform the information

according to intellectual and emotional needs and level of their pupils. The real task a

teacher has to perform is to shape up the available material according to pupils‟

understanding level and to associate such information with the empirical evidences from

the practical life, which are usually absent in the textbooks. It is a cost-effective method

of delivering the required information to the students and remains most widely accepted

method of instruction all over the world (Harden and Crosby, 2000).

The clinical or practical teacher: A successful teacher is expected to relate the

theoretical knowledge with the practical evidences to solve the everyday life problems. So

a teacher‟s role is not only limited to the books of theory only; the help of students in

practically using this knowledge is also one of the important functions of a teacher.

Beginning Teacher Socialization Roles

Information provider

Role Model

Facilitator Assessor Planner The Resource Developer

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b. The role model

The on-the-job role model: Teacher as a role model is a well-established concept.

The pupils see how the teacher solves the problems practically using his or her

knowledge, skill and attitude, in addition to what they learn from the teacher in the

classrooms.

The role model as a teacher: Teachers‟ role is not only limited to the classroom

only. They also inspire their students at different other occasions, informal or formal, like

in small group discussion in corridor, socializing with students in cafeteria, reading in

libraries and even outside schools. Teachers find so many opportunities to share their

knowledge with the students.

c. The facilitator

The learning facilitator: The teacher‟s new role is of facilitator who manages the

class and facilitates the learning of students through problem-based learning strategy. This

new role has brought a fundamental change in teacher-student relationship and thus has

become very significant for successful socialization of beginning teachers.

The mentor: Another additional role of teacher is of mentor. Teachers go beyond

the traditional classroom and guide students about broader academic issues of learners. It

is an off-line relationship between students and teachers.

d. The assessor

The student assessor: In today‟s education system, students‟ assessment has

become a specialized knowledge and expertise which require the understanding of modern

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ways of examination settings incorporated with technological competence. Thus a teacher

is expected to perform the role of an expert assessor effectively.

The curriculum assessor: A teacher is not only supposed to conduct examination

but is also expected to evaluate and assess the course and curriculum delivered to the

students. Teachers must have eyes on the implementation of the curriculum according to

students‟ needs and the feedback they receive from students during the course.

e. The planner

The curriculum planner: The teachers are sometimes also held responsible for

contributing to curriculum planning where they are expected to share their teaching

experiences from the perspective of suggesting curriculum changes. However, generally,

the beginning teachers are kept away from such policy making decisions.

The course planner: Whatever the curriculum is planned will remain ineffective

unless the individual teachers plan the course in relationship with the destined curriculum.

So teachers need to play their effective role as course planner at individual planning phase

of curriculum.

f. The resource developer

The resource material creator: The teachers of today have to perform many

diversified roles as their professional and organizational requirements. Modern technology

has expanded the scope of learning material in the form of many printable and electronic

resources. A good teacher is expected to be responsible for creating, adapting, selecting,

and providing the learning resources to the pupils for use inside the institution.

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The study guide producer: The modern teachers are also expected to produce

study guide for their students, in electronic or print form. The study guide will guide

students what they need to learn and from where they can access for data.

The twelve roles have been discussed separately; however, they are interrelated

and interconnected with each other and a teacher can perform all or some of them

simultaneously or integrally. However, it is not a good idea to expect that a beginning

teacher is competent in all twelve roles; instead the beginning teachers should be involved

in their matching roles for their effective socialization and organizational development

(Harden and Crosby, 2000).

2.14. Summary and Conclusions

The researcher has used different descriptive and exploratory approaches for this

literature review. He engaged himself in extensive library and digital research on the

related literature of teacher socialization, organizational socialization and socialization

content with particular reference to beginning English teachers in Pakistan. The purpose

of this reading was to develop a theoretical background of these issues, to identify key

factors in the socialization process of beginning English teachers and to see if such factors

were contributing to effective socialization. Since the researcher was unable to find much

written material on Pakistani context, he was forced to rely on his own power of

observation and judgment at several points in dissertation. Many important conclusions

were drawn from the comprehensive review of literature.

Teacher socialization is a complex, communicative process by which individuals

candidly acquire the norms, practices, standards, knowledge, skills, and actions of the

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teaching profession and of the particular school or educational culture in which they seek

to work. Teacher socialization is a regional and cultural subject. It must be realized that

the studies on teacher socialization are repeating in different cultural backgrounds and

institutional contexts with different topics. These studies tend to pay attention to both

uniqueness and commonality in the study of teacher socialization. Teacher socialization is

deeply rooted in particular culture and community and therefore, for instance, the

researches in non-English speaking countries must be viewed separately from those which

took place in English-speaking countries.

Prospective and beginning teachers have been the focus of teacher socialization

research, on the assumption that socialization occurs during the initial years of teacher

training and in the teaching position. The beginning teachers pass through a phase of

change of perspectives, from idealism to the realities of experiences. Beginning teachers

have many personal and organizational challenges during their socialization process.

Beginning teachers are discouraged by so many impediments, which influence their

professional socialization, e.g., restricted and limited autonomy, outdated and outmoded

syllabus, lack of monetary incentives, absence of motivation and reward, political and

hypocritical organizational culture and lack of on-the-job mentoring and professional

development practices.

Studies on teacher socialization have focused on beginning teachers‟ socialization

experiences in workplace (organizational) culture, i.e., the pupils, the ecology of the

classroom, occupational learning, the colleagues, and the institutional characteristics of

school organizations. Effective socialization is interpreted as the criterion through which

the success of the organization's socialization programs and the newcomer's adjustment

through the entire socialization process is evaluated. It is perceived as the major outcome

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of newcomers‟ socialization process that adds to the individual achievements and

organizational outcomes.

Most of the studies have focused on socialization content, discussing one or more

constituents simultaneously. This doctoral study tends to view socialization content as a

whole to find if there is a significant relationship between socialization content and

effectiveness of socialization process of beginning English teachers in Pakistan.

Socialization content has been identified with four variables:

a. Task mastery of teaching skill;

b. Professional learning;

c. Relationship with senior colleagues; and

d. Organizational culture.

Many socialization challenges have been identified related to on-the-job

professional development of beginning teachers through formal training programs and job

experiences, relationship of beginning teachers with experienced colleagues for advice

and support, administrative inconsistencies which influence the effective socialization,

and successful adaptation to organizational culture and organizational practices.

The state of English language and its teaching in Pakistan is in a despondent

condition and has been the victim of many academic, political, linguistic, regional and

religious predicaments. English language teachers in Pakistan are faced with many

professional challenges during their initial years of service. English teaching is faced with

so many problems of gigantic magnitude, some of which are listed as: untrained teaching

staff, vacillating national policies, hackneyed and outdated curriculum, primitive teaching

94

methodologies and above all the lack of resources. Professional socialization is a less

focused area in Pakistani research community. A scanty amount of literature is available

on the area of socialization of beginning teachers which could help in understanding the

socialization challenges of beginning teachers in Pakistani colleges. Similarly a little

amount of work is available on effective socialization and socialization challenges of

beginning English teachers in context of organizational culture, professional and

workplace learning, mentoring and role of senior colleagues, technological competence

and modern ways of teaching.

Most of the studies on beginning teacher socialization are qualitative in nature and

descriptive in approach using (1) survey methods with questionnaires and interviews, (2)

recording biographies of beginning teachers, (3) ethnographic research method by directly

observing the beginning teachers in their real workplace environment. Most studies on

teacher socialization are based on beginning teachers‟ self-perception, recording and

interpreting results on the basis of responses given by the beginning teachers.

Finally, reforms are on the way to improve English language teaching with special

focus on professional development and socialization of English teachers. English language

teaching in Pakistan has been experiencing a period of rapid and multiple reforms both on

public and private levels and one of the areas that is grabbing attention is of professional

socialization of English teachers in the climate of English language teaching reforms. The

endeavors in this regard ought to be appreciated as many initiatives are taken for the long

term and short term programs for professional development and socialization of English

teachers. However, the focus of such reforms has been on traditional faculty development

program, comprising obsolete training workshops and courses, which have been proven

95

ineffective for producing any significant and effective change among (English) teachers

and bringing about any notable reformative changes in English language teaching.

96

CHAPTER 3

RESEARCH METHODOLOGY

This Chapter details the research methodology adopted by the researcher for

collecting and recording the required data for this research. It discusses the use of

qualitative and quantitative methods and their synchronized working in detail. Survey

method was selected owing to its feasibility and appropriateness for this investigation.

The Chapter gives a comprehensive description of the instrument of questionnaire used for

collecting valid and reliable data. A carefully chosen sample of beginning English

teachers has been presented with detailed demographic description. This Chapter also

presents the results of Cronbach‟s alpha used for determining the reliability of survey

questionnaire. The measurements scales and operationalization of research variables have

also been discussed. Finally the Chapter presents those challenges and problems the

researcher faced during data collection process.

3.1. Hypothesis Development

As this study is based on the associational research questions which tended to find

out the existing relationship between effective socialization and socialization content,

following hypotheses were formulated:

Null Hypothesis (H0)

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There is no relationship between socialization content and effective socialization

of beginning English teachers in Pakistan.

Alternative Hypotheses

H1 There is a significant relationship between task mastery of teaching skill and

effective socialization of beginning English teachers in Pakistan.

H2 There is a significant relationship between professional learning and effective

socialization of beginning English teachers in Pakistan.

H3 There is a significant relationship between relationship with senior colleagues and

effective socialization of beginning English teachers in Pakistan.

H4 There is a significant relationship between organizational culture and effective

socialization of beginning English teachers in Pakistan.

The researcher has endeavoured to maintain acceptable standards in preparing the

instruments of research, selecting and approaching the sample, and collecting the required

data which could verify the above mentioned hypotheses. The questionnaire was passed

through validity tests by getting approved from the experts and conducting the pilot study.

For the reliability-coefficient and internal consistency of the questionnaire, Cronbach‟s

alpha was used. The questionnaire was found reliable for collecting the kind of data

required for this research. So as to investigate these research hypotheses, the researcher

decided to obtain the view of beginning English teachers working in Pakistani colleges.

Specifically, a total of 430 respondents from 55 colleges and higher secondary schools

98

from federal capital Islamabad and various cities of Punjab province were approached for

data collection. Out of 430 participants, 319 returned the questionnaires and finally 295

questionnaires were selected for data analysis. A separate questionnaire was also filled by

the respective 23 Heads of English Departments to know their opinions about socialization

process of their beginning English teachers. A small part of data was also collected

through informal discussion with beginning English teachers, though it was not included

in the results. Data gathered from these research instruments were then computed for

analyses.

3.2. Research Method

This investigation mainly employs qualitative research design along with the use

of techniques usually employed in quantitative research methods. Following the

qualitative designs, it aims to achieve an in-depth understanding of a situation and

attempts to explain how human beings behave and feel in a certain way, i.e., how

socialization content affects effective socialization of beginning teachers and what

socialization challenges emerge during this process. Quantitative research, on the other

hand, mainly focuses on a precise measurement of a situation and attempts to answer

questions related to how much, how often, how many, when and who. Qualitative research

includes an “array of interpretive techniques which seek to describe, decode, translate, and

otherwise come to terms with the meaning, not the frequency, of certain more or less

naturally occurring phenomena in the social world” (Van Maanen, 1979, p.522).

However, quantitative techniques were used at the data collection stage by preparing

questionnaires for obtaining self-perceptions of beginning teachers about their

socialization process. For the Heads of English Departments separate questionnaires were

used, including open ended questions. The purpose of this descriptive study was based on

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what Carson (1996) defines as a research engagement in the phenomenon under

investigation, collecting data which provide a detailed description of events, situations and

interaction between people and things, providing depth and detail .

Qualitative research sometimes is also labelled interpretive research because it

seeks to develop understanding through detailed description. The descriptive method of

research was used for this study. Creswell (1994) defines the descriptive method of

research that it is an endeavour to collect data to describe an existing condition. According

to Cooper and Schindler (2006), “a descriptive study attempts to describe or define a

subject, often by creating a profile of a group of problems, people, or events through the

collection of data and the tabulation of the frequencies on research variables or their

interaction; the study reveals who, what, when, where, or how and how much” (p.708).

The descriptive research aims at the verification of the formulated hypotheses related to

the present situation in order to elaborate it. This method introduces a flexible research

design and is beneficial when new questions and issues emerge during the investigation,

further investigation may be conducted. In this study, the descriptive research method was

employed so as to identify nature of relationship between socialization content and

effective socialization process of beginning English teachers in their organizations. This

method was employed with the consideration of the objective to obtain first hand data

from the respondents. Owing to flexibility, the descriptive method proved beneficial as it

helped in using both type of data, either quantitative or qualitative.

3.2.1. Quantitative Data

Quantitative data collection methods mainly deal with the quantification of

relationship between different variables. These methods state a relationship between

measured variables. When these methods are employed, the researcher is generally

100

detached from the investigation and the final results are not context-bound. The

quantitative research method is characterized by the valid, reliable and (can be)

generalized findings, it provides (Cassell & Symon, 1994). As this method is deductive in

nature and particularistic in approach, it is mostly based on the formulation of study

hypothesis/es and then conducting an empirical inquiry to verify using specific type of

data set (Frankfort-Nachmias & Nachmias, 1992).

3.2.2. Qualitative Data

Qualitative data is defined as soft data that approximates but does not measure the

attributes, characteristics, properties, etc., of a thing or phenomenon. Qualitative data

describes whereas quantitative data defines (Qualitative Data, n.d.). The qualitative data

usually focuses on verbal information than on numerical facts (Polgar & Thomas, 1995).

Hence, instead of analyzing the data through applying statistical tests, it tends to use

logical reasoning, qualifying interpretations and other qualitative ways to analyze and

comprehend or rather decipher the text from different perspectives.

Another advantage associated with the use of qualitative data collection methods

is that they are always open to change and can be improved as the study advances. It

suggests that qualitative data collection tools are relatively flexible and can be adapted to

the required situation. Furthermore, they do not necessarily require manipulation or

manoeuvring of the research settings. In fact, the qualitative research methods mainly

focus on understanding the phenomenon in its real or naturally occurring situation or

happening. Another distinguishing feature of qualitative research instruments is that they

bring in a better realistic feeling of the naturally occurring situation than what can be got

through statistics and numerical facts through quantitative methods. These data collection

instruments provide flexibility at data collection stage, and a well-grounded data analysis

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and interpretation afterwards from the gathered data. Conclusively it can be remarked that

these methods provide a holistic description of the phenomenon under investigation.

3.2.3. Triangulation of Data

The term of triangulation is used when the investigation involves various

qualitative methods combined simultaneously or tends to exploit the combination of both

qualitative and quantitative methods at the same time. Qualitative studies are linked up

with quantitative ones to enhance the quality of the research, particularly when a

quantitative study goes along with qualitative one and provides substantiation for the

qualitative findings. There are different patterns of conducting this triangulation: e.g.,

quantitative and qualitative studies can be conducted concurrently, a qualitative report can

be continuing whilst manifold waves of quantitative studies are conducted determining

behavioral and attitudinal changes overtime, a qualitative study can go before a

quantitative study and a subsequent qualitative study then might pursue the quantitative

study looking for more clarification, and a quantitative study can lead a qualitative study

(Cooper & Schiknler, 2006).

It is a Post-positivist approach which hopes for obtaining objectivity through

triangulation across multiple fallible perspectives. It is generally believed that all quantitative

data is based upon qualitative judgments, and all qualitative data can be described and

manipulated numerically (Trochim, 2007). Where appropriate, most researchers tend to use

integrated methodology which promotes “complementarities” between different approaches to

support, strengthen, cross-examine and triangulate the data. This way a problem under

investigation can be addressed in an effective way and, moreover, the information can be

disseminated according to the audiences of heterogeneous composition. In the pursuit of these

102

objectives, this investigation has employed the first pattern of triangulation of conducting both

qualitative and quantitative studies simultaneously.

3.3. Selection of Survey Method

This investigation is mainly based on qualitative research practices; however, the

inclusion of some quantitative elements to solidify the results has also been confirmed. It

can be further categorized into descriptive and survey research. The questionnaire survey

was conducted to know how socialization content affects effective socialization of

beginning English teachers and what socialization challenges emerge during this process.

After great deliberation it was decided to select survey method for collecting data

for this investigation. For this investigation, a cross-sectional survey was conducted.

Cross-sectional surveys are usually used to gather information on a population at a single

point in time (Cooper & Schiknler, 2006). The purpose of selecting survey method was to

create a body of evidence concerning the existing situation, to provide a basis for

generalizations based on the collected data, to understand the problem, and to make

discriminating and objective observations. Being a non-experimental and descriptive

method of collecting the desired data, survey method proved very cost-effective. As this

investigation is based on the self-perception of beginning English teachers about their

socialization process, the survey method was found quite appropriate through which the

relevant data could be generated without having direct observation or becoming a part of

the teaching community. Another factor that contributed to the selection of survey method

was the large population as it was not possible for the researcher to access the entire

population. Therefore the researcher sampled the population according to standardized

103

techniques. The questionnaires were designed with the view to obtaining data which could

be quantified easily and analyzed conveniently to have better understanding of findings

and discussion. The sample was highly literate (beginning English teachers at college

level); so it was comfortable to design a comprehensive questionnaire even using subject

related jargon and terminologies. The questionnaire method proved successful as it

became convenient to judge the quality of responses.

3.4. Sampling

The fundamental idea of sampling is that by selecting some of the elements in a

population, the researcher may draw conclusions about the entire population. A population

element is the individual participant or object on which the measurement is taken. It is the

unit of study. A population is the total collection of elements about which we want to

make some inference. The ultimate test of a sample design is how well it represents the

characteristics of the population it purports to present (Cooper and Schindler, 2006). In

terms of measurement, the sample should be valid. Validity of a sample is characterized

by two features: accuracy and precision. Accuracy is the degree to which bias is absent

from the sample. Whereas, precision of estimate is a measurement how closely the sample

represents the population. The numerical descriptors that describe samples may be

expected to be different from those that describe populations because of random

fluctuations inherent in the sampling process. This sampling error reflects the influence of

chance in drawing the sample members. Sampling error consists of random fluctuations

only, although, some unknown systematic variance may be included when too many or too

few sample elements possess particular characteristics.

104

The population for this study was defined as the beginning English teachers

having not more than four year teaching experience as regular faculty members in the

institution affiliated (both public and private) with Federal board, Punjab boards and

Universities for higher secondary education and above.

The population was too large to conduct survey for all of its members. A small,

but carefully chosen sample was therefore used to represent the population. It was a great

concern for the researcher that the sample should have reflected the characteri stics of the

population from which it was drawn. For this purpose, method of probability sampling

was used where each member of the population had a known non-zero probability of being

selected.

More specifically to the probability sampling method, stratified sampling

technique was used as it reduces sampling error. Different stratums were formed from

which the samples were then selected randomly. A stratum is a subset of the population

that shares at least one common characteristic. The researcher first identified the relevant

stratums (or strata) and their actual representation in the subject population. Three

stratums were defined for the sample used for this investigation. Following three stratums

were identified from the population and then sufficient numbers of participants were

selected for the study.

105

Table 3.1

Detailed list of Stratums Used for Stratified Sampling

Sex (Two)

Stratum One

Institution Type (Ten)

Stratum Two

Nature of Job (Two)

Stratum Three

1 Male &

Female

Government &

Private

Permanent/ regular &

Contract/ Visiting

2 Urban &

Rural

3 Affiliated with Provincial Board

& Federal Board

4 Co-education &

Single-gender education

5 Mix-gender Staff &

Single-gender staff

In order to determine whether socialization content plays a significant role in

leading the beginning English teachers towards successful organizational socialization, a

total of 430 beginning English teachers were approached to participate as respondents of

the questionnaire, used to gather data. However, 319 questionnaires were returned from

which 295 were finally used for the analysis and study results.To achieve pertinent

information, certain inclusion criteria were imposed. It was ensured that the participant

qualified for sample selection must have been an English teacher with equal to or less than

four year teaching experience at higher secondary level and above. Experience was further

defined as working on permanent position in some government affiliated institution. This

qualification ensured that the participants were able to understand the nature of the study,

making the survey items easy for them to accomplish. The respondents were selected from

55 colleges and higher secondary schools from federal capital Islamabad and different

cities of Punjab province.

106

Stratified random sampling was done to ensure the reasonable participation from

the institutions belonging to specified stratums. This sampling method was used to make

sure that each member of the population had an equal opportunity to become part of the

sample. As all members of the population had an equal chance of becoming research

participants, this was considered to be the most efficient and appropriate sampling

procedure. In order to conduct this sampling strategy, the researcher defined the

population first, listed down all the member institutions of the population (from the

available list of affiliated institutions on BISE websites) and then selected members to

make the sample. For this procedure, the institutions were selected with reference to

accessibility and approachability. As it was difficult to travel to different places without

pre-planned meeting schedules and approach the respondents directly after the selection of

the institutions, the researcher further searched for friends and acquaintances to approach

respondents for filling on the detailed questionnaires. The friends and ex-colleagues of the

researcher proved a great help in this tiresome data collecting process. The beginning

English teachers of the following institutions were approached as sample for this research:

List of the Institutions

1. ACE Foundation Rawalpindi

2. Al-Farooq Public School Rawalpindi

3. Alpine Education System Bahawalpur

4. Army Public School and College, Westridge, Rawalpindi

5. British Education System, Rawalpindi

6. Cadet College, Hasan Abdal

7. Cadet College, Jhelum

107

8. Chenab College, Jhang

9. College of Computer Sciences, Gujranwala

10. F.G. Degree College for Men, Wah Cantt.

11. F.G. Post Graduate College H-8, Islamabad

12. F.G. Post Graduate College H-9, Islamabad

13. Faisalabad College of Science & Commerce, Faisalabad

14. Falcon College, Allama Iqbal Town, Lahore

15. Fauji Foundation, Rawalpindi

16. Fazaia Inter College, Islamabad

17. Global College, Rawalpindi

18. Government College for Women, Band Road, Lahore

19. Government College of Commerce, Sargodha

20. Government Degree College for Women, Khanewal

21. Government Degree College, Shahdrah, Lahore

22. Government Degree Islamia College, Khanewal

23. Government Gordon College, Rawalpindi

24. Government Islamia College Gujranwala

25. Government Post Graduate College, Sahiwal

26. Govt Degree College for Girls SatelliteTown Bahawalpur

27. Govt Degree College for Girls, Lodhran

28. Govt. Post Graduate College Gojra

29. Hashmi Colleges of Commerce, Rawalpindi

30. HIT Degree College, Taxila

31. HITEC Boys College, Taxila

32. IMCB F10-3 Islamabad

108

33. Institute for Graduate Studies, Lahore

34. Johar College of Arts & Computer Sciences, Sahiwal

35. Lodhran Public Science College, Lodhran

36. National College of Commerce & Computer Science Burewala, Vehari

37. New Muslim College of Commerce & Computer Sciences Mian Channu

38. OPF College F-10-3, Islamabad

39. OPF College F-10-4, Islamabad

40. OPF College H-8-4, Islamabad

41. Pakistan Air Force College (PAF) Chaklala, Rawalpindi

42. Pakistan College of Commerce, Faisalabad

43. Pioneer High School & College Bahawalpur

44. Punjab College of Commerce for Girls, Multan

45. Punjab College of Commerce, Multan

46. Punjab College of Commerce, Rawalpindi

47. Rawalpindi College of Commerce, Rawalpindi

48. RISE College Multan

49. Sadiq Pbulic School and College, Bahawalpur

50. Sir Syed College, Rawalpindi

51. Swedish Institute of Technology, Wah Cantt.

52. The City College of Commerce, Faisalabad

53. WAPDA Degree College Terbela

54. Zakariya College of Commerce, Multan

55. Zarghoona College for Women, Wah Cantt.

109

Figure 3.1. Map of Punjab province

110

3.4.1. Demographic Description of the Sample

The sample was selected from the different stratums to get the true representation

of the population.

3.4.1.1. Teaching experience

The first feature of the sample was the specified years of teaching experience. As

the research focused on the beginning English teachers, it was ensured that no respondent

included in the sample had more than four years of teaching experience. This delimitation

of the sample was quite challenging as practically it was found so difficult to access to

such beginning teachers. Many colleges were visited where not even a single teacher

fulfilled the criterion.

Figure 3.2. Teaching experience of beginning English teachers

The table 3.2 shows the frequency of teaching experience of the participants. The

left-hand column of Response shows the years of teaching experience of the participants

and total number of cases who responded to the question at the end. Frequency column

0 1 2 3 4 5

Teaching Experience of Present Institute

0

20

40

60

80

100

120

Fre

qu

en

cy

Mean = 2.19Std. Dev. = 1.057N = 295

0 1 2 3 4 5

Total experience

0

20

40

60

80

100

120

Fre

qu

en

cy

Mean = 2.73Std. Dev. = 0.993N = 295

Total experience

111

gives the number of participants who responded to this option. The Percent column is the

percentage of the responses given to this option. This table shows that 13.9% of all the

participants had total one year teaching experience and the corresponding section of the

table shows that 33.9% had one year teaching experience in the present institutions they

were working. Similarly, 24.4% and 27.8% respectively had two years, 36.3% and 24.1%

had three years respectively, and 25.4% and 14.2% had four year total experience and

experience in present institution they were working, respectively. The Valid percent

shows the percentage of those with non-missing data. As it has been earlier mentioned

that, for the accepted questionnaires the missing values were replaced with series mean; so

missing values are absent in this frequency table. Cumulative percent is the percentage of

subjects in a category plus the categories listed above it. This last column is quite

informative for frequency distribution with several ordered categories. For example, in the

section of total teaching experience of the table the distribution shows that 13.9% had one

year experience, 38.3% had one or two year experience and less than three years, and

74.6% had one, two or three year teaching experience and less than four years.

Table 3 .2

Teaching Experience of Beginning English Teachers: Frequency

Response Total teaching experience Teaching experience of present

institution

Frequency Percent% Cumulative

Percent

Frequency Percent% Cumulative

Percent%

One Year 41 13.9% 13.9 100 33.9% 33.9

Two years 72 24.4% 38.3 82 27.8% 61.7

Three years 107 36.3% 74.6 71 24.1% 85.8

Four years 75 25.4% 100.0 42 14.2% 100.0

112

Total 295 100.0 295 100.0

It appears (Appendix G: Table 1) that for the items, all Means, Medians and

Modes seem reasonable. After checking the data it was found that all means were within

the ranges the researcher expected (given the information in the codebook and the

researcher‟s understanding of the variable). The Minimum and Maximum were within the

appropriate (codebook) range for each variable and none was found smaller or bigger than

was expected. The data regarding the teaching experience of the participant was found

normally distributed, having skewness values between -1 and 1. Conclusively, the data

was found normal and error free.

3.4.1.2. Gender

For this investigation it was particularly taken into account that both male and

female participants must have been in reasonably comparable ratio.

Male Female

Sex

0

30

60

90

120

150

Co

un

t

145 150

Figure 3.3. Gender representation of the sample

113

The bar graph and table below show that in this study, 145 of the total respondents

were male and 150 were female, denoting a reasonably comparable ratio of almost 1:1.

Table 3.3

Gender Representation of the Sample: Frequency

Frequency Percent %

Valid Male 145 49.2

Female 150 50.8

Total 295 100.0

3.4.1.3. Age

Age was significant demographic information for this research study. However,

the data reflects the trend that age of beginning English teachers, having teaching

experience of not more than four years as regular/ permanent faculty members in some

government affiliated institution, lie mostly within the age group below 30 year old.

0 1 2 3 4 5

Age

0

20

40

60

80

100

120

140

Fre

qu

en

cy

Mean = 2.02Std. Dev. = 0.909N = 295

Histogram

Figure 3.4. Age description of the sample

114

The table and histogram show the detailed breakup of the ages of the participants

of this study, that is 91 or 30.8% of all the participants were of the age below 25 years,

136 or 46.1% were between 26-30, and 40 or 13.6% between 31-35, and 28 or 9.5% were

those participants whose age was above 35 years. The older age participants belonged to

the category of those teachers who started their regular/ permanent job career late or too

late.

Table 3.4

Age Description of Respondents: Frequency

Age Group Frequency Percent % Valid Percent % Cumulative

Percent %

1 21-25 91 30.8 30.8 30.8

2 26-30 136 46.1 46.1 76.9

3 31-35 40 13.6 13.6 90.5

4 Above 35 28 9.5 9.5 100.0

Total 295 100.0 100.0

3.4.1.4. Education

Education of the participants was another kind of significant demographic

information for this research study. As the research was confined to beginning English

teachers only, so it was considered as the qualifying or screening criterion that every

participant of the study must have at least Master degree in English language or Literature

or TEFL. Unexpectedly, in some institutions, though very few (only 3), English teachers

were found without having the Master degree in English. Data collected through such

questionnaires was altogether rejected for this research.

115

Figure 3.5. Educational qualifications of respondents

However, the data reflects the trend of obtaining B.Ed. degree. A mild trend was

also seen towards acquiring PGD TEFL also. Very few beginning were found having

M.Phil, and no one was found with foreign degree. It is why the information related to

these degrees was excluded from results. The table and bar graph above show the detailed

breakup of the education of participants of this study, that is 295 or 100% of the

participants had Master degree in English language or literature or TEFL, 98 or 33.2% had

B.Ed. degrees as well, and 43 or 14.6 had got their PGD-TEFL.

Table 3.5

Educational Description of Respondents: Frequency

MA English B.Ed. PGD TEFL

Count % Count % Count %

No 197 66.8% 252 85.4%

MA English 295 100.0%

B.Ed. 98 33.2%

Education Graph

295

98

43

0

50

100

150

200

250

300

350

MA English B.Ed. PGD

116

PGD 43 14.6%

3.4.1.5. Institution type

For this study stratified random sampling was used, so it was particularly taken

into account that representations should have been made from different types of

institutions, where the population under study was present. For this purpose, sample was

selected from the institutions representing different stratums of the population. The data

was collected from institutions of government, private or other sector (e.g., run by

NGO‟s), urban and rural areas, affiliated with provincial boards and federal board, having

co-education and single-gender education system, and co-gender staff and single-gender

staff.

Institution Type

13090 75

262

33

175

120 135160 165

130

295

0

50

100

150

200

250

300

350

Gov

ernm

ent

Priv

ate

Oth

er S

yste

ms

Urb

an

Rur

al

Pro

vinc

ial

Feder

al

Co-

educ

ation

Singl

e-se

x ed

ucat

ion

Mix-G

ende

r Sta

ff

Singl

e-se

x Sta

ff

Total

Figure 3.6. Representation of respondents from different types of institutions

117

The bar graph above shows the detailed breakup of the types of institution from

where the data was collected. It was found that 130 or 44.1% of all the participants

belonged to the government colleges, 90 or 30.5% were from private colleges and 75 or

25.4% of the total participants were from the colleges of other sectors (semi-government,

or NGO run). Likewise, 262 or 88.8% participants belonged to urban area colleges and 33

or 11.2% were from rural area colleges. Out of the total 295 participants, 175 or 59.3%

represented the colleges affiliated with provincial boards (Punjab), whereas 120 or 40.7%

were from the federal board affiliated colleges. The data counts that 135 or 45.8% of all

the participants represented the co-ed. institutions while 160 or 54.2% represented the

institutions only for boys or only for girls. The final column reflects that 165 or 55.9% of

beginning English teachers were from the institutions where both male and female

teachers worked together whereas 130 or 44.1% indicated only male or only female staff.

3.4.1.6. Nature of job

Nature of job was significant demographic information for this research study.

However, the data reflects the trend that most beginning teachers were working on

permanent basis or on contracts. For this study only those visiting teachers were included

who were teaching in the colleges for more than one year. As their number was very low

(only 16 or 5.4%), so this data was also included in the study with the assumption that it

would not affect the accuracy of results.

118

Nature of Job

176

102

161

295

0

50

100

150

200

250

300

350

Permanent Contract Visiting Other status Total

Figure 3.7. Representation of respondents’ job nature

The table 3.6 and the graph show the detailed breakup of the nature of jobs of the

participants of this study. It is shown that 176 or 59.7% were working on permanent

basis, 102 or 34.6 % on contract, 16 or 5.4 % on visiting and only 1 or .3% on other status

(daily wages).

Table 3.6

Representation of Respondents’ Job Nature: Frequency

Frequency Percent % Cumulative Percent %

Valid Permanent 176 59.7 59.7

Contract 102 34.6 94.2

119

Visiting 16 5.4 99.7

Other status 1 .3 100.0

Total 295 100.0

3.4.1.7. Teaching level

Teaching level was also another kind of important demographic information for

this investigation. The data reflects the trend that mostly beginning teachers were teaching

at intermediated and graduation level. However, a reasonable number of beginning

teachers were also teaching Master level classes, particularly in private sector. Usually the

teachers were found teaching at different levels simultaneously, from intermediate to

Master level.

Teaching Level

258

109

57

4

0

50

100

150

200

250

300

Intermediate Graduation Master Diploma

Figure 3.8. Description of respondents teaching at various levels

120

The bar graph shows the detailed breakup of the teaching level of the participants

of this study, that is 258 or 87.5% of all the participants were teaching at intermediated

level, 109 or 36.9% were teaching at graduation level, 57 or 19.3% at Master level and

only 4 or 1.4% were teaching at diploma level classes.

3.5. Survey Instrument: Questionnaire

Drafting and selecting questions began when the researcher developed a complete

list of investigative questions and decided on the collection process to be used. The

creation of a survey question was not a haphazard or arbitrary process. Whether the

questions are created or borrowed, the researcher generates specific measurement

questions considering subject content, the wording of each question is influenced by the

degree of disguise and the need to provide operational definitions to construct a concept

(Cooper & Schindler, 2006; Jean & Presser, 1986).

The survey questionnaire was used as the main data-gathering instrument for this

investigative study (Appendix A). The background profile contained socio-demographic

characteristics of the respondents such as age, gender, education, the number of years they

had served the organizations as well as their assigned job position, level of teaching and

the institution type they belonged to. The survey properly explored the perceptions of

beginning teachers on socialization content, particularly how it was affecting their

socialization process. The questions were structured using the Likert format. In this survey

type, five choices were provided for every question or statement. The choices represented

the degree of agreement or satisfaction each respondent had for the given question. For the

section of professional development and working relations with senior colleagues,

screening questions were also given by providing dichotomous options. The scale given

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below was used to interpret the total responses of all the respondents for every survey

question by computing the weighted mean:

Range Interpretation

4.01 _ 5.00 Strongly Disagree/ Great Problem

3.01 – 4.00 Disagree/ Small Problem

2.01 – 3.00 Neutral

1.01 – 2.00 Agree/ Pleasing

0.00 – 1.00 Strongly Agree/ Very Pleasing

The Likert scale questionnaire facilitated the respondents to answer the questions

easily. Besides, this questionnaire helped the researcher to collect quantitative data which

could be further used for statistical analysis and interpretation effectively. As a test of

validity, a pilot study was conducted with 20 respondents. However, the answers given by

these respondents were not made the part of data analysis and used only for test purpose.

These 20 respondents were asked for suggestions regarding the problems and errors in

questionnaire; their suggestions helped in improving the validity of the instrument. The

questionnaire was edited and revised according to valid suggestions from these

respondents.

3.5.1. Contents of the Questionnaire

The questionnaire was divided into three main sections, and four sub-sections:

Section One

This section included the background and demographic information related to the

respondent.

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Section Two

This section included measurement scale for effectiveness of socialization process,

the criterion variable (DV)

Section Three

This section included measurement scale for socialization content. This section

was further divided into four sub-sections:

A. This sub-section included measurement scale for task mastery of teaching skill, a

predicting variable (IV).

B. This sub-section included measurement scale for professional learning, a

predicting variable (IV).

C. This sub-section included measurement scale for relationship with senior

colleagues, a predicting variable (IV).

D. This sub-section included measurement scale for organizational culture, a

predicting variable (IV).

3.5.2. Validity and Reliability of the Research Instrument

Validity refers to the accuracy or truthfulness of a measurement. It attributes to a

characteristic of measurement concerned with the extent that a test measures what the

researcher actually intends to measure, and that differences found with a measurement

tool reflect true differences among participants drawn from a population (Selltiz,

Wrightsman & Cook, 1976). Content validity of a measuring instrument is the extent to

which it provides adequate coverage of the investigative questions guiding the study. The

external validity refers to the extent of generalizability of the results of a study to other

123

field settings. Further, criterion-related validity reflects the success of measures used for

prediction or estimation.

However, the fact is that there are no statistical tests for validity. In reality, it is

extremely difficult to determine if a measure is valid. The validity of an instrument refers

to the opinion when a researcher thinks that it is measuring what it was expected to

measure; broadly speaking when a researcher gets the opinion of some other researcher(s)

that the instrument will measure what it is made for, the instrument is considered valid. In

short, validity is an opinion; nothing more.

With these concerns in the mind, the researcher attempted fully to construct a

validated instrument for the study. Following some ways were practiced for this purpose:

a. It was ensured that the questions had been taken from the valid sources, used for the

same purposes. Though, later they were modified according to the indigenous

situations to be compatible with the sample of the study.

b. It was presented to six experts, including subject specialists and well-known

researchers, who suggested some corrections which were then included in the

instrument. After fixing the problems, the questionnaire items were again discussed

with these experts. Each question was scrutinized and modified until the researcher

was satisfied that it was an accurate measure of the desired construct, and that there

was adequate coverage of each area to be investigated.

c. A final draft of the questionnaire was filled by a sample of 20 potential respondents

and their responses were evaluated. It was found that this yielded useful information.

124

d. The researcher found five colleagues who were asked, turn by turn, to pretend as a

respondent. One of them was given a final copy of the questionnaire and was

requested to complete the questionnaire as if he had been a real respondent. While

completing the questionnaire, he was asked to ask any problem freely. The questions

he asked about the questionnaire were taken as an indication of problematic items.

The researcher then modified all items that were mentioned. Then the process was

repeated with the next colleague, and continued until the last colleague mentioned the

problems.

Reliability is identified with repeatability. A measurement that produces consistent

results over a period of time is considered reliable. The time when a measurement is

vulnerable to random errors, it loses its reliability. The feature of reliability in an

instrument can be identified as an upper limit over its validity (Selltiz, Wrightsman &

Cook, 1976). Usually, an instrument lacking reliability will also be weak in its validity.

Three basic methods of reliability test are well-known: test-retest, equivalent form, and

internal consistency.

The researcher, for this study, chose the most popular method of estimating

reliability i.e., measures of internal consistency. When an instrument includes a series of

questions designed to examine the same construct, the questions can be arbitrarily split

into two groups. Cronbach‟s alpha is based on the mean (absolute value) of inter-item

correlation for all possible variable pairs. It provides a conservative estimate of reliability,

and generally represents the lower bound to the reliability of a scale of items. To test the

125

reliability of the instrument used for this study, Cornbach‟s alpha was used. The details

are as under:

a. Cronbach’s reliability test for the effective socialization scale (DV)

To test the internal consistency, reliability for the multiple items scale used for

effectiveness of socialization variable, Cronbach‟s coefficient alpha was used. Alpha is

based on the mean or average correlation of each item in the scale with every other item.

Following the assumptions that reliability should indicate the extent to which the different

items, measures, or assessments are consistent with one another in measuring the variable

and the extent to which each measure is free from measurement error, the Cronbach‟s

alpha was applied on the scale. It also checked that the measures or items were related

systematically to one another in a linear manner because they were believed to be the

measure of the same construct. The table 3.7 presents the reliability statistics for the scale

measurement.

Table 3.7

Reliability Statistics for Effective Socialization Scale: Cronbach’s Alpha

Cronbach’s Alpha Cronbach’s Alpha Based on

Standardized Items

N of Items

.853 .855 27

Cronbach‟s alpha was computed in order to assess whether the 27 items that were

summed to create the composite variable of effective socialization score formed a reliable

126

scale (Appendix H: Table 2). The alpha for the 27 items was .85, which indicated that the

items formed a scale that had reasonable internal consistency.

b. Cronbach’s reliability test for task mastery of teaching skill scale (IV)

To test the internal consistency reliability for the multiple items scale used for task

mastery of teaching skill variable, Cronbach‟s coefficient alpha was used. Alpha was

based on the average correlation of each item in scale with every other item. The table 3.8

presents the reliability statistics for task mastery of teaching skill scale measurement.

Table 3.8

Reliability Statistics for Task Mastery of Teaching Skill scale: Cronbach’s Alpha

Cronbach’s Alpha Cronbach’s Alpha Based on

Standardized Items

N of Items

.779 .788 14

Cronbach‟s alpha was computed in order to assess whether the 14 items that were

summed to create the composite variable of task mastery of teaching skill score formed a

reliable scale (Appendix H: Table 3). The alpha for the 14 items was .77, which indicated

that the items formed a scale that had reasonable internal consistency.

c. Cronbach’s reliability test for professional learning scale (IV)

To test the internal consistency reliability for the multiple items scale used for

professional learning variable, Cronbach‟s coefficient alpha was used. Alpha was based

on the mean or average correlation of each item in the scale with every other item. The

table 3.9 presents the reliability statistics for the professional learning scale measurement.

127

Table 3.9

Reliability Statistics for Professional Learning Scale: Cronbach’s Alpha

Cronbach’s Alpha Cronbach’s Alpha Based on

Standardized Items

N of Items

.794 .795 15

Cronbach‟s alpha was computed in order to assess whether the 15 items that were

summed to create the composite variable of professional learning score formed a reliable

scale. The alpha for the 15 items was .79, which indicated that the items formed a scale

that had reasonable internal consistency.

d. Cronbach’s reliability test for relationship with senior colleagues scale (IV)

To test the internal consistency reliability for the multiple items scale used for

relationship with senior colleagues variable, Cronbach‟s coefficient alpha was used. Alpha

was based on the mean or average correlation of each item in the scale with every other

item. The table 3.10 presents the reliability statistics for the relationship with senior

colleagues scale measurement.

128

Table 3.10

Reliability Statistics for Relationship with Senior Colleagues Scale: Cronbach’s Alpha

Cronbach’s Alpha Cronbach’s Alpha Based on

Standardized Items

N of Items

.831 .832 27

Cronbach‟s alpha was computed in order to assess whether the 27 items that were

summed to create the composite variable of relationship with senior colleagues score

formed a reliable scale (Appendix H: Table 4). The alpha for the 27 items was .83, which

indicated that the items formed a scale that had reasonable internal consistency.

e. Cronbach’s reliability test for organizational culture Scale (IV)

To test the internal consistency reliability for the multiple items scale used for

organizational culture variable, Cronbach‟s coefficient alpha was used. Alpha was based

on the mean or average correlation of each item in the scale with every other item. The

table 3.11 presents the reliability statistics for the organizational culture scale

measurement.

129

Table 3.11

Reliability Statistics for Organizational Culture Scale: Cronbach’s Alpha

Cronbach’s Alpha Cronbach’s Alpha Based on

Standardized Items

N of Items

.891 .893 23

Cronbach‟s alpha was computed in order to assess whether the 23 items that were

summed to create the composite variable of organizational culture score formed a reliable

scale (Appendix H: Table 5). The alpha for the 23 items was .89, which indicated that the

items formed a scale that had reasonable internal consistency.

3.5.3. Operationalization of Survey Terms

The terms used in survey questionnaires were interpreted and measured as under:

3.5.3.1. Beginning English teacher

In this doctoral study the term beginning teacher refers to one who keeps a master

degree in English language and/ or literature, ELT/ TEFL, or Linguistics with equal to or

less than four year teaching experience; that is, a teacher presently in the first, second,

third or fourth year of teaching career. For obtaining such information the declaration of

the respondents was considered enough and reliable.

3.5.3.2. Experience

The term experience is used for teaching as a part of permanent (regular or

contract) faculty/ staff in some affiliated institution at higher secondary / intermediate

130

level and above. For obtaining such information the declaration of the respondents was

considered enough and reliable.

3.5.3.3. Institution/ organization

It refers to government and private colleges and higher secondary schools which

are affiliated with Federal Board of Intermediate and Secondary Education (FBISE) or any

other of the eight Boards of Intermediate and Secondary Education in Punjab province

(e.g., MBISE) for higher secondary/ intermediate classes. For obtaining such information

the available data on the official websites of educational boards was accessed.

3.5.3.4. Scale for effective socialization

Based on the concept of organizational socialization, a measurement scale was

devised after adapting from different valid scales being used for this purpose. Some

questions were rephrased keeping the main content intact so that the scale might be

adjusted to the local situations of Pakistani institutions where the study was conducted. A

five-point Likert scale was used for measurement, ranging from strongly agree/ very

pleasing to strongly disagree/ great problem. The following 15 items (total 27 including

sub-questions) were used for making composite effective socialization scale.

Table 3.12

Effective Socialization Scale

Sr. Domain

Questions Asked

1 Clear objectives “You understand well what your organization’s objectives are.”

2 Good resources “You have good resources to successfully complete your job

131

responsibilities.”

3 Authorities care “Authorities (e.g., principal, HoD, Administrator) care about you as

a person.”

4 Belongingness “Your colleagues and seniors listen to your opinion.”

5 Growth “You have the opportunity to learn and grow in this job.”

6 Job stress “Your workload, in general.”

7 Role clarity &

adjustment

“The types of duties assigned to you:

Teaching

Administration

Hostel warden

Head of the department

Committee member

Admission

Student affairs

Other”

8 Internal commitment “Extra or Co-curricular duties:

Arrange debates or speeches

Drafting speeches

Arrange sports events

Write or edit newsletter/ magazine etc

Perform as a compere/ host

Other”

9 Conducive working

conditions

“Your working conditions, in general (class size, classroom

conditions, duties load etc.)”

10 Adaptation “Participation in new roles other than teaching (e.g., organization,

management, monitoring)”

11 Confidence “You feel your classroom control/ management in general.”

12 Sociability “You are in good relationship with your principal.”

13 Sense of “You feel yourself a successful teacher.”

132

achievement

14 Cultural adjustment “You feel yourself adjusted in the culture of your institution, in

general.”

15 Job satisfaction “Overall, you are satisfied with your job.”

Measurement

Responses to the questions reflected the effectiveness of socialization process

among beginning English teachers. Participants rated their effective socialization by

choosing the options from (1) strongly agree/ very pleasing, (2) to agree/ pleasing, (3)

neutral, (4) disagree/ small problem, (5) and strongly disagree/ great problem. The lower

their mean rated, the higher their effective socialization level rose. Then for this

composite scale regression analysis was used again to understand the relationship of

effective socialization with socialization content, including task mastery of teaching skill,

professional learning, relationship with senior colleagues, and organizational culture.

3.5.3.5. Scale for task mastery of teaching skill

Based on the concept of organizational socialization and ELT & TESOL, a

measurement scale was devised after adapting from different valid scales being used for

this purpose. Keeping the main content intact, some questions were rephrased so that the

scale might be adjusted to the local situations of Pakistani colleges where the study was

conducted. A five-point Likert scale was used for measurement, ranging from very

pleasing to great problem. The following 14 items were used for task mastery variable

scale.

133

Table 3.13

Task Mastery of Teaching Skill Scale

Sr. Domain

Questions Asked

1

Cla

ss

roo

m M

an

ag

em

en

t Self confidence Classroom control affects your self-confidence.

2 Individual

concentration

You differentiate among students for individual

concentration.

3 Disciplinary measures You have to take some disciplinary measures to control

students in your class.

4 Students’ interests Your students take interest in your classes.

5

Su

bje

ct

Ma

tte

r

Subject knowledge You have sufficient knowledge in the subject of English

you teach.

6 Syllabus stress You know which part of syllabus to stress.

7 Syllabus coverage time You are pressed for time as far as syllabus to be

covered is concerned.

8 Individual attention for

subject

You get enough time for each individual student as far

as subject matter is concerned.

9 Material preparation You get time to prepare material.

10

Te

ac

hin

g M

eth

od

s

Different teaching

activities

You use different teaching and learning activities.

11 Using new teaching

ideas

You get good and new ideas for teaching.

12 Lesson planning You plan lessons before class.

13 Using audiovisual aids You use teaching instruments/ audio-visual aids (e.g.,

board, multimedia, projector, charts etc)

14 Realization of

successful teaching

method

You know if your teaching method is successful.

134

Measurement

Responses to the questions reflected the task mastery of teaching skill among

beginning English teachers. Participants rated their task mastery of teaching skill by

choosing the options from (1) very pleasing, (2) to pleasing, (3) neutral, (4) small

problem, (5) and great problem. The lower their mean rated, the higher their task mastery

of teaching skill level rose. Then for this composite scale regression analysis was used

again to understand the relationship of effective socialization with socialization content,

including task mastery of teaching skill, professional learning, and relationship with

senior colleagues, and organizational culture.

3.5.3.6. Scale for professional learning

Based on the concept of teachers‟ professional learning in organizations during the

process of their organizational socialization, a measurement scale was devised after

adapting from different valid scales being used for this purpose. Some questions were

rephrased keeping the main content intact so that the scale might be adjusted to the local

situations of Pakistani colleges where the study was conducted. First a categorical scale

was used to know if the respondent had received particular training or learning. Then a

three-point scale was used for measurement, ranging from no impact to small impact and

great impact. The following 15 items were used for making composite professional

learning scale.

135

Table 3.14

Professional Learning Scale

Sr. Measurement

of

Professional

Learning

Questions Asked

Impact of:

1

(Pa

rtic

ipa

tio

n i

n)

On

-th

e-j

ob

tra

inin

g

Course Courses/ workshops (e.g., on subject matter or method

and/ or other education related topic).

2 Conference Education conferences or seminars (where teachers

and/ or researchers present their research results and

discuss ELT problems).

3 Qualification

program

Qualification program (e.g., a degree program).

4 Distance

learning

Distance or online learning program/ course/ certificate

5 Skill

Developing

program

Course/ workshop/ certificate on skill development

which contribute to your profession (e.g., computer skill,

management skill).

6 Teacher

association

network

Participation in a network of teachers formed specifically

for the professional development of English teachers.

7

(Le

arn

ing

th

rou

gh

)

On

-th

e-j

ob

ex

pe

rie

nc

es

Classroom

research

Classroom research on a topic of interest to you

professionally.

8 Mentoring Mentoring and coaching, as part of a formal college

arrangement.

9 Professional

literature

Reading professional literature (e.g., ELT journals,

research papers, thesis papers).

10 Informal

dialogue with

colleagues

Engaging in informal dialogue with your colleague on

how to improve your teaching.

136

11 New strategies Trying out new strategies in the classroom which you

have devised.

12 Observing

colleagues

Observing your colleagues teaching style.

13 (I

nfl

ue

nc

ed

by

)

Pa

st

tra

inin

g

Master degree Your Master degree.

14 Observation of

student life

teachers

The teaching styles of your teachers you observed when

you were student.

15 Training before

job

Any course/ training/ diploma/ degree of teacher’s

education you got before joining teaching profession.

Measurement

Responses to the questions reflected the practice of professional learning among

beginning English teachers. Participants rated their task mastery of teaching skill by

choosing the options from (1) no impact (2) to small impact (3) and great impact. The

scale was reversed later for computation. The lower their mean rated, the higher their task

mastery of teaching skill level rose. Then for this composite scale regression analysis was

used again to understand the relationship of effective socialization with socialization

content, including task mastery of teaching skill, professional learning, relationship with

senior colleagues, and organizational culture.

3.5.3.7. Scale for relationship with senior colleagues

Based on the concept of organizational socialization of teachers, mentoring, and

role of authority in school environment, a measurement scale was devised after adapting

from different valid scales being used for this purpose. Keeping the main contents intact,

some questions were rephrased so that the scale might be adjusted to the local situations

of Pakistani colleges where the study was conducted. A five-point Likert scale, ranging

137

from strongly agree to strongly disagree, was used for measurement. A three-point Likert

scale, ranging from never to often, and not so good to very good was also used. The

following 27 items were used for relationship with senior colleagues variable scale.

Table 3.15

Relationship with Senior Colleagues Scale

Sr. Domain

Questions Asked

1

Fre

qu

en

cy

of

Se

ek

ing

A

dv

ice

fro

m S

en

ior

Co

lle

ag

ue

s

Organizing classroom

activities

Organizing certain kinds of classroom activities (e.g.,

work in groups, drama).

2 Motivating students Motivating students for school work.

3 Getting new ideas Getting new ides for teaching.

4 Disciplinary problems Dealing with disciplinary problems with individual

pupils.

5 Administration rules Dealing with everyday administrative rules and

practices.

6 Relationship problems Dealing with problems in relation to other colleagues,

principal, administration and parents.

7 Personal problems Dealing with more personal problems, e.g., feeling

unsuccessful, workload etc.

8

Qu

ali

ty o

f A

dv

ice

Re

ce

ive

d

Organizing classroom

activities

Organizing certain kinds of classroom activities (e.g.,

work in groups, drama).

9 Motivating students Motivating students for school work.

10 Getting new ideas Getting new ides for teaching.

11 Disciplinary problems Dealing with disciplinary problems with individual

pupils.

12 Administration rules Dealing with everyday administrative rules and

138

practices.

13 Relationship problems Dealing with problems in relation to other colleagues,

principal, administration and parents.

14 Personal problems

Dealing with more personal problems, e.g., feeling

unsuccessful, workload etc.

15

Wo

rkin

g R

ela

tio

ns

wit

h P

rin

cip

al/

Au

tho

rity

Principal’s support The principal supports and guides you, in general

16 Principal as role

model

The principal is your role model.

17 Principal’s attention The principal involves you in academic decisions

relating to you.

18 Principal’s

acknowledgement

The principal acknowledges, if you are assigned some

extra work or duties.

19 Principal’s task

oriented attitude

The principal ensures that a task-oriented atmosphere

is present in this institution.

20 Principal’s tolerance You express disagreements openly and without any

fear.

21 Principal’s public

recognition

You get public recognition from the principal.

22

Pe

rso

na

l R

ela

tio

ns

Societal adjustment Being a teacher, you feel well settled in the society.

23 Job needs Being a teacher, you are satisfied with your needs of:

Job security

Promotion

Recognition

24

25

26 Teacher-student

relationship

Being a teacher, you establish good personal relations

with the students.

27 Family life Your family life is affected in different ways due to the

job.

139

Measurement

Responses to the questions reflected the relationship of beginning English teachers

with their senior colleagues. Participants rated their degree of relationship with senior

colleagues by choosing the options from (1) strongly agree, (2) to agree, (3) neutral, (4)

disagree, (5) and strongly disagree. The lower their mean rated, the higher their degree of

relationship with senior colleagues rose. Then for this composite scale regression analysis

was used again to understand the relationship of effective socialization with socialization

contents, including task mastery of teaching skill, professional learning, relationship with

senior colleagues, and organizational culture.

3.5.3.8. Scale for organizational culture

Based on the concept of organizational socialization of teachers in school cultures,

a measurement scale was devised after adapting from different valid scales being used for

this purpose. Keeping the main contents intact, some questions were rephrased so that the

scale might be adjusted to the local situations of Pakistani colleges where the study was

conducted. A five-point Likert scale, ranging from strongly agree to strongly disagree,

was used for measurement. The following 23 items were used for organizational culture

variable scale.

Table 3.16

Organizational Culture Scale

Sr. Domain

Questions Asked

1 Equal treatment

You feel equal treatment and behavior for males and

females.

140

2 You feel equal treatment and behavior for contract

and permanent employees.

3 You feel equal treatment and behavior for beginning

teachers and experienced teachers.

4 You feel equal treatment and behavior with English

language teachers and teachers of other subjects.

5 Well-defined policies You feel administrative rules and policies are well

defined.

6 Fair Execution of rules You feel administrative rules and policies are

executed fairly.

7 Self-recognition

You feel yourself a significant part of English

department.

8 You feel yourself a significant part of staffroom.

9 You feel yourself a significant part of the institution.

10 Academic facilities You feel the institution is well equipped with regard to

teaching material, library facility, copying facility etc.

11 Logistics facilities You feel the institution is good with regard to

canteen, shops & service facilities.

12 Cultural exposure You feel the institution is good with regard to cultural

& extra-curricular activities.

13 Role of Staffroom You feel staffroom/ common room (or any place

where teachers gather) is the best place for:

Informal discussions

14 Academic issues

15 Relaxation/ Passing time

16 Professional learning

141

17 Building relations

18 Lecture preparation

19 Expectation of beliefs and

values

You feel you find the fulfillment of your beliefs and

values about :

Duty/ responsibility

20 Professional honesty

21 Self-respect

22 Behavior and attitudes

23 Friendship and well wishing

Measurement

Responses to the questions reflected beginning English teachers‟ adjustment into

organizational culture. Participants rated their adjustment into organizational culture by

choosing the options from (1) strongly agree, (2) to agree, (3) neutral, (4) disagree, (5) and

to strongly disagree. The lower their mean rated, the higher their adjustment to the

organizational culture rose. Then for this composite scale regression analysis was used

again to understand the relationship of effective socialization with socialization content,

including task mastery of teaching skill, professional learning, relationship with senior

colleagues, and organizational culture.

3.5.4. Administration of the Survey Questionnaire

142

After finalizing the questionnaire design, the distribution and the task of getting

the questionnaires filled accurately appeared as a great challenge. The quest ionnaires were

distributed to the selected respondents by the following ways:

1. Personal visits to the institutions,

2. Personal visits to the teachers‟ homes,

3. Direct mails to the respondents,

4. Network of friends and colleagues

Out of these four adopted strategies, the most successful has been the last one, the

collaboration of friends and some ex-colleagues of the researcher. More than 20 friends

who were working in different colleges and higher secondary schools collaborated in data

collection process. These friends worked as guide for the researcher and facilitated his

meeting with beginning English teachers. The researcher contacted his friends and asked

for cooperation in getting the questionnaires filled by the beginning English teachers in

their respective institutions. This personal relationship and efforts of researcher and his

friends remained a great source for collecting reliable and genuine data as almost 90% of

respondents were approached individually by the researcher himself or along with some of

his friends. All the friends assured the researcher of collecting genuine data. This strategy

proved successful regarding response rate; almost 70% of the questionnaires were

returned, filled carefully. It also proved a cost-effective strategy as the friends of the

researcher saved his time and money with their contributions by arranging in-time and

precise meetings with respondents. Another unique benefit of this strategy was the

encouragement of research culture among English teachers. All the friends and old

colleagues contributed to this research project open heartedly which enhanced their

research awareness also.

143

Personal visits to the institutions without prior intimation or relationship and to

some teachers‟ homes had been a hectic experience and produced less fruitful result than

the amount of energy spent. It did not prove such a cost effective strategy as could be used

for conducting such large survey. Wherever the specified respondents were found, it

almost took the whole day to get the questionnaire filled from only one or two teachers.

The teachers were busy in their classes which compelled the researcher to have long waits.

However, this strategy proved very successful regarding the response rate; almost 80% of

respondents filled and returned questionnaires on the spot and rest promised to return later

through reply envelope.

The strategy of direct mail to the respondents was very low-cost and saved time

and money. However, it proved relatively an unsuccessful strategy regarding response rate

and genuine data. Very few questionnaires were returned, about 15% only. The researcher

did not pursue this strategy longer due to its discouraging response rate and de-motivation

which was created due to non-cooperative response of the respondents even in spite of

proper follow up and repeated reminders.

Overall the response rate of 74% remained encouraging for the researcher which

enhanced motivation level. Out of 430 questionnaires which were distributed, 319 were

returned from which the researcher rejected 24 due to errors with them and thus 295

questionnaires were used for further analysis and study results. The role of personal

relationship (PR) and mobile (cell phone) had been very significant in producing such a

good response. Cell phone remained a very cost-effective tool for follow up on non-

respondents. The researcher remained in constant contact, through mobile messaging, with

144

his friends and the respondents. Even some queries were entertained through mobile short

messaging service (SMS) which was as affordable as free.

The researcher maintained survey ethics, within the personal and cultural

limitations. Anonymity and confidentiality were maintained strictly and the respondents

were assured that they would feel free in providing the data without any fear. However,

the record of the respondents and their institutions was maintained by the researcher but it

was not reported in the thesis write up directly. Some non-monetary incentives were used

for some friends and some of the respondents also, including calendars, notebooks, file

covers, tea and postage stamps. However, some friends disliked such gifts thinking as

wages of their cooperation which they were doing voluntarily for the researcher. A cover

letter was also attached with each questionnaire, introducing the objective of the study and

personalizing the relationship between the researcher and the respondents. Some personal

mobile messages were also sent to the friends and some respondents for personalizing the

efforts.

3.5.4.1. Timeframe for the data collection

The total duration of time for data collection was almost nine months, from

September 2009 to May 2010. Most of the time was spent in finding the required

respondents, distributing the questionnaire and then patiently waiting and pursuing the

respondents for questionnaire return. Similarly, it was very time consuming to get time

from the Heads of English Department and filling on the questionnaire from them. As

regards time frame, data collection proved more hazardous than was expected. The very

slack response to the questionnaires required repeated reminders and persuasion,

sometimes.

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3.6. Questionnaire for Heads of English Departments

Another questionnaire was prepared to collect both qualitative and quantitative

data about the opinions of Heads of the English Departments (HoEDs) about their

beginning English teachers (Appendix B). The purpose of this questionnaire was to see if

there were any discrepancies between the perception of beginning teachers and the

opinions of their Heads regarding their socialization process. Hence the questionnaire was

designed in such a way as could obtain the opinions of the Head of Departments which

could be compared with what the beginning English teachers had already expressed. For

this purpose, it was ensured that the Heads of only those institutions would be contacted

from where the data was already collected. The questionnaire served the purpose to get the

opinions how the HoEDs felt about and contributed to the socialization process of their

beginning teachers. The results obtained from the data generated through this

questionnaire were expected to support the results obtained from the questionnaire

prepared for beginning English teachers. In constructing this questionnaire, all the

parameters were maintained which could ensure the validity and reliability of any

questionnaire. As discussed earlier, all the 10 questions asked were related to the

socialization content and effective socialization process of beginning English teachers.

These questions were divided into six sections:

Table 3.17

Opinion Scale for Heads of the Departments

Domain Question Asked Scale

Job

satisfaction

1. What do you feel about (your) beginning English teachers’

job satisfaction?

2. What are the problems of (your) beginning English teachers

here?

Open ended

with hints

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Roles and

duties

1. What do you feel about (your) beginning English teachers’

official roles and duties (curricular, extra-curricular and

administrative)?

Open ended

with hints

Teaching skill

1. What do you think about (your) beginning English teachers’

classroom control/ management?

Open ended

with hints

Professional

learning and

development

1. What do you think about (your) beginning English teachers’

professional development?

Open ended

with hints

Relationship

with others

1. Do you think that beginning English teachers seek advice

and help frequently from their senior on different occasions

(e.g., classroom management, students’ motivation, new

ideas, personal problems, etc.)?

2. Do you think that senior colleagues cooperate with and give

good quality guidance to their juniors?

3. What kind of relationship do you see between beginning

English teachers and the principal? Would you please like to

explain different aspects distinctively (e.g., freedom of

disagreement, leadership, self-respect etc.)?

Open ended

with hints

Organizational

culture

1. What do you think whether (your) beginning English teachers

are well adjusted in the culture of the institution or they feel

themselves isolated, unimportant or less important

(particularly in meetings and staff rooms)?

2. Do they often complain of micro-politics (leg pulling,

jealousy, conspiracies etc.) and dissatisfaction of unfulfilled

expectations in the institution?

Open ended

with hints

The purpose of data collection through Heads questionnaires was to analyze and

compare the results with the other data collected through Teacher Questionnaire so that

the discrepancies regarding the varied opinions of the Heads and the teachers can be

discussed. The Heads of following institutions took part in this study:

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Institutions

1. Army Public School and College, Westridge, Rawalpindi

2. British Education System, Rawalpindi

3. Chenab College, Jhang

4. F.G. Degree College for Men, Wah Cantt.

5. F.G. Post Graduate College H-8, Islamabad

6. Falcon College, Allama Iqbal Town, Lahore

7. Global College, Rawalpindi

8. Government Degree College for Women, Khanewal

9. Government Degree Islamia College, Khanewal

10. Government Gordon College, Rawalpindi

11. Govt Degree College for Girls SatelliteTown Bahawalpur

12. Hashmi Colleges of Commerce, Rawalpindi

13. HIT Degree College, Taxila

14. HITEC Boys College, Taxila

15. IMCB F10-3 Islamabad

16. OPF College F-10-3, Islamabad

17. OPF College H-8-4, Islamabad

18. Punjab College of Commerce for Girls, Multan

19. Punjab College of Commerce, Multan

20. Rawalpindi College of Commerce, Rawalpindi

21. Sadiq Pbulic School and College, Bahawalpur

22. WAPDA Degree College Terbela

23. Zarghoona College for Women, Wah Cantt.

148

The questions were open ended, along with the available options to choose. The

researchers adopted the same strategies for collecting the data for this questionnaire as

were used for collecting the first questionnaire related to beginning teachers. The data

obtained was analyzed separately to compare the results of both the questionnaires. The

response rate of this questionnaire remained excellent; 23 out of 27 Heads who were

approached responded with pleasure and appreciated the research. As this was the second

phase of data collection, the new problem the researcher faced was to restart the data

collection process, though on a small scale, and to revisit the places or to motivate the

friends once again for the work.

3.7. Problems and Challenges During Data Collection

During data collection stage, the researcher had to face many problems and

challenges for collecting reliable and genuine data. As regards time frame, the time

consumed in data collection prolonged more than it was expected. The reasons behind it

were the poor and inconsistent response from some respondents in spite of repeated

reminders which were sent to make them willing to fill in the questionnaire. As mentioned

above, the response of mailed questionnaire was not encouraging, which prolonged the

data collection time. Financial arrangement for traveling, contacts through phones,

stationery and printing charges cost high.

At the data entry stage some interesting but challenging issues emerged regarding

the responses of questionnaires. It was evident that some questions were not clearly

understood and comprehension issues had existed. The questionnaires, filled by the rural

area teachers, were not so accurately filled as compared to questionnaires filled by urban

area English teachers. Similarly the response rate of urban college teachers was better than

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those of rural area. Overall the response rate of 74% was encouraging for the researcher.

However, from the rejected 24 questionnaires, 16 were of rural area college teachers and 8

were of urban area college teachers. The division of rural and urban area was determined

as per the declaration of respondents through questionnaire answers. It was found that the

English teachers of private colleges took more interest in this research and filled the

questionnaires with greater concentration and showed their concern by asking for

clarification at some occasions, even a few times on phone also. It was very encouraging

to see such lively participation of these respondents. Conclusively, data collection

remained a challenging activity throughout the entire research project.

3.8. Conclusion

The researcher has endeavoured to maintain acceptable standards in preparing the

instruments of research, selecting and approaching the sample, and collecting the required

data which could verify the research hypotheses. This investigation mainly employs

qualitative research design along with the use of techniques usually employed in

quantitative research methods. Following the qualitative designs, it aims to achieve an in-

depth understanding of a situation and attempts to explain how human beings behave and

feel in a certain way, i.e., how socialization content affects effective socialization of

beginning teachers and what socialization challenges emerge during this process. The

descriptive research design was used for this study. The research design required selecting

survey method for collecting data for this investigation and this confirmed to be a

descriptive method of collecting the desired data. The survey method was found quite

appropriate for collecting the data related to the self-perception of beginning English

teachers regarding their socialization process. Wherever possible an integrated

150

methodology which builds on the complementarities between methods in order to build on

strengths has been used.

The questionnaire was passed through validity tests by getting approved by the

experts and conducting the pilot study. For the reliability-coefficient and internal

consistency of the questionnaire, Cronbach‟s alpha was used. Questionnaires were

distributed to 430 teachers from 55 colleges and higher secondary schools from federal

capital Islamabad and various cities of Punjab province. Selected participants answered a

survey questionnaire structured in Likert format and, at the end, 295 questionnaires were

selected for data analysis and further results. Qualitative questionnaires were also filled by

the 23 Heads of English Departments to know their opinions about socialization process

of their beginning English teachers. A small part of data was also collected through

informal discussion with beginning English teachers, which was occasionally reported in

the thesis. The terms used in survey questionnaires were interpreted and measured. During

data collection stage, the researcher had to face many problems and challenges for

collecting reliable and genuine data.

151

CHAPTER 4

DATA ANALYSIS

The previous Chapter discusses the research methodology and data collection

instrument in detail. This Chapter explores the data collected through questionnaires and

analyzes it using both descriptive and inferential statistics. The data has been presented in

the visual form through tables and graphs along with their statistical interpretations

subsequently. The data has been presented in visual form and analyzed with the help of

SPSS 16 and MS Excel 2003. The earlier part of the Chapter presents descriptive analysis

of the data showing the frequency tables, statistical tables and univariate analysis of all

the variables one by one. The later part of the Chapter presents the results of inferential

statistics applied on the data using regression analysis on the relationship of variables. The

findings of theses analyses have been discussed in the next Chapter.

4.1. Exploratory Data Analysis (EDA)

After the data was entered into SPSS, the process of exploratory data analysis

(EDA) was conducted, which involved computing various descriptive statistics and

graphs. Exploratory data analysis is generally used to examine and get to know efficiency

of data collected. So EDA was conducted for the following reasons:

152

a. To see if there were problems in the data such as outliers, non-normal

distributions, problems with coding, missing values, and/or errors in putting the

data.

b. To examine the extent to which the assumptions of the statistics that the researcher

planned to use were met.

In addition to these two basic reasons the researcher also conducted EDA for other

following purposes:

i. To get basic information regarding the demographics of subjects.

ii. To examine relationships between variables to determine how to conduct the

hypothesis-testing analyses. The researcher found the appropriateness to apply

the test of regression analysis for further inferential statistics.

iii. To make the data visual so that an easy understanding can be developed

regarding data statistics.

4.1.1. Methods to perform EDA

Two general methods were used for EDA: generating plots of the data and

generating numbers from the data. Both proved important and very helpful methods of

investigating the data. Descriptive statistics (including the minimum, maximum, mean,

standard deviation, and skewness), frequency distribution tables, histograms are some

procedures which were used in doing EDA.

4.1.1.1. Checking for errors

Following are some ways which were used for checking the errors in data:

153

1. The researcher looked into the raw data (questionnaires) to find if there were

inconsistencies, double coding, obvious errors, etc. It was done before entering the

data into the computer.

2. Checked all the raw data (questionnaires) against the data in SPSS data editor file to

be sure that errors were not made in the data entry.

3. Compared the minimum and maximum values for each variable in the descriptive

output with the allowable range of values in the codebook.

4. Examined the means and standard deviations to see if they looked reasonable and

found them appropriate providing all what the researcher wanted to know about

variables, in general.

5. Examined the N column to see if any variable had a lot of missing data. Missing data

were indicated at some places which were then replaced by the method of series mean.

6. Looked for the outliers in the data and they were replaced or discarded doing the

inferential statistics in the later stage of data analysis.

4.1.1.2. Using statistical assumptions of parametric tests

Every statistical test has some assumptions. Statistical assumptions explain when

it is and isn‟t reasonable to perform a specific statistical test. For the data, collected for

this research study, parametric tests were applied as they usually have more assumptions

than nonparametric tests. Parametric tests were chosen because the data reflected certain

characteristics appropriate for these kinds of test, e.g., approximately normal distributions.

Following assumptions were checked:

154

i. Normality

Generally, parametric statistics assume that certain variable are distributed

approximately normally. That is, the distribution of frequency should look like a

symmetrical bell-shaped or normal curve, and most subjects would have values in the mid

range and a smaller number of subjects with high and low scores. Overall, the data

collected for this study was not found to be skewed or in a form of distribution which is

asymmetrical, with more high than low score or vice versa. So this important issue was

checked first. The criterion followed for checking normality was that if the skewness was

found less than plus or minus one (<+/-1.0), the variable was considered at least

approximately normal.

ii. Independence of observation

During the data analysis for this research study, independence of observation was

maintained. It was carefully considered that there was no relationship between the scores

for one respondent and those of another respondent. Stratified random sampling was used

which avoided the prediction of observation on the basis of previous one.

iii. Linearity

This research study applied the test of multiple regressions, so it was necessary to

check multi-colinearity among different variables. It was found that variables were

arranged in linear fashion but were not so correlated as to affect the results.

4.2. Data Presentation and Visualization: Descriptive Statistics

The data collected through questionnaire was entered into SPSS to examine

descriptive statistics regarding the questions asked. It helped in describing the basic

155

feature of the data used for this investigation. It provided simple summaries about the

sample and the measurement. Descriptive statistics are generally used to describe the

basic features of the data in a study. They provide simple summaries about the sample and

the measures. Together with simple graphics analysis, they also form the basis of virtually

every quantitative analysis of data. This helped the researcher in presenting quantitative

descriptions in a manageable form.

4.2.1. Effective Socialization (ES): Dependent Variable (DV)

Followings are the results and descriptive analysis of the data related to effective

socialization.

a. Response Frequency Table

A frequency table is constructed by arranging collected data values in ascending

order of magnitude with their corresponding frequencies. The table 4.1 shows the

frequency for constituent items of composite variable of effective socialization. The left -

hand column of Domain/Item shows a valid question or statement used in the

questionnaire for some domain indicating effective socialization. The second column of

Response shows the types of response offered to the respondents and, at the end, total

number of cases who responded the questions. Frequency column gives the number of

participants who responded to this option from the given choices. The Percent column is

the percentage of the responses given to this option. For example, for the item/ question

no. 1, in the effective socialization table, 26.8% of all the participants selected the option

of strongly agree which indicated the concept that organizational objectives were very

clear to them. Similarly, 57.6% selected the option of agree for the item/question which

156

indicated that organizational objectives were clear to them also, 12.9% were neural which

indicated that they were in middle position. In the same way, 2.7% selected disagree

option which indicated their failure to understand the organizational objectives clearly,

and lastly there was no respondent who selected the option of strongly disagree for

item/question no. 1. At the end there is also total of 100% values or responses. The Valid

percent shows the percentage of those with non-missing data. As it has been earlier

mentioned that, for the accepted questionnaires the missing values were replaced with

series mean; so missing values and valid percent are absent in this frequency table.

Cumulative percent is the percentage of subjects in a category plus the categories listed

above it. This last column is quite informative for frequency distribution with several

ordered categories. For example, for the item/ question no. 1, in the composite variable of

effective socialization table the distribution shows that 26.8% respondents selected the

option strongly disagree which indicated the concept that they knew the organizational

objectives very clearly. Similarly 84.4% respondent selected the options including agree

and strongly agree which indicated that they knew the organizational objectives clearly or

very clearly, 97.3% selected the options including neutral, agree, and strongly disagree

which indicated the concept that they knew the organizational objectives very clearly,

clearly or were in middle position. Lastly 100% respondents selected the options including

disagree, neutral, agree and strongly agree which indicated the concept that some (2.7%)

failed to understand organizational objectives and some (97.3%) knew the organizational

objectives very clearly, clearly or were in middle position.

157

Table 4.1

Response Frequency of Respondents for Questions Related to Effective Socialization

Domain/ Item

Response Frequency Percent Cumulative

Percent

Clear objectives

1.

You understand well what your

organization’s objectives are.

Strongly agree 79 26.8 26.8

Agree 170 57.6 84.4

Neutral 38 12.9 97.3

Disagree 8 2.7 100.0

Strongly disagree 0 0 100.0

Total 295 100.0

Good resources

2.

You have good resources to

successfully complete your job

responsibilities.

Strongly agree 63 21.4 21.4

Agree 136 46.1 67.5

Neutral 59 20.0 87.5

Disagree 32 10.8 98.3

Strongly disagree 5 1.7 100.0

Total 295 100.0

Authorities care

3.

Authorities (e.g., principal, HoD,

Administrator) care about you as a

person.

Strongly agree 73 24.7 24.7

Agree 119 40.3 65.1

Neutral 67 22.7 87.8

Disagree 33 11.2 99.0

Strongly disagree 3 1.0 100.0

Total 295 100.0

Belongingness

4.

Your colleagues and seniors listen

to your opinion.

Strongly agree 42 14.2 14.2

Agree 161 54.6 68.8

Neutral 81 27.5 96.3

Disagree 11 3.7 100.0

Total 295 100.0

Growth

5.

You have the opportunity to learn

and grow in this job.

Strongly agree 63 21.4 21.4

Agree 137 46.4 67.8

Neutral 58 19.7 87.5

Disagree 26 8.8 96.3

Strongly disagree 11 3.7 100.0

Total 295 100.0

158

Job stress

6.

Your workload, in general.

Very pleasing 23 7.8 7.8

Pleasing 106 35.9 43.7

Neutral 88 29.8 73.6

Small problem 61 20.7 94.2

Great problem 17 5.8 100.0

Total 295 100.0

Role clarity & adjustment

7.

The types of duties assigned to you

(e.g., Teaching).

Very pleasing 100 33.9 33.9

Pleasing 144 48.8 82.7

Neutral 37 12.5 95.3

Small problem 11 3.7 99.0

Great problem 3 1.0 100.0

Total 295 100.0

Internal commitment

8.

Extra or Co-curricular duties (e.g.,

arranging debates)

Very pleasing 21 7.1 7.1

Pleasing 229 77.6 84.7

Neutral 27 9.2 93.9

Small problem 11 3.7 97.6

Great problem 7 2.4 100.0

Total 295 100.0

Conducive working conditions

9.

Your working conditions, in general

(class size, classroom conditions,

duties load etc.)

Very pleasing 36 12.2 12.2

Pleasing 92 31.2 43.4

Neutral 87 29.5 72.9

Small problem 63 21.4 94.2

Great problem 17 5.8 100.0

Total 295 100.0

Adaptation

10.

Participation in new roles other

than teaching (e.g., organization,

management, monitoring )

Very pleasing 30 10.2 10.2

Pleasing 100 33.9 44.1

Neutral 117 39.7 83.7

Small problem 34 11.5 95.3

Great problem 14 4.7 100.0

Total 295 100.0

Confidence

11.

You feel your classroom control/

management in general.

Very pleasing 55 18.6 18.6

Pleasing 168 56.9 75.6

Neutral 38 12.9 88.5

Small problem 33 11.2 99.7

159

Great problem 1 .3 100.0

Total 295 100.0

Sociability

12.

You are in good relationship with

your principal.

Strongly agree 48 16.3 16.3

Agree 141 47.8 64.1

Neutral 85 28.8 92.9

Disagree 20 6.8 99.7

Strongly disagree 1 .3 100.0

Total 295 100.0

Sense of Achievement

13.

You feel yourself a successful

teacher.

Strongly agree 66 22.4 22.4

Agree 144 48.8 71.2

Neutral 75 25.4 96.6

Disagree 10 3.4 100.0

Total 295 100.0

Cultural adjustment

14.

You feel yourself adjusted in the

culture of your institution, in

general.

Strongly agree 47 15.9 15.9

Agree 168 56.9 72.9

Neutral 74 25.1 98.0

Disagree 3 1.0 99.0

Strongly disagree 3 1.0 100.0

Total 295 100.0

Job satisfaction

15.

Overall, you are satisfied with your

job.

Strongly agree 45 15.3 15.3

Agree 171 58.0 73.2

Neutral 63 21.4 94.6

Disagree 16 5.4 100.0

Total 295 100.0

b. Description of data: univariate analysis

The outputs given below (Table 4.2a & 4.2b) provide descriptive statistics for all

of the variables items constituting composite variable of effective socialization. In the

table all the items are listed crosswise the top row and the required descriptive statistics

are presented down the left column of the outputs. The presented descriptive statistics are

the number of subjects/ cases (N) both valid and missing separately, the Mean (or average)

160

for each item, the Median (or middle) for each item, Mode (or the most occurring) for

each item, the Std. Deviation (the standard deviation), and the Skewness statistic and the

Std. Error of the skewness, the Minimum (lowest) and Maximum (highest) scores, and the

Percentile (in quartile fashion). The bottom line of the output shows that the Valid N is

295, which is the number of participants in the data file. Here the listwise N only includes

the persons with no missing data on any variable requested in the output. As for the

analysis of the data file for this study, the missing values were replaced with the series

mean, so they are always shown zero i.e showing no participant with missing data.

It appears that for the items (Table 4.2a & 4.2b), all Means, Medians and Modes

seem reasonable, i.e., on the required standards of normality. After checking the data it

was found that all means were within the ranges as were expected (given the information

in the codebook and the researcher‟s understanding of the variable). The Minimum and

Maximum were within the appropriate (codebook) range for each variable and none was

found smaller or bigger than was expected. Conclusively, the data was found error free.

Table 4.2a

Description of Data: Univariate Analysis for Variable of Effective Socialization

Cle

ar

ob

jec

tiv

es

Go

od

re

so

urc

es

Au

tho

riti

es

ca

re

Be

lon

gin

gn

es

s

Pro

fes

sio

na

l le

arn

ing

Jo

b s

tre

ss

Ro

le c

lari

ty &

ad

jus

tme

nt

Ex

tra

-cu

rric

ula

r

inv

olv

em

en

t

Pa

rtic

ipa

tio

n n

ew

ro

les

N Valid 295 295 295 295 295 295 295 295 295

Missing 0 0 0 0 0 0 0 0 0

161

Mean 1.92 2.25 2.23 2.21 2.27 2.81 1.89 2.26 2.67

Median 2.00 2.00 2.00 2.00 2.00 3.00 2.00 2.26 3.00

Mode 2 2 2 2 2 2 2 2 3

Std. Deviation .707 .969 .981 .725 1.014 1.037 .834 .695 .971

Skewness .587 .647 .496 .258 .815 .284 1.021 1.709 .349

Std. Error of Skewness .142 .142 .142 .142 .142 .142 .142 .142 .142

Minimum 1 1 1 1 1 1 1 1 1

Maximum 4 5 5 4 5 5 5 5 5

Percentiles 25 1.00 2.00 2.00 2.00 2.00 2.00 1.00 2.00 2.00

50 2.00 2.00 2.00 2.00 2.00 3.00 2.00 2.26 3.00

75 2.00 3.00 3.00 3.00 3.00 4.00 2.00 2.26 4.00

Table 4.2b

Description of Data: Univariate Analysis for Variable of Effective Socialization

Co

nd

uc

ive

wo

rkin

g

co

nd

itio

ns

E

ffe

cti

ve

cla

ss

roo

m

ma

na

ge

me

nt

G

oo

d w

ork

ing

re

lati

on

s

wit

h o

the

rs

S

en

se

of

Ac

hie

ve

me

nt

Cu

ltu

ral

ad

jus

tme

nt

Jo

b s

ati

sfa

cti

on

N Valid 295 295 295 295 295 295

Missing 0 0 0 0 0 0

Mean 2.77 2.18 2.27 2.10 2.14 2.17

Median 3.00 2.00 2.00 2.00 2.00 2.00

Mode 2 2 2 2 2 2

Std. Deviation 1.094 .874 .825 .778 .724 .746

Skewness .163 .786 .336 .263 .590 .507

Std. Error of Skewness .142 .142 .142 .142 .142 .142

Minimum 1 1 1 1 1 1

162

Maximum 5 5 5 4 5 4

Percentiles 25 2.00 2.00 2.00 2.00 2.00 2.00

50 2.00 2.00 2.00 2.00 2.00 3.00

75 2.00 3.00 3.00 3.00 3.00 3.00

c. Univariate analysis graph for composite effective socialization variable

Figure 4.1. Descriptive statistics for composite variable of effective socialization

The main assumption checked from this output was normality. It was found that

the most of the variables were approximately normally distributed; that is, they had

skewness values between -1 and 1 and so could be used for inferential statistics of

regression analysis (Table 4.2a & 4.2b). However, from the output it was also found that

two variables were skewed; role clarity & adjustment with the mild skewness value of

1.50 2.00 2.50 3.00 3.50

(Summated) Effective Socialization

0

10

20

30

40

50

Freq

uenc

y

Mean = 2.5093Std. Dev. = 0.34254N = 295

Histogram

163

1.02 and extra-curricular involvement with large skewness value of 1.70. The researcher

did not pay much attention to the skewness of these items because these items were not

used as individual variables as they were combined to create composite variable of

effective socialization before using inferential statistics of multiple regressions.

4.2.2. Task Mastery of Teaching Skill (TMTS): Independent Variable (IV)

Followings are the results and descriptive analysis of the data related to task

mastery of teaching skill.

a. Response Frequency Table

Table 4.3 shows frequency for constituent items of composite variable of task

mastery of teaching skill. The left-hand column of Domain/Item shows a valid question or

statement used in the questionnaire for some domain indicating task mastery of teaching

skill. The second column of Response shows the types of response offered to the

respondents and, at the end, total number of cases who responded the questions.

Frequency column gives the number of participants who responded to this option from the

given choices. The Percent column is the percentage of the responses given to this option.

For example, for the item/ question 1, in the table, 23.1% of all the participants were of

the opinion that while managing the classrooms they felt very pleasing for their self-

control, 36.9% were of the opinion that had pleasing experience, 26.1% selected the

option of begin neutral, 12.9% were of the opinion that while managing classroom

activities they felt small problem for their self-confidence and lastly for only 1.0%

classroom management was a great problem for their self-confidence. At the end there is

also total of 100% values or responses. The Valid percent shows the percentage of those

with non-missing data. As it has been earlier mentioned that, for the accepted

164

questionnaires the missing values were replaced with series mean; so missing values and

valid percent are absent in this frequency table. Cumulative percent is the percentage of

subjects in a category plus the categories listed above it. This last column is quite

informative for frequency distribution with several ordered categories. For example, for

the item/ question no. 1, in the table the distribution shows that 23.1% respondents

selected the option very pleasing which indicated the concept that it was very pleasing for

them to manage the classroom . Similarly 60% respondent selected the options including

very pleasing and pleasing, 86.1% selected the options including neutral, pleasing, and

very pleasing. Lastly 99% respondents selected the options including small problem,

neutral, pleasing and very pleasing which indicated the concept that some respondents

(12.9%) took it as small problem and some (86.1%) felt pleasing or very pleasing or

neutral.

Table 4.3

Response Frequency of Respondents for Questions Related to Task Mastery of Teaching

Skill

Domain/ Item

(describing classroom management,

teaching contents, and teaching

methodologies)

Response Frequency Percent Cumulative

Percent

Self confidence

1.

Classroom control affects your self-

confidence.

Very pleasing 68 23.1 23.1

Pleasing 109 36.9 60.0

Neutral 77 26.1 86.1

Small problem 38 12.9 99.0

Great problem 3 1.0 100.0

Total 295 100.0

Individual concentration

2.

You differentiate among students for

Very pleasing 48 16.3 16.3

Pleasing 108 36.6 52.9

Neutral 108 36.6 89.5

165

individual concentration. Small problem 25 8.5 98.0

Great problem 6 2.0 100.0

Total 295 100.0

Disciplinary measures

3.

You have to take some disciplinary

measures to control students in your

class.

Very pleasing 50 16.9 16.9

Pleasing 96 32.5 49.5

Neutral 96 32.5 82.0

Small problem 53 18.0 100.0

Total 295 100.0

Students’ interests

4.

Your students take interest in your

classes.

Very pleasing 94 31.9 31.9

Pleasing 164 55.6 87.5

Neutral 18 6.1 93.6

Small problem 13 4.4 98.0

Great problem 6 2.0 100.0

Total 295 100.0

Subject knowledge

5.

You have sufficient knowledge in

the subject of English you teach.

Very pleasing 75 25.4 25.4

Pleasing 174 59.0 84.4

Neutral 39 13.2 97.6

Small problem 3 1.0 98.6

Great problem 4 1.4 100.0

Total 295 100.0

Syllabus stress

6.

You know which part of syllabus to

stress.

Very pleasing 97 32.9 32.9

Pleasing 147 49.8 82.7

Neutral 38 12.9 95.6

Small problem 10 3.4 99.0

Great problem 3 1.0 100.0

Total 295 100.0

Syllabus coverage time

7.

You are pressed for time as far as

syllabus to be covered is concerned.

Very pleasing 22 7.5 7.5

Pleasing 78 26.4 33.9

Neutral 119 40.3 74.2

Small problem 67 22.7 96.9

Great problem 9 3.1 100.0

Total 295 100.0

Individual attention for subject

8.

Very pleasing 25 8.5 8.5

Pleasing 74 25.1 33.6

166

You get enough time for each

individual student as far as subject

mater is concerned.

Neutral 81 27.5 61.0

Small problem 84 28.5 89.5

Great problem 31 10.5 100.0

Total 295 100.0

Material preparation

9.

You get time to prepare material.

Very pleasing 48 16.3 16.3

Pleasing 123 41.7 58.0

Neutral 74 25.1 83.1

Small problem 42 14.2 97.3

Great problem 8 2.7 100.0

Total 295 100.0

Different teaching activities

10.

You use different teaching and

learning activities.

Very pleasing 70 23.7 23.7

Pleasing 148 50.2 73.9

Neutral 55 18.6 92.5

Small problem 22 7.5 100.0

Total 295 100.0

Using new teaching ideas

11.

You get good and new ideas for

teaching.

Very pleasing 70 23.7 23.7

Pleasing 176 59.7 83.4

Neutral 39 13.2 96.6

Small problem 4 1.4 98.0

Great problem 6 2.0 100.0

Total 295 100.0

Lesson planning

12.

You plan lessons before class.

Very pleasing 94 31.9 31.9

Pleasing 146 49.5 81.4

Neutral 41 13.9 95.3

Small problem 14 4.7 100.0

Total 295 100.0

Using audiovisual aids

13.

You use teaching instruments/

audio-visual aids (e.g., board,

multimedia, projector, charts etc)

Very pleasing 61 20.7 20.7

Pleasing 74 25.1 45.8

Neutral 100 33.9 79.7

Small problem 34 11.5 91.2

Great problem 26 8.8 100.0

Total 295 100.0

Realization of Successful Very pleasing 82 27.8 27.8

167

teaching method

14.

You know if your teaching method is

successful.

Pleasing 156 52.9 80.7

Neutral 54 18.3 99.0

Small problem 3 1.0 100.0

Total 295 100.0

b. Description of data: univariate analysis

It appears that for the items (Table 4.4a & 4.4b), all Means, Medians and Modes

seem reasonable, i.e., on the required standards of normality. After checking the data it

was found that all means were within the ranges as were expected (given the information

in the codebook and the researcher‟s understanding of the variable). The Minimum and

Maximum values were within the appropriate (codebook) range for each variable and none

was found smaller or bigger than was expected. Conclusively, the data was found error

free.

Table 4.4a

Description of Data: Univariate Analysis for Variable of Task Mastery of Teaching Skill

1.S

elf

co

nfi

de

nc

e

2.I

nd

ivid

ua

l

co

nc

en

tra

tio

n

3.D

isc

ipli

na

ry m

ea

su

res

4.S

tud

en

ts’

inte

res

ts

5.S

ub

jec

t k

no

wle

dg

e

6.S

yll

ab

us

str

es

s

7.S

yll

ab

us

co

ve

rag

e

tim

e

N Valid 295 295 295 295 295 295 295

Missing 0 0 0 0 0 0 0

Mean 2.32 2.43 2.52 1.89 1.94 1.90 2.87

Median 2.00 2.00 3.00 2.00 2.00 2.00 3.00

Mode 2 2 2 2 2 2 3

Std. Deviation 1.000 .930 .975 .854 .740 .823 .948

168

Skewness .354 .284 -.010 1.430 1.062 1.003 -.060

Std. Error of Skewness .142 .142 .142 .142 .142 .142 .142

Minimum 1 1 1 1 1 1 1

Maximum 5 5 4 5 5 5 5

Percentiles 25 2.00 2.00 2.00 1.00 1.00 1.00 2.00

50 2.00 2.00 3.00 2.00 2.00 2.00 3.00

75 3.00 3.00 3.00 2.00 2.00 2.00 4.00

Table 4.4b

Description of Data: Univariate Analysis for Variable of Task Mastery of Teaching Skill

8.I

nd

ivid

ua

l a

tte

nti

on

fo

r

su

bje

ct

9.M

ate

ria

l p

rep

ara

tio

n

10

.Dif

fere

nt

tea

ch

ing

ac

tiv

itie

s

11

.Us

ing

ne

w t

ea

ch

ing

ide

as

12

.Le

ss

on

pla

nn

ing

13

.Us

ing

au

dio

vis

ua

l

aid

s

14

.Re

ali

za

tio

n o

f

Su

cc

es

sfu

l te

ac

hin

g

me

tho

d

N Valid 295 295 295 295 295 295 295

Missing 0 0 0 0 0 0 0

Mean 3.07 2.45 2.10 1.98 1.92 2.63 1.93

Median 3.00 2.00 2.00 2.00 2.00 3.00 2.00

Mode 4 2 2 2 2 3 2

Std. Deviation 1.137 1.012 .845 .780 .802 1.188 .706

Skewness -.063 .462 .560 1.241 .713 .326 .281

Std. Error of Skewness .142 .142 .142 .142 .142 .142 .142

Minimum 1 1 1 1 1 1 1

Maximum 5 5 4 5 4 5 4

Percentiles 25 2.00 2.00 2.00 2.00 1.00 2.00 1.00

50 3.00 2.00 2.00 2.00 2.00 3.00 2.00

75 4.00 3.00 3.00 2.00 2.00 3.00 2.00

169

c. Univariate analysis graph for Composite Task Mastery of Teaching Skill Variable

Figure 4.2. Descriptive statistics for composite variable of task mastery of teaching skill

The main assumption that was checked from this output is normality. It is found

that the most of the variables were approximately normally distributed; that is, they had

skewness values between -1 and 1 and so can be used for inferential statistics of

regression analysis (Table 4.4a & 4.4b). However, from the output it was also found that

three items were mildly skewed; students’ interests with the mild skewness value of 1.43,

subject knowledge with the mild skewness value of 1.06 and using new teaching ideas

with mild skewness value of 1.24. However, the researcher did not pay much attention to

1.00 1.50 2.00 2.50 3.00 3.50 4.00

(Summated) Task mastery of Teaching

0

10

20

30

40

50

Fre

qu

en

cy

Mean = 2.2821Std. Dev. = 0.46787N = 295

Histogram

170

the skewness of these items because these items were not used as individual variables as

they were combined to create composite variable of task mastery of teaching skill before

using inferential statistics of multiple regressions.

4.2.3. Professional Learning (PL): Independent Variable (IV)

Followings are the results and descriptive analysis of the data related to

professional learning.

a. Response Frequency Table

Table 4.5 shows frequency for constituent items of composite variable of

professional learning. The left-hand column of Domain/Item shows a valid question or

statement used in the questionnaire for some domain indicating professional learning. The

second column of Response shows the types of response offered to the respondents and, at

the end, total number of cases who responded the questions. Frequency column gives the

number of participants who responded to this option from the given choices. The Percent

column is the percentage of the responses given to this option. For example, for the item

1, in the task mastery of teaching skill table, 28.1% of all the participants consider that the

great impact of courses and workshop on their teaching, 40.3% felt a small impact,

whereas 31.5% were of the opinion that attending different courses and workshops had no

impact. At the end there is also total of 100% values or responses. The Valid percent

shows the percentage of those with non-missing data. As it has been earlier mentioned

that, for the accepted questionnaires the missing values were replaced with series mean; so

missing values and valid percent are absent in this frequency table. Cumulative percent is

the percentage of subjects in a category plus the categories listed above it. This last

column is quite informative for frequency distribution with several ordered categories. For

example, for the item/ question no. 1, in the composite variable of professional learning

171

table the distribution shows that 28.1% respondents selected the option great impact.

Similarly 68.5% respondent selected the options including great impact and small impact,

and 100% selected the options great impact, small impact and no impact.

Table 4.5

Response Frequency of Respondents for Questions Related to Professional Learning

Domain/ Item

Response Frequency Percent Cumulative

Percent

Course

1.

Courses/ workshops

Great impact 83 28.1 28.1

Small impact 119 40.3 68.5

No impact 93 31.5 100.0

Total 295 100.0

Conference

2.

Education conferences or seminars

Great impact 91 30.8 30.8

Small impact 70 23.7 54.6

No impact 134 45.4 100.0

Total 295 100.0

Qualification Program

3.

Qualification program (e.g., a degree

program).

Great impact 75 25.4 25.4

Small impact 60 20.3 45.8

No impact 160 54.2 100.0

Total 295 100.0

Distance learning

4.

Distance or online learning program/

course/ certificate

Great impact 27 9.2 9.2

Small impact 35 11.9 21.0

No impact 233 79.0 100.0

Total 295 100.0

Skill Developing Program

5.

Course/ workshop/ certificate on skill

development which contribute to your

profession

Great impact 87 29.5 29.5

Small impact 95 32.2 61.7

No impact 113 38.3 100.0

Total 295 100.0

Teacher Association Network Great impact 85 28.8 28.8

172

6.

Participation in a network of teachers

formed specifically for the professional

development of English teachers.

Small impact 34 11.5 40.3

No impact 176 59.7 100.0

Total 295 100.0

Classroom research

7.

Classroom research on a topic of

interest to you professionally.

Great impact 109 36.9 36.9

Small impact 96 32.5 69.5

No impact 90 30.5 100.0

Total 295 100.0

Mentoring

8.

Mentoring and coaching, as part of a

formal college arrangement.

Great impact 72 24.4 24.4

Small impact 100 33.9 58.3

No impact 123 41.7 100.0

Total 295 100.0

Professional literature

9.

Reading professional literature (e.g.,

ELT journals, research papers, thesis

papers).

Great impact 140 47.5 47.5

Small impact 73 24.7 72.2

No impact 82 27.8 100.0

Total 295 100.0

Informal dialog with colleagues

10.

Engaging in informal dialogue with

your colleague on how to improve your

teaching.

Great impact 164 55.6 55.6

Small impact 92 31.2 86.8

No impact 39 13.2 100.0

Total 295 100.0

New strategies

11.

Trying out new strategies in the

classroom which you have devised.

Great impact 151 51.2 51.2

Small impact 100 33.9 85.1

No impact 44 14.9 100.0

Total 295 100.0

Observing colleagues

12.

Observing your colleagues teaching.

Great impact 96 32.5 32.5

Small impact 106 35.9 68.5

No impact 93 31.5 100.0

Total 295 100.0

Master degree

13.

Your master’s degree

Great impact 163 55.3 55.3

Small impact 85 28.8 84.1

No impact 47 15.9 100.0

Total 295 100.0

173

Observation of student life teachers

14.

The teaching styles of your teachers

you observed when you were student.

Great impact 163 55.3 55.3

Small impact 94 31.9 87.1

No impact 38 12.9 100.0

Total 295 100.0

Training before job

15.

Any course/ training/ diploma/ degree

of teacher’s education you got before

joining teaching profession.

Great impact 89 30.2 30.2

Small impact 58 19.7 49.8

No impact 148 50.2 100.0

Total 295 100.0

b. Description of data: univariate analysis

It appears that for the items (Table 4.6a & 4.6b), all Means, Medians and Modes

seem reasonable, i.e., on required standards of normality. After checking the data it was

found that all means were within the ranges as were expected (given the information in the

codebook and researcher‟s understanding of the variable). The Minimum and Maximum

values were within appropriate (codebook) range for each variable and none was found

smaller or bigger than was expected. Conclusively, the data was found error free.

Table 4.6a

Description of Data: Univariate Analysis for Variable of Professional Learning

Co

urs

e

Co

nfe

ren

ce

Qu

ali

fic

ati

on

Pro

gra

m

Dis

tan

ce

le

arn

ing

Sk

ill

De

ve

lop

ing

Pro

gra

m

Te

ac

he

r A

ss

oc

iati

on

Ne

two

rk

Cla

ss

roo

m r

es

ea

rch

N Valid 295 295 295 295 295 295 295

Missing 0 0 0 0 0 0 0

Mean 2.03 2.15 2.29 2.70 2.09 2.31 1.94

Median 2.00 2.00 3.00 3.00 2.00 3.00 2.00

174

Mode 2 3 3 3 3 3 1

Std. Deviation .773 .863 .846 .629 .820 .890 .820

Skewness -.058 -.286 -.588 -1.900 -.164 -.647 .120

Std. Error of Skewness .142 .142 .142 .142 .142 .142 .142

Minimum 1 1 1 1 1 1 1

Maximum 3 3 3 3 3 3 3

Percentiles 25 1.00 1.00 1.00 3.00 1.00 1.00 1.00

50 2.00 2.00 3.00 3.00 2.00 3.00 2.00

75 3.00 3.00 3.00 3.00 3.00 3.00 3.00

Table 4.6b

Description of Data: Univariate Analysis for Variable of Professional Learning

Me

nto

rin

g

Pro

fes

sio

na

l li

tera

ture

Info

rma

l d

ialo

g w

ith

co

lle

ag

ue

s

Ne

w s

tra

teg

ies

Ob

se

rvin

g c

oll

ea

gu

es

Ma

ste

r d

eg

ree

Ob

se

rva

tio

n o

f s

tud

en

t

life

te

ac

he

rs

Tra

inin

g b

efo

re j

ob

N Valid 295 295 295 295 295 295 295 295

Missing 0 0 0 0 0 0 0 0

Mean 2.17 1.80 1.58 1.64 1.99 1.61 1.58 2.20

Median 2.00 2.00 1.00 1.00 2.00 1.00 1.00 3.00

Mode 3 1 1 1 2 1 1 3

Std. Deviation .796 .846 .714 .729 .802 .748 .710 .875

Skewness -.320 .387 .828 .681 .018 .785 .821 -.401

Std. Error of Skewness .142 .142 .142 .142 .142 .142 .142 .142

Minimum 1 1 1 1 1 1 1 1

Maximum 3 3 3 3 3 3 3 3

Percentiles 25 2.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00

175

50 2.00 2.00 1.00 1.00 2.00 1.00 1.00 3.00

75 3.00 3.00 2.00 2.00 3.00 2.00 2.00 3.00

c. Univariate Analysis Graph for Composite Professional Learning Variable

Figure 4.3. Descriptive statistics for composite variable of professional learning

The main assumption that was checked from this output is normality. It was found

that the most of the variables were approximately normally distributed; that is, they had

skewness values between -1 and 1 and so could be used for inferential statistics of

regression analysis (Table 4.6a & 4.6b). From the output it was also found that one item

was mildly skewed; distance learning with the mild skewness value of -1.90. However,

the researcher did not pay much attention to the skewness of these items because this item

1.00 1.50 2.00 2.50 3.00

(Summated) Professional Learning

0

10

20

30

40

50

60

70

Fre

qu

en

cy

Mean = 2.0565Std. Dev. = 0.44022N = 295

Histogram

176

was not used as individual variable as it was combined to create composite variable of

professional learning before using inferential statistics of multiple regressions.

4.2.4. Relationship with Senior Colleagues (RSC): Independent Variable (IV)

Followings are the results and descriptive analysis of the data related to

relationship with senior colleagues.

a. Response Frequency Table

Below is the frequency table for constituent items of composite variable of

relationship with senior colleagues. The left-hand column of Domain/Item shows a valid

question or statement used in the questionnaire for some domain indicating relationship

with senior colleagues. The second column of Response shows the types of response

offered to the respondents and, at the end, total number of cases who responded the

questions. Frequency column gives the number of participants who responded to this

option from the given choices. The Percent column is the percentage of the responses

given to this option. For example, for the item 1, in the table, 10.2 % of all the

respondents often sought advice from their seniors regarding different classroom

activities, 58.3% sought advice from time to time, and 31.5% sought advice almost never.

At the end there is also total of 100% values or responses. Similarly, for the item 2, in the

relationship with senior colleagues table, 9.2 % of all the participants felt the quality of

advice very good sought from their seniors regarding different classroom activities, 59.7%

felt the quality of advice good, and 31.2% felt the quality of advice not so good. At the

end there is also total of 100% values or responses. Likewise, for the item 15, in the

relationship with senior colleagues table, 18.6% of all the respondents selected the option

strongly agree that principal supported and guided them, 55.3% selected agree, 15.3%

found themselves in the neutral position, 9.8% of all the respondents selected the option

177

disagree that principal supported and guided them and finally only 1.0% selected the

option strongly disagree. At the end there is also total of 100% values or responses. The

Valid percent shows the percentage of those with non-missing data. As it has been earlier

mentioned that, for the accepted questionnaires the missing values were replaced with

series mean; so missing values and valid percent are absent in this frequency table.

Cumulative percent is the percentage of subjects in a category plus the categories listed

above it. This last column is quite informative for frequency distribution with several

ordered categories. Fro example, for the item 1, in the table the distribution shows that

10.2% selected the option often, 68.5% selected the options including often and from time

to time, and finally 100% selected the options including often, from time to time and never

almost never.. Similarly, for the item 2, in the composite variable of relationships with

senior colleagues table the distribution shows that 9.8% selected the option very good,

68.8% selected the options including very good and good, and finally 100% selected the

options including very good, good, and not so good. In the same way, for the item 15, the

relationship with senior colleagues table the distribution shows that 18.6% selected the

option of agree, 73% selected the options including strongly agree and agree, 89.2%

selected the options including strongly agree, agree, and neutral, 99% selected the options

including strongly agree, agree, neutral, and disagree.

Table 4.7

Response Frequency of Respondents for Questions Related to Relationship with Senior

Colleagues

Domain/ Item Response Frequency Percent Cumulative

Percent

Organizing Classroom activities Often 30 10.2 10.2

178

1.

Seeking advice:

Organizing certain kinds of classroom

activities (e.g., work in groups, drama).

From time to

time 172 58.3 68.5

Never almost

never 93 31.5 100.0

Total 295 100.0

2.

Quality of advice:

Organizing certain kinds of classroom

activities (e.g., work in groups, drama).

Very good 27 9.2 9.2

Good 176 59.7 68.8

Not so good 92 31.2 100.0

Total 295 100.0

Motivating students

3.

Seeking advice:

Motivating students for school work.

Often 101 34.2 34.2

From time to

time 154 52.2 86.4

Never almost

never 40 13.6 100.0

Total 295 100.0

4.

Quality of advice:

Motivating students for school work.

Very good 73 24.7 24.7

Good 150 50.8 75.6

Not so good 72 24.4 100.0

Total 295 100.0

Getting new ideas

5.

Seeking advice:

Getting new ides for teaching.

Often 86 29.2 29.2

From time to

time 156 52.9 82.0

Never almost

never 53 18.0 100.0

Total 295 100.0

6.

Quality of advice:

Getting new ides for teaching.

Very good 92 31.2 31.2

Good 134 45.4 76.6

Not so good 69 23.4 100.0

Total 295 100.0

Disciplinary problems

7.

Seeking advice:

Dealing with disciplinary problems with

individual pupils.

Often 64 21.7 21.7

From time to

time 188 63.7 85.4

Never almost

never 43 14.6 100.0

179

Total 295 100.0

8.

Quality of advice:

Dealing with disciplinary problems with

individual pupils.

Very good 58 19.7 19.7

Good 167 56.6 76.3

Not so good 70 23.7 100.0

Total 295 100.0

Administration rules

9.

Seeking advice:

Dealing with everyday administrative

rules and practices.

Often 66 22.4 22.4

From time to

time 154 52.2 74.6

Never almost

never 75 25.4 100.0

Total 295 100.0

10.

Quality of advice:

Dealing with everyday administrative

rules and practices.

Very good 38 12.9 12.9

Good 166 56.3 69.2

Not so good 91 30.8 100.0

Total 295 100.0

Relationship problems

11.

Seeking advice:

Dealing with problems in relation to

other colleagues, principal,

administration and parents.

Often 68 23.1 23.1

From time to

time 170 57.6 80.7

Never almost

never 57 19.3 100.0

Total 295 100.0

12.

Quality of advice:

Dealing with problems in relation to

other colleagues, principal,

administration and parents.

Very good 60 20.3 20.3

Good 154 52.2 72.5

Not so good 81 27.5 100.0

Total 295 100.0

Personal problems

13.

Seeking advice:

Dealing with more personal problems,

e.g., feeling unsuccessful, workload

etc.

Often 43 14.6 14.6

From time to

time 132 44.7 59.3

Never almost

never 120 40.7 100.0

Total 295 100.0

14. Very good 24 8.1 8.1

180

Quality of advice:

Dealing with more personal problems,

e.g., feeling unsuccessful, workload

etc.

Good 135 45.8 53.9

Not so good 136 46.1 100.0

Total 295 100.0

Principal’s support

15.

The principal supports and guides you,

in general

Strongly agree 55 18.6 18.6

Agree 163 55.3 73.9

Neutral 45 15.3 89.2

Disagree 29 9.8 99.0

Strongly

disagree 3 1.0 100.0

Total 295 100.0

Principal’s role model

16.

The principal is your role model.

Strongly agree 38 12.9 12.9

Agree 88 29.8 42.7

Neutral 98 33.2 75.9

Disagree 42 14.2 90.2

Strongly

disagree 29 9.8 100.0

Total 295 100.0

Principal’s attention

17.

The principal involves you in academic

decisions relating to you.

Strongly agree 34 11.5 11.5

Agree 98 33.2 44.7

Neutral 99 33.6 78.3

Disagree 43 14.6 92.9

Strongly

disagree 21 7.1 100.0

Total 295 100.0

Principal’s acknowledgement

18.

The principal acknowledges, if you are

assigned some extra work or duties.

Strongly agree 52 17.6 17.6

Agree 134 45.4 63.1

Neutral 73 24.7 87.8

Disagree 29 9.8 97.6

Strongly

disagree 7 2.4 100.0

Total 295 100.0

Strongly agree 52 17.6 17.6

Principal’s task oriented attitude

19.

The principal ensures that a task-

Strongly agree 47 15.9 15.9

Agree 134 45.4 61.4

Neutral 88 29.8 91.2

181

oriented atmosphere is present in this

institution.

Disagree 20 6.8 98.0

Strongly

disagree 6 2.0 100.0

Total 295 100.0

Principal’s tolerance

20.

You express disagreements openly

and without any fear.

Strongly agree 40 13.6 13.6

Agree 62 21.0 34.6

Neutral 116 39.3 73.9

Disagree 51 17.3 91.2

Strongly

disagree 26 8.8 100.0

Total 295 100.0

Principal’s public recognition

21.

You get public recognition from the

principal.

Strongly agree 29 9.8 9.8

Agree 81 27.5 37.3

Neutral 125 42.4 79.7

Disagree 60 20.3 100.0

Total 295 100.0

Societal adjustment

22.

Being a teacher, you feel well settled

in the society.

Strongly agree 68 23.1 23.1

Agree 72 24.4 47.5

Neutral 90 30.5 78.0

Disagree 55 18.6 96.6

Strongly

disagree 10 3.4 100.0

Total 295 100.0

Job Needs

23.

Being a teacher, you are satisfied with

your needs of:

Job security

Strongly agree 27 9.2 9.2

Agree 97 32.9 42.0

Neutral 82 27.8 69.8

Disagree 54 18.3 88.1

Strongly

disagree 35 11.9 100.0

Total 295 100.0

Job Needs

24.

Being a teacher, you are satisfied with

your needs of:

Promotion

Strongly agree 13 4.4 4.4

Agree 63 21.4 25.8

Neutral 119 40.3 66.1

Disagree 56 19.0 85.1

Strongly 44 14.9 100.0

182

disagree

Total 295 100.0

Job Needs

25.

Being a teacher, you are satisfied with

your needs of:

Recognition

Strongly agree 30 10.2 10.2

Agree 88 29.8 40.0

Neutral 120 40.7 80.7

Disagree 53 18.0 98.6

Strongly

disagree 4 1.4 100.0

Total 295 100.0

Teacher-student relationship

26.

Being a teacher, you establish good

personal relations with the students.

Strongly agree 93 31.5 31.5

Agree 146 49.5 81.0

Neutral 44 14.9 95.9

Disagree 9 3.1 99.0

Strongly

disagree 3 1.0 100.0

Total 295 100.0

Family life

27.

Your family life is affected in different

ways due to the job.

Strongly agree 21 7.1 7.1

Agree 115 39.0 46.1

Neutral 69 23.4 69.5

Disagree 59 20.0 89.5

Strongly

disagree 31 10.5 100.0

Total 295 100.0

b. Description of data: univariate analysis

It appears that for the items (Table 4.8a & 4.8b), all Means, Medians and Modes

seem reasonable, i.e., on the required standards of normality. After checking the data it

was found that all means were within the ranges as were expected (given the information

in the codebook and the researcher‟s understanding of the variable). The Minimum and

Maximum values were within the appropriate (codebook) range for each variable and none

183

was found smaller or bigger than was expected. Conclusively, the data was found error

free.

Table 4.8a

Description of Data: Univariate Analysis for Variable of Relationship with Senior Colleagues

Fre

qu

en

cy

Org

an

izin

g C

las

sro

om

ac

tiv

itie

s

Q

ua

lity

Org

an

izin

g C

las

sro

om

a

cti

vit

ies

Fre

qu

en

cy

M

oti

va

tin

g s

tud

en

ts

Qu

ali

ty M

oti

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tin

g s

tud

en

ts

Fre

qu

en

cy

Ge

ttin

g n

ew

id

ea

s

Qu

ali

ty G

ett

ing

ne

w i

de

as

Fre

qu

en

cy

Dis

cip

lin

ary

pro

ble

ms

Qu

ali

ty D

isc

ipli

na

ry p

rob

lem

s

Fre

qu

en

cy

Ad

min

istr

ati

on

ru

les

Qu

ali

ty A

dm

inis

tra

tio

n r

ule

s

Fre

qu

en

cy

Re

lati

on

sh

ip p

rob

lem

s

Qu

ali

ty R

ela

tio

ns

hip

pro

ble

ms

Fre

qu

en

cy

Pe

rso

na

l p

rob

lem

s

N Valid 295 295 295 295 295 295 295 295 295 295 295 295 295

Missing 0 0 0 0 0 0 0 0 0 0 0 0 0

Mean 2.21 2.22 1.79 2.00 1.89 1.92 1.93 2.04 2.03 2.18 1.96 2.07 2.26

Median 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00

Mode 2 2 2 2 2 2 2 2 2 2 2 2 2

Std. Deviation .610 .597 .661 .702 .678 .736 .599 .659 .692 .637 .651 .689 .697

Skewness -

.151

-

.118 .252 .005 .141 .124 .026

-

.043

-

.040

-

.173 .037

-

.093

-

.406

Std. Error of

Skewness .142 .142 .142 .142 .142 .142 .142 .142 .142 .142 .142 .142 .142

Minimum 1 1 1 1 1 1 1 1 1 1 1 1 1

Maximum 3 3 3 3 3 3 3 3 3 3 3 3 3

Pe

rce

ntile

s 25 2.00 2.00 1.00 2.00 1.00 1.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00

50 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00

75 3.00 3.00 2.00 2.00 2.00 2.00 2.00 2.00 3.00 3.00 2.00 3.00 3.00

184

Table 4.8b

Description of Data: Univariate Analysis for Variable of Relationship with Senior Colleagues

Qu

ali

ty P

ers

on

al

pro

ble

ms

Pri

nc

ipa

l’s

su

pp

ort

Pri

nc

ipa

l’s

ro

le m

od

el

Pri

nc

ipa

l’s

att

en

tio

n

Pri

nc

ipa

l’s

ac

kn

ow

led

ge

me

nt

Pri

nc

ipa

l’s

ta

sk

ori

en

ted

att

itu

de

Pri

nc

ipa

l’s

to

lera

nc

e

Pri

nc

ipa

l’s

pu

bli

c r

ec

og

nit

ion

So

cie

tal

ad

jus

tme

nt

Jo

b N

ee

ds

(s

ec

uri

ty)

Jo

b N

ee

ds

(p

rom

oti

on

)

Jo

b N

ee

ds

(re

co

gn

itio

n)

Te

ac

he

r-s

tud

en

t re

lati

on

sh

ip

Fa

mil

y l

ife

N Valid 295 295 295 295 295 295 295 295 295 295 295 295 295 295

Missing 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Mean 2.38 2.19 2.78 2.73 2.34 2.34 2.87 2.73 2.55 2.91 3.19 2.71 1.93 2.88

Median 2.00 2.00 3.00 3.00 2.00 2.00 3.00 3.00 3.00 3.00 3.00 3.00 2.00 3.00

Mode 3 2 3 3 2 2 3 3 3 2 3 3 2 2

Std. Deviation .632 .888 1.143 1.073 .958 .896 1.125 .896 1.135 1.161 1.070 .925 .821 1.133

Skewness -

.515 .813 .310 .349 .606 .546 .061

-

.276 .137 .284 .142

-

.057 1.918 .383

Std. Error of

Skewness .142 .142 .142 .142 .142 .142 .142 .142 .142 .142 .142 .142 .142 .142

Minimum 1 1 1 1 1 1 1 1 1 1 1 1 1 1

Maximum 3 5 5 5 5 5 5 4 5 5 5 5 5 5

Pe

rce

ntile

s 25 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 1.00 2.00

50 2.00 2.00 3.00 3.00 2.00 2.00 3.00 3.00 3.00 3.00 3.00 3.00 2.00 3.00

75 3.00 3.00 3.00 3.00 3.00 3.00 4.00 3.00 3.00 4.00 4.00 3.00 2.00 4.00

185

c. Univariate analysis graph for Composite Relationship with Senior Colleagues

Figure 4.4. Descriptive statistics for composite variable of relationship with senior

colleagues

The main assumption that was checked from this output is normality. It was found

that the most of the variables were approximately normally distributed; that is, they had

skewness values between -1 and 1 and so could be used for inferential statistics of

regression analysis (Table 4.8a & 4.8b). From the output it was also found that one item

was mildly skewed; teacher-student relationship with the skewness value of 1.91.

However, the researcher did not pay much attention to the skewness of these items

because this item was not used as individual variable as it was combined to create

1.00 1.50 2.00 2.50 3.00 3.50

(Summated)_Workgroup relations

0

10

20

30

40

50F

req

uen

cy

Mean = 2.334Std. Dev. = 0.3681N = 295

Histogram

186

composite variable of relationship with senior colleagues before using inferential statistics

of multiple regressions.

4.2.5. Organizational Culture (OC): Independent Variable (IV)

Followings are the results and descriptive analysis of the data related to

organizational culture.

a. Response Frequency Table

Below is the frequency table for constituent items of composite variable of

organizational culture. The left-hand column of Domain/Item shows a valid question or

statement used in the questionnaire for some domain indicating organizational culture.

The second column of Response shows the types of response offered to the respondents

and, at the end, total number of cases who responded the questions. Frequency column

gives the number of participants who responded to this option from the given choices. The

Percent column is the percentage of the responses given to this option. For example, for

the item/ question no. 1, in the table, 11.2% of all the participants selected the option of

strongly agree which indicated the concept that they felt equal treatment in their

organizations. Similarly, 36.3% selected the option of agree for the item/question which

indicated they also felt equal treatment but to a relatively lesser extent, 22.7% were neural

which indicated that they were in middle position. In the same way, 24.4% selected

disagree option which indicated that they did not feel equal treatment with employees in

their organizations, and lastly there were 5.4% respondents who selected strongly

disagree. At the end there is also total of 100% values or responses. The Valid percent

shows the percentage of those with non-missing data. As it has been earlier mentioned

that, for the accepted questionnaires the missing values were replaced with series mean; so

missing values and valid percent are absent in this frequency table. Cumulative percent is

187

the percentage of subjects in a category plus the categories listed above it. This last

column is quite informative for frequency distribution with several ordered categories. For

example, for the item 5, in the table the distribution shows that 11.2% selected the option

strongly agree, 47.54% respondents selected the options including strongly agree and

agree, 70.2% respondents selected options including strongly agree, agree, and neutral,

and 94.6% selected the options including strongly agree, agree, neutral and disagree.

Table 4.9

Response Frequency of Respondents for Questions Related to Organizational Culture

Domain/ Item Response Frequency Percent Valid

Percent

Cumulative

Percent

Equal Treatment

1.

You feel equal treatment and

behavior for males and

females.

Strongly agree 42 14.2 14.2 14.2

Agree 102 34.6 34.6 48.8

Neutral 96 32.5 32.5 81.4

Disagree 47 15.9 15.9 97.3

Strongly disagree 8 2.7 2.7 100.0

Total 295 100.0 100.0

Equal Treatment

2.

You feel equal treatment and

behavior for contract and

permanent employees.

Strongly agree 33 11.2 11.2 11.2

Agree 82 27.8 27.8 39.0

Neutral 78 26.4 26.4 65.4

Disagree 81 27.5 27.5 92.9

Strongly disagree 21 7.1 7.1 100.0

Total 295 100.0 100.0

Equal Treatment

3.

You feel equal treatment and

behavior for beginning teachers

and experienced teachers.

Strongly agree 30 10.2 10.2 10.2

Agree 53 18.0 18.0 28.1

Neutral 83 28.1 28.1 56.3

Disagree 98 33.2 33.2 89.5

Strongly disagree 31 10.5 10.5 100.0

Total 295 100.0 100.0

Equal Treatment

4.

Strongly agree 21 7.1 7.1 7.1

Agree 130 44.1 44.1 51.2

188

You feel equal treatment and

behavior with English language

teachers and teachers of other

subjects.

Neutral 58 19.7 19.7 70.8

Disagree 74 25.1 25.1 95.9

Strongly disagree 12 4.1 4.1 100.0

Total 295 100.0 100.0

Well-defined Policies

5.

You feel administrative rules

and policies are well defined.

Strongly agree 33 11.2 11.2 11.2

Agree 107 36.3 36.3 47.5

Neutral 67 22.7 22.7 70.2

Disagree 72 24.4 24.4 94.6

Strongly disagree 16 5.4 5.4 100.0

Total 295 100.0 100.0

Fair Execution of Rules

6.

You feel administrative rules

and policies are executed fairly.

Strongly agree 19 6.4 6.4 6.4

Agree 86 29.2 29.2 35.6

Neutral 79 26.8 26.8 62.4

Disagree 99 33.6 33.6 95.9

Strongly disagree 12 4.1 4.1 100.0

Total 295 100.0 100.0

Self-recognition

7.

You feel yourself a significant

part of English department.

Strongly agree 33 11.2 11.2 11.2

Agree 149 50.5 50.5 61.7

Neutral 104 35.3 35.3 96.9

Disagree 8 2.7 2.7 99.7

Strongly disagree 1 .3 .3 100.0

Total 295 100.0 100.0

Self-recognition

8.

You feel yourself a significant

part of staffroom.

Strongly agree 40 13.6 13.6 13.6

Agree 128 43.4 43.4 56.9

Neutral 108 36.6 36.6 93.6

Disagree 16 5.4 5.4 99.0

Strongly disagree 3 1.0 1.0 100.0

Total 295 100.0 100.0

Self-recognition

9.

You feel yourself a significant

part of the institution.

Strongly agree 55 18.6 18.6 18.6

Agree 104 35.3 35.3 53.9

Neutral 115 39.0 39.0 92.9

Disagree 17 5.8 5.8 98.6

Strongly disagree 4 1.4 1.4 100.0

Total 295 100.0 100.0

189

Academic facilities

10.

You feel the institution is well

equipped with regard to

teaching material, library

facility, copying facility etc.

Strongly agree 62 21.0 21.0 21.0

Agree 97 32.9 32.9 53.9

Neutral 64 21.7 21.7 75.6

Disagree 59 20.0 20.0 95.6

Strongly disagree 13 4.4 4.4 100.0

Total 295 100.0 100.0

Logistics Facilities

11.

You feel the institution is good

with regard to canteen, shops &

service facilities.

Strongly agree 38 12.9 12.9 12.9

Agree 112 38.0 38.0 50.8

Neutral 66 22.4 22.4 73.2

Disagree 61 20.7 20.7 93.9

Strongly disagree 18 6.1 6.1 100.0

Total 295 100.0 100.0

Cultural Exposure

12.

You feel the institution is good

with regard to cultural & extra-

curricular activities.

Strongly agree 43 14.6 14.6 14.6

Agree 127 43.1 43.1 57.6

Neutral 71 24.1 24.1 81.7

Disagree 42 14.2 14.2 95.9

Strongly disagree 12 4.1 4.1 100.0

Total 295 100.0 100.0

Role of Staffroom

13.

You feel staffroom/ common

room (or any place where

teachers gather) is the best

place for:

Informal discussions

Strongly agree 44 14.9 14.9 14.9

Agree 132 44.7 44.7 59.7

Neutral 96 32.5 32.5 92.2

Disagree 16 5.4 5.4 97.6

Strongly disagree 7 2.4 2.4 100.0

Total

295 100.0 100.0

Role of Staffroom

14.

Academic issues

Strongly agree 35 11.9 11.9 11.9

Agree 168 56.9 56.9 68.8

Neutral 66 22.4 22.4 91.2

Disagree 22 7.5 7.5 98.6

Strongly disagree 4 1.4 1.4 100.0

Total 295 100.0 100.0

Role of Staffroom

15.

Relaxation/ Passing time

Strongly agree 54 18.3 18.3 18.3

Agree 110 37.3 37.3 55.6

Neutral 95 32.2 32.2 87.8

190

Disagree 25 8.5 8.5 96.3

Strongly disagree 11 3.7 3.7 100.0

Total 295 100.0 100.0

Role of Staffroom

16.

Professional learning

Strongly agree 38 12.9 12.9 12.9

Agree 104 35.3 35.3 48.1

Neutral 111 37.6 37.6 85.8

Disagree 36 12.2 12.2 98.0

Strongly disagree 6 2.0 2.0 100.0

Total 295 100.0 100.0

Role of Staffroom

17.

Building relations

Strongly agree 32 10.8 10.8 10.8

Agree 135 45.8 45.8 56.6

Neutral 108 36.6 36.6 93.2

Disagree 18 6.1 6.1 99.3

Strongly disagree 2 .7 .7 100.0

Total 295 100.0 100.0

Role of Staffroom

18.

Lecture preparation

Strongly agree 28 9.5 9.5 9.5

Agree 110 37.3 37.3 46.8

Neutral 96 32.5 32.5 79.3

Disagree 44 14.9 14.9 94.2

Strongly disagree 17 5.8 5.8 100.0

Total 295 100.0 100.0

Expectation of Beliefs and

Values

19.

You feel the fulfillment of your

beliefs and values about :Duty/

responsibility

Strongly agree 73 24.7 24.7 24.7

Agree 162 54.9 54.9 79.7

Neutral 48 16.3 16.3 95.9

Disagree 12 4.1 4.1 100.0

Total 295 100.0 100.0

Expectation of Beliefs and

Values

20.

Professional honesty

Strongly agree 67 22.7 22.7 22.7

Agree 190 64.4 64.4 87.1

Neutral 23 7.8 7.8 94.9

Disagree 15 5.1 5.1 100.0

Total 295 100.0 100.0

Expectation of Beliefs and Strongly agree 75 25.4 25.4 25.4

191

Values

21.

Self-respect

Agree 159 53.9 53.9 79.3

Neutral 48 16.3 16.3 95.6

Disagree 11 3.7 3.7 99.3

Strongly disagree 2 .7 .7 100.0

Total 295 100.0 100.0

Expectation of Beliefs and

Values

22.

Behavior and attitudes

Strongly agree 61 20.7 20.7 20.7

Agree 152 51.5 51.5 72.2

Neutral 65 22.0 22.0 94.2

Disagree 17 5.8 5.8 100.0

Total 295 100.0 100.0

Expectation of Beliefs and

Values

23.

Friendship and well wishing

Strongly agree 51 17.3 17.3 17.3

Agree 175 59.3 59.3 76.6

Neutral 61 20.7 20.7 97.3

Disagree 7 2.4 2.4 99.7

Strongly disagree 1 .3 .3 100.0

Total 295 100.0 100.0

b. Description of data: univariate analysis

It appears that for the items (Table 4.10a & 4.10b), all Means, Medians and Modes

seem reasonable, i.e., on the required standards of normality. After checking the data it

was found that all means were within the ranges as were expected (given the information

in the codebook and the researcher‟s understanding of the variable). The Minimum and

Maximum values were within the appropriate (codebook) range for each variable and none

was found smaller or bigger than was expected. Conclusively, the data was found error

free.

192

Table 4.10a

Description of Data: Univariate Analysis for Variable of Organizational Culture

Eq

ua

l T

rea

tme

nt

Eq

ua

l T

rea

tme

nt

Eq

ua

l T

rea

tme

nt

Eq

ua

l T

rea

tme

nt

We

ll-d

efi

ne

d P

oli

cie

s

Fa

ir E

xe

cu

tio

n o

f R

ule

s

Se

lf-r

ec

og

nit

ion

S

elf

-re

co

gn

itio

n

S

elf

-re

co

gn

itio

n

N Valid 295 295 295 295 295 295 295 295 295

Missing 0 0 0 0 0 0 0 0 0

Mean 2.58 2.92 3.16 2.75 2.77 3.00 2.31 2.37 2.36

Median 3.00 3.00 3.00 2.00 3.00 3.00 2.00 2.00 2.00

Mode 2 2 4 2 2 4 2 2 3

Std. Deviation 1.006 1.132 1.148 1.039 1.105 1.025 .716 .822 .896

Skewness .224 -.002 -.302 .353 .215 -.127 .148 .258 .172

Std. Error of Skewness .142 .142 .142 .142 .142 .142 .142 .142 .142

Minimum 1 1 1 1 1 1 1 1 1

Maximum 5 5 5 5 5 5 5 5 5

Percentiles 25 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00

50 3.00 3.00 3.00 2.00 3.00 3.00 2.00 2.00 2.00

75 3.00 4.00 4.00 4.00 4.00 4.00 3.00 3.00 3.00

193

Table 4.10b

Description of Data: Univariate Analysis for Variable of Organizational Culture

Ac

ad

em

ic f

ac

ilit

ies

Lo

gis

tic

s F

ac

ilit

ies

Cu

ltu

ral

Ex

po

su

re

Ro

le o

f S

taff

roo

m

Ro

le o

f S

taff

roo

m

Ro

le o

f S

taff

roo

m

Ro

le o

f S

taff

roo

m

Ro

le o

f S

taff

roo

m

Ro

le o

f S

taff

roo

m

Ex

pe

cta

tio

n o

f B

eli

efs

an

d

Va

lue

s

Ex

pe

cta

tio

n o

f B

eli

efs

an

d

Va

lue

s

Ex

pe

cta

tio

n o

f B

eli

efs

an

d

Va

lue

s

Ex

pe

cta

tio

n o

f B

eli

efs

an

d

Va

lue

s

Ex

pe

cta

tio

n o

f B

eli

efs

an

d

Va

lue

s

N Valid 295 295 295 295 295 295 295 295 295 295 295 295 295 295

Missing 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Mean 2.54 2.69 2.50 2.36 2.29 2.42 2.55 2.40 2.70 2.00 1.95 2.00 2.13 2.09

Median 2.00 2.00 2.00 2.00 2.00 2.00 3.00 2.00 3.00 2.00 2.00 2.00 2.00 2.00

Mode 2 2 2 2 2 2 3 2 2 2 2 2 2 2

Std. Deviation 1.157 1.120 1.036 .884 .823 1.003 .935 .789 1.023 .758 .713 .793 .802 .706

Skewness .316 .339 .540 .548 .804 .485 .198 .250 .413 .571 1.920 .776 .440 .511

Std. Error of

Skewness .142 .142 .142 .142 .142 .142 .142 .142 .142 .142 .142 .142 .142 .142

Minimum 1 1 1 1 1 1 1 1 1 1 1 1 1 1

Maximum 5 5 5 5 5 5 5 5 5 4 4 5 4 5

Percentiles 25 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 1.00 2.00 2.00

50 2.00 2.00 2.00 2.00 2.00 2.00 3.00 2.00 3.00 2.00 2.00 2.00 2.00 2.00

75 3.00 4.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 2.00 2.00 2.00 3.00 2.00

194

c. Univariate analysis graph for Composite Organizational Culture

1.00 2.00 3.00 4.00 5.00

(Summated)_Organization Culture

0

10

20

30

40

50

60

Fre

qu

en

cy

Mean = 2.471Std. Dev. = 0.51246N = 295

Histogram

Figure 4.5. Descriptive statistics for composite variable of organizational culture

The main assumption that was checked from this output is normality. It was found

that the most of the variables were approximately normally distributed; that is, they had

skewness values between -1 and 1 and so could be used for inferential statistics of

regression analysis (Table 4.10a & 4.10b). From the output it was also found that one item

was mildly skewed: expectation of beliefs and values with the skewness value of 1.92.

However, the researcher did not pay much attention to the skewness of these items

because this item was not used as individual variable as it was combined to create

composite variable of organizational culture before using inferential statistics of multiple

regressions.

195

4.3. Test of Hypotheses: Inferential Statistics

For testing the hypotheses used for the study, statistical test of regression analysis

was used. Regression analysis is one type of complex associational method. It is based on

a correlation matrix of all the variables to be considered in a problem. It has the general

purpose of predicting a dependent or criterion variable from one or several independent or

predictor variables.

Before applying the test on the research hypotheses, following assumptions of

regression analysis were checked.

i. Accuracy of data

It was important to check data before testing the hypotheses as the incorrect data

might lead to unwanted results. So the data was passes through screening process and

wherever the flaws or errors appeared they were rectified accordingly. It was made ensure

that the data had been entered correctly. Maximum and minimum values were checked

again keenly for each item or variable question. Some questionnaires were altogether

rejected having many missing values. After examining the data, it was decided to replace

missing values with the series mean of the variable. The data was also checked for outliers

(i.e., an extreme value on a particular item). Overall, the data was found normal; there

appeared no frequent outliers which could affect the result in a significant way. The mild

outliers were not changed, however, the very few extreme outliers, if found in some

variables were replaced with the nearest highest or lowest values. So in the final test the

data was presented free of any missing value and extreme outlier in any variable.

196

ii. Normality

Normality of the data was checked carefully. To do this, histograms were

constructed for each composite variable and wherever needed. These histograms

included a line that depicted what the shape would look like if the distributions were

truly normal. For this purpose normal probability plots were also constructed for the

composite variables, which ranked and sorted the actual scores and then an expected

normal value was computed and compared with an actual normal value for each case.

The expected normal value is the position a case with that rank holds in a normal

distribution. The normal value is the position it holds in the actual distribution. In

addition to the graphic examination of the data, the data was statistically examined to see

normality. The skewness for each variable was calculated; skewness is a measure of how

symmetrical the data is; a skewed variable is one whose mean is not in the middle of the

distribution (i.e., the mean and median are quite different). Extreme values for skewness

are values greater than +1 or less than -1. All the composite variables, DV and IVs were

found normal. From some outputs of the individual items it was seen that a few variable

items were skewed. The researcher did not pay much attention to the skewness of those

items because those items were not used as individual variables as they were combined

to create composite variables for the final test of regression analysis.

iii. Linearity

Another assumption of regression analysis is linearity. Linearity means that there

is a straight line relationship between the IV and the DV. This is a significant assumption

because regression analysis tests only for a linear relationship between the IV and the DV.

So linearity between an IV and the DV was tested by constructing bivariate scatter plot

(i.e., a graph with the IV on one axis and the DV on the other). The plots showed that all

197

the IVs were linearly associated with the DV. It validated and strengthened the results

attained through regression analysis.

iv. Multicollinearity

Multicollinearity is a condition in which the IVs are very highly correlated (.90 or

greater). Multicollinearity can be caused by high bivariate correlations (usually of .90 or

greater) or by high multivariate correlations. High bivariate correlations were easy to spot

by simply running correlations among the IVs used for this study. It was found that no two

IVs were so highly correlated that they could affect the results of multiple regressions.

The researcher did not pay too much attention for tolerance as SPSS 16 programs do not

allow a variable to enter the regression model if tolerance is too low.

4.3.1. Test of H0

The H0 states:

There is no relationship between socialization content (all the four study variables

of task mastery of teaching skill (TMTS), professional learning (PL), relationship with

senior colleagues (RSC), and organizational culture (OC) combined) and effective

socialization (ES) of beginning English teachers in Pakistan.

The test results did not approve H0.

To test the hypothesis, multiple regression analysis was conducted to predict the

effects of socialization content on the criterion variable of effectiveness of socialization

process. Four predictors were entered simultaneously into the analysis: task mastery of

teaching skill, professional learning, relationship with senior colleagues, and

198

organizational culture. Simultaneous method for the multiple regression analysis was

used. Following were the outputs:

Table 4.11

Descriptive Statistics for H0

Mean Std. Deviation N

ES 2.5093 .34254 295

TMTS 2.2821 .46787 295

PL 2.0041 .40288 295

RSC 2.3340 .36810 295

OC 2.4710 .51246 295

First, the Descriptive table of output provides the usual descriptive statistics for all

five variables used for the analysis. The total number N is 295 indicating that no case was

omitted in the multiple regression analysis.

The correlation table (Appendix J: Table 16) is correlation matrix where the first

column shows the correlations of the other variables with effective socialization and that

task mastery of teaching skill, professional learning, relationship with senior colleagues,

and organizational culture are significantly correlated with effective socialization. It can

be observed that no variable was highly correlated, i.e., beyond .7, with each other, so

there was no problem of multicolinearity with the test of multiple regression analysis.

199

Table 4.12

Model Summary of Multiple Correlations for H0

R R Square Adjusted R Square Std. Error of the Estimate

.725(a) .526 .519 .23746

a Predictors: (Constant), OC, PL, TMTS, RSC

The model summary (Table 4.12) shows that the multiple correlation coefficient ,

using all the predictors simultaneously, is .72 (R2

= .52

) and the adjusted R2 is .51,

meaning that 51% of the variance in effective socialization can be predicted from task

mastery of teaching skill, professional learning, relationship with senior colleagues, and

organizational culture combined.

Table 4.13

Overall Statistical Significance of H0: ANOVA

Sum of Squares Mean Square F Sig.

Regression 18.143 4.536 80.438 .000(a)

Residual 16.353 .056

Total 34.496

a Predictors: (Constant), OC, PL, TMTS, RSC

b Dependent Variable: ES

The ANOVA (Table 4.13) shows that the overall model is significant, p = .000

and that F = 80.43. This suggests that the combination of the predictors, task mastery of

teaching skill, professional learning, relationship with senior colleagues, and

organizational culture significantly predicted the effective socialization.

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Table 4.14

Multiple Correlations for H0: Beta Coefficients

Standardized

Coefficients

t Sig.

Beta

(Constant) 10.271 .000

TMTS .241 4.538 .000

PL -.051 -1.066 .287

RSC .266 4.445 .000

OC .370 6.548 .000

Coefficient table 4.14 indicates the standardized beta coefficients, which are

interpreted similarly to correlation coefficients or factor weights. The t value and the Sig.

opposite each independent variable indicates whether that variable is significantly

contributing to the equation for predicting effective socialization from the whole set of

predictors, while controlling for the other variables. Thus, from the table it is shown that

task mastery of teaching skill, relationship with senior colleagues, and organizational

culture are the variables that are significantly adding something to the prediction when the

one other variable of professional learning already considered. Here, it is important to

note that all the variables were considered together when these values were computed.

Therefore, if any one of the predictors can affect the levels of significant for other

predictors.

4.3.2. Test of H1

H1 states:

There is a significant relationship between task mastery of teaching skill and

effectiveness of socialization process of beginning English teachers in Pakistan.

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The results supported the hypothesis and thus the hypothesis is accepted.

To test the hypothesis, linear regression analysis was conducted to predict the

effects of task mastery of teaching skill on the criterion variable of effectiveness of

socialization process. The predictor variable of task mastery of teaching skill and the

criterion variable of effective socialization were entered into the analysis. Following were

the outputs:

The correlation table (Appendix J: Table 18) is correlation matrix where the first

column shows that criterion variable of effective socialization and predictive variable of

task mastery of teaching skill are significantly correlated with each other, p = .000, and r

= .53.

Table 4.15

Model Summary of Multiple Correlations for H1

R R Square Adjusted R Square Std. Error of the Estimate

.537(a) .288 .286 .28953

a Predictors: (Constant), TMTS

b Dependent Variable: ES

The model summary table show that the correlation coefficient, is .53 (R2

= .29)

and the adjusted R2 is .28, meaning that 28% of the variance in effective socialization can

be predicted from task mastery of teaching skill.

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Table 4.16

Overall Statistical Significance of H1: ANOVA

Sum of Squares Mean Square F Sig.

Regression 9.933 9.933 118.496 .000(a)

Residual 24.562 .084

Total 34.496

a Predictors: (Constant), TMTS

b Dependent Variable: ES

The ANOVA (Table 4.16) shows that the overall model is significant, p = .000

and that F = 118.49. This suggests that the predictor variable of task mastery of teaching

skill significantly predicts the criterion variable of effective socialization.

Table 4.17

Multiple Correlations for H1: Beta Coefficient

Standardized Coefficient t Sig.

Beta

(Constant) 19.183 .000

Composite TMTS .537 10.886 .000

Beta Coefficients table

a Dependent Variable: ES

Coefficient table 4.17 indicates the standardized beta coefficient, which is

interpreted similarly to correlation coefficients or factor weights. In the table, it is shown

that task mastery of teaching skill is significantly contributing to the prediction, as p =

.000 and = .53.

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4.3.3. Test of H2

H2 states:

There is a significant relationship between professional learning and effectiveness

of socialization process of beginning English teachers in Pakistan.

The results supported the hypothesis and thus the hypothesis is accepted.

To test the hypothesis, linear regression analysis was conducted to predict the

effects of predictor variable professional learning on the criterion variable of effective

socialization. The predictor variable of professional learning and the criterion variable of

effective socialization were entered into the analysis which came up with following were

the outputs:

The correlation table (Appendix J: Table 19) is correlation matrix where the first

column shows that criterion variable of effective socialization and predictive variable of

professional learning are significantly correlated with each other, p = .000, and r = .25.

Table 4.18

Model Summary of Multiple Correlations for H2

R R Square Adjusted R Square Std. Error of the Estimate

.251(a) .063 .060 .33210

a Predictors: (Constant), Composite PL

The model summary table shows that the correlation coefficient I, is .25 (R2

= .06)

and the adjusted R2 is .06, meaning that 6 % of the variance in effective socialization can

be predicted from professional learning.

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Table 4.19

Overall Statistical Significance of H2: ANOVA

Sum of Squares Mean Square F Sig.

Regression 2.180 2.180 19.768 .000(a)

Residual 32.316 .110

Total 34.496

a Predictors: (Constant), PL

b Dependent Variable: ES

The ANOVA (Table 4.19) shows that the overall model is significant, p = .000

and that F = 19.77. This suggests that the predictor variable of professional learning

significantly predicts the criterion variable of effective socialization.

Table 4.20

Multiple Correlations for H2: Beta Coefficient

Standardized

Coefficients t Sig.

Beta

(Constant) 21.176 .000

PL .251 4.446 .000

a Dependent Variable: ES

Coefficient table indicates the standardized beta coefficient, which is interpreted

similarly to correlation coefficients or factor weights. In the table, it is shown that

professional learning is significantly contributing to the prediction of effective

socialization, as p = .000 and = .25.

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4.3.4. Test of H3

H3 states:

There is a significant relationship between relationship with senior colleagues and

effectiveness of socialization process of beginning English teachers in Pakistan.

The results supported the hypothesis and thus the hypothesis is accepted.

To test the hypothesis, linear regression analysis was conducted to predict the

effects of predictor variable of relationship with senior colleagues on the criterion variable

of effective socialization. The predictor variable of relationship with senior colleagues and

the criterion variable of effective socialization were entered into the analysis which came

up with following outputs:

The correlation table (Appendix J: Table 20) is correlation matrix where the first

column shows that criterion variable of effective socialization and predictive variable of

relationship with senior colleagues are significantly correlated with each other, p = .000,

and r = .62.

Table 4.21

Model Summary of Multiple Correlations for H3

R R Square Adjusted R Square Std. Error of the Estimate

.629(a) .395 .393 .26679

a Predictors: (Constant), RSC

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The model summary table shows that the correlation coefficient, is .62 (R2

= .39)

and the adjusted R2 is .39, meaning that 39 % of the variance in effective socialization can

be predicted from relationship with senior colleagues.

Table 4.22

Overall Statistical Significance of H3: ANOVA

Sum of Squares Mean Square F Sig.

Regression 13.641 13.641 191.649 .000(a)

Residual 20.855 .071

Total 34.496

a Predictors: (Constant), RSC

b Dependent Variable: ES

The ANOVA (Table 4.22) shows that the overall model is significant, p = .000

and that F = 191.64. This suggests that the predictor variable of relationship with senior

colleagues significantly predicts the criterion variable of effective socialization.

Table 4.23

Multiple Correlations for H3: Beta Coefficient

Standardized

Coefficient

t Sig.

Beta

(Constant) 11.450 .000

Composite RSC .629 13.844 .000

(a Dependent Variable: ES

Coefficient table 4.23 indicates the standardized beta coefficient, which is

interpreted similarly to correlation coefficients or factor weights. In the table, it is shown

207

that relationship with senior colleagues is significantly contributing to the prediction of

effective socialization, as p = .000 and = .62.

4.3.5. Test of H4

H4 states:

There is a significant relationship between organizational culture and

effectiveness of socialization process of beginning English teachers in Pakistan.

The results supported the hypothesis and thus the hypothesis is accepted.

To test the hypothesis, linear regression analysis was conducted to predict the

effects of predictor variable organizational culture on the criterion variable of

effectiveness of socialization process. The predictor variable of organizational culture and

the criterion variable of effective socialization were entered into the analysis which came

up with following outputs:

The correlation table (Appendix J: Table 21) is correlation matrix where the first

column shows that criterion variable of effective socialization and predictive variable of

organizational culture are significantly correlated with each other, p = .000, and r = .65.

Table 4.24

Model Summary of Multiple Correlations for H4

R R Square Adjusted R Square Std. Error of the Estimate

.654(a) .428 .426 .25951

a Predictors: (Constant), OC

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The model summary table shows that the correlation coefficient I, is .65 (R2

= .42)

and the adjusted R2 is .42, meaning that 42 % of the variance in effective socialization can

be predicted from organizational culture.

Table 4.25

Overall Statistical Significance of H4: ANOVA

Sum of Squares Mean Square F Sig.

Regression 14.763 14.763 219.211 .000(a)

Residual 19.733 .067

Total 34.496

a Predictors: (Constant), OC

b Dependent Variable: ES

The ANOVA (Table 4.25) shows that the overall model is significant, p = .000

and that F = 219.21. This suggests that the predictor variable of organizational culture

significantly predicts the criterion variable of effective socialization.

Table 4.26

Multiple Correlations for H4: Beta Coefficient

Standardized Coefficients t Sig.

Beta

(Constant) 19.171 .000

OC .654 14.806 .000

a Dependent Variable: ES

Coefficient table 4.26 indicates the standardized beta coefficient, which is

interpreted similarly to correlation coefficients or factor weights. In the table, it is shown

209

that organizational culture is significantly contributing to the prediction of effective

socialization, as p = .000 and = .65.

4.4. Conclusion

After entering the data, the process of exploratory data analysis (EDA) was

conducted. This involved computing various descriptive statistics and presenting graphs.

Two general methods were used for EDA: generating plots of the data and generating

numbers from the data. For the data analysis parametric tests were applied because the

data was found normal. This analysis helped in describing the basic feature of the data

used for this investigation. Descriptive statistics were used to describe the basic features

of the data. They included summaries about the sample and the measures. In addition to

these graphic and tabular presentations they provided the basis for further inferential

analysis of the data. This helped in presenting quantitative descriptions in a manageable

form through response frequency tables, univariate analysis and graphical representation.

For testing the hypotheses used for the study, statistical tests of regression analysis were

conducted.

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CHAPTER 5

RESEARCH FINDINGS AND DISCUSSION

In the preceding Chapter, the result of the data collected through teacher

questionnaire and its statistical analysis were presented. This Chapter provides a general

discussion and reflections on the findings in relation to the previously stated results and

data analysis. This Chapter discusses the findings of each hypothesis, independently. At

the end, some interesting insights have been reported which are not directly related to

study hypotheses, though significant.

These findings are related with the purpose of the study which is to understand

the process of professional socialization among beginning English teachers in Pakistani

colleges. The findings focus on the four variables of task mastery of teaching skill,

professional learning, role of senior colleagues, and organizational culture (collectively

named as socialization content) and their relationship with the effective socialization of

beginning English teachers . This Chapter presents an interpretation to the data analysis in

relation to the effects of predicting variables (socialization content) on the effectiveness of

socialization process of beginning English teachers.

5.1. Effective Socialization: Findings of Null Hypothesis

The Null hypothesis states:

There is no relationship between socialization content and effectiveness of

socialization process of beginning English teachers in Pakistan.

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The results (Table 4.12) have not approved the Null hypothesis of no relationship

between socialization content (i.e., task mastery of teaching skill, professional learning,

relationship with senior colleagues, and organizational culture) and effectiveness of

socialization process of beginning English teachers in Pakistani colleges.

5.1.1. Significance

First, the results regarding Null hypothesis may be interpreted as, first, the

ANOVA (Table 4.13) shows that the overall model is significant, p = .00 and that F =

80.43. This suggests that the combination of the predictors including task mastery of

teaching skill, professional learning, relationship with senior colleagues and

organizational culture significantly predict the effective socialization. The statistical

significance is calculated with the assumption if the probability is below the preset alpha

level (i.e., .05), it is inferred that the results are statistically significant or they are

significant at the .05 level. On this basis, the Null hypothesis of no relationship has not

been approved. Similarly, the model summary (Table 4.12) shows that the multiple

correlation coefficient, using all the predictors simultaneously, is .72 (R2

= .52

) and the

adjusted R2 is .51, meaning that 51% of the variance in effective socialization can be

predicted from task mastery of teaching skill, professional learning, relationship with

senior colleagues, and organizational culture combined.

Second, the positive direction of the effect indicates that the association or

relationship between the effective socialization (DV) and socialization content (IV) is

positive, i.e., both will move in the same direction either moving in positive direction

( ) or moving in negative direction ( ) .

212

Third, the effect size (Table 4.12) defines the strength of relationship between the

independent variable and the dependent variable. The adjusted R2 is .51, which indicates

a large effect size of socialization content on the effective socialization. This effect size

has been interpreted with reference to Cohen (1988) who provided research examples

which are labeled small, medium, and large effects to support the suggested r family

values.

5.1.2. Effective Socialization

It is found that the results of this investigation underpin Louis‟s (1990) perception

that organizational socialization is the process through which organizational culture is

maintained and the beginners learn those behaviors and roles which contribute to their

effective adjustment in the organizations as actively participating members. It is clearly

understandable that organizational culture has a significant relationship with the effective

socialization of beginning English teachers in Pakistan. It has also been described how

beginning English teachers learn to fit into teaching organizations and this profession and

how they go through the process by which they express appropriate attitudes, behaviors

and knowledge associated with the teaching jobs in the colleges.

From the results it becomes obvious that the beginning English teachers‟

socialization in Pakistan also substantiates several assumptions associated with the

process of organizational socialization in general that:

a. Effective socialization is strongly influenced by beginning teachers‟ job

satisfaction, their performance and organizational stability;

b. Beginning teachers have so many concerns due to many managerial, learning,

relational and organizational problems;

c. Socialization does not occur in a vacuum; and

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d. Individuals accept and adjust to new situations in remarkably similar ways.

According to result and its analysis, socialization process of Pakistani English

teachers can be interpreted in terms of Danziger‟s (1971) findings regarding the theory of

adult socialization that the socializing agents or the significant others, play a significant

role in successful socialization and the organizational conditions support change and

smooth adaptation of beginning employees. The findings regarding the relationship of

professional learning with effective socialization process of beginning English teachers,

also affirm Zeichner and Gore‟s (1990) description that teacher socialization is most

frequently discussed in terms of becoming, learning, modeling, developing, influencing,

and having an impact on. This investigation has also revealed those influences on

beginning teachers‟ socialization in Pakistani colleges which Zeichner and Gore (1990)

have pointed out for teacher socialization in the workplace and school culture. They have

found that workplace influences on teacher socialization relate to classroom conditions,

cultural features of schools and role of senior colleagues.

5.1.3. Challenges to Professional Socialization

Furthermore, the results have identified many challenges and problems of

beginning teachers they face during their initial years of socialization practicum, in

Pakistani colleges. Many researchers have pointed out the socialization problems from

various perspectives in other cultural contexts, particularly the problems beginning

teachers face during the initial years of their service. Beginning teachers are less

confident, qualified, and competent (Nias (1998). The studies in different cultural

backgrounds have identified that beginning teachers generally face the problems of

managing classrooms, motivating their students, organizing their rooms and lessons,

finding appropriate teaching materials, comprehending complicated school systems and

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policies, and meeting the needs of individual students (Odell, 1986; Veenman, 1984).

Ganser (1999) has found that lack of spare time, clerical work burden, and heavy teaching

loads are some of critical issues for beginning teachers.

From the study results, it has been found that the beginning English teachers in

Pakistani colleges also have many challenges which tend to lead them towards ineffective

socialization, which ultimately end up with increase in turn over or dissatisfaction and

thus performance of beginning teachers is also affected negatively. The results show that

at many places beginning English teachers in Pakistani colleges are confronted with

classroom management problems, lack of professional learning and development,

unhealthy role of administrators, indifferent attitude of authorities towards their

personality needs and issues, and somewhat dissatisfaction from institutions‟ culture.

The results have highlighted many problematic areas or the challenges of the

beginning English teachers in Pakistani colleges. From the results, problematic areas were

identified in agreement with the assumption that the items/questions having cumulative

percentage below 60% for the option of agree or pleasing (Table 4.1) or having mean

above 2.50 (Table 4.2a & 4.2b), would be taken as problematic areas or challenges for the

beginning English teachers.

It can be viewed (Table 4.1) that cumulative percentage for the choice of pleasing

is only 43.7% for the item/question related to job stress, 43.4% for the item/question

related to conducive working conditions and 44.1% for the item/question related to self-

confidence. It indicates that more than 50% of the beginning teachers are not pleased with

their workload, working conditions and their classroom management, which ultimately

point towards the job stress. However, this stress of Pakistani teachers may not be

215

equalized with what Terry (1997) has termed as “frustrations” experienced by beginning

teachers which ultimately end up with what is termed as “teacher burnout”. Anyhow, the

results can be identified with the findings of Berliner (1987) who suggests that the

socialization process for novice teachers lacks organizing frameworks to understand

classroom information, and hence leaving teachers isolated in their efforts of separating

the forest and the trees.

5.2. Teaching Skill and Classroom Management: Findings of

Hypothesis One

Alternative hypothesis One states:

There is a significant relationship between task mastery of teaching skill and

effectiveness of socialization process of beginning English teachers in Pakistan.

The results (Table 4.15) have accepted the hypothesis that there is a significant

relationship between the task mastery of teaching skill (IV) and effectiveness of

socialization process (DV).

5.2.1. Significance

The results regarding H1 may be interpreted as, first, both the independent and

dependent variables are significantly correlated with each other, p = .00, and r = .53

(Table 4.15). ANOVA (Table 4.16) shows that the overall model is significant, p = .00

and that F = 118.49. This suggests that the predictor variable of task mastery of teaching

skill significantly predicts the criterion variable of effective socialization. The statistical

significance is calculated with the assumption as used for Null hypothesis and so the

216

results are unlikely due to chance. Similarly, the model summary (Table 4.15) shows

that the correlation coefficient is .53 and the adjusted R2 is .29, which indicates that 29%

of the variance in effective socialization can be predicted from task mastery of teaching

skill. Coefficient (Table 4.17) shows that task mastery of teaching skill is significantly

contributing to the prediction, as p = .000 and = .53.

Second, the results show positive direction of the effect which indicates that the

association or relationship between the dependent variable of effective socialization and

independent variables of task mastery of teaching skill is positive, i.e., both will move in

the same direction either moving in positive direction ( ) or moving in negative

direction ( ) .

Third, the effect size defines the strength of relationship between the independent

variable and the dependent variable. The adjusted R2 is .29, which indicates a medium

effect size of task mastery of teaching skill on the effective socialization. This effect size

has been interpreted with reference to Cohen (1988) as used for Null hypothesis.

5.2.2. Challenges of Teaching Skill to Effective Socialization

The results present a significant relationship between the task mastery of teaching

skill and effective socialization process of beginning English teachers in Pakistan.

However, the detailed analysis of results also indicates some problematic areas or the

challenges for the beginning English teachers in Pakistani colleges, with reference to their

teaching skill and classroom management. The problematic areas were identified in

agreement with the assumption that the item/questions having cumulative percentage

217

below 60% for the option of agree or pleasing as shown in the response frequency (Table

4.3), or having mean above 2.50 (Table 4.4a & 4.4b) would be taken as problematic areas

or challenges for the beginning English teachers.

5.2.2.1. Large classes

From the results, it is found that large classes are one of the problematic areas for

beginning English teachers. It can be viewed (Table 4.3) that cumulative percentage for

the choice of pleasing is only 33.6% for the domain of individual attention for subject. It

indicates that more than 65% of the beginning teachers are not pleased with their teaching

issue of individual attention to the pupils, which point towards the unsuccessful teaching

skill. Many researchers (e.g., Sarwar, 2001) also state that teachers feel they cannot give

individual attention in large classes and hence very little learning takes place. This finding

can be related to many studies in different cultural contexts, which have examined the

influences of individual pupil attention and intrinsic need support in the educational

environment that is linked with intrinsic motivation, more cognitive and emotional

engagement, and higher levels of subject-related interest (Assor, Kaplan, & Roth, 2002;

Grolnick & Ryan, 1987; Miserandino, 1996; Prenzel, Drechsel, & Kramer, 2001; Skinner

& Belmont, 1993).

5.2.2.2. Syllabus and material preparation

It has been found that syllabus and material preparation are also challenges for the

neophyte English teachers (Table 4.3) as the cumulative percentage for the choice of

pleasing is only 33.9% for the domain of syllabus coverage time and 58.0% for the

domain of material preparation. In Pakistani colleges the English language programs

designed at different grades do not set clear language or communicative objectives.

218

Consequently, the teachers are not able to focus on any targeted linguistic skills. Mostly,

the curricular objective the teachers and students have in their mind is to score maximum

marks in the examinations which are usually based on cramming and „rote‟ learning.

Warsi (2004) also points out this problem that curriculum is not designed in line with the

students‟ needs and existing proficiency level and so they are not placed in language

programs matching with learners‟ needs and competence. Moreover, the beginning

teachers are not provided with the material required for teaching language class using

advanced methods.

5.2.2.3. Inept use of electronic technology

Use of electronic technology for effective teaching methodology appears as

another challenge for teaching skills of beginning English teachers. A poor response of

only 45.8% of the cumulative percentage for the domain of using audiovisual aids can be

calculated from the results (Table 4.3). It may be referred to ineffective teaching

methodology which thus may affect the overall socialization process of new teachers into

teaching profession. In the competitive world of today, the use of electronic technology

has been recognized as an essential element of effective teaching skills. Particularly, for

English language teaching, its significance has increased manifold with the introduction of

new subjects of Computer Assisted Language Learning and Computer Assisted Instruction

etc. Many researchers are continuously stressing the need to integrate technology into

curriculum (Edwards & Briers, 1999; Garton & Chung, 1996). Mc Laren, (2005) holds

the view that like other professionals, English teachers have to be well equipped with the

technology otherwise technology itself can colonize the life-world of education and

teachers by deskilling them. The developing countries are now paying their attention

towards incorporating electronic technology to teaching, particularly English language

teaching. However, in the recent period the attention has been diverted towards this issue.

219

For instance, having the realization of indigenous needs in Pakistani context, Higher

Education Commission (HEC) Pakistan has included Computer Assisted Language

Learning as an integral part of the mega project of English Language Teaching Reforms.

So this issue needs to be addressed by the researches being carried out in the area of ELT

in Pakistan.

5.2.2.4. Classroom management

This study has also found that Pakistani English teachers need to be well-informed

of effective classroom management techniques to meet the challenges. Veenman‟s (1984)

has pointed out the eight problems experienced most often by the beginning teachers:

classroom discipline, motivating students, dealing with individual differences, assessing

students‟ work, relationships with parents, organization of class work, insufficient

and/or

inadequate teaching materials and supplies, and dealing with problems of individual

students. This study has found that that beginning English teachers in Pakistan are also

faced with at least five of the above mentioned problems. These problems may have

negative effects on the socialization process of beginning teachers, so these areas need

attention of the researchers and the other stakeholders. These findings significantly

contribute to the studies already conducted on impacts of classroom management on

teacher socialization (e.g., Grant and Sleeter, 1985; Hammersley, 1977; Jordell, 1987;

Metz, 1988; Tabachnick and Zeichner, 1985, Zeichner and Gore, 1990). It adds to the

knowledge we currently have of how the distinctive characteristics of teachers and pupils

intercede the processes of teacher socialization.

5.3. Professional Learning: Findings of Hypothesis Two

Alternative hypothesis Two states:

220

There is a significant relationship between professional learning and effectiveness

of socialization process of beginning English teachers in Pakistan.

The results supported the hypothesis and thus the hypothesis is accepted.

5.3.1. Significance

The results regarding H2 may be interpreted as, first, both the independent and

dependent variables are significantly correlated with each other, p = .000, and r = .25

(Table 4.18). ANOVA (Table 4.19) shows that the overall model is significant, p = .00

and that F = 19.77. This suggests that the predictor variable of professional learning

significantly predicts the criterion variable of effective socialization. The statistical

significance is calculated with the assumption as used for Null hypothesis and so the

results are unlikely due to chance. Similarly, the model summary (Table 4.18) shows that

the correlation coefficient is .25 (R2

= .06) and the adjusted R

2 is .06, meaning that 06% of

the variance in effective socialization can be predicted from professional learning.

Coefficient (Table 4.20) shows that professional learning is significantly contributing to

the prediction, as p = .00 and = .25.

Second, the results show the positive direction of the effect which indicates that

the association or relationship between the dependent variable of effective socialization

and independent variables of professional learning is positive, i.e., both will move in the

same direction either moving in positive direction ( ) or moving in negative direction

( ) .

221

Third, the effect size defines the strength of relationship between the independent

variable and the dependent variable. The adjusted R2 is .06, which indicates a very small

effect size of independent variables on the dependent variable (Table 4.18). This effect

size has been interpreted with reference to Cohen (1988) as used for Null hypothesis.

5.3.2. Challenges of Professional Learning to Effective Socialization

The study has found a significant relationship between the professional learning

and effective socialization process of beginning English teachers in Pakistan. However,

the detailed analysis of results also indicates some problematic areas or the challenges the

beginning English teachers in Pakistani colleges face in the area of their professional

learning. The problematic areas were identified in agreement with the assumption that the

domains having cumulative percentage below 60% for the option of small impact as

shown in the response frequency (Table 4.5) or having mean above 2.50 as shown in the

statistics table (Table 4.6a & 4.6b) would be taken as problematic areas or challenges for

the beginning English teachers.

Professional learning has been found as a great problematic area in the

socialization process of beginning English teachers in Pakistan. The findings call for

attention towards the professional learning of beginning English teachers for the reason

that the successful professional learning experiences have a noticeable impact on teachers‟

work, both in and out of the classroom, especially with the insight that a significant

number of teachers throughout the world are under-prepared for their profession. Evidence

shows that professional development has an impact on teachers‟ beliefs and behavior and

that the relationship between teachers‟ beliefs and their practice is not straightforward or

simple; on the contrary, it is dialectic, changing belief and classroom practices (Wood and

Yackel, 1990).

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This study has identified the following problematic areas regarding the impact of

professional learning on effective socialization of beginning teachers:

5.3.2.1. Ineffective role of academic conferences/ seminars

A great majority of beginning English teachers had no participation in or no

impact of the academic conferences or seminars where English teachers and/ or

researchers present their research results and discuss ELT problems. The cumulative

percent for small impact remained only 54.6%, meaning that more than 45% of beginning

English teachers had no impact (Table 4.5).

5.3.2.2. Lack of interest in qualification improving programs

A great majority had no participation in or no impact of qualification improving

programs. They felt it comfortable to rely only on their M.A. degrees. The cumulative

percent for small impact remained only 45.8%, meaning that more than 54% had no

impact. Similarly, a great majority had no participation in or no impact of distance or

online learning. They found no way to improve professional learning through distance or

online learning programs. The cumulative percent for small impact remained only 21.0%,

meaning that more than 79% had no impact (Table 4.5).

5.3.2.3. Lack of trend for teacher association network

A great majority had no participation in or no impact of learning through teacher

association network by participating in a network of teachers formed specifically for the

professional development of English teachers. The cumulative percent for small impact

remained only 40.3%, meaning that more than 59% had no impact (Table 4.5).

223

5.3.2.4. Absence of formal mentoring system

A great majority had no participation in or no impact of mentoring and coaching,

as part of a formal college arrangement. No such formal system exists and if mentoring

exists anywhere, it is quite informal or due to personal interests of some Heads of English

Departments. The cumulative percent for small impact remained only 58.3%, meaning

41% had no impact (Table 4.5).

5.3.2.5. Lack of pre-service training

A great majority had no participation in or no impact of training before joining

teaching profession. The cumulative percent for small impact remained only 49.8%,

meaning more than 50% had no impact (Table 4.5).

In general, it is found that Pakistani beginning English teachers need to pay

attention towards their professional learning. They need to focus on that practical

orientation which has been referred by Calderhead and Shorrock (1997) in terms of

professional learning as the learning artistry of classroom. The key ingredients in this

orientation are the practical experiences in the classroom, and the apprenticeship model of

preparation. In addition to this, the Pakistani teachers are also in need of improvement in

their personal orientation which according to Calderhead and Shorrock (1997) emphasizes

the importance of interpersonal relationships in the classroom and considers learning to

teacher as a process of becoming inspired in the humanistic approach to psychology.

5.4. Role of Senior Colleagues: Findings of Hypothesis Three

Alternative hypothesis Three states:

224

There is a significant relationship between relationship with senior colleagues and

effective socialization process of beginning English teachers in Pakistan.

The results have supported the hypothesis and thus the hypothesis is accepted.

5.4.1. Significance

The results regarding H3 may be interpreted as, first, the correlation (Table 4.21)

shows that both the independent and dependent variables are significantly correlated with

each other, p = .000, and r = .62. ANOVA (Table 4.22) shows that the overall model is

significant, p = .00 and that F = 191.64. This suggests that the predictor variable of

relationship with senior colleagues significantly predicts the criterion variable of effective

socialization. The statistical significance is calculated with the assumption as used for

Null hypothesis and so the results are unlikely due to chance. Similarly, the model

summary (Table 4.21) shows that the correlation coefficient is .62 (R2

= .39) and the

adjusted R2 is .39, meaning that 39 % of the variance in effective socialization can be

predicted from relationship with senior colleagues. Coefficient (Table 4.23) shows that

relationship with senior colleagues is significantly contributing to the prediction of

effective socialization, as p = .00 and = .62.

Second, the results show the positive direction of the effect which indicates that

the association or relationship between the dependent variable of effective socialization

and independent variables of professional learning is positive, i.e., both will move in the

same direction either moving in positive direction ( ) or moving in negative direction

( ) .

225

Third, the effect size defines the strength of relationship between the independent

variable and the dependent variable. The adjusted R2 is .39, which indicates a medium

effect size of independent variables on the dependent variable (Table 4.21). This effect

size has been interpreted with reference to Cohen (1988) as used for Null hypothesis.

5.4.2. Challenges of Role of Senior Colleagues to Effective Socialization

The study has found a significant relationship between the role of senior

colleagues and effective socialization process of beginning English teachers in Pakistan.

However, the detailed analysis of results also indicates some problematic areas or the

challenges that the beginning English teachers in Pakistani colleges are faced with, in

relation to the role of senior colleagues. The problematic areas were identified in

agreement with the assumption that the domains having cumulative percentage below 60%

for the option of from time to time for the questions related to frequency of seeking

advice from senior colleagues, and good for the questions related to quality of advice from

the senior colleagues, and agree for the questions regarding the role of principal as shown

in the response frequency (Table 4.7) or having mean above 2.50 ( Table 4.8a & 4.8b)

would be taken as problematic areas or challenges for the beginning English teachers.

In general, it has been found that senior colleagues, particularly the principals or

Heads need to play more effective role to contribute to the effective socialization process

of Pakistani beginning English teachers. The study results revealed the following

problematic areas related to the role of senior colleagues:

226

5.4.2.1. Lack of cozy association with senior colleagues

A great majority of teachers do not seek advice from the senior colleagues

regarding their personal problem, e.g., feeling unsuccessful, workload etc. In addition to

this, a great majority of teachers who seek advice in this regard are of the opinion that the

advice is of not good quality. The cumulative percent for the option of from time to time

and good in the domain of personal problems, remained 59.3% and 53.9% respectively,

which suggests that more than 40% and 46% of the teachers, respectively, do not take

advice or think the quality of advice is not good (Table 4.7).

It has been found that counseling of beginning teachers in Pakistani colleges is

relatively an improvised area in their socialization process. However, generally it has been

observed that effectual role of senior colleagues in guiding the neophytes is highly

regarded as a significant factor contributing most to the effectiveness of socialization

process of beginners. For instance, mentors, a formal role of senior colleagues, can

contribute to an informal, personal socialization process when senior teachers coach junior

teachers and groom them for successful careers within the organizations. Although, this

role of senior teachers may be informal but can provide positive socialization experiences

for their beginning teachers. This counseling of senior teachers may be the best way for

workplace learning of beginning Pakistani teachers. This supports the idea that workplace

learning mediated by senior colleagues has the potential to assist beginning teachers in

their development of an appropriate body of practical professional knowledge.

5.4.2.2. Lack of trust on principals

This study has found the trend that majority of beginning teachers do not identify

the principal as their role model. It indicates that that the principals in Pakistani colleges

227

do not have inspiring personalities for their employees, at least for the beginning English

teachers. The cumulative percent for the domain of principal’s role model remained only

42.7% for the option of agree. Similarly, most of the beginning teachers feel they do not

get the attention of their principal. Such feelings among the neophytes may affect the

socialization process negatively. The cumulative percent for the domain of principal’s

attention remained only 44.7%, and for the domain of public recognition only 37.3% for

the option of agree, which indicate that more than 53% and 64% of beginning teachers do

not agree, respectively. Another concern of beginning teachers is their feeling that

principals do not show tolerance whenever they express disagreements openly. Such

suppressive environment and intolerant attitudes of principals may work as a big detriment

for effective socialization. The cumulative percent for the domain of principal’s tolerance

remained only 34.6% for the option of agree, which indicates that more than 65% of

beginning teachers do not agree (Table 4.7).

It has been found that principals do not contribute effectively in the successful

socialization of beginning English teachers in Pakistan. However, the literature on teacher

socialization reveals that principals can play a significant role in the effective socialization

process of beginning teachers. Robinson‟s (1998) research, for instance, has shifted the

focus of new teacher socialization to the organizational leaders of the school. He suggests

that it is the principal‟s responsibility to ensure the beginning teacher‟s successful

integration into the school culture. The findings of this research strengthen some others ‟

researches conducted in the field of teacher socialization in different cultural contexts,

e.g., 1) beginning teachers receive little assistance from their supervisors (Bond and

Smith, 1967); 2) beginning teachers prefer to get their assistance from experienced

teachers rather than from principals (Southwell, I970); 3) experienced teachers are a

228

greater source of assistance to beginning teachers than principals (Fair, 1973, in

Newberry, 1978).

5.4.2.3. Lack of freedom of disagreement

This investigation has found that beginning English teachers in Pakistan do not

feel comfortable while expressing their opinions, particularly disagreements, before their

principals. However, principals can show support by encouraging novice teachers to ask

questions and find ways to celebrate individual success. These findings present that

picture of Pakistani institutions which is not according to the suggested or acceptable role

of principals for successful socialization of new teachers. For instance, according to

Protheroe (2006) and Melton (2007), engagement in dialogue is necessary for teacher

growth and the principal can help beginning teachers in their process of becoming

successful teachers by encouraging, reinforcing, and praising beginning teachers at

different occasions. This depression of beginning teachers blurs their understanding of

principals as their role models who can inspire their process of becoming effective

members of teaching community.

5.4.2.4. Increasing concern for fulfillment of occupational needs

This investigation has revealed that beginning English teachers are not satisfied

with the fulfillment of their occupational needs of job security, job promotion and work

recognition. It clearly suggests that expectations of beginning teachers are not met

according to their anticipations. These unmet occupational needs may grow into

ineffective socialization with the development of job stress and negative professional

behaviors. According to the study results, the cumulative percent for the domain of job

needs remained only 42%, 25.8%, and 40% respectively for the option of agree, which

229

indicates that more than 50 to 70% of beginning teachers do not have feelings of

satisfaction, respectively (Table 4.7).

This study represents those beginning English teachers in Pakistani colleges who

are passing through the initial years or anticipatory socialization stage which usually

describes how early job/organization expectations are shaped when a teacher selects and

prepares for teaching as a career and function. A teacher‟s family, other teachers, and

friends might share their experiences which influence an individual teacher to choose a

career in life. The limitations to which these expectations are met on the teaching job

define the degree of adjustment required to adjust into the organization successfully. The

beginning teachers have to learn how to execute the job as well as how to fit into the

culture of the institution.

The causes of such feelings of unsatisfied expectations of beginning teachers in

Pakistan could be interpreted in context of already available literature on teachers

socialization (e.g., Grant & Sleeter, 1985; Hammersley, 1977; Jordell, 1987; Metz, 1988;

Tabachnick & Zeichner, 1985). According to these studies, teachers‟ perceptions of

pupils‟ characteristics, expectations, and behaviors influence the nature of teacher

socialization into school organizations. The ineffective role of principals at many places

and the unfavorable organizational culture may be the cause of these unmet expectations.

5.5. Role of Organizational Culture: Findings of Hypothesis Four

Alternative hypothesis Four states:

There is a significant relationship between organizational culture and effective

socialization process of beginning English teachers in Pakistan.

230

The results have supported the hypothesis and thus the hypothesis is accepted.

5.5.1. Significance

The results regarding H4 may be interpreted as, first, the correlation (Table 4.24)

shows that both the independent and dependent variables are significantly correlated with

each other p = .000, and r = .65. ANOVA (Table 4.25) shows that the overall model is

significant, p = .00 and that F = 219.21. This suggests that the predictor variable of

organizational culture significantly predicts the criterion variable of effective

socialization. The statistical significance is calculated with the assumption as used for

Null hypothesis and so the results are unlikely due to chance. Similarly, the model

summary (4.19) shows that the correlation coefficient is .65 (R2

= .42) and the adjusted R

2

is .42, meaning that 42% of the variance in effective socialization can be predicted from

organizational culture. Coefficient (Table 4.26) shows that organizational culture is

significantly contributing to the prediction, as p = .000 and = .65.

Second, the results show the positive direction of the effect which indicates that

the association or relationship between the dependent variable of effective socialization

and independent variables of professional learning is positive, i.e., both will move in the

same direction either moving in positive direction ( ) or moving in negative direction

( ) .

Third, the effect size defines the strength of relationship between the independent

variable and the dependent variable. The adjusted R2 is .42, which indicates a medium

231

effect size of independent variables on the dependent variable (Table 4.24). This effect

size has been interpreted with reference to Cohen (1988) as used for Null hypothesis.

5.5.2. Challenges of Organizational Culture to Effective Socialization

The study has found a significant relationship between the organizational culture

and effective socialization process of beginning English teachers in Pakistan. However,

the detailed analysis of results also indicates some problematic areas or the challenges that

the beginning English teachers in Pakistani colleges are faced with, related to

organizational culture. The problematic areas were identified in agreement with the

assumption that the domains having cumulative percentage below 60% for the option of

agree as shown in the response frequency (Table 4.9) or having mean above 2.50 (Table

4.10a & 4.10b) would be taken as problematic areas or challenges for the beginning

English teachers.

Overall, it has been found that organizational culture needs great attention for the

effective socialization of beginning English teachers in Pakistani colleges. The results are

marginal, even where they are showing a general acceptance of organizational culture.

Many areas have been identified which need to be considered as potentially problematic

areas, if not the current problems. Conclusively, the following areas appeared as weak

areas, which may have negative effects on socialization process of beginning English

teachers.

5.5.2.1. Concern for equal treatment

The study has found that a great number of beginning teachers feel that they do

not receive equal treatment by the authorities and senior colleagues in the colleges. It is

232

found that the beginning teachers experience discrimination on the grounds of gender,

nature of job, teaching experience and subject. The gender discrimination problem exists

in the institutions where co-gender staff is working. During the informal talks of the

researcher with beginning teachers, it revealed that both the gender had different kinds of

complaints regarding gender discrimination. Job security appeared as a great problem for

the beginning teachers. The results show the cumulative percent of only 39% for the

option of agree for this domain (Table 4.9). During the informal sessions, the beginning

teachers expressed their fears of being insecure and unsafe in the jobs. Most of them

feared of being terminated any time. The results pertaining to equal treatment with

reference to the experienced and beginning teachers reflect a great deal of dissatisfaction

of beginning teachers. Only 28% of the cumulative percent for the option of agree can be

viewed and the rest of 78% remained neutral or disagreed (Table 4.9).

These findings may be interpreted in context of critical approach to socialization

as summarized by Zeichner and Gore (1990): “A vital concern of those operating within

the critical paradigm is social transformation aimed at increasing justice, equality,

freedom, and human dignity” and “reality is viewed as socially created and sustained”

(p.5). These can be explained further in conformity with the findings of Feiman-Nemser

and Floden (1986) which were concluded by Zeichner and Gore (1990) as, “such factors

in a society such as the bureaucratization of work, the de-skilling of labor, the social

division of labor, and stereotypes and discrimination against women have affected the

circumstances of teachers‟ work” (p.24).

5.5.2.2. Unclear administrative rules and policies

The study has found that a great number of beginning teachers were of the opinion

that administrative rules and policies were not well-defined to them. While, it is generally

233

believed that for the effective enculturation the employees of any organization need to be

aware of the job rules and regulations. However, the study results reveal that only 47.5%

of the teachers were of the view that they were clear about the policies and procedures of

the institutions, they worked in (Table 4.9). Similarly, only 35.6% percent of the teachers

thought that the administrative rules and policies were executed fairly in their institutions.

This issue is difficult to analyze why the teachers usually have negative

impressions about administration and authority, specifically in Pakistani colleges. Even in

the informal sessions of the researchers with the beginning teachers, the newcomer could

not elaborate clearly why they felt uncomfortable about administrative rules and policies.

However, the literature on teacher socialization suggests that it is more through the

structural imperatives of the job than through the influence of individual administrators

that teaching perspectives are developed and maintained over time. According to

Tabachnick and Zeichner (1985), such feeling may signal potential problems as the

socialization process unfolds.

5.5.2.3. Crisis of self-recognition

This study has found that majority of the beginning English teachers is also faced

with the crisis of self-recognition, a very significant element contributing to the

effectiveness of socialization process of neophytes in any organization. The results show a

marginal percentage of 56.9% and 53.9% for the domain of self-recognition they enjoy in

staffroom and their institutions (Table 4.9). However, majority of teachers feel they are

significant part of their (English) department; so this departmental recognition is really a

contributing factor towards the effective socialization into their organizations.

According to Van Maanen and Schein (1979) and Schein (1988), the adjustment to

organizational norms and values is beneficial when it leads to the internalization of pivotal

234

norms and development of a new self-identity. In fact, beginning teacher‟s self-concept

indicates the progression of effective socialization process. It is a domain which also calls

for attention so that the beginning English teachers in Pakistani colleges may improve

their self-concept and self-recognition. The literature on teacher socialization asserts that

organizational culture is a determining factor in building the self-concept of beginning

teachers. Nias (1998) interprets Blumer (1969) viewpoint that human beings are composed

of “multiple selves” which are caused by the variation of situational contexts but

“relatively inflexible substantial self into which we incorporate the most highly prized

aspects of our self-concept and the attitudes and values that are most salient to it” (p.26).

5.5.2.4. Lack of academic resources and facilities

Another finding of this research is that the beginning teachers are not much

satisfied with the availability of academic facilities in the colleges. From the total

respondents 47% feel that their institutions are not well equipped with academic facilities,

e.g., availability of teaching material, teaching aids and resourceful library etc (Table 4.9).

Better academic and logistic arrangements contribute to the improvement of infra -

structure and organizational culture where the newcomers can easily adjust themselves

successfully. Jilani Warsi‟s (2004) work underpins the findings of this investigation as he

concludes about the English language teaching problem in Pakistan that in rural areas the

conditions of English language teaching are worse as the institutions are not equipped

with the audio-visual aids which have proven to be very effective for language

classrooms. He thinks that, however, in some metropolitan cities, the conditions are

relatively better but not at par with international standards.

235

5.5.2.5. Ineffective role of staffroom

It has been found that in the socialization of beginning teachers, staffroom is not

playing an effective role which, at least in Pakistani colleges, is a very important place for

teacher socialization. It is usually the only place, sometimes termed as common room for

female teachers, where the teachers interact with each others. The staffroom is an

important factor which can affect the socialization of beginning teachers to a great extent.

The role of staffroom in Pakistani colleges is multidimensional; it serves many purposes,

e.g., informal socialization and collegiality, informal professional learning, relaxation and

passing time, building relationship with other colleagues, lesson planning and lecture

preparation etc. However, this study also finds that the beginning teachers regard the

staffroom as a good place for informal discussion and academic problem solving but they

feel staffroom not a good place regarding professional learning, mental relaxation,

establishing personal relations and preparing the class lessons (Table 4.9). So the results

call for the attention that special consideration should be given to Pakistani staffroom and

role of staffroom be increased for the effectiveness of teacher socialization. This research

has found that staffroom is the hub of all socialization and enculturation activities , though

some more steps need to be taken for bettering the situation. All the constituents of

socialization content chosen for this study as predicting variables are pract ically executed

mostly in three rooms: classroom, principal room, and staffroom/ common room.

236

5.6. Some Interesting Insights

From the results, the researcher has also noticed some interesting findings which

also contribute to the understanding of socialization process among beginning teachers.

These findings, though do not directly relate to the study hypotheses of this investigation,

are significant and helpful in understanding some important dimensions of teacher

socialization.

5.6.1. Difference in Effective Socialization of Male and Female Teachers

The study also brought in some interesting findings in respect of the view if there

is a difference between male and female beginning English teachers in the effectiveness of

their socialization process. For the purpose, the researcher found that this problem should

have been solved with an independent samples t-test because the grouping variable had

only two values (male and female), and the design was between groups (males and

females from two independent groups) and the dependent variable of effective

socialization was normal or scale data.

Difference in Socialization

Effectiveness between Male and

Female Teachers

2.62

0.27

2.4

0.36

0

0.5

1

1.5

2

2.5

3

Mean SD

Male

Female

Figure 5.1. Mean difference between male and female on effective socialization scale

237

The tables 5.1 & 5.2 show that t (295) = 5.8, p = .00, d = .48, Mean difference =

.22. Males (M = 2.62, SD = .27) scored higher than females (M = 2.40, SD = .36).

Table 5.1.

Group Statistics for Male and Female Teachers

Sex N Mean Std. Deviation Std. Error

Mean

ES

Male 145 2.6217 .27371 .02273

Female 150 2.4006 .36730 .02999

Table 5.2

Independent Sample Test for Male and Female Teachers’ Effective Socialization

t-test for Equality of Means

t df Sig. (2-

tailed)

Mean

Difference

Std. Error

Difference

95%

Confidence

Interval of the

Difference

ES

Lower Upper

Equal

variances

assumed

5.848 293 .000 .22114 .03781 .14672 .29557

The result shows that there is a statistically significant difference (p = .00.)

between male and female teachers on effectiveness of socialization process. It can be seen

238

that male teachers scored higher than female teachers, which indicates that beginning

female teachers are more effectively socialized into their organizations and teaching

profession than male teachers and that female teachers are less dissatisfied than male

English teachers in Pakistani colleges. The effect size defines the magnitude of difference

between male and female English teachers on their effective socialization. The „d´

calculated is .48 which indicates a medium effect size of difference as interpreted with

reference to Cohen‟s „d‟.

5.6.2. Difference in Effective Socialization of Teachers of Co-ed. Institutions

and Single-gender education Institutions

The study also brought in some interesting findings in respect of the view if there

is a difference between beginning English teachers of co-education institutions and single-

gender institutions in the effectiveness of their socialization process. For the purpose, the

researcher found that this problem should have been solved with an independent samples

t-test because the grouping variable had only two values (co.ed. and single-gender

institutions), and the design was between groups (beginning teachers from two

independent groups) and the dependent variable of effective socialization was normal or

scale data.

239

Difference in Socializatin

Effectiveness between Co-ed. and

Single-sex Institutes

2.4

0.36

2.59

0.3

0

0.5

1

1.5

2

2.5

3

Mean SD

Co-education

Single-sex

education

Figure 5.2. Mean difference between co-ed. institutions and single-gender institutions on

effective socialization scale

The tables 5.3 & 5.4 show that t (295) = 4.7, p = .000, d = .54, Mean difference

=.18. Co.ed. (M = 2.40, SD = .36) scored less than Single-gender institutions (M = 2.59,

SD = .30).

Table 5.3

Group Statistics for co-ed. and single-gender institutions

Co-education or

Single-gender

education

N Mean Std.

Deviation

Std. Error

Mean

ES

Co-education 135 2.4093 .36313 .03125

Single-gender

education 160 2.5937 .30030 .02374

240

Table 5.4

Independent Samples Test for Teachers of Co-ed. and Single-gender Institutions

t-test for Equality of Means

t df Sig.

(2-

tailed)

Mean

Difference

Std. Error

Difference

95%

Confidence

Interval of the

Difference

ES

Lower Upper

Equal

variances

assumed

4.772 293 .000 .18434 .03863 -

.26036

-

.10832

The result shows that there is a statistically significant difference (p = .00.)

between the teachers of co-ed. and single-gender institutions in effectiveness of

socialization process. It can be seen that co-ed. teachers scored less than single-gender ed.

teachers, which indicates that beginning English teachers of co-ed. institutions are more

effectively socialized into their organizations and teaching profession than the teachers of

single-gender institutions and that former are less dissatisfied than the later in Pakistani

colleges. The effect size defines the magnitude of difference between co-ed. and single-

gender ed. teachers on their effective socialization. The „d´ calculated is .54 which

indicates a medium effect size of difference as interpreted with reference to Cohen‟s „d‟.

5.6.3. Difference in Effective Socialization of Teachers of Co-gender staff and

Single-gender Staff Institutions

The study also brought in some interesting findings in respect of the view if there

is a difference between beginning English teachers of co-gender staff institutions and

single-gender staff institutions in the effectiveness of their socialization process. For the

purpose, the researcher found that this problem should have been solved with an

241

independent samples t-test because the grouping variable had only two values (teachers of

co-gender staff and single-gender staff institutions), and the design was between groups

(beginning teachers from two independent groups) and the dependent variable of effective

socialization was normal or scale data.

Difference in Socialization

Effectiveness between co-staff and

single-gender staff Institutes

2.43

0.37

2.6

0.27

0

0.5

1

1.5

2

2.5

3

Mean SD

Co-staff

Single-gender staff

Figure 5.3. Mean difference between co-gender staff and single-gender staff Institutions on

effective socialization scale

The tables 5.5 & 5.6 show that t (295) = 4.4, p = .00, d = .53, Mean difference =

.17. Co.staff (M = 2.43, SD = .37) scored less than Single-gender (M = 2.60, SD = .27).

Table 5.5

Group Statistics for Co-gender staff and Single-gender Staff Institutions

Co-gender staff or

Single-gender staff

N Mean Std. Deviation Std. Error

Mean

ES Co-gender staff 165 2.4333 .37209 .02897

Single-gender staff 130 2.6057 .27321 .02396

242

Table 5.6

Independent Samples Test for Co-gender staff and Single-gender Staff Institutions

t-test for Equality of Means

t df

Sig.

(2-

tailed)

Mean

Difference

Std. Error

Difference

95%

Confidence

Interval of the

Difference

Lower Upper

ES

Equal

variances

assumed

4.426 293 .000 .17241 .03896 -

.24908

-

.09574

The result shows that there is a statistically significant difference (p = .00.)

between the teachers of co-gender staff and single-gender staff institutions in

effectiveness of socialization process. As for as the direction of difference is related, it can

be seen that co-gender staff teachers scored less than single-gender staff teachers which

indicate that beginning English teachers of co-gender staff institutions are more

effectively socialized into their organizations and teaching profession than the teachers of

single-gender staff institutions and that former are less dissatisfied than the later in

Pakistani colleges. The effect size defines the magnitude of difference between male and

female English teachers on their effective socialization. The „d´ calculated is .53 which

indicates a medium effect size of difference as interpreted with reference to Cohen‟s „d‟.

243

5.6.4. Differences in Perceptions of Beginning English Teachers and Heads of

English Department

The purpose of the questionnaire prepared for Heads of English Departments

(Appendix B) was to see if there were any discrepancies between the perception of

beginning teachers and the opinions of their Heads regarding their socialization process.

The results of the data collected from 23 Heads of those institutions from where the

beginning English teachers had already participated in the study brought in the following

findings.

5.6.4.1. Teaching Skill

A significant difference, observed between the perception of beginning teachers

and their Heads, was of varied opinions about task mastery of teaching skill of beginning

teachers. It was observed that about 70% of the beginning teachers considered their

teaching skill effective and expressed their success in employing appropriate teaching

methodologies, scheduling syllabus and classroom activities, and managing classroom

discipline, though a little difficult one (Table 4.3; Table 4.4a & 4.4b). Whereas the

opinion of the Heads was relatively different; about 63% (15 out of 23) were of the

opinion that beginning teachers were not good in their teaching practices in classroom.

The weak areas of beginning teachers they pointed out were of lack of individual

concentration on the pupils, less students‟ interests in classrooms, loose control on

students, and unawareness of the new and appropriate teaching methodologies.

Furthermore, the Heads pointed out that beginning English teachers also lacked

competence and mastery on the subject matter. Only four Heads were satisfied with

teaching methodologies being used by beginning teachers. The biggest problem pointed

out was of classroom discipline as it was emphasized by the Heads that beginning teachers

244

lost their confidence in the classrooms and remained unable to manage the classes as they

wished.

5.6.4.2. Relationship with senior colleagues

The perceptions of beginning teachers and their Heads were found different in

some features indicating their mutual relationship. Majority of the Heads (87%) expressed

the view that their beginning teachers frequently consulted them for seeking advice and

help on different occasions, e.g., classroom management, students‟ motivation, new ideas,

and personal problems. They also affirmed that they always provided good quality of

advice and guidance to their juniors. Nevertheless, beginning teachers showed their

reluctance in accepting such an influencing and cooperative role of their senior colleagues

including Heads of the Departments. However, a great majority of beginning teachers

expressed that they did not seek advice from the senior colleagues regarding their personal

problem, e.g., feeling unsuccessful, workload etc. In addition to this, a great majority of

teachers who used to seek advice in this regard were of the opinion that the advice was of

not so good quality. The cumulative percent for the option of from time to time and good

in the domain of personal problems, remained 59.3% and 53.9% which suggests that more

than 40% and 46% of the teachers, respectively, do not take advice or think the quality of

advice is not good (Table 4.7; Table 4.8a & 4.8b).

As regards the relationship of beginning teachers with their principal, the results

showed a big difference of opinion. Most of the Heads confirmed the good and healthy

relationship and expressed that in their institutions beginning teachers had freedom of

disagreement and were inspired by their principal‟s leadership qualities. Principals

affirmed their success for maintaining friendly environment among beginning teachers.

Some Heads, however, pointed out the reserved attitude of beginning teachers but

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attributed it to the shyness and lack of confidence of young teachers. Contrarily, it was

found that majority of beginning teachers did not identify the principals as their role

models which indicates that that the principals in Pakistani colleges do not have inspiring

personalities for their employees, at least for the beginning English teachers. The

cumulative percent for the domain of principal‟s role model remained only 42.7%.

Similarly, most of the beginning teachers felt they did not get the attention of their

principal. The cumulative percent for the domain of principal‟s attention remained only

44.7%, and for the domain of public recognition only 37.3%, which indicates that more

than 53% and 64% of beginning teachers do not agree, respectively. Another concern of

beginning teachers was their feeling that principals did not show tolerance whenever they

expressed disagreements openly. The cumulative percent for the domain of principal‟s

tolerance remained only 34.6%, and which indicates that more than 65% of beginning

teachers do not agree (Table 4.7; Table 4.8a & 4.8b).

5.6.4.3. Problems of beginning teachers

Many new insights emerged about the problems of beginning teachers during their

initial years of career. The Heads pointed out some further socialization problems

encountered by their young teachers. The most significant was the issue of micro-politics

among the teachers. It was remarked that beginning teachers were not familiar with the

institutional politics and how to deal with different rules and regulations imposed by the

institutions. They were not able to show appropriate behavior dealing with the

administrators and authorities. The Heads informed that many of beginning teachers did

not join teaching career by choice; rather they happened to come to this profession

accidentally. Another problem, highlighted by the Heads, was of the feeling of job

insecurity. Beginning teachers remained in the pursuit of searching teaching jobs in some

other better institution or even switching-over the profession. Different linguistic and

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cultural backgrounds were also considered as a problem during early socialization period.

The small groups on linguistic and cultural grounds among teachers were considered as

discouraging factors to the effective organizational socialization of beginning teachers.

Further, the Heads indicated the general problems of lack of resources for library and

books, information technology and cultural exposure for beginning teachers.

5.7. Conclusion

The results did not approve the Null hypothesis of no relationship between

socialization content and effectiveness of socialization process of beginning English

teachers in Pakistani colleges. The alternative hypotheses were accepted which assumed a

significant relationship between effective socialization and individual socialization

content of task mastery of teaching skill, professional learning, relationship with senior

colleagues, and organizational culture. The study has brought in many socialization

challenges to beginning teachers which are helpful in understanding the teaching and

classroom management related problems of beginning English teachers and how these

problems are influencing the effectiveness of socialization process. Socialization

challenges have been identified relating to on-the-job professional development of

beginning teachers through formal training programs and job experiences, relationship of

beginning teachers with experienced colleagues for advice and support, administrative

inconsistencies within Pakistani colleges which influence the effective socialization, and

successful adaptation to organizational culture and organizational practices.

The results of the investigation also provide some findings related to this

investigation in general. The sample truly represented the population and respondents

from all the desired stratums who participated in the work. The research instrument of

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questionnaires used for the study proved valid and generated the desired data as was

expected. It is found that most of the English teachers start their teaching career before 30

years of age, particularly between the ages of 23 to 28. Professional learning appeared as

potential detriment of the effectiveness of socialization process of beginning teachers. The

faculty development programs through teachers‟ training workshops did not appear as

contributing significantly to the professional enculturation of English teachers in their

organizations. Female teachers face the socialization problem related to discriminatory

practices. Principals and administrators need to improve their behavioral practices with

Beginning English teachers. They are not providing a free and democratic culture to the

beginning teachers. Teachers feel themselves insecure in the organization and are afraid to

express their opinions freely. The principals are not their role models and beginning

teachers do not get much inspiration from them. Job switching from one institution to the

other institution is quite frequent in the initial years of English teachers. In short, it was

found that initial period of three to four years of beginning teachers in Pakistan is a great

challenging time in which they are highly involved in searching occupational and

organizational adjustments.

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CHAPTER 6

SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS

In the previous Chapter, the research findings were discussed. In the Final Chapter

of this thesis, the discussion focuses on the main conclusions, recommendations and

limitations of this investigation. Final conclusions on the relationship between

socialization content and effective socialization are presented. Recommendations for

further research and practical implementation have been suggested.

6.1. Summary

There is a voice of rapid and multiple reforms in English language teaching in

Pakistan both on public and private levels. Professional socialization of English teachers

is one of the areas which are the focus of prevailing reformative endeavors. The focus of

this doctoral research is to examine the influences of socialization content on the

effectiveness of socialization process of beginning English teachers during the initial

years of their service. It is hoped that findings of this research would help in developing

strategies for the forthcoming socialization and professional challenges in the climate of

English teaching reforms in Pakistan.

Teacher socialization is a complex, communicative process by which individuals

candidly acquire the norms, practices, standards, knowledge, skills, and actions of the

teaching profession and of the particular school or educational culture in which they seek

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to work. The literature on teacher socialization has mainly focused on prospective and

beginning teachers as it is generally believed that socialization occurs during teachers

training and the initial years in teaching position. The beginning teachers pass through a

phase of change of perspectives, from idealism to the realities of experiences. For this

doctoral thesis, the term of beginning teachers has been limited to the initial four years of

one‟s career.

English language teaching in Pakistan does not enjoy the due privilege because it

has been the victim of many academic, political, linguistic, regional and religious

predicaments during the last decades. English teaching is faced with so many problems of

gigantic magnitude, some of which are listed as: untrained teaching staff, vacillating

national policies, hackneyed and outdated curriculum, primitive teaching methodologies

and above all the lack of resources (Literature Review: Section-II). Beginning English

teachers are discouraged by so many impediments, which influence their professional

socialization, e.g., restricted and limited autonomy, outdated and outmoded syllabus, lack

of monetary incentives, absence of motivation and reward, political and hypocritical

organizational culture and above all lack of on-the-job mentoring and professional

development practices.

The study has been conducted to find if there is a significant relationship between

socialization content and effectiveness of socialization process of beginning English

teachers in Pakistan. Socialization content was identified with four variables:

i. Task mastery of teaching skill;

ii. Professional learning;

iii. Relationship with senior colleagues; and

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iv. Organizational culture.

Effective socialization is interpreted as the criterion through which the success of

the organization‟s socialization programs and the newcomer‟s adjustment through the

entire socialization process is evaluated. It is perceived as the major outcome of the

newcomers‟ socialization process that adds to the individual achievements and

organizational outcomes. This study has followed Anakwe and Greenhaus‟s (1999)

explanation of effective socialization in the perspective of socialization content as the

central theme for the research and has adapted it substantially to established concepts of

teacher socialization so that it can be particularly studied in context of beginning English

teachers‟ socialization in Pakistani educational environment. More specifically, beginning

teachers‟ socialization experiences in the workplace organizational culture were focused

i.e., the pupils, the ecology of the classroom, occupational learning, the colleagues and the

institutional characteristics of college organizations.

As the study was identified as qualitative research based on self-perceptions of

beginning teachers, the researcher decided to obtain the view of beginning English

teachers and their Heads in line with these specified topics, by conducting a survey

research. Specifically, a total of 430 respondents from 55 colleges and higher secondary

schools from federal capital Islamabad and various cities of Punjab province were

randomly selected to make up the sample. Using probability sampling method, the

researcher decided upon stratified sampling technique and three different stratums

(gender, institution type, nature of job) were formed from which the samples were then

selected randomly. For the collection of data from the beginning English teachers, a Liker t

format questionnaire was designed and finalized after assessing its credibility and

reliability through pilot study and appropriate statistical tool (Cronbach‟s alpha). The

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questionnaire sought out the data pertaining to studied variables of effective socialization

(DV), task mastery of teaching skill (IV), relationship with senior colleagues (IV),

professional learning (IV), and organizational culture (IV). These variables were

operationalized for practical purpose to collect data in quantifiable form. The survey

questionnaire was then administered by opting different ways: personal visits to the

institutions, personal visits to the teachers‟ homes, direct mails to the respondents, making

a research network with friends and colleagues. A separate questionnaire was prepared for

the Heads of English Department to supplement the research findings obtained through

teachers‟ questionnaire. A small part of data was also collected through informal

discussion with beginning English teachers. The collected data was then computed for

interpretation and then appropriate statistical tests of regression analysis were applied.

The results did not approve the Null hypothesis of no relationship between

socialization content and effectiveness of socialization process of beginning English

teachers in Pakistani colleges. The alternative hypotheses were accepted which assumed a

positive relationship between effective socialization and individual variable of

socialization content of task mastery of teaching skill, professional learning, relationship

with senior colleagues, and organizational culture. The research has brought in many

socialization challenges to beginning teachers which are helpful in understanding the

teaching and classroom management related problems of beginning English teachers and

how these problems are influencing the effectiveness of socialization process. These

socialization challenges can be listed as:

a. Challenges of teaching skill to effective socialization

i. Large classes

ii. Syllabus and material preparation

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iii. Inept use of electronic technology

iv. Classroom management

b. Challenges of professional learning to effective socialization

v. Ineffective role of academic conferences/ seminars

vi. Lack of interest for qualification improving programs

vii. Lack of trend for teacher association network

viii. Absence of formal mentoring system

ix. Lack of pre-service training

c. Challenges of role of senior colleagues to effective socialization

x. Lack of cozy association with senior colleagues

xi. Lack of trust on principals

xii. Lack of freedom of disagreement

xiii. Increasing concern for fulfillment of occupational needs

d. Challenges of organizational culture to effective socialization

xiv. Concern for equal treatment

xv. Unclear administrative rules and policies

xvi. Crisis of self-recognition

xvii. Lack of academic resources and facilities

xviii. Ineffective role of staffroom

Socialization challenges have been identified relating to on-the-job professional

development of beginning teachers through formal training programs and job experiences,

relationship of beginning teachers with experienced colleagues for advice and support,

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administrative inconsistencies in Pakistani colleges which influence the effective

socialization, and successful adaptation to organizational culture and organizational

practices.

6.2. Conclusions

On the basis of findings and discussion following conclusions were drawn:

6.2.1. Beginning English Teacher Socialization in Pakistan

English language teaching in Pakistan has been experiencing a period of rapid and

multiple reforms both on public and private levels. One of the areas of major focus is of

professional socialization of English teachers in the climate of English language teaching

reforms. It has been found that socialization content influences the effectiveness of

socialization process of beginning English teachers during the initial years of their service.

Teacher socialization is a complex, communicative process by which individuals

candidly acquire the norms, practices, standards, knowledge, skills, and actions of the

teaching profession and of the particular school or educational culture in which they seek

to work. Prospective and beginning teachers have been the focus of teacher socialization

research, on the assumption that socialization occurs during teacher training and the initial

years in the teaching position. The beginning teachers pass through a phase of change of

perspectives, from idealism to the realities of experiences.

The state of English language and its teaching in Pakistan is in a miserable plight

and it has been the victim of many academic, political, linguistic, regional and religious

predicaments. Beginning English teachers in Pakistan are discouraged by so many

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impediments, which influence their professional socialization, e.g., restricted and limited

autonomy, outdated and outmoded syllabus, lack of monetary incentives, absence of

motivation and reward, political and hypocritical organizational culture and above all lack

of on-the-job mentoring and professional development practices.

Effective socialization is interpreted as the criterion through which the success of

the organization‟s socialization programs and the newcomer‟s adjustment through the

entire socialization process is evaluated. It is perceived as the major outcome of the

newcomers‟ socialization process that adds to the individual achievements and

organizational outcomes. This study has discovered that there is a significant relationship

between socialization content and effectiveness of socialization process of beginning

English teachers in Pakistan. Socialization content was identified with four variables: task

mastery of teaching skill, professional learning, relationship with senior colleagues, and

organizational culture. The socialization content is manipulated through beginning

teachers‟ socialization experiences in the workplace organizational culture i.e., the pupils,

the ecology of the classroom, occupational learning, the colleagues and the institutional

characteristics of college organizations.

6.2.2. Research Objectives

This investigation has been successful in attaining the objectives of the study. It

has brought in many socialization challenges of beginning teachers which are helpful in

understanding the socialization challenges of beginning English teachers and how these

problems influence the effectiveness of socialization process. The study contributes to the

knowledge related to the field of teacher socialization, mainly in the following ways:

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a. The study helps in understanding the teaching and classroom management related

problems of large classes, syllabus and material preparation, inept use of electronic

technology, and maintenance of classroom discipline. These are the major areas

which are identified as influencing factors to effective socialization of beginning

teachers.

b. The study affirms that beginning English teachers in Pakistan require more

attention towards their professional development through on-the-job socialization

experiences and formal training programs which contribute to the successful

socialization.

c. The study has confirmed that beginning English teachers rely more on experienced

colleagues for advice and support than their principals and administrators and

hence for effective socialization the positive relationships between newcomers and

senior colleagues need be promoted.

d. The study has explained that administrative inconsistencies in colleges influence

effective socialization and professional development of beginning English teachers

negatively. In this context, role of principals and administrators needs to be

redefined, who must contribute to professionalism of beginning teachers.

e. The study brings in that beginning teachers in Pakistani colleges have a weak self-

perception which urges the efforts to improve perceptions of beginning teachers

about successful teaching.

f. The study has found that the beginning English teachers, overall, have successfully

accepted and adapted to the organizational culture, though many socialization

challenges are present which can be successfully handled by introducing effective

changes in English language teaching in Pakistani institutions.

g. The study has presented the detailed quantitative and qualitative analyses of the

hypotheses.

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6.2.3. Socialization Challenges

Beginning English teachers in Pakistani institutions have to deal with many

socialization challenges related to on-the-job professional development of beginning

teachers through formal training programs and job experiences, relationship of beginning

teachers with experienced colleagues for advice and support, and administrative and

cultural inconsistencies within the institutions. These are some of the factors which

influence the effective socialization, and successful adaptation of beginning teachers to

professional culture and organizational practices. However, understanding of these

socialization challenges may help beginning teachers in resolving their classroom

management related problems and socializing into teaching profession effectively. During

the early years of socialization experiences, the challenges beginning teachers usually

have to face are of less self-confidence, less proficiency and skill as compared to

relatively senior teachers and conflicts with the new cultural settings. There are some

other challenges the beginning teachers have to deal within their classrooms, e.g.,

managing classroom, students‟ disciplinary issues, creating interest in their classes,

planning lesson and finding appropriate teaching materials. Some structural and cultural

problems have also been identified, for instance, unexpected or undesirable organizational

policies, unsupportive organizational systems and micro-politics among the teachers.

Some serious challenges have also been identified, for instance, establishing relationship

with students and their parents, understanding with senior colleagues, running short of

time for performing different curricular or co-curricular tasks, being overloaded with

teaching and other extra duties and manipulating different teaching methodologies. In

Pakistani institutions the beginning English teachers are also faced with some additional

challenges, for example, finding very less free time, being under the undesirable load of

clerical work, and unusual additional teaching loads. In short, socialization challenges of

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beginning teachers have been a less focused area in ELT research in Pakistan; it needs

serious attention to address the socialization problems of teachers for their effective

adjustment into teaching profession.

6.3. Recommendations

With reference to the findings of the study, following suggestions are put forward,

the implementations of which can contribute to the effective professional socialization of

beginning English teachers.

6.3.1. Improving Professional Skills

It is significant that beginning English teachers in Pakistani colleges improve their

teaching and professional skills to make the entire socialization process more effective. It

is required that the institutions implement scientific ways to educate beginning teachers

about managing classrooms and students. Some advanced and cost-effective models for

improving teachers‟ professional skill may be suggested (Ch. 6: section 6.3.2) for

educating beginning teachers about managing classrooms, socializing students and

maintaining discipline while teaching. During this study, the researcher has found a well-

established knowledge base available for educating English teachers about managing

classrooms according to recognized scientific findings. One of the major focuses of the

professional socialization for beginning English teachers is to inform teachers about

managing and resolving their classroom related problems. Classroom management,

selection and preparation of subject matter and appropriate and varied teaching

methodologies are those subjects which are the general focus of almost every pre-service

or in-service professional development program. It is recommended in the context of

findings of this study that the average size of English class be reduced to a manageable

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number of students (e.g., 25-30) where the beginning teachers may exercise their newly

learnt or to-be-learnt skills effectively.

Beginning English teachers should be provided with mentoring, particularly in

regard of syllabus and material preparation. For this the institution may reduce the class

work of senior colleagues so that they can spare time to beginning teachers. At the initial

stage one-on-one strategy may be adopted where one senior teacher is given the

responsibility of one beginning teacher. This mentor teacher should be held responsible

for effective organizational and professional socialization of one beginning teacher,

including the sharing of problems ranging from classroom to staffroom and principal

room. Similarly, this mentor teacher should be responsible to provide the teaching

material to be effectively used in classrooms. Likewise, technical assistance regarding the

updated knowledge of technology and problem shooting should be rendered for beginning

English teachers. It must be added to the duties of some technical assistant to provide

training of advanced technology to beginning English teachers, e.g., computer, language

laboratories, multimedia and other audio-visual aids.

The institutions may take at least two initiatives to keep good teaching at the top

of improvement agenda for teachers‟ development. The teachers should be encouraged to

focus every student and the focus of the entire system should be meeting the needs of each

and every student. This shift of attention would introduce and promote the concept of

personalized learning and the teachers would be in direct interaction with their students.

By this way, both ends will receive the influences of each other and thus the teachers will

be able to socialize according to their students‟ learning and personality needs. The

second is the focus on performance management which encourages teachers to associate

their successful socialization into teaching profession with evaluation in context of their

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performance management. The beginning teachers, in the pursuit of performance

management, will likely consider using new and effective teaching and managerial

techniques.

6.3.2. Introducing Cost-effective Professional Development Model/s

Viewing the findings of the study in the context of beginning teachers‟

organizational socialization, the researcher suggests that in Pakistani institutions the cost -

effective models of teachers‟ professional learning need to be introduced for effective

development of English teachers. Being cost-effective, these models must be gainful,

productive and economically affordable otherwise it might be a futile and non-productive

activity, a replication of the existing on-the-job refresher courses and training workshops.

Instead, the need of the time is to divert attention towards, first, English teachers‟

informal (not unplanned) personal and professional learning and, second, classroom

learning of the beginning English teachers. These considerations should conform to the

model suggested by Calderhead and Shorrock (1997) who present the issues of early

professional development in terms of the enculturation, or socialization into the

professional culture model which emphasizes the socialization process in context of

professional development. Teaching process is associated with the ideological and

material framework. The physical resources of institutions along with organizational

values influence greatly the socialization process of beginning teachers.

From a long list of models of professional learning and development as recorded

by Villegas-Reimer (2003), some are very cost-effective for the professional learning of

Pakistani beginning English teachers. For example:

a. Organizational partnership model

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Other inter-institutional collaborations

Teachers‟ networks

Distance education

b. Small group or individual models

Students‟ performance assessment

Workshops, seminars, courses, etc

Case-based study

Teachers‟ participation in new roles

Skills-development model

Project-based models

Action research

Coaching/ mentoring

All these models have the proven evidences of effective professional learning

which consequently lead to the effective socialization of beginning teachers in both

organization and profession. In Pakistani colleges, there is an immense need of

establishing mentoring and coaching system, either formal or informal. Informal

mentoring or coaching should not be confused with unguided or unorganized. Mentors

should play several roles for beginning English teachers, as also described by Malderez

and Bodoczky (1999): (1) they are the role models for beginning teachers to be inspired,

(2) they help mentees in enculturation into the new settings, (3) they can sponsor the

mentees in introducing the right people, (4) they are the supporters of mentees especially

in their difficult and challenging times, (5) they educate the beginning teachers and

motivate them for their professional development and achieving learning objectives.

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6.3.3. Increasing Inter-personal Relationship among Teachers

In Pakistani colleges, there is a need to pay more attention towards establishing a

cozy relationship between senior teachers and beginning teachers. This purpose can be

achieved by introducing various socialization programs, for instance, informal mentoring

programs, arranging informal gatherings where teachers may interact with one another,

and assigning various joint ventures to the teams of teachers. The senior colleagues and

other significant others can play their crucial role welcoming the new teachers and helping

them in their professional adjustments. Mentoring should be adopted as a (cost) effective

workplace learning strategy, contributing to the effective socialization of beginning

teachers. The senior colleagues must be persuaded to play their role in 1) helping

beginning teachers for managing their classes, preparing for the course material, dealing

with the administrative problems; 2) advising beginning teacher how they should respond

different challenging or new situations, which otherwise could be problem creating for

them; 3) mentoring beginning teachers for coping with different academic and teaching

challenges through informal academic guidance; 4) interacting with them on the personal

level so that beginning teachers may express their complaints and concerns openly before

them. This interaction would help in smoothing the socialization process of beginning

teachers.

6.3.4. Improving the Effective Role of Principals and Administrators

In Pakistani colleges, principals and administrators may augment their role by

making their policies more helpful and treatment more considerate for beginning teachers.

The literature review used for this study has also identified multiple processes by which

highly effective administrators create and maintain an environment that assists novice

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teachers in discovering their place in teaching community while cultivating the talents and

skills necessary to become a master teacher.

Principals in Pakistani colleges can be very effective in helping the young teachers

in their socialization process. These highly effective principals are responsible for

promoting and maintaining a positive organizational culture and assisting novice teacher s

to adapt to, and become active participants in, the institution‟s culture. Principals must

assist novice English teachers in the understanding of and integration into the environment

in which they work. By doing so, the beginning teachers may become aware of the

dynamics of the institutional culture and identify their ability to function as members of a

community.

Alleviating this weak area of beginning teachers‟ socialization, the principals can

encourage the teachers to suspend negative or biased perceptions that they may have

acquired through negative experiences and allow to adjust to a positive environment

conducive to new teachers‟ professional development. The principals may improve their

effective role by implementing meaningful mentoring programs that promote positive

collegial interaction and support. This includes pairing novice teachers with trained,

experienced mentors, while providing them time to meet and discuss their development as

also suggested by McCann et al., (2005) and Melton (2007).

The principals in Pakistani colleges may demonstrate another effective role by

allowing their beginning teachers freedom of expression. The teachers should not be

discouraged of stating their contradicting opinions before the principals who usually take

it an invasion on their dignity, which obsesses the beginning teachers‟ self -perception and

emerges as a socialization barrier during their transformational period. Instead, the

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effective principals may be trained to listen to the complaints and disagreements of their

new fellows and help them resolve their issues and improve their self-perception about

teaching profession and the organization.

6.3.5. Improving Organizational Culture

It can be seen from this investigation results that organizational culture has a

significant relationship with the effective socialization of beginning English teachers. It is

known that effective socialization is strongly influenced by beginning teachers‟ job

satisfaction, their performance and organizational practices. Unhealthy organizational

culture develops restlessness and stress among beginning teachers; however, the stress of

Pakistani teachers may not be equalized with what Terry (1997) feels that the

“frustrations” experienced by beginning teachers ultimately end up with what is termed as

“teacher burnout”. Anyhow, the results can be identified with the findings of Berliner

(1987) who suggests that the socialization process for novice teachers lacks organizing

frameworks to understand classroom information, and hence teachers are left isolated in

their efforts.

Organizational culture of Pakistani colleges may be made more conducive by

training beginning teachers in conformity with the organizational objectives. When the

beginning teachers know how to do things the right way and what the organization and

their profession expect from them, the rate of conflicts and errors can be brought down

significantly. Another need is to bring about positive changes in the culture of the

organization by analyzing the existing culture and comparing it with the expectations and

perceptions of young teachers. The principal can play his or her role by creating a

productive environment with the help of a young team of enthusiastic teachers who are

interested in working as a team for improving the working conditions, as a whole. The

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administrators may improve the organizational culture by maintaining a healthy

communication with the new teachers and influencing them with their leadership qualities.

The principals should be very keen regarding conflicts which are inevitable part of

organizations. Therefore, when conflicts do arise, the administrators must settle them

quickly and amicably, lest they should fester and tensions worsen over time.

It would be very significant for improving organizational culture that the

administrators should create an unbiased, transparent and impartial conflict resolution

mechanism. If beginning teachers feel they are all being treated equally, they are more

likely to accept their mistakes and the judgment of the management. The rules of the

business should be clear so that the newcomers may know what is expected from them and

how they will be rewarded.

6.3.6. Improving Teachers’ Self-perception

Beginning English teachers in Pakistani colleges have been found with an

improvised self-perception of their being ideal teachers. Teachers‟ self-perception may be

improved by recurrent encouragement and support from all the participants of college

organization including, principal, administrator, colleagues and students. Empowering

beginning teachers in their classrooms may have a positive effect on teacher self -

perception. Cheng and Cheung (2004) have also found that novice teachers felt more

successful in the classroom when their self-perception and that of their administrators

were aligned.

Even the transformational approach of mentoring may be associated with the

change of self-perception, professional values and beliefs and the way teachers evaluate,

judge, interpret and question. The reflective approach should be a part of teacher

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socialization program which brings illumination to teaching and teacher‟s self-

perceptions. According to Carter (2000)‟s comprehensive literature review on the role of

mentoring as workplace learning strategy, the contextualized learning or workplace

learning imparted by the mentors has the influential potential on beginning teachers‟ self -

perception and professional development.

6.3.7. Improving Effective Role of Staffroom

Staffroom has a very significant role in beginning teachers‟ socialization; it needs

to be improved. Seating arrangements and other facilities should be made in a way that it

should become a place where colleagues meet to share ideas and information, discuss

different aspects of professional practice and celebrate success. The principals, mentors,

and heads may introduce different informal activities to create a positive social

environment where beginning teachers can become friends, providing and seeking mutual

support and advice. They can build personal and professional relationships with their

colleague with mutual trust, respect, affective communication and teamwork which are the

essential features of successful staffrooms. One of the few opportunities for beginning

teachers to share their ideas, thoughts and concerns is when they meet in the staffroom, so

this opportunity should be used. An effective institution should pay attention to what goes

on in the staffroom, so that teachers leave it feeling supported, positive and recharged.

6.3.8. Improving Role of ELTR (HEC Project)

The endeavors of Higher Education Commission ought to be appreciated as

English Language Teaching Reforms (ELTR) Project has taken many initiatives for the

long term and short term programs for professional development and socialization of

English teachers. However, it seems that the project of ELTR has ignored the issues of

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new English teachers‟ induction, pre-service trainings, on-the-job mentoring and

supervision, improvement in organizational culture, and effective professional

socialization of English teachers with special attention to beginning teachers. It has rather

focused on traditional faculty development program, comprising obsolete training

workshops and courses, which have been proven ineffective for producing any significant

and effective change among (English) teachers and bringing about any notable reformative

changes in English language teaching. So, there is a need that ELTR project should focus

on workplace learning programs with a mind shift from theoretical lectures/ workshops to

real life practices, e.g., strengthening mentoring, action research, technology training,

sense of competition, and lesson study approach.

6.3.9. Increasing Budget for Academic Resources and Facilities

Pakistani colleges are short of the required standard academic and recreational

facilities which can enhance the effective socialization of beginning teachers. The findings

of Schneider (2002) may be revisited in Pakistani context to improve facilities in colleges.

Spatial configurations, noise, heat, cold, light, and air quality obviously bear on students‟

and teachers‟ ability to perform. The libraries, computer and research laboratories,

canteens and tuck shops, photocopy machines, comfortable staffroom chairs, air-

conditioning, transportation, and many other similar facilities increase the adjustability of

newcomer into their organizations.

It simply requires adequate funding and competent design, construction, and

maintenance.

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6.4. Limitations of the Study and Suggestions for the Future

Research

On the whole, the research design remained effective and successful and the

objectives were attained to a great extent. The results can be generalized for Pakistani

English teaching community of beginning teachers. The survey method has been found

very effective to collect the required data about perceptions of beginning English teachers

a propos their socialization process. The questionnaire used for the survey generated the

data as was expected and respondents gave an encouraging response. Results of the

investigation remained according to expectation in addition to some new insights with

reference to socialization challenges of beginning teachers.

As previously stated this study is at most an exploratory investigation into the

association between socialization content and effective socialization, some limitations

exist in the literature review section as well as empirical investigation chapters. First,

while efforts were made to include a diverse population in the sample, the range of

colleges mostly focused on federal capital Islamabad and Punjab province, and the

representation of the rural and urban area was not equal. The result found in this study

cannot necessarily be generalized to the population in general. The forthcoming

researchers are suggested to take a relatively large sample size ensuring representation

from the entire population. Second, since only beginning English teachers were the focus

of this investigation, the results cannot be generalized for the senior teachers‟

socialization in general. Third, time and budget limitations made it difficult to conduct a

survey on a very large scale which could have brought results with more generalizability.

The future researchers are suggested to get a reasonable funding for such kind of research.

Fourth, limitation the researcher finds is that no exhaustive literature is available for the

268

Pakistani context with reference to teachers‟ organizational socialization and even these

are more related to professional training and development of teachers only. Consequently,

he has been forced to adapt material written abroad for other societies for establishing a

theoretical framework, and to rely on his own judgment at many points in this dissertation

for his empirical observations about the situation in this country. Lastly, this research has

focused on the self-perception of beginning teachers about their socialization process. The

future research must use new directions and instruments for understanding the process of

effective socialization and socialization content.

6.5. Implications of the Research

It is important to see the practical significance of this study. The findings claim a

strong and positive relationship between socialization content and effective socialization

and, thus, are more relevant for practical significance or importance than merely statistical

significance. In fact, what constitutes a large or important effect depends on the specific

area studied, the context, and the method used. Furthermore, practical importance always

involves a judgment by the researcher and the consumer. As this research is an academic

one and is not conducted for or on the demand of some particular consumer, so the

potential consumer‟s point of view is predicted on academic assumption in view of result

findings and review of related literature. It is, however, understandable that the results of

this study bear great practical significance. The reasons are, first, the improvements

suggested by the researcher for making the socialization process of beginning teachers

more effective are related to the teachers‟ job satisfaction, work performance, professional

learning, conducive and supportive organizational culture and effective role of seniors in

helping the beginning English teachers become good teachers and successfully socialize in

their profession as well as organizations. Second, the implementations of these results or

269

suggestions do not involve much cost or any kind of extensive opposition from the

stakeholders. The researcher hopes that instead of reluctance a strong willingness is

present among the stakeholders i.e., beginning English teachers, authorities, institutions,

overall education system and public expectations. It is hoped that findings of this research

would help developing strategies for the future researchers investigating the social ization

and professional challenges to English teachers in the climate of English teaching reforms

in Pakistan.

270

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288

APPENDIX A

SURVEY QUESTIONNAIRE FOR BEGINNING ENGLISH TEACHERS

Socialization of Beginning English Teachers in Pakistan

(Teacher Questionnaire)

Dear Teacher:

I am Adnan Tahir Qureshi, enrolled in Ph.D (English) at NUML, Islamabad. This

questionnaire is the part of my doctoral research, being carried in line with the established

research ethics. The purpose of this study is to understand the process of socialization of

beginning English teachers in Pakistani colleges. It intends to determine the relationship

between socialization content (individual and organizational inputs) and effectiveness of

socialization process of beginning English teachers in Pakistan.

It will take only 30 minutes to fill this questionnaire. Your consideration to manage this

time would really be a great contribution and help to my project.

It is assured that information obtained through this questionnaire will be kept confidential

and be used for the academic purpose only.

Your cooperation in this regard is highly valued and would certainly help to address our

academic issues rightly.

In case of any query regarding questionnaire, you may please contact me any time.

Best regards,

289

Adnan Tahir Qureshi

Cell: 03009639255

Email: adnantahirqureshi@gmail.com

NOTE:

This questionnaire is meant only for those English teachers who have teaching

experience (employed as faculty member in an affiliated institution) of NOT MORE

THAN FOUR years at College / HSSC level and above.

290

SECTION 1 – Background Information

A. Formal Teaching Experience at HSSC/ College level in years (employed as faculty

member in an affiliated institution)

1. Total A. One B. Two C. Three D. Four E. Five

and above

2. This institution A. One B. Two C. Three D. Four

E. Five and above

(Please leave this questionnaire unfilled if you tick option E)

B. Name (optional)

C. Institution (optional)

D. Sex: 1. Male 2. Female

E. Age: 1. 21-25 2. 26-30 3. 31-35 4. More than 35

F. Educaiton: 1. M.A. English 2. B.Ed. 3. PGD TEFL/ M.A. TEFL

4. M.Phil/ MS 5. Foreign Dip.6. Any other

G. Institution:

1A. Government 1B. Private 1C. Other

2A. Urban 2B. Rural

3A. Provincial Board 3B. Federal Board

4A. Co-education 4B. Single-gender education

a. Boys b. Girls

5A. Co-gender Staff 5B. Single-gender staff

H. Job Designation

1. Permanent/ regular 2. Contract 3. Visiting 4. Other

I. Level of teaching (tick all relevant)

291

1. Intermediate 2. Graduation 3. Master 4. Diploma

J. Teaching Subjects

i.

ii.

iii.

292

SECTION 2 – Job Satisfaction

Job Satisfaction

In this section you are required to express your

opinion about your job satisfaction. A five-point

scale ranging from strongly disagree to strongly

agree is used.

Strongly Agree Neutral Disagree Strongly

Agree Disagree

1 2 3 4 5

1. You understand well what your

organization‟s objectives are.

1 2 3 4 5

2. You have good resources to successfully

complete your job responsibilities.

1 2 3 4 5

3. Authorities (e.g., principal, HoD,

Administrator) care about you as a person.

1 2 3 4 5

4. Your colleagues and seniors listen to your

opinion.

1 2 3 4 5

5. You have the opportunity to learn and grow

in this job.

1 2 3 4 5

ROLES and DUTIES

ROLES/ ASSIGNMENTS

Item Scale

HELP: In this sub- section you are required to

evaluate different aspects of those assignments

given to you by the institution whether they are

pleasing factors in your job or they create

problems for you. A five-point scale ranging

from a very pleasing to what you feel as a great

problem is used.

Very Pleasing Neutral Small Great

Pleasing Problem Problem

1 2 3 4 5

6. Your workload, in general. 1 2 3 4 5

7. The types of duties assigned to you: (please

check only relevant)

A. Teaching

1 2 3 4 5

293

B. Administration (Time table,

Discipline, sports, library etc )

C. Hostel warden

D. Head of the department

E. Committee member

F. Admission

G. Student affairs

H. Other

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

8. Extra or Co-curricular duties: (please check

only relevant)

A. Arrange debates or speeches

B. Drafting speeches

C. Arrange sports events

D. Write or edit newsletter/ magazine

etc

E. Perform as a compere/ host

F. Other

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

9. Your working conditions, in general (class

size, classroom conditions, duties load etc.)

1 2 3 4 5

10. Participation in new roles other than

teaching (e.g., organization, management,

monitoring )

1 2 3 4 5

294

SECTION 3 – Socialization Process

1.TEACHING

Item Scale

HELP: In this section you are expected to

evaluate different aspects of your teaching

whether they are pleasing factors in your job as a

teacher or they create problems for you. A five-

point scale ranging from very pleasing to what

you feel as a great problem is used.

Very Pleasing Neutral Small Great

Pleasing Problem Problem

1 2 3 4 5

CLASSROOM MANAGEMENT

11. You feel your classroom control/

management in general.

1 2 3 4 5

12. Classroom control affects your self-

confidence.

1 2 3 4 5

13. You differentiate among students for

individual concentration.

1 2 3 4 5

14. You have to take some disciplinary measures

to control students in your class.

1 2 3 4 5

15. Your students take interest in your classes. 1 2 3 4 5

SUBJECT MATTER

16. You have sufficient knowledge in the subject

of English you teach.

1 2 3 4 5

17. You know which part of syllabus to stress. 1 2 3 4 5

18. You are pressed for time as far as syllabus to

be covered is concerned.

1 2 3 4 5

19. You get enough time for each individual

student as far as subject mater is concerned.

1 2 3 4 5

20. You get time to prepare material. 1 2 3 4 5

295

TEACHING METHODS

21. You use different teaching and learning

activities.

1 2 3 4 5

22. You get good and new ideas for teaching. 1 2 3 4 5

23. You plan lessons before class. 1 2 3 4 5

24. You use teaching instruments/ audio-visual

aids (e.g., board, multimedia, projector,

charts etc)

1 2 3 4 5

25. You know if your teaching method is

successful.

1 2 3 4 5

296

2- PROFESSIONAL LEARNING AND DEVELOPMENT

Item Scale

HELP:

1. Since you joined teaching profession, did

you participate in any of the following kinds

of professional development activities and

what was their impact on your development.

2. For each question below, please mark one

choice in part (A). if you answer ‘yes’ in

part (A) then please mark one choice in part

(B) to indicate how much impact it had on

your development as an English teacher.

A

Participation/

Experience

Yes No

1 2

B

Impact

No Small Great

Impact impact impact

1 2 3

PROFESSIONAL DEVELOPMENT through ON-THE-JOB TRAINING

You participated in

26. Courses/ workshops (e.g., on subject matter

or method and/ or other education related

topic).

1 2

1 2 3

27. Education conferences or seminars (where

teachers and/ or researchers present their

research results and discuss ELT problems).

1 2

1 2 3

28. Qualification program (e.g., a degree

program).

1 2 1 2 3

29. Distance or online learning program/ course/

certificate

1 2 1 2 3

30. Course/ workshop/ certificate on skill

development which contribute to your

profession (e.g., computer skill,

management skill).

1 2 1 2 3

31. Participation in a network of teachers

formed specifically for the professional

development of English teachers.

1 2

1 2 3

297

PROFESSIONAL DEVELOPMENT through ON-THE-JOB EXPERIENCES

You learn through

32. Classroom research on a topic of interest to

you professionally.

1 2

1 2 3

33. Mentoring and coaching, as part of a formal

college arrangement.

1 2

1 2 3

34. Reading professional literature (e.g., ELT

journals, research papers, thesis papers).

1 2

1 2 3

35. Engaging in informal dialogue with your

colleague on how to improve your teaching.

1 2

1 2 3

36. Trying out new strategies in the classroom

which you have devised.

1 2 1 2 3

37. Observing your colleagues teaching. 1 2 1 2 3

PAST TRAINING (got before joining regular teaching profession)

38. Your Master degree 1 2 1 2 3

39. The teaching styles of your teachers you

observed when you were student.

1 2 1 2 3

40. Any course/ training/ diploma/ degree of

teacher‟s education you got before joining

teaching profession.

1 2 1 2 3

298

3-RELATIONSHIP WITH OTHERS

SENIOR COLLEAGUES

Item Seeking advice and

help

Quality of advice

and help

HELP: In this section you are required to

evaluate the role of your colleagues as to how

often you seek advice and help from your

seniors/ colleagues and how do you see the

quality of this advice and help. Two three-point

scales showing the frequency and quality of the

advice and help are used.

Never, From Often

almost time to

never time

1 2 3

Not Good Very

so good

good

1 2 3

You seek help in

41. Organizing certain kinds of classroom

activities (e.g., work in groups, drama).

1 2 3 1 2 3

42. Motivating students for school work. 1 2 3 1 2 3

43. Getting new ides for teaching. 1 2 3 1 2 3

44. Dealing with disciplinary problems with

individual pupils.

1 2 3 1 2 3

45. Dealing with everyday administrative rules

and practices.

1 2 3 1 2 3

46. Dealing with problems in relation to other

colleagues, principal, administration and

parents.

1 2 3 1 2 3

47. Dealing with more personal problems, e.g.,

feeling unsuccessful, workload etc.

1 2 3 1 2 3

PRINCIPAL/ AUTHORITY

Item Scale

In this section you are required to express your

opinion about your principal and your personal

life. A five-point scale ranging from strongly

agree to strongly disagree is used.

Strongly Agree Neutral Disagree Strongly

Agree Disagree

1 2 3 4 5

299

48. The principal supports and guides you, in

general

1 2 3 4 5

49. The principal is your role model. 1 2 3 4 5

50. The principal involves you in academic

decisions relating to you.

1 2 3 4 5

51. The principal acknowledges, if you are

assigned some extra work or duties.

1 2 3 4 5

52. The principal ensures that a task-oriented

atmosphere is present in this institution.

1 2 3 4 5

53. You express disagreements openly and

without any fear.

1 2 3 4 5

54. You get public recognition from the

principal.

1 2 3 4 5

55. You are in good relationship with your

principal.

1 2 3 4 5

PERSONAL LIFE

56. Being a teacher, you feel well settled in the

society.

1 2 3 4 5

57. Being a teacher, you are satisfied with your

needs of:

A. Job security

B. Promotion

C. Recognition

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

58. Being a teacher, you establish good personal

relations with the students.

1 2 3 4 5

59. Your family life is affected in different ways

due to the job.

1 2 3 4 5

60. You feel yourself a successful teacher. 1 2 3 4 5

300

4- ORGANIZATIONAL CULTURE

CULTURE / POLICIES AND PROCEDURES

Item Scale

HELP: In this section you are required to

evaluate different aspects of the culture of your

organization whether your expectations

regarding them are met or not met. A five-point

scale ranging from expectations met to

expectations highly met is used.

Strongly Agree Neutral Disagree Strongly

Agree Disagree

1 2 3 4 5

You feel

61. yourself adjusted in the culture of your

institution, in general.

1 2 3 4 5

62. equal treatment and behavior for males and

females.

1 2 3 4 5

63. equal treatment and behavior for contract

and permanent employees.

1 2 3 4 5

64. equal treatment and behavior for beginning

teachers and experienced teachers.

1 2 3 4 5

65. equal treatment and behavior with English

language teachers and teachers of other

subjects.

1 2 3 4 5

66. administrative rules and policies are well

defined.

1 2 3 4 5

67. administrative rules and policies are

executed fairly.

1 2 3 4 5

68. yourself a significant part of English

department.

1 2 3 4 5

69. yourself a significant part of staffroom. 1 2 3 4 5

70. yourself a significant part of the institution. 1 2 3 4 5

71. the institution is well equipped with regard

to teaching material, library facility, copying

facility etc.

1 2 3 4 5

301

72. the institution is good with regard to

canteen, shops & service facilities.

1 2 3 4 5

73. the institution is good with regard to cultural

& extra-curricular activities.

1 2 3 4 5

74. staffroom/ common room (or any place

where teachers gather) is the best place for:

A. Informal discussions

B. Academic issues

C. Relaxation/ Passing time

D. Professional development

E. Building relations

F. Lecture preparation

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

75. you find the fulfillment of your beliefs and

values about :

A. Duty/ responsibility

B. Professional honesty

C. Self-respect

D. Behavior and attitudes

E. Friendship and well wishing

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

76. Overall, you are satisfied with your job. 1 2 3 4 5

Thank you so much!!!

302

APENDIX B

QUESTIONNAIRE FOR HEADS OF ENGLISH DEPARTMENTS

Socialization of Beginning English Teachers in Pakistan

(Heads of English Department Questionnaire)

Head of English Department

Dear Sir/ Madam,

I am Adnan Tahir Qureshi, enrolled in Ph.D (English) at NUML, Islamabad. This

questionnaire is the part of my doctoral research, being carried in line with the established

research ethics. The purpose of this study is to understand the process of socialization of

beginning English teachers in Pakistani colleges.

This questionnaire attempts to know the views and perceptions of Heads of English

Departments in colleges about the beginning English teachers working with them.

It will take only 15 minutes to fill this questionnaire. Your consideration to manage this

time would really be a great contribution and help to my project.

It is assured that information obtained through this questionnaire will be kept confidential

and be used for the academic purpose only.

Your cooperation in this regard is highly valued and would certainly help to address our

academic issues rightly.

303

In case of any query regarding questionnaire, you may please contact me any time.

Best regards,

Adnan Tahir Qureshi

Cell: 03009639255

Email: adnantahirqureshi@gmail.com

NOTE: Beginning teachers mean the teachers having NOT MORE THAN FOUR YEAR

teaching experience.

304

Socialization of Beginning English Teachers in Pakistan

(Opinions of HoD’s about their Beginning Teachers)

K. Name

L. Institution

M. Sex: 1. Male 2. Female

N. Age: 1. 21-25 2. 26-30 3. 31-35 4. More than 35

O. Educaiton: 1. M.A. English 2. B.Ed. 3. PGD TEFL/ M.A. TEFL

4. M.Phil/ MS 5. Foreign Dip.6. Any other

P. Since how long have you been the Head of English Department?

1. One 2. Two 3. Three 4. Four 5. Five and above

JOB SATISFACTION

What do you feel about (your) beginning English teachers‟ job satisfaction? (Please encircle the suitable

option only)

1. Satisfied 2. Not Satisfied 3. In between Position

1. Why Satisfied 2. Why Not Satisfied 3.In between Position/Additional

Remarks

A. Know clear objectives

B. have learning opportunities

C. are successfully socialized in

organizational culture

D. Other reasons

A. Don‟t know clear objectives

B. Don‟t have learning

opportunities

C. Not successfully socialized

in organizational culture

D. Other reasons

ROLES and DUTIES

What do you feel about (your) beginning English teachers‟ official roles and duties (curricular, extra-

curricular and administrative)?

1. Duties are pleasing 2. Duties are problem 3. In between Position

1. What duties are pleasing 2. What duties are problem 3.In between Position/Additional

Remarks

A. Teaching

B. Administrative

A. Teaching

B. Administrative

305

C. Committee members

D. Student affair

E. Others

C. Committee members

D. Student affair

E. Others

TEACHING

77. What do you think about (your) beginning English teachers‟ classroom control/ management?

1. Good 2. Not Good 3. In between Position

1. Good in 2. Not Good in 3.In between Position/Additional

Remarks

A. Individual concentration

B. Students‟ interest

C. Classroom discipline

D. Syllabus and contents

E. Teaching methodologies

F. Other aspects

A. Individual concentration

B. Students‟ interest

C. Classroom discipline

D. Syllabus and contents

E. Teaching methodologies

F. Other aspects

PROFESSIONAL LEARNING AND DEVELOPMENT

78. What do you think about (your) beginning English teachers‟ professional development?

1. Developing 2. Not developing 3. In between Position

1. Developing through 2. Not developing 3.In between Position/Additional

Remarks

A. Trainings,

B. Workshops & seminars,

C. On the job experiences (e.g.,

mentoring, reading professional

literature, engaging informal

dialogue with seniors

D. The application of their past

education and training, and

E. Being a part of some

teachers‟ network/

association

F. Other ways

RELATIONSHIP WITH OTHERS

306

79. Do you think that beginning English teachers seek advice and help frequently from their senior on

different occasions (e.g., classroom management, students‟ motivation, new ideas, personal problems,

etc.)?

Yes No Any other comments

80. B. Do you think that senior colleagues cooperate with and give good quality guidance to their juniors?

Yes No Any other comments

81. What kind of relationship do you see between beginning English teachers and the principal? Would you

please like to explain different aspects distinctively (e.g., freedom of disagreement, leadership, self-

respect etc.)?

a.

b.

c.

ORGANIZATIONAL CULTURE

82. What do you think whether (your) beginning English teachers are well adjusted in the culture of the

institution or they feel themselves isolated, unimportant or less important (particularly in meetings and

staff rooms)?

Well adjusted Isolated

Any other comments

83. Do they often complain of micro-politics (leg pulling, jealousy, conspiracies etc.) and dissatisfaction of

unfulfilled expectations in the institution?

Yes No

Any other comments

84. What are the problems of (your) beginning English teachers here?

d.

e.

f.

g.

Thank you so much!!!

307

APPENDIX C

REFERENCE WORKS ON CHALLENGES TO BEGINNING TEACHERS’

SOCIALIZATION

Whittington (200X) summarized the professional challenges or in-service needs of

early-career teachers in the following list:

Professional Task or Need Researchers

Receiving support from the principal,

mentor, parents, and community

Joerger & Boettcher, 2000; Mundt, 1991;

Mundt & Connors, 1999; Nesbitt & Mundt,

1993; Talbert, Camp & Heath-Camp, 1994

Receiving positive feedback from

students, parents, principal, and

colleagues

Joerger & Boettcher, 2000; Mundt, 1991;

Nesbitt & Mundt, 1993; Talbert et al., 1994

Managing the classroom and

laboratory, and disciplining students

Joerger & Boettcher, 2002; Mundt, 1991;

Mundt & Connors, 1999; 1994; Nesbitt &

Mundt, 1993; Talbert et al., 1994

Recruiting, motivating, and retaining

students

Garton & Chung, 1996; Mundt & Connors,

1999; Washburn et al., 2001

Balancing personal and professional

demands through time management and

organizational skills

Edwards & Briers, 1999; Joerger & Boettcher,

2000; Mundt, 1991; Mundt & Connors, 1999;

Talbert et al., 1994

308

Completing reports, applications, and

requisitions

Edwards & Briers, 1999; Garton & Chung, 1996;

Joerger & Boettcher, 2000; Layfield & Dobbins,

2000; Talbert et al., 1994; Washburn et al., 2001

Managing and advising FFA

activities

Edwards & Briers, 1999; Garton & Chung, 1996;

Layfield & Dobbins, 2000; Mundt & Connors,

1999; Talbert et al., 1994

Supervising and organizing SAE

programs

Garton and Chung, 1996; Layfield and Dobbins,

2000; Washburn et al., 2001

Relating to the public through an

advisory committee, adult education,

and communication

Edwards & Briers, 1999; Garton & Chung, 1996;

Layfield & Dobbins, 2000; Talbert et al., 1994;

Washburn et al., 2001

Planning lessons and developing

curriculum

Joerger & Boettcher, 2000; Mundt, 1991; Talbert

et al., 1994; Washburn et al., 2001

Integrating science and technology

into curriculum

(Edwards & Briers, 1999; Garton & Chung, 1996;

Washburn et al., 2001

309

APPENDIX D

ELT ASSOCIATIONS WORLDWIDE

AFRICA AND MIDDLE EAST

Moroccan Association of Teachers of English

EAST ASIA

SETA (Shanghai English Teachers Association)

JACET (The Japan Association of College Language Teachers)

JALT (The Japan Association for Language Teaching)

ASIACALL (Asia Association of Computer Language Learning)

KATE (The Korea Association of Teachers of English)

KOTESOL (Korea TESOL)

MELTA (Malaysian English Language Teaching Association)

ELLTA(S) (English Language and Literature Teachers Associations)

Singapore Tertiary English Teachers Society

ETAROC (English Teacher Association of the Republic of China)

EUROPE, CAUCASUS and RUSSIA

AzETA (Azerbaijan English Teachers Association)

HUPE (Croatian Association of Teachers of English)

CASALK (Check and Slovak Association of Language Centers)

MSATE/MSSUA (Moravian and Silesian Association of Teachers of English)

310

English Language Teachers‟ Association of Berlin-Brandenburg (ELTAAB)

ETAG: English Teachers‟ Association of Georgia

NATEK (National Association of Teachers of English in Kazakhstan)

LATE (Latvian Association of Teachers of English)

LKPA (Language Teachers‟ Association of Lithuania)

ELTA (English Language Teachers‟ Association –Serbia)

ITEFL Slovenia

TESOL Spain

TESOL Macedonia, Thrace, Northern Greece

BALEAP (The British Association of Lecturers in English for Academic Purposes)

BETA (Bulgarian English Teachers Association)

SEETA (South Eastern Europe Teachers Associations)

TESOL GREECE

ITEFL Poland

LATIN AMERICA TEACHERS’ ASSOCIATIONS

FAAPI (Argentine Federation of English Language Teachers‟ Associations)

APIRS (English Teachers‟ Association of Rio Grande do Sul)

BRAZ-TESOL

MEXTESOL

PERUTESOL

VENTESOL (Venezuela TESOL)

CENTRAL AND SOUTHERN ASIA

BELTA (Bangladesh English Language Teachers Association)

NELTA (Nepal English Language Teachers Association)

311

APPENDIX E

NATIONAL PROFESSIONAL STANDARD FOR TEACHERS IN PAKISTAN

According to National Professional Standard for Teachers in Pakistan (2008),

following professional standards have been defined for the initial preparation of teachers

in Pakistan.

Standard 1: Subject matter knowledge

Standard 2: Human growth and development

Standard 3: Knowledge of Islamic values

Standard 4: Instructional planning and strategies

Standard 5: Assessment

Standard 6: Learning environment

Standard 7: Effective Communication and Proficient Use of Information

Communication Technologies

Standard 8: Collaboration and partnerships

Standard 9: Professional development and code of conduct

Standard 10: Teaching of English as Second/Foreign Language (ESL/EFL)

312

NATIONAL PROFESSIONAL STANDARD FOR ENGLISH TEACHERS IN

PAKISTAN

Knowledge and disposition

Teachers know and understand:

Status of English language in Pakistan

Aims of teaching English as a subject at the national level.

Aims of using English as medium of instruction in Pakistan.

Constraints of teaching English as second /foreign language and strategies to enhance

“learning in English” and “learning of English as language”.

Syntax and structure of English Language.

English teaching methods and steps of learning process.

Specific learning difficulties i.e., Second Language Impairment (SLI)

Dispositions

Teachers value and are committed to:

Lessen biases and anxiety for learning ESL/EFL

Address all specific needs related to ESL/EFL

Performances and skills

Teachers engage in activities to:

Use of simple English language along with supportive use of Urdu (national language)

for effective teaching and learning purposes.

Identify, analyze and address Specific Learning Difficulties in English language.

313

Gradually enable students to communicate in English through a natural sequence of

language acquisition i.e., listening, reading, writing and speaking.

Provide classroom opportunities for choral reading, descriptive writing and spoken

English.

Apply ESL/EFL learning theories, rules and pedagogy.

314

APPENDIX F

GTDRI ASSESSMENT INSTRUMENT SURVEY (2003)

Beginning teachers have multi-dimensional roles and duties in terms of

organizational expectations. For this purpose GTDRE Assessment Instrument was used

which was designed to described the expectations for teachers besides their teaching

responsibilities. The findings of the survey brought about the following aspects of teacher

responsibilities and duties:

A. Follows professional practices consistent with school and system polic ies in working

with students, students‟ records, parents, and colleagues.

a. Demonstrates communication and interpersonal skills as they relate to interaction

with students, parents, other teachers, administrators, and other school personnel.

b. Is available to students and parents for conferences according to system policies.

c. Facilitates home-school communication by such means as holding conferences,

telephoning, and sending written communications.

d. Maintains confidentiality of students and students‟ records.

e. Works cooperatively with school administrators, special support personnel,

colleagues, and parents.

B. Complies with rules, regulations, and policies of governing agencies and supervisory

personnel.

a. Complies with state administrative regulations and Board of Education policies.

315

b. Adheres to school and local school system procedures and rules.

c. Conducts assigned classes at the times scheduled.

d. Enforces regulations concerning student conduct and discipline.

e. Demonstrates timeliness and attendance for assigned responsibilities.

f. Provides adequate information, plans, and materials for substitute teacher.

g. Maintains accurate, complete, and appropriate records and files reports promptly.

h. Attends and participates in faculty meetings and other assigned meetings and

activities according to school policy.

i. Complies with conditions as state in contract.

C. Demonstrates professional practices in teaching.

a. Models correct use of language, oral and written.

b. Demonstrates accurate and up-to-date knowledge of content.

c. Implements designated curriculum.

d. Maintains lesson plans as required by school policy.

e. Assigns reasonable tasks and homework to students.

f. Participates in professional development opportunities and applies the concepts to

classroom and school activities.

D. Acts in a professional manner and assumes responsibility for the total school program,

its safety and good order.

a. Takes precautions to protect records, equipment, materials, and facilities.

b. Assumes responsibility for supervising students in out-of-class settings.

c. Demonstrates appropriate personal contact while in performance of school duties.

316

E. Assumes a role in meeting the school‟s student achievement goals, including

academic gains of students assigned to the teacher.

F. Observations of the teacher by the principal and assistant principals, in addition to

those recorded on the GTOI during instruction, at other times as appropriate.

317

APPENDIX G

DEMOGRAPHIC DESCRIPTION OF THE SAMPLE

Statistical Interpretation of Outputs: Demographic Description of the Sample

(Teaching Experience)

Following outputs provide descriptive statistics for the teaching experience of the

participants of the study. In the following table the required items are listed across the top

row and the requested descriptive statistics are listed down the left column of the outputs.

Table 1

Statistical Interpretation of Outputs related to Demographic Description of the Sample

(Teaching Experience)

Total Experience Experience of Present

Institution

N Valid 295 295

Missing 0 0

Mean 2.73 2.19

Median 3.00 2.00

Mode 3 1

318

Std. Deviation .993 1.057

Skewness -.303 .351

Std. Error of Skewness .142 .142

Minimum 1 1

Maximum 4 4

Percentiles 25 2.00 1.00

50 3.00 2.00

75 4.00 3.00

The descriptive statistics included in the output are the number of subjects/ cases

(N) both valid and missing separately, Valid N 295 for both, the Mean (or average) for

each item, 2.73, and 2.19 respectively , the Median (or middle) for each item, 3.0 and 2.0

respectively, Mode (or the most occurring) for each item, 3 and 1 respectively, the Std.

(the standard deviation), .993 and 1.057 respectively, and the Skewness statistic, -.303 and

.351 respectively, the Std. Error of the skewness, the Minimum (lowest), 1 and 1

respectively and Maximum (highest) scores, 4 and 4 respectively, and the Percentile (in

quartile fashion).

319

APPENDIX H

CRONBACH’S ALPHA RELIABILITY ANALYSIS

Table 2

Item-Total Statistics for Effective Socialization Scale

Domain Scale Mean

if Item

Deleted

Scale

Variance if

Item

Deleted

Corrected

Item-Total

Correlation

Cronbach's

Alpha if Item

Deleted

Clear objectives 65.84 78.853 .493 .845

Good resources 65.50 77.458 .419 .848

Authorities care 65.52 76.023 .500 .844

Belongingness 65.54 80.778 .325 .850

Professional learning 65.48 75.315 .522 .844

Job stress 64.94 76.047 .465 .846

Roles and Duties - Teaching 64.98 74.729 .508 .844

Roles and Duties - Administration 65.08 75.422 .543 .843

Roles and Duties - Hostel warden 65.57 79.630 .329 .851

Roles and Duties - Head of the

department 65.48 79.024 .397 .848

Roles and Duties - Committee member 65.65 80.116 .345 .850

Roles and Duties - Admission 65.61 80.033 .384 .849

Roles and Duties - Student affairs 65.58 78.827 .465 .846

Roles and Duties - Other” 65.86 80.503 .290 .852

320

Extra-curricular involvement - Arrange

debates or speeches 64.93 78.928 .489 .846

Extra-curricular involvement - Drafting

speeches 64.19 84.221 .106 .855

Extra-curricular involvement - Arrange

sports events 64.86 84.578 .103 .855

Extra-curricular involvement - Write or

edit newsletter/ magazine etc 64.91 81.718 .406 .849

Extra-curricular involvement - Perform

as a compere/ host 64.73 81.440 .395 .849

Extra-curricular involvement - Other” 65.22 79.312 .532 .845

Conducive working conditions 65.00 82.178 .297 .851

Participation new roles 65.49 80.044 .403 .848

Effective classroom management 64.95 80.873 .426 .848

Good working relations with others 64.96 81.185 .330 .850

Sense of Achievement 65.19 82.054 .346 .850

Cultural adjustment 65.30 81.869 .298 .851

Job satisfaction 65.15 82.479 .341 .850

Table 3

Item-Total Statistics for Task Mastery of Teaching Skill Scale

Domain Scale Mean if

Item Deleted

Scale Variance

if Item Deleted

Corrected

Item-Total

Correlation

Cronbach's

Alpha if Item

Deleted

Self confidence 29.63 36.179 .476 .758

Individual concentration 29.52 38.706 .288 .776

Disciplinary measures 29.43 37.668 .358 .770

321

Students’ interests 30.06 38.272 .369 .768

Subject knowledge 30.01 37.956 .483 .760

Syllabus stress 30.05 38.123 .404 .765

Syllabus coverage time 29.07 38.273 .318 .773

Individual attention for

subject 28.87 37.137 .323 .775

Material preparation 29.49 36.380 .451 .761

Different teaching activities 29.85 36.467 .560 .752

Using new teaching ideas 29.97 37.836 .465 .761

Lesson planning 30.03 39.359 .289 .774

Using audiovisual aids 29.32 35.961 .388 .768

Realization of Successful

teaching method 30.02 38.411 .457 .763

Table 4

Item-Total Statistics for Relationship with Senior Colleagues Scale

Domain Scale Mean

if Item

Deleted

Scale Variance

if Item Deleted

Corrected Item-

Total Correlation

Cronbach's

Alpha if Item

Deleted

Seek Advice for Organizing

class activities

60.80 94.131 .361 .826

Quality Advice for

Organizing class activities

60.80 94.122 .371 .826

Seek advice motivating

students

61.22 96.222 .164 .831

Quality advice motivating

students

61.02 94.081 .309 .827

SA new ideas 61.13 92.255 .465 .822

QA new ideas 61.09 92.576 .400 .824

322

SA disciplinary problems 61.09 96.026 .204 .830

QA disciplinary problems 60.98 95.091 .253 .829

SA admin rules 60.99 97.279 .075 .834

QA admin rules 60.84 96.463 .152 .831

SA relationing 61.05 94.963 .267 .828

QA relationing 60.95 94.643 .273 .828

SA personal problems 60.76 92.607 .424 .824

QA personal problems 60.64 93.647 .387 .825

Principal’s support 60.82 88.465 .570 .817

Principal’s role model 60.23 86.432 .519 .818

Principal’s attention 60.29 87.500 .504 .819

Principal’s

acknowledgement

60.68 88.988 .491 .820

Principal’s task oriented

attitude

60.68 88.211 .581 .817

Principal’s tolerance 60.15 88.678 .417 .823

Principal’s public

recognition

60.28 89.864 .478 .821

Societal adjustment 60.47 89.536 .370 .826

Job Needs 60.11 87.852 .440 .822

59.83 88.964 .429 .822

60.31 88.671 .531 .818

Teacher-student

relationship

61.09 94.376 .234 .830

Family life 60.14 97.576 -.004 .843

Table 5

Item-Total Statistics for Organizational Culture Scale

323

Domain Scale Mean if

Item Deleted

Scale Variance

if Item Deleted

Corrected

Item-Total

Correlation

Cronbach's

Alpha if Item

Deleted

Equal Treatment 54.25 127.386 .463 .887

Equal Treatment 53.92 123.721 .553 .885

Equal Treatment 53.67 124.962 .493 .887

Equal Treatment 54.08 127.432 .444 .888

Well-defined Policies 54.07 122.716 .612 .883

Fair Execution of Rules 53.84 123.055 .651 .882

Self-recognition 54.53 132.114 .383 .889

Self- recognition 54.46 129.563 .464 .887

Self- recognition 54.47 126.679 .567 .885

Academic facilities 54.29 123.746 .538 .886

Logistics Facilities 54.14 126.816 .430 .889

Cultural Exposure 54.33 124.141 .594 .884

Role of Staffroom 54.48 131.386 .333 .891

Role of Staffroom 54.54 130.134 .432 .888

Role of Staffroom 54.41 129.223 .381 .890

Role of Staffroom 54.28 127.992 .475 .887

Role of Staffroom 54.43 131.804 .359 .890

Role of Staffroom 54.13 128.095 .422 .889

Expectation of Beliefs and

Values 54.84 129.334 .523 .886

Expectation of Beliefs and

Values 54.88 129.874 .526 .886

Expectation of Beliefs and

Values 54.83 128.842 .525 .886

Expectation of Beliefs and 54.71 127.957 .569 .885

324

Values

Expectation of Beliefs and

Values 54.74 130.859 .468 .888

325

APPENDIX I

DESCRIPTIVE STATISTICS

Table 6

Response Frequency of Composite Effective Socialization

Frequency Percent Valid Percent Cumulative

Percent

Valid

Mean

2.00 25 8.5 8.5 8.5

2.50 124 42.0 42.0 50.5

2.51 3 1.0 1.0 51.5

3.00 125 42.4 42.4 93.9

3.50 18 6.1 6.1 100.0

Total 295 100.0 100.0

Table 7

Statistics of Composite Effective Socialization

N Valid 295

Missing 0

Mean 2.5093

Median 2.4982

Mode 2.57

Std. Deviation .34254

Skewness -.115

Std. Error of Skewness .142

326

Minimum 1.58

Maximum 3.33

Percentiles 25 2.2719

50 2.4982

75 2.7451

Table 8

Response Frequency of Composite Task Mastery of Teaching Skill

Frequency Percent Valid Percent

Cumulative

Percent

Valid 1.50 22 7.5 7.5 7.5

2.00 81 27.5 27.5 34.9

2.50 103 34.9 34.9 69.8

3.00 79 26.8 26.8 96.6

3.50 7 2.4 2.4 99.0

4.00 3 1.0 1.0 100.0

Total 295 100.0 100.0

Table 9

Statistics of Composite Task Mastery of Teaching Skill

N Valid 295

Missing 0

Mean 2.2821

Median 2.2857

Mode 2.00

Std. Deviation .46787

Skewness .036

Std. Error of Skewness .142

327

Minimum 1.14

Maximum 3.64

Percentiles 25 2.0000

50 2.2857

75 2.6429

Table 10

Response Frequency Scale for Composite Professional Learning

Frequency Percent Valid Percent

Cumulative

Percent

Valid 1.50 26 8.8 8.8 8.8

2.00 149 50.5 50.5 59.3

2.50 82 27.8 27.8 87.1

3.00 38 12.9 12.9 100.0

Total 295 100.0 100.0

Table 11

Statistics of Composite Professional Learning

N Valid 295

Missing 0

Mean 2.0565

Median 2.0833

Mode 2.00

Std. Deviation .44022

Skewness -.043

Std. Error of Skewness .142

Minimum 1.00

Maximum 3.00

328

Percentiles 25 1.7500

50 2.0833

75 2.4167

Table 12

Response Frequency of Composite Relationship with Senior Colleagues

Frequency Percent Valid Percent Cumulative

Percent

Valid 1.50 9 3.1 3.1 3.1

2.00 42 14.2 14.2 17.3

2.50 147 49.8 49.8 67.1

3.00 90 30.5 30.5 97.6

3.50 7 2.4 2.4 100.0

Total 295 100.0 100.0

Table 13

Statistics of Composite Relationship with Senior Colleagues

N Valid 295

Missing 0

Mean 2.3340

Median 2.3333

Mode 2.30

Std. Deviation .36810

Skewness -.419

Std. Error of Skewness .142

Minimum 1.19

Maximum 3.26

Percentiles 25 2.1111

329

50 2.3333

75 2.5926

Table 14

Response Frequency of Composite Organizational Culture

Frequency Percent Valid Percent Cumulative

Percent

Valid 1.50 14 4.7 4.7 4.7

2.00 40 13.6 13.6 18.3

2.50 92 31.2 31.2 49.5

3.00 111 37.6 37.6 87.1

3.50 31 10.5 10.5 97.6

4.00 6 2.0 2.0 99.7

4.50 1 .3 .3 100.0

Total 295 100.0 100.0

Table 15

Statistics of Composite Organizational Culture

N Valid 295

Missing 0

Mean 2.4710

Median 2.5217

Mode 2.39

Std. Deviation .51246

Skewness -.067

Std. Error of Skewness .142

Minimum 1.00

Maximum 4.17

330

Percentiles 25 2.1739

50 2.5217

75 2.7391

331

APPENDIX J

TEST OF HYPOTHESES

Null Hypothesis (H0)

Table 16

Correlation Analysis of H0

EF

TM

TS

PL

RS

C

OC

Pearson Correlation EF 1.000 .537 .251 .629 .654

TMTS .537 1.000 .496 .544 .476

PL .251 .496 1.000 .386 .216

RSC .629 .544 .386 1.000 .679

OC .654 .476 .216 .679 1.000

Sig. (1-tailed) EF . .000 .000 .000 .000

TMTS .000 . .000 .000 .000

PL .000 .000 . .000 .000

RSC .000 .000 .000 . .000

OC .000 .000 .000 .000 .

N EF 295 295 295 295 295

TMTS 295 295 295 295 295

332

PL 295 295 295 295 295

RSC 295 295 295 295 295

OC 295 295 295 295 295

Table 17

Collinearity Diagnostics of H0

Model Dimension Eigenvalue Condition

Index

Variance Proportions

(Constant)

EF

TM

TS

PL

RS

C

1 1 4.923 1.000 .00 .00 .00 .00 .00

2 .033 12.247 .00 .01 .42 .02 .28

3 .021 15.475 .39 .65 .01 .01 .00

4 .015 18.170 .43 .32 .54 .00 .26

5 .008 24.381 .18 .01 .03 .97 .46

a Dependent Variable: EF

333

Test of H1

Table 18

Correlations Analysis of H1

EF

TMTS

Pearson Correlation EF 1.000 .537

TMTS .537 1.000

Sig. (1-tailed) EF . .000

TMTS .000 .

N EF 295 295

TMTS 295 295

Figure 1. Correlation graph between effective socialization and task mastery of teaching skill

1.00 1.50 2.00 2.50 3.00 3.50 4.00

Taskmastery of Teachig

1.50

2.00

2.50

3.00

3.50

Eff

ecti

ve S

ocia

lizati

on

R Sq Linear = 0.288

334

Alternative Hypothesis Two (H2)

Table 19

Correlations Analysis of H2

ES PL

Pearson

Correlation

ES 1.000 .251

PL .251 1.000

Sig. (1-tailed) ES . .000

PL .000 .

N ES 295 295

PL 295 295

Figure 2. Correlation graph between effective socialization and professional learning

1.00 1.50 2.00 2.50 3.00

Professional Learning

1.50

2.00

2.50

3.00

3.50

Eff

ecti

ve S

ocia

lizati

on

R Sq Linear = 0.063

335

Alternative Hypothesis Three (H3)

Table 20

Correlations Analysis of H3

ES RSC

Pearson Correlation

ES 1.000 .629

RSC .629 1.000

Sig. (1-tailed) ES . .000

RSC .000 .

N ES 295 295

RSC 295 295

Correlations Graph

Figure 3. Correlation graph between effective socialization and relationship with senior colleagues

1.00 1.50 2.00 2.50 3.00 3.50

Relationhip with Workgroup

1.50

2.00

2.50

3.00

3.50

Eff

ecti

ve S

ocia

lizati

on

R Sq Linear = 0.395

336

Alternative Hypothesis Four (H4)

Table 21

Correlations Analysis of H4

ES OC

Pearson

Correlation

ES 1.000 .654

OC .654 1.000

Sig. (1-

tailed)

ES . .000

OC .000 .

N ES 295 295

OC 295 295

Correlations Graph

Figure 4. Normal Q-Q plot of composite organizational culture

1 2 3 4

Observed Value

1.0

1.5

2.0

2.5

3.0

3.5

4.0

Exp

ec

ted

No

rmal V

alu

e

Normal Q-Q Plot of Summated Organization Culture

337

APPENDIX K

SOME INTERSTING CONSIDERATIONS

Gender Differences in Equal Treatment with Beginning Teachers

Table 22

Group Statistics of Gender Differences in Equal Treatment with Beginning Teachers

Sex N Mean Std. Deviation Std. Error

Mean

62 Equal with

MF

Male 145 2.73 .945 .078

Female 150 2.44 1.046 .085

Table 23

Independent Samples Test of Gender Differences in Equal Treatment with Beginning

Teachers

t-test for Equality of Means

t df Sig. (2-

tailed)

Mean

Difference

Std. Error

Difference

95%

Confidence

Interval of the

Difference

Lower Upper

62 Equal

with MF

Equal

variances

assumed

2.506 293 .013 .291 .116 .062 .520

Equal 2.510 291.672 .013 .291 .116 .063 .519

338

variances

not

assumed

Job Differences in Equal Treatment with Beginning Teachers

Table 24

Group Statistics of Job Differences in Equal Treatment with Beginning Teachers

Job N Mean Std. Deviation Std. Error

Mean

62 Equal with MF Permanent 176 2.63 1.061 .080

Contract 102 2.51 .898 .089

Table 25

Independent Samples Test of Job Differences in Equal Treatment with Beginning Teachers

t-test for Equality of Means

t df Sig. (2-tailed)

Mean Difference

Std. Error Difference

95% Confidence

Interval of the Difference

Lower Upper

62 Equal with MF

Equal variances assumed

.967 276 .334 .121 .125 -.125 .367

Equal variances not assumed

1.011 239.859 .313 .121 .120 -.115 .356