CHAPTER 4 DATA ANALYSIS AND DISCUSSIONshodhganga.inflibnet.ac.in/bitstream/10603/36835/12/12chapter4-.pdf · 4. 1 Overview of Data Analysis This chapter is divided into five sections

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CHAPTER 4

DATA ANALYSIS AND DISCUSSION

4. 1 Overview of Data Analysis

This chapter is divided into five sections. The first section describes the professional and personal

profile of the respondents. The second section identifies the dimensions for management teaching

competency. The third section determines the importance level of the dimensions as perceived by

teachers and academic administrators for different levels of teaching. The fourth section

investigates the influence of personal and professional characteristic of a teacher on teaching

competency. The last section discusses the framework for effective teaching in B-Schools.

4.2 SECTION I

4.2.1 Professional and Personal characteristic of the respondents

The first section of the questionnaire gathered information about the personal and professional

characteristic of the respondents, which included age, qualification, gender, and position and B-

School category. The characteristics are shown in the Table 4.1.

Table 4.1: Characteristic of Respondents

Characteristics Number Percentage (%)

Age

Below 36 128 40.0

36-45 125 39.1

Above 45 67 20.9

Qualification

PhD 148 46.3

Masters 172 53.8

Gender

Male 169 52.8

Female 151 47.2

Position

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Lecturer 43 13.4

Sr Lecturer 51 15.9

Assistant Professor 54 16.9

Associate Professor 105 32.8

Professor 67 20.9

B-School category

Central University 41 12.8

State University 92 28.8

Private University 52 16.3

Deemed University 47 14.7

NBA Accredited Autonomous Institute 88 27.5

Age: Of the 320 respondents, 128 respondents (40%) fell in the first category i.e. below 36, and

then 125 respondents (39.1%) fell in the middle category i.e. between 36 and 45. Rest of the 67

respondents (20.9%) fell in the third category i.e. above 45. The number and percentage of the

respondents are show in the figure below.

Figure 4. 1: Graphical representation of the respondents' age distribution

Qualification: Of the 320 respondents, 148 (46.3%) respondents were holding Masters Degree

and 172 (53.8%) respondents were holding PhD. The number and percentage of the respondents

are show in the figure below.

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Figure 4. 2: Graphical representation of the respondents' qualification distribution

Gender: The respondents were almost equally distributed in the category of gender. Of the 320

respondents 169 were males (52.8%) and 151 were females (47.2%). The number and percentage

of the respondents are show in the figure below.

Figure 4.3: Graphical representation of the respondents' gender distribution

Position: Of the 320 respondents, 43 respondents (13.4%) were Lecturer, 51 respondents

(15.9%) were Sr. Lecturer, 54 respondents (16.9%) were Assistant Professor, 105 respondents

(32.8%) were Associate Professor, and rest 67 respondents (20.9%) were Professor. The number

and percentage of the respondents are show in the figure below.

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Figure 4. 4: Graphical representation of the respondents' position distribution

B-School category: Of the 320 respondents, 41 respondents (12.8%) were from Central

University, 92 respondents (28.8%) were from State University, 52 respondents (16.3%) were

from Private University, 47 respondents (14.7%) were from Deemed University, and rest 88

respondents (27.5%) were from NBA Accredited Autonomous Institutes. The number and

percentage of the respondents are show in the figure below.

Figure 4.5: Graphical representation of the respondents' B-School category distribution

From the numbers given above it can be seen that the respondents were having different age,

gender, qualification, and position and B-School categories. Therefore, response was a mix of all

kind of teachers. The following section gives the details of the identification of dimensions of

management teaching competency.

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4. 3 SECTION II

4.3.1 Identification of dimensions of management teaching competency

A comprehensive list 69 competencies were identified through literature review, 38 of which

were professional competencies and the remaining 31 were personal competencies. Academic

experts verified the for inclusion/exclusion of these competencies to be considered for

management teachers (list given in Appendix B). Specific competencies scoring less than 70%

consensus among the academic experts were dropped from the list. There were Yes/No response

against each competency as given in Appendix B. After verification six competencies were

removed from the list and 63 competencies were finally left. The competencies removed were

Conflict Management, Cultural Competence, Entrepreneurship Skill, Life-Satisfaction,

Negotiation Skill, and Self-Efficacy.

The reduced list of competencies was subjected to pilot survey and data collection to do factor

analysis for identification of relevant factors. The questionnaire given in Appendix C was used

for pilot survey and to explore the latent characteristics and relationships between these 63

competencies. In the survey, respondents (management teachers) were asked to respectively rate

the relative importance of the 63 identified competencies. The rating involved the respondents to

decide whether the competency is “Not Important”, “Less Important”, “Fairly Important”, “Very

Important” and “Extremely Important” using 5 likert scale rating. There were 191 responses

obtained from management teachers. For the purpose of analysis, 63 competencies identified

were given names as given in table 4.2. The data collected was subjected to factor analysis.

According to Field [102][103], Ahadzie [5] and Owusu and Badu [225], factor analysis is useful

for finding clusters of related variables and thus ideal for reducing a large number of variables

into a more easily understood framework. The first issue during the use of factor analysis is to

address some pertinent issues relating to the appropriate sample size for undertaking and

establishing the reliability of factors analysis [102][103]. Cronbach's reliability test, which is

mostly used in this circumstance [102] was conducted and the test results of Cronbach’s alpha

achieved an overall high of 0.864 suggesting overall reliability for analysis.

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Table 4.2: Variable name given to competencies subjected to Factor AnalysisVariable Name Competency Variable Name Competency

VAR00001 Ability for detailing VAR00033 Motivating others

VAR00002 Ability to change and adapt VAR00034 Networking and sociability

VAR00003 Ability to generate theories VAR00035 Non verbal cues

VAR00004 Ability to stimulate VAR00036 Occupational preference

VAR00005 Analyzing and solving problems VAR00037 Organizational awareness

VAR00006 Approachability VAR00038 Patience

VAR00007 Assertiveness VAR00039 Persistence

VAR00008 Being enthusiastic and energetic VAR00040 Personal disclosure

VAR00009 Being not easily provoked VAR00041 Planning and organizing

VAR00010 Being open minded VAR00042 Political astuteness

VAR00011 Being supportive VAR00043 Practical intelligence

VAR00012 Collaborative influence VAR00044 Precision in verbal communication

VAR00013 Command over subject VAR00045 Precision in written communication

VAR00014 Complacent VAR00046 Presentation skills

VAR00015 Composure VAR00047 Priority setting

VAR00016 Concern for standard VAR00048 Proactiveness

VAR00017 Creativity VAR00049 Reflective thinking for others

VAR00018 Dealing with complexity

comfortably

VAR00050 Relationship management

VAR00019 Delegation VAR00051 Resilience

VAR00020 Expertise in technology VAR00052 Resistance to stress

VAR00021 Firmness for self and others

discipline

VAR00053Result orientation/ target orientation

VAR00022 Grasping ability VAR00054 Risk taking ability

VAR00023 Humor VAR00055 Self knowledge

VAR00024 Impression management VAR00056 Self-satisfied

VAR00025 Independence VAR00057 Sensitivity to others

VAR00026 Information seeking VAR00058 Strong self-concept

VAR00027 Initiative ness VAR00059 Team player

VAR00028 Insight VAR00060 Time management

VAR00029 Inspirational leadership VAR00061 Using of concepts in analyzing

situationVAR00030 Judgment making skill VAR00062 Integrity and ethical conduct

VAR00031 Learning orientation VAR00063 Willingness to take responsibility

VAR00032 Listening skills

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Furthermore, the data was subjected to the Kaiser-Meyer-Olkin (KMO) measure of sampling

adequacy, which recorded substantial value of 0.794. Subsequently, as presented in Table 4.3

below, the KMO measure of this study achieved a high value of 0.794 suggesting the adequacy of

the sample size for the factor analysis. The Bartlett's test of sphericity was also significant

suggesting that the population was not an identity matrix.

Table 4.3: KMO and Bartlett's Test Value

Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .794

Bartlett's Test of Sphericity Approx. Chi-Square 2275.387

Df 1540.000

Sig. .000

After satisfying all the necessary tests of reliability of survey instrument, sample size adequacy

and population matrix, the data was subjected to factor analysis, with varimax rotation. Prior to

factor analysis, the communalities involved were first established. The communality of a variable

is the sum of the loadings of this variable on all extracted factors [248]. Communality obtained

for the variables is given in the Appendix M. The conventional rule about communality values is

that; extraction values (eigenvalues) of more than 0.50 at the initial iteration indicates that the

variable is significant; and should be included in the data for further analysis or otherwise

removed [102][103]. VAR00001, VAR00008, VAR00011, VAR00035, VAR00049,

VAR00056, and VAR00059 did not fit well with the factor solution, and were dropped from the

analysis.

The eigenvalue and factor loadings were set at conventional high values of 1.00 and 0.40

respectively [102]. As demonstrated and supported by the scree plot in figure 4.6, sixteen

components with eigenvalues greater than 1.0 were extracted using the factor loading of 0.40 as

the cut-off point

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Figure 4.6: Screeplot of the components extracted from factor analysis

Applying the latent root criterion on the number of components to be extracted suggested that 16

components should be extracted, as their respective eigenvalues were greater than one. Hence,

sixteen factors in the initial solution had eigenvalues greater than 1. Together, they accounted for

almost 70.76% of the variability in the original variables. The component along with their

eigenvalues is given in the Table 4.4. The starting point of factor analysis is a correlation matrix,

in which the intercorrelation between the studied variables is presented. The dimensionality of

this matrix can be reduced by “looking for variables that correlate highly with a group of other

variables, but correlate very badly with variables outside of that group” [104]. These variables

with high intercorrelation could well measure one underlying variable, which is called a ‘factor’.

Correlation Matrix contains the Pearson correlation coefficient between all pairs of variables.

This matrix is used to check the pattern of relationships between variables. Correlation Matrix is

presented in the Appendix N.

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Table4. 4: Table of eigenvalues of the factors

Component Initial Eigenvalues Extraction Sums of Squared

Loadings

Rotation Sums of Squared

Loadings

Total % of

Variance

Cumulative

%

Total % of

Variance

Cumulative

%

Total % of

Variance

Cumulative

%

1.00 9.69 17.31 17.31 9.69 17.31 17.31 4.81 8.59 8.59

2.00 3.93 7.02 24.33 3.93 7.02 24.33 4.40 7.86 16.45

3.00 2.95 5.27 29.60 2.95 5.27 29.60 3.51 6.27 22.73

4.00 2.75 4.92 34.51 2.75 4.92 34.51 3.31 5.91 28.64

5.00 2.53 4.51 39.02 2.53 4.51 39.02 3.21 5.74 34.38

6.00 2.33 4.16 43.18 2.33 4.16 43.18 3.00 5.36 39.74

7.00 2.06 3.68 46.86 2.06 3.68 46.86 2.62 4.67 44.41

8.00 2.06 3.67 50.53 2.06 3.67 50.53 2.42 4.33 48.74

9.00 1.89 3.37 53.91 1.89 3.37 53.91 2.32 4.14 52.87

10.00 1.74 3.11 57.01 1.74 3.11 57.01 2.01 3.59 56.47

11.00 1.72 3.08 60.09 1.72 3.08 60.09 1.73 3.10 59.56

12.00 1.64 2.93 63.02 1.37 2.44 62.53 1.51 2.70 62.27

13.00 1.37 2.44 65.46 1.30 2.32 64.86 1.42 2.54 64.81

14.00 1.30 2.32 67.78 1.15 2.06 66.92 1.22 2.18 66.99

15.00 1.26 2.26 70.04 1.12 1.99 68.91 1.11 1.98 68.97

16.00 1.15 2.06 72.10 1.03 1.85 70.76 1.00 1.79 70.76

17.00 1.12 1.99 74.09

18.00 1.03 1.85 75.94

19.00 0.98 1.76 77.70

20.00 0.93 1.67 79.36

21.00 0.87 1.55 80.92

22.00 0.79 1.40 82.32

23.00 0.77 1.37 83.69

24.00 0.70 1.24 84.93

25.00 0.64 1.15 86.08

26.00 0.63 1.12 87.20

27.00 0.61 1.08 88.28

28.00 0.57 1.01 89.29

29.00 0.52 0.93 90.22

30.00 0.49 0.87 91.10

31.00 0.43 0.77 91.87

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32.00 0.43 0.76 92.63

33.00 0.40 0.72 93.35

34.00 0.38 0.69 94.03

35.00 0.35 0.63 94.66

36.00 0.32 0.56 95.22

37.00 0.30 0.54 95.76

38.00 0.27 0.48 96.24

39.00 0.26 0.47 96.71

40.00 0.23 0.41 97.12

41.00 0.22 0.39 97.50

42.00 0.21 0.37 97.88

43.00 0.18 0.33 98.20

44.00 0.15 0.27 98.47

45.00 0.14 0.24 98.71

46.00 0.13 0.23 98.94

47.00 0.11 0.20 99.14

48.00 0.11 0.19 99.33

49.00 0.09 0.16 99.49

50.00 0.07 0.12 99.61

51.00 0.07 0.12 99.72

52.00 0.05 0.09 99.81

53.00 0.04 0.08 99.89

54.00 0.02 0.04 99.94

55.00 0.02 0.04 99.97

56.00 0.02 0.03 100.00

The factors extracted for the study are shown in table below. Sixteenth factor was dropped from

the analysis, as there were only two items with no relation with each other. The 15 factors that

were ultimately extracted included factors having loadings more than 0.4 and have been referred

to as dimensions of Management Teaching Competency in further analysis. The factors along

with their loadings are mentioned in table given below.

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Table 4.5: Dimensions of Management Teaching Competency extracted from factor analysis

Factor Item Loading Factor Name

1 Analyzing and Solving Problems

Dealing with Complexity comfortably

Practical Intelligence

0.811

0.798

0.552

Analytical and Problem Solving

2 Ability to Generate Theories

Insight

Using of Concepts in analyzing situation

0.853

0.635

0.592

Conceptual Thinking

3 Creativity

Grasping ability

Judgment making skill

Self Knowledge

0.833

0.747

0.721

0.683

Mental Skills

4 Listening skills

Precision in verbal communication

Precision in written communication

Presentation skills

0.834

0.821

0.765

0.701

Communication Skills

5 Command over subject

Expertise in Technology

Information Seeking

Learning orientation

0.761

0.685

0.621

0.525

Knowledge and information

orientation

6 Being not easily provoked

Persistence

Resistance to Stress

0.765

0.643

0.542

Emotion Handling and Persistence

7 Independence

Initiative ness

Strong Self-Concept

Willingness to take responsibility

0.858

0.725

0.615

0.521

Self Dependence and Confidence

8 Ability to Change and adapt

Complacent

Resilience

0.792

0.692

0.688

Adaptability

9 Concern for standard

Result Orientation/ Target Orientation

Risk Taking ability

0.853

0.762

0.567

Concern For Standard and

Achievement

10 Composure 0.677 Being open and receptive

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Humor

Patience

Personal Disclosure

0.661

0.567

0.523

11 Planning and Organizing

Priority Setting

Proactiveness

Time Management

0.852

0.729

0.697

0.532

Panning and Organizing

12 Approachability

Networking and Sociability

Relationship Management

Sensitivity to Others

0.728

0.628

0.541

0.432

Interpersonal Management

13 Collaborative Influence

Impression Management

Inspirational Leadership

Motivating others

0.692

0.683

0.642

0.529

Impact and influence

14 Assertiveness

Delegation

Firmness for Self and Others Discipline

0.732

0.516

0.437

Discipline And Delegation

15 Occupational Preference

Organizational Awareness

Political Astuteness

Integrity and ethical conduct

0.753

0.724

0.689

0.631

Occupational Attachment and

Organizational Setting

Discussion of Results:

Based on the inherent relationships among the variables under each component, the following

interpretation and names were derived for each component.

Component 1: The name given to Component 1 was Analytical and Problem Solving dimension.

The items included in it were Analyzing and Solving Problems, Dealing with Complexity

comfortably and Practical Intelligence, all of which had factor loadings more than 0.4. All these

items had one thing in common they emphasized on analytical and problem solving abilities of a

teacher. This finding can be supported with similar studies done by various researchers.

According to Gage [110] , Mortimore [209] and Edward et al. [96] an effective teacher should

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have good analyzing and solving skills. Bull [51] found that an effective teacher should be able to

deal more readily with the complexity. According to Sherry [272], Jain [155], Tharyani [290] and

Callahan [52] intelligence was found to be the best predictor of teacher effectiveness. Also

according to Mann [190], effective teacher should be realistic about life and effective in

adjustment. Out of the three items, two were professional competencies, so the component 1 is

dominantly professional competency dimension.

Component 2: The name given to Component 2 was Conceptual Thinking Dimension. The

items included in it were Ability to Generate Theories, Insight and Using of Concepts in

analyzing situation, all of which had factor loadings more than 0.4. All these items had one thing

in common they emphasized on how well a teacher uses his/her concepts or theories in teaching.

This finding can be supported with similar studies done by various researchers. Hong et al. [145]

in their research have found an effective teacher should be able to improve and even create

theories. Department of Education and Training [84] in their report have emphasized on Insight

of a teacher saying, “Teachers should be insightful in analyzing their professional practice and

can demonstrate evidence-based decision-making.” Out of the three items, two were professional

competencies, so the component 2 is dominantly professional competency dimension.

Component 3: The name given to Component 3 was Mental Skills Dimension. The items

included in it were Creativity, Grasping ability, Judgment making skill and Self Knowledge. All

these items had one thing in common they emphasized on mental astuteness of a teacher. This

finding can be supported with similar studies done by various researchers. Many researchers have

emphasized creativity to a surprise as an attribute of effective teaching. Cropley [73] asserted that

effective teachers demonstrate successful creative thinking in the way they facilitate creativity in

their students. In more practical terms, Simplicio [276] stated that effective teachers deploy “new

and creative approaches to everyday instruction.” In addition, Dosajh [91], Maheshwari [187],

Jain [155], Bhagoliwal [34] and Pachauri [227] have also emphasized on creativity. Banerji [27]

and Mann [190] found quick thinking as an attribute of effective teaching. Bolin [37] stressed on

developing decision-making competency by stating that teacher’s opinion in ascertaining goals

and objectives of school must get respect. According to Dhand [87] teacher uses his or her best

professional judgment to decide which method; strategy and techniques will work best for a

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particular situation. In addition, Department of Education and Training [84] in their report have

emphasized on judgment making skills saying that an effective teacher should “make consistent

judgments on student progress and achievement based on a range of evidence.” An effective

teacher should have adequate self-knowledge. A teacher needs awareness of his/her feelings,

values and attitudes as a teacher, awareness of behavior and how others see them [230]. All of the

four items were personal competencies, so the component 3 is dominantly personal competency

dimension.

Component 4: The name given to Component 4 was Communication Skills Dimension. The

items included in it were Listening skills, Precision in verbal communication, Precision in written

communication and Presentation skill. All these items had one thing in common they emphasized

on teachers ability to effectively express and to understand others. This finding can be supported

with similar studies done by various researchers. Kottler et al. [173] summarized the importance

of listening in the communication process as, "Listening to and responding to authentic feelings

and ideas." In order to be a good listener, Norton [214] asserted that effective teachers should be

attentive and not dominant. Hooper and Page [146] and Jangira [157] have emphasized on written

communication saying material should be presented in a clear and well-organized manner. Verbal

Communication has been found important by many researchers such as according to Allen and

Ryan [8] "completeness of communication" is important for an effective teacher. Henson [140]

further adds by saying effective teacher should explain things thoroughly. Centra [55] and

Balachandran [26] emphasized on "communication skills and speaking ability." Clarity and

fluency has been considered very essential by many researchers such as Rosenshine and Furst

[255], Passi and Sharma [232], Brown and Armstrong [46], Gutkin and Reynolds [130],

Government of Punjab [120], Sammons [261] , and Tournaki et al. [293] . Anderson [14] further

add by saying effective teacher should "be able to communicate his knowledge effectively to

others at the level of comprehension." George [112] asserted on "explaining and narrating,

quality of voice and speech habits." Ojha [217] and Mann [190]have emphasized on expression.

Callahan [52] further adds that an effective teacher is one who “knows how to communicate his

subject to students.” Many researchers have emphasized on presentation skills such as Mortimore

[209] , Passi and Lalitha [233] , Passi and Sharma [232], Raju [243] and Government of Punjab

[120]. Gutkin and Reynolds [130] further adds by saying effective teachers should "present

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specific with a clear examples and provide effective' demonstration". According to Crowl et al.

[75] effective teacher should "use clear and varied methods of presentation." Sadker and Sadker

[257] asserted that matter should be clearly presented in both directions and content information.

According to Sammons [261] an effective teacher presents information clearly and animatedly.

All of the four items were personal competencies, so the component 4 is dominantly personal

competency dimension.

Component 5: The name given to Component 5 was Knowledge and Information Orientation

Dimension. The items included in it were Command over subject, Expertise in Technology,

Information Seeking and Learning orientation. All these items had one thing in common they

emphasized on knowledge and information seeking aspect of a teacher. This finding can be

supported with similar studies done by various researchers. The following researchers Debnath

[81], Oliva [218], Henson [140], Centra [55], Anderson [14], Gray and Gerrard [124], Bennett

[29], Hamdan et al. [133], Karacaoglu [165], Balachandran [26], Tharyani [290], Callahan [52],

Government of the Punjab [120], Hopkins and Stern [147], Sadker and Sadker [257], and

Darling-Hammond [79] found command over subject matter to be an important competency.

COTE [220] has emphasized on technical skills of a teacher. A teacher should have a life long

quest for knowledge and learning orientation competency has been found important by

Government of the Punjab [120], Qadri et al. [241], Anderson [14], Hamdan et al. [133] and

Simendinger et al. [275]. Information Seeking has been emphasized by Allen and Ryan [8],

Rosenshine and Furst [255], George [112], Passi and Sharma [232], Sharma and Kumar [269],

Government of the Punjab [120], Hooper and Page [146], and Simendinger et al. [275]. All of the

four items were professional competencies, so the component 5 is dominantly professional


Component 6: The name given to Component 6 was Emotion Handling and Persistence

Dimension. The items included in it were Being not easily provoked, Persistence and Resistance

to Stress. All these items had one thing in common they emphasized on teachers ability to handle

emotion and stress and being persistent in work irrespective of stress. This finding can be

supported with similar studies done by various researchers. Mann [190] emphasized on emotional

maturity of a teacher. Pachauri [227] also found that reserved, relaxed, adjusted and controlled

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teachers were more proficient in teaching than those who were outgoing, tense and possessed

more anxiety. Persistence is critical for teaching excellence. Haberman [131] identified

persistence as the first of fifteen "functions" of "star" teachers. An effective teacher should have

patience, and according to Henson [140] effective teacher should have patience and should be

willing to repeat. Allen and Ryan [8] also has emphasized on planned repetition. In addition,

Kalandaivel and Rao [161] asserted effective teacher should re-teach the lesson when not

understood. According to Salami [260] effective teachers are more responsible and cope better

with stress. An emotionally intelligent teacher can easily cope up with stress. All of the four

items were personal competencies, so the component 6 is dominantly personal competency

dimension.

Component 7: The name given to Component 7 was Self Dependence and Confidence

Dimension. The items included in it were Independence, Taking Initiative, Strong Self-Concept,

and Willingness to take responsibility. All these items had one thing in common they emphasized

on how much self-confidence a teacher has and how well one can use that confidence. This

finding can be supported with similar studies done by various researchers. Anderson et al. [13] in

their report have emphasized on being initiative and persistent saying it is "The drive and actions

to do more than is expected or required in order to accomplish a challenging task." According to

Oliva [218], effective teacher should hold an adequate concept of himself or herself. Willingness

to take responsibility has been identified by different researchers as an important competency.

Department of Education and Training [84] has emphasized on taking responsibility task saying

effective teacher should “Empower team members to take responsibility for tasks.” Effective

teachers do not make excuses for students outcomes, they hold that they are responsible while

also accepting responsibility themselves [9]. Also according to Salami [260] effective teachers

are more assertive and more responsible and cope better with stress. All of the four items were

personal competencies, so the component 7 is dominantly personal competency dimension.

Component 8: The name given to Component 8 was Adaptability dimension. The items included

in it were Ability to change and adapt Complacent and Resilience. All these items had one thing

in common they emphasized on how well an individual is able to adapt and change as per the

situation. This finding can be supported with similar studies done by various researchers.

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According to Banerji [27], Centra [55], Gray and Gerrard [124], Simendinger et al. [275], and

Government of the Punjab [120] an effective teacher should be flexible and should be able to

adjust. In addition, according to Mann [190] an effective teacher should be effective in

adjustment. According to UNESCO [300] an effective teacher should encourage adaptability in a

dynamic and ever-changing society. Darling-Hammond [79] asserted adaptive expertise in a

teacher would allow them to make judgments about what is likely to work in a given context in

response to students’ needs. Tait [289] have talked about resilience as an important attribute for

effective teaching saying, “Novice teacher resilience, bolstered by personal efficacy and

emotional competence, may be key to helping beginning teachers become more capable, more

confident, and more committed to teaching over the long term.” Out of the three items, two were

personal competencies, so the component 8 is dominantly personal competency dimension.

Component 9: The name given to Component 9 was Concern for Standard and Achievement

Dimension. The items included in it were Concern for standard, Result Orientation/ Target

Orientation and Risk Taking ability. All these items had one thing in common they emphasized

on ones concern for standards and achievement orientation. This finding can be supported with

similar studies done by various researchers. According to Hamdan et al. [133] effective teacher

has concern for performance standard. Balachandran [26], Borich [40], and Hamdan et al. [133]

emphasized on Result Orientation/ Target Orientation competency of a teacher. Department of

Education and Training [84] in their report have emphasized on risk taking ability of a teacher

saying, "Teachers are creative problem solvers who are willing to take risks in order to find new

and enterprising solutions to educational issues and are inventive when developing educational

programs". An important factor in a teacher’s risk taking is the capacity for experimental

endeavor. As Feldhusen and Goh [100] observed, teaching is regarded as an experimental

endeavor that entails risk. Risk takers are not afraid to try new ideas or to take risks with

decision-making. Out of the three items, two were professional competencies, so the component

9 is dominantly professional competency dimension.

Component 10: The name given to Component 10 was Being Open and Receptive Dimension.

The items included in it were Composure, Humor, Patience, and Personal Disclosure. All these

items had one thing in common they emphasized on how much an individual is open and

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receptive to others. This finding can be supported with similar studies done by various

researchers. Government of the Punjab [120] found that composure and tolerance are important

attribute of effective teaching. A number of experts have seen humor as an essential ingredient of

being communicative. Booth-Butterfield and Booth-Butterfield [38] stated that the effective

teacher should “skillfully produce humorous messages on a regular basis in the classroom.”

According to Banerji [27], Henson [140], Qadri et al. [241], and Government of the Punjab [120]

humor have been identified as a very important attribute for effective teaching. Fusani [107]

contends that teacher’s self-disclosure is a "rich personal source of student-faculty

communication." Cayanus [54] argued for the use of teacher self-disclosure as an effective

instructional tool to foster student learning. Research has suggested that teachers who personalize

teaching through the use of humor, stories, enthusiasm, and self-disclosure are perceived by their

students to be effective in explaining course content [12] [49] [50] [62] [213]. According to

Henson [140] an effective teacher is one who is interested in students as individuals and has

patience. All of the four items were personal competencies, so the component 10 is dominantly

personal competency dimension.

Component 11: The name given to Component 11 was Planning and Organizing dimension. The

items included in it were Planning and Organizing, Priority Setting, Being Proactive and Time

Management. All these items had one thing in common they emphasized on how well an

individual plans and organize his/her work. This finding can be supported with similar studies

done by various researchers. Planning and Organizing have been emphasized by researchers like

Gage [110], Passi and Lalitha [233], Centra [55], Jangira [157], Brown and Armstrong [46],

Callahan [52], Walberg [306], Mortimore [209], Raju [243], Reynolds[246], Sadker and Sadker

[257], Government of the Punjab [120], Sammons [261] and Hamdan et al. [133]. Also Tournaki

et al. [293] asserted, "Teachers who are effective can succeed in planning and preparing their

work. Department of Education and Training [84] in their report have emphasized on time

management skills of a teacher saying that effective teachers organizes, allocates and manages

time, materials and physical space to support learning. In addition, Government of the Punjab

[120] has emphasized on time management. While Jennings and Greenberg [158] found that

effective teachers are likely to be more proactive. Out of the four items, three were personal

competencies, so the component 11 is dominantly personal competency dimension.

99

Component 12: The name given to Component 12 was Interpersonal Management dimension.

The items included in it were Approachability, Networking and Sociability, Relationship

Management and Sensitivity to Others. All these items had one thing in common they

emphasized on how well a person can build relationships with others talking about social aspects

of an individual. This finding can be supported with similar studies done by various researchers.

Relationship management is very important for a teacher; it can be relationship with students or

relationship with colleagues. According to Kaul [167], COTE [220], Mann [190], Qadri et al.

[241], Bennett [29], Government of the Punjab [120], and Karacaoglu [165] relationship

management is very important for effective teaching. Kaul [167] emphasized on sensitivity to

others competency and found that the popular teachers had a favorable attitude towards teaching

in schools and so they may be expected to maintain a state of harmonious relationship with their

pupils characterized by mutual affection and sympathetic understanding. Vandam et al. [302]

reported that teachers must have networking skills. According to Walberg [306] effective teacher

should have positive and co-operative relationships with students and should be approachable. In

addition, Hooper and Page [146] and Voss et al. [304] have emphasized on approachability of a

teacher outside class. All of the four items were professional competencies, so the component 12

is dominantly professional competency dimension.

Component 13: The name given to Component 13 was Impact and influence Dimension. The

items included in it were Collaborative Influence, Impression Management, Inspirational

Leadership, and Motivating others. All these items had one thing in common they emphasized on

individual’s concern for others and how effectively one can handle others. This finding can be

supported with similar studies done by various researchers. Collaboration among teachers

increases personal understanding and enhances adaptability for teamwork [181]. In addition, in

addition Wong [312] and Hopkins and Stern [147] have emphasized on this competency.

According to Jaikiran [154] effective teachers, leave lasting impressions. Katzenmeyer and

Moller [166] contend that teacher leaders are those that not only lead within and beyond the

classroom, but also contribute to and influence the improved educational practice of teachers

within their school. Teacher leaders are also described as those who create and oversee a

successful team, equipping others with valuable resources to improve student achievement,

according to [108]. In addition, Ovando [224] also in his research has emphasized on leadership

100

competency. According to the following researchers Centra [55], Balachandran [26], Callahan

[52], Government of the Punjab [120], Hamdan et al. [133], and Simendinger et al. [275]

effective teacher should be able to motivate students. All of the four items were professional

competencies, so the component 13 is dominantly professional competency dimension.

Component 14: The name given to Component 14 was Discipline and Delegation Dimension.

The items included in it were Assertiveness, Delegation, and Firmness for self and others

discipline. All these items had one thing in common they emphasized on one’s ability to control

people. This finding can be supported with similar studies done by various researchers. In

America, assertive behaviors' are perceived as being more competent and attractive than

unassertive behaviors' [68] [138] [253] and assertiveness is viewed as a characteristic of a

competent communicator [313]. An Effective teacher should be able to delegate tasks easily.

Faced with a growing administrative workload and responsibility for a variety of extra-curricular

activities, many teachers find themselves in situations where they need to delegate tasks to

colleagues. Therefore, delegation is important for a teacher [171]. Researchers like Gage [110],

Doyle [92] and George [112] have emphasized on maintaining discipline in class. All of the

three items were professional competencies, so the component 14 is dominantly professional


Component 15: The name given to Component 15 was Occupational Attachment and

Organizational Setting Dimension. The items included in it were Occupational Preference,

Organizational Awareness, Political Astuteness and Integrity and ethical conduct. All these items

had one thing in common they emphasized on ones attachment towards his/her profession and

how well one is able to cope up with organization settings. This finding can be supported with

similar studies done by various researchers. According to Qadri et al. [241] an effective teacher

should be proud of his/her profession. A teacher should have good organizational awareness, as

asserted by Oliva [218] and Hamdan et al. [133] effective teacher should understand the role of a

school in the society. Teacher should be aware of organization’s vision and mission, objectives

and goals, policy and system. In addition, according to UNESCO [300] an effective teacher

should be sensitive to the environment promoting harmony between the school and its

community. According to Ruyck [256] an effective teacher should have a high degree of political

101

skill, a heightened awareness of the culture in which he or she works, as well as strong

relationship building skills. Most important characteristics of an effective teacher are having

Integrity and ethical conduct. It is very essential irrespective of the type of job. The following

researchers Kalandaivel and Rao [161], Henson [140], Centra [55], Balachandran [26], Qadri et

al. [241], Government of the Punjab [120], Hamdan et al. [133], and Karacaoglu [165] have laid

emphasis on integrity and ethical conduct. All of the four items were professional competencies,

so the component 15 is dominantly professional competency dimension.

After identification of the fifteen dimensions when final data was collected the questionnaire was

checked for its reliability using Cronbach alpha coefficient, it is an inter-item correlation

coefficients used to assess the internal consistency of the measuring instrument [63]. The widely

accepted social science cutoff is that alpha should be 0.70 or higher for a set of items in the scale

[215]. Table below gives the Cronbach's alpha values of the dimensions identified with overall

Cronbach's alpha value of the instrument found to be 0.872.

Table 4. 6: Cronbach’s Alpha values of Dimensions of Management Teaching Competency Scale

S.No Competency No of Items Cronbach Alpha

1 Analytical & Problem Solving 3 0.85

2 Conceptual Thinking 3 0.79

3 Mental Skills 4 0.85

4 Communication Skills 4 0.81

5 Knowledge and information orientation 4 0.86

6 Emotion Handling & Persistence 3 0.78

7 Self Dependence & Confidence 4 0.91

8 Adaptability 3 0.82

9 Concern For Standard & Achievement 3 0.85

10 Being open and receptive 4 0.86

11 Panning and Organizing 4 0.91

12 Interpersonal Management 4 0.82

13 Impact and influence 4 0.91

14 Discipline And Delegation 3 0.85

15 Occupational Attachment & Organizational Setting 4 0.87

102

Thus, 54 competencies having fifteen dimensions for effective management teaching were

identified. This list of competencies was further compared with items of Intellectual Capital

parameter of B-School ranking for development of the questionnaire as given in Appendix D.

The dimension numbers that linked with the items of Intellectual Capital parameter have been

written against the items of Intellectual Capital parameters.

For the questionnaire in order to avoid over-rating by teachers there were positive as well as

negative items kept in the questionnaire. The following table reflects the serial number of positive

and negative items in the instrument administered on teachers. For negative items, a respondent

who has circled 1 for that item receives a score of 5, a 2 becomes a 4 and a 3 remains as a 3.

Table 4. 7: Distribution of positive and negative items in Management Teaching Competency Scale

S.No Dimension

S.No of

Positive Items

S.No of

Negative Items

Total No.

of Items

1 Analytical and Problem Solving 20,53 7 3

2 Conceptual Thinking 10 46, 25 3

3 Mental Skills 14,2 4,18 4

4 Communication Skills 27,41 12,54 4

5 Knowledge and information orientation 32,23,48 13 4

6 Emotion Handling and Persistence 19,31 5 3

7 Self Dependence and Confidence 29,16 11,36 4

8 Adaptability 3,50 44 3

9 Concern For Standard and Achievement 34,39 22 3

10 Being open and receptive 1,15,51 28 4

11 Panning and Organizing 42,33 6,49 4

12 Interpersonal Management 26,43 9,52 4

13 Impact and influence 37,30,17 21 4

14 Discipline And Delegation 45 38,40 3

15


Organizational Setting 8,24,35 47 4

The following section give the detail of the importance level of management teaching

competencies as perceived by teachers as well as the academic administrators.

103

4. 4 SECTION III

4.4.1 Importance level of Management Teaching Competencies

In this section, the importance level of each dimension of management teaching competency as

perceived by teachers and academic administrators has been discussed. Teachers and academic

administrators from the selected B-Schools completed the questionnaire in which they rated the

relative importance of the 54 competencies identified. The analysis was done on basis of three

levels of teaching such as Level 1: (Lecturer, Sr Lecturer, Assistant Professor), Level 2:

(Associate Professor), and Level 3: (Professor). The analysis resulted in identification of most

important competency dimensions for every level of teaching. On basis of average mean ranking

was given to each competency as perceived by teachers and academic administrators. According

to Cooper and Schindler [69], the mean and standard deviation are called dimensional measures

(in other words, expressed in the same units as the measured quantities). The ranking given to

each competency by the teachers and academic administrators is provided in the tables below.

Ranking was determined on basis of average mean values of the dimensions. Mean for each

competency was determined by taking the sum of the ratings for that competency by each

respondent and dividing this by the number of respondents. The average mean importance for

each competency dimension was determined by summing the mean of each competency within

that dimension and dividing this by the number of competencies in that dimension. These average

means were sorted from highest to lowest values to determine the rank for each dimension.

Differences in average means were tested for statistical significance using one-tailed t-tests (at p

<.05 and .01) for verifying the Hypothesis: “There is no significant difference between the

average perceived importance value of dimensions of management teaching competencies

between teachers and academic administrators”.

The following table 4.8 summarizes the mean importance of each teaching dimension as

perceived by teachers and academic administrators for L1, L2, and L3 level. The result has been

discussed level wise with their average mean importance and rank as perceived by teachers and

academic administrators. The dimensions of management teaching competency for which the

104

hypothesis has been rejected i.e. the dimensions showing significant difference at 0.05 levels and

0.01 levels has been discussed with the possible explanation for every level of teaching.

Table 4.8: Average mean importance of management teaching dimension as perceived by teachers and academic administrators for L1, L2, and L3 level

Dimensions of Teaching

Competency

TEACHERS

PERCEPTION (n=320)

(average mean imp)

ADMINISTRATORS

PERCEPTION (n=42)

(average mean imp)

L1 p-

value

L 2 p-

value

L 3 p-

value

L1

(n=148)

L2

(n=105)

L3

(n=67)

L1

(n=42)

L2

(n=42)

L3

(n=42)

Analytical & Problem Solving 3.58 3.9 3.59 3.95 4.67 4.82 0.12 0.035* 0.32

Conceptual Thinking 3.66 3.95 3.88 3.55 4.09 4.68 0.78 0.72 0.0037**

Mental Skills 3.85 4.07 3.69 4.39 4.35 4.74 0.31 0.63 0.45

Communication Skills 3.96 4.24 4.08 4.34 4.63 4.89 0.66 0.42 0.32

Knowledge & Information

Orientation 3.91 4.34 4.3 4.58 4.68 4.72 0.42 0.67 0.52

Emotion Handling &

Persistence 3.86 4.07 3.81 4.66 4.61 4.37 0.011* 0.35 0.45

Self Dependence & Confidence 3.54 3.88 3.61 4.2 4.55 4.73 0.002** 0.007** 0.32

Adaptability 3.76 3.72 3.69 2.81 3.49 4.21 0.12 0.31 0.22

Concern for Standard &

Achievement 3.92 3.94 3.7 4.35 4.61 4.89 0.51 0.47 0.011*

Being Open and Receptive 3.94 4.31 3.87 3.59 3.98 3.76 0.017* 0.0003** 0.022*

Planning & Organizing 3.69 4.09 3.86 4.27 4.63 4.89 0.62 0.12 0.31

Interpersonal Management 3.84 4.12 3.85 4.11 4.64 4.89 0.81 0.58 0.73

Impact and Influence 4.19 4.33 4.36 3.69 4.23 4.77 0.022* 0.35 0.49

Discipline and Delegation 4.05 4.19 3.97 3.6 4.34 4.89 0.22 0.41 0.35

Occupational Attachment &

Organizational Setting 4.03 4.31 4.27 3.67 4.37 4.92 0.17 0.25 0.52

Level 1(L1): Lecturer, Sr Lecturer, Assistant Professor, Level 2(L2): Associate Professor, Level 3(L3): Professor*Statistically significant at p<0.05, **statistically significant at p<0.01

105

4.4.1.1 Level 1 average mean importance and rank

The following table gives the average mean importance and rank of each teaching dimension as

perceived by teachers and academic administrators for Level 1 (Lecturer, Sr Lecturer, and

Assistant Professor) teaching.

Table 4. 9: Level 1 average mean importance and rank as perceived by teachers and academic administrators


Competency

Teachers

(Avg.

Mean Imp)

(n=148)

Academic

Administrators

(Avg. Mean

Imp) (n=42)

Overall

Mean

L1

p-value

(t)

Teacher

Rank

Administ

rator

Rank

Overal

l Rank

Emotion Handling and

Persistence 3.86 4.66 4.26 0.011* 8 1 1

Knowledge and Information

Orientation 3.91 4.58 4.245 0.42 7 2 2

Communication Skills 3.96 4.34 4.15 0.66 4 5 3

Concern for Standard and

Achievement 3.92 4.35 4.135 0.51 6 4 4

Mental Skills 3.85 4.39 4.12 0.31 9 3 5

Planning and Organizing 3.69 4.27 3.98 0.62 12 6 6

Interpersonal Management 3.84 4.11 3.975 0.81 10 8 7

Impact and Influence 4.19 3.69 3.94 0.022* 1 10 8

Self Dependence and Confidence 3.54 4.2 3.87 0.002** 15 7 9


Organizational Setting 4.03 3.67 3.85 0.17 3 11 10

Discipline and Delegation 4.05 3.6 3.825 0.22 2 12 11

Analytical and Problem solving 3.58 3.95 3.765 0.12 14 9 12

Being Open and Receptive 3.94 3.59 3.765 0.017* 5 13 13

Conceptual Thinking 3.66 3.55 3.605 0.78 13 14 14

Adaptability 3.76 2.81 3.285 0.12 11 15 15

Level 1(L1): Lecturer, Sr Lecturer, Assistant Professor, *statistically significant at p<0.05, **statistically significant at p<0.01

106

To assist in the interpretation of the results the average mean importance of each dimension as

perceived by teachers and academic administrators for L1 level is graphically shown in the figure

4.7.

Figure 4. 7: Comparison of average mean importance as perceived by teachers and academic administrators for Level 1

Although the rank order varied, on basis of overall average mean importance given by teachers

and academic administrators the five most important management teaching competency

dimensions found were Emotion Handling and Persistence, Knowledge and Information

Orientation, Communication Skills, Concern for Standard and Achievement, and Mental Skills.

The least important management teaching competency dimensions found were Discipline And

Delegation, Analytical and Problem Solving, Being Open and Receptive, Conceptual Thinking,

and Adaptability.

Four of the 15 dimensions of management teaching competency showed significant difference at

0.05 levels and 0.01 levels. These dimensions were as follows: Emotion Handling and

Persistence, Self Dependence and Confidence, Being Open and Receptive, and Impact and

Influence. Three out of four competency dimensions were personal competency dimensions;

hence, personal competencies had a greater impact on the significant difference in the perception

of teachers and academic administrators. The possible explanation has been given for each

dimension.

107

Emotion handling and persistence: The first ranked dimension was ranked first by the academic

administrators with the average mean score of 4.66 and was ranked eighth by the teachers with

the average mean score of 3.86. The possible explanation for significant difference may be that

the academic administrators perceive this as the most important competency dimension for

teachers who enter teaching profession or have less experience in teaching line; as according to

academic administrator’s teachers at this level should be emotionally mature to deal with the

students as well as the colleagues. However, according to the practicing teachers at this level,

they give a much lower rank to this competency dimension thinking that emotional maturity and

persistence is not so important at the initial years of teaching.

Self-Dependence and Confidence: The ninth ranked dimension was ranked seventh by the

academic administrators with the average mean score of 4.20 and was ranked fifteenth by the

teachers with the average mean score of 3.54. The academic administrators perceive this

competency dimension much more important than the teachers do, the possible explanation of

this difference may be that the academic administrators perceive that Self Dependence and

Confidence dimension is important for a teacher having less experience as then only teacher can

effectively handle teaching profession with every respect. While practicing teachers do not

perceive Self Dependence and Confidence dimension as important as academic administrators

do, as they do not have to make big decisions or direct others, they have less number of years

experience so they prefer following others command.

Being Open and Receptive: The thirteenth ranked dimension was ranked thirteenth by the

academic administrators with the average mean score of 3.59 and was ranked fifth by the teachers

with the average mean score of 3.94. The administrators perceive this competency dimension

very less important as compared to the teachers, the possible explanation of this difference may

be that academic administrators do not perceive Being Open and Receptive dimension as

important. According to them, a teacher should not be very open to students while practicing

teachers perceive this as an important competency dimension as according to teachers being more

open to students helps to develop a better understanding and relationship between teacher and

student.

108

Impact and Influence: The eighth ranked dimension was ranked tenth by the academic

administrators with the average mean score of 3.69 and was ranked first by the teachers with the

average mean score of 4.19. The administrators perceive this competency dimension much less

important than the teachers, the possible explanation being academic administrators perceive

Impact and Influence dimension is not so important at this stage of teaching and it is more

required in the later stage of teaching. While practicing teachers perceive this competency

dimension as the most important competency dimension reason being it gives them more

satisfaction and happiness if they are able to impact and influence others at early stage of

teaching.

4.4.1.2 Level 2 Average Mean Importance and Rank

The following table 4.10 gives the average mean importance and rank of management teaching

dimension as perceived by teachers and academic administrators for Level 2 (Associate

Professor) teaching.

Table 4. 10: Level 2 Average mean importance and rank as perceived by teachers and academic administrators


Competency

Teachers

(Avg. mean

imp)

(n=105)

Academic

Administrators

(Avg. mean

imp) (n=42)

Overall

Average

mean

L2

p-value

(t)

Teacher

Rank

Administra-

tors Rank

Overall

Rank


Orientation 4.34 4.68 4.51 0.67 1 1 1

Communication skills 4.24 4.63 4.435 0.42 5 5 2



Emotion Handling and Persistence 4.07 4.61 4.34 0.35 9 7 5



Analytical and Problem Solving 3.9 4.67 4.285 0.035* 13 2 7

Impact and Influence 4.33 4.23 4.28 0.35 2 12 8


Achievement 3.94 4.61 4.275 0.47 12 6 9

109

Level 2(L2): Associate Professor, *statistically significant at p<0.05, **statistically significant at p<0.01

To assist in the interpretation of the results the mean importance of each dimension as perceived

by teachers and academic administrators for level L2 is graphically shown in figure 4.8.

Figure4. 8: Comparison of average mean importance as perceived by teachers and academic administrators for Level 2



dimensions found were Knowledge and Information Orientation, Communication Skills,

Interpersonal Management, Planning and Organizing, and Occupational Attachment and

Organizational Setting. The least important management teaching competency dimensions found

were Self Dependence and Confidence, Mental Skills, Being Open and Receptive, Conceptual

Thinking, and Adaptability.

Three of the 15 dimensions of management teaching competency showed significant difference at

0.05 levels and 0.01 levels. These dimensions were as follows: Analytical and Problem Solving,


Self Dependence and Confidence 3.88 4.55 4.215 0.007** 14 8 11

Mental skills 4.07 4.35 4.21 0.63 10 10 12

Being Open and Receptive 4.31 3.98 4.145 0.0003** 3 14 13

Conceptual thinking 3.95 4.09 4.02 0.72 11 13 14

Adaptability 3.72 3.49 3.605 0.31 15 15 15

110

Self Dependence and Confidence, and Being Open and Receptive. Two out of three competency

dimensions were personal competency dimensions; hence, personal competencies had a greater

impact on the significant difference in the perception of teachers and academic administrators.

The possible explanation has been given for each dimension.

Analytical and Problem Solving: The seventh ranked dimension was ranked second by the

academic administrators with the average mean score of 4.67 and was ranked thirteenth by the


dimension as much more important as the teachers at L2 level do. The possible explanation being

that academic administrators perceive this dimension very important at this level, as one should

be able to guide the people having less experience than they do and should be able to assist the

people who are senior to them. While teachers at this level do not perceive this competency as

very important, the possible explanation is that they this competency is more important at the

next level of teaching.

Self-Dependence and Confidence: The eleventh ranked dimension was ranked eighth by the

academic administrators with the mean score of 4.55 and was ranked fourteenth by the teachers

with the mean score of 3.88. The academic administrators perceive this dimension as more

important than the teachers at L2 teaching level. The possible explanation being that according to

academic administrators this dimension is important at this level of teaching as teachers at this

level should have self dependence and confidence to handle their work effectively be it inside or

outside the class or when dealing with students or with the colleagues. While teachers have

ranked this competency much less important, the possible explanation may be they perceive other

competency dimensions more important than this dimension at this level of teaching. The

possible explanation of the difference in ranking cannot be explained.

Being Open and Receptive: The thirteenth ranked dimension was ranked fourteenth by the

academic administrators with the average mean score of 3.98 and was ranked third by the


dimension very less important as compared to the teachers at this teaching level; the possible

explanation of this difference may be that administrators do not perceive this dimension as

111

important. According to them, a teacher should not be very open to students while practicing

teachers at this teaching level perceive this as an important competency dimension as according

to teachers being more open to students helps to develop a better understanding and relationship

between teacher and student.

4.4.1.3 Level 3 Average Mean Importance and Rank

The following Table 4.11 gives the mean importance and rank of management teaching

dimension as perceived by teachers and academic administrators for Level 3 (Professor) teaching.

Table 4. 11: Level 3 average mean importance and rank as perceived by teachers and academic administrators

Level 3(L3): Professor, *statistically significant at p<0.05, **statistically significant at p<0.01


Competency

Teachers

(Avg.

mean imp)

(n=67)

Academic

Administrators

(Avg. mean

imp) (n=42)

Overall

Average

Mean

L3

p-value

(t)

Teacher

Rank

Administra-

tors Rank

Overall

Rank



Impact and Influence 4.36 4.77 4.565 0.49 1 8 2


Orientation 4.3 4.72 4.51 0.52 2 11 3

Communication skills 4.08 4.89 4.485 0.32 4 2 4





Achievement 3.7 4.89 4.295 0.011* 11 3 8

Conceptual thinking 3.88 4.68 4.28 0.0037** 6 12 9

Mental skills 3.69 4.74 4.215 0.45 13 9 10

Analytical and Problem Solving 3.59 4.82 4.205 0.32 15 7 11

Self Dependence and Confidence 3.61 4.73 4.17 0.32 14 10 12

Emotion Handling and Persistence 3.81 4.37 4.09 0.45 10 13 13

Adaptability 3.69 4.21 3.95 0.22 12 14 14

Being Open and Receptive 3.87 3.76 3.815 0.022* 7 15 15

112

To assist in the interpretation of the results the average mean importance of each dimension as

perceived by teachers and academic administrators for level L3 is graphically shown in figure.

Figure 4. 9: Comparison of average mean importance as perceived by teachers and academic administrators for Level 3



dimensions found were: Occupational Attachment and Organizational Setting, Impact and

Influence, Knowledge and Information Orientation, Communication Skills, and Discipline and

Delegation. The least important management teaching competency dimensions found were

Analytical and Problem Solving, Self Dependence and Confidence, Emotion Handling and

Persistence, Adaptability, and Being Open and Receptive.

Three of the 15 dimensions of management teaching competency showed significant difference at

0.05 levels and 0.01 levels. These dimensions were Conceptual Thinking, Concern for Standard

and Achievement, and Being Open and Receptive. Two out of three competency dimensions

were professional competency dimensions; hence, professional competencies had a greater

impact on the significant difference in the perception of teachers and academic administrators.

The possible explanation has been given for each dimension.

Conceptual thinking: The ninth ranked dimension was ranked twelfth by the academic

administrators with the average mean score of 4.68 and was ranked sixth by the teachers with the

average mean score of 3.88. The academic administrators perceive this dimension less important

113

as compared to the teachers at L3 teaching level, the possible explanation of this difference may

be that academic administrators do not perceive this dimension as very important competency

dimension at this level of teaching. According to them, the teachers at this level should be more

concerned with the changes in the education system around the world and should be able to assist

the administrators in building a better B-School. While teachers at this level perceive this

dimension important as according to them at this level, they should be able to create theories for

testing and use concepts while analyzing situations.

Concern for Standard and Achievement: The eighth ranked dimension was ranked third by the

academic administrators with the average mean score of 4.89 and was ranked eleventh by the

teachers with the average mean score of 3.70. The administrators perceive this dimension more

important as compared to the teachers at L3 teaching level, the possible explanation of this

difference may be that administrators perceive this dimension as a very important dimension at

L3 level of teaching. According to them teacher at this level should be concerned with what

standards are being followed in the B-School and what are the results of the students of the B-

School contributing to the success of the B-School. While teachers at this level do not perceive

this dimension as much important as administrators perceive it, the possible explanation being

they are more concerned with their professional growth.

Being Open and Receptive: The fifteenth ranked dimension was ranked fifteenth by the academic

administrators with the average mean score of 3.76 and was ranked fifth by the teachers with the

average mean score of 3.87. The administrators perceive this dimension very less important as

compared to the teachers at this teaching level, the possible explanation of this difference may be

that academic administrators do not perceive dimension as important. According to them, a

teacher should not be very open to students while according to teachers being more open to

students helps to develop a better understanding and relationship between teacher and student.

The table 4.12 given below summarizes the average mean importance and rank of each

competency dimension for different levels of teaching. It can be seen that perception of teachers

and academic administrators vary for different levels of teaching, however there are some

dimensions that rank high for both teachers and academic administrators.

114

Table 4.12: Average mean importance of management teaching dimension as perceived by teachers and academic administrators along with the ranks

*Statistically significant at p<0.05, **statistically significant at p<0.01

Teachers (Avg. mean imp)

(n=320)

Academic Administrators

(Avg. mean imp) (n=42)

L1

(n=148)

L2

n=105)

L3

(n=67)

L1

(n=42)

L2

(n=42)

L3

(n=42)

L1

p-value

L 2

p-value

L 3

p-value

L1

Overall

avg.

Mean

L2

Overall

avg.

Mean

L3

Overall

avg.

Mean

Overall

avg.

Mean

Overall

Rank

L1

Rank

L2

Rank

L3

Rank

Analytical and Problem

Solving 3.58 3.9 3.59 3.95 4.67 4.82 0.12 0.035* 0.32 3.765 4.285 4.205 4.085 11 12 7 11

Conceptual Thinking 3.66 3.95 3.88 3.55 4.09 4.68 0.78 0.72 0.0037** 3.605 4.02 4.28 3.968 13 14 14 9

Mental Skills 3.85 4.07 3.69 4.39 4.35 4.74 0.31 0.63 0.45 4.12 4.21 4.215 4.182 9 5 12 10

Communication Skills 3.96 4.24 4.08 4.34 4.63 4.89 0.66 0.42 0.32 4.15 4.435 4.485 4.357 2 3 2 4


Orientation 3.91 4.34 4.3 4.58 4.68 4.72 0.42 0.67 0.52 4.245 4.51 4.51 4.422 1 2 1 3


Persistence 3.86 4.07 3.81 4.66 4.61 4.37 0.011* 0.35 0.45 4.26 4.34 4.09 4.23 8 1 5 13

Self Dependence and

Confidence 3.54 3.88 3.61 4.2 4.55 4.73 0.002** 0.007** 0.32 3.87 4.215 4.17 4.085 12 9 11 12

Adaptability 3.76 3.72 3.69 2.81 3.49 4.21 0.12 0.31 0.22 3.285 3.605 3.95 3.613 15 15 15 14


Achievement 3.92 3.94 3.7 4.35 4.61 4.89 0.51 0.47 0.011* 4.135 4.275 4.295 4.235 7 4 9 8

Being Open and Receptive 3.94 4.31 3.87 3.59 3.98 3.76 0.017* 0.0003** 0.022* 3.765 4.145 3.815 3.908 14 13 13 15

Planning and Organizing 3.69 4.09 3.86 4.27 4.63 4.89 0.62 0.12 0.31 3.98 4.36 4.375 4.238 6 6 4 6

Interpersonal Management 3.84 4.12 3.85 4.11 4.64 4.89 0.81 0.58 0.73 3.975 4.38 4.37 4.242 5 7 3 7

Impact and Influence 4.19 4.33 4.36 3.69 4.23 4.77 0.022* 0.35 0.49 3.94 4.28 4.565 4.262 3 8 8 2

Discipline and Delegation 4.05 4.19 3.97 3.6 4.34 4.89 0.22 0.41 0.35 3.825 4.265 4.43 4.173 10 11 10 5


Organizational Setting 4.03 4.31 4.27 3.67 4.37 4.92 0.17 0.25 0.52 3.85 4.34 4.595 4.262 4 10 6 1

115

The following section gives the analysis on influence of personal and professional characteristic

of a teacher on teaching competency.

4. 5 SECTION IV

4.5.1 Influence of personal and professional characteristic on teaching competency

4.5.1.1 Investigating the influence of B-School category on teaching competency

Relationship between B-School category and teaching competence level has been analyzed

through Analysis of Variance. According to the Table 4.11 given below there is a significant

influence of B-School category on overall teaching competency level. Sheik [270] also concluded

that type of institution act as influencing factors for a teacher to possess more professional

competency. On the contrary, Shanavaz [288] concluded that teachers competency is not

influenced by locality and type of management of school.

In addition, it was found from analysis that there is a significant influence of B-School category

on the following dimensions of teaching competency: Conceptual Thinking, Mental Skills,

Communication Skills, Knowledge and Information Orientation, and Concern for Standard and

Achievement, Planning and Organizing, Impact and Influence and Occupational Attachment and

Organizational Setting.

For analysis, the B-Schools were labeled as follows:

In1=Central University Institute,

In2=State University Institute,

In3=Private University Institute,

In4=Deemed University Intitute,

In5=NBA Accredited Autonomous Institute

Table 4.13 given below shows all the mean values, standard deviation, and F value of the

dimensions being significantly influenced by various B-School categories.

116

Table 4.13: Comparing of overall management teaching competency and its dimensions among different B-School categories (In1=Central University Institute, In2=State University Institute, In3=Private University Institute,

In4=Deemed University Institute, In5=NBA Accredited Autonomous Institute)


Competency

Mean ( Standard Deviation) F Sig

In1 In2 In3 In4 In5

Overall 3.88(0.32) 3.67(0.53) 3.72(0.48) 3.69(0.38) 3.79(0.66) 11.53** 0.0004

Analytical and Problem

solving 3.83(0.77) 3.75(0.43) 3.77(0.50) 3.80(0.70) 3.58(0.61) 1.44 0.22

Conceptual Thinking 3.70(0.37) 3.43(0.35) 3.58(0.38) 3.53(0.56) 3.59(0.47) 3.45* 0.02

Mental Skills 3.83(0.38) 3.65(0.50) 3.90(0.65) 3.81(0.54) 4.02(0.58) 10.476** 0.0001

Communication Skills 3.58(0.38) 3.45(0.50) 3.69(0.49) 3.50(0.66) 3.78(0.50) 4.391* 0.011


Orientation 4.17(0.53) 3.98(0.44) 4.45(0.47) 4.09(0.52) 4.20(0.31) 4.609** 0.008


Persistence 3.56(0.66) 3.67(0.29) 3.90(0.65) 3.90(0.60) 3.81(0.63) 0.5 0.775

Self Dependence and

Confidence 4.00(0.72) 3.92(0.38) 3.83(0.52) 3.53(0.87) 3.56(0.52) 1.54 0.186

Adaptability 3.53(0.90) 3.50(0.43) 3.49(0.52) 3.63(0.66) 3.64(0.56) 0.279 0.923


Achievement 3.78(0.59) 3.67(0.38) 3.88(0.32) 3.68(0.35) 3.80(0.57) 3.211* 0.025

Being Open and Receptive 3.88(0.44) 3.33(0.63) 3.65(0.44) 3.70(0.48) 3.43(0.55) 1.623 0.164

Planning and Organizing 3.67(0.38) 3.48(0.48) 3.89(0.64) 3.60(0.77) 3.73(0.58) 9.785** 0.001

Interpersonal Management 4.23(0.62) 3.42(0.38) 3.81(0.45) 3.78(0.62) 3.78(0.64) 1.573 0.178

Impact and Influence 4.17(0.38) 3.80(0.50) 3.98(0.57) 3.88(0.70) 4.09(0.50) 3.835* 0.012

Discipline and Delegation 3.68(0.57) 2.67(0.63) 3.56(0.55) 3.38(0.81) 3.30(0.39) 2.419 0.214


Organizational Setting 4.25(0.50) 3.93(0.39) 4.00(0.48) 3.97(0.47) 4.25(0.41) 4.896** 0.007

*Statistically significant at p<0.05, **statistically significant at p<0.01, Standard Deviation given in parenthesis

Duncan’s Mean test was applied to compare overall management teaching competency level and

the dimensions having significant influence of B-School category. The data is presented in the

table given below.

117

Table 4.14: Comparisons of overall teaching competency and its dimensions among different B-School categories (In1=Central University Institute, In2=State University Institute, In3=Private University Institute, In4=Deemed University Institute, In5=NBA Accredited Autonomous Institute) Duncan’s Mean Test


Dimensions of

Teaching

Competency

Mean ( Standard Deviation) In1

vs.

In2

In1

vs.

In3

In1

vs.

In4

In1

vs.

In5

In2

vs.

In3

In2

vs.

In4

In2

vs.

In5

In3

vs.

In4

In3

vs.

In5

In4

vs.

In5

F

In1 In2 In3 In4 In5

Overall 3.88(0.32) 3.67(0.53) 3.72(0.48) 3.69(0.38) 3.79(0.66) * ** * * * * * 11.53**

Conceptual

thinking 3.70(0.37) 3.43(0.35) 3.58(0.38) 3.53(0.56) 3.59(0.47)

* * ** * ** ** **

3.45*

Mental skills 3.83(0.38) 3.65(0.50) 3.90(0.65) 3.81(0.54) 4.02(0.58) * ** * * * * 10.476**

Communication

skills 3.58(0.38) 3.45(0.50) 3.69(0.49) 3.50(0.66) 3.78(0.50)

* * * * *

4.391*

Knowledge and

information

orientation 4.17(0.53) 3.98(0.44) 4.45(0.47) 4.09(0.52) 4.20(0.31)

** * * ** ** ** * **

4.609*

Concern for

standard and

achievement 3.78(0.59) 3.67(0.38) 3.88(0.32) 3.68(0.35) 3.80(0.57)

* ** ** * * * ** ** *

3.211*

Planning and

organizing 3.67(0.38) 3.48(0.48) 3.89(0.64) 3.60(0.77) 3.73(0.58)

* * * *

9.785**

Impact and

influence 4.17(0.38) 3.80(0.50) 3.98(0.57) 3.88(0.70) 4.09(0.50)

* * *

3.835*

Occupational

attachment and

organizational

setting 4.25(0.50) 3.93(0.39) 4.00(0.48) 3.97(0.47) 4.25(0.41)

* * * * * *

4.896*

118

The mean value for overall teaching competence was highest for In1 B-School category i.e.

Central University Institutes. Probably the teachers of Central University Institutes have more

liberty and hence are more effective in execution of teaching. In addition, the institutes are

government affiliated which marks the quality of the institute.

The mean value for the dimensions Mental Skills, Communication Skills and Occupational

Attachment and Organizational Setting was highest for In5 B-School category i.e. NBA

Accredited Autonomous Institutes. The teachers of NBA Accredited Autonomous Institutes are

most effective when considering dimensions like Mental Skills, Communication Skills and

Occupational Attachment and Organizational Setting. They are more creative in their approach

while teaching, have better communication skills as institute demand for high quality and the

teachers have high organization attachment, as they want to be associated with a renowned B-

School.

The mean value for the dimensions Conceptual Thinking and Impact and Influence was highest

for In1 B-School category i.e. Central University Institutes. The teachers of Central University

are most effective in conceptual thinking and impact and influence. The teachers in Central

Universities have a very rich and varied experience, which makes them most effective in

generating theories and using theories in analyzing situations. The teachers of Central

Universities have been found strict on disciplines and assertive in approach as they have very rich

experience in their field.

The mean value for the dimensions Knowledge and Information Orientation, Concern for

Standard and Achievement and Planning and Organizing was highest for In3 B-School category

i.e. Private University Institutes. The teachers of Private Universities have to work a lot under

pressure and their performance is being assessed from time to time for appraisal. This approach

probably makes the teachers of these universities most concerned about standards and results.

They have quest for increasing their knowledge by attending more and more seminars,

workshops, and conferences. In order to achieve more they have to plan and organize their work

more effectively.

119

In addition to the above observation, it was seen that eight dimensions of management teaching

competency had a significant influence of B-School category, out of which five were professional

competency dimensions and rest three were personal competency dimensions. Hence, the

significant influence of B-School category was found more on professional competency

dimensions.

4.5.1.2 Investigating the influence of Experience Type on Teaching Competency

The influence of type of experience on overall teaching competency level has been verified and

shown below in the following Table 4.15.

Table 4.15: Showing significance of difference of mean between teachers having only teaching experience and teachers having both teaching and industry experience in respect of overall teaching competency

Variable

Teaching Exp Teaching + Industry Exp

t p-valueMean Standard

Deviation

N Mean Standard

Deviation

N

Teaching

Competency

3.68 0.26 168 3.71 0.24 152 3.15** 0.0016

**Statistically significant at p<0.01

The value of “t” is significant. Hence, there is a significant difference between teachers having

only teaching experience and teachers having both teaching and industry experience in respect of

overall teaching competency. The mean of teachers having both teaching and industry experience

was found more than teachers having only teaching experience. It shows that the teachers having

both teaching and industry experience are more effective than the teachers having only teaching

experience are.

There have been several researchers who investigated the influence of experience on teaching

competency. Researchers like Joyamma [160], Saxena [263], Idrisi [150], and O’Conner [216]

have highlighted a positive relationship between teacher effectiveness and span of teaching

experiences. Whereas Gupta [128] found that there exists a negative relationship between

teaching experience and teacher effectiveness. Prasad [164] found that job experience of a

teacher had significant relationship with their professional efficiency. On the other hand Mann

120

[190], Subbrayan [286], Rosenhotlz [254], Smith [281], and Onderi and Crolll [221] have

reported that there is no significant relationship between teaching experience and effective

teaching. Researchers like Koundinya [174], McBer [194], Shanavaz [288] and Hamdan et al.

[133] found variables like teaching experience do not influence professional competency.

Besides testing this hypothesis, it was further tested whether there is influence of type of

experience on the dimensions of management teaching competency. The results are presented in

the Table 4.16.

Table 4.16: Showing values of “t” between teachers having only teaching experience and teachers having both teaching and industry experience in respect of various dimensions of management teaching competency

Dimensions of Teaching Competency Mean (Standard Deviation) t p-value

Teaching

Exp

Industry +

Teaching Exp

Analytical and Problem solving 3.73(0.68) 3.71(0.48) 1.141 0.257

Conceptual Thinking 3.85(0.58) 3.57(0.59) 2.11* 0.038

Mental Skills 3.65(0.66) 3.77(0.56) 0.85 0.398

Communication Skills 3.58(0.42) 3.54(0.51) 0.373 0.711

Knowledge and Information Orientation 3.22(0.61) 3.86(0.50) 2.54* 0.011

Emotion Handling and Persistence 3.83(0.54) 3.83(0.62) 0.002 0.998

Self Dependence and Confidence 3.08(0.72) 3.63(0.49) 3.6** 0.003

Adaptability 3.57(0.59) 3.58(0.43) 0.022 0.982

Concern for Standard and Achievement 3.78(0.55) 3.64(0.63) 1.034 0.304

Being Open and Receptive 3.98(0.43) 4.06(0.49) 2.89** 0.003

Planning and Organizing 4.01(0.40) 4.02(0.49) 0.05 0.954

Interpersonal Management 3.77(0.57) 3.85(0.67) 2.83** 0.004

Impact and Influence 3.49(0.59) 3.33(0.52) 1.25 0.215

Discipline and Delegation 3.76(0.51) 3.29(0.44) 2.29* 0.025

Occupational Attachment and Organizational Setting 3.65(0.50) 3.72(0.47) 0.709 0.481


The value of “t” between teachers having both teaching and industry experience and teachers

having only teaching experience was found significant in couple of dimensions of management

teaching competency like Conceptual Thinking, Knowledge and Information Orientation, Self

121

Dependence and Confidence, Being Open and Receptive, Interpersonal Management and

Discipline and Delegation. This reveals that teachers having both teaching and industry

experience compared to teachers having only teaching experience differ significantly in

dimensions like Conceptual Thinking, Knowledge and Information Orientation, Self Dependence

and Confidence, Being Open and Receptive, Interpersonal Management and Discipline and

Delegation.

According to the result the mean of teachers having both teaching and industry experience was

found more than the teachers having only teaching experience for overall teaching competence

level. To a surprise it was found teachers having both teaching and industry experience are more

effective in teaching for management subjects compared to teachers only having teaching

experience.

The mean of teachers having only teaching experience was found more than the teachers having

both teaching and industry experience in Conceptual Thinking and Discipline and Delegation

dimension. It shows that the teachers having only teaching experience are more effective in

Conceptual Thinking dimension than teachers having both teaching and industry experience are.

According to the result, teachers having only teaching experience are more effective in

generating theories, can give a better insight to situations while teaching and can effectively use

concepts in analyzing situations. For the Discipline and Delegation dimension, it can be

concluded that the teachers having only teaching experience are more effective in Discipline and

Delegation dimension than teachers having both teaching and industry experience are. According

to the result, the teachers having only teaching experience emphasize more on discipline and

delegation. They are more assertive in approach and have more firmness for self and others

disciple. In addition, they can more effectively delegate work to others.

The mean of teachers having both teaching and industry experience was found more than the

teachers having only teaching experience in following dimensions: Knowledge and Information

Orientation, Self Dependence and Confidence, Being Open and Receptive, and Interpersonal

Management. For the Knowledge and Information Orientation dimension, it can be concluded

that teachers having both teaching and industry experience have more command over their area

122

of teaching as they have a hand on experience on it. They have expertise in technology, are more

information seeking and have more quest for learning. For the Self Dependence and Confidence

dimension it can be concluded that the teachers having both teaching and industry experience are

more effective in Self Dependence and Confidence dimension than teachers having only teaching

experience. According to the result, the teachers having both teaching and industry experience

have more confidence and are more self-dependent. They take decisions more independently, are

more initiative in approach. Have strong self-concept and are more willing to take responsibility.

For the Being Open and Receptive Orientation dimension it can be concluded that the teachers

having both teaching and industry experience are more effective in Being Open and Receptive

dimension than teachers having only teaching experience. According to the result, the teachers

having both industry and teaching experience are more open and receptive towards students and

others. They are more composed, use more humor while interacting. In addition, have more

patience while teaching and use more personal disclosure while teaching as they quote more of

their experiences while teaching to make the class more interesting. For the Interpersonal

Management dimension it can be concluded that the teachers having both teaching and industry

experience are more effective in Interpersonal Management dimension than teachers having only

teaching experience. According to the result, teachers having both teaching and industry

experience are more approachable; they can easily socialize and have effective networking skills.

They are more effective in managing relation with others and are more sensitive to the need of

others.

4.5.1.3 Investigating the influence of Position on Teaching Competency

Relationship between position and teaching competence level has been analyzed through

Analysis of Variance. According to the table given below, there is a significant influence of

position level on overall teaching competency and on the following dimensions: Conceptual

Thinking, Mental Skills, Knowledge and Information Orientation, Self Dependence and

Confidence, Planning and Organizing, Interpersonal Management and Discipline and Delegation.

Researchers like Padmanabhaiah [229], Bella [28], Koundinya [174] also reported that position

showed a great influence on teaching effectiveness. On the contrary Subbrayan [286] reported

that position do no influence teaching effectiveness.

123

Table 4.17: Comparing of overall teaching competency and its dimensions among three position levels (L1=Lecturer, Sr Lecturer, Assistant Professor, L2=Associate Professor, L3=Professor) of teachers


Competency Mean (Standard Deviation) F Sig

L1 L2 L3

Overall 3.63(0.55) 3.87(0.36) 4.01(0.72) 25.237** 0

Analytical and Problem solving 3.60(0.59) 3.92(0.66) 3.81(0.56) 1.785 0.141

Conceptual Thinking 3.42(0.48) 3.68(0.47) 3.88(0.29) 14.38** 0.002

Mental Skills 4.23(0.44) 3.97(0.44) 3.67(0.57) 15.021** 0.0001

Communication Skills 3.60(0.49) 3.77(0.47) 3.92(0.46) 2.246 0.072


Orientation 4.35(0.30) 4.41(0.27) 3.94(0.52) 4.633* 0.022

Emotion Handling and Persistence 3.67(0.61) 4.16(0.54) 3.90(0.63) 2.104 0.089

Self Dependence and Confidence 3.55(0.59) 3.90(0.48) 4.02(0.62) 3.554* 0.01

Adaptability 3.53(0.54) 3.75(0.72) 3.55(0.67) 0.53 0.714


Achievement 3.77(0.55) 3.78(0.54) 3.84(0.38) 1.012 0.407

Being Open and Receptive 3.45(0.52) 3.83(0.36) 3.75(0.52) 2.394 0.058

Planning and Organizing 3.73(0.54) 4.09(0.50) 3.61(0.62) 3.065* 0.021

Interpersonal Management 4.19(0.54) 3.98(0.46) 3.67(0.58) 3.158* 0.019

Impact and Influence 3.74(0.54) 4.23(0.46) 4.03(0.62) 4.927 0.126

Discipline and Delegation 3.29(0.54) 3.52(0.48) 3.67(0.61) 3.007* 0.023


Organizational Setting 3.89(0.46) 4.30(0.40) 4.13(0.38) 4.011 0.23


Duncan’s Mean test was applied to compare overall management teaching competency level and

the dimensions having significant influence of position level. The data is presented in the table

given below.

124

Table 4.18: Comparisons of overall teaching competency and its dimensions among different levels of teaching (L1=Lecturer, Sr Lecturer, Assistant Professor, L2=Associate Professor, L3=Professor) Duncan’s Mean Test


Competency

L1

Mean(S.D)

L2

Mean(S.D)

L3

Mean(S.D)

L1

vs.

L2

L1

vs.

L3

L2

vs.

L3

F

Overall 3.63(0.55) 3.87(0.36) 4.01(0.72) * ** 25.237**

Conceptual thinking 3.42(0.48) 3.68(0.47) 3.88(0.29) ** ** 14.38**

Mental skills 4.23(0.44) 3.97(0.44) 3.67(0.57) ** 15.021**

Knowledge and information

orientation 4.35(0.30) 4.41(0.27) 3.94(0.52)

* *

4.633*

Self Dependence and confidence 3.55(0.59) 3.90(0.48) 4.02(0.62) * * 3.554*

Planning and organizing 3.73(0.54) 4.09(0.50) 3.61(0.62) * 3.065*

Interpersonal management 4.19(0.54) 3.98(0.46) 3.67(0.58) * * 3.158*

Discipline and delegation 3.29(0.54) 3.52(0.48) 3.67(0.61) * * 3.007*


The mean value for overall teaching competence was highest for the L3 position level i.e.

Professor Level. The possible explanation is that the teachers at Professor Level reach an

excellence level through experience and knowledge gained in vast number of years. They are rich

in competencies required for effective teaching.

The mean value for the dimension Conceptual Thinking was highest for the L3 position level i.e.

Professor Level. The possible explanation is that the teachers at Professor Level are having vast

knowledge; hence, they have ability to generate theories, provide important insight and can easily

use concepts in analyzing situations.

The mean value for the dimension Mental Skills was highest for the L1 position level i.e.

Lecturer, Sr Lecturer, Assistant Professor Level. The possible explanation is that the teachers at

L1 position level have more mental astuteness; they use new approaches more often and have

good grasping ability.

The mean value for the dimension Knowledge and Information Orientation was highest for the

L1 position level i.e. Lecturer, Sr Lecturer, Assistant Professor Level. The possible explanation is

that the teachers at this level are having less experience and have inclination for gaining

125

knowledge through various sources. They use technology effectively, have learning orientation,

and are information seekers.

The mean value for the dimension Self Dependence and Confidence was highest for the L3

position level i.e. Professor Level. The possible explanation is that the teachers at this level have

had gained a lot of experience and knowledge that they can independently make decisions,

initiate new ventures, have strong self-concept and are willing to take responsibility for

development of the B-School.

The mean value for the dimension Planning and Organizing was highest for the L2 position level

i.e. Associate Professor level. The possible explanation is that the teachers at this level reach a

stage in which they know how to effectively plan and organize. They prioritize their work well,

are proactive in approach, and can effectively manage time.

The mean value for the dimension Interpersonal Management was highest for the the L1 position

level i.e. Lecturer, Sr Lecturer, Assistant Professor Level. The possible explanation is that the

teachers at this level are more approachable and have good networking skills due to which can

effectively handle relation with others.

The mean value for the dimension Discipline and Delegation was highest for the L3 position

level i.e. Professor Level. The possible explanation is that the teachers at this level are generally

assertive in approach; they can delegate work effectively and emphasize on self and others

discipline.

4.5.1.4 Investigating the influence of Demographic Variables on Teaching Competency

4.5.1.4.1. Gender

The data on influence of gender on overall teaching competency has been verified and shown in

the following table.

126

Table 4.19: Showing significance of difference of mean between male and female teachers in respect of teaching competency

Variable

Male Female

t p-valueMean Standard

Deviation

N Mean Standard

Deviation

N

Teaching

Competency

3.37 0.24 169 3.35 0.23 151 0.359 0.721


The value of “t” is not significant. Hence, there is no significant difference between male and

female teachers in respect of overall teaching competency.

Many researchers corroborate this view, according to Nair [210], Passi and Sharma [232],

Subbarayan [286], Prakasham [237], Goyal et al. [121], Rao and Savarna [245], Pradhan et al.

[236], Bella [28], Sheik [270], Onderi and Croll [221], Kanakala [163], and Chowdhury [60]

gender of a teacher do not influence his/her professional competency. Whereas, on the contrary

researchers like Chayya [56], Dixit [89], Mohapatra [207], Koundinya [174], Prasad [164], and

Shanavaz [288] found that gender of a teacher has a significant relationship with the effectiveness

of teaching.

Besides testing this hypothesis, it was further tested whether there is influence of gender on the

dimensions of teaching competency. The results are presented in the table 4.20. The value of “t”

between male and female teachers was found significant in couple of dimensions of management

teaching competency like Mental Skills, Communication Skills, Emotion Handling and

Persistence, Adaptability, Being Open and Receptive and Interpersonal Management. This

reveals that Male and Female teachers do differ significantly in dimensions like Mental Skills,

Communication Skills, Emotion Handling and Persistence, Adaptability, Being Open and

Receptive and Interpersonal Management.

127

Table 4.20: Showing values of “t” between Male and Female teachers in respect of various dimensions of teaching competency

Dimensions Of Teaching Competency Mean (Standard Deviation) t p-value

Male Female

Analytical and Problem solving 3.78(0.55) 3.64(0.63) 1.034 0.304

Conceptual Thinking 3.58(0.42) 3.54(0.51) 0.373 0.711

Mental Skills 3.86(0.50) 3.22(0.61) 2.54* 0.011

Communication Skills 3.29(0.44) 3.76(0.51) 2.67** 0.007

Knowledge and Information Orientation 4.21(0.40) 4.03(0.53) 1.72 0.089

Emotion Handling and Persistence 3.18(0.65) 3.82(0.60) 3.12** 0.0018

Self Dependence and Confidence 3.66(0.65) 3.73(0.57) 0.501 0.618

Adaptability 3.08(0.72) 3.63(0.49) 3.6** 0.003

Concern for Standard and Achievement 3.70(0.46) 3.83(0.53) 1.11 0.267

Being Open and Receptive 3.12(0.48) 3.55(0.53) 2.9** 0.003

Planning and Organizing 3.65(0.66) 3.77(0.56) 0.85 0.398

Interpersonal Management 3.93(0.63) 3.26(0.54) 3.52** 0.0004

Impact and Influence 3.93(0.54) 3.86(0.59) 0.511 0.611

Discipline and Delegation 3.34(0.51) 3.45(0.58) 0.815 0.417

Occupational Attachment and Organizational Setting 4.01(0.40) 4.02(0.49) 0.05 0.954


The mean of male teachers was found more than the female teachers in Mental Skills and

Interpersonal Management dimensions. It shows that the male teachers are more effective in

mental skills than their female counterparts in management education are. The possible

explanation is that the male teachers have good judgment making skills and grasping ability that

female counterparts. In addition, they have good networking skills, are approachable easily, and

are good in relationship management.

The mean of female teachers was found more than the male teachers in Communication Skills,

Emotion Handling and Persistence, Adaptability, and Being Open and Receptive dimension. The

possible explanation is that the female teachers give more emphasis to communication skills and

presentation skills. They are more persistent and can effectively handle emotions than their male

counterparts. They easily adapt to different surroundings due to their basic nature, also female

teachers are more open and receptive than their male counterparts.

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4.5.1.4.2. Qualification

The data on influence of qualification on overall teaching competency has been verified and

shown in the following table.

Table 4.21: Showing significance of difference of mean between teachers holding Masters Degree and teachers holding PhD Degree in respect of overall teaching competency

Variable

PhD Masters

tp-

valueMean Standard

Deviation

N Mean Standard

Deviation

N

Teaching

Competency

3.38 0.21 148 3.34 0.24 172 3.15** 0.0016

**Statistically significant at p<0.01

The value of “t” is significant. Hence, there is a significant difference between teachers holding

Masters Degree and teachers holding PhD Degree in respect of overall teaching competency. The

mean of teachers holding PhD Degree was found more than teachers holding Masters Degree. It

shows that the teachers holding PhD Degree are more effective than the teachers holding Masters

Degree. Researchers like Prasad [164], Haddad [132], Chowdhary [59], Bella [28], Sheik [270],

and Koundinya [174] corroborate this finding. On the contrary, according to researchers Sharma

[268], Idrisi [150], McBer [194], Prasad [164], Hamdan et al. [133], Kalita [162], and

Chowdhury [60] there is a significant influence of qualification on teaching competency.

Besides testing this hypothesis, it was further tested whether there is influence of qualification on

the dimensions of teaching competency. The result is presented in the table 4.22. The value of “t”

between teachers holding PhD Degree and teachers holding Masters Degree was found

significant in couple of dimensions of management teaching competency like Analytical and

Problem Solving, Conceptual Thinking, Knowledge and Information Orientation, Emotion

Handling and Persistence, Self Dependence and Confidence, Concern for Standard and

Achievement, Planning and Organizing, Impact and Influence and Occupational Attachment and

Organizational Setting.

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Table 4.22: Showing values of “t” between teachers holding Masters Degree and teachers holding PhD Degree in respect of various dimensions of teaching competency

Dimensions of Teaching Competency Mean (Standard Deviation) t p-value

PhD Masters

Analytical and Problem solving 3.90(0.58) 3.52(0.56) 2.99** 0.004

Conceptual Thinking 3.56(0.46) 3.55(0.49) 3.35** 0.0008

Mental Skills 3.90(0.50) 3.78(0.61) 0.997 0.322

Communication Skills 3.65(0.50) 3.72(0.47) 0.709 0.481

Knowledge and Information Orientation 4.20(0.51) 4.02(0.46) 2.71** 0.006

Emotion Handling and Persistence 3.85(0.67) 3.77(0.57) 2.83** 0.004

Self Dependence and Confidence 3.85(0.58) 3.57(0.59) 2.11* 0.038

Adaptability 3.73(0.68) 3.71(0.48) 1.141 0.257

Concern for Standard and Achievement 3.85(0.51) 3.72(0.50) 2.29* 0.025

Being Open and Receptive 3.57(0.59) 3.58(0.43) 0.022 0.982

Planning and Organizing 3.77(0.51) 3.68(0.68) 2.9** 0.003

Interpersonal Management 3.83(0.54) 3.83(0.62) 0.002 0.998

Impact and Influence 4.00(0.54) 3.79(0.58) 2.95** 0.003

Discipline and Delegation 3.49(0.59) 3.33(0.52) 1.25 0.215

Occupational Attachment and Organizational Setting 4.06(0.49) 3.98(0.43) 2.89** 0.003


The mean of teachers holding PhD Degree was found more than the teachers holding Masters

Degree in dimensions like Analytical and Problem Solving, Conceptual Thinking, Knowledge

and Information Orientation, Emotion Handling and Persistence, Self Dependence and

Confidence, Concern for Standard and Achievement, Planning and Organizing, Impact and

Influence and Occupational Attachment and Organizational Setting. The possible explanation is

that the teachers holding PhD Degree through added qualification have used the previously

mentioned competency dimensions in attainment of their Degree. They are better in analyzing

and solving problems, can easily create theories, can provide good insight over matters, have

learning orientation, are information seekers, and have command over their subject due to

attainment of higher Degree. They are persistent in work, have high confidence level, and are

target oriented keeping standard in mind. They can effectively plan and organize work by setting

priorities and manage time effectively. They have attachment towards their profession and have

ability to cope up with organization settings.

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4.5.1.4.3 Age

Relationship between age groups and teaching competency has been analyzed through Analysis

of Variance.

Table 4.23: Comparing of overall teaching competency and its dimensions among three age groups (A1=Below36, A2=36-45, A3=46 and above) of teachers.

Dimensions of Teaching Competency Mean (Standard Deviation) F Sig.

A1

(Below 36)

A2

(36-45)

A3

(Above 45)

Overall 3.66(0.70) 3.8(0.45) 3.82(0.31) 0.51 0.126

Analytical and Problem solving 3.56(0.54) 3.80(0.67) 3.78(0.55) 0.49 0.2279

Conceptual Thinking 3.49(0.48) 3.55(0.45) 3.72(0.54) 0.83 0.0117

Mental Skills 3.93(0.53) 3.97(0.52) 3.69(0.61) 4.54** 0.002

Communication Skills 3.63(0.70) 3.68(0.50) 3.85(0.43) 0.17 0.114


Orientation 3.92(0.55) 4.24(0.45) 4.22(0.31) 0.52 0.317

Emotion Handling and Persistence 3.83(0.66) 4.01(0.70) 3.78(0.56) 3.87* 0.046

Self Dependence and Confidence 3.52(0.42) 3.83(0.75) 3.83(0.51) 0.79 0.325

Adaptability 3.61(0.52) 3.61(0.64) 3.43(0.68) 0.103 0.366

Concern for Standard and Achievement 3.81(0.55) 3.79(0.51) 3.72(0.46) 0.46 0.238

Being Open and Receptive 3.71(0.54) 3.61(0.55) 3.43(0.44) 5.147** 0.001

Planning and Organizing 3.63(0.63) 3.80(0.61) 3.78(0.55) 0.21 0.825

Interpersonal Management 3.76(0.56) 3.82(0.62) 4.02(0.55) 0.49 0.437

Impact and Influence 3.73(0.60) 4.03(0.51) 3.95(0.59) 0.86 0.113

Discipline and Delegation 3.34(0.49) 3.43(0.65) 3.50(0.49) 4.79** 0.001


Organizational Setting 3.98(0.46) 4.02(0.48) 4.08(0.44) 0.1 0.377


According to the table given below, there is a significant influence of age group type on the

following dimensions of teaching competency: Mental Skills, Emotion Handling and Persistence,

Being Open and Receptive and Discipline and Delegation.

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Researchers like Debnath [81], Chayya [56], Nair [210], Arora [19], Padmanabhaiah [229], and

Bella [28] have found that age was one of the significant determinants of teaching competency.

Anbuthasan and Balakrishnan [11] in their study concluded that there is significant difference

between 25-35 of age and above 35 years of age. The teachers above 35 years were found better

than teachers of 25-35 years of age. On the contrary, researchers like Sheik [270], Koundinya

[174], McBer [194], Onderi and Croll [221], Kanakala [163], and Chowdhury [60] found age do

not influence teaching effectiveness.

Duncan’s Mean test was applied to compare the dimensions having significant influence of age.

The data is presented in the table given below.

Table 4.24: Comparisons of dimensions of management teaching competency among different age groups (A1=Below 36, A2=36-45, A3=46 and above) Duncan’s Mean Test

Dimensions of

Teaching

Competency

A1

Mean(S.D)

A2

Mean(S.D)

A3

Mean(S.D)

A1 vs. A2 A1 vs. A3 A2 vs. A3 F

Mental skills 3.93(0.53) 3.97(0.52) 3.69(0.61) * * * 4.54*

Emotion handling and

persistence

3.83(0.66) 4.01(0.70) 3.78(0.56) * * 3.87*

Being open and

receptive

3.71(0.54) 3.61(0.55) 3.43(0.44) * * 5.147*

Discipline and

delegation

3.34(0.49) 3.43(0.65) 3.50(0.49) * * 4.79*


The mean value for the dimension Mental Skills was highest for the teachers having age falling

between 36 and 45 years of age. The possible explanation is that the teachers falling in this age

group have had gained enough experience to quickly grasp the root of the problem, to make

effective judgment and to use more creative methods for teaching in classrooms.

The mean value of the dimension Being Open and Receptive was highest for the teachers having

less than 36 years of age. The possible explanation is that the teachers having less than 36 years

of age are more open and receptive towards students.

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The mean value of the dimension Emotion Handling and Persistence and Discipline and

Delegation was highest for the teachers having more than 45 years of age. The possible

explanation is that the teachers having more than 45 years of age can control their emotions

effectively and are persistent.

From the analysis, it was observed that B-School category, experience type, position, and

qualification does influence overall teaching competency level and some of the dimensions of

management teaching competencies. While gender and age do not influence overall teaching

competency level but they do influence some of the dimensions of management teaching

competencies. The following section gives the conceptual framework developed from the

analysis.

4. 6 SECTION V

4.6.1 Conceptual Competency Framework for Management Teachers

On basis of analysis, a framework has been proposed which requires testing and validation. The

competencies found important across all levels of management teaching have been named as

Threshold competencies. Rest of the competencies has been named Level Specific competencies

whose importance change according to the level of teaching though all competencies are

important for teaching.

Threshold Competencies are the competencies, which are important for teaching irrespective of

the position a teacher holds. The Threshold Competencies identified from analysis were

Interpersonal Management, Occupational Attachment and Organizational Setting, Impact and

Influence, Communication Skills, and Knowledge and Information Orientation. Rest of the

Competencies has been named Level Specific Competencies and their importance change

according to the position a teacher holds in teaching profession.

The figure 4.10 gives the Conceptual Competency Framework for Management Teachers where

PO-Planning and organizing, CS-Concern for standard and achievement, EP-Emotion handling

and persistence, MS-Mental skills, DD-Discipline and delegation, AP-Analytical and problem

133

solving, SC-Self Dependence and confidence, CT-Conceptual thinking, BR-Being open and

receptive, AD-Adaptability

For Level 1 of teaching the order of these competencies are as follows: EH, CS, MS, PO, SC,

DD, AP, BR, CT, and AD

For Level 2 of teaching the order of these competencies are as follows: PO, EH, AP, CS, DD, SC,

MS, BR, CT, and AD

For Level 3 of teaching the order of these competencies are as follows: DD, PO, CS, CT, MS,

AP, SC, EH, AD, BR

Figure 4. 10: Conceptual Competency Framework for Management Teachers

A brief description of these threshold competencies dimensions are given as follows:

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Interpersonal Management Dimension includes items Approachability, Networking and

Sociability, Relationship Management, and Sensitivity to Others. All these items had one thing in

common they emphasized on how well a person can build relationships with others talking about

social aspects of an individual. It was found that there is a significant influence of experience

type, position, and gender on Interpersonal Management dimension.

Impact and influence Dimension includes items Collaborative Influence, Impression

Management, Inspirational Leadership, and Motivating others. All these items had one thing in

common they emphasized on individual’s concern for others and how effectively one can handle

others. It was found that there is a significant influence of B-School category and qualification on

Impact and Influence dimension.

Occupational Attachment and Organizational Setting Dimension includes items

Occupational Preference, Organizational Awareness, Political Astuteness, and Integrity and

ethical conduct. All these items had one thing in common they emphasized on ones attachment

towards profession and how well one is able to cope up with organization settings. It was found

that there is a significant influence of B-School category and qualification on Occupational

Attachment and Organizational Setting dimension.

Communication Skills Dimension includes items Listening skills, Precision in verbal

communication, Precision in written communication, and Presentation skill. All these items had

one thing in common they emphasized on teachers ability to effectively express and to

understand others. It was found that there is a significant influence of B-School category and

gender on Communication Skills dimension.

Knowledge and Information Orientation Dimension includes items Command over his/her

subject, Expertise in Technology, Information Seeking, and Learning orientation. All these items

had one thing in common they emphasized on knowledge and information seeking aspect of a

teacher. It was found that there is a significant influence of B-School category, experience type,

position, and qualification on Knowledge and Information Orientation dimension.

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Level Specific Competencies and their importance change according to the position a teacher

holds in teaching profession and are briefly described as under.

Analytical and Problem Solving Dimension includes items Analyzing and Solving Problems,

Dealing with Complexity comfortably, and Practical Intelligence. All these items had one thing

in common they emphasized on analytical and problem solving abilities of a teacher. It was found

that there is a significant influence of qualification on Analytical and Problem Solving

dimension.

Conceptual Thinking Dimension includes items Ability to Generate Theories, Insight, and

Using of Concepts in analyzing situation. All these items had one thing in common they

emphasized on how well a teacher uses concepts or theories in teaching. It was found that there is

a significant influence of B-School category, experience type, position, and qualification on

Conceptual Thinking dimension.

Mental Skills Dimension includes items Creativity, Grasping ability, Judgment making skill,

and Self Knowledge. All these items had one thing in common they emphasized on mental

astuteness of a teacher. Many researchers have emphasized creativity to a surprise as an attribute

of effective teaching. It was found that there is a significant influence of B-School category,

position, gender, and age on Mental Skills dimension.

Emotion Handling and Persistence Dimension includes items Being not easily provoked,

Persistence, and Resistance to Stress. All these items had one thing in common they emphasized

on teachers ability to handle emotion and stress and being persistent in work irrespective of

stress. It was found that there is a significant influence of gender, qualification, and age on

Emotion Handling and Persistence dimension.

Self Dependence and Confidence Dimension includes items Independence, Taking Initiative,

Strong Self-Concept, and Willingness to take responsibility. All these items had one thing in

common they emphasized on how much self-confidence a teacher has and how well one can use

that confidence. It was found that there is a significant influence of experience type, position, and

qualification on Self Dependence and Confidence dimension.

136

Adaptability Dimension includes items Ability to Change and adapt, Complacent, and

Resilience. All these items had one thing in common they emphasized on how well an individual

is able to adapt and change as per the situation. It was found that there is a significant influence

of gender on Adaptability dimension.

Concern for Standard and Achievement Dimension includes items Concern for standard,

Result Orientation/ Target Orientation, and Risk Taking ability. All these items had one thing in

common they emphasized on ones concern for standards and achievement orientation. It was

found that there is a significant influence of B-School category and qualification on Concern for

Standard and Achievement dimension.

Being Open and Receptive Dimension includes items Composure, Humor, Patience, and

Personal Disclosure. All these items had one thing in common they emphasized on how much an

individual is open and receptive to others. It was found that there is a significant influence of

experience type, gender, and age on Being Open and Receptive dimension.

Planning and Organizing Dimension includes items Planning and Organizing, Priority Setting,

Being Proactive, and Time Management. All these items had one thing in common they

emphasized on how well an individual plans and organize his/her work. It was found that there is

a significant influence of B-School category, position, and qualification on Planning and

Organizing dimension.

Discipline and Delegation Dimension includes items Assertiveness, Delegation, and Firmness

for Self and Others Discipline. All these items had one thing in common they emphasized on

one’s ability to control people. It was found that there is a significant influence of experience

type, position, and age on Discipline and Delegation dimension.

4.6.2 Inter-correlation among the Competencies

Pearson product-moment correlation coefficients (2-tailed) of the competency dimensions was

conducted, these values are given in the Appendix O. Correlation analysis is not only directed at

discovering whether a relationship exists between two variables, but also analyses the direction

137

and magnitude of the relationship [88]. The correlations between the dimensions found

statistically significant are highlighted in the table given in Appendix O.

From the correlation analysis, we can deduce dimensions having significant correlation and

association with each other. Analytical and Problem Solving, Conceptual Thinking, and Mental

Skills dimensions were found to have significant correlation with each other. Communication

Skills, Knowledge and Information Orientation, Concern for Standard and Achievement,

Planning and Organizing, and Occupational Attachment and Organizational Setting dimensions

were found to have significant correlation with each other. Emotion Handling & Persistence, Self

Dependence and Confidence, and Adaptability dimensions were found to have significant

correlation with each other. Interpersonal Management, Impact and Influence, Discipline and

Delegation, and Being Open and Receptive dimensions were found to have significant correlation

with each other.

Thus to summarize the chapter gave in detail the analysis on identification of dimensions of

management teaching competency, the importance level of each dimension as perceived by

teachers and academic administrators, the influence of personal and professional characteristic of

a teacher on teaching competency and finally the conceptual framework developed for effective

management teaching. The following chapter concludes on the findings of the research, giving

implications and limitations of the research along with directions for future research.

Documents

CHAPTER 4 DATA ANALYSIS AND DISCUSSIONshodhganga.inflibnet.ac.in/bitstream/10603/36835/12/12chapter4-.pdf · 4. 1 Overview of Data Analysis This chapter is divided into five sections