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THE NEED OF GOOD GOVERNANCE TO IMPROVE MANAGEMENT SYSTEM

IN PUBLIC SECTOR COLLEGES OF THE SINDH PROVINCE

BY:

TA R IQU E BH A TTI

THESIS SUBMITTED TO UNIVERSITY OF SINDH FOR

FULFILMENT OF THE REQUIREMENT FOR THE DEGREE OF

DOCTOR OF PHILOSOPHY (PH.D) IN EDUCATION

DEPARTMENT OF PSYCHOLOGICAL TESTING, GUIDANCE AND

RESEARCH, FACULTY OF EDUCATION ELSA KAZI CAMPUS

UNIVERSITY OF SINDH HYDERABAD

2014

ii

CERTIFICATE

It is certified that Mr. Tarique Bhatti has carried out his research work on the topic “THE

NEED OF GOOD GOVERNANCE TO IMPROVE MANAGEMENT SYSTEM IN

PUBLIC SECTOR COLLEGES OF THE SINDH PROVINCE “under my supervision.

His work is original, innovative and thesis is worthy of presentation to the University of

Sindh for the award of the degree of Doctor of Philosophy in Education.

Signature

Prof. Dr. Parveen Munshi

Guide / Supervisor

iii

ACKNOWLEDGEMENT

All praises are for almighty Allah, who guides us in darkness and helps in difficulties. All

respects for His Holy Prophet Hazrat Muhammad (PBUH) who enables us to recognize our

creator.

It is, indeed, a great honor for me to express my deep sense of grati tude to my learned

research supervisor Prof. Dr. Parveen Munshi, Faculty of Education University of Sindh,

for her constant guidance and encouragement in the completion of this research.

I am thankful to my respectable father and mother for their sincere prayers and full support

during this research work.

I am thankful to my uncle Prof. Abdul Razaq Bhatti for his support and encouragement.

I am also very thankful to my well wisher friend Mr.Wajid Ali, Lecturer HAH Govt, Degree

College Liyari , Karachi, Sindh for his valuable cooperation.

I am also thankful to Mr. Zeeshan Haider Bhatti, Computer Operator, Faculty of Education

for his help and cooperation.

I offer my thanks to Regional Directors, Principals, Teachers, Students and representatives of

college teachers association for their kind cooperation in data collection for this research

work.

I am also thankful to all those friends and colleagues who supported and encouraged me to

complete this research work.

Tarique Bhatti

Ph.D. Scholar

iv

LIST OF ABBREVIATIONS AND ACRONYMS

APEAM

B.Ed

DPI

DG

EMIS

GoP

HDI

HEC

HSC

ICTs

MoE

M.Phil

M.Ed

NEP

NAHE

Ph. D.

RD

SSC

UNDP

WB

Academy of Educational Planning and Management

Bachelor of Education

Director of Public Instructions

Director General

Educational Management and Information System

Government of Pakistan

Human Development Index

Higher Education Commission

Higher Secondary Certificate

Information Communication Technologies

Ministry of Education

Master of Philosophy

Master of Education

National Education Policy

National Academy of Higher Education

Doctor of Philosophy

Regional Director

Secondary School Certificate

United Nations Development Program

World Bank

v

ABSTRACT

TOPIC: THE NEED OF GOOD GOVERNANCE TO IMPROVE MANAGEMENT

SYSTEM IN PUBLIC SECTOR COLLEGES OF THE SINDH PROVINCE

The study looked into a descriptive research to evaluate the existing management

system of the Public Sector Colleges in the Province of Sindh and need to establish Good

Governance. This study is concerned to identify the problems which are being faced by the

existing management and governance system and forward suggestions to overcome the

governance problems through the establishment of good governance. Data for the study was

collected through questionnaires. Main objectives of the study were; to evaluate the present

structure and functioning of the management, to assess the weakness and strengths of present

management system and to assess the efficiency and performance of provincial bureaucracy

teachers and students of public sector colleges in Sindh province, Pakistan

To achieve these objectives, the researcher has analyzed and synthesized the data for testing

the designed hypotheses. After analysis of related literature five questionnaires were designed

and administrated among the sample of principals, teachers, students, parents and provincial

managers. The researcher surveyed the public sector colleges of the province, regional directorates,

and secretary’s offices. Chi-square was applied to compare the perceptions of the respondents and

to test the null hypotheses. On the basis of findings conclusions were drawn. The principals were

found deficient in the skills of management, computer Skills, planning, and decision-making,

delegation of authority, human relationships, and team building. Provincial bureaucracy does

not cooperate with principals and does not delegate powers to them. Shortage of staff, not

only in teaching faculty but also in other staff was reported by most of the principals.

Political interference, nepotism culture and corruption are common in public sector colleges.

Teachers are not provided training facilities and their problems are not solved by high-ups.

Students are not provided required facilities like financial support and incentives, library and

lab facilities, curricular and co-curricular activities. Parents and community participation and

role in college management are also missing. The research study recommended that the

policies and plans for the development and improvement of public sector colleges should be

clear and viable. It is the need of time that the college level educational institutions should be

vi

strengthened and run completely following the rules and regulations. The public

representatives and politicians should not interfere in the college administration. Intensive

trainings in management and supervision to principals and teaching methodology trainings to

the teachers should be provided. Authority should be decentralized and principals should be

given more powers. The collaboration and coordination between institutions, regional offices

and provincial offices should be made effective. Students should be provided all necessary

facilities like good and well equipped libraries, laboratories and computer labs. Curricular

and co-curricular activities should be organized frequently in the colleges. Parents and

community should be given due role in college affairs. Merit and transparency in all matters

should be ensured.

vii

TABLE OF CONTENTS

Chapter/No. Topic Page

Title page i

Certificate ii

Acknowledgements iii

Abbreviations iv

Abstract v

Table of Content vii

CHAPTER NO.1 INTRODUCTION 1

1.1 Background of the Problem 1

1.1.1 Problems confronted by Colleges in Province of Sindh 4

1.1.2 Present Situation 4

1.2 Statement of the Problem 4

1.3 Objectives of the Study 5

1.4 Research Hypotheses 6

1.5 Delimitation of Study 7

1.6 Significance of the Study 7

1.7 Definitions 8

CHAPTER NO.2 Review of Literature 9

2.1 Management 9

2.1.1 Meaning & Definition of Management 9

2.2 Concept of Management in Education 10

2.2.1 Objectives of Educational Management 10

2.2.2 Scope of Educational Management 11

2.2.3 Scope of Educational Management within the institution 11

2.3 Functions of Educational Management 11

2.3.1 Planning 11

2.3.2 Organizing 11

2.3.3 Reporting 12

2.3.4 Budgeting 12

2.3.5 Decision Making 13

2.3.6 Stimulating 13

2.3.7 Communicating 13

2.3.8 Sharing of Powers and Authority 14

2.3.9 Audit 14

2.3.10 Human Relation 14

viii

2.3.11 Motivation 14

2.3.12 Organizational Goal Setting 15

2.3.13 Rules and Regulations 15

2.3.14 Problem Solve 15

2.3.15 Team Work 15

2.3.16 Use of Technology 16

2.3.17 Coordinating and Cooperation 16

2.4 Province of Sindh Pakistan 16

2.4.1 Historical Background 17

2.5 System of Education in the Province 17

2.6 Management System of Public Sector Colleges in the Province of Sindh 18

2.6.1 College Management Offices and Authorities 18

2.7 Organizational Charts 18

2.7.1 Organizational Structure of Provincial Department 18

2.7.2 (a) Organizational Structure of Regional Level 19

(b) Organizational Structure of Institutional Level 19

2.7.3 Set up at Provincial Level 20

2.7.3.1 Secretary Education 20

2.7.3.2 Director General Colleges 20

2.7.3.3 Functions of Director General and Regional Director Colleges 20

2.8 The Management System at Institutional Level 21

2.8.1 Principal 21

2.8.1.1 Qualities of Good Principal 21

2.8.1.2 High Character 21

2.8.1.3 Politeness and Culture 21

2.8.1.4 Administrative Capacity 22

2.8.1.5 Professional Knowledge 22

2.8.1.6 Efficiency in Work 22

2.9 Effective Management of the Colleges 23

2.9.1 Duties, Functions and Responsibilities of the Principal 23

2.9.1.1 Planning 24

2.9.1.2 Planning Before Opening of the Institutions 25

2.9.1.3 Organizing and Administrating 26

2.9.1.4 Supervision and Guiding 27

2.10 Governance 27

2.11 Bad Governance 28

ix

2.12 Good Governance 28

2.12.1 Pre-requisites for Good Governance 29

2.12.2 Good Governance Practices 29

2.13 Good Governance and Educational Organization 29

2.14 Good Governance and Management System of Public Sector Colleges 30

2.15 Related Studies 31

2.15.2 International Level 31

2.15.1 National Level 32

2.16 Policy Statements regarding the structure of the Educational Management

in Pakistan

34

CHAPTER NO. 3 Research Methodology 37

3.1 Research Design

3.2 Population of the study 37

3.3 Sampling of the Study 38

3.4 Research Instruments 40

3.4.1 Pilot Testing 41

3.4.2 Results of the Pilot Study 41

3.4 Data Collection 42

3.4.1 Data Analysis 42

3.4.2 Why Chi-Square 42

3.4.3 Step for Chi-Square 43

CHAPTER NO. 4 PRESENTATION, ANALYSIS AND INTERPRETATION

OF DATA

45

4.1 Data obtained Through Questionnaire No: I (College Principals) 45

Part-I Personal characteristics of the respondents (Principal) 45

4.1.1 Age 45

4.1.2 Gender 46

4.1.3 Designation of the respondent Principals 46

4.1.4 Qualification of the respondent Principals 46

4.1.5 Principal by location 47

4.1.6 Data Analysis (Principals) (General) 48

4.2 Data obtained through questionnaire No.II (College Teachers) 72

Part-I Personal characteristics of the respondents (Teachers) 72

4.2.1 Age 72

4.2.2 Gender 72

4.2.3 Designation 73

x

4.2.4 Qualification 73

4.2.5 Teacher by Location 73

4.2.6 Data Analysis (College Teachers) (General) 74

4.3 Data obtained through questionnaire No.III (Students) 98

Part-I Personal characteristics of the respondent Students

4.5.1 Age 98

4.5.2 Gender 98

4.5.3 Student by Location 99

4.5.3 Data Analysis (Students) 100

4.4 Data obtained through questionnaire No.IV (Parents) 119

4.4.1 Parents by Location 119

4.4.2 Data Analysis (Parents) 120

4.5 Data obtained through questionnaire No.V (Provincial Managers) 136

4.5.1 Managers by Location 136

4.5.2 Data Analysis (Parents)

Gender wise Male /Female Data Analysis (Principals) 146

Area wise Data Analysis (Principals) 165

Gender wise Male /Female Data Analysis (Teachers) 184

Area wise Data Analysis (Teachers) 208

Gender wise Male /Female Data Analysis (Students) 232

Area wise Data Analysis (Students) 251

Area wise Data Analysis (Parents) 270

CHAPTER NO. 5 SUMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

286

5.1 SUMMARY 286

5.2 General Research Findings (Principal) 288

5.3 General Research Findings (Teachers) 290

5.4 General Research Findings (Students) 293

5.5 General Research Findings (Parents) 295

5.6 Findings related with the responses of the open ended questions 297

5.7 Conclusions 299

5.8 Recommendations 303

5.9 Recommendations for Future Research Studies 308

Bibliography 309

Appendices 321

xi

APPENDIX I 321

APPENDIX II 322

APPENDIX III 323

APPENDIX IV 327

APPENDIX V 328

APPENDIX VI 332

APPENDIX VII 333

APPENDIX VIII 336

APPENDIX IX 337

APPENDIX X 340

APPENDIX XI 341

1

LIST OF TABLES

Table No. Statement Page No.

1. Shows regions, numbers of colleges come under all five regions,

teachers and students

17

2. Region Wise Population of the Colleges 37 3. Region Wise Population of the Principals 38 4. Region Wise Population of the Teachers 38 5. Region Wise Population of the Students 38 6. Region Wise Sample of the Principals 39

7. Region Wise Sample of the Teachers 39 8. Region Wise Sample of the Students 40 9. Showing the response rate from the sample 40 10. Age wise distribution of the respondents (principals) 45 11. Gender wise distribution of the respondents 46 12. Designation wise distribution of the respondents 46 13. Qualification of the respondents 46 14. Distribution by location 47

15. Opinion about taking initiative for bringing improvement in the management system of the college

48

16. Opinion about the developing team work and cooperation in the working

49

17. Opinion about taking timely decisions and in consistent with plans 50 18. Opinion about delegating the authority for the betterment of

management system 51

19. Opinion about allowing complete freedom to staff members in working 52 20. Opinion about satisfaction with the quality of education being imparted

in the college 53

21. Opinion about the provision of sufficient funds and powers to expend funds for development

54

22. Opinion about remaining under pressure as an administrator 55 23. Opinion about avoiding conflict and confrontation with colleagues 56

24. Opinion about tolerating disagreement and encourage good suggestions in decisions

57

25. Opinion about utilizing different funds properly and transparently 58 26. Opinion about teachers’ preparation before teaching in the classes. 59 27. Opinion about teachers remain involved in administrative

responsibilities 60

28. Opinion about the Education department provides training facilities to college teachers

61

29. Opinion about the Parents are invited in organizing annual days, sports and other programs held in college

62

30. Opinion about the Formative testing is carried out from time to time 63 31. Opinion about various types of items are used in tests 64 32. Opinion about cheating is common in annual examination 65 33. Opinion about most of the teachers participate in activities of the unions 66 34. Opinion about Education department provider training

opportunities

67

35. Opinion about Students’ organizations harass teachers and interfere

in college administration

68

36. Opinion about there exist good coordination between different

offices like principal office, regional director office and

provincial secretariat

69

2

37. Opinion about there exist accountability and transparency on all

provincial education department offices

70

38. Opinion about principals maintain strict discipline and inspection

system in colleges

71

39. Age wise distribution of the respondents (Teachers) 72

40. Gender wise distribution of the respondents 72 41. Designation wise distribution of the respondents 73 42. Qualification of the respondents 73 43. Distribution by location 73 44. Opinion about teachers come well prepared and teach to student

properly 74

45. Opinion about all teaching aids available in institution 75

46. Opinion about the teachers reach and leave the college on time 76 47. Opinion about the Teachers rarely care whether students understand

their lecture or not 77

48. Opinion regarding teachers are satisfied with the quality of education being imparted in your college

78

49. Opinion about there exists good social relationship and teamwork between college teachers and principals

79

50. Point of view regarding College principal tolerated disagreements and

encourage good suggestions from teachers

80

51. Opinion about the College principals utilize different funds transparently

81

52. Opinion about the college principals know managerial skills and financial rules

82

53. Opinion about Library, laboratories and classes in your college are well equipped and clean.

83

54. Opinion about the College offices manage different functions like admissions, examinations etc well systematically

84

55. Opinion about the Principals involve college teachers in managerial tasks.

85

56. Opinion about the Education department provider training opportunities to college teachers

86

57. Opinion about the College administrative staff cooperates and facilitate

to teachers

87

58. Opinion about College offices records are properly maintained 88 59. Opinion about the Principals allocate responsibilities on the basis of

teachers abilities and choice. 89

60. Opinion about the Parents is invited on annual day, sports and in other program

90

61. Opinion about the Teachers conduct formative tests in the classes 91 62. Opinion about the Teachers use various types of items in tests 92

63. Opinion about the College teachers participate in the activities of union 93 64. Opinion about the Students organizations harass teachers and interfere

in college administration 94

65. Opinion about there exist good coordination between different offices like principal office, regional director office and provincial secretariat

95

66. Opinion about there exist accountability and transparency on all provincial education department offices

96

67. Opinion about the Principal maintain strict discipline and inspection system in college

97

68. Age wise distribution of the respondents (Students) 98 69. Sex wise distribution of the respondents 98

3

70. Distribution by location 99 71. Opinion about all teachers of your college review their teaching

time by time and well proposed in class

100

72. Opinion about there are almost all modern teaching aid available in

your college

101

73. Opinion about teaching is mostly dictating notes on reading from

text

102

74. Opinion about most of the teachers reach institution on tie and are

regular in class teaching

103

75. Opinion about all students are regular and reach college on time 104

76. Opinion about teachers rarely care whether students understand

their lecture or not

105

77. Opinion about you are satisfied with the quality of education

being imparted in your college

106

78. Opinion about principal of your college enjoys the confidence of

all teachers and student

107

79. Opinion about teachers are divided into warning groups and have

no good relations with principals

108

80. Opinion about principal try to solve all problems of students and

provide all necessary facilities.

109

81. Opinion about library, laboratory in your college are well equipped

and well functioning

110

82. Opinion about principal maintain strict discipline and inspection

system in the college

111

83. Opinion about majority of the students participate take part in the

activities of student’s organizations

112

84. Opinion about parents are invited on annual days sports and in

other program

113

85. Opinion about teacher conduct formative tests in the classes 114

86. Opinion about college teacher promote tution, culture and

pressurize students to get tuitions

115

87. Opinion about college administration organize co-curricular

activities regularly

116

88. Opinion about college office staff manage different functions like

admissions, examination etc in systematic manner

117

89. Opinion about college administration provides incentives to

intelligent and deserving students

118

90. Area wise respondents (parents) 119

91. Opinion about most teachers do hard work and manage classes

well

120

92. Opinion about teaching is mostly dictating notes or reading from

text.

121

93. Opinion about teachers are regular and punctual on their duties 122

94. Opinion about you are satisfied with the quality of education being

imparted in the college

123

95. Opinion about college management solve the problems of students

and provide necessary facilities

124

96. Opinion about college teachers pressurize students to join their

tuition centers

125

97. Opinion about budget allocated to institution to sufficient and 126

4

utilized properly 98. Opinion about college offices manage admissions and other tasks

systematically

127

99. Opinion about parents are involved in different matters like

development, discipline and co curricular activities

128

100. Opinion about you frequently visits and discuss your ward’s

problems with teachers and principal

129

101. Opinion about teachers and principal receive parents with respect

and deaconry

130


imparted in the institution

131

103. Opinion about teacher conduct weekly and monthly tests in classes

regularly

132

104. Opinion about cheating is common in examination 133

105. Opinion about public sector colleges enjoy good reputation in

society

134

106. Opinion about college management maintains strict discipline and

good management in system

135

107. Location wise respondents (Provincial Managers) 136

108. Opinion about college principals fully cooperate to implement

your policies and plans

137

109. Opinion about transfers and postings are done on merit and

transparently

138

110. Opinion about political interference badly influence your day to

day professional working

138

111. Opinion about you are satisfied with the existing management

system of the college

138

112. Opinion about principals college Teachers and other employees

are held accountable for negligence of there duties and other

wrong doings

139

113. Opinion about all required physical facilities are provided to

colleges on priority basis

139

114. Opinion about department ensures maximum training

opportunities for improving your managerial skills

139

115. Opinion about college Teachers are provided training

opportunities from time to time

140

116. Opinion about the performance of principals and teachers are

evaluated properly

140

117. Opinion about incentives and rewards are given to teachers,

principals and students on better performance

140

118. Opinion about you are satisfied with given administrative powers 141

119. Opinion about you delegate authority to lower 141

120. Opinion about problems of teachers and institution are smoothly

solved

141

121. Opinion about college Teachers mostly participate in Union

activities and teacher unions influence management

142

122. Opinion about there exist proper link among college, regional and

provincial officers.

142

123. Opinion about there exist fair and merit base admission policy for

the colleges of province

142

5

124. Opinion about community and parents are given due role in

college matters

143

125. Opinion about fund transfers and expenditure system is too much

complicated.

143

126. Opinion about there is an effective annual system in the provincial

department

143

127. Opinion about corruption and misappropriation of funds at all

levels is common

144

128. Opinion about college principals enjoy proper financial powers 144

129. Opinion about cheating is common in the institutions 144

130. Opinion about student organize different activities and are much

interested in their studies

145

131. Opinion about students’ organizations unnecessary trouble

administration and harass teachers

145

132. Opinion about intelligent and deserving student are given

scholarships and financial support by the department.

145

133. Opinion about taking initiative for bringing improvement in the

management system of the college

146

134. Opinion about the developing team work and cooperation in the

working

147

135. Opinion about taking timely decisions and in consistent with

plans

148

136. Opinion about delegating the authority for the betterment of

management system

149

137. Opinion about allowing complete freedom to staff members in

working

150

138. Opinion about satisfaction with the quality of education being


151

139. Opinion about the provision of sufficient funds and powers to

expend funds for development

152

140. Opinion about remaining under pressure as an administrator 153

141. Opinion about avoiding conflict and confrontation with

colleagues

154

142. Opinion about tolerating disagreement and encourage good

suggestions in decisions

155

143. Opinion about utilizing different funds properly and transparently 156

144. Opinion about teachers’ preparation before teaching in the

classes.

157

145. Opinion about teachers remain involved in administrative

responsibilities

158

146. Opinion about the Education department provides training

facilities to college teachers

159

147. Opinion about the Parents are invited in organizing annual days,

sports and other programs held in college

160

148. Opinion about the Formative testing is carried out from time to

time

161

149. Opinion about various types of items are used in tests 162

150. Opinion about Cheating is common in annual examination 163

151. Opinion about Most of the teachers participate in activities of the

unions

164

6

152. Opinion about taking initiative for bringing improvement in the

management system of the college

165

153. Opinion about the developing team work and cooperation in the

working

166

154. Opinion about taking timely decisions and in consistent with

plans

167

155. Opinion about delegating the authority for the betterment of

management system

168

156. Opinion about allowing complete freedom to staff members in

working

169

157. Opinion about satisfaction with the quality of education being


170

158. Opinion about the provision of sufficient funds and powers to

expend funds for development

171

159. Opinion about remaining under pressure as an administrator 172

160. Opinion about avoiding conflict and confrontation with

colleagues

173

161. Opinion about tolerating disagreement and encourage good

suggestions in decisions

174

162. Opinion about utilizing different funds properly and transparently 175

163. Opinion about teachers’ preparation before teaching in the

classes.

176

164. Opinion about teachers remain involved in administrative

responsibilities

177

165. Opinion about the Education department provides training

facilities to college teachers

178

166. Opinion about the Parents are invited in organizing annual days,

sports and other programs held in college

179

167. Opinion about the Formative testing is carried out from time to

time

180

168. Opinion about various types of items are used in tests 181

169. Opinion about Cheating is common in annual examination 182

170. Opinion about Most of the teachers participate in activities of the

unions

183

171. Opinion about teachers come well prepared and teach to student

properly

184


173. Opinion about the teachers reach and leave the college on time 186

174. Opinion about the Teachers rarely care whether students

understand their lecture or not

187

175. Opinion regarding teachers are satisfied with the quality of

education being imparted in your college

188

176. Opinion about there exists good social relationship and teamwork

between college teachers and principals

189

177. Point of view regarding College principal tolerated disagreements

and encourage good suggestions from teachers

190

178. Opinion about the College principals utilize different funds

transparently

191

179. Opinion about the college principals know managerial skills and

financial rules

192

7

180. Opinion about Library, laboratories and classes in your college

are well equipped and clean.

193

181. Opinion about the College offices manage different functions like

admissions, examinations etc well systematically

194

182. Opinion about the Principals involve college teachers in

managerial tasks.

195

183. Opinion about the Education department provider training

opportunities to college teachers

196

184. Opinion about the College administrative staff cooperates and

facilitate to teachers

197

185. Opinion about College offices records are properly maintained 198

186. Opinion about the Principals allocate responsibilities on the basis

of teachers abilities and choice.

199

187. Opinion about the Parents is invited on annual day, sports and in

other program

200

188. Opinion about the Teachers conduct formative tests in the classes 201

189. Opinion about the Teachers use various types of items in tests 202

190. Opinion about the College teachers participate in the activities of

union

203

191. Opinion about the Students organizations harass teachers and

interfere in college administration

204




205



206

194. Opinion about the Principal maintain strict discipline and

inspection system in college

207

195. Opinion about teachers come well prepared and teach to student

properly

208


197. Point of view about the teachers reach and leave the college on

time

210

198. Point of view about the Teachers rarely care whether students

understand their lecture or not

211

199. Opinion regarding teachers are satisfied with the quality of

education being imparted in your college

212

200. Opinion about there exists good social relationship and teamwork

between college teachers and principals

213

201. Point of view regarding College principal tolerated disagreements

and encourage good suggestions from teachers

214

202. Opinion about the College principals utilize different funds

transparently

215

203. Opinion about the college principals know managerial skills and

financial rules

216

204. Opinion about Library, laboratories and classes in your college

are well equipped and clean.

217

205. Opinion about the College offices manage different functions like

admissions, examinations etc well systematically

218

206. Opinion about the Principals involve college teachers in 219

8

managerial tasks. 207. Opinion about the Education department provider training

opportunities to college teachers

220

208. Opinion about the College administrative staff cooperates and

facilitate to teachers

221

209. Opinion about College offices records are properly maintained 221

210. Opinion about the Principals allocate responsibilities on the basis

of teachers abilities and choice.

223

211. Opinion about the Parents is invited on annual day, sports and in

other program

224

212. Opinion about the Teachers conduct formative tests in the classes 225

213. Opinion about the Teachers use various types of items in tests 226

214. Opinion about the College teachers participate in the activities of

union

227

215. Opinion about the Students organizations harass teachers and

interfere in college administration

228




229



230

218. Opinion about the Principal maintain strict discipline and

inspection system in college

231

219. Opinion about all teachers of your college review their teaching


232

220. Opinion about there are almost all modern teaching aid available in

your college

233


text

234



235




237



238



239



240



241

229. Opinion about library, laboratory in your college are well

equipped and well functioning

242



243



244


other program

245

9


234. Opinion about college teacher promote tuition, culture and


247



248



249



250

238. Opinion about all teachers of your college review their teaching


251

239. Opinion about there are almost all modern teaching aid available

in your college

252


text

253



254




256



257



258



259



260

248. Opinion about library, laboratory in your college are well

equipped and well functioning

261



262



263


other program.

264


253. Opinion about college teacher promote tution, culture and


266



267



268



269

257. Opinion about most teachers do hard work and manage classes

well

270

258. Opinion about teaching is mostly dictating notes or reading from

text.

271

259. Opinion about teachers are regular and punctual on their duties 272

10



273

261. Opinion about college management solve the problems of students

and provide necessary facilities

274

262. Opinion about college teachers pressurize students to join their

tuition centers

275

263. Opinion about budget allocated to institution to sufficient and

utilized properly

276

264. Opinion about college offices manage admissions and other tasks

systematically

277

265. Opinion about parents are involved in different matters like

development, discipline and co curricular activities

278

266. Opinion about you frequently visits and discuss your ward’s

problems with teachers and principal

279

267. Opinion about teachers and principal receive parents with respect

and deaconry

280


imparted in the institution

281

269. Opinion about teachers conduct weekly and monthly tests in

classes regularly

282

270. Opinion about cheating is common in examination 283

271. Opinion about public sector colleges enjoy good reputation in

society

284

272. Opinion about college management maintains strict discipline and

good management in system

285

11

CHAPTER NO. 1

INTRODUCTION

1.1 Background of the Problem

Education is the key factor wherein the theory of social change is discussed, and with the

span of time this argument is more emphasized than before. In new world, knowledge has

become the spinning wheel of progress and prosperity. So the nations who do not realize this

reality; remain like the herds of slaves of some bygone time. In economy, the theory of

tangible assets has undergone a major change and now knowledge is slowly and gradually

assumed as real wealth and asset of a nation. Therefore the knowledge which is produced in

any nation’s indigenous educational institutions is becoming more important than before for

its sustained development. (World Bank, 2006).

The main problem faced by developing countries including Pakistan is that; they have never

given priority to education, therefore their problems, may it be educational or economic are

piling up day by day. Pakistan’s ranking in terms of human development has gone down

resulting more miserable life for its people. Plight of this scenario can be gauged from the

fact that Pakistan’s position in index of human development stands at Serial No- 136 out of

173 countries which is far below than many developing countries. (UNDP, 2008).

There are many reasons which make Pakistan’s education standard low especially in public

sector .The administrative system at all levels is weak and ineffective. Teachers are not fully

trained and are less skilled at college level. They do not make themselves up-to-date in

content and do not motive the students to study broadly. Curriculum is also out-dated and

does not match with objectives. Teachers just deliver the knowledge which is in text books

and the examination system is totally flawed. All these things are obstacle in the way to raise

the quality of education. The financial resources and physical facilities are not in-adequate.

According to economic survey of Pakistan 2003, 2004 only 2.2% of GNP was allocated to

education sector which is very less. While in developed nations, 10-15% of GNP is allocated

for education. From the very beginning, the government of Pakistan has not given priority to

education. (Saleem, M, 2007)

Educational institutions of any nation are now regarded as real wealth of the nation. They

decide the fate of the nation. As much as people are transferred to the quality education, so

much so the country becomes stronger and progresses in social and economic fields.

Educational institutions which provide a good atmosphere for learning actually unravel the

secret of progress for the nation. The well being of a nation purely depends upon the

education. Educational institutions of repute are the result of better administrative and

management system. New tools have altered the very concept of organization and demand the

reshuffling of organizational management. More learned and competent staff is being

recruited to meet the demands of ever changing scenario. The controlling concept in every

organization is undergoing drastic change and monopoly of one man is being replaced with

collective team work and decisions are also taken with collective consent in developed world.

(U.A.G Isani, 2005).

12

Nowadays success has become a tough task and demands new leadership attributes. For the

detailed knowledge of an issue, vision, creative thinking, motivation to solve problems at

hand by self and using other different strategies; are the prerequisites for the success. Smooth

and successful operation of any educational institution depends upon the competent

administration. Principal being the head of an educational institution should encourage every

good step taken by his subordinates and provides directions for every plan and activity. The

activities may include monitoring, training, encouragement and guidance. Rehmatullah

(2008) studied the management styles of the Principals of Govt. Colleges in Khyber Pakhtun

Khuwa KPK province and found that; “They mainly follow the management practices of

Blake and Mouton. 76 male and female govt. colleges’ Principals were selected as sample for

his study. He established that by with utilizing Blake and Mouton management Principles, the

principals were found at in the middle of the round management style”.

Educational mangers chalk out goals and standards and set criteria to attain them. They also

provide vigilance and assistance to his/ is her subordinates like teachers, librarians, coaches.

If the staff is equipped with good knowledge and tools then it can face every arising situation.

Good and successful managers need to have a thorough understanding of every issue and

matters associated with the institution. Principal of a college should be an ideal person who

may motivate everyone around him / her. To run an educational institution while occupying a

leader’s position, one should be more vigilant, co-operative and intelligent, because it

requires more skills than past. (Bolam, R. 2004)

Good educational institutions are outcome of good management system. Nowadays the

administration is not confined merely on one or two skills but it encompasses vast variety of

skills like experience, proper exploitation of scientific tastes and research results having good

understanding of democratized outlook. Pakistan got educational system from colonial rulers

and the hierarchy system was practiced by English people in older times which are still

followed. Secretary is still the head of department and at district level we had Directorates of

Public Instructions DPIs where offices were later on changed with a move change of name as

director of colleges. After freedom Pakistan is confronting many problems and especially in

education which mar the progress of the country. (Siddiqui. H, 2005a)

This study aims to assess the management system of Public Sector Colleges of Province

of Sindh, which is second largest Province of Pakistan. The study determines the need of

good governance at all the levels of administrative system of the colleges and its importance

for institutional building at par with excellence. No in-depth study has been conducted in

Province to assess governance capability of educational managers at college level in the past.

This study is concerned to identify the problems and forward suggestions to overcome the

governance problems. So this study would be a useful contribution in the field of research in

educational administration at college level, where little attention is given and college sector

has been neglected in the province of Sindh.

1.1.1 Problems Confronted by Public Sector Colleges in Province of Sindh

In Sindh higher secondary institutions specifically colleges; confront different

problems such as Political activities, interferences, imbalances in teachers ratio in urban and

rural areas, lake of training opportunities for teachers and administrators, Physical facilities,

Promotions and Incentives to teachers, shortage of Funds, growing tuition and Coaching

13

Culture, examination and evaluation of system, role of parents and community and

empowerment of administrators. (AEPAM, 2004)

1.1.2 Present Situation

Most of the colleges are still working without permanent Principals and temporary Principals

are running the affairs of the colleges, who according to popular point of view succumb to

political and bureaucratic pressure very easily. The post of Regional Director is of grade 20

but education department in Sindh, Province have posted grade 19 officers on these posts in

different regions. These acts are exhibiting total negligence and defiance of rules and

regulations on the part of those who are in helm of affairs. Scarcity of teachers in public

sector colleges is also reason of down slide in learning skills of students. There is acute

shortage of librarians in public sector colleges in Sindh. Out of 258 colleges, more than 200

colleges were functioning without librarians; therefore, the students of colleges have no

access on the treasure of books stuffed in shelves of colleges. Most of the colleges are also

working without directors of physical education which has brought these institutions almost

at the merge of total extinction extra-curricular activities. (Daily Dawn 17th December, 2011)

1.2 Statement of the Problem

A college is a doorstep towards higher education where the rough stuff of student is molded

for the future as they may attain the higher education easily. The ideal objectives can only be

obtained through participation of society. Those who manage the affairs of education have to

face many barriers which create great difficulties for them to attend the task. The conduct of

an administrator is the outcome of capabilities which he passes on, for the success of an

individual or an organization. So to be well versed with the required skills; it is mandatory to

materialize the planned objectives of an institution for which the research problem “The need

of good governance to improve the management system in public sector colleges of Sindh

province “ was selected to reform the management system of the public sector colleges

through good governance.

1.3 Objectives of the study

1. To evaluate the present structure and functioning of the management system of the

public sector colleges in terms of:

(a) Planning

(b) Decision Making

(c) Organization

(d) Policy formulation and implementation

(e) Staffing

(f) Budgeting

(g) Monitoring

(h) Accountability

2. To assess the efficiency of mangers at all levels in terms of:

(a) Planning

14

(b) Decision making

(c) Efficiency

(d) Management

(e) Computer skills

(f) Public relations

3. To assess the performance of teachers of public sector colleges.

4. To provide recommendations for good governance in the management system of

public sector colleges in the province of Sindh.

1.4 Research Hypotheses (Null and Alternate Form) 1. H0: There is no gender difference in the opinion about administrative

performance of college principals

H1: Opinion of male college principals about administrative performance is

different from that of female principals

2. H0: There is no area wise difference in the opinion about administrative

performance of college principals

H1: Opinion of urban college principals about administrative performance

is different from that of rural principals

3. H0: There is no gender difference in the opinion about performance of

college teachers

H1: Opinion of male college teachers about performance is different from

that of female teachers

4. H0: There is no area wise difference in the opinion about performance of

college teachers

H1: Opinion of urban college teachers about performance is different from

that of rural teachers

5. H0: There is no gender difference in the opinion about performance of

college students

H1: Opinion of male college students about performance is different from

that of female students

6. H0: There is no area wise difference in the opinion about performance of

college students

15

H1: Opinion of urban college students about performance is different from

that of rural students

7. H0: There is no area wise difference in the opinion of students’ parents

about performance of teachers and management of colleges

H1: Opinion of urban students’ parents is different from that of rural

students’ parents about performance of teachers and management of

colleges

1.5 Delimitation of Study

The study was limited to all public sector colleges of Sindh Province, Pakistan, their

principals, teachers, students, and parents, regional and provincial managers of provincial

Education Department.

1.6 Significance of the Study

“One of the provincial education minister of the past in the Sindh Province in her presidential

address on the occasion of closing ceremony of the training program for college teachers

organized by Faculty of Education, University of Sindh, Jamshoro, Pakistan in collaboration

with National Academy for Higher Education NAHE, HEC, Islamabad, identified the

governance as a key problem for smooth and effective functioning of public sector colleges

and she emphasized the need of good governance for effective functioning of management

system of public sector colleges in the Province of Sindh.” (Daily Dawn, 2007)

In above context, present study is very significant for the public sector colleges. Moreover,

regional and provincial managers, college principals, teachers and students will also be able

to identify the weaknesses and strengths of the management system of public sector colleges

when findings of the research will be disseminated through publication of book, research

articles and newspapers articles. Through findings of the research study related to principals,

teachers and students, they will be able to bring necessary improvements in their working

areas.

Provincial government may also take benefit from the framework which research study will

provide for the good governance in the management system of public sector colleges.

1.7 Definitions

1. Governance

Means to execute authority and run the administrative system of public sector

colleges.

2. Management

Means from Principals of public sector colleges to top provincial level bureaucracy

which run the management system of provincial education department.

16

3. Public Sector

Means the system run and managed by provincial government which enjoys absolute

authority.

4. College

Means educational institutions in which education from intermediate to graduation

level is offered or provided.

17

CHAPTER NO. 2

REVIEW OF LITERATURE

In this chapter, relevant theoretical details supported by latest references from both

primary and secondary sources are incorporated. This Chapter has been divided into different

sections according to sequence of topic, in first section there is theoretical discussion on term

management, its importance, scope and functions, in second section management system of

public sector colleges of Sindh province is highlighted, in third section, good governance

system is discussed, in fourth section, relevant national and international studies have been

discussed and in last section, policy analysis regarding management system reforms is given

2.1 Management

2.1.1 Meaning and Definitions of Management

There may be found plenty of views and definitions of term management in the

available literature. Bush, T, (2008) said; “ no two definitions are identical and no single

definition has so far succeeded in including in its fold all the essential ingredients of

management. A careful survey of the important writings on management reveals that

sometimes the term is used to mean the "group of managerial personnel" in an organization,

i.e., all those from the board of directors down to the first - line supervisor.”

According to Buddy.D (2008), “management is an economic resource, a factor of

production, a system of authority and a class of elite group. There are some who view it as a

technique of leadership or as a means of co-ordinations or decision-making. It simply means

the practical measures which we take to ensure that the system of work which we used will

be of the greatest possible assistance in carrying out our aims, and of the greatest possible

benefit to our children”

Management may be composed primarily of persons, of materials, of ideas, of

concepts, symbols, forms, rules, principles or more often, of a combination of these. It is

called as the systematic arrangement through which the desired goals of organization are

achieved. (Lussier N. R, 2011)

18

Management deals with making systematic arrangements so that the purpose of the

entire program can be achieved. It can also be regarded as well set and well-designed system

which is practiced to ensure maximum efficiency, and optimum utilization of resources.

(Richard L .D, 2005)

2.2 Concept of Management in Education

According to Goel S.L and Goel A, (2009),” Educational management is a process of

validating purposes and allocating resources to achieve the maximum attainment of purposes

with the minimum allocation of resourced. It is a fundamental instrument in educational

organizations. It is the efficient and economical use of time, money and material. It is the

process by which the manager can change the behavior of his/her subordinates to achieve

objectives of the educational organization”

Good management of any educational organization ensures conducive working

environment, participation of all stakeholders, teamwork, and effectiveness, proper

mobilization of available resources, good incentive and rewards policy. (Glatter, R. and

Kydd, L, 2003)

2.2.1 Objectives of Educational Management

Fundamentally the one of the objective of educational management is to provide all

require facilities to teachers and students so that they can teach and learn properly in

educational institutions This objective can be achieved only when four categories of

relationships within the educational community, i.e., relations between top management and

principal, principal and teachers, relations between teachers and teachers, relations between

pupils and pupils and relations between pupils and teachers are pleasant and constructive

based on mutual goodwill and cooperation. (Bush, T. and Middlewood, D, 2005)

2.2.2 Scope of Educational Management

According to Sharma S.L, 2009a),” The scope of educational management is very

19

vast. It includes everything regarding the efficient functioning of the educational institution,

securing the greatest benefit to the greatest number through an adoption of practical

measures. It interprets and clarifies the functions and the activities of an educational program

in fruitful relationships and harmonizes their mutual action. It ensures sound planning, good

direction and efficient and systematic execution”

2.2.3 The Scope of educational management within the institution covers the

following:

(a) Intellectual development of the students

(b) Moral development of the students

(c) Social development of the students

(d) Physical development of the students

(e) Aesthetic development of the students

(f) National and Emotional Integration of the students

(g) Vocational development of the students (Coleman.M and Glover.D, 2010)

2.3 Functions of Educational Management

According to Caldwell, B. (2008) effective educational management requires

following functions;

2.3.1 Planning

It includes (a) assessing needs; (b) formulating goals and objectives; (c) selecting

programmers/projects.; (d) conducting assessments; and (e) conducting follow-up programs.

It involves the identification and classification of purposes and scope of operation. It

investigates to reveal conditions affecting the achievement of purposes. It also makes analysis

to determine the meaning of facts, and to foresee the possible effects when all determined

actions will be undertaken into practice within educational organization. (Sharma S.L, 2009b)

2.3.2 Organizing

20

“It includes (a) the organization of group activities into logically related units; (b)

specification of authority and responsibility levels; and (c) coordination among responsibility

areas. Organization means taking step by which the people involved in administration are in

a cooperative arrangement with each other and are prepared to contribute their best to the

joint activity, and their talents and energies are optimally utilized.”(Carmeli, A. and

Schaubroeck .J, 2006)

2.3.3 Reporting

It is one of key process of all systems of organization. Without proper, effective,

quick and reliable reporting system, no organization can achieve its desired goals. The

success and failure of management depends upon reporting system. Reporting enables

superiors and subordinated to remain interconnected and well informed within and beyond

the boundaries of the system (Walker, A. and Dimmock, C, 2002).

2.3.4 Budgeting

It is the financial planning, accounting and control. The American Association of

Educational Administrators has suggested the budgeting most accepted components of

educational management. (Aggarwal.Y.P and Thakur.R.S, 2003)

2.3.5 Decision-making

Managers are tested with their decision making capacity. Behind all successful

organizations there is involved good decision making strategies. It is one of the most

important characteristic of management. Without right and timely decision making ability, no

manager can lead its organization to success. Other functions of organization like planning

organizing, controlling etc depends upon decision making (Paul .C.U and David .C.W, 2010)

2.3.6 Stimulating

21

A successful manager makes all efforts to provide stimulation to the members of the

organization to get their cooperation spontaneously to achieve the goals. He avoids the

exercise of authority as far as possible. He does not give specific directions but helps to attain

the highest level of creativity. (Hallinger, P., & Heck, R, 2002).

2.3.7 Communicating

Communication is backbone of all organizations including educational. By

strengthening and by making communicating system, organization functions smoothly and all

personnel from top to bottom remained interconnected and well informed Good

communicating skills make managers efficient and successful.

There are three channels of communication process:

1. Upward Communication from teachers to the principals, regional officials and the

directorate, etc.

2. Horizontal Communication which runs along the same level of workers and enables

the colleagues to be conversant with activities of the organization. There is no

question subordination or superiority.

3. Downward Communication where the flow of communication ideas, suggestions and

commands is from senior officers to their juniors (Brown, B. B, 2003)

2.3.8 Sharing of Powers and Authority

In modern managements, transfer of authority to lower ebbs is common and essential

practice. It ensures timely and effective decision making, utilization of resources at optimum

level, increase the confidence of lower level officials and they will have the realization of

ownership in the organization. In most of the western and developed countries, different

organizations and sectors excelled in advancement and touches new heights in progress due

to decentralization and sharing of authority (Babyegeya, E, 2000)

2.3.9 Audit

Audit is also one of the most important functions of good and effective management.

For the smooth and transparent functioning of any organization audit of its financial

22

resources, staffing, equipment, materials is necessary (Glatter, R. 1997)

2.3.10 Human Relations

According to Hoyle, E. and Wallace, M, (2005), “In successful organizations,

developing good human relations remain top priority of the managers. They usually practice

and promote such values which can cause good human relations. There are human resource

management HRM departments in all organizations including education. An efficient

manager always treats his team members and sub-ordinates equally and fairly without any

prejudice and he always gives value to the point of views of his colleagues.”

2.3.11 Motivation

Motivation provides direction, intensity and persistence to behaviour and prepares

employees working in educational institutions to achieve high levels of quality performance

(Levine, A.2005)

2.3.12 Organizational Goal Setting

Good and successful managers, in their planning set goals for their respective

organizations. Then, they planned and devised strategies to achieve set goals successfully.

Efficient managers are those who set long-term, specific and achievable goals for their

organizations. (Sapre, P. 2002)

2.3.13 Rules and Regulations

No organization in the world can survive without following certain rules and

regulations. For the purpose of transparency, equality and efficiency, rules and regulations

are blindly followed and personal liking and disliking is discarded. Downfall and decay

process in any organization starts from the point where rules and regulations are set aside and

favouritism becomes common practice.(Gold, A., and Collarbone, P., 2003)

2.3.14 Problem Solving

23

According to Adair E .J, (2003), “This is the more complex form of decision making

when the choices among alternatives are made to overcome obstacles or constraints affecting

the progress towards the goals. Administrators in particular are involved with people,

coordination of human effort is the essence of administration, and the resolution of human

problems is administration's lifeblood”.

2.3.15 Teamwork

Teamwork and cooperation enhances ownership realization among all stakeholders

within any organization. Due to teamwork, conducive environment is created and working

capacity of all members of organization enhances. There remain no prejudice against anyone

and all become part and parcel part of organization.(Day, D., Gronn, P., & Salas, S., 2006).

2.3.16 Use of Technology

Present era is the era of science and technology. Uses of modern technology like

computers, internet, ipads, mobiles, smart phones etc have brought revolutionary changes in

the working of all organizations. Therefore, nowadays in all organizations different functions

like attendance, accounting, registration, scheduling, budging, monitoring and accountability

is being done through application of modern technology. (Aasen, P. and Stensaker. B.,2007)

2.3.17 Coordinating and Cooperation

Seeking cooperation of teachers, provision of refresher courses for them, appreciation

of their work and ability wise assignment of work. Provision of good teachers’ library,

provision of sufficient equipment, necessary appliances and other material aids of teaching,

i.e., models, charts, maps, globes and scientific apparatus etc., maintenance of a well-

equipped library and reading room for the students and judicious use of home task. A good

evaluation system, maintenance of cumulative records, organization of different literacy

activities. Judicious use of rewards and punishment and sympathetic touch to understand the

problems of the students. (Day, C. and Harris, A, 2001)

24

2.4 Province of Sindh, Pakistan

“There are four provinces in Pakistan and province of Sindh is second largest with

population of 62.4 million people. It forms the lower Indus basin and lies between 23 to 35

Degree and 28-30, north latitude and 66-42 and 71-1-degree east longitude. It is about 579

kms in length from north to south and nearly 442 kms in its extreme breadth (281 kms

average). It covers 1, 40,915 square kms and is about as large as England”.

Retrieved from http//karachi.china-consulate.org/eng/lqgk/t264253.htm

2.4.1 Historical Background

The educational administration in Sindh province was inherited from the British rulers

who ruled sub-continent before the creation of India and Pakistan in 1947. The then British

Government controlled the administrative system of education through the education

department, which was headed by secretary level officer. He had the separate secretariat to

exercise his authority. Below that level, there existed a provincial head of the department

called DPI whose office was afterwards abolished to make the authority affective and later

Directorates were created to control all the educational activities from primary to college

level. (Siddiqui. H, 2005b)

2.5 System of Education in the Province

“The education system in the province is generally divided into five levels: primary

(grades one through five); middle (grades six through eight); high (grades nine and ten,

leading to the Secondary School Certificate or SSC); intermediate (grades eleven and twelve,

leading to a Higher Secondary (School) Certificate or HSC); and university programs leading

to undergraduate and graduate degrees. Colleges cover education from intermediate to post

graduate level in the province. The management system of public sector colleges is divided

into regions. Following table shows the total number of regions, numbers of colleges come

under all five regions, number of teachers and students in the province.”(Siddiqui. H, 2005c)

Table. No. 1 Shows regions, numbers of colleges come under all five regions,

http://en.wikipedia.org/wiki/Primary_education

http://en.wikipedia.org/wiki/Middle_school

http://en.wikipedia.org/wiki/Secondary_education

http://en.wikipedia.org/wiki/Secondary_School_Certificate

http://en.wikipedia.org/wiki/Secondary_education

http://en.wikipedia.org/wiki/Higher_Secondary_(School)_Certificate

http://en.wikipedia.org/wiki/University

http://en.wikipedia.org/wiki/Undergraduate

http://en.wikipedia.org/wiki/Graduate_school

25

teachers and students

No. Regions Colleges Teachers Students

1. Hyderabad 60 1140 31412

2. Sukkur 29 594 11200

3. Karachi 130 1765 66574

4. Larkana 22 380 18655

5. Mirpurkhas 17 269 10784

Total 258 4148 138625

Source: Sindh Education Management and Information System (SEMIS, 2010)

2.6 Management System of Public Sector Colleges in the Province of Sindh

2.6.1 College Management Offices and Authorities

“The following are the key offices and authorities which govern the organization of the

colleges and make key decisions:

a) The Minister of Education

b) The Secretaries

c) The Director General

d) The Regional Directors

e) The Principals of colleges;

f) The Chairmen of Teaching Departments

g) The Office Superintendents

h) The librarians

i) The Director Physical Education” (Zafar, M. 2003)

2.7 Organizational Charts

2.7.1 (a) Organizational Structure of the Education Department at Provincial Level

26

9

Special Secretary

Additional Secretary Higher Education

Additional Secretary Schools

Additional Secretary Establishment

Additional Secretary Academics

Additional Secretary Planning

Secretary of Education

Minister of Education

Deputy Secretary

Section Officer

Deputy Secretary

Section Officer

Deputy Secretary

Section Officer

Deputy Secretary

Section Officer

Deputy Secretary

Section Officer

(Source: Sindh Education & Literacy Department)

2.7.2 (b) Organizational Structure of the Education Department at Provincial Level

Regional Director Colleges

Provincial Director General (Colleges)

10

Ministerial Staff

Deputy Director

Additional Director

Human Resource

Ministerial Staff

Deputy Director

Additional Director

Finance

Ministerial Staff

Deputy Director

Additional Director

Inspection

Accounts Officer

Source: Regional Director Colleges, Hyderabad

2.7.2 (c) Organizational Structure at Institutional Level

27

Principal

Teaching

Staff

Students

LibrarianDirector Physical

Education

Ministerial

Staff

11



2.7.3 Set-up at Provincial Level

2.7.3.1 Secretary Education:

According to Haider, I. (2005, p.35), “In college level management system, the

Secretary to Education and Literacy Department performs his duties in consultation with

provincial education minister and Chief Minister who is the chief executive of the province.

Main functions Secretary education are holding meetings with Deputy Secretaries, section

officers of his department, and also with regional directors of the colleges to discuss and

resolve the matters concerned to finance, policy and planning, promotions and incentives of

teaching and non-teaching staff; development projects, etc.”

2.7.3.2 Director General of Colleges

According to Shah, D. (2003, p.55), “The Director General of (colleges) is directly

under the Secretary Education and he is responsible for overall ' administrative control of the

Regional Directorates of Colleges in the Province. In the performance of his job, the Director

General is assisted by Regional Directors of Colleges. They assist him in the matters of

28

administration and planning concerning the colleges in the province. The Regional Directors

of Colleges are assisted by a number of Deputy Directors and other officers. In the field,

Colleges are controlled and supervised by their respective principals. They are responsible for

academic and overall institutional discipline of their colleges and see that the work of

imparting education to the students goes smoothly”.

2.7.3.3 Functions of Director General and Regional Directors of Colleges

Shahzadi, R and K.. Perveen, (2002, p.87) observed “They forward their proposals to

the provincial education department related to the betterment and advancement of college

education and later they also get implemented the approved plans and policies in their true

spirit.

a. They direct the college principals for the preparation of development

schemes/plans for approval of the Government.

b. They also direct for the preparation of annual budget regarding expenditures

and needs of colleges in the province.

c. They guide the subordinate offices and institutions by paying personal visits

and inspections.

d. They are responsible for the effective enforcement of administrative, financial

and discipline rules in institutions and their subordinate offices.

e. Implementation and monitoring of all kinds of educational activities pertaining

to their respective regions”

2.8 The Management System at Institutional Level

2.8.1 Principal

“The position of a Principal in the college management is most important He is

regarded key person in whole management system of colleges. His personality, ideals and

thoughts affect all the individuals and all the activities of the institution. He is the leader of

the institution and the guide of the teachers and the students” (Bell, L., Bolam, R., & Cubillo,

L, 2003).

The Principal plays an important role in an educational institution. In fact he is the

head of the institution both academically and administratively. He holds the key positions and

29

plans, coordinates and organizes various programs. He ensures proper maintenance of

discipline in the institution. (Day, C., Harris, A., & Hadfield, M, 2001).

2.8.2 Qualities of a good Principal

2.8.2.1 High Character

Good manager bears such a moral character which inspires the teachers and students.

In the absence of a good character he will not be able to place good ideals before others.

(Heck, R & Hallinger, P ,2005)

2.8.2.2 Politeness or Culture

The conduct, behavior and general aspects of the personality of administrator exhibits

his polite nature and capable him to inspire others and commanding respect from them. The

Principal is an active leader and guide for the teachers and students that their dormant powers

may be developed. Through his inter personal skills he infuses high ideals in others.

(Hallinger, P. 2004).

2.8.2.3 Administrative capacity

The progress and success of the institution depends to a great extent on the

effectiveness of management and administrative capacity of the good administrator through

which he secures the best services of the students, teachers, clerical and other staff. (Grubb,

W. N., & Flessa, J ,2009)

2.8.2.4 Professional knowledge

To succeed as a head it is necessary that manager commands respect from his

colleagues through professional competency. For professional knowledge managers develop

regular habit to read magazines dealing with researches in the field of education and

management which keep acquaint them with new trends in educational management.

Successful heads possess good knowledge of literature pertaining to education, education

Code and the various Rules and Regulations of the Education Department. (Walker, A.,

30

Hallinger, P., & Haiyan, Q.,2007)

2.8.2.5 Efficiency in work

It is natural for an educational institution to be faced with different situations and

circumstances and if its head is a dynamic person, he can take the right decisions in

effective manner and through his efficiency in work, he can cope with all difficult situations

and even face harsh circumstances. (Yukl, G. A.,2002).

Effective Principal is a person who takes interests in all the activities of the institution

and remains fully involved in all matters. He avoids undue haste in introducing reforms and

understands its ins and outs and as far as possible; he consults the teachers, students and other

stakeholders. (Leithwood, K., 2002).

2.9 Effective Management of the Colleges

College principals are the person who can provide effective management system to

college level institutions. Because, he is immediate boss and have direct say in all matters

related to the institutions. Therefore, his failure is the failure of whole college management

system and his success is the success of the whole management system of college. (Robinson,

V., Lloyd, C., & Rowe, K. 2008).

2.9.1 Duties, Functions and Responsibilities of the Principal

According to Leithwood, K., & Hopkins, D. (2006) main duties functions and

responsibilities of college principal are; .

(a) “Professionalism and competency

(b) High visibility to students and staff

(c) Hold an image or vision

(d) Open to welcome new ideas

(e) Policies are well defined and well communicated

(f) Strong support to teaching staff

(g) Tolerance for divergent points of view

(h) Willing to hold the staff accountable and active supervision

31

(i) Willing to involve staff participation in school policies and plans

(j) Encourage teachers to evaluate their professional competence

(k) High expectations for teacher performance

(l) Listen to teachers' problems and ideas”

Donaldson, G. A. (2001) has described following duties and responsibilities of the

college principal;

2.9.1.1 Planning

Principal has to plan different activities for his/her institution and he has to devised

strategies as well for implementing various programs with success. He is required to plan his

duties and functions throughout the year. (Gronn, P. 2003).

With a view to plan effectively, the good administrator involves all including his staff,

students, guardians and parents. He has to convene the meetings of staff, managing

committee, parent-teacher association and students for holding discussions and arriving at the

decision for implementation. Planning embraces all activities, curricular, co-curricular

projects and community service (Samier, E.,2002).

2.9.1.2 Planning before the opening of the institution

Unless proper planning is made before opening of the institution, there will be a

chaotic condition in the institution. There may be teachers without students, classes without

teachers and so on due to lack of timely planning. The successful administrator therefore,

plans all arrangements before opening of the institution so that everything is found ready as

per the needs and conditions. The following tasks are important at this stage: (Sackney, L.

and Mitchell, C.,2001).

The effective administrator announces the opening of the session after the summer

vocation, the date of application for admission, the date of any admission tests for that

purpose and so on. All these are notified on the Notice Board of the institution or advertised

in the newspaper. (Miller, T.W. and Miller, J.M. ,2001).

32

He makes plans for admissions either on the basis of tests or adopting certain

procedures and criteria. This has to be planned according to the prescribed capacity, available

accommodation and teachers’ strength. (Keough, T. and Tobin, B.,2001).

He ensures physical verification of all kinds of stock of the institution like equipment,

furniture, library books and journals etc. Necessary registers and files are prepared up to date

according to programs and projects being or to be undertaken during the session. (Keough, T.

and Tobin, B.,2001)

A calendar of activity is prepared for the whole session in advance. It includes Inter

alia rates for admission tests and other examinations for admission, for applying, for fee

concessions and so on. In good educational institutions, institutional calendar and student

diaries are printed. Proper and timely summaries are sent for the appeasement of new staff

members due to additional sections/classes, death and transfer of teachers. (English, F.

2002).

In Government managed institutions/aided, necessary proposals are submitted to

Government earlier, e.g., for .creation of posts, releasing grants/sanctions and so on. In well

managed educational institutions teacher-wise, student-wise, and room-wise time-tables are

prepared, individual teachers develop their scheme of lessons/activities, distribution of work,

particularly teaching assignments are done among the staff, co-curricular activities/projects

are distributed among the teachers, arrangements for provision of necessary physical

facilities like furniture, equipment etc, is done in advance and finally announcements are

made for purchase of text-books note-books etc. (Dimmock, C. & Walker, A.,2002)

Successful educational manager plan throughout the year; organization of the

instructional work, organization of various projects/co-curricular activities, organization of

the evaluation/examination, organizing class-supervision and verification of records, students

works, etc, organizing guidance services, making correspondence, furnishing proposals to

Government for improving infrastructure and academic programs. (Dressler, B. ,2001)

The efficient educational managers make planning for holding annual sports, prize

distribution ceremonies, preparing abstracts of attendance, enrollment, fee collection

expenditure statement, recording supervision remarks, preparing annual reports, taking

33

preliminary steps for the next session.

Good educational manager plans mainly for two kinds of work: (1) maintenance, and

(2) development. But the innovative and resourceful manager plans for new projects,

developmental programs and improvements of the institutional programs. (Gunter, H. 2004).

It is the important quality of good administrator that he involves in academic process

and takes some classes, gives guidance to teachers and sees that teaching work and standard

in the institution is not impaired in any way. (Whitty, G. 2008).

He commands due respect and plays a leadership role by making himself good in

teaching and better in knowledge and understanding the teachers’ and students’ problems. He

tries to develop skills, interests, and positive attitude towards academic activities. (Wright, N.

2003)

It is, however found that many administrators keep themselves so much engaged in

administration and non-academic work that they do not spare time for academic and teaching

activities. They thus are the administrative head, not the academic head which is more

essential than anything else. But even they realize the standards of students and teaching

work of teachers, their problems and difficulties. They render necessary guidance for

improving the conditions and act as the light house of knowledge and inspiration.

(Southworth, G. 2004)

There can not be any hard and fast principles or criteria regarding the number of

periods, higher or lower classes, subjects of teaching and so on to be taken up by the head. It

depends on the volume of his administrative and supervisory, responsibility his expertise in

the subjects, and so on. On the whole, being the head of the institution he has to take up some

teaching work according to his interest and convenience. (Donaldson, G. A. 2001).

2.9.1.3 Organizing and Administering

“Principal being an institutional head is required to organize and manage various

programs and projects in the institution. At the outset, he procures adequate furniture,

equipment and instrument for the institution. He gets set the old equipment and furniture

34

repaired, set up libraries, workshops and other physical facilities in an effective and improved

manner”. (March, J. G. and Olsen, J. P. 2004).

The head has to develop curricular preparation, classify pupils, distribute teaching

jobs among teachers, allotting other duties among staff through discussion and deliberation.

He organizes sports, festivals, scouting red cross, parent-teacher associations, faculty

meetings, staff meetings and so on. Office work is also an important competent of the head's

responsibilities. Unless he is alert in the matters, there may be corruption, misappropriation

and other difficulties in the institutional administration. His office is the life centre of the

institution and the he has to maintain it properly. (Gronn, P. 2002).

2.9.1.4 Supervision and guiding

In traditional sense supervising and guiding are taken as components of

administration and organization But, in the modem days supervision is acquired new

significance and needs skills and insight administration, for example, means providing

physical facilities and ensuring successful functioning of the institution whereas supervision

is concerned with improving the total teaching learning situation. Modern supervision is not

"fault-finding", but encouraging and guiding the teachers and students, for improving quality

of the educational process. (Hall, G., & Hord, S. 2001).

A democrat leader supervises the work of teachers in order to help encourage and

guide, not to criticize and find faults. He can do this through participation and in a spirits of

cooperation. His supervision is regular and continuous. (Harris, A. 2003).

2.10 Governance

According to Baird, J. (2006, p.5), “The term "governance" means: the process of

running the system of whole state or system of any institution within the state through set

rules and procedures.

If the system of any state or any organization within the state is run according to set

rules and regulations then good governance is prevalent there similarly if rules are violated

and system is run according to personal will and wish then bad governance is prevalent in all

institutions of the state.”

35

2.11 Bad Governance

Lambert, L. (2002, p.34) said, “As discussed above bad governance is due to non-

practicing of set rules and regulations. Bad governance creates decision making problems,

control problems, resentment and rejection, obsolescence of policies and procedures,

premature response, excessive cost, communication barriers, individual barriers,

organizational barriers and mismanagement. Pakistan as a state is also facing governance

problems.”

Bad governance is rampant in all sectors of national economy in Pakistan.

Educational organization is also no exception. Following reasons are identified for bad

governance in educational organization:

a) Political interference and involvement

b) Unbalance placement of teaching staff

c) Untrained teachers and managers.

d) Unavailability of physical facilities

e) Scarcity of required resources

f) Involvement of teachers in tuitions and coaching centers

g) Faulty examination and evaluation system.

h) Untoward attitude of teachers, students and parents towards college education

(AEPAM.2008)

2.12 Good Governance

Amaral, A., G. and B. Karseth (eds.), (2002, p.16) observed “The phenomenon of

"good governance” is being increasingly regarded as best solution to bad governance and

mismanagement. Nowadays only those sectors and institutions of national economy are

surviving where good governance practices like efficiency, transparency and equity are

practiced. In educational management, Total Quality Management principles are very widely

being adopted for ensuring quality and efficiency at all levels of educational organizations”.

2.12.1 Prerequisites for Good Governance

36

(a) Transparent and viable policies and planning

(b) Good and technically sound administration

(c) Good and professionally well equip staff

(d) Delegation of authority

(e) Utilization and application of ICTs

(f) Developing good and smooth interpersonal relations

(g) Easy and fast office procedures

(h) Good and strong interaction with society.

(i) Public and private partnership

(j) Zero tolerance for corruption (Kezar, A. and P.D. Eckel 2004)

2.12.2 Good Governance Practices

“Good governance practices includes making monitoring and evaluation system

effective. In this connection, modern technology has made it easier by introducing tracking

system, biometric system for attendance, CCTV cameras etc.Other good governance

practices are transparency in the utilization of development funds, sharing of authority,

democratic decision making, proper placement of teaching and non teaching staff, maximum

efficiency and capacity building of all management personnel, provision of conducive

working environment in educational organization and provision of good infrastructure.

(UNESCAP, 2007)

2.13 Good Governance and Educational Organization

According to Boer, H.F. de and L. Goedebuure, (2007, p77), “It is matter of fact that

any system cannot develop and advance without proper and effective management system”.

Similarly, for good education system, good management is also prerequisite. This is the

reason that in developed countries besides financial institutions, good governance practices

are largely adopted in educational institutions as well. Consequently, their educational

institutions at all levels are growing and advancing very rapidly.

Government run educational institutions commonly face governance problems

because of apathy of political governments. State controlled education system always remains

heavily centralized therefore plans and policies for reforms and improvement in the system

37

are not properly implemented. Provided resources go waste due to corruption and loopholes

in the system. Personal interests are given priority over institutional interests and bosses

practice favoritism and nepotism policies. In this context, public sector education system

direly needed good governanace. (Boffo, S., P. Dubois and R. Moscati ,2008)

According to Dimmen, A. and S. Kyvik ,(2007, p.113), “Good Governance functions

cause far reaching positive impacts on management system of educational institutions and

due to good governance accountability and transparency is ensured in the education sector.

Good governance also ensures equal participation of all stake holders in the management

system of public sector educational institutions.”

2.14 Good Governance and the current management system of public sector colleges

“In order to make present management system of public sector colleges better and

effective, policy makers and the people at the helm of power has to introduce new and

innovative management system which can cater the modern needs. Good governance is the

system can bring drastic changes in our present public sector management system of colleges.

Total Quality Management TQM system is being implemented in different countries to

advance the management system of educational organizations” (bin and Hughes, 2000)

According to Musaazi, J. C. S. (2003, p.124), “The main functions of good

management of educational institutions are to make best efforts to provide better educational

atmosphere to students and teachers, to provide all needed physical facilities, to run the

system according to set rules and regulations, promote good values and involve community

in the matters of institution, teamwork, reward and respect for teachers and students, sharing

of authority, accepting good suggestions forwarded from either side and putting all resources

for institutional development and progress”

2.15 Related Studies

Different related studies have been searched and cited in order to enrich the literature

collected for the study.. These studies have provided good and supportive base to research

conducted on the topic of management system and good governance. I have scanned key

38

areas like theme of the studies, target population, methodology and relevant findings and

conclusions to support and enrich my research study.

2.15.1 International level

Yukl.G.A (2002) conducted research study on good management behaviors and he

concluded that “viable and effective management behaviors to run educational organization

successfully are (a) coordinating (b) creating (c) accepting (d) providing incentives (e)

working in team (f) conflict management and (g) strong inter-connections.”

According to the research study conducted by Sergiovanni, Metzcus, and Burden

(2002) “:successful management behaviors to run educational institution effectively are

proper planning, clarity of goals, proper check and balance, problem solving and proper

information system The key findings of their research recommend that all identified each of

managerial behaviors have the capacity to ensure effectiveness of managerial practices if

such behaviors are adopted by educational managers in specific conditions”

Lippit, R. and R. K White. (2007) conducted research study on two groups of

Midwestern high school principals;

“One group of them was effective and the other was not effective. Liu discovered that

the effective group was using managerial techniques like to plan staff development programs

and trainings and also to implement these programs for staff development, to meet staff

members to know their problems and needs, inform the staff members how they can take part

in making an organization successful, to set goals for organization, to consult members of

community, to ensure all members of organization working well in other words, all the

teachers teaching well, resource acquisition and building maintenance, Get sufficient things /

materials for teaching, utilize the resources on need and priority bases and providing suitable

working environment.”

According to Whetten, D. A. and K. S. Cameron. (2006), “In their study on the

topic “administrative measures practiced by the principals that cause to affect students

positively or negatively”, Identified number of administrative measures that principal

practice. These measures affect the students’ morale and the atmosphere of the institution 315

39

graduates students were taken into study. Measures identified by the study were human

relations, trust, instructional leadership, control and conflict. 315 teachers were also included

in study to determine those behaviors followed by their principals and that were wrong. 14

categories were drawn about the mistakes and harmful behavior practiced by the principals,

mistakes which reported mostly was misbehaving and anomalies in interpersonal

communication, there was lake of trust and no proper listening to the sub-ordinates.”

2.15.2 National level

Zafar, B. (2012) conducted a research study in which he judged management styles

and abilities of college principals and found that; “Staff members of a college were not

involved in planning, developing and interpreting the requirements of school / college policy

formulation, only information, judgment and rules were given by the college heads to the

staff members for completing task and in making decision. Heads did not assist in

determining solutions, discussions over problems to attain objectives of an institution; staff-

members were corrected by the college heads when they made blunders irregularity. The

heads did not care the respect and feelings of the staff members, college heads dealt out

responsibilities among the staff on the basis of their personal observation and they did not

keep in mind abilities of the staff-members, they did not involved staff members in assigning

the task, the college heads did not like / love to establish relations with the staff who did have

negative feelings for them, heads of college did not show their negative feeling for the staff

members.”

Kalra, A. (2010) studied the main management related problems of boys’ higher

secondary schoosl in Punjab and said; “These problems require prior attention as they are

directly related with the performance. They are given as: library service, laboratory service,

different important material supplies like material required for effective teaching, proper

furniture, organization of co-curricular activities, funds for development work community

cooperation, quality teaching and learning.”

Khan, M. A. (2008) researched on the management practices adopted by heads of

higher secondary school and also assessed the performance of teachers in pleasant and

annoying circumstances.

40

“The main findings of his study are; a large number of the school heads had

participating that can be gotten as they are high on relationship and low on task. It is primary

managerial style, a large number of school head utilized “selling”. Selling can be understood

as the heads are high on relationship and high on task. It is known as secondary managerial

style. Both the observations were evaluated by the heads and their pedagogues.”

Sarwar, Z and A. Razay. (2005) found that; “The quality of education is not good in

Pakistan at all levels. Findings of his study revealed different shortcomings in education

system like flawed examination, teacher qualification, selection and training, out-dated

curriculum, non-availability of educational material, and insufficient infrastructure. ”

According to Muhammad, M. (2008) “all the teachers are not God gifted only trained

and skilled teachers can deliver the information effectively. This study showed that in service

training was not provided at college level. We can’t reform unless we have capable and

professional teachers”.

2.16 Policy Statements Regarding the Structure of Educational Management in

Pakistan

In Pakistan, since independence different policies and plans are developed and

presented to reform and advance educational system the policies and plans contained policy

actions and provisions regarding primary, secondary, and higher education. Teacher training

and education, curriculum, educational administration and management. Analysis of different

policy provisions related with educational management reforms is undertaken as follows

The Report of the Commission on National Education, (1959);“For the improvement

of administrative system, the policy suggests competent and professionally trained

administrators will be hired and appointed on key managerial positions in the education

department on merit. In this regard commission shift the responsibility to the Federal

Ministry of Education stating that it must devise a policy for bringing administrative reforms

in the education sector and whole institutional system at federal and provincial level must be

overhauled. Traditional Bureaucratic approached must be replaced with competent and rapid

response giving administrative system”.

41

New Education Policy (1970), “The policy recommended that administrative system

of educational institutions shall be decentralized Policy actions further suggest that private

sector and local community shall be given due role in running the educational institutions.

Educational institutions shall be given financial autonomy as ell for proper and effective

utilization of grants and funds. Educational institutions of the country shall be made

strengthen enough to generate their own resources. There shall be constituted autonomous

boards of governors, zonal college authorities, Education Service Boards; governing/advisory

bodies for all institutions from primary to university levels to manage day-to-day affairs of

educational institutions.”

The National Education Policy (1979), Policy discussed that present administrative

system of educational institutions is old and traditional. There is prevalent red-tapism and

slow pace of disposing of important matters. Therefore, this administrative system cannot

deliver and cannot cater modern needs so policy recommended drastic changes in the

administrative system for efficient working of educational institutions and for better delivery

and advancement. The reforms process shall be started at Federal and Provincial Education

Departments and at Directorates level in order to make system effective and quick

responsive. The policy also recommended that experienced and qualified educators shall be

appointed on key administrative posts in all departments of education.”

National Education Policy (1992-1998), “The policy actions recommended that in

order to improve and advance the managerial and administrative capacities of educational

managers, their massive and continuous capacity building shall be undertaken. Managerial

Maximum trainings opportunities shall be provided to managers to enhance their managerial

skills. Policy also recommended that at all levels, authority shall be decentralized and

powers shall be shifted to institutional heads. The monitoring process of all Educational

development plans shall be made effective. Local community participation shall be ensured

in institutional and other matters”

The National Education Policy (1998-2010) advocated that: “Supervision and

monitoring system of educational institutions shall be made effective and for this purpose,

competent and committed supervisory staff shall be deployed. Regional Officers and

Principals of the colleges shall be imparted training and professional development

opportunities in management to improve their managerial capability. Other key areas related

42

to administrative reforms addressed by the policy were assessment and implementation issues

pertaining to administrative consolidation, educational planning, monitoring and evaluation

and enhancing capacity of provincial education departments”

National Education Policy (2009) underlined following policy actions, “A separate

management cadre for education shall be introduced. Education sector management shall be

left to the Education managers without any intervention from politicians and bureaucrats.

Education planners and decision makers shall be trained for effective decision making and

planning. Personnel Management Information System (PMIS) as well as Financial

Management Information System (FMIS) shall be developed to support the planning,

implementation and evaluation function. These shall be linked to the existing Educational

Management and Information System (EMIS). National Standards and Certification Agency

for EMIS shall be established to set, monitor and evaluate the quality of education, data

collection, analysis and use across all levels and tiers of the education management”.

43

CHAPTER NO. 3

RESEARCH METHODOLOGY

This chapter contains the details regarding research design, target population for the

research and its selection techniques, research instruments designed for data collection, data

collection and analysis procedures.

3.1 Research Design

. Quantitative research approach was followed to carry out the research. It was survey

type of research form of descriptive research

3.2 Population

All public sector colleges of five regions of the Sindh province, their principals,

provincial managers, teachers, students and parents were included in the population set for

the research.

Table No. 2 Region Wise Population of the Principals

Region College

Principals

Population

Male College

Population of

Principals

Female College

Principal Population

Urban Rural Urban Rural

Hyderabad 60 29 10 16 5

Sukkur 29 13 6 7 3

Karachi 130 64 12 48 9

Larkana 22 8 6 5 2

Mirpurkhas 17 6 4 4 3

Total 258 120 38 80 22

44

Table No. 3 Shows Region Wise Population of the Teachers

Region College

Teachers

Population

Male College

Population of Teachers

Female College

Population of

Teachers


Hyderabad 1140 491 238 312 47

Sukkur 594 280 210 68 36

Karachi 1765 775 150 724 111

Larkana 380 136 95 107 22

Mirpurkhas 269 120 50 65 33

Total 4148 1802 743 1276 249

Table No. 4 Shows Region Wise Population of the Students

Regions College Students

Population

Male College

Population of

Students

Female College

Population of Students


Hyderabad 31412 15518 5224 7660 2710

Sukkur 11200 5400 1950 2800 900

Karachi 66574 31716 4012 27328 3318

Larkana 18655 4719 2481 2724 680

Mirpurkhas 10784 2934 1731 1890 697

Total 138625 60287 15398 42402 8305

3.3 Sample

The random sampling and convenience sampling techniques were used to select

sample from the population of the study. From total 258 government colleges, 16% (40)

colleges, 5% teachers (206), 2% (1000) students were selected randomly while 06

administrative officers and 150 parents were selected through convenience sampling. The

total sample size was, therefore, 1396

45

Table No. 5 Shows Region Wise Sample of the Principals

Region Sample of

the

College

Principals

16%

Sample of

Male College

10% Principals

Sample of

Female College

Principals 10%

Total Sample of

the Colleges

Principals at

Hyderabad Region

Urban Rural Urban Rural Urban

(M/F)

Rural

(M/F)

Hyderabad 9 4 1 2 1 6 2

Sukkur 4 2 1 1 1 3 2

Karachi 20 9 2 7 1 11 2

Larkana 4 2 1 1 1 5 2

Mirpurkhas 3 1 1 1 0 5 2

Total 40 18 6 12 4 30 10

Table No. 6 Shows Region Wise Sample of the Teachers

Region Sample

of the

College

Teachers

5%

Sample of

Male College

Teachers 5%

Sample of

Female College

Teachers 5%

Total Sample of

the Colleges

Teachers at

Hyderabad

Region


(M/F)

Rural

(M/F)

Hyderabad 57 25 12 16 2 40 14

Sukkur 29 14 11 3 2 17 12

Karachi 88 39 8 36 6 75 13

Larkana 19 7 5 5 1 12 6

Mirpurkhas 13 6 3 3 2 9 5

Total 206 91 39 63 13 156 50

46

Table No. 7 Shows Region Wise Sample of the Students

Region Sample

of the

College

Students

2%

Sample of Male

College

Students 1%

Sample of

Female College

Students 1%

Total Sample of

the Colleges

Students at

Hyderabad

Region


(M/F)

Rural

(M/F)

Hyderabad 299 138 40 54 25 232 79

Sukkur 99 51 18 28 9 82 29

Karachi 355 213 39 183 31 590 73

Larkana 149 45 25 25 5 74 32

Mirpurkhas 99 26 17 19 7 48 24

Total 1000 473 138 310 78 1026 237

Table No. 8 Shows the response rate from the sample

Sample Category Total Sample Response

Rate

Response rate in

Percentage

Principals 40 33 82.50%

Teachers 206 200 97.09%

Students 1000 850 85.00%

Parents 150 150 100.00%

Administrative Officers 06 06 100.00%

3.4 Research Instruments

Five questionnaires were developed for the principals, provincial managers, teachers

students and parents (Appendix II - XI). These questionnaires were developed for assessing

the managerial system of public sector colleges. Five point Likert’s Scale (Strongly Agree

SA, Agree A, Undecided UD, Disagree DA, Strongly Disagree SDA) were used in

questionnaires to get the opinion of principals, provincial managers, teachers students and

parents. Three point scale (Agree A, Undecided UD, Disagree DA) questionnaire (Appendix

47

– XI) was used to collect the opinion of provincial managers. Open ended questions were also

included in all questionnaires to seek the detailed suggestions and comments of respondent

sample.

Questionnaire I: For the Principals of the colleges.

Questionnaire II: For the Teachers of the Colleges.

Questionnaire III: For the Students of the Colleges.

Questionnaire IV: For the Parents of the Students of Colleges.

Questionnaire V: For provincial managers

First part of the questionnaires was designed to obtain demographic information, and

the next part of the questionnaires were designed to obtain opinion about management system

of the colleges, Areas covered through all the Questionnaires were Planning, Organization &

Structure, Staffing, Sharing of Authority, Decision making, Efficiency, Communication,

Procedures, Public Relations, Accountability, Trainings etc..

3.4.1 Pilot Testing

For the validation of all five questionnaires, a panel of experts (Appendix, I)

comprised of renowned professors from different universities serving in the field of education

was selected and on the basis of their feedback and expert opinion, questionnaires were

finalized.

For determining the reliability of the instruments, instruments were tested on 10

college principals, 20 college teachers, 100 students of colleges and their parents in two

sessions. Test-retest reliability method was used to determine reliability of the instruments.

3.4.2 Results of Reliability

The reliability of questionnaire for the principals…………………..0.955

The reliability of questionnaire for the teachers ………………….. 0.996

The reliability of questionnaire for the students ………………….. 0.984

The reliability of questionnaire for the parents ………………….. 0.992

The reliability of questionnaire for the provincial managers ……… 0.982

48

Hence it is obvious that the questionnaires were valid and reliable for the study Procedure

3.5 Data Collection

As the study involved principals, teachers and students and parents of the 40

randomly selected colleges, five regional directors and one secretary level officer. Most of

sampled colleges were visited personally and those colleges situated at distant places were

sent questionnaires through postal service.

The process of visiting 40 colleges to collect information from the principals, staff

and students almost took about one year

3.5.1 Data Analysis

Collected data was analyzed through Chi-Square Statistics, simple percentage and

mean scores.

3.5.2 Why Chi-square?

“The chi-square test was applied because collected data was nominal and categorical

data. (In form of numerical values).It compares observed data with expected data obtained

according to a specific hypothesis. (Null hypotheses were there). It is “goodness of fit"

statistics. Chi-square tests the null hypothesis that the variables are independent.” (V. Voinov

& M S Nikulin, 2013)

3.4.3 Steps for Chi-square Test

“Step No. 1:- state the null and alternative hypothesis

49

Step No.2:- Select the distribution to use. Because there are five categories

(shades of opinion), this is a multinomial experiment.

Consequently, we used the Chi-square distribution to make this

test.

Step No. 3: Determine the rejection and non rejection regions. The

significance level is given to be 0.05 and the goodness -of- fit

test is always right- tailed. Therefore the area in the right tell of

the chi-square distribution curve is :

Fig: Normal Distribution Curve

Area is the right tailed = =0.05

The degree of freedom is calculated as;

K=number of categories of response=5 Df = k – 1 = 5 – 1 = 4

Step No. 4:- Calculate the value of the test statistics (N=---)

Step No. 5:- Make a decision

(Value of the observed ² =--------- which is larger/smaller than the critical value of

²=9.488 and it falls in the rejection/accepted region. Hence, the null/alternative hypothesis is

rejected and it is stated that proportion of the respondents expressing their opinion in at least,

one or more shades is not same for all shades of opinion.

A higher percentage of respondents express their opinion in one or more shades)” (V.

Voinov & M S Nikulin, 2013 b)

The following formula was used to calculate the value of Chi-square²;

50

² = Σ (fo-fe)2

fe

where

Σ stands for sum of

fo stand for observed frequency

fe stand for expected frequency

df (in case of one-way x2) =c-1

where

c stands for no of columns

df In case of two way x2 = (c-1) (r-1)

where

r stands for number of rows.

The level of significance selected for making inferences about population was 0.05.

51

CHAPTER NO. 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

In this chapter analysis of collected data was carried out though quantitative

approaches and scientific inferences were drawn.

4.1 Questionnaire No: I for the College Principals

The questionnaire No: I was developed for college principals was administered

among 40 principals. Out of 40 principals, 33 responded and returned questionnaire.

Obtained data was analyzed through the application of Chi-square test and tabulated.

Part-I Personal Information about Principals

4.1.1 Age

Following table shows age wise distribution of the respondents

Table No: 8 Age wise distribution of the principals

S. No Age / Years Frequency %

1 35-40 2 6.06

2 41-45 5 15.15

3 46-50 9 27.27

4 51-59 17 51.51

Total 33 100

4.1.2 Gender

52

Following table shows the gender wise distribution of the respondents

Table No: 9 Gender wise distribution of the respondents

S.No Gender Frequency %

1 Male 18 54.54

2 Female 15 45.45

Total 33

4.1.3 Designation of the principals

Following table shows the designation of the principals

Table No: 10 Designation of the respondents

S.No Post Held Frequency %

1 Professors 10 30.30

2 Associate Professors 15 45.45

3 Assistant Professors 08 24.24

Total 33

4.1.4 Qualification of the Principals

Following table No: 14 shows qualification of the respondents

Table No: 11 Qualification of the respondents

S.No. Qualification Frequency %

1 PhD 03 9.09

2 M.Phil 05 15.15

3 M.A / MSc / M.Ed 23 69.69

Total 33 100

4.1.5 Principals by location

53

Following table No: 15 shows qualification of the respondents

Table No: 12 Principals by location

S. No Location Frequency %

1 Urban 23 69.69

2 Rural 10 30.30

Total 33 100

54

Data Analysis

Principal (General)

Table No. 13

H0: Principals do not differ in their opinion about taking initiative for bringing

improvement in the management system of their colleges

H1: Out of five shades of opinion at least one is expressed by majority of

the respondents

SA A U D SDA Total

Fo 9 13 0 7 4 N=33

Fe 6.6 6.6 6.6 6.6 6.6

fo-fe 2.4 6.4 -6.6 0.4 -2.6

(fo-fe)2 5.76 40.96 43.56 0.16 6.76

(fo-fe)2/fe 0.87 6.21 6.60 0.02 1.02 χ2=14.73

Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4

Table No 13 indicates that the value of the observed χ2 =14.73, which is larger than

the critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis is

rejected and it is stated that proportion of the respondents expressing their opinion "lot of

initiative for improvement in the management system of their colleges" is not same for all

shades of opinion. A higher percentage of respondents express their opinion in one or more

shades.

55

Table No. 14

H0: Principals do not differ in their opinion about they try to develop team work

and cooperation in the working

H1: Out of five shades of opinion at least one is expressed by majority of the

respondents

SA A U D SDA Total

Fo 11 13 0 5 4 N=33

Fe 6.6 6.6 6.6 6.6 6.6

fo-fe 4.4 6.4 -6.6 -1.6 -2.6

(fo-fe)2 19.36 40.96 43.56 2.56 6.76

(fo-fe)2/fe 2.93 6.21 6.60 0.39 1.02 χ2=17.15


Table No 14 indicates that the value of the observed χ2=17.15, which is larger than the

critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis is

rejected and it is stated that proportion of the respondents expressing their opinion "they try

to develop team work and cooperation in the working." is not same for all shades of opinion.

A higher percentage of respondents express their opinion in one or more shades.

56

Table No. 15

H0: Principals do not differ in their opinion about they take timely decisions and in

consistent with their plans


the respondents

SA A U D SDA Total

Fo 10 13 1 5 4 N=33

Fe 6.6 6.6 6.6 6.6 6.6

fo-fe 3.4 6.4 -5.6 -1.6 -2.6

(fo-fe)2 11.56 40.96 31.36 2.56 6.76

(fo-fe)2/fe 1.75 6.21 4.75 0.39 1.02 χ2=14.12


Table No 15 indicates that the value of the observed χ2=14.12, which is larger than the


rejected and it is stated that proportion of the respondents expressing their opinion "they take

timely decisions and in consistent with their plans" is not same for all shades of opinion. A

higher percentage of respondents express their opinion in one or more shades

57

Table No. 16

H0: Principals do not differ in their opinion about they delegate authority for the

betterment of management system of their colleges


the respondents

SA A U D SDA Total

Fo 8 14 1 6 4 N=33

Fe 6.6 6.6 6.6 6.6 6.6

fo-fe 1.4 7.4 -5.6 -0.6 -2.6

(fo-fe)2 1.96 54.76 31.36 0.36 6.76

(fo-fe)2/fe 0.30 8.30 4.75 0.05 1.02 χ2=14.42


Table No 16 indicates that the value of the observed χ2 = 14.42, which is larger than

the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is

rejected and it is stated that proportion of the respondents expressing their opinion “they

delegate authority for the betterment of management system of their colleges” is not same for

all shades of opinion. A higher percentage of respondents express their opinion in one or

more shades

58

Table No. 17

H0: Principals do not differ in their opinion about they allow complete freedom to

staff members in day to day working


respondents

SA A U D SDA Total

Fo 9 14 0 5 5 N=33

Fe 6.6 6.6 6.6 6.6 6.6

fo-fe 2.4 7.4 -6.6 -1.6 -1.6

(fo-fe)2 5.76 54.76 43.56 2.56 2.56

(fo-fe)2/fe 0.87 8.30 6.60 0.39 0.39 χ2=16.55




rejected and it is stated that proportion of the respondents expressing their opinion "they

allow complete freedom to staff members in day to day working” is not same for all shades of

opinion. A higher percentage of respondents express their opinion in one or more shades

59

Table No. 18

H0: Principals do not differ in their opinion about they are satisfied with the

quality of education being imparted in their colleges


respondents

SA A U D SDA Total

Fo 4 5 0 9 15 N=33

Fe 6.6 6.6 6.6 6.6 6.6

fo-fe -2.6 -1.6 -6.6 2.4 8.4

(fo-fe)2 6.76 2.56 43.56 5.76 70.56

(fo-fe)2/fe 1.02 0.39 6.60 0.87 10.69 χ2=19.58




rejected and it is stated that proportion of the respondents expressing their opinion "they are

satisfied with the quality of education being imparted in their colleges” is not same for all


shades

60

Table No. 19

H0: Principals do not differ in their opinion about they are provided sufficient

funds and powers for the overall development of their colleges


respondents

SA A U D SDA Total

Fo 6 9 0 13 5 N=33

Fe 6.6 6.6 6.6 6.6 6.6

fo-fe -0.6 2.4 -6.6 6.4 -1.6

(fo-fe)2 0.36 5.76 43.56 40.96 2.56

(fo-fe)2/fe 0.05 0.87 6.60 6.21 0.39 χ2=14.12


Table No 19 indicates that the value of the observed χ2= 14.12, which is larger than


rejected and it is stated that proportion of the respondents expressing their opinion “they are

provided sufficient funds and powers for overall development of their colleges” is not same

for all shades of opinion. A higher percentage of respondents express their opinion in one or

more shades

61

Table No. 20

H0: Principals do not differ in their opinion about they remain under pressure as

administrators of the colleges


respondents

SA A U D SDA Total

Fo 4 7 0 13 9 N=33

Fe 6.6 6.6 6.6 6.6 6.6

fo-fe -2.6 0.4 -6.6 6.4 2.4

(fo-fe)2 6.76 0.16 43.56 40.96 5.76

(fo-fe)2/fe 1.02 0.02 6.60 6.21 0.87 χ2=14.73





remain under pressure as administrators of the colleges" is not same for all shades of opinion.

A higher percentage of respondents express their opinion in one or more shades

62

Table No. 21

H0: Principals do not differ in their opinion about they mostly avoid conflict and

confrontation with their colleagues


respondents

SA A U D SDA Total

Fo 10 14 0 7 2 N=33

Fe 6.6 6.6 6.6 6.6 6.6

fo-fe 3.4 7.4 -6.6 0.4 -4.6

(fo-fe)2 11.56 54.76 43.56 0.16 21.16

(fo-fe)2/fe 1.75 8.30 6.60 0.02 3.21 χ2=19.88



the critical value of χ2=9.488 and it falls in the rejection region. Hence, the null hypothesis is


mostly avoid conflict and confrontation with their colleagues" is not same for all shades of


63

Table No. 22

H0: Principals do not differ in their opinion about they tolerate disagreements and

encourage good suggestions in decision making


respondents

SA A U D SDA Total

Fo 8 12 2 6 5 N=33

Fe 6.6 6.6 6.6 6.6 6.6

fo-fe 1.4 5.4 -4.6 -0.6 -1.6

(fo-fe)2 1.96 29.16 21.16 0.36 2.56

(fo-fe)2/fe 0.30 4.42 3.21 0.05 0.39 χ2=18.36


Table No 22 indicates that the value of the observed χ 2 =18.36, which is larger than

the critical value of 2=9.488 and it falls in the rejection region. Hence, the null hypothesis is


tolerate disagreements and encourage good suggestions in decision making “is not same for


more shades

64

Table No. 23

H0: Principals do not differ in their opinion about they utilize different funds

properly and transparently


respondents

SA A U D SDA Total

Fo 7 13 1 7 5 N=33

Fe 6.6 6.6 6.6 6.6 6.6

fo-fe 0.4 6.4 -5.6 0.4 -1.6

(fo-fe)2 0.16 40.96 31.36 0.16 2.56

(fo-fe)2/fe 0.02 6.21 4.75 0.02 0.39 χ2=11.39


Table No 23 indicates that the value of the observed χ 2= 11.39, which is larger than


rejected and it is stated that proportion of the respondents expressing their opinion "they

utilize different funds properly and transparently” is not same for all shades of opinion. A


65

Table No. 24

H0: Principals do not differ in their opinion about teachers do proper preparation

before teaching and teach properly in colleges


respondents

SA A U D SDA Total

Fo 7 9 1 10 6 N=33

Fe 6.6 6.6 6.6 6.6 6.6

fo-fe 0.4 2.4 -5.6 3.4 -0.6

(fo-fe)2 0.16 5.76 31.36 11.56 0.36

(fo-fe)2/fe 0.02 0.87 4.75 1.75 0.05 χ2=7.45


Table No 24 indicates that the value of the observed 2= 7.45, which is smaller than

the critical value of 2= 9.488 and it falls in the accepted region. Hence, the null hypothesis is

accepted and it is stated that proportion of the respondents expressing their opinion “teachers

do proper preparation before teaching and teach properly in colleges" is not same for all


shades

66

Table No. 25

H0: Principals do not differ in their opinion about teachers remain involved in

administrative responsibilities


respondents

SA A U D SDA Total

Fo 8 11 0 9 5 N=33

Fe 6.6 6.6 6.6 6.6 6.6

fo-fe 1.4 4.4 -6.6 2.4 -1.6

(fo-fe)2 1.96 19.36 43.56 5.76 2.56

(fo-fe)2/fe 0.30 2.93 6.60 0.87 0.39 χ2=11.09


Table No 25 indicates that the value of the observed 2=11.09, which is larger than


rejected and it is stated that proportion of the respondents expressing their opinion "teachers

remain involved in administrative responsibilities" is not same for all shades of opinion. A


67

Table No. 26

H0: Principals do not differ in their opinion about provincial education department

provides training facilities to college teachers


respondents

SA A U D SDA Total

Fo 6 8 1 12 6 N=33

Fe 6.6 6.6 6.6 6.6 6.6

fo-fe -0.6 1.4 -5.6 5.4 -0.6

(fo-fe)2 0.36 1.96 31.36 29.16 0.36

(fo-fe)2/fe 0.05 0.30 4.75 4.42 0.05 χ2=9.58


Table. No 26 indicates that the value of the observed χ 2= 9.58, which is larger than

the critical value of χ 2=9.488 and it falls in the rejection region. Hence, the null hypothesis is

rejected and it is stated that proportion of the respondents expressing their opinion

“provincial education department provides training facilities to college teachers “is not same


more shades

68

Table No. 27

H0: Principals do not differ in their opinion about parents are invited in organizing

annual days, sports and other programs held in college.


respondents

SA A U D SDA Total

Fo 5 8 1 12 7 N=33

Fe 6.6 6.6 6.6 6.6 6.6

fo-fe -1.6 1.4 -5.6 5.4 0.4

(fo-fe)2 2.56 1.96 31.36 29.16 0.16

(fo-fe)2/fe 0.39 0.30 4.75 4.42 0.02 χ2=9.88


Table No 27 indicates that the value of the observed χ2= 9.88, which is larger than the

critical value of χ2=9.488 and it falls in the rejection region. Hence, the null hypothesis is

rejected and it is stated that proportion of the respondents expressing their opinion "parents

are invited in organizing annual days, sports and other programs held in colleges" is not same


more shades

69

Table No. 28

H0: Principals do not differ in their opinion about formative testing is carried out

from time to time


respondents

SA A U D SDA Total

Fo 6 9 0 11 7 N=33

Fe 6.6 6.6 6.6 6.6 6.6

fo-fe -0.6 2.4 -6.6 4.4 0.4

(fo-fe)2 0.36 5.76 43.56 19.36 0.16

(fo-fe)2/fe 0.05 0.87 6.60 2.93 0.02 χ2=10.48




accepted and it is stated that proportion of the respondents expressing their opinion

“formative testing is carried out from time to time" is not same for all shades of opinion. A

higher percentage of respondents express their opinion in one or more shades.

70

Table No. 29

H0: Principals do not differ in their opinion about in tests/exams various types of

items are used


respondents

SA A U D SDA Total

Fo 2 4 0 15 12 N=33

Fe 6.6 6.6 6.6 6.6 6.6

fo-fe -4.6 -2.6 -6.6 8.4 5.4

(fo-fe)2 21.16 6.76 43.56 70.56 29.16

(fo-fe)2/fe 3.21 1.02 6.60 10.69 4.42 χ2=25.94




rejected and it is stated that proportion of the respondents expressing their opinion "In

tests/exams various types of items are used” is not same for all shades of opinion. A higher

percentage of respondents express their opinion in one or more shades

71

Table No. 30

H0: Principals do not differ in their opinion about cheating is common in

examination


the respondents

SA A U D SDA Total

Fo 11 13 0 5 4 N=33

Fe 6.6 6.6 6.6 6.6 6.6

fo-fe 4.4 6.4 -6.6 -1.6 -2.6

(fo-fe)2 19.36 40.96 43.56 2.56 6.76

(fo-fe)2/fe 2.93 6.21 6.60 0.39 1.02 χ2=17.15




rejected and it is stated that proportion of the respondents expressing their opinion “cheating

is common in examinations" is not same for all shades of opinion. A higher percentage of

respondents express their opinion in one or more shades

72

Table No. 31

H0: Principals do not differ in their opinion about most of the teachers participate

in activities of the union


respondents

SA A U D SDA Total

Fo 9 12 0 9 3 N=33

Fe 6.6 6.6 6.6 6.6 6.6

fo-fe 2.4 5.4 -6.6 2.4 -3.6

(fo-fe)2 5.76 29.16 43.56 5.76 12.96

(fo-fe)2/fe 0.87 4.42 6.60 0.87 1.96 χ2=14.73




rejected and it is stated that proportion of the respondents expressing their opinion “most of

the teachers participate in activities of the union “is not same for all shades of opinion. A


73

Table No. 32

H0: Principals do not differ in their opinion about provincial education department

provides them training opportunities.


respondents

SA A U D SDA Total

Fo 2 4 1 17 9 N=33

Fe 6.6 6.6 6.6 6.6 6.6

fo-fe -4.6 -2.6 -5.6 10.4 2.4

(fo-fe)2 21.16 6.76 31.36 108.2 5.76

(fo-fe)2/fe 3.21 1.02 4.75 16.39 0.87 χ2 = 26.24




rejected and it is stated that proportion of the respondents expressing their opinion

“provincial education department provides them training opportunities." is not same for all


shades

74

Table No. 33

H0: Principals do not differ in their opinion about student organizations harass

teachers and interfere in college administration


respondents

SA A U D SDA Total

Fo 9 14 1 6 3 N=33

Fe 6.6 6.6 6.6 6.6 6.6

fo-fe 2.4 7.4 -5.6 -0.6 -3.6

(fo-fe)2 5.76 54.76 31.36 0.36 12.96

(fo-fe)2/fe 0.87 8.30 4.75 0.05 1.96 χ2=15.94




rejected and it is stated that proportion of the respondents expressing their opinion "student

organizations harass teachers and interfere in college administration” is not same for all


shades

75

Table No. 34

H0: Principals do not differ in their opinion about there exist good coordination

between different offices like principal offices, regional director offices and



respondents

SA A U D SDA Total

Fo 3 6 0 15 9 N=33

Fe 6.6 6.6 6.6 6.6 6.6

fo-fe -3.6 -0.6 -6.6 8.4 2.4

(fo-fe)2 12.96 0.36 43.56 70.56 5.76

(fo-fe)2/fe 1.96 0.05 6.60 10.69 0.87




rejected and it is stated that proportion of the respondents expressing their opinion "there

exist good coordination between different offices like principal offices, regional director

offices and provincial secretariat” is not same for all shades of opinion. A higher percentage

of respondents express their opinion in one or more shades

76

Table No. 35

H0: Principals do not differ in their opinion about there exist accountability and

transparency in all Provincial education department offices


respondents

SA A U D SDA Total

Fo 3 7 0 14 9 N=33

Fe 6.6 6.6 6.6 6.6 6.6

fo-fe -3.6 0.4 -6.6 7.4 2.4

(fo-fe)2 12.96 0.16 43.56 54.76 5.76

(fo-fe)2/fe 1.96 0.02 6.60 8.30 0.87 χ2=17.76




rejected and it is stated that proportion of the respondents expressing their opinion “there

exist accountability and transparency in all provincial education department offices” is not

same for all shades of opinion. A higher percentage of respondents express their opinion in

one or more shades

77

Table No. 36

H0: Principals do not differ in their opinion about they maintain strict discipline

and inspection system in college


respondents

SA A U D SDA Total

Fo

Fe

fo-fe

(fo-fe)2

(fo-fe)2/fe



the critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis

is rejected and it is stated that proportion of the respondents expressing their opinion

“Principals maintain strict discipline and inspection system in colleges” “is not same for all


shades

78

4.2 Questionnaire II for Teachers

The researcher developed a questionnaire No: II for college teachers and

administered among 206 sample teachers. Out of 206 teachers, 200 returned and responded

questionnaire. Obtained data was analyzed through chi square test

Part-I Personal characteristics of the respondents (Teachers)

4.2.1 Age

Following table shows age wise distribution of the teachers

Table No: 37 Age wise distribution of the respondents

S. No Age / Years Frequency %

1 30-35 100 50.0

2 36-40 55 27.5

3 41-50 35 17.5

4 51-60 10 05.0

Total 200 100

4.2.2 Gender

Following table shows gender wise distribution of the teachers



1 Male 130 65

2 Female 70 35

Total 200 100

79

4.2.3 Designation

Following table shows the designation of the teachers

Table No: 39 Designation wise distribution of the respondents

S.No Designation Frequency % Age

1 Lecturers 100 50.0

2 Assistant Professors 55 27.5

3 Associate Professors 35 17.5

4 Professors 10 05.0

Total 200 100

4.2.4 Qualification

Following table shows the qualification of the teachers

Table No: 40 Qualification wise distribution of the respondents

S.No Qualification Frequency % Age

1 Ph.D. 10 05.0

2 M.Phil. 18 09.0

3 Masters 172 86.0

Total 200 100

4.2.5 Teachers by Location

Following table shows the locations of the teachers

Table No: 41 Location wise distribution of the teachers

S.No Location Frequency % Age

1 Urban 150 75

2 Rural 50 25

Total 200 100

80

Teachers (General)

Table No. 42

H0: The proportion of the respondents (College Teachers) expressing their opinion

about teachers in the colleges come well prepared and teach to students

properly" is same (0.2) for all shades of opinion

H1: At least, two of the five shades of opinion are NOT equal to (0.2)

SA A U D SDA Total

Fo 45 75 2 40 38 N=200

Fe 40 40 40 40 40

fo-fe 5 35 -38 0 -2

(fo-fe)2 25 1225 1444 0 4

(fo-fe)2/fe 0.63 30.63 36.10 0.00 0.10 χ2=67.45


Table No. 42 indicates that the value of the observed χ2= 67.45, which is larger than

the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is

rejected and it is stated that proportion of the respondents (College Teachers) expressing their

opinion "in the colleges they come well prepared and teach to students properly" is not same

(0.2) for all shades of opinion. At least, two of the five shades of opinion are NOT equal to

(0.20)

81

Table No. 43

H0: proportion of the respondents (College Teachers) expressing their opinion

about there are almost all teaching aids available in their institutions


SA A U D SDA Total

fo 32 54 3 72 39 N=200

fe 40 40 40 40 40

fo-fe -8 14 -37 32 -1

(fo-fe)2 64 196 1369 1024 1

(fo-fe)2/fe 1.60 4.90 34.23 25.60 0.03 χ2=66.35



the critical value of χ2= 9.488 and it falls in rejection region.. Hence, the null hypothesis is


opinion “there are almost all teaching aids available in their institutions “is not same (0.2) for

all shades of opinion. At least, two of the five shades of opinion are NOT equal to (0.20)

82

Table No. 44

H0: Proportion of the respondents (College Teachers) expressing their opinion

about most of the teachers reach and leave the college on time


SA A U D SDA Total

fo 45 74 3 48 30 N=200

fe 40 40 40 40 40

fo-fe 5 34 -37 8 -10

(fo-fe)2 25 1156 1369 64 100

(fo-fe)2/fe 0.63 28.90 34.23 1.60 2.50 χ2=67.85





opinion “most of the teachers reach and leave the colleges on time” is not same (0.2) for all

shades of opinion. At least, two of the five shades of opinion are NOT equal to (0.20)

83

Table No. 45


about teachers rarely care whether students understand their lecture or not


SA A U D SDA Total

fo 20 36 2 92 50 N=200

fe 40 40 40 40 40

fo-fe -20 -4 -38 52 10

(fo-fe)2 400 16 1444 2704 100

(fo-fe)2/fe 10.00 0.40 36.10 67.60 2.50 χ2=116.60


Table No. 46 indicates that the value of the observed χ2=116.60, which is larger than

the critical value of χ2=9.488 and it falls in rejection region.. Hence, the null hypothesis is


opinion" teachers rarely care whether students understand their lecture or not" is not same

(0.2) for all shades of opinion. At least, two of the five shades of opinion are NOT equal to

(0.20)

84

Table No. 47


about they are satisfied with the quality of education being imparted in their

colleges.


SA A U D SDA Total

fo 30 52 2 76 40 N=200

fe 40 40 40 40 40

fo-fe -10 12 -38 36 0

(fo-fe)2 100 144 1444 1296 0

(fo-fe)2/fe 2.50 3.60 36.10 32.40 0.00 χ2=74.60





opinion “they are satisfied with the quality of education being imparted in their colleges.” is

not same (0.2) for all shades of opinion. At least, two of the five shades of opinion are NOT

equal to (0, 20)

85

Table No. 48


about there exists good social relationship and teamwork between college

teachers and principals


SA A U D SDA Total

fo 35 72 2 68 25 N=200

fe 40.4 40.4 40.4 40.4 40.4

fo-fe -5.4 31.6 -38.4 27.6 -15.4

(fo-fe)2 29.16 998.6 1475 761.8 237.2

(fo-fe)2/fe 0.72 24.72 36.50 18.86 5.87 χ2=86.66





opinion “there exists good social relationship and teamwork between college teachers and

principals “is not same (0.2) for all shades of opinion. At least, two of the five shades of

opinion are NOT equal to (0, 20)

86

Table No. 49


about college principal tolerated disagreements and encourage good

suggestions from teachers


SA A U D SDA Total

fo 34 68 2 66 30 N=200

fe 40 40 40 40 40

fo-fe -6 28 -38 26 -10

(fo-fe)2 36 784 1444 676 100

(fo-fe)2/fe 0.90 19.60 36.10 16.90 2.50 χ2=76.00





opinion “college principal tolerated disagreements and encourage good suggestions from

teachers” is not same (0.2) for all shades of opinion. At least, two of the five shades of

opinion are NOT equal to (0.20)

87

Table No. 50


about college principals utilize different funds transparently


SA A U D SDA Total

fo 30 39 1 88 42 N=200

fe 40 40 40 40 40

fo-fe -10 -1 -39 48 2

(fo-fe)2 100 1 1521 2304 4

(fo-fe)2/fe 2.50 0.03 38.03 57.60 0.10 χ2=98.25





opinion “college principals utilize different funds transparently” is not same (0.2) for all

shades of opinion. At least, two of the five shades of opinion are NOT equal to (0, 20)

88

Table No. 51


about most of the college principals know managerial skills and financial rules

H1: least, two of the five shades of opinion are NOT equal to (0.2)

SA A U D SDA Total

fo 29 45 1 70 55 N=200

fe 40 40 40 40 40

fo-fe -11 5 -39 30 15

(fo-fe)2 121 25 1521 900 225

(fo-fe)2/fe 3.03 0.63 38.03 22.50 5.63 χ2=69.80





opinion “most of the college principals know managerial skills and financial rules “is not

same (0.2) for all shades of opinion. At least, two of the five shades of opinion are NOT

equal to (0, 20)

89

Table No. 52


about library, laboratories and classes in their colleges are well equipped and

clean.


SA A U D SDA Total

fo 33 51 3 70 43 N=200

fe 40 40 40 40 40

fo-fe -7 11 -37 30 3

(fo-fe)2 49 121 1369 900 9

(fo-fe)2/fe 1.23 3.03 34.23 22.50 0.23 χ2=61.20





opinion “library, laboratories and classes in your college are well equipped and clean." is not


equal to (0, 20)

90

Table No. 53


about college offices manage different functions like admissions,

examinations etc well systematically


SA A U D SDA Total

fo 34 54 2 75 35 N=200

fe 40 40 40 40 40

fo-fe -6 14 -38 35 -5

(fo-fe)2 36 196 1444 1225 25

(fo-fe)2/fe 0.90 4.90 36.10 30.63 0.63 χ2=73.15





opinion “college offices manage different functions like admissions, examinations etc well

systematically “is not same (0.2) for all shades of opinion. At least, two of the five shades of

opinion are NOT equal to (0.20)

91

Table No. 54


about principals involve college teachers in managerial tasks.


SA A U D SDA Total

fo 43 65 2 66 24 N=200

fe 40 40 40 40 40

fo-fe 3 25 -38 26 -16

(fo-fe)2 9 625 1444 676 256

(fo-fe)2/fe 0.23 15.63 36.10 16.90 6.40 χ2=75.25





opinion “principals involve college teachers in managerial tasks. “is not same (0.2) for all

shades of opinion. At least, two of the five shades of opinion are NOT equal to (0, 20)

92

Table No. 55


about provincial education department provides training opportunities to

college teachers


SA A U D SDA Total

fo 34 51 1 74 40 N=200

fe 40 40 40 40 40

fo-fe -6 11 -39 34 0

(fo-fe)2 36 121 1521 1156 0

(fo-fe)2/fe 0.90 3.03 38.03 28.90 0.00 χ2=70.85



the critical value of χ2=9.488 and it falls in rejection region. Hence, the null hypothesis is


opinion "provincial education department provides training opportunities to college teachers”

is not same (0.2) for all shades of opinion. At least, two of the five shades of opinion are

NOT equal to (0.20)

93

Table No. 56


about college administrative staff cooperate and facilitate to teachers


SA A U D SDA Total

fo 36 53 3 72 36 N=200

fe 40 40 40 40 40

fo-fe -4 13 -37 32 -4

(fo-fe)2 16 169 1369 1024 16

(fo-fe)2/fe 0.40 4.23 34.23 25.60 0.40 χ2=64.85





opinion “college administrative staff cooperate and facilitate to teachers” is not same (0.2) for

all shades of opinion. At least, two of the five shades of opinion are NOT equal to (0, 20)

94

Table No. 57


about college offices records are properly maintained


SA A U D SDA Total

fo 34 50 1 73 42 N=200

fe 40 40 40 40 40

fo-fe -6 10 -39 33 2

(fo-fe)2 36 100 1521 1089 4

(fo-fe)2/fe 0.90 2.50 38.03 27.23 0.10 χ2=68.75





opinion “college offices records are properly maintained “is not same (0.2) for all shades of

opinion. At least, two of the five shades of opinion are NOT equal to (0, 20)

95

Table No. 58


about principals allocate responsibilities on the basis of teachers abilities and

choice.


SA A U D SDA Total

fo 31 53 1 73 42 N=200

fe 40 40 40 40 40

fo-fe -9 13 -39 33 2

(fo-fe)2 81 169 1521 1089 4

(fo-fe)2/fe 2.03 4.23 38.03 27.23 0.10 χ2=71.60





opinion “principals allocate responsibilities on the basis of teachers abilities and choice.” is

not same (0.2) for all shades of opinion. At least, two of the five shades of opinion are NOT

equal to (0, 20)

96

Table No. 59


about parents are invited on annual day, sports and in other programs


SA A U D SDA Total

fo 33 54 3 75 35 N=200

fe 40 40 40 40 40

fo-fe -7 14 -37 35 -5

(fo-fe)2 49 196 1369 1225 25

(fo-fe)2/fe 1.23 4.90 34.23 30.63 0.63 χ2=71.60





opinion “parents are invited on annual day, sports and in other programs.” is not same (0.2)

for all shades of opinion. At least, two of the five shades of opinion are NOT equal to (0, 20)

97

Table No. 60


about teachers conduct formative tests in the classes


SA A U D SDA Total

fo 44 88 2 39 27 N=200

fe 40 40 40 40 40

fo-fe 4 48 -38 -1 -13

(fo-fe)2 16 2304 1444 1 169

(fo-fe)2/fe 0.40 57.60 36.10 0.03 4.23 χ2=98.35



the critical value of χ2= 9.488 and it falls in rejection region.. Hence, the null hypothesis is


opinion “teachers conduct formative tests in the classes” is not same (0.2) for all shades of


98

Table No. 61


about teachers use various types of items in tests


SA A U D SDA Total

fo 45 90 3 33 29 N=200

fe 40 40 40 40 40

fo-fe 5 50 -37 -7 -11

(fo-fe)2 25 2500 1369 49 121

(fo-fe)2/fe 0.63 62.50 34.23 1.23 3.03 χ2=101.60





opinion “teachers use various types of items in tests “is not same (0.2) for all shades of


99

Table No. 62


about college teachers participate in the activities of union

H1: Least, two of the five shades of opinion are NOT equal to (0.2)

SA A U D SDA Total

fo 33 49 2 71 45 N=200

fe 40 40 40 40 40

fo-fe -7 9 -38 31 5

(fo-fe)2 49 81 1444 961 25

(fo-fe)2/fe 1.23 2.03 36.10 24.03 0.63 χ2=64.00





opinion “college teachers participate in the activities of union" is not same (0.2) for all shades

of opinion. At least, two of the five shades of opinion are NOT equal to (0, 20)

100

Table No. 63


about student organizations harass teachers and interfere in college

administration


SA A U D SDA Total

fo 47 89 4 33 27 N=200

fe 40 40 40 40 40

fo-fe 7 49 -36 -7 -13

(fo-fe)2 49 2401 1296 49 169

(fo-fe)2/fe 1.23 60.03 32.40 1.23 4.23 χ2=99.10





opinion “student organizations harass teachers and interfere in college administration” is not


equal to (0.20)

101

Table No. 64


about there exist good coordination between different offices like principal

offices, regional director offices and provincial secretariat


SA A U D SDA Total

fo 16 20 3 98 63 N=200

fe 40 40 40 40 40

fo-fe -24 -20 -37 58 23

(fo-fe)2 576 400 1369 3364 529

(fo-fe)2/fe 14.40 10.00 34.23 84.10 13.23 χ2=155.95





opinion “there exist good coordination between different offices like principal offices,

regional director offices and provincial secretariat” is not same (0.2) for all shades of opinion.

At least, two of the five shades of opinion are NOT equal to (0, 20)

102

Table No. 65


about there exist accountability and transparency on all provincial education

department offices


SA A U D SDA Total

fo 18 32 4 83 63 N=200

fe 40 40 40 40 40

fo-fe -22 -8 -36 43 23

(fo-fe)2 484 64 1296 1849 529

(fo-fe)2/fe 12.10 1.60 32.40 46.23 13.23 χ2=105.55





opinion “there exist accountability and transparency on all provincial education department

offices “is not same (0.2) for all shades of opinion. At least, two of the five shades of opinion

are NOT equal to (0, 20)

103

Table No. 66


about principals maintain strict discipline and inspection system in colleges


SA A U D SDA Total

fo 15 21 5 96 63 N=200

fe 40 40 40 40 40

fo-fe -25 -19 -35 56 23

(fo-fe)2 625 361 1225 3136 529

(fo-fe)2/fe 15.63 9.03 30.63 78.40 13.23 χ2=146.90


Table No. 66 indicates that the value of the observed χ2= was found to be (146.90),

which is larger than the critical value of χ2=9.488 and it falls in rejection region. Hence, the

null hypothesis is rejected and it is stated that proportion of the respondents (College

Teachers) expressing their opinion "principals maintain strict discipline and inspection

system in colleges" is not same (0.2) for all shades of opinion. At least, two of the five shades

of opinion are NOT equal to (0.20)

104

4.3 Questionnaire III for Students

The researcher developed questionnaire No: III for college students and administered

among 1000 students. Out of 1000 sample students, 850 returned and responded

questionnaire. Obtained data was analyzed through chi square application.

Part-I Personal characteristics of the respondents (Students)

4 .3 .1 Age

Following table shows age of the students

Table No: 67 Age wise distribution of the respondents

S.No Age / Years Frequency %

1 17-19 532 62.58

2 20-22 318 37.41

Total 850 100

4.3 .2 Gender

Following table shows the gender wise distribution of the respondents.



1 Male 650 76.47

2 Female 200 23.52

Total 850 100

105

4.3.3 Students by Location

Following table shows the location of the respondents

Table No: 69 Location wise distribution of the respondents

S.No Location Frequency %

1 Urban 490 57.65

2 Rural 360 42.35

Total 850 100

106

Students (General)

Table No. 70

H0: Students do not differ in their opinion about all teachers of their college

review their teaching time by time and come well prepared in classes.


respondents

SA A U D SDA Total

Fo 190 298 9 210 143 N=850

Fe 170 170 170 170 170

fo-fe 20 128 -161 40 -27

(fo-fe)2 400 16384 25921 1600 729

(fo-fe)2/fe 2.35 96.38 152.48 9.41 4.29 χ2=264.91


Table No. 70 indicates that the value of observed χ2= 264.91, which is larger than the

critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is

rejected and it is stated that the proportion of respondents expressing their opinion "all

teachers of their college review their teaching time by time and come well prepared in

classes” is not the same for all shades of opinion. A higher percentage of respondents express

their opinion in one or more shades

107

Table No. 71

H0: Students do not differ in their opinion about there are almost all modern

teaching aid available in their colleges


respondents

SA A U D SDA Total

Fo 90 132 11 387 230 N=850

Fe 170 170 170 170 170

fo-fe -80 -38 -159 217 60

(fo-fe)2 6400 1444 25281 47089 3600

(fo-fe)2/fe 37.65 8.49 148.71 276.99 21.18 χ2=493.02




rejected and it is stated that the proportion of respondents expressing their opinion "there are

almost all modern teaching aids available in their colleges” is not the same for all shades of


108

Table No 72

H0: Students do not differ in their opinion about teaching is mostly dictating notes

or reading from text


respondents

SA A U D SDA Total

Fo 138 234 12 311 155 N=850

Fe 170 170 170 170 170

fo-fe -32 64 -158 141 -15

(fo-fe)2 1024 4096 24964 19881 225

(fo-fe)2/fe 6.02 24.09 146.85 116.95 1.32 χ2=295.24


Table No. 72 indicates that the value of observed χ2=295.24, which is larger than the


rejected and it is stated that the proportion of respondents expressing their opinion "teaching

is mostly dictating notes or reading from text” is not the same for all shades of opinion. A


109

Table No. 73

H0: Students do not differ in their opinion about most of the teachers reach

institution on time and are regular in class teaching


respondents

SA A U D SDA Total

Fo 166 255 10 267 152 N=850

Fe 170 170 170 170 170

fo-fe -4 85 -160 97 -18

(fo-fe)2 16 7225 25600 9409 324

(fo-fe)2/fe 0.09 42.50 150.59 55.35 1.91 χ2=250.44




rejected and it is stated that the proportion of respondents expressing their opinion " most of

the teachers reach institution on time and are regular in class teaching” is not the same for all


shades

110

Table No. 74

H0: Students do not differ in their opinion about all students are regular and reach

college on time


respondents

SA A U D SDA Total

Fo 213 255 2 225 155 N=850

Fe 170 170 170 170 170

fo-fe 43 85 -168 55 -15

(fo-fe)2 1849 7225 28224 3025 225

(fo-fe)2/fe 10.88 42.50 166.02 17.79 1.32 χ2=238.52




rejected and it is stated that the proportion of respondents expressing their opinion "all

students are regular and reach college on time” is not the same for all shades of opinion. A


111

Table No. 75

H0: Students do not differ in their opinion about teachers rarely care whether

students understand their lecture or not


respondents

SA A U D SDA Total

Fo 155 245 13 300 137 N=850

Fe 170 170 170 170 170

fo-fe -15 75 -157 130 -33

(fo-fe)2 225 5625 24649 16900 1089

(fo-fe)2/fe 1.32 33.09 144.99 99.41 6.41 χ2=285.22




rejected and it is stated that the proportion of respondents expressing their opinion "Students

do not differ in their opinion about teachers rarely care whether students understand their

lecture or not” is not the same for all shades of opinion. A higher percentage of respondents

express their opinion in one or more shades

112

Table No. 76

H0: Students do not differ in their opinion about they are satisfied with the quality

of education being imparted in their colleges


respondents

SA A U D SDA Total

Fo 113 254 12 311 160 N=850

Fe 170 170 170 170 170

fo-fe -57 84 -158 141 -10

(fo-fe)2 3249 7056 24964 19881 100

(fo-fe)2/fe 19.11 41.51 146.85 116.95 0.59 χ2=325.00




rejected and it is stated that the proportion of respondents expressing their opinion "they are

satisfied with the quality of education being imparted in their colleges” is not the same for all


shades

113

Table No. 77

H0: Students do not differ in their opinion about principals of their colleges enjoy

the confidence of all teachers and students


respondents

SA A U D SDA Total

Fo 122 234 15 312 167 N=850

Fe 170 170 170 170 170

fo-fe -48 64 -155 142 -3

(fo-fe)2 2304 4096 24025 20164 9

(fo-fe)2/fe 13.55 24.09 141.32 118.61 0.05 χ2=297.64




rejected and it is stated that the proportion of respondents expressing their opinion "principals

of their colleges enjoy the confidence of all teachers and students” is not the same for all


shades

114

Table No. 78

H0: Students do not differ in their opinion about teachers are divided into warning

groups and have no good relations with principals


respondents

SA A U D SDA Total

Fo 122 244 13 303 168 N=850

Fe 170 170 170 170 170

fo-fe -48 74 -157 133 -2

(fo-fe)2 2304 5476 24649 17689 4

(fo-fe)2/fe 13.55 32.21 144.99 104.05 0.02 χ2=294.84




rejected and it is stated that the proportion of respondents expressing their opinion " teachers

are divided into warning groups and have no good relations with principals” is not the same


more shades

115

Table No. 79

H0: Students do not differ in their opinion about principals try to solve all

problems of students and provide all necessary facilities.


respondents

SA A U D SDA Total

Fo 125 241 12 304 168 N=850

Fe 170 170 170 170 170

fo-fe -45 71 -158 134 -2

(fo-fe)2 2025 5041 24964 17956 4

(fo-fe)2/fe 11.91 29.65 146.85 105.62 0.02 χ2=294.06




rejected and it is stated that the proportion of respondents expressing their opinion "

principals try to solve all problems of students and provide all necessary facilities.” is not the


one or more shades

116

Table No. 80

H0: Students do not differ in their opinion about libraries, laboratories in their

colleges are well equipped and well-functioning


respondents

SA A U D SDA Total

Fo 110 188 15 334 203 N=850

Fe 170 170 170 170 170

fo-fe -60 18 -155 164 33

(fo-fe)2 3600 324 24025 26896 1089

(fo-fe)2/fe 21.18 1.91 141.32 158.21 6.41 χ2=329.02




rejected and it is stated that the proportion of respondents expressing their opinion " libraries,

laboratories in their colleges are well equipped and well-functioning” is not the same for all


shades

117

Table No. 81

H0: Students do not differ in their opinion about principals maintain strict

discipline and inspection system in the colleges


respondents

SA A U D SDA Total

Fo 95 155 13 366 221 N=850

Fe 170 170 170 170 170

fo-fe -75 -15 -157 196 51

(fo-fe)2 5625 225 24649 38416 2601

(fo-fe)2/fe 33.09 1.32 144.99 225.98 15.30 χ2=420.68




rejected and it is stated that the proportion of respondents expressing their opinion "

principals maintain strict discipline and inspection system in the colleges” is not the same for


more shades

118

Table No. 82

H0: Students do not differ in their opinion about majority of the students

participate take part in the activities of student organizations


respondents

SA A U D SDA Total

Fo 110 232 14 314 180 N=850

Fe 170 170 170 170 170

fo-fe -60 62 -156 144 10

(fo-fe)2 3600 3844 24336 20736 100

(fo-fe)2/fe 21.18 22.61 143.15 121.98 0.59 χ2=309.51




rejected and it is stated that the proportion of respondents expressing their opinion "majority

of the students participate take part in the activities of student organizations” is not the same


more shades

119

Table No. 83

H0: Students do not differ in their opinion about parents are invited on annual days

sports and in other programs


respondents

SA A U D SDA Total

Fo 67 167 14 388 214 N=850

Fe 170 170 170 170 170

fo-fe -103 -3 -156 218 44

(fo-fe)2 10609 9 24336 47524 1936

(fo-fe)2/fe 62.41 0.05 143.15 279.55 11.39 χ2=496.55




rejected and it is stated that the proportion of respondents expressing their opinion "parents

are invited on annual days sports and in other programs” is not the same for all shades of


120

Table No. 84

H0: Students do not differ in their opinion about teachers conduct formative tests

in the classes


respondents

SA A U D SDA Total

Fo 89 167 16 364 214 N=850

Fe 170 170 170 170 170

fo-fe -81 -3 -154 194 44

(fo-fe)2 6561 9 23716 37636 1936

(fo-fe)2/fe 38.59 0.05 139.51 221.39 11.39 χ2=410.93




rejected and it is stated that the proportion of respondents expressing their opinion "teachers

conduct formative tests in the classes” is not the same for all shades of opinion. A higher


121

Table No. 85

H0: Students do not differ in their opinion about college teachers promote tuition,

culture and pressurize students to get tuition


respondents

SA A U D SDA Total

Fo 182 244 22 290 112 N=850

Fe 170 170 170 170 170

fo-fe 12 74 -148 120 -58

(fo-fe)2 144 5476 21904 14400 3364

(fo-fe)2/fe 0.85 32.21 128.85 84.71 19.79 χ2 = 266.40


Table No. 85 indicates that the value of observed χ2 = 266.40, which is larger than the


rejected and it is stated that the proportion of respondents expressing their opinion "college

teachers promote tuition, culture and pressurize students to get tuition” is not the same for all


shades.

122

Table No. 86

H0: Students do not differ in their opinion about college administration organize

co-curricular activities regularly


respondents

SA A U D SDA Total

Fo 89 178 13 350 220 N=850

Fe 170 170 170 170 170

fo-fe -81 8 -157 180 50

(fo-fe)2 6561 64 24649 32400 2500

(fo-fe)2/fe 38.59 0.38 144.99 190.59 14.71 χ2=389.26





administration organize co-curricular activities regularly” is not the same for all shades of

opinion. A higher percentage of respondents express their opinion in one or more shades.

123

Table No. 87

H0: Students do not differ in their opinion about college office staff manage

different functions like admissions, examination etc in systematic manner


respondents

SA A U D SDA Total

Fo 112 178 13 325 222 N=850

Fe 170 170 170 170 170

fo-fe -58 8 -157 155 52

(fo-fe)2 3364 64 24649 24025 2704

(fo-fe)2/fe 19.79 0.38 144.99 141.32 15.91 χ2=322.39




rejected and it is stated that the proportion of respondents expressing their opinion " college

office staff manage different functions like admissions, examination etc in systematic

manner” is not the same for all shades of opinion. A higher percentage of respondents express

their opinion in one or more shades

124

Table No. 88

H0: Students do not differ in their opinion about college administration provides

incentives to intelligent and deserving students


respondents

SA A U D SDA Total

Fo 68 127 15 396 244 N=850

Fe 170 170 170 170 170

fo-fe -102 -43 -155 226 74

(fo-fe)2 10404 1849 24025 51076 5476

(fo-fe)2/fe 61.20 10.88 141.32 300.45 32.21 χ2= 546.06



critical value of χ2==9.488 and it falls in the rejection region. Hence, the null hypothesis is


administration provides incentives to intelligent and deserving students” is not the same for


more shades

125

4.4 Questionnaire No: IV for Parents

The researcher developed a questionnaire No: IV for parents of college students and

administered among 150 parents. Obtained data were analyzed through chi square

application.

4.4.1 Parents by location

Following table No: 15 shows area wise distribution of the respondents

Table No: 89 Parents by location

S.No Location Frequency %

1 Urban 100 66.66

2 Rural 50 33.33

Total 150 100

126

Parents (General)

Table No. 90

H0: Parents do not differ in their opinion about most teachers do hard work and

manage classes well


respondents

SA A U D SDA Total

fo 22 28 2 60 38 N=150

fe 30 30 30 30 30

fo-fe -8 -2 -28 30 8

(fo-fe)2 64 4 784 900 64

(fo-fe)2/fe 2.13 0.13 26.13 30.00 2.13 χ2 = 60.53




rejected and it is stated that the proportion of respondents expressing their opinion " most

teachers do hard work and manage classes well” is not the same for all shades of opinion. A


127

Table No. 91

H0: Parents do not differ in their opinion about teaching is mostly dictating notes

or reading from text.


respondents

SA A U D SDA Total

fo 51 52 5 30 12 N=150

fe 30 30 30 30 30

fo-fe 21 22 -25 0 -18

(fo-fe)2 441 484 625 0 324

(fo-fe)2/fe 14.70 16.13 20.83 0.00 10.80 χ2 = 62.47




rejected and it is stated that the proportion of respondents expressing their opinion “teaching

is mostly dictating notes or reading from text “is not the same for all shades of opinion. A


128

Table No. 92

H0: Parents do not differ in their opinion about teachers are regular and punctual

on their duties


respondents

SA A U D SDA Total

fo 12 37 3 58 40 N=150

fe 30 30 30 30 30

fo-fe -18 7 -27 28 10

(fo-fe)2 324 49 729 784 100

(fo-fe)2/fe 10.80 1.63 24.30 26.13 3.33 χ2 = 66.20




rejected and it is stated that the proportion of respondents expressing their opinion “teachers

are regular and punctual on their duties” is not the same for all shades of opinion. A higher


129

Table No. 93

H0: Parents do not differ in their opinion about they are satisfied with the quality

of education being imparted in the college


respondents

SA A U D SDA Total

fo 18 35 1 60 36 N=150

fe 30 30 30 30 30

fo-fe -12 5 -29 30 6

(fo-fe)2 144 25 841 900 36

(fo-fe)2/fe 4.80 0.83 28.03 30.00 1.20 χ2 = 64.87




rejected and it is stated that the proportion of respondents expressing their opinion " they are

satisfied with the quality of education being imparted in their colleges” is not the same for all


shades

130

Table No. 94

H0: Parents do not differ in their opinion about college management solve the

problems of students and provide necessary facilities


respondents

SA A U D SDA Total

fo 28 35 2 49 36 N=150

fe 30 30 30 30 30

fo-fe -2 5 -28 19 6

(fo-fe)2 4 25 784 361 36

(fo-fe)2/fe 0.13 0.83 26.13 12.03 1.20 χ2 = 40.33




rejected and it is stated that the proportion of respondents expressing their opinion “college

management solve the problems of students and provide necessary facilities” is not the same


more shades

131

Table No. 95

H0: Parents do not differ in their opinion about college teachers pressurize students

to join their tuition centers


respondents

SA A U D SDA Total

Fo 36 62 1 32 19 N=150

Fe 30 30 30 30 30

fo-fe 6 32 -29 2 -11

(fo-fe)2 36 1024 841 4 121

(fo-fe)2/fe 1.20 34.13 28.03 0.13 4.03 χ2 = 67.53





teachers pressurize students to join their tuition centers” is not the same for all shades of


132

Table No. 96

H0: Parents do not differ in their opinion about budget allocated to institutions is

sufficient and utilized properly


respondents

SA A U D SDA Total

Fo 20 40 3 45 42 N=150

Fe 30 30 30 30 30

fo-fe -10 10 -27 15 12

(fo-fe)2 100 100 729 225 144

(fo-fe)2/fe 3.33 3.33 24.30 7.50 4.80 χ2 = 43.27




rejected and it is stated that the proportion of respondents expressing their opinion “budget

allocated to institutions is sufficient and utilized properly” is not the same for all shades of


133

Table No. 97

H0: Parents do not differ in their opinion about college offices manage admissions

and other tasks systematically


respondents

SA A U D SDA Total

Fo 36 52 3 35 24 N=150

Fe 30 30 30 30 30

fo-fe 6 22 -27 5 -6

(fo-fe)2 36 484 729 25 36

(fo-fe)2/fe 1.20 16.13 24.30 0.83 1.20 χ2 = 43.67




rejected and it is stated that the proportion of respondents expressing their opinion “college

offices manage admissions and other tasks systematically” is not the same for all shades of


134

Table No. 98

H0: Parents do not differ in their opinion about they are involved in different

matters like development, discipline and co-curricular activities


respondents

SA A U D SDA Total

Fo 36 38 2 46 28 N=150

Fe 30 30 30 30 30

fo-fe 6 8 -28 16 -2

(fo-fe)2 36 64 784 256 4

(fo-fe)2/fe 1.20 2.13 26.13 8.53 0.13 χ2 = 38.13




rejected and it is stated that the proportion of respondents expressing their opinion “they are

involved in different matters like development, discipline and co-curricular activities” is not

the same for all shades of opinion. A higher percentage of respondents express their opinion

in one or more shades

135

Table No. 99

H0: Parents do not differ in their opinion about they frequently visit and discuss

their ward’s problems with teachers and principals


respondents

SA A U D SDA Total

Fo 46 51 2 26 25 N=150

Fe 30 30 30 30 30

fo-fe 16 21 -28 -4 -5

(fo-fe)2 256 441 784 16 25

(fo-fe)2/fe 8.53 14.70 26.13 0.53 0.83 χ2 = 50.73




rejected and it is stated that the proportion of respondents expressing their opinion " they

frequently visit and discuss their ward’s problems with teachers and principals” is not the


one or more shades

136

Table No. 100

H0: Parents do not differ in their opinion about teachers and principals receive

parents with respect and decency


respondents

SA A U D SDA Total

Fo 35 56 2 29 28 N=150

Fe 30 30 30 30 30

fo-fe 5 26 -28 -1 -2

(fo-fe)2 25 676 784 1 4

(fo-fe)2/fe 0.83 22.53 26.13 0.03 0.13 χ2 = 49.67





and principals receive parents with respect and decency” is not the same for all shades of


137

Table No. 101

H0: Parents do not differ in their opinion about they are satisfied with the quality

of education being imparted in public sector colleges


respondents

SA A U D SDA Total

Fo 33 30 3 43 41 N=150

Fe 30 30 30 30 30

fo-fe 3 0 -27 13 11

(fo-fe)2 9 0 729 169 121

(fo-fe)2/fe 0.30 0.00 24.30 5.63 4.03 χ2 = 34.27


Table No. 101indicates that the value of observed χ2 = 34.27, which is larger than the


rejected and it is stated that the proportion of respondents expressing their opinion " they are

satisfied with the quality of education being imparted in public sector colleges” is not the


one or more shades

138

Table No. 102

H0: Parents do not differ in their opinion about teachers conduct weekly and

monthly tests in classes regularly


respondents

SA A U D SDA Total

Fo 23 33 2 49 43 N=150

Fe 30 30 30 30 30

fo-fe -7 3 -28 19 13

(fo-fe)2 49 9 784 361 169

(fo-fe)2/fe 1.63 0.30 26.13 12.03 5.63 χ2 = 45.73





conduct weekly and monthly tests in classes regularly” is not the same for all shades of


139

Table No. 103

H0: Parents do not differ in their opinion about cheating is common in

examinations


respondents

SA A U D SDA Total

Fo 45 53 3 28 21 N=150

Fe 30 30 30 30 30

fo-fe 15 23 -27 -2 -9

(fo-fe)2 225 529 729 4 81

(fo-fe)2/fe 7.50 17.63 24.30 0.13 2.70 χ2 = 52.27




rejected and it is stated that the proportion of respondents expressing their opinion " cheating

is common in examinations” is not the same for all shades of opinion. A higher percentage of

respondents express their opinion in one or more shades

140

Table No. 104

H0: Parents do not differ in their opinion about public sector colleges enjoy good

reputation in society


respondents

SA A U D SDA Total

Fo 24 34 1 54 37 N=150

Fe 30 30 30 30 30

fo-fe -6 4 -29 24 7

(fo-fe)2 36 16 841 576 49

(fo-fe)2/fe 1.20 0.53 28.03 19.20 1.63 χ2 = 50.60




rejected and it is stated that the proportion of respondents expressing their opinion “public

sector colleges enjoy good reputation in society” is not the same for all shades of opinion. A


141

Table No. 105

H0: Parents do not differ in their opinion about college management maintains

strict discipline and good management in system in the colleges


respondents

SA A U D SDA Total

fo 32 28 2 54 34 N=150

fe 30 30 30 30 30

fo-fe 2 -2 -28 24 4

(fo-fe)2 4 4 784 576 16

(fo-fe)2/fe 0.13 0.13 26.13 19.20 0.53 χ2 = 46.13





management maintains strict discipline and good management in system in the colleges” is

not the same for all shades of opinion. A higher percentage of respondents express their

opinion in one or more shades

142

4.5 Questionnaire No: V for Provincial Managers

Questionnaire No: V for provincial managers was developed and

The data obtained through questionnaire No: V were analyzed and tabulated.

The responses regarding each and every item were worked out in chi

square application.

4.5.1 Provincial Managers by location

Table shows the distribution of provincial managers by location.

Table No. 106

S.No Regions Frequency

1 Hyderabad 1

2 Karachi 1

3 Sukkur 1

4 Larkana 1

5 Mirpurkhas 1

6 Provincial Level 1

Total 6

143

4.5.2 Questionnaire for Provincial Managers

For the data collection, three point Likert’s Scale (Agree 3, Undecided 2, and

Disagree 1) questionnaire was administered among Provincial Officers.

“Analysis of Provincial Managers’ questionnaire was carried out through percentages

and mean score as the values of most of frequencies are less than 5.and Chi square teat is

applied in case frequencies are larger than 5” (.V. Voinov,& M S Nikulin, 2013.a)

Table No. 107

College principals fully cooperate to implement your policies and plans

A UD DA Total Mean

Frequency 2 0 4 6 3.3

Percentage 33.33% 0.00 66.67% 100%

Table No.107.A higher percentage of respondents 66.67% express their opinion in at

least, one shade that college principals do not fully cooperate to implement their policies

while 33.33% respondents disagreed The mean score 3.3 supports the statement..

144

Table No. 108

Transfers and postings are done on merit and transparently

A UD DA Total Mean


Percentage 50.00% 16.67% 33.33% 100.00%

Table No.108.A high percentage of the respondents (50.00%) expressed their opinion

in at least, one shade that transfers and postings are done on merit and transparently while

33.33% respondents disagreed. The mean score 4.3 supports the statement.

Table No. 109

Political interference badly influence your day to day official working

A UD DA Total Mean


Percentage 100.00% 0.00 0.00 100.00%

Table No.109.A high percentage of the respondents (100.00%) expressed their

opinion in at least, one shade that political interference badly influence their day to day

professional working while none of the respondents disagreed. The mean score 6.00 supports

the statement.

Table No. 110

You are fully satisfied with the existing management system of the colleges

A UD DA Total Mean


Percentage 33.33% 0.00 66.67% 100.00%

Table No. 110 A high percentage of the respondents (66.67%) expressed their opinion

in at least, one shade that they are not satisfied with the existing management system of the

colleges while 33.33% respondents agreed. The mean score 3.3 supports the statement.

Table No. 111

Principals, college teachers and other employees are held accountable for negligence of their

145

duties and other wrong doings

A UD DA Total Mean


Percentage 66.67% 0.00 33.33% 100.00%


in at least, one shade that principals, college teachers and other employees are held

accountable for negligence of their duties and other wrong doings while 33.33% respondents

disagreed. The mean score 3.2 supports the statement.

Table No. 112

All required physical facilities are provided to colleges on priority basis

A UD DA Total Mean


Percentage 66.67% 16.67% 16.67% 100.00%


in at least, one shade that all required physical facilities are provided to colleges on priority

basis while (16.67%) respondents disagreed and (16.67%) remained undecided. The mean

score 5.0 supports the statement.

Table No. 113

Department ensures maximum training opportunities for

Improving your managerial skills

A UD DA Total Mean


Percentage 33.33% 16.67% 50.00% 100.00%


in at least, one shade that Department ensures maximum training opportunities for improving

your managerial skills while 33.33% respondents disagreed. The mean score 4.3 supports the

statement.

Table No. 114

College Teachers are provided training opportunities from time to time

146

A U D Total Mean


Percentage 50.00% 16.67% 33.33% 100%

Table No.114 A high percentage of the respondents (50.00%) expressed their opinion

in at least, one shade that College Teachers are provided training opportunities from time to

time while 33.33% respondents disagreed and 16.67% respondents were undecided The mean

score 4.3 supports the statement.

Table No. 115

The performance of principals and teachers are evaluated properly

A U D Total Mean


Percentage 83.33% 0.00 16.67% 100.00%


in at least, one shade that the performance of principals and teachers are evaluated properly

while 16.67% respondents disagreed. The mean score 5.3 supports the statement.

Table No. 116

Incentives and rewards are given to teachers, principals and students on better performance

A U D Total Mean


Percentage 66.67% 16.67% 16.67% 100.00%


in at least, one shade that Incentives and rewards are given to teachers, principals and

students on better performance while 16.67% respondents disagreed and 16.67% respondents

were undecided. The mean score 5.00% supports the statement.

Table No. 117

You are satisfied with given administrative powers

A U D Total Mean


147

Percentage 66.67% 0.00 33.33% 100.00%

Table No 117 A high percentage of the respondents (66.67%) expressed their opinion

in at least, one shade that they are satisfied with given administrative powers while 33.33%

respondents disagreed. The mean score 4.6 supports the statement.

Table No. 118

You delegate authority to lower ebbs

A U DA Total Mean


Percentage 66.67% 16.67% 16.67% 100.00%


in at least, one shade that they delegate authority to lower ebbs while 16.67% respondents

disagreed and 16.67% remained undecided The mean score 5.00 supports the statement.

Table No. 119

Problems of teachers and institution are smoothly solved

A U D Total Mean


Percentage 50.00% 16.67% 33.33% 100.00%


in at least, one shade that problems of teachers and institution are smoothly solved while

33.33% respondents disagreed and 16.67% remained undecided. The mean score 4.3 supports

the statement.

Table No. 120

College teachers mostly participate in union activities and teacher unions influence

management

A U D Total Mean


148

Percentage 66.67% 0.00 33.33% 100.00%


in at least, one shade that college teachers mostly participate in union activities and teacher

unions influence management while 33.33% respondents disagreed. The mean score 4.3

supports the statement.

Table No. 121

There exist proper link among college, regional and provincial officers.

A U D Total Mean


Percentage 66.67% 0.00 33.33% 100.00%


in at least, one shade that there exist proper link among college, regional and provincial

officers. while 33.33% respondents disagreed. The mean score 4.6 supports the statement.

Table No. 122

There exist fair and merit base admission policy for the colleges of province

A U D Total Mean


Percentage 16.67% 16.67% 66.67% 100.00%

Table No. 122 A high percentage of the respondents (66.67%) expressed their

opinion in at least, one shade that fair and merit base admission policy for the colleges of

province do not exist while 16.67% respondents agreed. The mean score 3.00 supports the

statement.

Table No. 123

Community and parents are given due role in college matters

A U D Total Mean


Percentage 66.67% 0.00 33.33% 100.00%

149


in at least, one shade that community and parents are given due role in college matters while


Table No. 124

Fund transfers and expenditure system is too much complicated.

A U D Total Mean


Percentage 83.33% 0.00 16.67 100.00%


in at least, one shade that fund transfers and expenditure system is too much complicated.

while 16.67% respondents disagreed. The mean score 5.3 supports the statement.

Table No. 125

There is an effective annual audit system in the provincial department

A U D Total Mean


Percentage 66.67% 0.00 33.33% 100.00%


in at least, one shade that there is an effective annual audit system in the provincial

department while 33.33% respondents disagreed. The mean score 4.6 supports the statement.

Table No. 126

Corruption and misappropriation of funds at all levels is common

A U D Total Mean


Percentage 50.00% 16.67% 33.33% 100.00%


in at least; one shade that Corruption and misappropriation of funds at all levels is common

while 33.33% respondents disagreed and 16.67% remained undecided. The mean score 4.3

150

supports the statement.

Table No. 127

College principals enjoy proper financial powers

A U D Total Mean


Percentage 66.67% 0.00 33.33% 100.00%


in at least, one shade that college principals enjoy proper financial powers while 33.33%


Table No. 128

Cheating is common in the examinations

A U D Total Mean


Percentage 66.67% 16.67% 16.67% 100.00%



respondents disagreed and 16.67 were undecided The mean score 5.00 supports the

statement.

Table No. 129

Student organize different activities and are much interested in their studies

A U D Total Mean


Percentage 33.33% 16.67% 50.00% 100.00%



respondents disagreed and 16.67% remained undecided The mean score 3.6 supports the

151

statement.

Table No. 130

Students’ organizations unnecessary trouble administration and harass teachers

A U D Total Mean


Percentage 83.33% 0.00 16.67% 100.00%


in at least, one shade that College principals enjoy proper financial powers while 16.67%


Table No. 131

Intelligent and deserving student are given scholarships and financial support by the

department.

A U D Total Mean


Percentage 83.33% 0.00 16.67 100.00%


in at least, one shade that transfers and postings are done on merit and transparently while


Gender wise (Male/Female) Data Analysis

Principals

Table No. 132

H0: There is no gender difference in the opinion about taking initiative for bringing

improvement in the management system of the colleges

H1: opinion of the male college principals about taking initiative for bringing

improvement in the management system of the colleges is different from female

152

principals

Fo Fe (Fo-Fe)2/fe

Male Female Total Male Female Male Female Total

SA 7 2 9 4.5 4.5 1.39 1.39 2.78

A 8 2 10 5 5 1.80 1.80 3.60

UD 1 0 1 0.5 0.5 0.50 0.50 1.00

DA 1 4 5 2.5 2.5 0.90 0.90 1.80

SDA 1 7 8 4 4 2.25 2.25 4.50

Total 18.00 15.00 33.00 16.50 16.50 6.84 6.84 13.68



the critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis

is rejected and alternative hypothesis” opinion of the male college principals about taking

initiative for bringing improvement in the management system of the colleges is different

from female principals” is accepted.

153

Table No. 133

H0: There is no gender difference in the opinion about the developing team work and

cooperation in the working.

H1: Opinion of the male college principals about the developing team work and

cooperation in the working is different from female principals

Fo Fe (Fo-Fe)2/fe


SA 7 1 8 4 4 2.25 2.25 4.50

A 8 3 11 5.5 5.5 1.14 1.14 2.27

UD 0 1 1 0.5 0.5 0.50 0.50 1.00

DA 2 6 8 4 4 1.00 1.00 2.00

SDA 1 4 5 2.5 2.5 0.90 0.90 1.80

Total 18.00 15.00 33.00 16.50 16.50 5.79 5.79 χ2= 11.57




rejected and alternative hypothesis “opinion of the male college principals about the

developing team work and cooperation in the working is different from female principals” is

accepted.

154

Table No. 134

H0: There is no gender difference in the opinion about taking timely decisions and in

consistent with plans

H1: Opinion of the male college principals about taking timely decisions and in

consistent with plans is different from female principals

Fo Fe (Fo-Fe)2/fe


SA 4 1 5 2.5 2.5 0.90 0.90 1.80

A 7 1 8 4 4 2.25 2.25 4.50

UD 1 0 1 0.5 0.5 0.50 0.50 1.00

DA 3 5 8 4 4 0.25 0.25 0.50

SDA 3 8 11 5.5 5.5 1.14 1.14 2.27

Total 18.00 15.00 33.00 16.50 16.50 5.04 5.04 χ2=10.07




rejected and alternative hypothesis “opinion of the male college principals about taking

timely decisions and in consistent with plans is different from female principals” is accepted

155

Table No. 135

H0: There is no gender difference in the opinion about delegating the authority for the

betterment of management system of the colleges

H1: Opinion of the male college principals about delegating the authority for the

betterment of management system of the colleges is different from female principals

Fo Fe (Fo-Fe)2/fe


SA 6 1 7 3.5 3.5 1.79 1.79 3.57

A 7 1 8 4 4 2.25 2.25 4.50

UD 1 0 1 0.5 0.5 0.50 0.50 1.00

DA 2 7 9 4.5 4.5 1.39 1.39 2.78

SDA 2 6 8 4 4 1.00 1.00 2.00

Total 18.00 15.00 33.00 16.50 16.50 6.92 6.92 χ2=13.85


Table No 135 indicates that the value of the observed χ2=13.85, which is larger than


rejected and alternative hypothesis “Opinion of the male college principals about delegating

the authority for the betterment of management system of the colleges is different from

female principals” is accepted.

156

Table No. 136

H0: There is no gender difference in the opinion about allowing complete freedom to

staff members in working in the colleges

H1: Opinion of the male college principals about allowing complete freedom to staff

members in working in the colleges is different from female principals

Fo Fe (Fo-Fe)2/fe


SA 4 4 8 4 4 0.00 0.00 0.00

A 8 1 9 4.5 4.5 2.72 2.72 5.44

UD 0 2 2 1 1 1.00 1.00 2.00

DA 4 1 5 2.5 2.5 0.90 0.90 1.80

SDA 2 7 9 4.5 4.5 1.39 1.39 2.78

Total 18.00 15.00 33.00 16.50 16.50 6.01 6.01 χ2=12.02




rejected and alternative hypothesis "Opinion of the male college principals about allowing

complete freedom to staff members in working in the colleges is different from female

principals" is accepted.

157

Table No. 137

H0: There is no gender difference in the opinion about satisfaction with the quality of

education being imparted in the colleges

H1: Opinion of the male college principals about satisfaction with the quality of

education being imparted in the colleges is different from female principals

Fo Fe (Fo-Fe)2/fe


SA 2 6 8 4 4 1.00 1.00 2.00

A 3 7 10 5 5 0.80 0.80 1.60

UD 1 0 1 0.5 0.5 0.50 0.50 1.00

DA 7 1 8 4 4 2.25 2.25 4.50

SDA 5 1 6 3 3 1.33 1.33 2.67

Total 18.00 15.00 33.00 16.50 16.50 5.88 5.88 χ2=11.77


Table. No 137 indicates that the value of the observed χ2= 11.77, which is larger than


rejected and alternative hypothesis "Opinion of the male college principals about satisfaction

with the quality of education being imparted in the colleges is different from female

principals” is accepted.

158

Table No. 138

H0: There is no gender difference in the opinion about the provision of sufficient funds

and powers to expend funds for overall development of colleges

H1: Opinion of the male college principals about the provision of sufficient funds and

powers to expend funds for overall development of colleges is different from female

principals

Fo Fe (Fo-Fe)2/fe


SA 1 4 5 2.5 2.5 0.90 0.90 1.80

A 3 7 10 5 5 0.80 0.80 1.60

UD 1 1 2 1 1 0.00 0.00 0.00

DA 8 2 10 5 5 1.80 1.80 3.60

SDA 5 1 6 3 3 1.33 1.33 2.67

Total 18.00 15.00 33.00 16.50 16.50 4.83 4.83 χ2=9.67




rejected and alternative hypothesis "Opinion of the male college principals about the

provision of sufficient funds and powers to expend funds for overall development of colleges

is different from female principals" is accepted.

159

Table No. 139

H0: There is no gender difference in the opinion about remaining under pressure as an

administrator

H1: Opinion of the male college principals about remaining under pressure as an

administrator is different from female principals

Fo Fe (Fo-Fe)2/fe


SA 6 1 7 3.5 3.5 1.79 1.79 3.57

A 7 1 8 4 4 2.25 2.25 4.50

UD 0 0 0 0 0 0.00 0.00 0.00

DA 3 9 12 6 6 1.50 1.50 3.00

SDA 2 5 7 3.5 3.5 0.64 0.64 1.29

Total 18.00 16.00 34.00 17.00 17.00 6.18 6.18 χ2=12.36




rejected and alternative hypothesis" opinion of the male college principals about remaining

under pressure as an administrator is different from female principals" is accepted.

160

Table No. 140

H0: There is no gender difference in the opinion about avoiding conflict and

confrontation with colleagues

H1: Opinion of the male college principals about avoiding conflict and confrontation

with colleagues is different from female principals

Fo Fe (Fo-Fe)2/fe


SA 5 0 5 2.5 2.5 2.50 2.50 5.00

A 7 1 8 4 4 2.25 2.25 4.50

UD 1 2 3 1.5 1.5 0.17 0.17 0.33

DA 3 7 10 5 5 0.80 0.80 1.60

SDA 2 5 7 3.5 3.5 0.64 0.64 1.29

Total 18.00 15.00 33.00 16.50 16.50 6.36 6.36 χ2=12.72




rejected and alternative hypothesis "opinion of the male college principals about avoiding

conflict and confrontation with colleagues is different from female principals" is accepted.

161

Table No. 141

H0: There is no gender difference in the opinion about tolerating disagreements and

encouraging good suggestions in decision making

H1: Opinion of the male college principals about tolerating disagreements and

encouraging good suggestions in decision making is different from female principals

Fo Fe (Fo-Fe)2/fe


SA 5 1 6 3 3 1.33 1.33 2.67

A 9 3 12 6 6 1.50 1.50 3.00

UD 1 0 1 0.5 0.5 0.50 0.50 1.00

DA 2 7 9 4.5 4.5 1.39 1.39 2.78

SDA 1 4 5 2.5 2.5 0.90 0.90 1.80

Total 18.00 15.00 33.00 16.50 16.50 5.62 5.62 χ2=11.24


Table. No 141 indicates that the value of the observed χ2= 11.24, which is larger than


rejected and alternative hypothesis "opinion of the male college principals about tolerating

disagreements and encouraging good suggestions in decision making is different from female


162

Table No. 142

H0: There is no gender difference in the opinion about utilizing different funds properly

and transparently

H1: Opinion of the male college principals about utilizing different funds properly and

transparently is different from female principals

Fo Fe (Fo-Fe)2/fe


SA 4 0 4 2 2 2.00 2.00 4.00

A 7 2 9 4.5 4.5 1.39 1.39 2.78

UD 2 1 3 1.5 1.5 0.17 0.17 0.33

DA 3 8 11 5.5 5.5 1.14 1.14 2.27

SDA 2 4 6 3 3 0.33 0.33 0.67

Total 18.00 15.00 33.00 16.50 16.50 5.03 5.03 χ2=10.05




rejected and alternative hypothesis "opinion of the male college principals about utilizing

different funds properly and transparently is different from female principals" is accepted.

163

Table No. 143

H0: There is no gender difference in the opinion about teachers’ preparation before

teaching in the classes

H1: Opinion of the male college principals about the teachers’ preparation before

teaching in the classes is different from female principals

Fo Fe (Fo-Fe)2/fe


SA 5 0 5 2.5 2.5 2.50 2.50 5.00

A 8 3 11 5.5 5.5 1.14 1.14 2.27

UD 1 2 3 1.5 1.5 0.17 0.17 0.33

DA 3 6 9 4.5 4.5 0.50 0.50 1.00

SDA 1 4 5 2.5 2.5 0.90 0.90 1.80

Total 18.00 15.00 33.00 16.50 16.50 5.20 5.20 χ2=10.41




rejected and alternative hypothesis "opinion of the male college principals about the teachers’

preparation before teaching in the classes is different from female principals" is accepted.

164

Table No. 144

H0: There is no gender difference in the opinion about teachers remain involved in


H1: Opinion of the male college principals about the teachers remain involved in

administrative responsibilities is different from female principals

Fo Fe (Fo-Fe)2/fe


SA 5 1 6 3 3 1.33 1.33 2.67

A 8 3 11 5.5 5.5 1.14 1.14 2.27

UD 1 0 1 0.5 0.5 0.50 0.50 1.00

DA 2 8 10 5 5 1.80 1.80 3.60

SDA 2 3 5 2.5 2.5 0.10 0.10 0.20

Total 18.00 15.00 33.00 16.50 16.50 4.87 4.87 χ2=9.74




rejected and alternative hypothesis "opinion of the male college principals about the teachers

remain involved in administrative responsibilities is different from female principals” is

accepted.

165

Table No. 145

H0: There is no gender difference in the opinion about education department provides

training facilities to college teachers

H1: Opinion of the male college principals about the education department provides

training facilities to college teachers is different from female principals

Fo Fe (Fo-Fe)2/fe


SA 3 1 4 2 2 0.50 0.50 1.00

A 9 1 10 5 5 3.20 3.20 6.40

UD 2 1 3 1.5 1.5 0.17 0.17 0.33

DA 3 9 12 6 6 1.50 1.50 3.00

SDA 1 3 4 2 2 0.50 0.50 1.00

Total 18.00 15.00 33.00 16.50 16.50 5.87 5.87 χ2=11.73




rejected and alternative hypothesis "opinion of the male college principals about the

education department provides training facilities to college teachers is different from female


166

Table No. 146

H0: There is no gender difference in the opinion about the parents are invited in

organizing annual days, sports and other programs held in colleges

H1: Opinion of the male college principals about the parents are invited in organizing

annual days, sports and other programs held in colleges is different from female

principals

Fo Fe (Fo-Fe)2/fe


SA 4 1 5 2.5 2.5 0.90 0.90 1.80

A 9 2 11 5.5 5.5 2.23 2.23 4.45

UD 1 1 2 1 1 0.00 0.00 0.00

DA 2 9 11 5.5 5.5 2.23 2.23 4.45

SDA 2 2 4 2 2 0.00 0.00 0.00

Total 18.00 15.00 33.00 16.50 16.50 5.35 5.35 χ2=10.71






from female principals “ is accepted.

167

Table No. 147

H0: There is no gender difference in the opinion about the formative testing is carried out

from time to time in the colleges

H1: Opinion of the male college principals about formative testing is carried out from

time to time in the colleges is different from female principals

Fo Fe (Fo-Fe)2/fe


SA 1 4 5 2.5 2.5 0.90 0.90 1.80

A 2 7 9 4.5 4.5 1.39 1.39 2.78

UD 2 1 3 1.5 1.5 0.17 0.17 0.33

DA 8 2 10 5 5 1.80 1.80 3.60

SDA 5 1 6 3 3 1.33 1.33 2.67

Total 18.00 15.00 33.00 16.50 16.50 5.59 5.59 χ2=11.18






from female principals “ is accepted.

168

Table No. 148

H0: There is no gender difference in the opinion about various types of items are used in

tests

H1: Opinion of the male college principals about various types of items are used in tests

is different from female principals

Fo Fe (Fo-Fe)2/fe


SA 1 4 5 2.5 2.5 0.90 0.90 1.80

A 2 7 9 4.5 4.5 1.39 1.39 2.78

UD 1 0 1 0.5 0.5 0.50 0.50 1.00

DA 9 2 11 5.5 5.5 2.23 2.23 4.45

SDA 5 2 7 3.5 3.5 0.64 0.64 1.29

Total 18.00 15.00 33.00 16.50 16.50 5.66 5.66 χ2=11.32







169

Table No. 149

H0: There is no gender difference in the opinion about cheating is common in annual

examinations

H1: Opinion of the male college principals about the cheating is common in annual

examinations is different from female principals

Fo Fe (Fo-Fe)2/fe


SA 6 1 7 3.5 3.5 1.79 1.79 3.57

A 7 1 8 4 4 2.25 2.25 4.50

UD 1 1 2 1 1 0.00 0.00 0.00

DA 3 7 10 5 5 0.80 0.80 1.60

SDA 1 5 6 3 3 1.33 1.33 2.67

Total 18.00 15.00 33.00 16.50 16.50 6.17 6.17 χ2=12.34







170

Table No. 150

H0: There is no gender difference in the opinion about most of the teachers participate in

activities of the unions

H1: Opinion of the male college principals about most of the teachers participate in

activities of the unions is different from female principals

Fo Fe (Fo-Fe)2/fe


SA 1 4 5 2.5 2.5 0.90 0.90 1.80

A 1 5 6 3 3 1.33 1.33 2.67

UD 0 1 1 0.5 0.5 0.50 0.50 1.00

DA 9 3 12 6 6 1.50 1.50 3.00

SDA 7 2 9 4.5 4.5 1.39 1.39 2.78

Total 18.00 15.00 33.00 16.50 16.50 5.62 5.62 χ2=11.24

Critical value = 9.488 p=0.05 df = (K-1) = (5-1) = 4






171

Area wise (Urban/Rural) Data Analysis

Principals

Table No. 151

H0: There is no area wise difference in the opinion about taking initiative for bringing

improvement in the management system of the colleges

H1: Opinion of the urban college principals about taking initiative for bringing

improvement in the management system of the colleges is different from rural college

principals

Fo Fe (Fo-Fe)2/fe

Urban Rural Total Urban Rural Urban Rural Total

SA 1 2 3 1.5 1.5 0.17 0.17 0.33

A 17 5 22 11 11 3.27 3.27 6.55

UD 1 0 1 0.5 0.5 0.50 0.50 1.00

DA 4 2 6 3 3 0.33 0.33 0.67

SDA 0 1 1 0.5 0.5 0.50 0.50 1.00

Total 23 10 33 16.5 16.5 4.77 4.77 χ2=9.55



the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis

is rejected and alternative hypothesis” Opinion of the urban college principals about taking


from rural college principals “is accepted..

172

Table No. 152

H0: There is no area wise difference in the opinion about the developing team work and

cooperation in the working

H1: Opinion of the urban college principals about the developing team work and

cooperation in the working is different from rural college principals

Fo Fe (Fo-Fe)2/fe


SA 7 1 8 4 4 2.25 2.25 4.50

A 14 6 20 10 10 1.60 1.60 3.20

UD 0 1 1 0.5 0.5 0.50 0.50 1.00

DA 1 2 3 1.5 1.5 0.17 0.17 0.33

SDA 1 0 1 0.5 0.5 0.50 0.50 1.00

Total 23 10 33 16.5 16.5 5.02 5.02 χ2=10.03



the critical value of χ2= 9.488 and it falls in the rejected region. Hence, the null hypothesis is

rejected and alternative hypothesis “opinion of the urban college principals about the

developing team work and cooperation in the working is different from rural principals “is

accepted..

173

Table No. 153

H0: There is no area wise difference in the opinion about taking timely decisions and in

consistent with plans

H1: Opinion of the male college principals about taking timely decisions and in consistent

with plans is different from female principals

Fo Fe (Fo-Fe)2/fe


SA 1 1 2 1 1 0.00 0.00 0.00

A 16 2 18 9 9 5.44 5.44 10.89

UD 1 0 1 0.5 0.5 0.50 0.50 1.00

DA 4 7 11 5.5 5.5 0.41 0.41 0.82

SDA 1 0 1 0.5 0.5 0.50 0.50 1.00

Total 23 10 33 16.5 16.5 6.85 6.85 χ2=13.71




is rejected and alternative hypothesis “Opinion of the urban college principals about taking

timely decisions and in consistent with plans is different from rural college principals “ is

accepted..

174

Table No. 154

H0: There is no area wise difference in the opinion about delegating the authority for the

betterment of management system of the college

H1: Opinion of the urban college principals about delegating the authority for the

betterment of management system of the colleges is different from rural college

principals

Fo Fe (Fo-Fe)2/fe


SA 1 1 2 1 1 0.00 0.00 0.00

A 12 2 14 7 7 3.57 3.57 7.14

UD 2 0 2 1 1 1.00 1.00 2.00

DA 7 6 13 6.5 6.5 0.04 0.04 0.08

SDA 1 1 2 1 1 0.00 0.00 0.00

Total 23 10 33 16.5 16.5 4.61 4.61 χ2=9.22


Table No 154 indicates that the value of the observed χ2= 9.22, which is smaller than

the critical value of χ2= 9.488 and it falls in the accepted region. Hence, the null hypothesis

is accepted and alternative hypothesis “Opinion of the urban college principals about

delegating the authority for the betterment of management system of the colleges is different

from rural principals” is rejected..

175

Table No. 155

H0: There is no area wise difference in the opinion about allowing complete freedom to

staff members in working in the colleges

H1: Opinion of the urban college principals about allowing complete freedom to staff

members in working in the colleges is different from rural college principals

Fo Fe (Fo-Fe)2/fe


SA 1 1 2 1 1 0.00 0.00 0.00

A 5 4 9 4.5 4.5 0.06 0.06 0.11

UD 0 1 1 0.5 0.5 0.50 0.50 1.00

DA 16 3 19 9.5 9.5 4.45 4.45 8.89

SDA 1 1 2 1 1 0.00 0.00 0.00

Total 23 10 33 16.5 16.5 5.00 5.00 χ2= 10.01




is rejected and alternative hypothesis “Opinion of the urban college principals about

allowing complete freedom to staff members in working in the colleges is different from

rural college principals" is accepted.

176

Table No. 156

H0: There is no area wise difference in the opinion about satisfaction with the quality of

education being imparted in the colleges

H1: Opinion of the urban college principals about satisfaction with the quality of

education being imparted in the colleges is different from rural college principals

Fo Fe (Fo-Fe)2/fe


SA 1 1 2 1 1 0.00 0.00 0.00

A 2 2 4 2 2 0.00 0.00 0.00

UD 0 1 1 0.5 0.5 0.50 0.50 1.00

DA 19 4 23 11.5 11.5 4.89 4.89 9.78

SDA 1 2 3 1.5 1.5 0.17 0.17 0.33

Total 23 10 33 16.5 16.5 5.56 5.56 χ2= 11.12




is rejected and alternative hypothesis "Opinion of the urban college principals about

satisfaction with the quality of education being imparted in the colleges is different from

rural college principals” is accepted.

177

Table No. 157

H0: There is no area wise difference in the opinion about the provision of sufficient

funds and powers to expend funds for overall development of colleges

H1: Opinion of the urban college principals about the provision of sufficient funds and

powers to expend funds for overall development of colleges is different from rural

principals

Fo Fe (Fo-Fe)2/fe


SA 1 1 2 1 1 0.00 0.00 0.00

A 4 6 10 5 5 0.20 0.20 0.40

UD 1 0 1 0.5 0.5 0.50 0.50 1.00

DA 16 3 19 9.5 9.5 4.45 4.45 8.89

SDA 1 0 1 0.5 0.5 0.50 0.50 1.00

Total 23 10 33 16.5 16.5 5.65 5.65 χ2= 11.29




is rejected and alternative hypothesis "Opinion of the urban college principals about the

provision of sufficient funds and powers to expend funds for overall development of

colleges is different from rural principals" is accepted.

178

Table No. 158

H0: There is no area wise difference in the opinion about remaining under pressure as an

administrator

H1: Opinion of the urban college principals about remaining under pressure as an

administrator is different from rural college principals

Fo Fe (Fo-Fe)2/fe


SA 1 2 3 1.5 1.5 0.17 0.17 0.33

A 12 6 18 9 9 1.00 1.00 2.00

UD 0 1 1 0.5 0.5 0.50 0.50 1.00

DA 9 1 10 5 5 3.20 3.20 6.40

SDA 1 0 1 0.5 0.5 0.50 0.50 1.00

Total 23 10 33 16.5 16.5 5.37 5.37 χ2= 10.73




is rejected and alternative hypothesis" opinion of the urban college principals about

remaining under pressure as an administrator is different from rural college principals" is

accepted.

179

Table No. 159

H0: There is no area wise difference in the opinion about avoiding conflict and

confrontation with colleagues

H1: Opinion of the urban college principals about avoiding conflict and confrontation with

colleagues is different from rural college principals

Fo Fe (Fo-Fe)2/fe


SA 7 1 8 4 4 2.25 2.25 4.50

A 9 2 11 5.5 5.5 2.23 2.23 4.45

UD 0 1 1 0.5 0.5 0.50 0.50 1.00

DA 4 5 9 4.5 4.5 0.06 0.06 0.11

SDA 3 1 4 2 2 0.50 0.50 1.00

Total 23 10 33 16.5 16.5 5.53 5.53 χ2=11.07




is rejected and alternative hypothesis "opinion of the urban college principals about avoiding

conflict and confrontation with colleagues is different from rural college principals” is

accepted.

180

Table No. 160

H0: There is no area wise difference in the opinion about tolerating disagreements and

encouraging good suggestions in decision making

H1: Opinion of the urban college principals about tolerating disagreements and

encouraging good suggestions in decision making is different from rural college

principals

Fo Fe (Fo-Fe)2/fe


SA 0 1 1 0.5 0.5 0.50 0.50 1.00

A 12 3 15 7.5 7.5 2.70 2.70 5.40

UD 1 0 1 0.5 0.5 0.50 0.50 1.00

DA 9 6 15 7.5 7.5 0.30 0.30 0.60

SDA 1 0 1 0.5 0.5 0.50 0.50 1.00

Total 23 10 33 16.5 16.5 4.50 4.50 χ2=9.00


Table No 160 indicates that the value of the observed χ2= 9.00, which is smaller than

the critical value of χ2= 9.488 and it falls in the accepted region. Hence, the null hypothesis

is accepted and alternative hypothesis "opinion of the urban college principals about

tolerating disagreements and encouraging good suggestions in decision making is different

from rural college principals” is rejected..

181

Table No. 161

H0: There is no area wise difference in the opinion about utilizing different funds properly

and transparently

H1: Opinion of the urban college principals about utilizing different funds properly and

transparently is different from rural college principals

Fo Fe (Fo-Fe)2/fe


SA 3 2 5 2.5 2.5 0.10 0.10 0.20

A 15 4 19 9.5 9.5 3.18 3.18 6.37

UD 0 1 1 0.5 0.5 0.50 0.50 1.00

DA 5 2 7 3.5 3.5 0.64 0.64 1.29

SDA 0 1 1 0.5 0.5 0.50 0.50 1.00

Total 23 10 33 16.5 16.5 4.93 4.93 χ2=9.85




is rejected and alternative hypothesis "opinion of the urban college principals about utilizing

different funds properly and transparently is different from rural college principals "is

accepted.

182

Table No. 162

H0: There is no area wise difference in the opinion about teachers’ preparation before

teaching in the classes

H1: Opinion of the urban college principals about the teachers’ preparation before

teaching in the classes is different from rural principals

Fo Fe (Fo-Fe)2/fe


SA 0 1 1 0.5 0.5 0.50 0.50 1.00

A 2 6 8 4 4 1.00 1.00 2.00

UD 1 0 1 0.5 0.5 0.50 0.50 1.00

DA 17 2 19 9.5 9.5 5.92 5.92 11.84

SDA 3 1 4 2 2 0.50 0.50 1.00

Total 23 10 33 16.5 16.5 8.42 8.42 χ2=16.84




is rejected and alternative hypothesis “opinion of the urban college principals about the

teachers’ preparation before teaching in the classes is different from rural college principa ls”

is accepted.

183

Table No. 163

H0: There is no area wise difference in the opinion about teachers remain involved in


H1: Opinion of the urban college principals about the teachers remain involved in

administrative responsibilities is different from rural principals

Fo Fe (Fo-Fe)2/fe


SA 1 0 1 0.5 0.5 0.50 0.50 1.00

A 4 3 7 3.5 3.5 0.07 0.07 0.14

UD 1 1 2 1 1 0.00 0.00 0.00

DA 17 4 21 10.5 10.5 4.02 4.02 8.05

SDA 0 2 2 1 1 1.00 1.00 2.00

Total 23 10 33 16.5 16.5 5.60 5.60 χ2=11.19




is rejected and alternative hypothesis "opinion of the urban college principals about the

teachers remain involved in administrative responsibilities is different from rural college

principals” is accepted.

184

Table No. 164

H0: There is no area wise difference in the opinion about education department provides

training facilities to college teachers

H1: Opinion of the urban college principals about the education department provides

training facilities to college teachers is different from rural college principals

Fo Fe (Fo-Fe)2/fe


SA 0 1 1 0.5 0.5 0.50 0.50 1.00

A 2 6 8 4 4 1.00 1.00 2.00

UD 1 1 2 1 1 0.00 0.00 0.00

DA 13 1 14 7 7 5.14 5.14 10.29

SDA 7 1 8 4 4 2.25 2.25 4.50

Total 23 10 33 16.5 16.5 8.89 8.89 χ2=17.79




is rejected and alternative hypothesis "opinion of the urban college principals about the

education department provides training facilities to college teachers is different from rural

college principals" is accepted.

185

Table No. 165

H0: There is no area wise difference in the opinion about the parents are invited in

organizing annual days, sports and other programs held in colleges

H1: Opinion of the urban college principals about the parents are invited in organizing

annual days, sports and other programs held in colleges is different from rural

college principals

Fo Fe (Fo-Fe)2/fe


SA 1 2 3 1.5 1.5 0.17 0.17 0.33

A 3 4 7 3.5 3.5 0.07 0.07 0.14

UD 0 1 1 0.5 0.5 0.50 0.50 1.00

DA 15 2 17 8.5 8.5 4.97 4.97 9.94

SDA 4 1 5 2.5 2.5 0.90 0.90 1.80

Total 23 10 33 16.5 16.5 6.61 6.61 χ2=13.22




is rejected and alternate hypothesis “Opinion of the urban college principals about the

parents are invited in organizing annual days, sports and other programs held in colleges is

different from rural college principals” is accepted.

186

Table No. 166

H0: There is no area wise difference in the opinion about the formative testing is carried

out from time to time in the colleges

H1: Opinion of the urban college principals about formative testing is carried out from

time to time in the colleges is different from rural college principals

Fo Fe (Fo-Fe)2/fe


SA 1 0 1 0.5 0.5 0.50 0.50 1.00

A 7 1 8 4 4 2.25 2.25 4.50

UD 0 1 1 0.5 0.5 0.50 0.50 1.00

DA 15 7 22 11 11 1.45 1.45 2.91

SDA 0 1 1 0.5 0.5 0.50 0.50 1.00

Total 23 10 33 16.5 16.5 5.20 5.20 χ2=10.41




is rejected and alternate hypothesis “Opinion of the urban college principals about formative

testing is carried out from time to time in the colleges is different from rural college

principals “is accepted.

187

Table No. 167

H0: There is no area wise difference in the opinion about various types of items are used

in tests

H1: Opinion of the urban college principals about various types of items are used in tests

is different from rural college principals

Q.17

Fo Fe (Fo-Fe)2/fe


SA 1 0 1 0.5 0.5 0.50 0.50 1.00

A 13 2 15 7.5 7.5 4.03 4.03 8.07

UD 1 0 1 0.5 0.5 0.50 0.50 1.00

DA 7 6 13 6.5 6.5 0.04 0.04 0.08

SDA 1 1 2 1 1 0.00 0.00 0.00

Total 23 9 32 16 16 5.07 5.07 χ2=10.14




is rejected and alternative hypothesis “Opinion of the urban college principals about various

types of items are used in tests is different from rural college principals” is accepted.

188

Table No. 168

H0: There is no area wise difference in the opinion about cheating is common in annual

examinations

H1: Opinion of the urban college principals about the cheating is common in annual

examinations is different from rural college principals

Fo Fe (Fo-Fe)2/fe


SA 6 3 9 4.5 4.5 0.50 0.50 1.00

A 10 2 12 6 6 2.67 2.67 5.33

UD 0 1 1 0.5 0.5 0.50 0.50 1.00

DA 4 4 8 4 4 0.00 0.00 0.00

SDA 3 0 3 1.5 1.5 1.50 1.50 3.00

Total 23 10 33 16.5 16.5 5.17 5.17 χ2=10.33




is rejected and alternative hypothesis “Opinion of the urban college principals about the

cheating is common in annual examinations is different from rural college principals “is

accepted.

189

Table No. 169

H0: There is no area wise difference in the opinion about cheating is common in annual

examinations

H1: Opinion of the urban college principals about the cheating is common in annual

examinations is different from rural college principals

Fo Fe (Fo-Fe)2/fe


SA 2 1 3 1.5 1.5 0.17 0.17 0.33

A 14 2 16 8 8 4.50 4.50 9.00

UD 1 0 1 0.5 0.5 0.50 0.50 1.00

DA 5 6 11 5.5 5.5 0.05 0.05 0.09

SDA 1 1 2 1 1 0.00 0.00 0.00

Total 23 10 33 16.5 16.5 5.21 5.21 χ2=10.42




is rejected and alternative hypothesis “Opinion of the urban college principals about the

cheating is common in annual examinations is different from rural college principals” is

accepted.

190


Teachers

Table No. 170

H0: There is no gender difference in the opinion about teachers in the colleges come well

prepared and teach to students properly

H1: Opinion of the male college teachers about teachers in the colleges come well

prepared and teach to students properly is different from female teachers

Fo Fe (Fo-Fe)2/fe


SA 12 21 33 16.5 16.5 1.23 1.23 2.45

A 52 27 79 39.5 39.5 3.96 3.96 7.91

UD 2 1 3 1.5 1.5 0.17 0.17 0.33

DA 31 23 54 27 27 0.59 0.59 1.19

SDA 16 15 31 15.5 15.5 0.02 0.02 0.03

Total 113 87 200 100 100 5.96 5.96 χ2=11.92




rejected and alternative hypothesis opinion of the male college teachers about teachers in

the colleges come well prepared and teach to students properly is different from female

teachers is accepted.

191

Table No. 171

H0: There is no gender difference in the opinion about almost all teaching aids available

are available in their colleges

H1: Opinion of the male college teachers about almost all teaching aids are available in

their colleges is different from female teachers

Fo Fe (Fo-Fe)2/fe


SA 10 15 25 12.5 12.5 0.50 0.50 1.00

A 35 27 62 31 31 0.52 0.52 1.03

UD 1 1 2 1 1 0.00 0.00 0.00

DA 53 25 78 39 39 5.03 5.03 10.05

SDA 14 19 33 16.5 16.5 0.38 0.38 0.76

Total 113 87 200 100 100 6.42 6.42 χ2=12.84




rejected and alternative hypothesis opinion of the male college teachers about almost all

teaching aids are available in their colleges is different from female teachers is accepted

192

Table No. 172

H0: There is no gender difference in the opinion about most of the teachers reach and

leave the college on time

H1: Opinion of the male college teachers about most of the teachers reach and leave the

college on time is different from female teachers

Fo Fe (Fo-Fe)2/fe


SA 10 27 37 18.5 18.5 3.91 3.91 7.81

A 51 34 85 42.5 42.5 1.70 1.70 3.40

UD 2 1 3 1.5 1.5 0.17 0.17 0.33

DA 36 15 51 25.5 25.5 4.32 4.32 8.65

SDA 14 10 24 12 12 0.33 0.33 0.67

Total 113 87 200 100 100 10.43 10.43 χ2=20.86




rejected and alternative hypothesis Opinion of the male college teachers about most of the

teachers reach and leave the college on time is different from female teachers is accepted.

193

Table No. 173

H0: There is no gender difference in the opinion about teachers rarely care whether


H1: Opinion of the male college teachers about teachers rarely care whether students

understand their lecture or not is different from female teachers

Fo Fe (Fo-Fe)2/fe


SA 18 14 32 16 16 0.25 0.25 0.50

A 29 18 47 23.5 23.5 1.29 1.29 2.57

UD 2 1 3 1.5 1.5 0.17 0.17 0.33

DA 50 29 79 39.5 39.5 2.79 2.79 5.58

SDA 14 25 39 19.5 19.5 1.55 1.55 3.10

Total 113 87 200 100 100 6.05 6.05 χ2=12.09




rejected and alternative hypothesis opinion of the male college teachers about teachers rarely

care whether students understand their lecture or not is different from female teachers is

accepted.

194

Table No. 174

H0: There is no gender difference in the opinion about teachers are satisfied with the

quality of education being imparted in their colleges.

H1: Opinion of the male college teachers about they are satisfied with the quality of

education being imparted in their colleges is different from female teachers

Fo Fe (Fo-Fe)2/fe


SA 15 18 33 16.5 16.5 0.14 0.14 0.27

A 38 19 57 28.5 28.5 3.17 3.17 6.33

UD 2 1 3 1.5 1.5 0.17 0.17 0.33

DA 43 28 71 35.5 35.5 1.58 1.58 3.17

SDA 15 21 36 18 18 0.50 0.50 1.00

Total 113 87 200 100 100 5.55 5.55 χ2=11.11




rejected and alternative hypothesis opinion of the male college teachers about they are

satisfied with the quality of education being imparted in their colleges is different from

female teachers is accepted.

195

Table No. 175

H0: There is no gender difference in the opinion about there exists good social

relationship and teamwork between college teachers and principals

H1: Opinion of the male college teachers about there exists good social relationship and

teamwork between college teachers and principals is different from female teachers

Fo Fe (Fo-Fe)2/fe


SA 11 18 29 14.5 14.5 0.84 0.84 1.69

A 45 21 66 33 33 4.36 4.36 8.73

UD 2 2 4 2 2 0.00 0.00 0.00

DA 43 29 72 36 36 1.36 1.36 2.72

SDA 12 17 29 14.5 14.5 0.43 0.43 0.86

Total 113 87 200 100 100 7.00 7.00 χ2=14.00




rejected and alternative hypothesis Opinion of the male college teachers about there exists

good social relationship and teamwork between college teachers and principals is different

from female teachers is accepted.

196

Table No. 176

H0: There is no gender difference in the opinion about college principal tolerated

disagreements and encourage good suggestions from teachers

H1: Opinion of the male college teachers about college principal tolerated disagreements

and encourage good suggestions from teachers is different from female teachers

Fo Fe (Fo-Fe)2/fe


SA 12 16 28 14 14 0.29 0.29 0.57

A 43 28 71 35.5 35.5 1.58 1.58 3.17

UD 2 1 3 1.5 1.5 0.17 0.17 0.33

DA 47 27 74 37 37 2.70 2.70 5.41

SDA 9 15 24 12 12 0.75 0.75 1.50

Total 113 87 200 100 100 5.49 5.49 χ2=10.98




rejected and alternative hypothesis opinion of the male college teachers about college

principal tolerated disagreements and encourage good suggestions from teachers is different

from female teachers is accepted.

197

Table No. 177

H0: There is no gender difference in the opinion about college principals utilize different

funds transparently

H1: Opinion of the male college teachers about college principals utilize different funds

transparently is different from female teachers

Fo Fe (Fo-Fe)2/fe


SA 4 16 20 10 10 3.60 3.60 7.20

A 36 24 60 30 30 1.20 1.20 2.40

UD 0 1 1 0.5 0.5 0.50 0.50 1.00

DA 48 27 75 37.5 37.5 2.94 2.94 5.88

SDA 25 19 44 22 22 0.41 0.41 0.82

Total 113 87 200 100 100 8.65 8.65 χ2=17.30




rejected and alternative hypothesis “opinion of the male college teachers about college

principals utilize different funds transparently” is different from female teachers is accepted.

198

Table No. 178

H0: There is no gender difference in the opinion about most of the college principals

know managerial skills and financial rules

H1: Opinion of the male college teachers about most of the college principals know

managerial skills and financial rules is different from female teachers

Fo Fe (Fo-Fe)2/fe


SA 11 14 25 12.5 12.5 0.18 0.18 0.36

A 40 20 60 30 30 3.33 3.33 6.67

UD 1 0 1 0.5 0.5 0.50 0.50 1.00

DA 49 29 78 39 39 2.56 2.56 5.13

SDA 12 24 36 18 18 2.00 2.00 4.00

Total 113 87 200 100 100 8.58 8.58 χ2=17.15



the critical value of χ2= 9.488 and it falls in' rejection region. Hence, the null hypothesis is

rejected and alternative hypothesis “opinion of the male college teachers about most of the

college principals know managerial skills and financial rules” is different from female


199

Table No. 179

H0: There is no gender difference in the opinion about library, laboratories and classes in

the colleges are well equipped and clean.

H1: Opinion of the male college teachers about library, laboratories and classes in the

colleges are well equipped and clean is different from female teachers

Fo Fe (Fo-Fe)2/fe


SA 14 15 29 14.5 14.5 0.02 0.02 0.03

A 36 19 55 27.5 27.5 2.63 2.63 5.25

UD 1 0 1 0.5 0.5 0.50 0.50 1.00

DA 47 29 76 38 38 2.13 2.13 4.26

SDA 15 24 39 19.5 19.5 1.04 1.04 2.08

Total 113 87 200 100 100 6.31 6.31 χ2=12.63




rejected and alternative hypothesis “opinion of the male college teachers about library,

laboratories and classes in the colleges are well equipped and clean” is different from female


200

Table No. 180

H0: There is no gender difference in the opinion about College offices manage different

functions like admissions, examinations etc well systematically

H1: Opinion of the male college teachers about College offices manage different functions

like admissions, examinations etc well systematically is different from female

teachers

Fo Fe (Fo-Fe)2/fe


SA 20 15 35 17.5 17.5 0.36 0.36 0.71

A 31 20 51 25.5 25.5 1.19 1.19 2.37

UD 2 1 3 1.5 1.5 0.17 0.17 0.33

DA 47 27 74 37 37 2.70 2.70 5.41

SDA 13 24 37 18.5 18.5 1.64 1.64 3.27

Total 113 87 200 100 100 6.05 6.05 χ2=12.10



the critical value of χ2=.488 and it falls in rejection region. Hence, the null hypothesis is

rejected and alternative hypothesis “opinion of the male college teachers about College

offices manage different functions like admissions, examinations etc well systematically” is

different from female teachers is accepted.

201

Table No. 181

H0: There is no gender difference in the opinion about principals involve college teachers

in managerial tasks.

H1: Opinion of the male college teachers about principals involve college teachers in

managerial tasks is different from female teachers

Fo Fe (Fo-Fe)2/fe


SA 17 15 32 16 16 0.06 0.06 0.13

A 45 21 66 33 33 4.36 4.36 8.73

UD 2 4 6 3 3 0.33 0.33 0.67

DA 37 26 63 31.5 31.5 0.96 0.96 1.92

SDA 12 21 33 16.5 16.5 1.23 1.23 2.45

Total 113 87 200 100 100 6.95 6.95 χ2=13.89




rejected and alternative hypothesis “opinion of the male college teachers about principals

involve college teachers in managerial tasks is different from female teachers principals

involve college teachers in managerial tasks” is accepted

202

Table No. 182

H0: There is no gender difference in the opinion about provincial education department

provides training opportunities to college teachers

H1: Opinion of the male college teachers about provincial education department provides

training opportunities to college teachers is different from female teachers

Fo Fe (Fo-Fe)2/fe


SA 11 14 25 12.5 12.5 0.18 0.18 0.36

A 34 22 56 28 28 1.29 1.29 2.57

UD 1 4 5 2.5 2.5 0.90 0.90 1.80

DA 54 27 81 40.5 40.5 4.50 4.50 9.00

SDA 13 20 33 16.5 16.5 0.74 0.74 1.48

Total 113 87 200 100 100 7.61 7.61 χ2=15.22




rejected and alternative hypothesis “opinion of the male college teachers about provincial

education department provides training opportunities to college teachers is different from

female teachers” is accepted.

203

Table No. 183

H0: There is no gender difference in the opinion about college administrative staff

cooperate and facilitate to teachers

H1: Opinion of the male college teachers about college administrative staff cooperate

and facilitate to teachers is different from female teachers

Fo Fe (Fo-Fe)2/fe


SA 13 14 27 13.5 13.5 0.02 0.02 0.04

A 49 26 75 37.5 37.5 3.53 3.53 7.05

UD 2 3 5 2.5 2.5 0.10 0.10 0.20

DA 39 27 66 33 33 1.09 1.09 2.18

SDA 10 17 27 13.5 13.5 0.91 0.91 1.81

Total 113 87 200 100 100 5.64 5.64 χ2=11.29





administrative staff cooperate and facilitate to teachers is different from female teachers” is

accepted.

204

Table No. 184

H0: There is no gender difference in the opinion about college offices records are properly

maintained

H1: Opinion of the male college teachers about college offices records are properly

maintained is different from female teachers

Fo Fe (Fo-Fe)2/fe


SA 12 12 24 12 12 0.00 0.00 0.00

A 63 29 92 46 46 6.28 6.28 12.57

UD 1 0 1 0.5 0.5 0.50 0.50 1.00

DA 23 35 58 29 29 1.24 1.24 2.48

SDA 14 11 25 12.5 12.5 0.18 0.18 0.36

Total 113 87 200 100 100 8.20 8.20 χ2=16.41





offices records are properly maintained” is different from female teachers is accepted.

205

Table No. 185

H0: There is no gender difference in the opinion about principals allocate responsibilities

on the basis of teachers abilities and choice.

H1: Opinion of the male college teachers about principals allocate responsibilities on the

basis of teachers abilities and choice.is different from female teachers

Fo Fe (Fo-Fe)2/fe


SA 13 14 27 13.5 13.5 0.02 0.02 0.04

A 52 27 79 39.5 39.5 3.96 3.96 7.91

UD 1 1 2 1 1 0.00 0.00 0.00

DA 39 29 68 34 34 0.74 0.74 1.47

SDA 8 16 24 12 12 1.33 1.33 2.67

Total 113 87 200 100 100 6.04 6.04 χ2=12.09




rejected and alternative hypothesis “opinion of the male college teachers about principals

allocate responsibilities on the basis of teachers abilities and choice.is different from female

teachers” is accepted.

206

Table No. 186

H0: There is no gender difference in the opinion about parents are invited on annual

days, sports and in other programs

H1: Opinion of the male college teachers about parents are invited on annual days, sports

and in other programs is different from female teachers

Fo Fe (Fo-Fe)2/fe


SA 8 11 19 9.5 9.5 0.24 0.24 0.47

A 38 25 63 31.5 31.5 1.34 1.34 2.68

UD 3 3 6 3 3 0.00 0.00 0.00

DA 53 30 83 41.5 41.5 3.19 3.19 6.37

SDA 11 18 29 14.5 14.5 0.84 0.84 1.69

Total 113 87 200 100 100 5.61 5.61 χ2=11.22




rejected and alternative hypothesis “opinion of the male college teachers about parents are

invited on annual days, sports and in other programs is different from female teachers” is

accepted.

207

Table No. 187

H0: There is no gender difference in the opinion about teachers conduct formative tests

in the classes

H1: Opinion of the male college teachers about teachers conduct formative tests in the

classes is different from female teachers

Fo Fe (Fo-Fe)2/fe


SA 18 16 34 17 17 0.06 0.06 0.12

A 54 26 80 40 40 4.90 4.90 9.80

UD 2 1 3 1.5 1.5 0.17 0.17 0.33

DA 21 28 49 24.5 24.5 0.50 0.50 1.00

SDA 18 16 34 17 17 0.06 0.06 0.12

Total 113 87 200 100 100 5.68 5.68 χ2=11.37




rejected and alternative hypothesis “opinion of the male college teachers about teachers

conduct formative tests in the classes is different from female teachers” is accepted.

208

Table No. 188

H0: There is no gender difference in the opinion about teachers use various types of

items in tests

H1: Opinion of the male college teachers about teachers use various types of items in

tests is different from female teachers

Fo Fe (Fo-Fe)2/fe


SA 13 19 32 16 16 0.56 0.56 1.13

A 33 25 58 29 29 0.55 0.55 1.10

UD 0 1 1 0.5 0.5 0.50 0.50 1.00

DA 52 26 78 39 39 4.33 4.33 8.67

SDA 15 16 31 15.5 15.5 0.02 0.02 0.03

Total 113 87 200 100 100 5.96 5.96 χ2=11.93




rejected and alternative hypothesis “opinion of the male college teachers about teachers use

various types of items in tests is different from female teachers” is accepted.

209

Table No. 189

H0: There is no gender difference in the opinion about college teachers participate in the

activities of union

H1: Opinion of the male college teachers about college teachers participate in the

activities of union is different from female teachers

Fo Fe (Fo-Fe)2/fe


SA 11 12 23 11.5 11.5 0.02 0.02 0.04

A 23 26 49 24.5 24.5 0.09 0.09 0.18

UD 1 2 3 1.5 1.5 0.17 0.17 0.33

DA 67 33 100 50 50 5.78 5.78 11.56

SDA 11 14 25 12.5 12.5 0.18 0.18 0.36

Total 113 87 200 100 100 6.24 6.24 χ2=12.48





teachers participate in the activities of union is different from female teachers” is accepted.

210

Table No. 190

H0: There is no gender difference in the opinion about Student organizations harass


H1: Opinion of the male college teachers about Student organizations harass teachers and

interfere in college administration is different from female teachers

Fo Fe (Fo-Fe)2/fe


SA 17 20 37 18.5 18.5 0.12 0.12 0.24

A 57 28 85 42.5 42.5 4.95 4.95 9.89

UD 3 1 4 2 2 0.50 0.50 1.00

DA 24 26 50 25 25 0.04 0.04 0.08

SDA 12 12 24 12 12 0.00 0.00 0.00

Total 113 87 200 100 100 5.61 5.61 χ2=11.22




rejected and alternative hypothesis “opinion of the male college teachers about student

organizations harass teachers and interfere in college administration is different from female


211

Table No. 191

H0: There is no gender difference in the opinion about there exist good coordination



H1: Opinion of the male college teachers about there exist good coordination between

different offices like principal offices, regional director offices and provincial

secretariat is different from female teachers

Fo Fe (Fo-Fe)2/fe


SA 13 11 24 12 12 0.08 0.08 0.17

A 51 16 67 33.5 33.5 9.14 9.14 18.28

UD 1 2 3 1.5 1.5 0.17 0.17 0.33

DA 31 37 68 34 34 0.26 0.26 0.53

SDA 17 21 38 19 19 0.21 0.21 0.42

Total 113 87 200 100 100 9.87 9.87 χ2=19.73




rejected and alternative hypothesis “opinion of the male college teachers about there exist

good coordination between different offices like principal offices, regional director offices

and provincial secretariat is different from female teachers” is accepted.

212

Table No. 192

H0: There is no gender difference in the opinion about there exist accountability and

transparency on all provincial education department offices

H1: Opinion of the male college teachers about there exist accountability and transparency

on all provincial education department offices is different from female teachers

Fo Fe (Fo-Fe)2/fe


SA 11 12 23 11.5 11.5 0.02 0.02 0.04

A 22 16 38 19 19 0.47 0.47 0.95

UD 3 1 4 2 2 0.50 0.50 1.00

DA 65 36 101 50.5 50.5 4.16 4.16 8.33

SDA 12 22 34 17 17 1.47 1.47 2.94

Total 113 87 200 100 100 6.63 6.63 χ2=13.26




rejected and alternative hypothesis “ppinion of the male college teachers about there exist

accountability and transparency on all provincial education department offices is different

from female teachers” is accepted.

213

Table No. 193

H0: There is no gender difference in the opinion about principals maintain strict

discipline and inspection system in colleges

H1: Opinion of the male college teachers about principals maintain strict discipline and

inspection system in colleges is different from female teachers

Fo Fe (Fo-Fe)2/fe


SA 17 13 30 15 15 0.27 0.27 0.53

A 62 19 81 40.5 40.5 11.41 11.41 22.83

UD 2 3 5 2.5 2.5 0.10 0.10 0.20

DA 19 37 56 28 28 2.89 2.89 5.79

SDA 13 15 28 14 14 0.07 0.07 0.14

Total 113 87 200 100 100 14.74 14.74 χ2=29.49




rejected and alternative hypothesis “opinion of the male college teachers about princ ipals

maintain strict discipline and inspection system in colleges is different from female

teachers” is accepted

214


Teachers

Table No. 194

H0: There is no area wise difference in the opinion about teachers in the colleges come

well prepared and teach to students properly

H1: Opinion of the urban college teachers about teachers in the colleges come well

prepared and teach to students properly is different from rural college teachers

Fo Fe (Fo-Fe)2/fe


SA 35 16 51 25.5 25.5 3.54 3.54 7.08

A 55 22 77 38.5 38.5 7.07 7.07 14.14

UD 2 2 4 2 2 0.00 0.00 0.00

DA 30 7 37 18.5 18.5 7.15 7.15 14.30

SDA 28 3 31 15.5 15.5 10.08 10.08 20.16

Total 150.00 50.00 200.00 100.00 100.00 27.84 27.84 χ2=55.68



the critical value of χ2= 9.488 and it falls in rejection region. Hence, the alternative

hypothesis “opinion of the urban college teachers about teachers in the colleges come well

prepared and teach to students properly is different from rural college teachers” is accepted.

215

Table No. 195

H0: There is no area wise difference in the opinion about almost all teaching aids available

are available in their colleges

H1: Opinion of the urban college teachers about almost all teaching aids are available in

their colleges is different from rural college teachers

Fo Fe (Fo-Fe)2/fe


SA 20 8 28 14 14 2.57 2.57 5.14

A 40 10 50 25 25 9.00 9.00 18.00

UD 4 1 5 2.5 2.5 0.90 0.90 1.80

DA 51 19 70 35 35 7.31 7.31 14.63

SDA 35 12 47 23.5 23.5 5.63 5.63 11.26

Total 150.00 50.00 200.00 100.00 100.00 25.41 25.41 χ2=50.83




rejected and alternative hypothesis “opinion of the urban college teachers about almost all

teaching aids are available in their colleges is different from rural college teachers” is

accepted

216

Table No. 196

H0: There is no area wise difference in the opinion about most of the teachers reach and

leave the college on time

H1: Opinion of the urban college teachers about most of the teachers reach and leave the

college on time is different from rural college teachers

Fo Fe (Fo-Fe)2/fe


SA 40 17 57 28.5 28.5 4.64 4.64 9.28

A 54 23 77 38.5 38.5 6.24 6.24 12.48

UD 3 1 4 2 2 0.50 0.50 1.00

DA 33 7 40 20 20 8.45 8.45 16.90

SDA 20 2 22 11 11 7.36 7.36 14.73

Total 150.00 50.00 200.00 100.00 100.00 27.19 27.19 χ2=54.39




rejected and alternative hypothesis “opinion of the urban college teachers about most of the

teachers reach and leave the college on time is different from rural college teachers” is

accepted.

217

Table No. 197

H0: There is no area wise difference in the opinion about teachers rarely care whether


H1: Opinion of the urban college teachers about teachers rarely care whether students

understand their lecture or not is different from rural college teachers

Fo Fe (Fo-Fe)2/fe


SA 15 7 22 11 11 1.45 1.45 2.91

A 23 10 33 16.5 16.5 2.56 2.56 5.12

UD 2 2 4 2 2 0.00 0.00 0.00

DA 66 17 83 41.5 41.5 14.46 14.46 28.93

SDA 44 14 58 29 29 7.76 7.76 15.52

Total 150.00 50.00 200.00 100.00 100.00 26.24 26.24 52.48




rejected and alternative hypothesis “opinion of the urban college teachers about teachers

rarely care whether students understand their lecture or not is different from rural college


218

Table No. 198

H0: There is no area wise difference in the opinion about teachers are satisfied with the

quality of education being imparted in their colleges.

H1: Opinion of the urban college teachers about they are satisfied with the quality of

education being imparted in their colleges is different from rural college teachers

Fo Fe (Fo-Fe)2/fe


SA 21 8 29 14.5 14.5 2.91 2.91 5.83

A 31 11 42 21 21 4.76 4.76 9.52

UD 2 1 3 1.5 1.5 0.17 0.17 0.33

DA 56 17 73 36.5 36.5 10.42 10.42 20.84

SDA 40 13 53 26.5 26.5 6.88 6.88 13.75

Total 150.00 50.00 200.00 100.00 100.00 25.14 25.14 χ2=50.28




rejected and alternative hypothesis “opinion of the urban college teachers about they are

satisfied with the quality of education being imparted in their colleges is different from rural

college teachers” is accepted.

219

Table No. 199

H0: There is no area wise difference in the opinion about there exists good social

relationship and teamwork between college teachers and principals

H1: Opinion of the urban college teachers about there exists good social relationship and

teamwork between college teachers and principals is different from rural college

teachers

Fo Fe (Fo-Fe)2/fe


SA 24 9 33 16.5 16.5 3.41 3.41 6.82

A 48 11 59 29.5 29.5 11.60 11.60 23.20

UD 2 2 4 2 2 0.00 0.00 0.00

DA 52 16 68 34 34 9.53 9.53 19.06

SDA 24 12 36 18 18 2.00 2.00 4.00

Total 150.00 50.00 200.00 100.00 100.00 26.54 26.54 χ2=53.08




rejected and alternative hypothesis “opinion of the urban college teachers about there exists

good social relationship and teamwork between college teachers and principals is different

from rural college teachers” is accepted.

220

Table No. 200

H0: There is no area wise difference in the opinion about college principal tolerated

disagreements and encourage good suggestions from teachers

H1: Opinion of the urban college teachers about college principal tolerated disagreements

and encourage good suggestions from teachers is different from rural college teachers

Fo Fe (Fo-Fe)2/fe


SA 23 11 34 17 17 2.12 2.12 4.24

A 45 13 58 29 29 8.83 8.83 17.66

UD 0 3 3 1.5 1.5 1.50 1.50 3.00

DA 53 13 66 33 33 12.12 12.12 24.24

SDA 29 10 39 19.5 19.5 4.63 4.63 9.26

Total 150.00 50.00 200.00 100.00 100.00 29.19 29.19 χ2=58.39




rejected and alternative hypothesis “opinion of the urban college teachers about college



221

Table No. 201

H0: There is no area wise difference in the opinion about college principals utilize

different funds transparently

H1: Opinion of the urban college teachers about college principals utilize different funds

transparently is different from rural college teachers

Fo Fe (Fo-Fe)2/fe


SA 20 7 27 13.5 13.5 3.13 3.13 6.26

A 22 9 31 15.5 15.5 2.73 2.73 5.45

UD 1 2 3 1.5 1.5 0.17 0.17 0.33

DA 67 17 84 42 42 14.88 14.88 29.76

SDA 40 15 55 27.5 27.5 5.68 5.68 11.36

Total 150.00 50.00 200.00 100.00 100.00 26.58 26.58 χ2=53.17







222

Table No. 202

H0: There is no area wise difference in the opinion about college principals utilize

different funds transparently

H1: Opinion of the urban college teachers about college principals utilize different funds

transparently is different from rural college teachers

Fo Fe (Fo-Fe)2/fe


SA 20 8 28 14 14 2.57 2.57 5.14

A 30 11 41 20.5 20.5 4.40 4.40 8.80

UD 2 1 3 1.5 1.5 0.17 0.17 0.33

DA 55 18 73 36.5 36.5 9.38 9.38 18.75

SDA 43 12 55 27.5 27.5 8.74 8.74 17.47

Total 150.00 50.00 200.00 100.00 100.00 25.25 25.25 χ2=50.51





principals utilize different funds transparently is different from rural college teachers” is

accepted.

223

Table No. 203

H0: There is no gender difference in the opinion about most of the college principals

know managerial skills and financial rules

H1: Opinion of the urban college teachers about most of the college principals know

managerial skills and financial rules is different from rural teachers

Fo Fe (Fo-Fe)2/fe


SA 20 6 26 13 13 3.77 3.77 7.54

A 28 9 37 18.5 18.5 4.88 4.88 9.76

UD 3 2 5 2.5 2.5 0.10 0.10 0.20

DA 64 19 83 41.5 41.5 12.20 12.20 24.40

SDA 35 14 49 24.5 24.5 4.50 4.50 9.00

Total 150.00 50.00 200.00 100.00 100.00 25.45 25.45 χ2=50.89




rejected and alternative hypothesis “opinion of the urban college teachers about most of the

college principals know managerial skills and financial rules is different from rural teachers”

is accepted.

224

Table No. 204

H0: There is no area wise difference in the opinion about library, laboratories and classes

in the colleges are well equipped and clean.

H1: Opinion of the urban college teachers about library, laboratories and classes in the

colleges are well equipped and clean is different from rural college teachers

Fo Fe (Fo-Fe)2/fe


SA 21 6 27 13.5 13.5 4.17 4.17 8.33

A 32 12 44 22 22 4.55 4.55 9.09

UD 3 1 4 2 2 0.50 0.50 1.00

DA 67 16 83 41.5 41.5 15.67 15.67 31.34

SDA 27 15 42 21 21 1.71 1.71 3.43

Total 150.00 50.00 200.00 100.00 100.00 26.60 26.60 χ2=53.19




rejected and alternative hypothesis “opinion of the urban college teachers about library,

laboratories and classes in the colleges are well equipped and clean is different from rural


225

Table No. 205

H0: There is no area wise difference in the opinion about College offices manage different

functions like admissions, examinations etc well systematically

H1: Opinion of the urban college teachers about College offices manage different

functions like admissions, examinations etc well systematically is different from rural

college teachers

Fo Fe (Fo-Fe)2/fe


SA 30 8 38 19 19 6.37 6.37 12.74

A 42 11 53 26.5 26.5 9.07 9.07 18.13

UD 4 2 6 3 3 0.33 0.33 0.67

DA 44 16 60 30 30 6.53 6.53 13.07

SDA 30 13 43 21.5 21.5 3.36 3.36 6.72

Total 150.00 50.00 200.00 100.00 100.00 25.66 25.66 χ2=51.32





offices manage different functions like admissions, examinations etc well systematically is

different from rural college teachers” is accepted.

226

Table No. 206

H0: There is no area wise difference in the opinion about principals involve college

teachers in managerial tasks.

H1: Opinion of the urban college teachers about principals involve college teachers in

managerial tasks.is different from rural college teachers

Fo Fe (Fo-Fe)2/fe


SA 21 3 24 12 12 6.75 6.75 13.50

A 30 7 37 18.5 18.5 7.15 7.15 14.30

UD 3 3 6 3 3 0.00 0.00 0.00

DA 56 22 78 39 39 7.41 7.41 14.82

SDA 40 15 55 27.5 27.5 5.68 5.68 11.36

Total 150.00 50.00 200.00 100.00 100.00 26.99 26.99 χ2=53.98




rejected and alternative hypothesis “opinion of the urban college teachers about principals

involve college teachers in managerial tasks.is different from rural college teachers” is

accepted

227

Table No. 207

H0: There is no area wise difference in the opinion about provincial education

department provides training opportunities to college teachers

H1: Opinion of the urban college teachers about provincial education department provides

training opportunities to college teachers is different from rural college teachers

Fo Fe (Fo-Fe)2/fe


SA 22 8 30 15 15 3.27 3.27 6.53

A 31 11 42 21 21 4.76 4.76 9.52

UD 2 2 4 2 2 0.00 0.00 0.00

DA 60 18 78 39 39 11.31 11.31 22.62

SDA 35 11 46 23 23 6.26 6.26 12.52

Total 150.00 50.00 200.00 100.00 100.00 25.60 25.60 χ2=51.19




rejected and alternative hypothesis “opinion of the urban college teachers about provincial

education department provides training opportunities to college teachers is different from

rural college teachers” is accepted.

228

Table No. 208

H0: There is no area wise difference in the opinion about college administrative staff

cooperate and facilitate to teachers

H1: Opinion of the urban college teachers about college administrative staff cooperate and

facilitate to teachers is different from rural college teachers

Fo Fe (Fo-Fe)2/fe


SA 21 7 28 14 14 3.50 3.50 7.00

A 29 9 38 19 19 5.26 5.26 10.53

UD 5 3 8 4 4 0.25 0.25 0.50

DA 59 20 79 39.5 39.5 9.63 9.63 19.25

SDA 36 11 47 23.5 23.5 6.65 6.65 13.30

Total 150.00 50.00 200.00 100.00 100.00 25.29 25.29 χ2=50.58





administrative staff cooperate and facilitate to teachers is different from rural college


229

Table No. 209

H0: There is no area wise difference in the opinion about college offices records are

properly maintained

H1: Opinion of the urban college teachers about college offices records are properly

maintained is different from rural teachers

Fo Fe (Fo-Fe)2/fe


SA 23 8 31 15.5 15.5 3.63 3.63 7.26

A 40 10 50 25 25 9.00 9.00 18.00

UD 1 1 2 1 1 0.00 0.00 0.00

DA 53 19 72 36 36 8.03 8.03 16.06

SDA 33 12 45 22.5 22.5 4.90 4.90 9.80

Total 150.00 50.00 200.00 100.00 100.00 25.56 25.56 χ2=51.11





offices records are properly maintained is different from rural teachers” is accepted.

230

Table No. 210

H0: There is no area wise difference in the opinion about principals allocate

responsibilities on the basis of teachers abilities and choice.

H1: Opinion of the urban college teachers about principals allocate responsibilities on the

basis of teachers abilities and choice.is different from rural college teachers

Fo Fe (Fo-Fe)2/fe


SA 21 5 26 13 13 4.92 4.92 9.85

A 37 7 44 22 22 10.23 10.23 20.45

UD 3 3 6 3 3 0.00 0.00 0.00

DA 54 23 77 38.5 38.5 6.24 6.24 12.48

SDA 35 12 47 23.5 23.5 5.63 5.63 11.26

Total 150.00 50.00 200.00 100.00 100.00 27.02 27.02 χ2=54.04




rejected and alternative hypothesis “opinion of the urban college teachers about principals

allocate responsibilities on the basis of teachers abilities and choice.is different from rural


231

Table No. 211

H0: There is no area wise difference in the opinion about parents are invited on annual

days, sports and in other programs

H1: Opinion of the urban college teachers about parents are invited on annual days,

sports and in other programs is different from rural college teachers

Fo Fe (Fo-Fe)2/fe


SA 37 12 49 24.5 24.5 6.38 6.38 12.76

A 67 25 92 46 46 9.59 9.59 19.17

UD 2 1 3 1.5 1.5 0.17 0.17 0.33

DA 27 8 35 17.5 17.5 5.16 5.16 10.31

SDA 17 4 21 10.5 10.5 4.02 4.02 8.05

Total 150.00 50.00 200.00 100.00 100.00 25.31 25.31 χ2=50.62




rejected and alternative hypothesis “opinion of the urban college teachers about parents are

invited on annual days, sports and in other programs is different from rural college teachers”

is accepted.

232

Table No. 212

H0: There is no area wise difference in the opinion about teachers conduct formative

tests in the classes

H1: Opinion of the urban college teachers about teachers conduct formative tests in the

classes is different from rural college teachers

Fo Fe (Fo-Fe)2/fe


SA 42 10 52 26 26 9.85 9.85 19.69

A 60 18 78 39 39 11.31 11.31 22.62

UD 2 3 5 2.5 2.5 0.10 0.10 0.20

DA 27 11 38 19 19 3.37 3.37 6.74

SDA 19 8 27 13.5 13.5 2.24 2.24 4.48

Total 150.00 50.00 200.00 100.00 100.00 26.86 26.86 χ2=53.73





conduct formative tests in the classes is different from rural college teachers” is accepted.

233

Table No. 213

H0: There is no area wise difference in the opinion about teachers use various types of

items in tests

H1: Opinion of the urban college teachers about teachers use various types of items in

tests is different from rural college teachers

Fo Fe (Fo-Fe)2/fe


SA 21 4 25 12.5 12.5 5.78 5.78 11.56

A 33 6 39 19.5 19.5 9.35 9.35 18.69

UD 1 2 3 1.5 1.5 0.17 0.17 0.33

DA 52 22 74 37 37 6.08 6.08 12.16

SDA 43 16 59 29.5 29.5 6.18 6.18 12.36

Total 150.00 50.00 200.00 100.00 100.00 27.55 27.55 χ2=55.10





use various types of items in tests is different from rural college teachers” is accepted.

234

Table No. 214

H0: There is no area wise difference in the opinion about college teachers participate in

the activities of union

H1: Opinion of the urban college teachers about college teachers participate in the

activities of union is different from rural college teachers

Fo Fe (Fo-Fe)2/fe


SA 40 14 54 27 27 6.26 6.26 12.52

A 60 21 81 40.5 40.5 9.39 9.39 18.78

UD 4 2 6 3 3 0.33 0.33 0.67

DA 26 8 34 17 17 4.76 4.76 9.53

SDA 20 5 25 12.5 12.5 4.50 4.50 9.00

Total 150.00 50.00 200.00 100.00 100.00 25.25 25.25 χ2=50.49





teachers participate in the activities of union is different from rural college teachers” is

accepted.

235

Table No. 215

H0: There is no area wise difference in the opinion about student organizations harass


H1: Opinion of the urban college teachers about student organizations harass teachers and

interfere in college administration is different from rural college teachers

Fo Fe (Fo-Fe)2/fe


SA 18 9 27 13.5 13.5 1.50 1.50 3.00

A 23 11 34 17 17 2.12 2.12 4.24

UD 3 3 6 3 3 0.00 0.00 0.00

DA 60 20 80 40 40 10.00 10.00 20.00

SDA 46 7 53 26.5 26.5 14.35 14.35 28.70

Total 150.00 50.00 200.00 100.00 100.00 27.97 27.97 χ2=55.93




rejected and alternative hypothesis “opinion of the urban college teachers about student

organizations harass teachers and interfere in college administration is different from rural


236

Table No. 216

H0: There is no area wise difference in the opinion about there exist good coordination



H1: Opinion of the urban college teachers about there exist good coordination between

different offices like principal offices, regional director offices and provincial

secretariat is different from rural college teachers

Fo Fe (Fo-Fe)2/fe


SA 17 3 20 10 10 4.90 4.90 9.80

A 24 5 29 14.5 14.5 6.22 6.22 12.45

UD 3 2 5 2.5 2.5 0.10 0.10 0.20

DA 61 26 87 43.5 43.5 7.04 7.04 14.08

SDA 45 14 59 29.5 29.5 8.14 8.14 16.29

Total 150.00 50.00 200.00 100.00 100.00 26.41 26.41 χ2=52.82




rejected and alternative hypothesis “opinion of the urban college teachers about there exist

good coordination between different offices like principal offices, regional director offices

and provincial secretariat is different from rural college teachers” is accepted.

237

Table No. 217

H0: There is no area wise difference in the opinion about there exist accountability and

transparency on all provincial education department offices

H1: Opinion of the urban college teachers about there exist accountability and

transparency on all provincial education department offices is different from rural

college teachers

Fo Fe (Fo-Fe)2/fe


SA 20 6 26 13 13 3.77 3.77 7.54

A 25 11 36 18 18 2.72 2.72 5.44

UD 2 3 5 2.5 2.5 0.10 0.10 0.20

DA 55 19 74 37 37 8.76 8.76 17.51

SDA 48 11 59 29.5 29.5 11.60 11.60 23.20

Total 150.00 50.00 200.00 100.00 100.00 26.95 26.95 χ2=53.90




rejected and alternative hypothesis “opinion of the urban college teachers about there exist

accountability and transparency on all provincial education department offices is different


238


Students

Table No. 218

H0: There is no gender difference in the opinion about all teachers of their college review

their teaching time by time and come well prepared in classes.

H1: Opinion of the male college students about all teachers of their colleges review their

teaching time by time and come well prepared in classes is different from female

teachers

Fo Fe (Fo-Fe)2/fe


SA 78 70 148 74 74 0.22 0.22 0.43

A 104 94 198 99 99 0.25 0.25 0.51

UD 2 1 3 1.5 1.5 0.17 0.17 0.33

DA 160 106 266 133 133 5.48 5.48 10.96

SDA 146 89 235 117.5 117.5 6.91 6.91 13.83

Total 490 360 850 425 425 13.03 13.03 χ2=26.06


Table No. 218 indicates that the value of observed χ2=26.06, which is greater than the


rejected and alternative hypothesis “opinion of the male college students about all teachers

of their colleges review their teaching time by time and come well prepared in classes is

different from female students” is accepted.

239

Table No. 219

H0: There is no gender difference in the opinion about there are almost all modern

teaching aids available in their colleges

H1: Opinion of the male college students about there are almost all modern teaching aids

available in their colleges is different from female students

Fo Fe (Fo-Fe)2/fe


SA 52 74 126 63 63 1.92 1.92 3.84

A 66 95 161 80.5 80.5 2.61 2.61 5.22

UD 5 2 7 3.5 3.5 0.64 0.64 1.29

DA 235 114 349 174.5 174.5 20.98 20.98 41.95

SDA 132 75 207 103.5 103.5 7.85 7.85 15.70

Total 490 360 850 425 425 34.00 34.00 χ2=68.00


Table No. 219 indicates that the value of observed χ2= 68.00, which is larger than


rejected and alternative hypothesis “opinion of the male college students about there are

almost all modern teaching aids available in their colleges is different from female students”

is accepted

240

Table No. 220

H0: There is no gender difference in the opinion about teaching is mostly dictating notes

or reading from text

H1: Opinion of the male college students about teaching is mostly dictating notes or

reading from text is different from female students

Fo Fe (Fo-Fe)2/fe


SA 115 91 206 103 103 1.40 1.40 2.80

A 168 112 280 140 140 5.60 5.60 11.20

UD 6 2 8 4 4 1.00 1.00 2.00

DA 148 73 221 110.5 110.5 12.73 12.73 25.45

SDA 53 82 135 67.5 67.5 3.11 3.11 6.23

Total 490 360 850 425 425 23.84 23.84 χ2=47.68




rejected and alternative hypothesis “opinion of the male college students about teaching is

mostly dictating notes or reading from text is different from female students” is accepted.

241

Table No. 221

H0: There is no gender difference in the opinion about most of the teachers reach


H1: Opinion of the male college students about most of the teachers reach institution on

time and are regular in class teaching is different from female students

Fo Fe (Fo-Fe)2/fe


SA 91 89 180 90 90 0.01 0.01 0.02

A 103 110 213 106.5 106.5 0.12 0.12 0.23

UD 6 1 7 3.5 3.5 1.79 1.79 3.57

DA 157 92 249 124.5 124.5 8.48 8.48 16.97

SDA 133 68 201 100.5 100.5 10.51 10.51 21.02

Total 490 360 850 425 425 20.91 20.91 χ2=41.81




is rejected and alternative hypothesis “opinion of the male college students about most of

the teachers reach institution on time and are regular in class teaching is different from

female teachers” is accepted

242

Table No. 222

H0: There is no gender difference in the opinion about all students are regular and reach

college on time

H1: Opinion of the male college students about all students are regular and reach college

on time is different from female students

Fo Fe (Fo-Fe)2/fe


SA 100 68 168 84 84 3.05 3.05 6.10

A 110 76 186 93 93 3.11 3.11 6.22

UD 7 4 11 5.5 5.5 0.41 0.41 0.82

DA 169 119 288 144 144 4.34 4.34 8.68

SDA 104 93 197 98.5 98.5 0.31 0.31 0.61

Total 490 360 850 425 425 11.21 11.21 χ2=22.42




is rejected and alternative hypothesis “opinion of the male college students about all students

are regular and reach college on time is different from female students” is accepted.

243

Table No. 223

H0: There is no gender difference in the opinion about teachers rarely care whether


H1: Opinion of the male college students about teachers rarely care whether students

understand their lecture or not is different from female college students

Fo Fe (Fo-Fe)2/fe


SA 104 89 193 96.5 96.5 0.58 0.58 1.17

A 193 112 305 152.5 152.5 10.76 10.76 21.51

UD 4 2 6 3 3 0.33 0.33 0.67

DA 115 94 209 104.5 104.5 1.06 1.06 2.11

SDA 74 63 137 68.5 68.5 0.44 0.44 0.88

Total 490 360 850 425 425 13.17 13.17 χ2=26.34




is rejected and alternative hypothesis “opinion of the male college students about teachers

rarely care whether students understand their lecture or not is different from female college

students” is accepted.

244

Table No. 224

H0: There is no gender difference in the opinion about students are satisfied with the


H1: Opinion of the male college students about they are satisfied with the quality of

education being imparted in their colleges is different from female college students

Fo Fe (Fo-Fe)2/fe


SA 59 73 132 66 66 0.74 0.74 1.48

A 104 83 187 93.5 93.5 1.18 1.18 2.36

UD 2 1 3 1.5 1.5 0.17 0.17 0.33

DA 192 115 307 153.5 153.5 9.66 9.66 19.31

SDA 133 88 221 110.5 110.5 4.58 4.58 9.16

Total 490 360 850 425 425 16.33 16.33 χ2=32.65




is rejected and alternative hypothesis “opinion of the male college students about they are

satisfied with the quality of education being imparted in their colleges is different from

female college students” is accepted

245

Table No. 225

H0: There is no gender difference in the opinion about principals of their colleges enjoy


H1: Opinion of the male college students about principals of their colleges enjoy the

confidence of all teachers and students is different from female college students

Fo Fe (Fo-Fe)2/fe


SA 100 72 172 86 86 2.28 2.28 4.56

A 150 95 245 122.5 122.5 6.17 6.17 12.35

UD 7 1 8 4 4 2.25 2.25 4.50

DA 149 110 259 129.5 129.5 2.94 2.94 5.87

SDA 84 82 166 83 83 0.01 0.01 0.02

Total 490 360 850 425 425 13.65 13.65 χ2=27.30




is rejected and alternative hypothesis “opinion of the male college students about principals

of their colleges enjoy the confidence of all teachers and students” is accepted

246

Table No. 226

H0: There is no gender difference in the opinion about teachers are divided into warning

groups and have no good relations with principals

H1: Opinion of the male college students about teachers are divided into warning groups

and have no good relations with principals is different from female college students

Fo Fe (Fo-Fe)2/fe


SA 115 91 206 103 103 1.40 1.40 2.80

A 155 100 255 127.5 127.5 5.93 5.93 11.86

UD 6 1 7 3.5 3.5 1.79 1.79 3.57

DA 127 107 234 117 117 0.85 0.85 1.71

SDA 87 61 148 74 74 2.28 2.28 4.57

Total 490 360 850 425 425 12.25 12.25 χ2=24.51





are divided into warning groups and have no good relations with principals is different from

female college students” is accepted

247

Table No. 227

H0: There is no gender difference in the opinion about principals try to solve all problems

of students and provide all necessary facilities.

H1: Opinion of the male college teachers about principals try to solve all problems of

students and provide all necessary facilities is different from female college students

Fo Fe (Fo-Fe)2/fe


SA 60 72 132 66 66 0.55 0.55 1.09

A 104 89 193 96.5 96.5 0.58 0.58 1.17

UD 3 2 5 2.5 2.5 0.10 0.10 0.20

DA 185 107 292 146 146 10.42 10.42 20.84

SDA 138 90 228 114 114 5.05 5.05 10.11

Total 490 360 850 425 425 16.70 16.70 χ2=33.40




is rejected and alternative hypothesis “opinion of the male college teachers about principals

try to solve all problems of students and provide all necessary facilities is different from

female college students” is accepted.

248

Table No. 228

H0: There is no gender difference in the opinion about libraries, laboratories in their


H1: Opinion of the male college students about libraries, laboratories in their colleges are

well equipped and well-functioning is different from female college students

Fo Fe (Fo-Fe)2/fe


SA 47 77 124 62 62 3.63 3.63 7.26

A 80 90 170 85 85 0.29 0.29 0.59

UD 7 3 10 5 5 0.80 0.80 1.60

DA 216 109 325 162.5 162.5 17.61 17.61 35.23

SDA 140 81 221 110.5 110.5 7.88 7.88 15.75

Total 490 360 850 425 425 30.21 30.21 χ2=60.43




is rejected and alternative hypothesis “opinion of the male college students about libraries,

laboratories in their colleges are well equipped and well-functioning is different from female

college students” is accepted.

249

Table No. 229

H0: There is no gender difference in the opinion about principals maintain strict discipline

and inspection system in the colleges

H1: Opinion of the male college students about principals maintain strict discipline and

inspection system in the colleges is different from female college students

Fo Fe (Fo-Fe)2/fe


SA 30 70 100 50 50 8.00 8.00 16.00

A 79 90 169 84.5 84.5 0.36 0.36 0.72

UD 5 3 8 4 4 0.25 0.25 0.50

DA 216 116 332 166 166 15.06 15.06 30.12

SDA 160 81 241 120.5 120.5 12.95 12.95 25.90

Total 490 360 850 425 425 36.62 36.62 χ2=73.23




rejected and alternative hypothesis” opinion of the male college students about principals

maintain strict discipline and inspection system in the colleges is different from female


250

Table No. 230

H0: There is no gender difference in the opinion about majority of the students take part in

the activities of student organizations

H1: Opinion of the male college students about majority of the students take part in the

activities of student organizations is different from female college students

Fo Fe (Fo-Fe)2/fe


SA 59 78 137 68.5 68.5 1.32 1.32 2.64

A 103 92 195 97.5 97.5 0.31 0.31 0.62

UD 6 4 10 5 5 0.20 0.20 0.40

DA 203 108 311 155.5 155.5 14.51 14.51 29.02

SDA 119 78 197 98.5 98.5 4.27 4.27 8.53

Total 490 360 850 425 425 20.60 20.60 χ2=41.21




is rejected and alternative hypothesis “opinion of the male college students about majority of

the students take part in the activities of student organizations is different from female

college students is accepted

251

Table No. 231

H0: There is no gender difference in the opinion about parents are invited on annual days

sports and in other programs

H1: Opinion of the male college students about parents are invited on annual days sports

and in other programs is different from female college students

Fo Fe (Fo-Fe)2/fe


SA 68 68 136 68 68 0.00 0.00 0.00

A 110 74 184 92 92 3.52 3.52 7.04

UD 5 2 7 3.5 3.5 0.64 0.64 1.29

DA 227 122 349 174.5 174.5 15.80 15.80 31.59

SDA 80 94 174 87 87 0.56 0.56 1.13

Total 490 360 850 425 425 20.52 20.52 χ2=41.05




is rejected and alternative hypothesis “opinion of the male college students about parents

are invited on annual day’s sports and in other programs is different from female college


252

Table No. 232

H0: There is no gender difference in the opinion about teachers conduct formative tests in

the classes

H1: Opinion of the male college students about teachers conduct formative tests in the

classes is different from female college students

Fo Fe (Fo-Fe)2/fe


SA 35 66 101 50.5 50.5 4.76 4.76 9.51

A 56 76 132 66 66 1.52 1.52 3.03

UD 7 4 11 5.5 5.5 0.41 0.41 0.82

DA 244 120 364 182 182 21.12 21.12 42.24

SDA 148 94 242 121 121 6.02 6.02 12.05

Total 490 360 850 425 425 33.83 33.83 χ2=67.65





conduct formative tests in the classes is different from female college students” is accepted.

253

Table No. 233

H0: There is no gender difference in the opinion about college teachers promote tuition,


H1: Opinion of the male college students about college teachers promote tuition, culture

and pressurize students to get tuition is different from female college students

Fo Fe (Fo-Fe)2/fe


SA 126 94 220 110 110 2.33 2.33 4.65

A 159 117 276 138 138 3.20 3.20 6.39

UD 6 2 8 4 4 1.00 1.00 2.00

DA 114 88 202 101 101 1.67 1.67 3.35

SDA 85 59 144 72 72 2.35 2.35 4.69

Total 490 360 850 425 425 10.54 10.54 χ2=21.09




is rejected and alternative hypothesis “opinion of the male college students about college

teachers promote tuition, culture and pressurize students to get tuition is different from

female college students” is accepted.

254

Table No. 234

H0: There is no gender difference in the opinion about college administration organize co-

curricular activities regularly

H1: Opinion of the male college students about college administration organize co-

curricular activities regularly is different from female college students

Fo Fe (Fo-Fe)2/fe


SA 26 62 88 44 44 7.36 7.36 14.73

A 68 84 152 76 76 0.84 0.84 1.68

UD 9 1 10 5 5 3.20 3.20 6.40

DA 248 120 368 184 184 22.26 22.26 44.52

SDA 139 93 232 116 116 4.56 4.56 9.12

Total 490 360 850 425 425 38.23 38.23 χ2=76.45





administration organize co-curricular activities regularly is different from female college


255

Table No. 235

H0: There is no gender difference in the opinion about college office staff manage


H1: Opinion of the male college students about college office staff manage different

functions like admissions, examination etc in systematic manner is different from

female college students

Fo Fe (Fo-Fe)2/fe


SA 16 68 84 42 42 16.10 16.10 32.19

A 76 75 151 75.5 75.5 0.00 0.00 0.01

UD 6 1 7 3.5 3.5 1.79 1.79 3.57

DA 244 123 367 183.5 183.5 19.95 19.95 39.89

SDA 148 93 241 120.5 120.5 6.28 6.28 12.55

Total 490 360 850 425 425 44.11 44.11 χ2=88.21




is rejected and alternative hypothesis ‘opinion of the male college students about college

office staff manage different functions like admissions, examination etc in systematic

manner is different from female college students” is accepted.

256

Table No. 236

H0: There is no gender difference in the opinion about college administration provides


H1: Opinion of the male college students about college administration provides incentives

to intelligent and deserving students is different from female college students

Fo Fe (Fo-Fe)2/fe


SA 52 72 124 62 62 1.61 1.61 3.23

A 78 82 160 80 80 0.05 0.05 0.10

UD 7 1 8 4 4 2.25 2.25 4.50

DA 209 130 339 169.5 169.5 9.21 9.21 18.41

SDA 144 105 249 124.5 124.5 3.05 3.05 6.11

Total 490 390 880 440 440 16.17 16.17 χ2=32.34





administration provides incentives to intelligent and deserving students is different from

female college students “is accepted.

257


Students

Table No. 237

H0: There is no area wise difference in the opinion about all teachers of their college

review their teaching time by time and come well prepared in classes.

H1: Opinion of the urban college students about all teachers of their colleges review their

teaching time by time and come well prepared in classes is different from rural

college students

Fo Fe (Fo-Fe)2/fe


SA 126 22 148 74 74 36.54 36.54 73.08

A 145 56 201 100.5 100.5 19.70 19.70 39.41

UD 3 1 4 2 2 0.50 0.50 1.00

DA 216 74 290 145 145 34.77 34.77 69.53

SDA 160 47 207 103.5 103.5 30.84 30.84 61.69

Total 650 200 850 425 425 122.35 122.35 χ2=244.71


Table No. 237 indicates that the value of observed χ2= 244.71, which is greater than


is rejected and alternative hypothesis “opinion of the urban college students about all

teachers of their colleges review their teaching time by time and come well prepared in

classes is different from rural college students” is accepted.

258

Table No. 238

H0: There is no area wise difference in the opinion about there are almost all modern

teaching aids available in their colleges

H1: Opinion of the urban college students about there are almost all modern teaching aids

available in their colleges is different from rural college students

Fo Fe (Fo-Fe)2/fe


SA 60 48 108 54 54 0.67 0.67 1.33

A 110 78 188 94 94 2.72 2.72 5.45

UD 5 2 7 3.5 3.5 0.64 0.64 1.29

DA 275 43 318 159 159 84.63 84.63 169.26

SDA 200 29 229 114.5 114.5 63.84 63.84 127.69

Total 650 200 850 425 425 152.51 152.51 χ2=305.01




is rejected and alternative hypothesis “opinion of the urban college students about there are

almost all modern teaching aids available in their colleges is different from rural college

students” is accepted

259

Table No. 239

H0: There is no area wise difference in the opinion about teaching is mostly dictating

notes or reading from text

H1: Opinion of the urban college students about teaching is mostly dictating notes or

reading from text is different from rural college students

Fo Fe (Fo-Fe)2/fe


SA 125 47 172 86 86 17.69 17.69 35.37

A 215 68 283 141.5 141.5 38.18 38.18 76.36

UD 2 2 4 2 2 0.00 0.00 0.00

DA 189 49 238 119 119 41.18 41.18 82.35

SDA 119 34 153 76.5 76.5 23.61 23.61 47.22

Total 650 200 850 425 425 120.65 120.65 χ2=241.30




is rejected and alternative hypothesis “opinion of the urban college students about teaching

is mostly dictating notes or reading from text is different from rural college students” is

accepted.

260

Table No. 240

H0: There is no area wise difference in the opinion about most of the teachers reach


H1: Opinion of the urban college students about most of the teachers reach institution on

time and are regular in class teaching is different from rural college students

Fo Fe (Fo-Fe)2/fe


SA 95 34 129 64.5 64.5 14.42 14.42 28.84

A 181 47 228 114 114 39.38 39.38 78.75

UD 4 1 5 2.5 2.5 0.90 0.90 1.80

DA 220 71 291 145.5 145.5 38.15 38.15 76.29

SDA 150 47 197 98.5 98.5 26.93 26.93 53.85

Total 650 200 850 425 425 119.77 119.77 χ2=239.54




rejected and alternative hypothesis “opinion of the urban college students about most of the

teachers reach institution on time and are regular in class teaching is different from rural

college students” is accepted

261

Table No. 241

H0: There is no area wise difference in the opinion about all students are regular and reach

college on time

H1: Opinion of the urban college students about all students are regular and reach college

on time is different from rural college students

Fo Fe (Fo-Fe)2/fe


SA 143 31 174 87 87 36.05 36.05 72.09

A 205 50 255 127.5 127.5 47.11 47.11 94.22

UD 2 2 4 2 2 0.00 0.00 0.00

DA 195 72 267 133.5 133.5 28.33 28.33 56.66

SDA 105 45 150 75 75 12.00 12.00 24.00

Total 650 200 850 425 425 123.49 123.49 χ2=246.97




rejected and alternative hypothesis “opinion of the urban college students about all students

are regular and reach college on time is different from rural college students” is accepted.

262

Table No. 242

H0: There is no area wise difference in the opinion about teachers rarely care whether


H1: Opinion of the urban college students about teachers rarely care whether students

understand their lecture or not is different from rural college students

Fo Fe (Fo-Fe)2/fe


SA 144 45 189 94.5 94.5 25.93 25.93 51.86

A 194 65 259 129.5 129.5 32.13 32.13 64.25

UD 4 2 6 3 3 0.33 0.33 0.67

DA 201 54 255 127.5 127.5 42.37 42.37 84.74

SDA 107 34 141 70.5 70.5 18.90 18.90 37.79

Total 650 200 850 425 425 119.66 119.66 χ2=239.31




rejected and alternative hypothesis “opinion of the urban college students about teachers

rarely care whether students understand their lecture or not is different from rural college


263

Table No. 243

H0: There is no area wise difference in the opinion about students are satisfied with the


H1: Opinion of the urban college students about they are satisfied with the quality of

education being imparted in their colleges is different from rural college students

Fo Fe (Fo-Fe)2/fe


SA 114 22 136 68 68 31.12 31.12 62.24

A 187 36 223 111.5 111.5 51.12 51.12 102.25

UD 3 1 4 2 2 0.50 0.50 1.00

DA 218 76 294 147 147 34.29 34.29 68.59

SDA 128 65 193 96.5 96.5 10.28 10.28 20.56

Total 650 200 850 425 425 127.32 127.32 χ2=254.63




rejected and alternative hypothesis “opinion of the urban college students about they are

satisfied with the quality of education being imparted in their colleges is different from rural


264

Table No. 244

H0: There is no gender difference in the opinion about principals of their colleges enjoy


H1: Opinion of the urban college students about principals of their colleges enjoy the

confidence of all teachers and students is different from rural college students

Fo Fe (Fo-Fe)2/fe


SA 109 30 139 69.5 69.5 22.45 22.45 44.90

A 183 47 230 115 115 40.21 40.21 80.42

UD 2 1 3 1.5 1.5 0.17 0.17 0.33

DA 199 67 266 133 133 32.75 32.75 65.50

SDA 157 55 212 106 106 24.54 24.54 49.08

Total 650 200 850 425 425 120.11 120.11 χ2=240.23




rejected and alternate hypothesis “opinion of the urban college students about principals of

their colleges enjoy the confidence of all teachers and students is different from rural college

students” is accepted

265

Table No. 245

H0: There is no area wise difference in the opinion about teachers are divided into

warning groups and have no good relations with principals

H1: Opinion of the urban college students about teachers are divided into warning groups

and have no good relations with principals is different from rural college students

Fo Fe (Fo-Fe)2/fe


SA 131 45 176 88 88 21.01 21.01 42.02

A 210 56 266 133 133 44.58 44.58 89.16

UD 2 1 3 1.5 1.5 0.17 0.17 0.33

DA 195 65 260 130 130 32.50 32.50 65.00

SDA 112 33 145 72.5 72.5 21.52 21.52 43.04

Total 650 200 850 425 425 119.78 119.78 χ2=239.56




rejected and alternative hypothesis “opinion of the urban college students about teachers are

divided into warning groups and have no good relations with principals is different from rural


266

Table No. 246

H0: There is no gender difference in the opinion about principals try to solve all problems

of students and provide all necessary facilities.

H1: Opinion of the urban college teachers about principals try to solve all problems of

students and provide all necessary facilities is different from rural college students

Fo Fe (Fo-Fe)2/fe


SA 120 26 146 73 73 30.26 30.26 60.52

A 197 48 245 122.5 122.5 45.31 45.31 90.62

UD 3 2 5 2.5 2.5 0.10 0.10 0.20

DA 205 67 272 136 136 35.01 35.01 70.01

SDA 125 57 182 91 91 12.70 12.70 25.41

Total 650 200 850 425 425 123.38 123.38 χ2=246.76


Table No. 246 indicates that the value of observed χ2= 246.76), which is larger than


rejected and alternative hypothesis “Opinion of the urban college teachers about principals try

to solve all problems of students and provide all necessary facilities is different from rural


267

Table No. 247

H0: There is no area wise difference in the opinion about libraries, laboratories in their


H1: Opinion of the urban college students about libraries, laboratories in their colleges are

well equipped and well-functioning is different from rural college students

Fo Fe (Fo-Fe)2/fe


SA 132 20 152 76 76 41.26 41.26 82.53

A 216 38 254 127 127 62.37 62.37 124.74

UD 3 3 6 3 3 0.00 0.00 0.00

DA 193 80 273 136.5 136.5 23.39 23.39 46.77

SDA 106 59 165 82.5 82.5 6.69 6.69 13.39

Total 650 200 850 425 425 133.71 133.71 χ2=267.43




rejected and alternative hypothesis “opinion of the urban college students about libraries,

laboratories in their colleges are well equipped and well-functioning is different from rural


268

Table No. 248

H0: There is no area wise difference in the opinion about principals maintain strict

discipline and inspection system in the colleges

H1: Opinion of the urban college students about principals maintain strict discipline and

inspection system in the colleges is different from rural college students

Fo Fe (Fo-Fe)2/fe


SA 105 13 118 59 59 35.86 35.86 71.73

A 145 30 175 87.5 87.5 37.79 37.79 75.57

UD 4 3 7 3.5 3.5 0.07 0.07 0.14

DA 260 87 347 173.5 173.5 43.13 43.13 86.25

SDA 136 67 203 101.5 101.5 11.73 11.73 23.45

Total 650 200 850 425 425 128.57 128.57 χ2=257.15




rejected and alternative hypothesis” opinion of the urban college students about principals

maintain strict discipline and inspection system in the colleges is different from rural college


269

Table No. 249

H0: There is no area wise difference in the opinion about majority of the students take part

in the activities of student organizations

H1: Opinion of the urban college students about majority of the students take part in the

activities of student organizations is different from rural college students

Fo Fe (Fo-Fe)2/fe


SA 95 42 137 68.5 68.5 10.25 10.25 20.50

A 150 58 208 104 104 20.35 20.35 40.69

UD 5 2 7 3.5 3.5 0.64 0.64 1.29

DA 231 67 298 149 149 45.13 45.13 90.26

SDA 169 31 200 100 100 47.61 47.61 95.22

Total 650 200 850 425 425 123.98 123.98 χ2=247.96




rejected and alternative hypothesis “opinion of the urban college students about majority of

the students take part in the activities of student organizations is different from rural college

students is accepted

270

Table No. 250

H0: There is no area wise difference in the opinion about parents are invited on annual

days sports and in other programs

H1: Opinion of the urban college students about parents are invited on annual days sports

and in other programs is different from rural college students

Fo Fe (Fo-Fe)2/fe


SA 128 18 146 73 73 41.44 41.44 82.88

A 190 25 215 107.5 107.5 63.31 63.31 126.63

UD 3 2 5 2.5 2.5 0.10 0.10 0.20

DA 217 87 304 152 152 27.80 27.80 55.59

SDA 112 68 180 90 90 5.38 5.38 10.76

Total 650 200 850 425 425 138.03 138.03 χ2=276.05


Table No. 250 indicates that the value of observed χ2=276.05, which is larger than


rejected and alternative hypothesis “opinion of the urban college students about parents are

invited on annual day’s sports and in other programs is different from rural college students”

is accepted.

271

Table No. 251

H0: There is no area wise difference in the opinion about teachers conduct formative tests

in the classes

H1: Opinion of the urban college students about teachers conduct formative tests in the

classes is different from rural college students

Fo Fe (Fo-Fe)2/fe


SA 100 18 118 59 59 28.49 28.49 56.98

A 143 32 175 87.5 87.5 35.20 35.20 70.41

UD 2 4 6 3 3 0.33 0.33 0.67

DA 240 83 323 161.5 161.5 38.16 38.16 76.31

SDA 165 63 228 114 114 22.82 22.82 45.63

Total 650 200 850 425 425 125.00 125.00 χ2=250.00




rejected and alternative hypothesis “opinion of the urban college students about teachers

conduct formative tests in the classes is different from rural college students” is accepted.

272

Table No. 252

H0: There is no area wise difference in the opinion about college teachers promote tuition,


H1: Opinion of the urban college students about college teachers promote tuition, culture

and pressurize students to get tuition is different rural college students

Fo Fe (Fo-Fe)2/fe


SA 143 55 198 99 99 19.56 19.56 39.11

A 270 79 349 174.5 174.5 52.27 52.27 104.53

UD 4 3 7 3.5 3.5 0.07 0.07 0.14

DA 143 38 181 90.5 90.5 30.46 30.46 60.91

SDA 90 25 115 57.5 57.5 18.37 18.37 36.74

Total 650 200 850 425 425 120.72 120.72 χ2=241.43




rejected and alternative hypothesis “opinion of the urban college students about college

teachers promote tuition, culture and pressurize students to get tuition is different from rural


273

Table No. 253

H0: There is no area wise difference in the opinion about college administration organize

co-curricular activities regularly

H1: Opinion of the urban college students about college administration organize co-

curricular activities regularly is different from rural college students

Fo Fe (Fo-Fe)2/fe


SA 125 25 150 75 75 33.33 33.33 66.67

A 162 47 209 104.5 104.5 31.64 31.64 63.28

UD 3 4 7 3.5 3.5 0.07 0.07 0.14

DA 227 69 296 148 148 42.17 42.17 84.34

SDA 133 55 188 94 94 16.18 16.18 32.36

Total 650 200 850 425 425 123.39 123.39 χ2=246.79





administration organize co-curricular activities regularly is different from female college


274

Table No. 254

H0: There is no area wise difference in the opinion about college office staff manage


H1: Opinion of the urban college students about college office staff manage different

functions like admissions, examination etc in systematic manner is different from

rural college students

Fo Fe (Fo-Fe)2/fe


SA 104 30 134 67 67 20.43 20.43 40.87

A 140 47 187 93.5 93.5 23.13 23.13 46.25

UD 6 3 9 4.5 4.5 0.50 0.50 1.00

DA 262 66 328 164 164 58.56 58.56 117.12

SDA 138 54 192 96 96 18.38 18.38 36.75

Total 650 200 850 425 425 120.99 120.99 χ2=241.99


Table No. 254 indicates that the value of observed χ2=241.99, which is larger than


rejected and alternative hypothesis ‘opinion of the urban college students about college office

staff manage different functions like admissions, examination etc in systematic manner is

different from rural college students” is accepted.

275

Table No. 255

H0: There is no area wise difference in the opinion about college administration provides


H1: Opinion of the urban college students about college administration provides

incentives to intelligent and deserving students is different from rural college students

Fo Fe (Fo-Fe)2/fe


SA 90 18 108 54 54 24.00 24.00 48.00

A 134 42 176 88 88 24.05 24.05 48.09

UD 3 5 8 4 4 0.25 0.25 0.50

DA 270 75 345 172.5 172.5 55.11 55.11 110.22

SDA 153 60 213 106.5 106.5 20.30 20.30 40.61

Total 650 200 850 425 425 123.71 123.71 χ2=247.41





administration provides incentives to intelligent and deserving students is different from rural

college students “is accepted.

276


Parents

Table No. 256

H0: There is no area wise difference in the opinion about most teachers do hard work and

manage classes well

H1: Opinion of the students’ parents belonging to urban areas about most teachers do

hard work and manage classes well is different from students’ parents belonging to

rural areas

Fo Fe (Fo-Fe)2/fe


SA 15 6 21 10.5 10.5 1.93 1.93 3.86

A 28 9 37 18.5 18.5 4.88 4.88 9.76

UD 2 1 3 1.5 1.5 0.17 0.17 0.33

DA 35 23 58 29 29 1.24 1.24 2.48

SDA 20 11 31 15.5 15.5 1.31 1.31 2.61

Total 100.00 50.00 150.00 75.00 75.00 9.52 9.52 χ2=19.04


Table No. 256 indicates that the value of observed χ2= 19.04, which is greater than


rejected and alternative hypothesis “opinion of the students’ parents belonging to urban areas

about most teachers do hard work and manage classes well is different from students’ parents

belonging to rural areas” is accepted.

277

Table No. 257

H0: There is no area wise difference in the opinion about teaching is mostly dictating

notes or reading from text.

H1: Opinion of the students’ parents belonging to urban areas about teaching is mostly

dictating notes or reading from text is different from students’ parents belonging to

rural areas

Fo Fe (Fo-Fe)2/fe


SA 22 13 35 17.5 17.5 1.16 1.16 2.31

A 28 21 49 24.5 24.5 0.50 0.50 1.00

UD 5 3 8 4 4 0.25 0.25 0.50

DA 25 5 30 15 15 6.67 6.67 13.33

SDA 20 8 28 14 14 2.57 2.57 5.14

Total 100.00 50.00 150.00 75.00 75.00 11.15 11.15 χ2=22.29


Table No. 257 indicates that the value of observed χ2= = (22.29), which is larger than

the critical value of χ2==9.488 and it falls in the rejection region. Hence, the null hypothesis

is rejected and alternative hypothesis” opinion of the students’ parents belonging to urban

areas about teaching is mostly dictating notes or reading from text is different from students’

parents belonging to rural areas” is accepted

278

Table No. 258

H0: There is no area wise difference in the opinion about teachers are regular and punctual

on their duties

H1: Opinion of the students’ parents belonging to urban areas about teachers are regular

and punctual on their duties is different from students’ parents belonging to rural

areas

Fo Fe (Fo-Fe)2/fe


SA 12 6 18 9 9 1.00 1.00 2.00

A 22 9 31 15.5 15.5 2.73 2.73 5.45

UD 3 3 6 3 3 0.00 0.00 0.00

DA 34 21 55 27.5 27.5 1.54 1.54 3.07

SDA 29 11 40 20 20 4.05 4.05 8.10

Total 100.00 50.00 150.00 75.00 75.00 9.31 9.31 χ2=18.62


Table No. 258 indicates that the value of observed χ2= = (18.62), which is larger than

the critical value of χ2==9.488 and it falls in the rejection region. Hence, the null hypothesis

is rejected and alternative hypothesis “opinion of the students’ parents belonging to urban

areas about teachers are regular and punctual on their duties is different from students’

parents belonging to rural areas” is accepted.

279

Table No. 259

H0: There is no area wise difference in the opinion about you are satisfied with the quality

of education being imparted in the college

H1: Opinion of the students’ parents belonging to urban areas about they are satisfied with

the quality of education being imparted in the college is different from students’

parents belonging to rural areas

Fo Fe (Fo-Fe)2/fe


SA 8 7 15 7.5 7.5 0.03 0.03 0.07

A 16 9 25 12.5 12.5 0.98 0.98 1.96

UD 1 3 4 2 2 0.50 0.50 1.00

DA 45 17 62 31 31 6.32 6.32 12.65

SDA 30 14 44 22 22 2.91 2.91 5.82

Total 100.00 50.00 150.00 75.00 75.00 10.75 10.75 χ2=21.49




rejected and alternative hypothesis” opinion of the students’ parents belonging to urban areas

about they are satisfied with the quality of education being imparted in the college is different

from students’ parents belonging to rural areas” is accepted

280

Table No. 260

H0: There is no area wise difference in the opinion about college management solve the

problems of students and provide necessary facilities

H1: Opinion of the students’ parents belonging areas about college management solve the

problems of students and provide necessary facilities is different from students’


Fo Fe (Fo-Fe)2/fe


SA 10 6 16 8 8 0.50 0.50 1.00

A 17 11 28 14 14 0.64 0.64 1.29

UD 2 3 5 2.5 2.5 0.10 0.10 0.20

DA 49 20 69 34.5 34.5 6.09 6.09 12.19

SDA 22 10 32 16 16 2.25 2.25 4.50

Total 100.00 50.00 150.00 75.00 75.00 9.59 9.59 χ2=19.17





about college management solve the problems of students and provide necessary facilities is

different from students’ parents belonging to rural areas” is accepted.

281

Table No. 261

H0: There is no area wise difference in the opinion about college teachers pressurize

students to join their tuition centers

H1: Opinion of the students’ parents belonging to urban areas about college teachers

pressurize students to join their tuition centers is different from students’ parents

belonging to rural areas

Fo Fe (Fo-Fe)2/fe


SA 17 11 28 14 14 0.64 0.64 1.29

A 33 18 51 25.5 25.5 2.21 2.21 4.41

UD 4 3 7 3.5 3.5 0.07 0.07 0.14

DA 27 11 38 19 19 3.37 3.37 6.74

SDA 19 7 26 13 13 2.77 2.77 5.54

Total 100.00 50.00 150.00 75.00 75.00 9.06 9.06 χ2=18.12





about college teachers pressurize students to join their tuition centers is different from

students’ parents belonging to rural areas ” is accepted.

282

Table No. 262

H0: There is no area wise difference in the opinion about budget allocated to institution is

sufficient and utilized properly

H1: Opinion of the students’ parents belonging to urban areas about budget allocated to

institution is sufficient and utilized properly is different from students’ parents


Fo Fe (Fo-Fe)2/fe


SA 7 7 14 7 7 0.00 0.00 0.00

A 15 10 25 12.5 12.5 0.50 0.50 1.00

UD 2 3 5 2.5 2.5 0.10 0.10 0.20

DA 48 21 69 34.5 34.5 5.28 5.28 10.57

SDA 28 9 37 18.5 18.5 4.88 4.88 9.76

Total 100.00 50.00 150.00 75.00 75.00 10.76 10.76 χ2=21.52





about budget allocated to institution is sufficient and utilized properly is different from

students’ parents belonging to rural areas” is accepted

283

Table No. 263

H0: There is no area wise difference in the opinion about college offices manage

admissions and other tasks systematically

H1: Opinion of the students’ parents belonging to urban areas about college offices

manage admissions and other tasks systematically is different from students’ parents


Fo Fe (Fo-Fe)2/fe


SA 10 8 18 9 9 0.11 0.11 0.22

A 14 11 25 12.5 12.5 0.18 0.18 0.36

UD 5 2 7 3.5 3.5 0.64 0.64 1.29

DA 42 21 63 31.5 31.5 3.50 3.50 7.00

SDA 29 8 37 18.5 18.5 5.96 5.96 11.92

Total 100.00 50.00 150.00 75.00 75.00 10.39 10.39 χ2=20.79




rejected and alternate hypothesis “opinion of the students’ parents belonging to urban areas

about college offices manage admissions and other tasks systematically is different from

students’ parents belonging to rural areas” is accepted

284

Table No. 264

H0: There is no area wise difference in the opinion about parents are involved in different

matters like development, discipline and co-curricular activities

H1: Opinion of the students’ parents belonging to urban areas about Parents are involved

in different matters like development, discipline and co-curricular activities is

different from students’ parents belonging to rural areas

Fo Fe (Fo-Fe)2/fe


SA 7 6 13 6.5 6.5 0.04 0.04 0.08

A 11 9 20 10 10 0.10 0.10 0.20

UD 4 2 6 3 3 0.33 0.33 0.67

DA 46 24 70 35 35 3.46 3.46 6.91

SDA 32 9 41 20.5 20.5 6.45 6.45 12.90

Total 100.00 50.00 150.00 75.00 75.00 10.38 10.38 χ2=20.76





about Parents are involved in different matters like development, discipline and co-curricular

activities is different from students’ parents belonging to rural areas” is accepted

285

Table No. 265

H0: There is no area wise difference in the opinion about parents frequently visits and

discuss their ward’s problems with teachers and principal

H1: Opinion of the students’ parents belonging to urban areas about parents frequently

visit and discuss their ward’s problems with teachers and principal is different from

students’ parents belonging to rural areas”

Fo Fe (Fo-Fe)2/fe


SA 9 5 14 7 7 0.57 0.57 1.14

A 13 7 20 10 10 0.90 0.90 1.80

UD 2 3 5 2.5 2.5 0.10 0.10 0.20

DA 41 23 64 32 32 2.53 2.53 5.06

SDA 35 12 47 23.5 23.5 5.63 5.63 11.26

Total 100.00 50.00 150.00 75.00 75.00 9.73 9.73 χ2=19.46





about parents frequently visit and discuss their ward’s problems with teachers and principal is


286

Table No. 266

H0: There is no area wise difference in the opinion about teachers and principal receive

parents with respect and decency

H1: Opinion of the students’ parents belonging to urban areas about teachers and principal

receive parents with respect and decency is different from students’ parents


Fo Fe (Fo-Fe)2/fe


SA 12 9 21 10.5 10.5 0.21 0.21 0.43

A 15 12 27 13.5 13.5 0.17 0.17 0.33

UD 4 1 5 2.5 2.5 0.90 0.90 1.80

DA 40 19 59 29.5 29.5 3.74 3.74 7.47

SDA 29 9 38 19 19 5.26 5.26 10.53

Total 100.00 50.00 150.00 75.00 75.00 10.28 10.28 χ2=20.56





about teachers and principal receive parents with respect and decency is different from

students’ parents belonging to rural areas “is accepted.

287

Table No. 267

H0: There is no area wise difference in the opinion about parents are satisfied with the

quality of education being imparted in the public sector colleges

H1: Opinion of the students’ parents belonging to urban areas about they are satisfied with

the quality of education being imparted in the public sector colleges is different from

students’ parents belonging to rural areas

Fo Fe (Fo-Fe)2/fe


SA 9 6 15 7.5 7.5 0.30 0.30 0.60

A 13 8 21 10.5 10.5 0.60 0.60 1.19

UD 3 2 5 2.5 2.5 0.10 0.10 0.20

DA 44 23 67 33.5 33.5 3.29 3.29 6.58

SDA 31 11 42 21 21 4.76 4.76 9.52

Total 100.00 50.00 150.00 75.00 75.00 9.05 9.05 χ2=18.10




rejected and alternative hypothesis” opinion of the students’ parents belonging to urban areas

about they are satisfied with the quality of education being imparted in the public sector

colleges is different from students’ parents belonging to rural areas” is accepted.

288

Table No. 268

H0: There is no area wise difference in the opinion about teachers conduct weekly and

monthly tests in classes regularly

H1: Opinion of students’ parents belonging to urban areas about teachers conduct weekly

and monthly tests in classes regularly is different from students’ parents belonging to

rural areas

Fo Fe (Fo-Fe)2/fe


SA 9 7 16 8 8 0.13 0.13 0.25

A 11 8 19 9.5 9.5 0.24 0.24 0.47

UD 2 3 5 2.5 2.5 0.10 0.10 0.20

DA 49 22 71 35.5 35.5 5.13 5.13 10.27

SDA 29 10 39 19.5 19.5 4.63 4.63 9.26

Total 100.00 50.00 150.00 75.00 75.00 10.22 10.22 χ2=20.45




rejected and alternative hypothesis “opinion of students’ parents belonging to urban areas

about teachers conduct weekly and monthly tests in classes regularly is different from

students’ parents belonging to rural areas “is accepted

289

Table No. 269

H0: There is no area wise difference in the opinion about cheating is common in

examination

H1: Opinion of the students’ parents belonging to urban areas about cheating is common

in examination is different from students’ parents belonging to rural areas

Fo Fe (Fo-Fe)2/fe


SA 30 13 43 21.5 21.5 3.36 3.36 6.72

A 42 21 63 31.5 31.5 3.50 3.50 7.00

UD 4 1 5 2.5 2.5 0.90 0.90 1.80

DA 15 10 25 12.5 12.5 0.50 0.50 1.00

SDA 9 5 14 7 7 0.57 0.57 1.14

Total 100.00 50.00 150.00 75.00 75.00 8.83 8.83 χ2=17.66





about cheating is common in examination is different from students’ parents belonging to

rural areas” is accepted.

290

Table No. 270

H0: There is no gender difference in the opinion about teachers conduct formative tests in

the classes

H1: Opinion of the students’ parents belonging to urban areas about Public sector colleges

enjoy good reputation in society is different from students’ parents belonging to rural

areas

Fo Fe (Fo-Fe)2/fe


SA 9 4 13 6.5 6.5 0.96 0.96 1.92

A 15 6 21 10.5 10.5 1.93 1.93 3.86

UD 3 0 3 1.5 1.5 1.50 1.50 3.00

DA 46 28 74 37 37 2.19 2.19 4.38

SDA 27 12 39 19.5 19.5 2.88 2.88 5.77

Total 100.00 50.00 150.00 75.00 75.00 9.46 9.46 χ2=18.93





about public sector colleges enjoy good reputation in society is different from students’

parents belonging to rural areas is different from students’ parents belonging to rural areas ”

is accepted.

291

Table No. 271

H0: There is no gender difference in the opinion about college management maintains

strict discipline and good management in system

H1: Opinion of the students’ parents belonging to urban areas about college management

maintains strict discipline and good management in systemic different from students’


Fo Fe (Fo-Fe)2/fe


SA 8 5 13 6.5 6.5 0.35 0.35 0.69

A 11 7 18 9 9 0.44 0.44 0.89

UD 3 4 7 3.5 3.5 0.07 0.07 0.14

DA 42 22 64 32 32 3.13 3.13 6.25

SDA 36 12 48 24 24 6.00 6.00 12.00

Total 100.00 50.00 150.00 75.00 75.00 9.99 9.99 χ2=19.97





about college management maintains strict discipline and good management in systemic


292

CHAPTER NO. 5

SUMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

5.1 Summary

The present study was based on a basic assumption that the effectiveness of

educational system was determined by the effectiveness of its management. The study of the

management system is most important in a sense that all functions of the educational

institutions are performed by the management. The effective and result oriented functioning

of college level is absolute and entire responsibility of provincial education department

therefore; good decision-making ability and managerial techniques for selection of best

course of action are expected from them. Administration as a social process plays pivotal role

in organizational health of any institution. Management is an executive activity of

administration because it acts as an organ of the administration. Management executes and

implements the policy by applying innovative techniques.

Management enjoys key role in all types of organizations whether they are public

organizations or private organizations, and also no matter if they are large or small, complex

or simple. So it is necessary for all organizations to have most efficient and vibrant

management system if it aims to perform well and achieve its goals. Education is globally

regarded as important sector, progress and development of all other sectors of national

economy are closely related to this sector. This is reason that, most of the developed

countries of the world are expending big crunch of their GDP on education. Due to very high

attention towards education sector, educational institutions in developed countries are

flourishing day by day and imparting quality education to their new generation and

transforming their youth into rich human capital to cater all sectors of national economy. In

order to build their educational institutions very high quality educational institutions, drastic

administrative reforms were introduces in developed countries. Highly centralized system of

administration which was not delivering was replaced with decentralized administrative

system and private sector was given wider role. New and innovative administration models

were implemented. Technology was also used to make the management system sophisticated.

293

Consequently, their educational institutions transformed into quality institutions and excelling

in the world. Similarly, In our country, those successful administrative models can be adopted

to reform our educational administrative system. Good governance practices can bring far

reaching results and bring visible change in the whole education system Education in

Pakistan is provincial subject according to the constitution. College education is an important

component of the entire education system because it generate and develops middle level

human resource for the national economy and it also produces high quality young

professionals for professional colleges and universities in different fields like social,

economic and political. It is therefore, important that college education should be given top

priority by the government and current loopholes in the management system should be

removed through good governance.

The study was aimed at to evaluate the management system of public sector colleges

in province of sindh. Thus, the objectives of the study were; to evaluate the present structure

and functioning of the management of the public sector colleges in terms of; organization,

policy formulation and implementation, staffing, monitoring and accountability, to assess the

weakness and strengths of present management system of the public sector colleges, to assess

the efficiency of college teachers and students and to give recommendations for good

governance in the management system of public sector colleges in the province of Sindh.

Certain hypotheses in (null and alternative) form were formulated for the study.

The population of the study was comprised all 258 public sector colleges of five

regions of the province. College principals, teachers, students, parents and provincial

managers were included in the population of the study. The sample consisted of 40 principals,

206 teachers and 1000 students, 150 parents and 06 administrative officers. However, to

choose the sample, random sampling technique and convenience sampling were used. In

order to collect data, the five comprehensive questionnaires were developed and administered

personally and through other possible means. All five questionnaires were piloted tested for

determining their reliability and validity. Chi-square statistics, percentage and mean score

were applied to draw inferences from the collected data. Main findings of the study revealed

that ignorance towards college education by the government, lack of proper policies and

plans for improvement of college sector, centralized system of management and bureaucracy

centered decision making, lack of effective monitoring and accountability system, faulty

admission and examination systems, political involvement and interference, lack of trainings

294

and incentives system for the faculty,, corruption and meritless policies.

5.2 General Research Findings (Principals)

5.2.1 High percentage of the respondents 94.44% expressed agreement with the statement

that they take initiative for bringing improvement in the management system of their

colleges 4.45% were undecided whereas 1.11% expressed disagreement with the

statement

Table No: 13

5.2.2. High percentage of the respondents 94.44% viewed that they try to develop team work

and cooperation in the working, 2.22% were undecided whereas 3.33% did not agree

Table No: 14

5.2.3. High percentage of the respondents 73.33% viewed that they take timely decisions and

in consistent with their plans, 21.11% were undecided whereas 5.55% expressed

disagreement. Table No: 15

5.2.4. High percentage of the respondents 65.56% express opinion that they delegate

authority for the betterment of management system, 20% were undecided whereas

14.44% did not agree. Table No: 16

5.2.5. High percentage of the respondents 50% viewed that they allow complete freedom to

staff members in working, 31.11% were undecided whereas 18.88% expressed

disagreement. Table No: 17

5.2.6. High percentage of the respondents 76.67% express opinion that they are satisfied with

the quality of education being imparted in their colleges, 14.44% were undecided

whereas 8.88% disagreed with the statement.

Table No: 18

5.2.7. Most of the respondents 75.56% viewed that they are provided sufficient funds and

295

powers to expend funds for development, 14.44% were undecided whereas 10%

expressed disagreement.. Table No: 19

5.2.8. Most of the respondents 63.33% viewed that they feel under pressure as administrators

21.11% were undecided whereas 15.55% did not agree with the statement.

Table No: 20

5.2.9. High percentage of the respondents 71.11% viewed that they avoid conflict and

confrontation with your colleagues, 14.44% were undecided whereas 14.44%

disagreed. Table No: 21

5.2.10 High percentage of the respondents 76.67% viewed that they tolerate disagreement

and encourage good suggestions in decisions, 13.33% were undecided whereas 10%

did not agree with the statement.

Table No: 22

5.2.11. Most of the respondents 90% viewed that they utilize different funds properly and

transparently 5.55% were undecided whereas 4.44% remained at disagreement level.

Table No: 23

5.2.12. Most of the respondents 84.44% viewed that teachers do preparation before teaching

and teach properly in colleges 4.44% were undecided whereas 11.11% did not agree.

Table No: 24

5.2.13. High percentage of the respondents 77.78% viewed that teachers remain involved in

administrative responsibilities, 13.33% were undecided whereas 11.11% disagreed.

. Table No: 25

5.2.14. Most of the respondents 77.78% viewed that education department provides training

facilities to college teachers, 12.22% were undecided whereas 10% disagreed with the

statement. Table No: 26

5.2.15. High percentage of the respondents 75.56% viewed that Parents are invited in

organizing annual days, sports and other programs held in college, 18.88% were

296

undecided whereas 7.77% disagree. Table No: 27

5.2.16. High percentage of the respondents 61.11% viewed that, formative testing is carried

out from time to time 30% were undecided whereas 8.88% remained at disagreement

level. Table No: 28

5.2.17. Most of the respondents 54.44% viewed that, various types of items are used in

tests.20% were undecided whereas 25.55% did not agree.

Table No: 29

5.2.18. High percentage of the respondents 62.22% viewed that Cheating is common in

examination, 21.11% were undecided whereas 16.66% remained at disagreement

level. Table No: 30

5.2.19. Most of the respondents 71.11% viewed that most of the teachers participate in

activities of the union, 18.88% were undecided whereas 10% disagreed with the


5.3 General Research Findings (Teachers)

5.3.1. 70.27% teachers viewed that, they come well prepared and teach to student properly

11.96% were undecided whereas 17.76% teachers showed disagreement with the


5.3.2. 77.41% teachers opined that there are almost all teaching aids available in their

institution, 10.81% teachers were undecided whereas 11.77% showed disagreement

with the statement. Table No: 43

5.3.3. 69.50% respondent teachers opined that, most of the teachers reach and leave the

college on time 10.03% teachers were undecided whereas 20.46% remained at

disagreement level. Table No: 44

5.3.4. Most of the respondent teachers 64.09% viewed that teachers rarely care whether

297

students understand their lecture or not 14.47% were undecided whereas 21.42% did

not agree with the statement. Table No: 1.96

5.3.5. 62.36% respondents viewed that they are satisfied with the quality of education being

imparted in their college, 12.54% were undecided whereas 25.09% did not agree with

the statement.. Table No: 45

5.3.6. Most of the respondents 57.14% opined that, there exists good social relationship and

teamwork between college teachers and principals 13.70% were undecided whereas

29.15% showed disagreement. Table No: 46

5.3.7. Most of the respondents 71.24% viewed that college principals tolerated disagreements

and encourage good suggestions from teachers, 12.54% were undecided whereas

16.21% did not agree. Table No: 47

5.3.8. Majority of teachers having 45.00% of opinion said that college principals utilize

different funds transparently, 17.95% were undecided whereas 44.59% disagreed

Table No: 48

5.3.9. Most of the teachers having 52.31% of opinion said that college principals know

managerial skills and financial rules, 28.57% were undecided whereas 19.11%

expressed disagreement. Table No: 49

5.3.10. In the same way the teachers having 20.08% of opinion viewed that the library,

laboratories and classes in their colleges are well equipped and clean. 26.83% were

undecided whereas 53.08% did not agree with the statement. Table No: 50

5.3.11. The teachers having 50.58% of opinion, agreed with the statement that, college

offices manage different functions like admissions, examinations etc well

systematically 22.39% were undecided whereas 27.02% remained at disagreement

level. Table No: 51

5.3.12. The teachers having 53.86% of opinion, viewed that, Principals involve college

teachers in managerial tasks.18.72% were undecided whereas 27.41% did not agree

298

with the statement. Table No: 52

5.3.13. The teachers having 41.89% of opinion, viewed that education department provides

training opportunities to college teachers, 20.27% were undecided whereas 37.83%

did not agree. Table No: 53

5.3.14. The teachers having 38.61% of opinion, viewed that the college administrative staff

cooperate and facilitate to teachers, 25.28% were undecided whereas 38.61%

disagreed. Table No: 54

5.3.15. The teachers having 49.61% of opinion, viewed that college offices records are

properly maintained, 17.18% were undecided whereas 33.20% disagreed with the


5.3.16. In the same way the teachers having 46.14% of opinion, viewed that principals

allocate responsibilities on the basis of teachers’ abilities and choice.16.79% were

undecided whereas 37.06% teachers disagreed. Table No: 56

5.3.17. The teachers having 43.43% of opinion, viewed that, parents are invited on annual

days, sports and in other programs.15.44% was uncertain while 41.11% agreed with

the statement. Table No: 57

5.3.18. The teachers having 50.97% of opinion, said that, they conduct formative tests in the

classes13.12% were undecided whereas 3 9.90% disagreed with the statement.

Table No: 58

5.3.19. The teachers having 46.13% of opinion, said that teachers use various types of items

in tests, 15.63% were undecided whereas 38.22% disagreed with the statement.

Table No: 59

5.3.20. The teachers having 45% of opinion, viewed that, college teachers participate in the

activities of union 29.72% were undecided whereas 25.28% disagreed with the


299

5.3.21. Most of the teachers 55.60% agreed that students organizations harass teachers and

interfere in college administration, 13.89% were undecided whereas 3 0.50% did not

agree with the statement. Table No: 61

5.3.22. The teachers having 47.29% of opinion, viewed that, there exists good coordination

between different offices like principal office, regional director office and provincial

secretariat 14.09% were undecided whereas 38.61% did not agree. Table No: 62

5.3.23. The teachers having 48.64% of opinion viewed that, there exist accountability and

transparency on all provincial education department offices 16.21% were undecided

whereas 35.13% disagreed Table No: 63

5.3.24. The teachers having 42.47% of opinion agreed that principal maintain strict discipline

and inspection system in college, 16.79% were undecided whereas 40.73% did not

agree with the statement. Table No: 64

5.4 General Research Findings (Students)

5.4.1. 71.24% respondents agreed that all teachers of their college review their teaching time

by time and come well prepared in classes Table No: 70

5.4.2. Most of the respondents 62.45% agreed that there are almost all modern teaching aids

available in their colleges Table No: 71

5.4.3. The respondents having 51.55% of opinion, agreed that teaching is mostly dictating

notes on reading from text Table No: 72

5.4.4. The respondents having 71 .24% of opinion, agreed that most of the teachers reach

institution on tie and are regular in class teaching. Table No: 73

5.4.5. The respondents having 85.46% of opinion, agreed that the all students are regular and

reach college on time. Table No: 74

300

5.4.6. Most of the respondents 64.06% agreed that teachers rarely care whether students

understand their lecture or not. Table No: 75

5.4.7. The respondents having 91.95% of opinion agreed that they are satisfied with the

quality of education being imparted in your college. Table No: 76

5.4.8. Most of the respondents 62.34% agreed that principal of their college enjoys the

confidence of all teachers and student. Table No: 77

5.4.9. 58.74% respondents agreed that teachers are divided into warning groups and have no

good relations with principals. Table No: 78

5.4.10. The respondents having 59.38% of opinion agreed that Principal try to solve all

problems of students and provide all necessary facilities. Table No: 79

5.4.11. The respondents having 68.24% of opinion agreed that the library, laboratory in your

college is well equipped and well-functioning. Table No: 80

5.4.12. The students having 78.43% opinion agreed that Principal maintain strict discipline

and inspection system in the college. Table No: 81

5.4.13. The students having 66.46% opinion agreed that majority of the students participate

take part in the activities of student’s organizations. Table No: 82

5.4.14. The students having 84.87% opinion agreed that parents are invited on annual day’s

sports and in other programs. Table No: 83

5.4.15. Majority of the students 83.15% agreed that the teacher conduct formative tests in the

classes. Table No: 84

5.4.16. Majority of the students 75.38% agreed that the college teachers promote tuition,

culture and pressurize students to get tuition. Table No: 85

301

5.4.17. Majority of the students 74.68% agreed that college administration organize co-

curricular activities regularly. Table No: 86

5.4.18. Majority of the students 84.82% agreed that the college office staff manage different

functions like admissions, examination etc in systematic manner.

Table No: 87

5.4.19. Majority of the students 81.55% agreed that the college administration provides

incentives to intelligent and deserving students. Table No: 88

5.5 Parents (General)

5.5.1 Majority of respondents 65.3% disagreed with the view that most teachers do

hard work and manage classes well while 33.3% agreed. Table No: 90

5.5.2 Majority of respondents 68.5% agreed with the view that teaching is mostly

dictating notes or reading from text while 28.0% agreed. Table No: 91

5.5.3 Majority of respondents 60.0% disagreed with the view that teachers are regular and

punctual on their duties while 32.6% agreed. Table No: 92

5.5.4 Majority of respondents 64.0% disagreed with the view that they are satisfied

with the quality of education being imparted in the college while 35.3% agreed.

Table No: 93

5.5.5 Majority of respondents 56.6% disagreed with the view that college

management solve the problems of students and provide necessary facilities

while 42.0% agreed. Table No: 94

5.5.6 Majority of respondents 65.3% agreed with the view that college teachers pressurize

students to join their tuition centers while 34.0% disagreed.

Table No: 95

302

5.5.7 Majority of respondents 58.0% disagreed with the view that Budget allocated to

institution to sufficient and utilized properly while 40.0% agreed.

Table No: 96

5.5.8 Majority of respondents 58.6%agreed with the view that college offices manage

admissions and other tasks systematically while 39.3% disagreed.

Table No: 97

5.5.9 Majority of respondents 51.0% disagreed with the view that Parents are involved in

different matters like development, discipline and co curricular activities. While 48.0%

agreed. Table No: 98

5.5.10 Majority of respondents 64.6% agreed with the view that they frequently visit and

discuss their ward’s problems with teachers and principal while 34% disagreed.

Table No: 99

5.5.11 Majority of respondents 60.0% agreed with the view that teachers and principal

receive parents with respect and deaconry while 38.0% disagreed.

Table No: 100

5.5.12 Majority of respondents 56.0% disagreed with the view that they are satisfied

with the quality of education being imparted in the institution while 42.0%

disagreed Table No: 101

5.5.12 Majority of respondents 61.3% disagreed with the view that teacher conducts

weekly and monthly tests in classes regularly while 37.3% agreed.

Table No: 102

5.5.13 Majority of respondents 65.3% agreed with the view that Cheating is common in

examination while 35.3% disagreed Table No: 103

5.5.14 Majority of respondents 54.0 disagreed with the view that Public sector colleges

303

enjoy good reputation in society while 38.6% disagreed

Table No: 104

5.5.15 Majority of respondents 59.3% were of the view that College management

maintains strict discipline and good management in system while 40.0% disagreed

Table No: 105

5.6 Findings from open ended questions

All the five questionnaires also contain open ended questions which ask suggestions

and Comments for the improvement of management system of public sector colleges and

establishment of good governance.

5.6.1 The Principals should be taken on board before formulating any policy and plans

5.6.2 Provincial bureaucracy should follow rules and regulations while taking important

decisions.

5.6.3 Political interferences should be stopped from all sides

5.6.4 Merit and transparency should be ensured in all matters of management including

transfers and postings.

5.6.5 Management r0elated trainings or courses should be organized for college principals.

5.6.6 Modern technology should be utilized to make monitoring system of colleges

more effective.

5.6.7 Financial autonomy and powers should be given to principals

5.6.8 Shortage of teaching and non-teaching staffed should be overcome

304

5.6.9 Principal may be authorized to fill vacancies on temporary basis to overcome the

problem of shortage of staff.

5.6.10 sufficient funds for provision of physical facilities and infrastructure

development should be provided.

5.6.11 Teachers should be provided pre-service and in-service trainings.

5.6.12 Teachers should be given timely promotions and proper incentives

5.6.13 Audio Visual Aids should be provided to the classrooms.

5.6.14 Teachers’ bodies should be given role in decision making process at all levels.

5.6.15 Semester system of examination should be introduced at college level.

5.6.16 Curriculum of different subjects should be revised and teachers should be given role

in curriculum designing.

5.6.17 Student organizations should be banned.

5.6.18 For admission in the colleges, pre-entry test system should be introduced.

5.6.19 Latest books and modern libraries facilities should be provided to the students.

5.6.20 Curricular and co-curricular activities should be organized systematically and

frequently.

5.6.21 Laboratory facilities and equipments should be provided to the colleges.

5.6.22 Parents and community should be given due role in different matters of colleges

5.6.23 Formative and summative testing system should be improved and strengthened.

305

5.6.24 Quality enhancement cells should be established at regional offices.

5.6.25 there should be introduced computerized and automated system for office work.

5.6.26 Teaching and management cadre should be separated.

5.6.27 In rural areas residential college system should be introduced.

5.7 Conclusions

1. Majority of sampled principals' age was 56-60 years and had Master level academic

qualifications and only 40 percent had professional qualifications to their credit. They

had 25-30 years of teaching experience and administrative experience ranging from

one to five years.

2. Majority of the sampled principals did not receive any pre-service and in-service

training. However, those who had received training did not clearly correspond to their

jobs.

3. Majority of the sampled principals did not forward any single case of study leave,

which indicate that they did not encourage the staff for higher studies.

4. Most of the principals were found deficient in computer skills, decision-making,

sharing of authority, conflict management, time management, human relationships,

motivation skills, and team building, Planning for bringing improvement in the

management system of the colleges is carried out but there are implementation gaps

due to lower and upper ebbs.

5. Team work and cooperation is preferred but different pressures from teaching and non

teaching staff also exist.

6. Education being imparted in colleges is somehow satisfactory but tuition and

coaching culture is hampering the system especially in science colleges.

306

7. Sufficient funds in the accounts of colleges are available and but principals had

limited powers to expend those funds for development due to complicated process.

8. Disagreements are not tolerated and limited academic and working freedom is

allowed to teaching and non-teaching staff.

9. Teachers’ unions and student organizations pressurize administration.

10. Formative tests are conducted in the classrooms but practice is not frequent.

11. College Principals lack managerial skills and competency so they cannot deliver

efficiently.

12. System of transfers and postings is not fair but transfers and postings are done on

political basis

13. Teachers come well prepared and teach to students properly but mostly they are not

trained.

14. Teaching aids are available in colleges but modern teaching aids are not available and

used.

15. Science teachers remain involve in tuition during duty timings

16. Somehow there exists good social relationship and teamwork between college

teachers and principals but confrontation occurs from time to time.

17. College principals utilize different funds but lack of transparency and

misappropriation in funds utilization is prevalent.

18. In some cases college principals know managerial skills and financial rules but in

most cases they are very weak in these areas.

307

19. Libraries, laboratories and classes in colleges are equipped but are not up to date and

properly functional.

20. College offices manage different functions like admissions, examinations but merit

and transparency lacking.

21. Principals involve college teachers in managerial tasks but element of liking and

disliking is common.

22. Education department does not provide training opportunities to college teachers and

there exit no training academy for teachers..

23. Parents are invited on annual days, sports and in other programs but these events are

rarely organized.

24. Colleges teachers participate in the activities of union because provincial department

does not solve their just problems.

25. There exists coordination between different offices like principal office, regional

director office and provincial secretariat but only for official correspondence but not

for solution of problems.

26. Accountability and transparency on all provincial education department working is

missing.

27. In some cases Principal maintain strict discipline and inspection but mostly these

practices are rarely followed

28. Teachers review their teaching from time to time but they mostly follow traditional

style of teaching

29. Most students are not regular in colleges because attendance system is not

308

implemented.

30. Principals of the colleges enjoy the confidence of teachers and students but other

stakeholders have little say in the system.

31. In some cases teachers are divided into groups.

32. Principals try to solve problems of students and provide facilities but due to financial

constraints their pace is slow.

33. Some students take part in the activities of student’s organizations but majority avoid

34. College teachers promote tuition, culture and pressurize students to get tuition in

science colleges.

35. The provincial educational managers were not satisfied with the allocated

administrative powers, financial powers and budget.

36. Provincial educational managers were not satisfied with the quality of education in the

colleges of the province.

37. Provincial mangers pointed out the following weaknesses exist in the system

excessive political interference in official matters, insufficient availability of funds,

and shortage of staff. lack of proper training to the administrative as well as teaching

staff., lack of coordination between provincial and regional level.

5.8 Recommendations

In the light of this study, following recommendations are made which can bring about

good governance in the management system of public sector colleges in the Sindh province;

.

1. Policy and planning

309

i. More practical and implementable policies should be devised by the provincial

education department to improve and strengthen college education system.

Consistency and flexibility should be there in all devised policies and plans and all

the stake holders should have a say in the policies.

ii. Separate administrative cadre for the effective implementation of policies and plans

for better management of the public sector colleges should be created

iii. The public representatives should refrain from unnecessary interference and political

clout over education officials. The merit policy should be followed strictly in all the

fields of administration. The nepotism in all the aspect of working should be

discouraged.

2. Organization and problem solving

i. At institutional level, administrative system should be run through democratic style

by the principals and they should ensure that their office staff should be cooperative

and facilitator to teachers and students.

ii. Annual days, sports and other programs should be organized on frequent basis and

parents should be invited.

iii. Different functions like admissions, and examinations should be on merit and

provincial education department, college management and examination boards should

jointly devised an effective system to curb cheating culture in the annual

examinations.

iv. While assigning managerial tasks, teaching staff should also be involved according to

their abilities and experience.

v. College teachers’ problems like promotions, transfers and postings should be Solved

systematically by the provincial department so that college teachers should be barred

310

from union activities

vi. Problems of students should be given serious consideration and should be solved on

top priority level by the college administration..

3. Staffing

i. College principals are appointed on seniority basis but there should be devised certain

criteria for the appointment of principals and appointment should be through search

committee constituted by provincial education department.

ii. Current qualification required for the appointment of lecturer in colleges is Master

degree in relevant field but its not enough, provincial department should enhance the

criteria and besides master degree, other qualification like B.Ed/M..Ed or M.Phil

should be required. College lecturers should be given grade 18 like university

lecturers.

iii. There is acute shortage of teaching staff in the colleges of rural areas particularly in

the girls’ colleges of the province. So, provincial department should fill the available

vacancies of the lecturers on priority basis and male /female teachers serving in the

rural areas should be given special allowances and residence facility.

4. Training and capacity building

i. In colleges number of managerial staff is from teaching cadre. They should be

provided necessary managerial trainings. The Principals and Regional Officers are

posted from teaching cadre, who may be very good teachers but not good

administrators. Therefore, they should be provided training facilities in all managerial

areas in order to make them efficient managers.

ii. Separate training academy for the training of college principals and teachers should be

established and educational management course should be offered.

311

5. Monitoring and Evaluation

i. The modern technology means should be used for effective monitoring of the public

sector colleges in the province.

ii. Teacher accreditation and licensing system should be initiated for the effective

evaluation of teaching learning process in the colleges of the province.

iii. The rewards and punishments should be enhanced to encourage and discourage the

officials at all ladders of the management system.

6. Coordination and Teamwork

i. Management offices of all levels like principal office, regional director office and

provincial offices should work in coordination and teamwork be for smooth

functioning and solution of problems.

ii. Within colleges, there should be ensured good social relationship among

administration, teaching faculty, students and parents.

iii. College administration should show flexibility and tolerates disagreements and

encourages good suggestions from teachers, students and parents.

7. Quality Assurance

i. Quality enhancement cells should be established at regional directorate offices for

improving the quality of education in colleges.

ii. Pre-entry test for the admission in the colleges should be introduced for further

312

improvement in the quality of education.

iii. In college timings, tuition and coaching culture should be strictly banned Parents and

society should discourage coaching and tuition culture.

iv. Teachers should review their teaching from time to time and adopt new methods of

teaching and use modern teaching aids available in colleges.

v. Teachers should be provided professional development opportunities for the

continuous improvement in their teaching methodology.

vi. Modern teaching aids should be provided in the classrooms for effective teaching

learning.

vii. Student attendance system should be implemented strictly.

viii. Political and union activities should be banned in the colleges.

ix. Formative testing system in the colleges should be institutionalized

x. For the improvement of quality of education, provincial department should issue

ranking of colleges every year like higher education commission HEC Pakistan

which issue ranking of universities every year..

8. Authority and delegation

i. In order to ensure better and proper functioning of public sector colleges, authority

should be decentralized and more financial and administrative powers should be

given to college principals.

ii. Auditory and other impediments should be removed and funds utilization process

should be made easy by the provincial department for maximum utilization.

iii. In order to overcome the shortage of lower staff, appointment authority should be

given to college principals.

9. Accountability and Transparency

313

i. Accountability and transparency in all provincial education department working

should be ensured.

ii. In order to ensure transparency in the utilization of different funds, provincial

department should involve private sector for financial accountability of whole

provincial education department.

iii. For effectiveness of college system, strict discipline and inspection system in colleges

should be established.

iv. Teachers should be made regular and punctual on duty and science subject teachers

should be barred from coaching classes during college timings.

v. All the transfers and postings in the education department should be on merit and

corruption, favoritism and nepotism like practices should be stopped and finished.

10. Physical Facilities

i. Provincial government should provide good infrastructure which includes good

buildings, well equipped libraries, laboratories well furnished classes, play grounds,

fresh drinking water, and furniture and sports kits on priority basis particularly in

rural areas to colleges in the province.

5.9 Recommendations for Future Research Studies

i. Experimental study to compare mean performance of public sector colleges run under

good governance with that of colleges run under routine management.

ii. Relationship of the management system of public sector colleges known for good

governance with the management system of colleges run as usual.

iii. Building quality institutions at college level through good governance in public

sector system.

314

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Websites

1. Manager-Tools

http://www.manager-tools.com/manager-tools-basics

2. Great Leadership by Dan

Great Leadership by Dan features a regular stream of high-quality articles on such

topics as 'How to 'Act' like a Leader, Succession planning, performance management.

Blog posts are often written by guest bloggers.

3. Management Craft

Management Craft tags itself as 'Discussions about state of the art business

management.' and we couldn't put it better! I discovered this site via a link from

another site to the classic post "Birthday Butterfly Flap Post".

4. Marshall Goldsmith

Specifically, this page on Marshall's site contains 11 excellent leadership articles

including 'Try Feedforward Instead of Feedback' which greatly effected much of my

thinking about feedback.

5. Forbes (Leadership sub-section)

Forbes's sub-site is definitely not the most focused on this list but because of its

famous brand name, it benefits from New York Times best-selling guest writers of the

highest quality, such as Christine Comaford.

6. The Practice of Leadership blog

Posts can be a often infrequent on The Practice of Leadership blog, but when they

arrive, they are usually pretty beefy and in-depth. The recommended reading section

section is intimidating - how does anyone get time to read all those books, much less

review them all?! .

325

7. Curious Cat Management Improvement Blog

John Hunter's blog is not a direct leadership blog but covers leadership via his posts

on lean manufacturin/thinking, six sigma, customer focus, systems thinking, Toyota

Production System and innovation.

8. Linked 2 Leadership

In its own words - "Linked 2 Leadership is a group of global professionals dedicated

to leadership development, organizational health, and personal & professional

growth". In our own words - a solid site with a pretty dedicated fanbase. The site has a

pretty extensive roster of guest bloggers spanning industries as different as Education

and Tech.

9. Three Star Leadership

Wally Bock's Tips of the Day are the highlight of this site, recent tips include: 'Keep a

list of mini-projects' and 'Time off should be time off'.

10. Dilbert.com Learn how not to lead!

11. Sindh Province

http//karachi.china-consulate.org/eng/lqgk/t264253.htm visited on 14 September, 2102 at

10 p.m12. Education in Sindh Province

http//www.sindheducation.gov.pk/

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