CHAPTER-l

CONCEPTUAL FRAMEWORK

1.1 Introduction

Under the impact of the forces of modernization and globalization, the

traditional support systems such as the joint family and community living are

under strain and so are the value systems which have been a successor to an

individual under stress. Large scale migration of people in search of better life

elsewhere, new modes of production, communication and economic activity

on account of globalization have accelerated the feeling of alienation among

people. The increasing use of facebook and whatsapp etc bear a testimony to

an increasing need for social support arising from the problem of alienation

among people. They are playing a major role in supporting the people

socially, and act a weapon to deal with the consequences which arises due to

alienation.

Scientists and pragmatics are trying to find out the connection between

the internal and external lives of the individuals. The people are worried not

only to walk in hand in hand with fast emerging urbanization and technology

and also with their social relationship respectively. The herculean task is to

maintain the balance between them. The balance between them is the key to

live a content and happy life.

Alienation is a state of being cut off or separation from a person or

group of people. The person feels all alone. The Latin word for alien is alienus

which means “belonging to another,” don’t have the feeling of belongingness.

The idea of not belonging, or not fitting in, gave rise to the Latin verb

“alienare” meaning “estrange”, which alienation comes from.

Karl Marx’s theory of alienation describes that alienation results from

the private ownership of capital and the employment of workers for wages,

and arrangement that gives workers little control over what they do. So, the

workers are devoid of the feeling of belongingness. In alienated systems,

people no longer work because they experience satisfaction or a sense of

connection to the life process, but instead work to earn money, which they

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need in order to meet their needs. They work to fulfil their needs and not for

their inner satisfaction.

Alienation is a syndrome which evolves as a result of the relationship

between the worker and the work’s socio-technic conditions and it arises

when the workers don’t have control on the process of their work, they do not

feel themselves to be related to the work. They are working according to

other’s choice. They don’t enjoy while working.

Karl Marx explained that alienation from the self, antagonize an

individual from self. The individual starts to undermine oneself.

Marx explained that four type of alienation occur.

1. Alienation of the worker from their product: as the design of the product

is decided neither by the producers nor by the consumers but by the

capitalist class. So, the workers have no control. Even the profit also

goes to the capitalist class. So, the worker does not show any interest

in the improvisation of the product. New ideas would not come in

existence.

2. Alienation of the worker from the act of production: Workers are not

getting any profit from the production, they do not own the mean of

production, are reduced to wages only. So, this would also act as

spoke in the development and new innovations. Lack of interest would

be there.

3. Alienation of the worker from their Gattungswesen (human nature): by

nature individuals are same. Every individual has the desire to engage

in activities that results in mutual human survival. But this division of

labour has developed a breach among the individuals. The capitalists

are getting a huge benefit in economic as well as in social conditions,

but the condition of the workers still remain deplorable, although the

factories were established to improve the conditions of the working

class, but still a wide rift still exist.

4. Alienation of the worker from other workers: Capitalism results in false

consciousness, where a cut throat competition among workers is born

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regarding wages. Everyone has individual interests ignoring the socio-

economic development of the society. Individual development is the

main aim. An emotional bond is missing.

Alienation is type of psychological or social ailment. It is separate from

fetishism and objectification. It is related to subjectivity and not objectivity.

Alienation is sometimes explained on the basis of how individual feel or

experience, this can be named as subjective alienation. In some cases

alienation is explained in terms where no reference to the feelings or

experience of the individual is given.

Oxford Dictionary (1940), defines alienation as the state of isolation,

alienation as an experience in which the person consider himself as an alien

creature, not related to some body.

According to Mclnerney and Mclnerney (2003) there are three

dimensions of alienation.

Powerlessness, which results in a person having a feeling of no hold

over their lives. They feel as they are under others docilicity.

Social estrangement, where a feeling of isolation, physical and

psychological, from the society is born in an individual. Individual feels

as a separate unit from the society. Emotional support is not provided

by the society.

Meaninglessness, where a person does not find any kind of relevancy,

in anything which happens to it. An individual has the feeling of

purposeless life. Nothing is important.

According to Seeman (1959), alienation is a state developed by the

feelings of powerlessness, meaninglessness, normlessness, isolation and self

estrangement and their consequences as a result of social, institutional and

relational problems. All these problems results in a state of alienation.

Powerlessness describes the conditions, under which the individual

lacks any control over not only their own product, but also over the outputs of

the instruments they have used in this process. There is lack of ability,

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influence or power in an individual. This ultimately gives rise to stress. So, this

stress decreases the productivity also.

Normlessness means to disapprove of the necessity of the behaviours,

which are required to achieve one’s objectives. Erosion of norms is there.

Norms act as the major tool to bring order in the society. Sense of correct and

incorrect is lost. Normlessness gives rise to alienation.

Isolation, describes either the lack of any bond of friendship, or

participation in an organizational environment at the lowest level. Isolation

may be experienced due to either the individual’s departure from the society,

or due to the individual’s exclusion from its community. It is the stage where

as individual is separated from the society and is alone.

Meaninglessness, describes the individual’s failure in understanding

their own activities, a failure in building a bridge between the present and the

future. Lack of any kind of significance is there. No value or no purpose exists.

Whatever an individual does is lacking any meaning and significance. This

becomes a cause of alienation.

Self-estrangement can be defined as the psychological state in which

person deny one’s own interests - of activities giving extrinsic satisfaction,

rather than activities giving intrinsic satisfaction. A person becomes stranger

to oneself, or to some parts of oneself or has a problem of self-knowledge or

authenticity. The individual tries to satisfy others. In case of self-estrangement

an individual feels alienated.

In a broader philosophical context, especially in existentialism and

phenomenology, alienation describes the insufficiency of the human being in

relation to the world. The human mind sees the world as an object of

perception, and is alienated from the world, rather than living within it. Soren

Kierkegaard (1856), who, from a Christian viewpoint, explained alienation as

separation from God, and also examined the emotions and feelings of

individuals when faced with life choices. Albert Ponting (1901), had defined

alienation as the state of mind when the individual is indulged more in the

worldly affairs and is away from the almighty.

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In the theory of psychoanalysis developed around the start of the 20th

century, alienation has been defined as the divisions and conflicts between

the conscious and unconscious mind, and between the self and civilization. A

conflict and division is also there between different parts of a hypothetical

psychic apparatus.

Kohn has described alienation in 4 sub-dimensions like powerlessness,

normlessness, self-alienation and cultural alienation. Middleton has made an

addition to it by giving 6 sub-dimension, he included meaninglessness,

powerlessness, normlessness, social alienation, work alienation and cultural

alienation.

Fromm has described alienation as not less than an ailment in modern

times. An alienated person would never contribute in creative production. For

creative production self satisfaction and self esteem plays a significant role. In

alienated person both are missing.

The terms like ‘mediation’ and ‘psychic distance’ are proposed in place

of alienation by John Lachs.

Budak(2003) has referred alienation as the condition which is related to

weakness, loneliness, role confusion, hopelessness, etc. And in sociological

point of view he has explained it as a broken link between the individual and

other people or environment. A network between the society is missing.

Society plays a significant role in the life of the individual. So, in case of

alienation a support from the society is missing.

Psychologists define alienation as an extraordinary variety of

psychological disorders, including apathy, loss of self, loneliness, pessimism,

powerlessness, isolation, anomie, anxiety states, anomie, despair,

depersonalization, rootlessness, loneliness, atomization, and the loss of

beliefs or values. The individual loss all sort of interest in the society.

Whatever is happening, it is happening inside the individual.

1.1.1 Alienation in Teachers

Alienation is a concept that refers to both a psychological condition

found in individuals and to a social condition that underlies and promotes it.

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So, both internal and external factors are playing a major role.

Teachers have a great impact on the schools both quantitatively and

qualitatively as they are responsible for maintaining social, political, and

economic functions of the schools. Teachers have the power to influence

others and the major weapon is communication only. Teacher has a great

responsibility of showing the right path and direction to the society. Alienation

to work averts teachers to be creative and to work for the improvement of

vocational qualifications of the students, to make contribution in the

development of the society, to make learning more effective and to cooperate

with management and other teachers. Alienation ultimately put a spoke in the

development of the individual as well as the institution. This ultimately

becomes a hurdle in the development of the society.

In schools, a teacher has to deal with many problems, like no success

in teaching, overburden of work, no cordial relation among colleagues, etc.,

these all affects the performance of the teacher. These affect the teacher

psychologically. If a teacher is internally disturbed and not satisfied, the

working capacity of the teacher is affected.

Knoop (1982) explained that un-satisfaction at work place leads to

alienation among teachers. An unsatisfied teacher is not able to perform his

duties properly. Lack of interest is there.

Vavrus (1987) explained that teacher burnout, stress and alienation are

interrelated. They affect the teachers work. Finally the performance of the

teacher and its teaching potential is affected.

According to one research, teaching is a very difficult job, it shorten the

life span of the people (Baltas & Baltas, 2002). The stress in this profession is

at its peak. There is a huge burden on the shoulders of the teacher. The

burden to always excel just affect the teacher psychologically as well as

physical health is also affected.

Pugh (2003) explained that the alienation is born in the teachers when

their subjective sense of accreditation is disabled by the teacher culture and

decisions of the administration. This results into frustration, which affects the

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performance of the teacher. The whole control in the hands of the

administration disables the teacher from its potential. The teacher feels as if

just as a puppet in the hands of the administration.

Verma (2017) has explained that if the alienation is related to teachers

then it creates a havoc in the development of the society, as the teachers are

the builders of the nation. Alienation hinders the teacher from doing its best,

rather they give worse performance. In the long run the whole nation suffers.

Types of alienation found in teachers are given below

The alienation of the Teacher from their work.

The alienation from teaching itself where teaching becomes

meaningless and mundane.

The alienation of the teacher from themselves as a social agent.

The alienation of the teacher from other students and teachers.

Teachers feel that they are controlled by economic forces, political

forces and the social forces i.e. the force of negative public discourse. These

all forces are a great burden on the performances of the teacher. The

potential of the teacher is hindered. They are not able to give their hundred

percent. The professional views of the teachers have always been excluded

from the process of decision making and it is very frustrating. They feel

useless and worthless as they have no real say in shaping their work lives.

For those teaching is worship, it becomes difficult to accept that they are mere

workers who have to follow the commands of the management. In most of the

cases the management really does not know anything about teaching. The

teachers have the feeling of hopelessness, a sort of fatigue is there, due to

which loss of interest is there. Loss of interest in the teaching, as well as in

various other curricular and co-curricular activities, results in under

development of the students as well as the institution.

Kanchan (2016) has given the opinion that teacher has a great impact

upon the behaviour of the students. Teacher has the ability to mould the

behaviour of the students. Teacher enhances the personality of the students

by various activities like giving them knowledge about importance of planting

trees, cleanliness, etc. teacher gives life to books. Teacher gives a new

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definition to books. So, if the teacher is alienated, everything will be

destroyed. We cannot expect a developed nation.

Teachers are the pillars of an education system. If teacher is not doing

justice towards its duties, then the whole nation is affected. We cannot dream

of a developed nation where the alienation among teacher exists.

In this modern era, many new devices have been invented, like laptop,

internet, etc, but none could replace the teacher. Teacher should be efficient

and away from worries, to give its best. So, alienation among teachers is a

serious matter of concern.

This negative emotion, no doubt has an adverse effect on the mental

health of teachers as well as their teachings. Mental health is a serious matter

of concern. Although not much importance is given to this, but it is the integral

part of an individual’s performance.

The teacher may feel alienated due to many factors like un-satisfaction

at work place, (this may be due to many factors like low pay-scale, over

interference of the administration, no say of teacher in making policies

regarding curriculum of the school and students, not getting positive results by

the students instead of working hard, no cooperation by the parents, not

getting the deserving respect from management, students and their parents

respectively, engaging teacher in other activities like census duties, polio

drops activities election duties, etc ) , then low confidence (this may include

no proper knowledge of the subject, teacher not trying to keep oneself

updated with the latest innovations, teacher from a rural background is

transferred in an urban school and vice versa, lack in proper communication

skills, etc.) then also the other factors like the disturbed domestic life of the

teacher also plays a major more in the performance of the teacher. Especially

in case of female teachers, it becomes difficult to maintain the balance

between job and the household chores.

Alienation towards teaching averts the teacher from being creative.

Without creativity, the teaching becomes stagnant, and this results in

alienation.

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Alienation is found both in male and female teachers.

1.1.2 Job satisfaction

The level of satiety a person feels regarding their job is job satisfaction.

This feeling is mainly based on an individual’s profundity of satisfaction. Job

satisfaction can be influenced by a person’s ability to complete required tasks,

the level of communication in an organization, and the way management

treats employees.

Numerous definitions of job satisfaction have been given. Some

believe it is simply how satisfy an individual is with his or her job, in other

words, whether or not they like the job or individual aspects of facets of jobs,

such as nature of work or supervision. But according to others it is not as

simple as suggested by this definition rather multidimensional psychological

responses to one’s job are there.

In all the countries, the average level of job satisfaction among the

teachers is almost similar.

There are many theories that explain the concept of job satisfaction.

Affect theory: It was given by Edwin A. Locke in 1976.The base of this

theory is the difference between imagination and reality, i.e., what one

get from his job and what one expects. If the difference between

expectation and reality is high, then this would ultimately leads to un-

satisfaction from the job, so this will gives rise alienation.

Dispositional approach: This approach suggests that job satisfaction up

to some extent varies from person to person. Every person has its own

personality, so for them the meaning of job-satisfaction would vary.

Equity theory: According to this theory a person compares the input

and output from a job. If two person are doing same job, and one is

getting more pay for the same job, comparison would be done by the

other, who is getting less pay for same job, so this would give rise to

feeling of dissatisfaction in that person.

Discrepancy theory: This theory explains that when an individual is

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unable to fulfil ones duties towards ones job, that individual would

regret, this would give rise to feeling of dejection, and disappointment.

And that all will finally result in alienation.

Motivator-hygiene theory: This theory explains that motivation and the

hygiene factors play a major role in the satisfaction at work place. An

individual who is motivated to perform better for their professional

development, would work very hard and would never feel alienated

from its job. And also the hygiene factors like pay, policies and other

working conditions would also effects the performance of an individual

and make him satisfied or unsatisfied.

Locke (1976) defines job satisfaction as a pleasurable or positive

emotional state resulting from the appraisal of one’s job or job experience.

Shann (2001) has explained that job satisfaction is the best weapon for

retention and commitment in teachers.

According to Hulin and Judge (2003), job satisfaction includes

multidimensional psychological responses to an individual’s job and that these

personal responses have cognitive (evaluative), affective (or emotional) and

behavioural components.

Job satisfaction is related with other key factors, such as general well-

being, stress at work, control at work, home-work interface and working

conditions.

1.1.3 Job satisfaction in Teachers

With the changing circumstances, the system of education may

change, but essential role played by the teacher remains the same. The factor

of job satisfaction has a great impact on the performance of the teachers. If

the teacher is satisfied with the working conditions at the school, opportunity

for advancement exists. respect from colleagues and students is there,

relationship with authorities is cordial, financial reward like honorarium

compensation for extra work are there, workload is also bearable, then the

teacher in all livelihood will be satisfied with their job and this will result into

the lower level of alienation, alienation is one of the by-products of

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dissatisfaction in job.

All nations of the world are putting on great efforts to raise the level of

education, so as to give a competition at the world level, so teachers would

only give their best if they are satisfied from their job, as ultimately the level of

alienation would be less. In all the organizations including the schools job

satisfaction plays as a major source of motivation, which keeps the alienation

away. So finally the overall performance of the teacher is enhanced.

It is considered that if the people are satisfied from their job, they are

happier, otherwise indifference and disharmony exists (Akinci, 2002).

Nowadays, teaching profession is multifarious; there are a multiple

roles which teacher has to play. Dealing with parents of the student is an

arduous task.

Teachers who are just considered as an agent to transfer the

knowledge to the students will create only a curricula which only fulfil the

agenda to produce certification. So, social-economic differences will be

produced.

Snipes et al. (2005) has explained that there are many factors related

with job satisfaction like satiety with the senior, pay-scale, colleagues, growth

opportunities. If cordial relation with the seniors and the colleagues would be

missing, then the work place would be no less than a battlefield, personal

touch which is very important for workplace morale would be missing, that

would result in low performance. Pay-scale and growth opportunities are also

major deciding factors, a teacher whether from a rich or poor background if

not paid according to its work, a feeling of alienation would definitely develop.

If there are no or less possibilities of growth, then also the interest in teaching

would dwindle.

Bennell and Akyeampong (2007) have explained that alienation, which

occurs due to absence of job-satisfaction, gives rise to absenteeism,

irregularity, etc. And this absenteeism and irregularity would affect the

performance of the students, as if teacher is alienated this would ultimately

inculcate the feeling of alienation among students. If teachers are not regular,

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then the rate of absenteeism among students would also increase.

Demirtas (2010) has explained job satisfaction as the state in which an

individual has for one’s own job or work experience. Job satisfaction is the key

factor that has a great impact on the performance. Alienation is the symptom

which is developed when there is absence of job satisfaction.

The other factors like values, self esteem, experience, etc may affect

the performance of the teacher but job satisfaction always remains as the

major cause of alienation among the teachers.

1.1.4 Self esteem

Self esteem reflects a person's overall subjective emotional evaluation

of one’s own worth. It is a judgment of oneself as well as an attitude toward

the self. Self esteem encompasses beliefs (for example, "I am competent", "I

am worthy") and emotions such as triumph, despair, pride, and shame. Smith

and Mackie (2007) defined it as "The self-concept is what we think about the

self; self esteem, is the positive or negative evaluations of the self, as in how

we feel about it." Self esteem is attractive as a social psychological construct

because researchers have conceptualized it as an influential predictor of

certain outcomes, such as academic achievement, happiness, satisfaction in

marriage and relationships, and criminal behaviour.

Self esteem is a self concept. It is what an individual thinks about

oneself. Many factors like academic achievements, happiness, satisfaction in

marriage and relationships affect the level of self esteem in an individual.

William James has explained the two level of hierarchy regarding self

esteem: I-self and ME-self. I-self means the process of knowing oneself and

ME-self means the resulting knowledge about the self.

Self esteem has been described as a feeling of self-worth by Morris.

That how much importance an individual gives to oneself.

Some government and non-government groups have also started to

work on this concept and have started to work on this concept and have

started many movements to work to raise the self esteem of the people, as it

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has been found that the psychological condition of the individual, affects the

progress of the society directly or indirectly. The low self esteem in many

cases is found to be the root cause of social problems and dysfunctions. In

1986, in California, a task-force was set up to work on the social esteem of

the people. It was found that enhancing the self esteem was the best remedy

to prepare the people to meet the challenges of their lives.

Self esteem is a major weapon to bring motivation. Abraham Maslow

has described two types of self-esteem, one is the respect which we get from

others and the other is in the form of self-love, self-respect, etc. Without self

esteem, individuals can’t achieve self-actualization.

Self esteem refers to how you feel about yourself as a person and how

much you value yourself. The way we feel about ourselves has a huge effect

on the way we treat ourselves and others, and the kind of choices we make.

Synonyms of self esteem are self –respect, pride in oneself for one’s abilities,

pride or dignity.

Self esteem is an individual’s subjective evaluation of one’s own worth.

Self esteem encompasses beliefs about oneself as well as emotional states,

such as triumph, despair and shame.

Smith and Mackie defined it by saying “The self-concept is what we

think about self, self esteem is the positive or negative evaluations of the self,

as in how we fuel about it.”

According to Sociometry theory, self esteem checks the status and

acceptance of level of an individual in society. According to Terror

Management Theory, self esteem decreases the keenness about life and

death.

Carl Rogers (1987) has given the concept that the birth of many

problems of people take place, when they consider themselves to be

worthless.

The experiences of the life of an individual decide the development of

Self esteem in an individual. In the childhood, parents play a major role in

development of self esteem in the children. Love and affection of parents

develop a sense of stability in the children. And this effect goes for a long

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time. During school time, academic achievements act as a significant factor in

the development of self esteem. Then successful and unsuccessful

relationships with others, all have great impact on the development of self

esteem. Gender difference does not have any impact on self esteem.

Self esteem can apply specifically to a particular dimension (for

example, "I believe I am a good TEACHER and feel happy about that") or a

global extent (for example, "I believe I am a bad person, and feel bad about

myself in general").

Possessing little self-regard can lead people to become depressed, to

fall short of their potential, or to tolerate abusive situations and relationships.

Too much self-love, on the other hand, results in an off-putting sense of

entitlement and an inability to learn from failures (It can also be a sign of

clinical narcissism).

Self esteem serves a motivational function by making it more or less

likely that people will take care of themselves and explore their full potential.

People with high Self esteem are also people who are motivated to take care

of themselves and to persistently strive towards the fulfilment of personal

goals and aspirations. High self esteem is when you feel good, happy,

satisfied about yourself. When you think you are capable of achieving

anything, when you have lots of energy, when you are focussed, confident

and persistent to visit success anytime. People with high self esteem have

confidence in their ability to meet day to day challenges.

Characteristics of individuals with high self esteem are:

They do not spend a lot of time worrying about what other people think

of them.

They do not have need to put down other people.

They are able to learn from mistakes.

They are able to laugh at themselves.

They are able to make criticism without being devastated or crippled by

it.

They are not afraid of failures.

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Building high self esteem is a gradual process that will take time. The

ultimate goal is an unlimited confidence in your ability to handle all situations.

As Anthony Robbins said, “High self esteem comes from feeling like you have

control over events, not that events have control over you.” Self esteem

building exercises start with learning to care for oneself, physically, mentally

and emotionally.

People with lower self esteem don't tend to regard themselves as

worthy of happy outcomes or capable of achieving it and so tend to let

important things slide and to be less persistent and resilient in terms of

overcoming adversity. Low self esteem is when you do not feel good about

yourself, when you think that you are not even worth of even trying to move

forward, when you focus on your weaknesses instead of paying attention to

your strengths. Symptoms of low self esteem are:

They may have the same kinds of goals as people with higher self

esteem, but they are generally less motivated to pursue them to their

conclusion.

Self esteem is important because it heavily influences people’s choices

and decisions. In other words, self esteem serves as a motivational function

by making it more/less likely that people will take care of themselves and

explore their full potential.

1.1.5 Self esteem in Teachers

Teaching can’t be effective without high self-esteem. Self esteem in

teachers helps to develop Self esteem among students. The upbringing of the

teachers, the opportunities in life, the success rate, the results of the students,

all these factors are related to the level of Self esteem among the teachers.

The performance of the teacher is related to the self-esteem. Low Self esteem

would lessen the desire to work hard among the teachers, so this will have

adverse effect on teaching, so be can’t expect progress among students.

Self esteem is considered to be a trait reflecting an individual’s

characteristic affective evaluation of self, low Self esteem and low general

self-efficacy led to low teachers’ efficacy and consequently substandard

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performance in the class. On the contrary, high teachers’ efficacy is a

reflection of high Self esteem and high general self-efficacy. Self esteem

influenced only in decision making, perceived education self-efficacy,

perceived disciplinary self-efficacy, ability to get cooperation from community,

and in the development of positive school environment of teachers’ efficacy. A

teacher with high Self esteem is full of confidence and satisfied from inside,

one perform his functions with full potential and is always ready to accept new

challenges and never becomes a victim of alienation.

1.1.6 Values

In examining the relationship between the manner in which we direct

business and the principles to which we personally attribute, we are

inextricably impacted by our respective bringing up, societal environments

and academic influences. Schwartz(1992) defined values as trans-situational

goals that vary of importance and serve guiding principles in people’s lives.

Robert Rue (2001) emphasizes that values are the essence of who we are as

human beings. The way we live, behave and even do our daily activities are

controlled by the values. Our decisions and also how do we make those

decisions are all under the control of values we posses.

In ethics, value denotes the degree of importance of something or

action, with the aim of determining what actions are best to do or what way is

best to live or to describe the significance of different actions. An object with

“ethic value” may be termed an “ethic or philosophic good.” Values can be

defined as broad preferences concerning appropriate courses of actions or

outcomes. Our values are important because they help us to grow and

develop. They help us to create the future we want to experience.

Value has been taken to mean moral ideas, general conceptions or

orientations towards the world or sometimes simply interests, attitudes,

preferences, needs, sentiments and dispositions. According to R. K.

Mukherjee, “Values are socially approved desires and goals that are

internalized through the process of conditioning, learning or socialization and

that become subjective preferences, standard, and aspirations”.

A value is a shared idea about how something is ranked in terms of

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desirability, worth or goodness. Sometimes, it has been interpreted to mean

such standards by means of which the ends of action are selected. Values are

collective conceptions of what is considered good, desirable, and proper or

bad, undesirable, and improper in a culture. Values are a fundamental part of

our lives. They become part of our personality. They regulate our day to day

behaviour.

Gordon Allport, a student of American philosopher and psychologist

Eduard Spranger, believed that an individual’s philosophy is founded upon the

values or basic convictions that he holds about what is and is not important in

life. Based on the view of Spranger (1928), understanding the individual’s

value philosophy best captures the essence of a person, Allport and his

colleagues, Vernon and Lindzey, created the Allport-Vernon-Lindzey Study of

Values. The values scale outlined six major values.

1. The Theoretical person is primarily concerned with the discovery of

truth. He assumes a "cognitive" attitude in pursuing this objective,

seeking only to observe and to reason. In doing so, the theoretical

individual searches for fundamental identities and differences, rejecting

any considerations of beauty or utility.

2. The Economic individual places highest value on what is the most

useful.  They are often times practical and preference is given to the,

the elaboration of credit, and the accumulation of tangible wealth. The

economic person is interested in making money.

3. The Aesthetic person places high value of form and harmony. They

believe life to be a series of events that are to be enjoyed for its own

sake. Judging each single experience from the stand point of grace,

symmetry, or fitness, he or she perceives life as a procession of

events, with each individual impression enjoyed for its own sake. Such

an individual need not be a creative artist but is aesthetic to the degree

that his or her chief interest is in the artistic episodes of life.

4. The Social: The highest value of the social type is love of people.

Since the Study of Values focuses only upon the altruistic or

philanthropic aspects of love (as opposed, for example, to conjugal or

17

familial love), social persons prize others as ends and are themselves

kind, sympathetic, and unselfish. Such a person is likely to experience

the theoretical, economic, and aesthetic attitudes as cold and inhuman,

regarding love as the only suitable form of human relationship. In its

purest form, the social attitude is selfless and is closely related to the

religious value.

5. The Political: The dominant interest of the political individual is power.

Vocational activities of this type of person are not necessarily confined

to the realm of politics, since leaders in any field generally place a high

value on power. Because competition and struggle are inherent in all

life, many philosophers have argued that power is the most universal

and fundamental human motive. In fact, some of the early writings of

Alfred Adler, as you may recall, reflect this point of view. However, for

Spranger there are clear individual differences in the power value. For

certain personalities, direct expression of this motive overrides all

others in that they earn for personal power, influence, and renown

above all else.

6. The Religious: Religious individuals place their highest value upon

unity. Fundamentally mystical, they seek to understand and experience

the world as a unified whole. Spranger describes the religious person

as one who is permanently oriented toward the creation of the highest

and absolutely satisfying value experience.

Values are the guidelines of human behaviour. What type of values are

inculcated in an individual, decide its future path.

Students are the reflections of a teacher. The students follow the foot-

steps of the teacher. So, it is the responsibility of the teachers to be

always mindful towards their actions.

1.1.7 Values in Teachers

Teaching is value-laden. Value has an impact on the personal as well

as professional development of the teacher. Teachers face a variety of social

and emotional issues. The pedagogy, subject content, all chosen by teacher

18

is value-laden. The relation between the teachers and students, is affected by

the values of both teachers and students. Values are a culture’s standard for

discerning what is good and just in society. Values are deeply embedded and

critical for transmitting and teaching a culture’s beliefs.

Personal values and professional values are two different things and

also personality is different from values.

Tirri (2010) has explained that teachers with professional ethics are

more caring, professional, committed and cooperative.

The behaviour of the students is also influenced by the personality and

the values of the teacher. The students perform better in the classes of their

favourite teachers. They take more interest in subject of their favourite

teacher. Even the percentage of attendance is high in the lectures of the

favourite teachers.

High performing teachers in comparison to low performing teachers

have been found outgoing, more intelligent, emotionally stable, assertive

independent, enthusiastic, conscientious, socially bold, realistic, hard to fool,

practical, forthright, confident, experimenting, “Joiner” and sound follower,

controlled, relaxed. On the other hand the low performing teachers have been

found: reserved, less intelligent, emotionally less stable, humble, taciturn,

expedient, shy, tender-minded, easy to get on with/ imaginative, shrewd,

depressive, conservative, prefers own decisions, undisciplined, tense.

High performing teachers are relatively high in social, religious

theoretical, aesthetic, political, value than low performing teachers whereas in

low performing teachers economic values are at peak.

1.2 Significance of the Study

Teacher is a very important part of the society and is playing a crucial

role in preparing the society to attain new levels of success and fame.

Teachers play a significant role in preparing young people to live successful

and productive lives.

Quality of education depends upon the potential and performance of

19

the teacher. So by identifying the factors that affects the performance of a

teacher, the teaching can become more effective.

We are living in a transition phase. We are trying to adopt new values

and beliefs without discarding the old ones. Under the title of modernization,

we are trying to change our culture and society but still we are under the

shadow of our traditional culture and beliefs. This creates a state of utter

dilemma.

When the teacher is struck to the traditional methods of teaching, he

would not be able to satisfy the curiosity of the students of modern age with

his teachings. As the teacher would be unable to fulfil the expectations of the

students, he would not get internal satisfaction, so this would give birth to

alienation.

Under another condition, where the teacher is fully equipped with

modern techniques and methods of teaching, but if the students are earlier

being taught by traditional methods, the teacher would not be able to get a

satisfying result from the students then the teacher would lose their interest in

teaching and factor of alienation would develop.

In this research we are trying to find out the relation of alienation with

job satisfaction, self esteem and values.

Job satisfaction may affect the performance of the teachers, so the

relation between alienation and job satisfaction would be found. Similarly self

esteem also plays a significant role in the performance of a teacher. So the

relationship between self esteem and alienation would also be studied. The

values which are developed in the teacher have a significant effect on the

performance of the teacher. The theoretical, economic, aesthetic, political and

religious values attained by a teacher, affect their personality. So, the impact

of values on level of alienation would also be studied. Once the relations

would be found, then further those could be utilised to improve the

performance of the teachers.

1.3 Statement of the Problem

ALIENATION AMONG SCHOOL TEACHERS IN RELATION TO JOB

20

SATISFACTION, SELF ESTEEM AND VALUES

1.4 Objectives of the Study

1. To prepare Punjabi adaptation of Alienation Scale by Hardeo Ojha

(2010).

2. To prepare Punjabi adaptation of Job satisfaction Scale for Teachers

by Meera Dixit (2013).

3. To prepare Punjabi adaptation of Self esteem Inventory developed by

Stanley Coopersmith (1981).

4. To prepare Punjabi adaptation of Value Test by R. K. Ojha and M.

Bhargava (1992).

5. To study alienation among school teachers in relation to job

satisfaction.

6. To study alienation among school teachers in relation to self esteem.

7. To study alienation among school teachers in relation to values.

1.5 Hypotheses of the Study

The following non-directional research hypotheses have been

formulated.

1 Teachers with high, average and low levels of job satisfaction

significantly differ on alienation.

2 Teachers with high, average and low levels of self esteem significantly

differ on alienation.

3. Teachers who are high, average and low on theoretical values

significantly differ in alienation.

4. Teachers who are high, average and low on economic values

significantly differ in alienation.

5. Teachers who are high, average and low on aesthetic values

significantly differ in alienation.

21

6. Teachers who are high, average and low on social values significantly

differ in alienation.

7. Teachers who are high, average and low on political values

significantly differ in alienation.

8. Teachers who are high, average and low on religious values

significantly differ in alienation.

1.6 Operational Definitions of the Terms Used

Alienation: Alienation is a state of being cut off or separate from a person

or group of people.

Job satisfaction: Job satisfaction is the state of satisfaction a person

feels regarding one’s job.

Self esteem: Self esteem is a confidence in one’s own worth or abilities.

It’s a good opinion of one’s own characters and abilities.

Values: The values include six major values, such as theoretical

(discovery of truth), economic (what is most useful), aesthetic (form,

beauty, and harmony), social (seeking love of people), political (power),

and religious (unity) as measured through.

1.7Delimitations of the Study

1. The study will be delimited to the elementary school teachers working at

Government elementary schools.

2. The study will be delimited to the districts of Gurdaspur, Mohali and

Jallandhar (one district from each Majha, Malwa and Doaba regions

respectively).

22

CHAPTER-ll

REVIEW OF RELATED LITERATURE

The essential pre-requisite for any well planned and executed research

work is its review of related literature. The related literature of the present

study is available in various evidences like books, journals, research reports,

surveys, electronic sources, newspaper articles and official websites has been

reviewed and presented here.

2.1 Studies related to Alienation and Job satisfaction

Varus (1979) studied the relationship of teacher alienation to school

work place characteristics and career stages of teachers. 275 teachers

teaching at elementary school level in Michigen, were selected. All had

received or were receiving pre-service training through the teacher education

curriculum at Michigan State University. The study revealed that teachers

(experienced and first year) were significantly more alienated than teacher

education students (with/without student teaching experience), as with the

passage of time the teachers were found to be less satisfied from their job

which results in alienation.

Lefkowiz (1980) studied the redundancy of work alienation and job

satisfaction on the workers of a factory in France. Conditions at place of work,

salary, relation with other workers play very significant role in the development

of type of attitude. The multi trait- multi method matrix technique was used to

help clarify ambiguities regarding concepts of work alienation, job satisfaction,

and the relationships between them. It was found that a negative significant

relationship occurs between alienation and job satisfaction. The workers who

had high level of alienation were less satisfied from their job and vice versa.

Gupta (1982) studied the relationship of alienation, participation and

anxiety to worker efficiency. The sample of 25 workers of a file manufacturing

unit in India was taken. The result revealed that the knowledge of the level of

efficiency may act as a moderator between alienation efficiency and

participation efficiency relationships. The workers who were more alienated,

their efficiency was less, as compared to the workers who were less

23

alienated. The level of alienation was negatively related to job satisfaction.

Shanker (1987) studied teachers responsibility and its relationship with

school climate and job satisfaction of teachers at the secondary school level

and give the results that teachers responsibility towards its profession was not

related to alienation. A sample of 659 individuals was selected, who answered

a pool of 20 items related to organizational climate and 15 items related to

commitments aspects of the organization. There was found a no significant

relationship between job satisfaction and alienation.

Dadzie (1998) studied job satisfaction, alienation and anomie in the

nursing profession. Four independent variables taken were age, race, sex and

work status (i.e. full time or part time). The study determined which of these

four variables best predicted the levels of job satisfaction, alienation and

anomie using bi-variate and multivariate analysis. Results showed that age

was most important in determining job satisfaction levels, while race and work

status was important in determining levels of anomie. Future research is

suggested to create new variables which will have better effects on the

dependent variables.

Kumari (2006) studied the relation between job satisfaction and

alienation among secondary school teachers of Kumaun in relation to sex,

types of school and religiosity. This study was conducted on 480 secondary

school teachers of Kumaun taking 240 from Kendriya Vidyalayas and rest 240

from Private schools. 50% were males and 50% were females. The studies

revealed that there was no significant correlation between alienation and job

satisfaction of secondary school teachers of Kumaun. Types of school are not

a significant determinant of feeling of alienation of secondary school teachers

of Kumaun. The interaction between types of school and sex is a critical

determinant of feeling of alienation of secondary school teachers. Female

teachers of Kendriya Vidyalayas and male teachers of private schools are

higher on alienation. Female teachers exhibit higher magnitude of job

satisfaction than their male counterparts. Female teachers in private schools

and male teachers in Kendriya Vidyalayas are higher on job satisfaction.

Sayler (2007) studied the relationship among work values, personality

24

traits, job satisfaction and career satisfaction. The specific work values

assessed in this research included: achievement, autonomy, challenge,

creativity, ecology, family, informality, income, leadership, leisure, geographic

locale, excitement, work space aesthetics, social responsibility, security,

expertise, integrity, power and teamwork. A sample of 454 individuals which

consisted of individuals from occupations ranging from accounting and human

resources to manufacturing sales was taken. Results of the study indicate

several relationships between work values and the personality traits (both

broad and narrow) in relation to each other and career and job satisfaction.

And also a significant negative relationship was shown between the job

satisfaction and alienation.

Sulu (2010) studied the effects of work alienation dimensions on the

relationship between organizational injustice and organizational commitment.

The sample of research comprised 700 doctors and nurses working in public

and private hospitals in Istanbul. It is suggested that fairness affects several

employee attitudes and behaviours such as job satisfaction, organizational

commitment, sabotage, turnover intention, stress, organizational citizenship

behaviour, job performance and trust. The result revealed that dimensions of

work alienation partially mediated the relationship between organizational

injustice and organizational commitment.

Sirin et al. (2011) studied alienation in work while studying job

satisfaction among physical education teachers in Turkey. The study group of

this research consisted of a total of 338 physical education teachers, 95 of

which were females and 243 were males, working in 178 primary and 160

secondary schools. The result of the study found a significant negative

relationship between job satisfaction among physical education teachers and

their levels of powerlessness, meaningfulness, isolation and school alienation

which are sub-dimensions of work alienation.

Stokke et al (2011) studied the motivation, job satisfaction and

alienation experienced by oil rig workers. A sample of 400 workers was

selected. A significant relation was found among motivation, job satisfaction

and alienation. The result found was that the workers who were satisfied from

25

their job, were less alienated and they were always motivated to work more

efficiently.

Yang (2012) studied alienation while studying the job satisfaction

among the nurses of En Chou Kong Hospital of Taipei city. A cross-sectional

survey design utilizing questionnaires was selected to fulfill the research

objectives. All of the 405 nurses in the En Chou Kong Hospital were surveyed.

Three hundred and three nurses completed the questionnaire representing a

response rate of 74.8%. The instruments included friendship network

nomination, professional commitment scale, and nurses’ job satisfaction scale

(NJSS). Nursing is a healthcare profession. They work in a large variety of

specialties and as part of a team. The interaction with team member is

needed at their work. Interpersonal relationships play a pivotal role in effective

team functioning because they facilitate behaviours that maximize the

individual potential for team efficiency and effectiveness [46]. The friendship

network of nurse is a key factor of job satisfaction. The result of this study

found a significant negative relationship between job satisfaction and the

levels of alienation among the nurses.

Billingsley (2012) studied the relationship between job satisfaction and

alienation among the special education teachers. Studies focussed on the

problematic work environment variables and their relationship to attrition. The

research group consisted of 101 teachers working at six different special

schools situated in various parts of the Bloemfontein area, two in the

Mangaung area, and four were situated in suburban areas. The group

consisted of English- and Afrikaans-speaking teachers of both genders and

from different race groups. The data for this study were compiled by means of

a short biographical questionnaire and the Minnesota Satisfaction

Questionnaire .The results showed that high levels of stress leads to low

levels of job satisfaction, which leads to high level of alienation.

Kesik (2014) studied the elementary school teacher perceptions about

their levels in work alienation. A total number of 719 teachers working in 31

primary schools were taken as sample. The research data was gathered by

using ‘Work Alienation Scale’ developed by Elma (2003). Results revealed

26

that young teacher, subject teachers, teachers working in big size schools and

teachers who are graduated have higher levels of work alienation.

Erbas (2014) studied the relationship between alienation levels of

physical education teacher candidates and their attitudes towards the

teaching profession. The sample consisted of 695 teacher candidates

studying at the physical education and sports teaching departments of five

different universities. In the result it was found that a moderate level of

alienation exists among physical education teacher candidates towards the

teaching profession.

Tabrizi(2015) studied the joint effect of work alienation and job

satisfaction on workers depression in industrial and services sectors of the

city of Tehran. 234 workers who were employed in industrial and service

sector of economy were selected as sample. The results showed that the

higher the rate of job satisfaction, the lower the depression order and lower

the alienation.

Yorulmaz et al.(2015) studied the relationship between teacher’s

alienation and occupational professionalism. A sample of 303 teachers

working in Mugla province of Turkey was selected. The results showed that a

negative significant relationship occurs between alienation and job

satisfaction.

Cetinkanat et al.(2016) studied the quality of work life and work

alienation. The sample consisted of 426 primary school teachers employed in

Bolu province central of Turkey. The result showed that a negative and

significant relationship exist between all the qualities of work life and

alienation.

Naik(2016) studied the alienation among bank employees. A sample of

101 employees including 78 males and 23 females of National Bank, was

selected. In the result it was found that a negative and significant relationship

existed between the alienation and job satisfaction among the employees.

Yousefi et al.(2016) studied the factors affecting the work alienation in

employees of East Azerbaijan Health Insurance Organization. A sample of

27

143 workers was selected. In the result it was found that work alienation is a

function of social satisfaction, job satisfaction, social trust, job characteristics

and social justice.

Inkson studied the relationship between job satisfaction and degree of

alienation among the male manual workers in New Zealand. A sample of 383

male workers, which consisted of 133 freezing workers, 72 assemblers, 87

watersiders and 91 carpenters, was selected. The results show that high

degree of alienation was found among young workers who were not satisfied

from their job.

2.2 Studies related to Alienation and Self esteem

Srivastava (1981) studied the relationship between Self esteem and

alienation. A sample of 62 male Indian undergraduate was selected. The

result revealed that a higher degree of alienation results among students with

low Self esteem than among high-esteem students.

Asamen (1983) studied the effects of perceived prejudice, alienation

and acculturation on the Self esteem of Japanese and Chinese Americans. A

sample of 500 individuals with equal number of Japanese and Chinese

Americans was selected. They have migrated from Japan and China to

America and have citizenship in America. And still they felt home-sick. Results

found were that Japanese and Chinese Americans who felt more alienated

had significantly lower Self esteem than Japanese and Chinese Americans

who felt less alienated.

Cullingford (1998) found that alienation was negatively correlated with

Self esteem but positively associated with truancy, exclusion and disruptive

behaviour. They further concluded that whilst alienation remains a useful

concept for educational it is unhelpful to see it as an inevitable consequence

of deprivation or membership of certain social groups.

Anne (2006) took high school teachers as a sample to study their self-

esteem. The main aim of the study was to find what were factor affecting life

satisfaction of the teachers. To find out the best predictor of Self esteem

multiple regression analysis was done. Results show that 80% of teacher was

28

curbed due to self-esteem. There was no difference in level of Self esteem

between younger and old teachers.

Vahedi et al. (2010) studied the relationship between social alienation,

spiritual well-being, economic situation and satisfaction of life. The sample of

292 undergraduate students including 187 males and 105 females between

the age of 18 and 26 years were selected using cluster sampling method. The

result revealed that spiritual well-being i.e. self esteem was inversely related

with alienation.

Shah et al. (2012) studied the interrelationships among anxiety, Self

esteem and alienation. A sample of undergraduates of 40 males and 40

females between the ages of 18 to 23 years was selected. A significant

difference was found among female college students reporting higher anxiety,

Self esteem and alienation than male college students. Self esteem and

anxiety were highly correlated among males and valid relation was found

between alienation and anxiety.

Blattner et al. (2013) studied the role of parents and effects on Self

esteem among female adolescents. 207 students in the sixth, eighth and tenth

grades from two competitive private schools were selected as sample.

Results suggested that high level of parental alienation leads to low level of

self esteem.

Kumari (2013) studied the relationship among emotional maturity self

esteem and teaching competency of the prospective secondary school

teachers. The investigator followed Stratified Random Sampling Method. The

present study consists of 998 samples from Tirunelveli, Tuticorin and

Kanyakumari districts. The sum forms a representative of the total population.

Due proportionate weight age was given to gender, family status, marital

status, locality of college, locality of residence, nature of accommodation,

fathers’ occupation, mothers’ occupation, fathers’ education, and mothers’

education and type of college. It was inferred that the background variables

have significant effect on the teaching competency in total of the prospective

secondary school teachers.

Cherabin (2014) studied on Job satisfaction, self esteem and

29

organizational commitment among faculty members of secondary level

teacher training programme in India Mysore and Iran Tehran. This was to

examine as how certain demographic variables (male and female teachers,

teachers of different length of experience, teachers from government and

private institutions) has an impact on self esteem, job satisfaction, and

organizational commitment of faculty members of secondary level teacher

training colleges in India (Mysore) and Iran (Tehran). The sample consisted of

total 400 participants including both from Mysore sample (186) Tehran

sample(254). The result showed that some variables have significant

differences based on the different demographic characteristics.

Daveronis (2015) studied the impact of sexual harassment, depression

and alienation. Students from 17 high schools in Norway were selected. The

result revealed that students in high school are in a critical stage of

developing their social identity and negative constructs such as depression

and alienation are a frequent problem occurring in such social arenas. A very

low level of self esteem was found among them.

Sharma (2015) studied on self esteem, emotional intelligence and role

conflict as predicators of life satisfaction among teachers. A sample of 200

married female teachers (TGT) from various government aided colleges of

Shikohabad, Firozabad and Agra was selected with an age group of 25-45

years. And their salary range was from 25,000 to 40,000 per month. The

results of the study showed that life satisfaction was found to be positively

related to Self esteem and emotional intelligence. It is seen that the person

with low level of Self esteem always avoid that problematic situation. While

people high Self esteem always approach to the problem in an optimistic way.

Low Self esteem person always possess negative attitude and show

impulsive behaviour. They do not concentrate on solving problem and always

show carelessness.

Verrocchio (2015) the objective of this research was to identify the

relation between alienation and Self esteem among Italian sample of adults

whose has parents separated or divorced. Four hundred seventy adults in

Chieti, Italy, completed an anonymous and confidential survey regarding their

30

childhood exposure to parental alienating behaviours (using the Baker

Strategy Questionnaire), quality of the parent–child relationship (using

Parental Bonding Instruments), Self esteem (using Rosenberg Self esteem

Scale), and global psychological distress (using Global Severity Index of

Symptom Checklist-90-Revised). A negative correlation was found between

alienation and self-esteem.

Kocayoruk et al. (2016) found the relationship between adolescent

attachment to parents and their feelings of alienation in the school context by

considering the mediating role of adjustment of self esteem. A sample of

227students was selected. In the result it was found that Self esteem and

school alienation were shown to be fully mediated by adjustment.

2.3 Studies related to Alienation and Values

Zuberi (1984) attempted to study 200 male teachers in one study. The

results indicated that teachers with high theoretical values were found to

dominate their classes with talks, and rarely 48 asked questions. Those high

on economic values exhibited facilitative behaviours asked narrow questions

and praised their pupils. While teachers high on aesthetic values used

controlling behaviours and also allowed pupils indirect behaviours.

Nisha (1990) studied the alienation in adolescents in relation to values.

A sample of 400 adolescents with equal number of males and females was

taken. The result indicated a positive correlation between theoretical values

and alienation for total sample. A negative correlation was found between

economic values and alienation for total sample. A positive correlation was

found between aesthetic values and alienation for total sample. A positive

correlation was found between social values and alienation for total sample. A

negative correlation was found between political values and alienation for total

sample. A positive correlation was found between religious values and

alienation for total sample.

Sanovar (1991) studied value orientation in relation to professional

choices. The drawn conclusions indicated that in the hierarchy of professions,

medicine gets highest number of preferences and the predominant value of

the subjects who preferred medicine was economic and that of engineers was

31

aesthetic. Social values were found to be predominant among journalists.

While those preferred business were high in relations values. Among the

subjects intended to join police services theoretical values were found

prominent.

Kashmiri (2008) studied the most basic life values of teachers and

students in Pakistan. Study was conducted on a sample of 300(118 teachers

and 182 students). The result indicates that today’s students and teachers

prefer enjoyment over traditions.

Vahedi et al.(2010) studied the relationship among college student’s

spiritual well-being, life satisfaction, economic status and alienation. A sample

of 292 undergraduate students including 187 females and 105 males,

between the ages of 18 and 26 years, was selected using the cluster

sampling method. In the result it was found that spiritual well-being (religious

feelings) was inversely related to alienation.

Ucanok (2011) studied the importance that is attached to work by

analysing the link between work related values and attitudes. The focus was

on the effects of work value on various organisational attitudes such as work

alienation, work centrality and organisational commitment. A sample of 65

males and 114 females was selected. Meaningless dimension of work

alienation was correlated with intrinsic work values. Work alienation was

found to be negatively correlated with intrinsic work values.

Kim (2014) studied the relationship between money and alienation. A

cross-cultural comparison of Korea, US and Sweden was conducted. 1500

consumers in Korea, US and Sweden were selected as sample. Economic

levels and socio-economic systems were considered in selecting the

examined countries. The research results suggested money is all attitude and

alienation levels in Korea were relatively higher than in US and Sweden.

Bazmi (2015) studied the job satisfaction in relation to teaching

aptitude and personal values of teachers in the schools of the visually

disabled. School probably from all four zones of Delhi and Uttar Pradesh (UP)

were selected for the sample. Among these schools some were run by the

government agencies while others by private agencies. Therefore, it can be

32

said that if the influence of socio-economic status is partialled out then job-

satisfaction become less inversely correlated with democratic values.

Administracao (2016) studied the relationship between alienation,

segregation and resocialization. 19 interviews were conducted on 30 female

prisoners. In the result it was found that when the women were involved in

work, they were socialised, so social values were developed in them, the level

of alienation towards the society was reduced.

2.4 Other related studies

Calabrese (1987) studied differences in levels of alienation between

incarcerated and non-incarcerated adolescents. A sample of 157 incarcerated

and 1318 non-incarcerated adolescents was selected. In the result it was

found that incarcerated adolescents had significantly higher levels of total

alienation, isolation and powerlessness. It was suggested that the reduction of

both alienation and rejection of societal norms should be a major component

of rehabilitation programs for incarcerated juvenile delinquents.

Calabrese (1987) studied the extent of the influence of the school

environment on the student’s level of alienation and the dimensions of

isolation, normlessness and powerlessness. A sample of American female

school students (256 from public school and 175 from private school) was

selected. In the result it was found that there were no significant differences in

terms of total alienation and powerlessness. Private school students were

more isolated and public school students had higher levels of normlessness.

Calabrese (1988) studied the levels of alienation among American and

full-time teachers, based on the length of their experience with the public

school organisation. The sample consisted of 113 full-time teachers and 65

student teachers. The results showed that student teachers had significantly

higher levels of alienation, isolation, normlessness and powerlessness, than

did full-time teachers. The less experience the teacher had, the higher were

his or her levels of total alienation and powerlessness.

Johnson (2005) studied the relationship between college student

alienation, academic achievement and use of web CT. All students enrolled in

33

two sections (40 students per section) of an undergraduate educational

psychology course offered at a Western Canadian college were invited to

participate in the study. Fifty-three students satisfied research requirements

and were included in the study (i.e., many students were absent or late the

day that participation was solicited). Both course sections were taught by the

same instructor in the same way (i.e., utilized the same textbook and

supplementary materials, PowerPoint slides, Web CT tools, course

assignments, examinations, and evaluative weightings). All students were

required to engage in regular online group discussion of case studies. Student

online discussion postings were individually marked (i.e., independent of other

group members’ postings) and contributed 20% to the final course grade. All

students had access to optional cooperative online study groups of which

approximately 9% chose to make postings for bonus marks. Students also

had Web CT access to a range of optional learning events such as online

practice quizzes, course material, and grades. In the result it was found that

peer alienation was associated with increased Web CT use; learning

alienation and course alienation were associated with low Web CT use.

Learning alienation demonstrated an inverse relation to academic

achievement. In most cases, significant predictive relationships between

academic achievement and student use of Web CT were curvilinear.

Rayce et al. (2008) studied the relationship between aspects of

alienation and symptom load among adolescents and an integrated purpose

was to construct and validate an index of alienation. The sample consisted of

5788 participants, from 64 schools, from the fifth (mean age 11.8 years),

seventh (mean 13.8 years) and ninth grade (15.8 years). The students

completed the internationally standardised HBSE questionnaire about socio-

demographic factors, health-related behaviours, physical and mental health,

self-concept, well being and social relations in the course of a lesson. It was

found in the result that alienation is significantly associated with high symptom

load among adolescents. Alienation was associated with experiencing daily

physical and psychological symptoms.

Tummers et al.(2013) studied the effects of work alienation on

organizational commitments, work effort and work-to-family enrichment. A

34

sample of 790 midwives in the Netherlands was selected. Two dimensions of

work alienation, powerlessness and meaninglessness, are considered. In the

result it was found that work alienation (powerlessness and meaninglessness)

influence organizational commitment, work effort and to a lesser extent work

to family enrichment. High work meaninglessness, in particular, has negative

effects on these outcomes. When the people feel to be powerless and

worthless, this leads to the feeling of alienation.

Turk (2014) studied the alienation problem experienced by high school

students in education. The aim of the study was to identify the reflections of

alienation in the field of education, reasons bringing about student’s alienation

and reflections of alienation in students. The views of students were enquired

so as to understand the reflections of traces of negative emotions and

attitudes which appeared as indicators of alienation in student’s school

perception, educational activities, school rules, and student’s relations with

school administrators and teachers. A sample of 20 students from two High

Schools in Ankara was selected. The result showed that students experience

an emotion of meaninglessness, which were identified as the indicator of

alienation to school, lessons, contents of lessons and school activities.

Daveronis (2015) studied about the factors contributing to alienation

and depression by going through research on sexual harassment and bullying

as possible enforcers is pursued. Students in high school are in a critical

stage of developing their social identity and negative constructs such as

depression and alienation are a frequent problem occurring in such social

arenas. Research on the matters show that adolescents are especially

vulnerable to alienation and depression, however, what enforces these

feelings are not properly understood Findings suggest that research

connecting alienation and depression is limited and that sexual harassment

and bullying are important factors contributing to feelings of both alienation

and depression.

Sirin (2015) studied the relationship between life satisfaction levels and

work alienation in physical education teachers. The research group of the

study consists of 179 physical education teachers working at public schools

35

affiliated to the Ministry of National Education. 96 of the physical education

teachers who constitute the research group work at primary schools whereas

83 physical education teachers work at middle schools. 25.7 % of the

research group (46) are female participants while 74.3 % are male (133). The

teachers participating in the study come from 53 provinces. According to the

findings of the correlation analysis, a medium-level, significant and negative

relationship was observed between the life satisfaction scores of the physical

education teachers and the sub-dimensions of alienation, namely weakness,

meaninglessness, isolation and alienation to school. So when alienation

increases, life satisfaction decreases.

Kacire (2015) studied the impact of university student’s level of

alienation on their general satisfaction. A sample consisted of 551 students of

Dicle University, studying at Medical, Technology and Ziya Gokalp Education

Faculty departments. In the result it was found that it is of significant

importance for the universities aiming at increasing general satisfaction of

students to develop sustainable policies preventing alienation and to manifest

back office applications.

Saari (2015) studied the extent of experienced alienation and

engagement among the employees of an advertising agency, and their

assessment towards their well being at work, as well as, their knowledge and

awareness of the certain alienation and engagement factors. The sample

consisted of 97 employees working in a Zeeland family. The research findings

concluded that among the studied group of marketing and advertising

professionals, the level of alienation is low, or in other words, there even is a

lack of it, whereas inversely; the work engagement level is extremely high.

The overall results measuring work alienation revealed that the employees

are not experiencing signs of almost any alienation towards their work, since

the research analysis displayed that the overall grade can be described rather

evident, as the vast majority of the employees disagreed with the alienation

statements. Age did not have any significant correlation with the alienation

results, as all of the age groups presented exceptionally related results with

only minor differences in scattering. The results concluded that work well

being among employees is much more than lack of alienation, as in this case,

36

it occurs as high levels of engagement instead.

Akova (2016) studied the relationship between the perception of the

work alienation among the workforce in the hotel industry and demographic

factors (age, gender, education), working time in hotel business, working time

in general, vocational training, title, participating to in-house and out of the

institution training programs, participation to recreational and social activities.

The study was conducted on 148 workers from different departments of 5 star

hotels in Istanbul. In this study the relationship between demographic factors

and work alienation in hotels were examined. The result revealed that there is

no difference in all 3 dimensions of work alienation regarding to gender.

Afanasyev et al.(2016) this study present a complex vision of the

phenomenon of alienation of personality in the field of higher education in

modern Russian society from the philosophical, sociological, psychological

and pedagogical positions. The empirical base of the study were the

semiformalized depth interviews with students of higher education institutions

(the full-time education form) in Kazan, Nizhny Novgorod, Ukhta; expert

interviews with teachers of high schools of Kazan, Nizhny Novgorod, Ukhta,

engaged in the study of the modern education problems and the results of

independent work of students of the social and economic faculty of KNRTU

(Kazan) who developed programs of improving the educational process

during the training course "Social engineering" A sample of 15 teachers and

25 students was taken. In the result it was revealed that in modern society,

the growth of the formal rationalization and development of the bureaucracy in

the education system leads to the alienation of the university students in the

learning process. The most appropriate approach in the study of the process

of alienation among students is a sociological approach, considering the

alienation as a systemic characteristic of higher education. The alienation in

the process of education is manifested in certain forms: alienation from the

educational activities of its results, the alienation of students from his species-

being, alienation of students from each other, as well as the alienation of

students from their learning management, from the national culture. In order

to overcome the alienation of the student should participate in social practices

characterized by the personal interest of student learning, the presence of the

37

element of the game, focus on relationships that are included in practical

activities. One of the most important today practices is to overcome the

alienation of the individual in the process of higher education workshop

training, which can be organized by the teacher.

Abidifar (2016) studied the relation between alienation and modern day

society. This study was conducted to comprehend the impact of technology

on human interaction, utilizing the Social conflict perspective. Social conflict

perspective perceives and faults many societal problems on capitalism.

Capitalists have created technology and continue to create mass production

of new technology to suit their imagination and maximize their profits. For this

study, a qualitative research; secondary analysis of data is used to see how

technology affect human social interaction and social structure. Analysis of

data reveals that technology has benefited human society, particularly in

revolutionizing the medical field and playing a major role in scientific research.

However, it has its own drawbacks for individuals and the society as a whole.

Nowadays, technology has serious social cost, most notably, “mass

alienation.” It has already weakened our “collective conscious”, has become

opiate of the masses and a source of disintegration, deviance, strain, and

divisiveness. If the progression of technology continues at the current pace,

we are likely to witness more class conflict, war, environmental degradation,

poverty, and more internal and external alienation.

Solomon (2016) studied the phenomenon of student disengagement

from university mathematics through the lens of Marx’s concept of alienation.

Interview was conducted on 15 second year mathematics students from 4

universities, in which they explain their experiences of university mathematics.

In the result it was found that dominant modes of teaching in the English

school system produce alienated relationships with mathematics, including

among successful students, which university teaching does not necessarily

reverse.

Irshad (2017) studied the relationship between stress and alienation,

comparison of stress and alienation among orphans and normal individuals.

Orphans subjects were drawn from missionaries of charity (mother Teresa’s

38

home) Aligarh, and normal subjects were from boys of twelfth, AMU Aligarh

and in both the groups there were 40 subjects between the age of 14 and 18

years. Pearson correlation and t-test was applied. The results revealed that

stress and alienation are highly correlated with each other which means that

when a person is under stressful condition they automatically get into

alienated and vice versa. Results from t-test clearly show that orphans are

higher in alienation and stress in comparison to normal.

2.5 Overview

Overview of the studies related to the relationship between alienation

and job satisfaction, alienation and self esteem; and alienation and values is

written below.

2.5.1 Alienation and Job satisfaction

Varus (1979) found in his studies that less satisfied teacher were more

alienated. Lefkowiz (1980) studied the work alienation and job satisfaction

among workers in France and found a negative significant relationship

between alienation and job satisfaction. This result was also supported by

Gupta (1982) and Shanker (1987), while working on Indian workers and

teachers of secondary school levels respectively. Dadzie(1998) studied the

relation of job satisfaction and alienation among nurses and found that four

variables i.e., age, race, sex and work status were important in determining

job satisfaction levels and levels of anomie. Kumari (2006) studied the relation

between job satisfaction and alienation among secondary school teachers of

Kumaun in relation to sex, types of school and religiosity. Female teachers in

private schools and male teachers in KVs were found to be higher on job

satisfaction. Sayler(2007) studied the relationship among work values,

personality traits, job satisfaction and carrier satisfaction, a significant

negative relationship was found between job satisfaction and alienation. Sulu

(2010) in his studies revealed that dimensions of work alienation partially

mediated the relationship between organizational injustice and organizational

commitment. Sirin et al. (2011) also explored in his studies a significant

negative relationship between job satisfaction among physical education

teachers and their levels of powerlessness, meaningfulness, isolation and

39

school alienation which are sub-dimensions of work alienation. Stokke et al

(2011) also studied the motivation, job satisfaction and alienation experienced

by oil rig workers, found that satisfied workers were more motivated. Yang

(2012) selected a cross-sectional survey design utilizing questionnaire. Found

that interpersonal relationships play a pivotal role in effective team

functioning, it is a key factor of job satisfaction. Billingsley (2012) found in his

studies that high level of stress results in low level of job satisfaction, which

results in high level of alienation. Kesik (2014) studied the elementary school

teacher perceptions about their levels in work alienation. Results revealed that

young teachers, subject teachers, teachers working in big size schools and

teachers who are graduated have higher levels of work alienation. Tabrizi

(2015) in his studies found that higher rate of job satisfaction, lower the

depression order and lower the alienation. Yorulmaz et al (2015) studied the

relationship between teachers’s alienation and occupational professionalism,

and found a negative and significant relation between them. Cetinkanat et al

(2016) also studied the quality of work life and work alienation and found a

negative significant relationship. Naik (2016) also found a negative and

significant relationship between alienation and job satisfaction among the

bank employees. Yousefi et al. (2016) found in his studies that work alienation

is a function of social satisfaction, job satisfaction, social trust, job

characteristics and social justice. Inkson (2018) studied the relationship

between job satisfaction and degree of alienation among male manual

workers in New Zealand, and found high degree of alienation among young

workers who were not satisfied from their job.

From the above studies, it can be concluded that job satisfaction and

alienation are negatively and significantly related to each other. An individual

who is satisfied from one’s job would be less alienated and vice versa.

2.5.2 Alienation and Self esteem

Srivastava (1981) revealed in his studies that higher degree of

alienation among students with low self esteem. Asamen (1983) in his studies

found the result that Japanese and Chinese Americans who felt more

alienated had significantly lower self esteem than Japanese and Chinese

40

Americans who felt less alienated. Cullingford (1998) found that alienation

was negatively correlated with self esteem but positively associated with

truancy, exclusion and disruptive behaviour. Anne(2006) also found in his

studies that 80% of teachers were curbed due to self esteem. There was no

difference in level of self esteem between younger and old teachers. Vahedi

et al.(2010) studied the relationship between social alienation, spiritual well-

being, economic situation and satisfaction of life. He found that self esteem

was inversely related with alienation. Shah et al. (2012) studied the

interrelationships among anxiety, self esteem and alienation. Result was

found that self esteem and anxiety were highly correlated among males and

valid relation was found between alienation and anxiety. Blatter et al.(2013)

found in his studies that high level of parental alienation leads to low level of

self esteem. Kumari (2013) studied the relationship among emotional

maturity, self esteem and teaching competency. Stratified Random Sampling

Method was followed. Cherabin (2014) also studied on job satisfaction, self

esteem and organizational commitment among faculty members of secondary

level teacher training programme. Daveronis (2015) in his studies found that a

low level of self esteem was found among the students who were highly

alienated. Sharma(2015) conducted his studies on married female teachers

and find the result that people with high self esteem always approach the

problem in an optimistic way, while low self esteem person always posses

negative attitude and show impulsive behaviour. Verrocchio (2015) also found

the relationship between alienation and self esteem. A negative correlation

was found between alienation and self esteem. Kocayoruk et al. (2016) found

the relationship between alienation and self esteem, low self esteem leads to

alienation.

From the above studies it can be concluded that low self esteem

results in high alienation and vice versa. Self Esteem and alienation are

negatively and significantly related.

2.5.3 Alienation and Values:

Zuberi (1884) in his studies explored that teachers with high theoretical

values were more active, less alienated and with high economic values exhibit

41

facilitative behaviours, while teachers high on aesthetic values used

controlling behaviour, in their respective classes. Nisha (1990) in her studies

found a positive correlation between theoretical values and alienation, a

negative correlation between economic values and alienation, a negative

correlation between aesthetic values and alienation, a negative correlation

between political values and alienation ; and a positive correlation between

religious values and alienation. Sanovar (1991) studied value orientation in

relation to professional choices. Social value were found to be predominant

among journalists, economic among doctors, aesthetic among engineers and

theoretical among police servants. Kashmiri (2008) in his studies found that

more preference is given to enjoyment than to traditions. Vahedi et al. (2010)

founded in his studies that religious values are inversely related to alienation.

Ucanok (2011) studied the link between work related values and attitudes.

Work alienation was found to be negatively correlated with intrinsic work

values. Kim (2014) studied the relationship money and alienation. The

research results suggested money is all attitude and alienation levels in Korea

are relatively higher than in US and Sweden. Bazmi (2015) studied the job

satisfaction in relation to teaching aptitude and personal values of teachers in

the schools of the visually disabled. Administracao (2016) studied the

relationship between alienation, segregation and re-socialization, and found

the result that when the social values were developed, the level of alienation

was reduced.

From the above studies, it can be concluded that, the values (i.e.,

economic, social, political, theoretical, religious, and aesthetic) has a relation

with the alienation. And it varies from one value to another, under different

circumstances.

42

CHAPTER – lll

METHOD AND PROCEDURE

For the present study, descriptive survey research method was used to

study alienation among school teachers in relation to their job satisfaction, self

esteem and values. The descriptive survey research method studies the

sample of individual units from a population and then the data is collected by

the construction of questionnaire and other methods to improve the number

and accuracy of responses to surveys.

3.1 Population and Sample of the Study

The teachers teaching till the elementary classes in government

schools in Punjab were the population to be studied. A sample of 600 with

nearly an equal number of male and female teachers was selected at random

from elementary government schools in the district of Gurdaspur, Mohali,

Jallandhar (one district from each region i.e., Majha, Malwa and Doaba

respectively). In each district 60 schools were visited to collect the data from

the teachers.

3.2 Research Tools

The Punjabi adaptation of the following scales were prepared and used.

1. Alienation Scale by Hardeo Ojha (2010) which contains 20 items

spreading over six dimensions i.e. (a) powerlessness, (b)

normlessness, (c) meaninglessness, (d) social isolation, (e) self

estrangement and (f) cultural estrangement.(See Annexure-i)

2. Job satisfaction Scale for Teachers by Meera Dixit (2013) which

contains 52 items divided into eight area i.e. (a) Intrinsic aspect of job,

(b) Salary, Promotional avenues and service condition, (c) Physical

facilities, (d) Institutional plans and policies, (e) Satisfaction with

authorities, (f) Satisfaction with social status and family welfare, (g)

Rapport with students,(h) Relationship with co-workers.(See Annexure-

ii)

43

3. Self esteem Inventory developed by Stanley Coopersmith (1981). It

contains 25 items which are scored on a dichotomous scale (“like me”

or “not like me”) to provide a global measure of self-esteem. Higher

scores indicate higher self-esteem. “Like me” is scored 1 and “not like

me” is scored 0.(See Annexure-iii)

4. Values Test by R. K. Ojha and M. Bhargava (1992). This test contains

45 statements which measures six values i.e. (a) theoretical, (b)

economic, (c) aesthetic, (d) social, (e) political and (f) religious based

on Allport, Vernon and Lindzey study of Values.(See Annexure-iv)

3.3 Steps involved in Punjabi Adaptation of the Scale

The items of the four scales mentioned above were translated into

Punjabi. Opinions of experts, one each from the disciplines of Punjabi and

Education were sought regarding the suitability of the translated items.

Linguistic equivalence of the items in the scales was observed while preparing

the Punjabi versions of the scales.

3.4 Reliability indices for the Scales

3.4.1 Alienation Scale

The Punjabi version of the Alienation Scale (Hardeo Ojha, 2010) was

administered and re-administered at an interval of one month to a sample 30

Government primary school teachers. The test-retest and Cronbach’s alpha

coefficients were worked. These are reported in table.

Table: 3.1(a) Reliability indices for the alienation scale

Method N Interval Reliabilit

y index

Test-retest (Stability Coefficient) 30 1 month r=.908

Cronbach’s alpha (Internal Consistency) 30 1 month α=.723

44

Table: 3.1(b)Item-wise correlation coefficient between test and retest scores on

alienation scale (Interval: 1 month, N=30)

Item No. Correlation Coefficient1 .932

2 .963

3 .916

4 .935

5 .964

6 .980

7 .977

8 .983

9 .977

10 .986

11 .987

12 .973

13 .980

14 .935

15 .980

16 .877

17 .972

18 .903

19 .943

20 .976

The above tables reveal that the test-retest correlation for each item is

high. The value of Cronbach’s alpha is 0.723. These findings indicate high

internal consistency.

3.4.2 Job satisfaction Scale

The Punjabi version of the Job satisfaction scale (Meera Dixit,2013)

was administered and re-administered at an interval of one month to a sample

30 Government primary school teachers. The test-retest and Cronbach’s

alpha coefficients were worked. These are reported in table 3.2(a) and 3.2(b).

45

Table: 3.2(a) Reliability indices for the job satisfaction scale

Method N Interval Reliabilit

y index

Test-retest (Stability Coefficient) 30 1

month

r=.770

Cronbach’s alpha (Internal Consistency) 30 1

month

α=.723

Table:3.2(b)Item-wise correlation coefficient between test and retest scores on the

job satisfaction scale (Interval: 1 month, N=30)

Item no. Correlation Coefficient1 .971

2 .802

3 .968

4 .947

5 .973

6 .882

7 .972

8 .954

9 .850

10 .850

11 .958

12 .850

13 .903

14 .915

15 .802

16 .914

17 .973

18 .894

19 .918

20 .850

46

21 .990

22 .950

21 .990

22 .950

23 .695

24 .821

25 .978

26 .982

27 .937

28 .965

29 .957

30 .850

31 .947

32 .802

33 .850

34 .973

35 .802

36 .943

37 .850

38 .957

39 .866

40 .894

41 .972

42 .866

43 .974

44 .916

45 .866

46 .979

47 .960

48 .956

49 .960

50 .975

47

51 .908

52 .695

The above tables reveal that the test-retest correlation coefficient for

each item is high. The value of Cronbach’s alpha is 0.723. These findings

indicate high internal consistency.

3.4.3 Self esteem Scale

The Punjabi version of the Self esteem scale (Stanley Coopersmith,

1981) was administered and re-administered at an interval of one month to a

sample 30 Government primary school teachers. The test-retest and

Cronbach’s alpha coefficients were worked. These are reported in table.

3.3(a) and 3.3(b).

Table : 3.3(a) Reliability indices for the self esteem scale

Method N Interval Reliabilit

y index

Test-retest (Stability Coefficient) 30 1

month

r=.903

Cronbach’s alpha (Internal Consistency) 30 1

month

α=.723

Table : 3.3 (b)Item-wise correlation coefficient between test and retest scores on the

self esteem scale (Interval : 1 month, N=30)

Item No. Correlation Coefficient

1 .894

2 .894

3 .877

4 .915

5 .906

48

6 .934

7 .935

8 .935

9 .926

10 .894

11 .894

12 .894

13 .915

14 .929

15 .894

16 .935

17 .894

18 .915

19 .934

20 .915

21 .929

22 .894

23 .877

24 .921

25 .877

The above tables reveal that the test-retest correlation coefficient for

each item is high. The value of Cronbach’s alpha is 0.723. These findings

indicate high internal consistency.

3.4.4 Values Scale

The Punjabi version of the Value scale (R.K. Ojha and M. Bhargava,

1992) was administered and re-administered at an interval of one month to a

sample 30 Government primary school teachers. The test-retest and

Cronbach’s alpha coefficients were worked. These are reported in table 3.4(a)

and 3.4 (b).

49

Table: 3.4(a)Reliability indices for the values scale

Method N Interval Reliabilit

y index

Test-retest (Stability Coefficient) 30 1

month

r=.737

Cronbach’s alpha (Internal Consistency) 30 1

month

α=.754

Table : 3.4(b)Item-wise correlation coefficient between test and retest scores on the

values scale (Interval : 1 month, N=30)

Item No. Correlation Coefficient

1 .965

2 .940

3 .948

4 .974

5 .953

6 .937

The above tables reveal that the test-retest correlation coefficient for

each item is high. The value of Cronbach’s alpha is 0.754. These findings

indicate high internal consistency.

3.5 Validity

Validity is about whether the inference one makes is appropriate,

meaningful and useful. In the present study, content validity was established.

3.5.1 Content Validity

50

The choice of an item depends, in the first instance, upon the

judgement of competent persons and also to its suitability for the purpose of

the test. This establishes the ‘Content Validity’. Content validity is a non-

statistical type. It is based on careful examination of course, textbooks,

syllabus, objectives and the judgement of subject matter specialists. In the

present study, content validation of scales was achieved by showing the

preliminary draft experts in the field of education and language.

51

CHAPTER – IVANALYSIS AND INTERPRETATION OF DATA

Analysis and interpretation of the data was done in three phases.

Phases of the study

Phase 1: In this phase, the descriptive statistics i.e. mean, median, SD,

range, skewness and kurtosis of alienation, job satisfaction, self

esteem and values scores were calculated.

Phase 2: In this phase, high, average and low groups were formed from the

scores on job-satisfaction, self esteem and values using M±1/2

criterion.

Phase 3: In this phase, the analysis of variance (ANOVA) was used to study

the relation of alienation among teachers with job satisfaction, self

esteem and values respectively.

Phase-14.1 Description of Variables: Alienation, job satisfaction, self esteem and

values

Descriptive statistics i.e. mean, median, SD, range, skewness and kurtosis of

alienation, job satisfaction, self esteem and values scores were calculated.

4.1.1 Alienation in teachers (total sample)

The frequency distribution of scores of teachers (total sample) on alienation

are given in table 4.1 (a) and the descriptive measures are given in table

4.1(b)

Table 4.1(a)Frequency distribution of alienation scores (total sample)

(N=600)

Class Interval Frequency Percentage91-100 2 0.3381-90 1 0.1671-80 0 061-70 47 7.851-60 318 5341-50 157 26.231-40 65 10.821-30 10 1.7Total 600 100

52

Table 4.1(b)Descriptive measures of alienation scores of teachers (total sample)

(N=600)

Variable Statistic Std.Error

Alienation Mean 51.38 .357

95% Confidence Interval for

Mean

Lower Bound 50.68

Upper Bound 52.08

Median 52.00

Mode 53.24

Std. Deviation 8.740

Minimum 25

Maximum 94

Range 69

Skewness -.147 .100

Kurtosis 1.936 .199

Table 4.1(b) shows that mean score of total sample for alienation came out to

be 51.38 with standard deviation of 8.740 and median of 52. The minimum

score was 25 and the maximum score was 94 with a range of 69 for

distribution of total sample of teachers.

Fig 4.1 Graphic presentation of alienation scores of teachers (total sample)

53

21-30 31-40 41-50 51-6.0 61-70 81-90 91-1000

255075

100125150175200225250275300325350

Class Interval

Freq

uenc

y

Distribution of alienation scores (total sample) has negative skewness and the

kurtosis value of 1.936 indicates that curve is platykurtic.

4.1.1.1 Alienation in male teachers

The frequency distribution of scores of male teachers on alienation are given

in table 4.2(a) and the descriptive measures are given in table 4.2(b)

Table 4.2(a)Frequency distribution of alienation scores of teachers (male)

(N=300)

Class Interval Frequency Percentage91-100 1 0.3381-90 1 0.3371 -80 0 061-70 23 7.751-60 159 5341-50 77 25.731-40 37 12.321-30 2 0.7Total 300 100

Table 4.2(b)Descriptive measures of alienation scores of teachers (male)

(N=300)

Variable Statistic Std. Error

Alienation(male)

Mean 51.37 .505

95% Confidence Interval for Mean

Lower Bound 50.37

Upper Bound 52.36

Median 52.00

Mode 53.26

Std. Deviation 8.748

Minimum 26

Maximum 89

Range 63

Skewness -.073 .141

Kurtosis 1.956 .281

Table 4.2(b) shows that mean score of male sample of alienation came out to

be 51.37 with standard deviation of 8.748 and median of 52.00. The minimum

54

score was 26 and the maximum score was 89 with a range of 63 for

distribution of male sample of teachers.

Fig 4.2 Graphic presentation of alienation scores of male sample of teachers

The value of skewness was -.073 and mean value was 51.37 which is less

than median i.e. 52.00 Hence it clearly shows that skewness is negative. The

kurtosis came out to be 1.956 which is more than .263. Curve is platykurtic.

4.1.1.2 Alienation in female teachers

The frequency distribution of scores of female teachers on alienation are

given in table 4.3(a) and the descriptive measures are given in table 4.3(b)

Table 4.3(a)Frequency distribution of alienation scores of teachers (female)

(N=300)Class Interval Frequency Percentage

91-100 1 0.381-90 0 071-80 0 061-70 24 851-60 159 5341-50 80 26.731-40 28 9.321-30 8 2.7Total 300 100

55

21-30 31-40 41-50 51-6.0 61-70 81-900

102030405060708090

100110120130140150160170

Class Interval

Freq

uenc

y

Table 4.3(b)Descriptive measures of alienation scores of teachers (female)

(N=300)

Variable Statistic Std.Error

Alienation(female)

Mean 51.40 .505

95% Confidence Interval for Mean

Lower Bound 50.41

Upper Bound 52.39

5% Trimmed Mean 51.60

Median 52.00

Mode 53.20

Std. Deviation 8.747

Minimum 25

Maximum 94

Range 69

Skewness -.222 .141

Kurtosis 1.971 .281

Table 4.3(b) shows that mean score of female sample of alienation came out

to be 51.40 with standard deviation of 8.747 and median of 52.00. The

minimum score was 25 and the maximum score was 94 with a range of 69 for

distribution of female sample of teachers.

Fig 4.3 Graphic presentation of alienation scores of female sample of teachers.

56

21-30 31-40 41-50 51-6.0 61-70 91-1000

20

40

60

80

100

120

140

160

180

Class Interval

Freq

uenc

y

Distribution of alienation scores (female) has negative skewness and kurtosis

value of 1.971 indicates that curve is platykurtic.

4.1.2 Job satisfaction in teachers (total sample)

The frequency distribution of scores of teachers on job satisfaction is given in

table 4.4 (a) and the descriptive measures are given in table 4.4 (b)

Table 4.4 (a)Frequency distribution of job satisfaction scores of teachers (total sample)

(N=600)Class Interval Frequency Percentage

141-150 21 3.5131-140 25 4.2121-130 44 7.1111-120 148 24.7101-110 94 15.791-100 122 20.381-90 78 1371-80 34 5.761-70 18 351-60 13 2.241-50 3 0.5Total 600 100

Table 4.4(b)Descriptive measures of job satisfaction scores of teachers (total sample)

(N=600)

Variable Statistics Std .ErrorJob

satisfactionMean 103.04 .808

95% Confidence Interval for Mean

Lower Bound 101.46

Upper Bound 104.63

Median 104.00

Mode 105.92

Std. Deviation 19.785

Minimum 42

Maximum 150

Range 108

Skewness -.151 .100

Kurtosis .247 .199

The table 4.4(b) shows that the mean score of total sample (N=600) for job satisfaction was 103.04 with SD of 19.783 and median of 104.00. The

57

minimum score was 42 and the maximum score was 150 with a range of 108 for the distribution of job satisfaction scores of the total sample of teachers.

Fig.4.4 Graphic representation of job satisfaction scores of teachers (total sample)

Distribution of job satisfaction scores has negative skewness, and the kurtosis

value of 0.247 indicates that the curve is slightly platykurtic.

4.1.2.1 Job satisfaction in male teachers

The frequency distribution of scores of teachers (male) on job satisfaction are

given in table 4.5 (a) and the descriptive measures are given in table 4.5(b)

Table 4.5(a)Frequency distribution of job satisfaction scores of teachers (male)

(N=300)Class Interval Frequency Percentage

141-150 6 2131-140 13 4.3121-130 21 7111-120 76 25.3101-110 57 1991-100 56 18.781-90 32 10.771-80 19 6.361-70 9 351-60 8 2.741-50 3 1Total 300 100

58

41-60 51-60 61-70 71-80 81-90 91-100

101-110

111-120

121-130

131-140

141-150

0255075

100125150175

Class Interval

Freq

uenc

y

Table 4.5(b)Descriptive measures of job satisfaction scores of teachers (male)

(N=300)

Variable Statistic Std. Error

Job satisfaction (male)

Mean 102.26 1.140

95% Confidence Interval for Mean

Lower Bound 100.02

Upper Bound 104.51

Median 104.00

Mode 107.48

Std. Deviation 19.745

Minimum 42

Maximum 150

Range 108

Skewness -.401 .141

Kurtosis .401 .281

The table 4.5(b) shows that the mean scores for job satisfaction (male) was

102.26 with SD of 19.745 and median of 104.00. The minimum score was 42

and the maximum score was 150 with a range of 108 for the distribution of the

job satisfaction scores (male) of teachers.

59

41-60 51-60 61-70 71-80 81-90 91-100 101-110 111-120 121-130 131-140 141-1500

10

20

30

40

50

60

70

80

Class Intervals

Freq

uenc

y

Fig 4.5 Graphic presentation of job satisfaction scores of male sample of teachers

Distribution of job satisfaction scores has negative skewness and the kurtosis

value of 0.401 indicates that curve is platykurtic.

4.1.2.2 Job satisfaction in female teachers

The frequency distribution of scores of teachers (female) on job satisfaction

are given in table 4.6 (a) and the descriptive measures are given in table

4.6(b)

Table 4.6(a)Frequency distribution of job satisfaction scores of teachers (female)

(N=300)Class Interval Frequency Percentage

141-150 15 5131-140 12 4121-130 23 7.7111-120 72 24101-110 37 12.391-100 66 2281-90 46 15.371-80 15 561-70 9 351-60 5 1.7Total 300 100

Table 4.6(b)Descriptive measures of job satisfaction scores of teachers (female)

(N=300)Variable Statistic Std. Error

Job satisfaction

(female)

Mean 103.83 1.14595% Confidence Interval for Mean

Lower Bound 101.57Upper Bound 106.08

Median 104.00Mode 104.34Std. Deviation 19.827Minimum 52Maximum 150Range 98Skewness .093 .141Kurtosis .044 .281

60

41-60 51-60 61-70 71-80 81-90 91-100 101-110 111-120 121-130 131-140 141-1500

10

20

30

40

50

60

70

80

Class Intervals

Freq

uenc

y

Table 4.6 (b) shows that the mean scores for job satisfaction (female) was

103.83 with SD of 19.827 and median of 104.00. The minimum score was 52

and the maximum score was 150 with a range of 98 for the distribution of the

job satisfaction scores (female) of teachers.

Fig 4.6 Graphic presentation of job satisfaction scores of female sample of teachers

Distribution of job satisfaction score (female) has negative skewness and the

kurtosis value of 0.044 indicates that it is platykurtic.

4.1.3 Self esteem in teachers (total sample)

The frequency distribution of scores of teachers (total sample) on self esteem

are given in table 4.7 (a) and the descriptive measures are given in table

4.7(b)

Table: 4.7(a)Frequency distribution table of self esteem scores of teachers (total sample)

(N=600)

Class Interval Frequency Percentage21-22 1 0.219-20 1 0.217-18 8 1.315-16 18 313-14 124 20.711-12 156 269-10 192 327-8 66 11

61

51-60 61-70 71-80 81-90 91-100 101-110 111-120 121-130 131-140 141-1500

10

20

30

40

50

60

70

80

Class Interval

Freq

uenc

y

5-6 33 5.53-4 1 0.2Total 600 100

Table 4.7(b)Descriptive measures of self esteem scores (total sample)

(N=600)

Variable Statistic Std.ErrorSelf esteem

Mean 10.70 .101

95% Confidence Interval for Mean

Lower Bound 10.50

Upper Bound 10.90

Median 11.00

Mode 11.6

Std. Deviation 2.468

Minimum 4

Maximum 22

Range 18

Skewness .231 .100

Kurtosis .744 .199

Table 4.7 (b) shows that the mean scores for self esteem (total sample) was

10.70 with SD of 2.468 and median of 11.00. The minimum score was 4 and

the maximum score was 22 with a range of 18 for the distribution of the self

esteem scores (total sample) of teachers.

Fig 4.7 Graphic presentation of self esteem scores of teachers (total sample)

62

3-4 5-6 7-8 9-10 11-12 13-14 15-16 17-18 19-20 21-220

25

50

75

100

125

150

175

200

225

Class Interval

Freq

uenc

y

Distribution of self esteem scores (total) has positive skewness and the

kurtosis value of 0.744 indicates that it is platykurtic.

4.1.3.1 Self esteem in male teachers

The frequency distribution of scores of male teachers on self esteem are

given in table 4.8(a) and the descriptive measures are given in table 4.8(b)

Table 4.8(a)Frequency distribution table of self esteem scores of teachers (male)

(N=300)Class Interval Frequency Percentage

17-18 3 115-16 8 2.713-14 60 2011-12 82 27.39-10 99 337-8 33 115-6 15 5Total 300 100

Table 4.8(b)Descriptive measures of self esteem scores of teachers (male)

(N=300)Variable Statistic Std.

Error

Self esteem(male)

Mean 10.61 .133

95% Confidence Interval for Mean

Lower Bound 10.35

Upper Bound 10.87

Median 11.00

Mode 11.78

Std. Deviation 2.295

Minimum 5

Maximum 18

Range 13

Interquartile Range 3

Skewness .078 .141

63

3-4 5-6 7-8 9-10 11-12 13-14 15-16 17-18 19-20 21-220

25

50

75

100

125

150

175

200

225

Class Interval

Freq

uenc

y

Kurtosis .072 .281

Table 4.8(b) shows that mean score of male sample of self esteem was 10.61

with standard deviation of 2.295 and median of 11.00. The minimum score

was 5 and the maximum score was 18 with a range of 13 for the distribution of

the male sample of teachers.

Fig 4.8 Graphic presentation of self esteem scores of male sample of teachers

Distribution of self esteem scores (male) has positive skewness and kurtosis

value of 0.072 indicates that it is platykurtic.

4.1.3.2 Self esteem in female teachers

The frequency distribution of scores of female teachers on self esteem is

given in table 4.9(a) and the descriptive measures are given in table 4.9(b).

Table 4.9(a)Frequency distribution table of self esteem scores of teachers (female)

(N=300)

Class Interval Frequency Percentage21-22 1 0.319-20 1 0.317-18 5 1.715-16 10 3.313-14 64 21.311-12 74 24.79-10 93 31

64

5-6 7-8 9-10 11-12 13-14 15-16 17-180

10

20

30

40

50

60

70

80

90

100

110

Class Interval

Freq

uenc

y

7-8 33 115-6 18 63-4 1 0.3Total 300 100

Table 4.9(b)Descriptive measures of self esteem scores of teachers (female)

(N=300)Variable Statistic Std. Error

Self esteem(female)

Mean 10.79 .152

95% Confidence Interval for Mean

Lower Bound 10.49

Upper Bound 11.09

Median 11.00

Mode 11.42

Std. Deviation 2.630

Minimum 4

Maximum 22

Range 18

Skewness .307 .141

Kurtosis 1.021 .281

Table 4.9(b) shows that mean score of female sample of self esteem was

10.79 with standard deviation of 2.630 and median of 11.00. The minimum

score was 4 and the maximum score was 22 with a range of 18 for the

distribution of the female sample of teachers.

65

3-4 5-6 7-8 9-10 11-12 13-14 15-16 17-18 19-20 21-220

10

20

30

40

50

60

70

80

90

100

Class Interval

Freq

uenc

y

Fig 4.9 Graphic representation of self esteem scores of female sample of teachers

Distribution of self esteem (female) has positive skewness and the kurtosis

value of 1.021 indicates that the curve is platykurtic.

4.1.4 Theoretical value in teachers (total sample)

The frequency distribution of scores of teachers (total sample) on theoretical

value are given in table 4.10 (a) and the descriptive measures are given in

table 4.10(b)

Table 4.10(a)Frequency distribution table of theoretical values scores of teachers (total

sample) (N=600)

Class Interval Frequency Percentage91-95 1 0.286-90 0 081-85 0 076-80 0 071-75 0 066-70 1 0.261-65 2 0.356-60 32 5.351-55 37 6.246-50 141 23.541-45 208 34.736-40 142 23.731-35 24 426-30 9 1.521-25 4 0.7Total 600 100

Table 4.10(b)Descriptive measures of theoretical values scores of teachers (total

sample)(N=600)

Variable Statistics Std.ErrorTheoretical

valuesMean 43.80 .26495% Confidence Interval for Mean

Lower Bound 43.28Upper Bound 44.31

Median 43.00Mode 41.4

66

Std. Deviation 6.462Minimum 21Maximum 94Range 73Skewness .794 .100Kurtosis 6.259 .199

Table 4.10(b) shows that mean score of total sample for theoretical value was

43.80 with standard deviation of 6.462 and median of 43. The minimum score

was 21 and the maximum score was 94 with a range of 73 for the distribution

of the total sample of teachers.

Fig 4.10 Graphic presentation of theoretical values scores of teachers (total sample)Distribution of theoretical values scores (total sample) has positive skewness

and the kurtosis value of 6.295 indicates that it is leptokurtic.

4.1.4.1 Theoretical values in male teachers

The frequency distribution of scores of male teachers on theoretical values

are given in table 4.11(a) and the descriptive measures are given in table

4.11(b)

Table 4.11(a)Frequency distribution table of theoretical values scores of teachers (male)

(N=300)Class Interval Frequency Percentage

90-95 1 0.386-90 0 081-85 0 076-80 0 071-75 0 0

67

21-25 26-30 31-35 36-40 41-45 46-50 51-55 56-60 61-65 91-950

25

50

75

100

125

150

175

200

225

Class Interval

Freq

uenc

y

66-70 0 061-65 1 0.356-60 22 7.351-55 22 7.346-50 66 2241-45 104 34.736-40 72 2431-35 7 2.326-30 2 0.721-25 3 1Total 300 100

Table 4.11(b)Descriptive measures of theoretical values scores of teachers (male)

(N=300)Variable Statistic Std. Error

Theoretical values(male)

Mean 44.26 .400

95% Confidence Interval for Mean

Lower Bound 43.47

Upper Bound 45.04

Median 43.00

Mode 40.48

Std. Deviation 6.930

Minimum 21

Maximum 94

Range 73

Skewness 1.246 .141

Kurtosis 8.754 .281

Table 4.11(b) shows that mean score of male sample of theoretical values

was 44.26 with standard deviation of 6.930 and median of 43.00. The

minimum score was 21 and the maximum score was 94 with a range of 73 for

the distribution of the male sample of teachers.

68

21-25 26-30 31-35 36-40 41-45 46-50 51-55 56-60 61-65 91-950

10

20

30

40

50

60

70

80

90

100

110

Freq

uenc

y

Fig 4.11 Graphic presentation of theoretical values scores of male sample of teachers Distribution of theoretical values score (male) has positive skewness and the

kurtosis value of 8.754 indicates that it is leptokurtic.

.

4.1.4.2 Theoretical values in female teachers

The frequency distribution of scores of female teachers on theoretical values

are given in table 4.12(a) and the descriptive measures are given in table

4.12(b)

Table 4.12(a)Frequency distribution table of theoretical values scores of teachers

(female)(N=300)

Class Interval Frequency Percent61-65 1 0.356-60 10 2.351-55 15 5.746-50 75 23.341-45 104 34.736-40 70 2531-35 17 526-30 7 3.321-25 1 0.3Total 300 100

Table 4.12(b)Descriptive measures of theoretical values scores of teachers (female)

(N=300)Variable Statistic Std. Error

Theoretical values

(female)

Mean 43.33 .343

95% Confidence Interval for Mean

Lower Bound 42.66

Upper Bound 44.01

69

Median 43.00

Mode 42.34

Std. Deviation 5.933

Minimum 25

Maximum 62

Range 37

Skewness -.009 .141

Kurtosis .729 .281

Table 4.12(b) shows that mean score of female sample of theoretical values

was 43.33 with standard deviation of 5.933 and median of 43.00. The

minimum score was 25 and the maximum score was 62 with a range of 37 for

the distribution of the female sample of teachers.

Fig 4.12 Graphic presentation of theoretical values scores of female sample of teachers

Distribution of theoretical value score (female) has negative skewness and the

kurtosis value 0.729 indicates that it is platykurtic.

4.1.5 Economic values in teachers (total sample)

70

21-25 26-30 31-35 36-40 41-45 46-50 51-55 56-60 61-650

10

20

30

40

50

60

70

80

90

100

110

Class Interval

Freq

uenc

y

The frequency distribution of scores of teachers (total sample) on economic

values is given in table 4.13 (a) and the descriptive measures are given in

table 4.13(b).

Table 4.13(a)Frequency distribution table of economic values scores of teachers (total

sample)(N=600)

Class Interval Frequency Percentage52-56 15 2.548-51 51 8.544-47 163 27.240-43 192 3236-39 119 19.832-35 45 7.528-31 12 220-23 3 0.5Total 600 100

Table 4.13(b)Descriptive measures of economic values scores of teachers (total sample)

(N=600)

Variable Statistics Std. ErrorEconomic

valuesMean 41.69 .210

95% Confidence Interval for Mean

Lower Bound 41.28

Upper Bound 42.10

Median 42.00

Mode 42.62

Std. Deviation 5.146

Minimum 22

Maximum 56

Range 34

Skewness -.282 .100

Kurtosis .532 .199

Table 4.13(b) shows that mean score of total sample for economic values was

41.69 with standard deviation of 5.146 and median of 42. The minimum score

71

was 22 and the maximum score was 56 with a range of 34 for the distribution

of the total sample of teachers.

Fig 4.13 Graphic presentation of economic values scores of teachers (total sample) Distribution of economic values scores (total sample) has negative skewness

and the kurtosis value of 0.532 indicates that it is platykurtic.

4.1.5.1 Economic values in male teachers

The frequency distribution of scores of male teachers on economic values are

given in table 4.14(a) and the descriptive measures are given in table 4.14(b)

Table 4.14(a)Frequency distribution table of economic values scores of teachers (male)

(N=300)

Class Interval Frequency Percentage52-56 7 2.348-51 21 744-47 90 3040-43 103 34.336-39 52 17.332-35 19 6.3

72

20-23 28-31 32-35 36-39 40-43 44-47 48-51 52-560

25

50

75

100

125

150

175

200

225

Class Interval

Freq

uenc

y

28-31 7 2.320-23 1 0.3Total 300 100

Table 4.14(b)Descriptive measures of economic values scores of teachers (male)

(N=300)Variable Statistic Std. ErrorEconomic

values (male)

Mean 41.90 .288

95% Confidence Interval for Mean

Lower Bound 41.34

Upper Bound 42.47

Median 42.00

Mode 42.20

Std. Deviation 4.985

Minimum 23

Maximum 56

Range 33

Interquartile Range 7

Skewness -.357 .141

Kurtosis .587 .281

Table 4.14(b) shows that mean score of male sample of economic values was

41.90 with standard deviation of 4.985 and median of 42.00. The minimum

score was 23 and the maximum score was 56 with a range of 33 for the

distribution of the male sample of teachers.

73

20-23 28-31 32-35 36-39 40-43 44-47 48-51 52-560

10

20

30

40

50

60

70

80

90

100

110

Class Interval

Freq

uenc

y

Fig 4.14 Graphic presentation of economic values scores of male sample of teachers

Distribution of economic values scores (male) has negative skewness and

kurtosis value of 0.587 indicates that it is platykurtic.

4.1.5.2 Economic values in female teachers

The frequency distribution of scores of female teachers on economic values

are given in table 4.15(a) and the descriptive measures are given in table

4.15(b)

Table 4.15(a)Frequency distribution table of economic values scores of teachers (male)

(N=300)

Class Interval Frequency Percentage

52-56 8 2.7

48-51 30 10

44-47 73 24.3

40-43 89 29.7

36-39 67 22.3

32-35 26 8.7

28-31 5 1.7

20-23 2 0.7

Total 300 100

Table 4.15(b)

Descriptive measures of economic values scores of teachers (female)(N=300)

Variable Statistics Std. Error

Economic values

(female)

Mean 41.48 .306

95% Confidence Interval for Mean

Lower Bound 40.87

Upper Bound 42.08

74

Median 42.00

Mode 43.04

Std. Deviation 5.302

Minimum 22

Maximum 56

Range 34

Skewness -.209 .141

Kurtosis .509 .281

Table 4.15(b) shows that mean score of female sample of economic values

was 41.48 with standard deviation of 5.302 and median of 42.00. The

minimum score was 22 and the maximum score was 56 with a range of 34 for

the distribution of the female sample of teachers.

Fig 4.15 Graphic presentation of the economic values scores of female sample of teachers

Distribution economic values score has negative of skewness and the kurtosis

value of 0.509 indicates that the curve is platykurtic.

4.1.6 Aesthetic values in teachers (total sample)

75

20-23 28-31 32-35 36-39 40-43 44-47 48-51 52-560

10

20

30

40

50

60

70

80

90

100

Class Interval

Freq

uenc

y

The frequency distribution of scores of teachers (total sample) on aesthetic

values are given in table 4.16 (a) and the descriptive measures are given in

table 4.16(b)

Table 4.16(a)Frequency distribution table of aesthetic values scores of teachers (total

sample)(N=600)

Class Interval Frequency Percentage56-60 3 0.551-55 11 1.846-50 14 2.341-45 62 10.336-40 139 23.231-35 212 35.326-30 109 18.221-25 40 6.716-20 10 1.7Total 600 100

Table 4.16(b)Descriptive measures of aesthetic values scores of teachers (total sample)

(N=600)Variable Statistics Std.ErrorAesthetic

valuesMean 34.05 .272

95% Confidence Interval for Mean

Lower Bound 33.51

Upper Bound 34.58

Median 33.00

Mode 30.90

Std. Deviation 6.674

Minimum 18

Maximum 56

Range 38

Skewness .447 .100

Kurtosis .815 .199

76

Table 4.16(b) shows that mean score of total sample for aesthetic values was

34.05 with standard deviation of 6.674 and median of 33. The minimum score

was 18 and the maximum score was 56 with a range of 38 for the distribution

of the total sample of teachers.

Fig 4.16 Graphic presentation of aesthetic values scores of teachers (total sample)

Distribution of aesthetic values of scores has positive skewness and the

kurtosis value of 0.815 indicates that curve is platykurtic.

4.1.6.1 Aesthetic values in male teachers

The frequency distribution of scores of male teachers on aesthetic values are

given in table 4.17(a) and the descriptive measures are given in table 4.17(b)

Table 4.17(a)Frequency distribution table of aesthetic values scores of teachers

(male)(N=300)

Class Interval Frequency Percentage56-60 3 151-55 11 3.746-50 12 441-45 36 1236-40 58 19.3

77

16-20 21-25 26-30 31-35 36-40 41-45 46-50 51-55 56-600

25

50

75

100

125

150

175

200

225

Class Interval

Freq

uenc

y

31-35 106 35.326-30 47 15.721-25 19 6.316-20 8 2.7Total 300 100

Table 4.17(b)Descriptive measures of aesthetic values scores of teachers (male)

(N=300)Variable Statistic Std. Error

Aestheticvalues

(male)

Mean 34.75 .446

95% Confidence Interval for Mean

Lower Bound 33.87

Upper Bound 35.62

Median 34.00

Mode 32.50

Std. Deviation 7.729

Minimum 18

Maximum 56

Range 38

Skewness .466 .141

Kurtosis .392 .281

Table 4.17(b) shows that mean score of male sample of aesthetic values was

to be 34.75 with standard deviation of 7.729 and median of 34.00. The

minimum score was 18 and the maximum score was 56 with a range of 38 for

the distribution of the male sample of teachers.

7816-20 21-25 26-30 31-35 36-40 41-45 46-50 51-55 56-60

0

10

20

30

40

50

60

70

80

90

100

110

120

Aesthetic

Freq

uenc

y

Fig 4.17 Graphic presentation of aesthetic values scores of male sample of teachers Distribution of aesthetic values scores (male) has positive skewness the

kurtosis value of 0.392 indicates that the curve is platykurtic.

4.1.6.2 Aesthetic values in female teachers

The frequency distribution of scores of female teachers on aesthetic values

are given in table 4.18(a) and the descriptive measures are given in table

4.18(b).

Table 4.18(a)Frequency distribution table of aesthetic values scores of teachers (female)

(N=300)

Class Interval Frequency Percentage

46-50 2 0.7

41-45 26 8.7

36-40 81 27

31-35 106 35.3

26-30 62 20.7

21-25 21 7

16-20 2 0.7

Total 300 100

Table 4.18(b)Descriptive measures of aesthetic values scores of teachers (female)

(N=300)Variable Statistics Std.Error

Aesthetic values

(female)

Mean 33.35 .308

95% Confidence Interval for Mean

Lower Bound 32.74

Upper Bound 33.96

Median 33.00

Mode 32.30

Std. Deviation 5.341

79

Minimum 20

Maximum 47

Range 27

Skewness -.092 .141

Kurtosis -.258 .281

Table 4.18(b) shows that mean score of female sample of aesthetic values

was 33.35 with standard deviation of 5.341 and median of 33.00. The

minimum score was 20 and the maximum score was 47 with a range of 27 for

the distribution of the female sample of teachers.

Fig 4.18 Graphic presentation of aesthetic values scores of female sample of teachers

Distribution of aesthetic values scores (female) has a negative skewness and

the kurtosis value of -0.258 indicates that the curve is platykurtic.

4.1.7 Social values in teachers (total sample)

The frequency distribution of scores of teachers (total sample) on social

values are given in table 4.19 (a) and the descriptive measures are given in

table 4.19(b)

Table 4.19(a)Frequency distribution table of social values scores of teachers (total

sample)(N=600)

80

16-20 21-25 26-30 31-35 36-40 41-45 46-500

10

20

30

40

50

60

70

80

90

100

110

120

Class Interval

Freq

uenc

y

Class Interval Frequency Percentage55-59 3 0.5

50-54 24 4

45-49 120 20

40-44 288 48

35-39 122 20.3

30-34 35 5.8

25-29 7 1.2

20-24 1 0.2

Total 600 100

Table 4.19(b)Descriptive measures of social values scores of teachers (total sample)

(N=600)Variable Statistics Std.Error

Socialvalues

Mean 41.65 .199

95% Confidence Interval for Mean

Lower Bound 41.26

Upper Bound 42.04

Median 42.00

Mode 42.70

Std. Deviation 4.867

Minimum 22

Maximum 56

Range 34

Skewness -.316 .100

Kurtosis .863 .199

Table 4.19(b) shows that mean score of total sample for social value was

41.65 with standard deviation of 4.867 and median of 42. The minimum score

was 22 and the maximum score was 56 with a range of 34 for the distribution

of the total sample of teachers.

81

20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-590

255075

100125150175200225250275300325

Class Interval

Fre

qu

en

cy

Fig 4.19 Graphic presentation of social values scores of teachers (total sample) Distribution of social values scores (total sample) has negative skewness and

the kurtosis value of 0.863 indicates that the curve is platykurtic.

4.1.7.1 Social values in male teachers

The frequency distribution of scores of male teachers on social values are

given in table 4.20(a) and the descriptive measures are given in table 4.20(b)

Table 4.20(a)Frequency distribution table of social values scores of teachers (male)

(N=300)Class Interval Frequency Percentage

55-59 3 1

50-54 8 2.7

45-49 57 19

40-44 138 46

35-39 69 23

30-34 21 7

25-29 4 1.3

Total 300 100

Table 4.20(b)Descriptive measures of social values scores of teachers (male)

(N=300)Variable Statistic Std.

ErrorSocial values(male)

Mean 41.38 .286

95% Confidence Interval for Mean

Lower Bound 40.81

Upper Bound 41.94

Median 42.00

Mode 43.24

82

20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-590

255075

100125150175200225250275300325

Class Interval

Freq

uenc

y

Std. Deviation 4.959

Minimum 27

Maximum 56

Range 29

Skewness -.130 .141

Kurtosis .539 .281

Table 4.20(b) shows that mean score of male sample of social values was

41.38 with standard deviation of 4.959 and median of 42.00. The minimum

score was 27 and the maximum score was 56 with a range of 29 for the

distribution of the male sample of teachers.

Fig 4.20 Graphic presentation of social values scores of male sample of teachers

Distribution of social values scores (male) has negative skewness and the

kurtosis value of 0.539 indicates that the curve platykurtic.

4.1.7.2 Social values in female teachers

The frequency distribution of scores of female teachers on social values are

given in table 4.21(a) and the descriptive measures are given in table 4.21(b)

Table 4.21(a)Frequency distribution table of social values scores of teachers (female)

(N=300)

83

25-29 30-34 35-39 40-44 45-49 50-54 55-590

102030405060708090

100110120130140150

Class Interval

Freq

uenc

y

Class Interval Frequency Percentage50-54 16 5.3

45-49 63 21

40-44 150 50

35-39 53 17.7

30-34 14 4.7

25-29 3 1

20-24 1 0.3

Total 300 100

Table 4.21(b)Descriptive measures of social values scores of teachers (female)

(N=300)Variable Statistic Std. Error

Social values

(female)

Mean 41.92 .275

95% Confidence Interval for Mean

Lower Bound 41.38

Upper Bound 42.46

Median 42.00

Mode 42.16

Std. Deviation 4.767

Minimum 22

Maximum 53

Range 31

Skewness -.517 .141

Kurtosis 1.362 .281

Table 4.21(b) shows that mean score of female sample of social values was

41.92 with standard deviation of 4.767 and median of 42.00. The minimum

score was 22 and the maximum score was 53 with a range of 31 for the

distribution of the female sample of teachers.

84

20-24 25-29 30-34 35-39 40-44 45-49 50-540

102030405060708090

100110120130140150160

Class Interval

Freq

uenc

y

Fig 4.21 Graphic presentation of social values scores of female sample of teachers

Distribution of social values scores (female) has negative skewness and the

value of kurtosis of 1.362 indicates that the curve is platykurtic.

4.1.8 Political values in teachers (total sample)

The frequency distribution of scores of teachers (total sample) on political values are given in table 4.22 (a) and the descriptive measures are given in table 4.22(b)

Table 4.22(a)Frequency distribution table of political values scores of teachers

(total sample)(N=600)

Class Interval Frequency Percentage54-58 14 2.349-53 12 244-48 75 12.539-43 194 32.334-38 244 40.729-33 50 8.324-28 11 1.8Total 600 100

Table 4.22(b)Descriptive measures of political values scores of teachers (total

sample)(N=600)

Variable Statistics Std.Error

Political values

Mean 39.13 .214

95% Confidence Interval for Mean

Lower Bound 38.71

Upper Bound 39.55

Median 38.00

85

20-24 25-29 30-34 35-39 40-44 45-49 50-540

102030405060708090

100110120130140150160

Class Interval

Freq

uenc

y

Mode 35.74

Std. Deviation 5.248

Minimum 26

Maximum 57

Range 31

Skewness .621 .100

Kurtosis 1.037 .199

Table 4.22(b) shows that mean score of total sample for political values was

39.13 with standard deviation of 5.248 and median of 38. The minimum score

was 26 and the maximum score was 57 with a range of 31 for the distribution

of the total sample of teachers.

Fig 4.22 Graphic presentation of political value scores of teachers (total sample)

Distribution of political values scores (total sample) has positive skewness

and the kurtosis value of 1.037 indicates that curve is platykurtic.

4.1.8.1 Political value in male teachers

The frequency distribution of scores of male teachers on political values are

given in table 4.23(a) and the descriptive measures are given in table 4.23(b)

Table 4.23(a)Frequency distribution table of political values scores of teachers (male)

(N=300)

Class Interval Frequency Percentage

86

24-28 29-33 34-38 39-43 44-48 49-53 54-580

25

50

75

100

125

150

175

200

225

250

275

Class Interval

Freq

uenc

y

54-58 11 3.749-53 9 344-48 36 1239-43 98 32.734-38 124 41.329-33 22 7.3Total 300 100

Table 4.23(b)Descriptive measures of political values scores of teachers (male)

(N=300)

Variable Statistic Std. Error

Political values(male)

Mean 39.65 .308

95% Confidence Interval for Mean

Lower Bound 39.05

Upper Bound 40.26

Median 39.00

Mode 37.70

Std. Deviation 5.342

Minimum 29

Maximum 57

Range 28

Skewness .993 .141

Kurtosis 1.116 .281

Table 4.23(b) shows that mean score of male sample of political values came

out to be 39.65 with standard deviation of 5.342 and median of 39.00. The

minimum score was 29 and the maximum score was 57 with a range of 28 for

distribution of male sample of teachers.

87

29-33 34-38 39-43 44-48 49-53 54-580

102030405060708090

100110120130

Class Interval

Freq

uenc

y

Fig 4.23 Graphic presentation of political values scores of male sample of teachers

Distribution of political value scores (male) has positive skewness and the

kurtosis value of 1.116 indicates that curve is platykurtic.

4.1.8.2 Political values in female teachers

The frequency distribution of scores of female teachers on political values are

given in table 4.24(a) and the descriptive measures are given in table 4.24(b)

Table 4.24(a)Frequency distribution table of political values scores of teachers (female)

(N=300)Class Interval Frequency Percentage

54-58 3 1

49-53 3 1

44-48 39 13

39-43 96 32

34-38 120 40

29-33 28 9.3

24-28 11 3.7

Total 300 100

Table 4.24(b)Descriptive measures of political values scores of teachers (female)

(N=300)Variable Statistic Std. Error

Political values

(female)

Mean 38.61 .295

95% Confidence Interval for Mean

Lower Bound 38.03

Upper Bound 39.19

Median 38.00

Mode 36.78

88

29-33 34-38 39-43 44-48 49-53 54-580

102030405060708090

100110120130

Class Interval

Freq

uenc

y

Std. Deviation 5.108

Minimum 26

Maximum 56

Range 30

Skewness .189 .141

Kurtosis .620 .281

Table 4.24(b) shows that mean score of female sample of political values

came out to be 38.61 with standard deviation of 5.108 and median of 38.00.

The minimum score was 26 and the maximum score was 56 with a range of

30 for distribution of female sample of teachers.

Fig 4.24 Graphic presentation of political values scores of female sample of teachers

Distribution of political values scores (female) has positive skewness and the

kurtosis value of 0.620 indicates that curve is platykurtic.

4.1.9 Religious values in teachers (total sample)

89

24-28 29-33 34-38 39-43 44-48 49-53 54-580

102030405060708090

100110120130

Class Interval

Frequ

ency

The frequency distribution of scores of teachers (total sample) on religious

values is given in table 4.25 (a) and the descriptive measures are given in

table 4.25(b).

Table 4.25(a)Frequency distribution table of religious values scores of teachers

(total sample) (N=600)

Class Interval Frequency Percentage

60-64 1 0.255-59 1 0.250-54 44 7.345-49 85 14.240-44 174 2935-40 145 24.230-34 85 14.225-29 52 8.720-24 13 2.2Total 600 100

Table 4.25(b)Descriptive measures of religious values scores of teachers (total sample)

(N=600)

Variable Statistics Std.Error

Religious values

Mean 39.14 .29995% Confidence Interval for Mean

Lower Bound 38.55Upper Bound 39.73

Median 40.00Mode 41.72Std. Deviation 7.332Minimum 22Maximum 60Range 38

90

Skewness -.209 .100Kurtosis -.374 .199

Table 4.25(b) shows that mean score of total sample for religious values

came out to be 39.14 with standard deviation of 7.332 and median of 40. The

minimum score was 22 and the maximum score was 60 with a range of 38 for

distribution of total sample of teachers.

Fig 4.25 Graphic presentation of the religious values scores of teachers (total sample)

Distribution of religious values scores (total sample) has negative skewness

and the kurtosis value of 0.374 indicates that curve is platykurtic.

4.1.9.1 Religious values in male teachersThe frequency distribution of scores of male teachers on religious values are

given in table 4.26(a) and the descriptive measures are given in table 4.26(b)

Table 4.26(a)Frequency distribution table of religious values scores of teachers

(male)(N=300)

Class Interval Frequency Percentage55-59 1 0.3

91

20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-640

25

50

75

100

125

150

175

200

Class Interval

Freq

uenc

y

50-54 21 745-49 43 14.340-44 95 31.735-39 71 23.730-34 38 12.725-29 25 8.320-24 6 2Total 300 100

Table 4.26(b)Descriptive measures of religious values scores of teachers (male)

(N=300)Variable Statistic Std. ErrorReligious

values(male)

Mean 39.54 .407

95% Confidence Interval for Mean

Lower Bound 38.74

Upper Bound 40.34

Median 40.00

Mode 40.92

Std. Deviation 7.051

Minimum 22

Maximum 56

Range 34

Skewness -.324 .141

Kurtosis -.177 .281

Table 4.26(b) shows that mean score of male sample of religious values came

out to be 39.54 with standard deviation of 7.051 and median of 40.00. The

minimum score was 22 and the maximum score was 56 with a range of 34 for

distribution of male sample of teachers.

9220-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59

0

10

20

30

40

50

60

70

80

90

100

class intervals

Freq

uenc

y

Fig 4.26 Graphic presentation of religious values scores of male sample of teachers

Distribution of religious value scores has negative skewness and the kurtosis

value of -0.177 indicates that curve is platykurtic.

4.1.9.2 Religious values in female teachers

The frequency distribution of scores of female teachers on religious values

are given in table 4.27(a) and the descriptive measures are given in table

4.27(b)

Table 4.27(a)Frequency distribution table of religious values scores of teachers (female)

(N=300)

Class Interval Frequency Percentage

60-64 1 0.3

55-59 0 0

50-54 23 7.7

45-49 42 14

40-44 79 26.3

35-39 74 24.7

30-34 47 15.7

25-29 27 9

20-24 7 2.3

Total 300 100

Table 4.27(b)Descriptive measures of religious values scores of teachers (female)

(N=300)Variable Statistic Std. Error

Religious Mean 38.74 .438

93

value(female)

95% Confidence Interval for Mean

Lower Bound 37.87

Upper Bound 39.60

Median 39.00

Mode 39.52

Std. Deviation 7.593

Minimum 22

Maximum 60

Range 38

Skewness -.097 .141

Kurtosis -.503 .281

Table 4.27(b) shows that mean score of female sample of religious values

came out to be 38.74 with standard deviation of 7.593 and median of 39.00.

The minimum score was 22 and the maximum score was 60 with a range of

38 for distribution of female sample of teachers.

Fig 4.27 Graphic presentation of religious values scores of female sample of teachers

Distribution of religious values scores (female) has negative skewness and

the kurtosis value of 0.503 indicates that curve is platykurtic.

Phase-2 4.2.1 Gender differences on the independent variables of the study

94

20-24 25-29 30-34 35-39 40-44 45-49 50-54 60-640

10

20

30

40

50

60

70

80

90

Class Interval

Freq

uenc

y

After the means and standard deviations for the male and female

scores on independent variables job satisfaction, self esteem and values had

been worked out, the significance of difference between means of scores was

tested through t test, at the .05 level of significance to see whether gender

differentiates on these variables.

4.2.2 Significance of difference between means on job satisfaction, self esteem and values (male v/s female)

The significance of difference between means of the scores obtained

by the male and female teachers on job satisfaction, self esteem and values

was examined and reported in Table 4.28

Table 4.28Comparison of male and female teachers

Variable Gender N Mean Std.Deviation

t value

Job satisfactio

n

Male 300 102.26 19.745 0.968Female 300 103.83 19.827

Self esteem

Male 300 10.61 2.295 0.968Female 300 10.79 2.638

Theoretical Values

Male 300 44.26 6.930 1.753Female 300 43.33 5.933

Economic Values

Male 300 41.90 4.985 1.015Female 300 41.48 5.302

Aesthetic Values

Male 300 34.75 7.729 1.30Female 300 33.35 5.341

Social Values

Male 300 41.38 4.959 1.219Female 300 41.92 4.767

Political Values

Male 300 39.65 5.342 1.533Female 300 38.61 5.108

Religious Values

Male 300 39.54 7.051 1.302Female 300 38.74 7.593

The comparison of the mean scores of the male and the female

teachers revealed no statistically significant difference between the two on job

95

satisfaction, self esteem, theoretical, economic, aesthetic, social, political and

religious values respectively.

The male and female data were pooled for further analysis.

4.2.3 Formation of high, average and low groups using M±1/2SD as the criterion

Three groups high, average and low were formed for the job

satisfaction, self esteem and values with mean±1/2 SD as the cut-off points

(Table 4.29)

Table 4.29Descriptive measures for low, average and high scoring groups on job

satisfaction, self esteem and values. (N=600)Independent

Variables

Mean Std.

Deviation

Mean

±1/2 SD

Lower

Limit

Upper

Limit

Low

Group

Average

Group

High

Group

Job

satisfaction

103.04 19.79 103.04±9.90 93.14 112.94 <93 93-113 >113

Self esteem 10.70 2.47 10.70±1.24 9.46 11.94 <9 9-12 >12

Theoretical

values

43.80 6.46 43.80±3.23 40.57 47.03 <41 41-47 >47

Economic

Values

41.69 5.15 41.69±2.58 39.11 44.27 <39 39-44 >44

Social

Values

41.65 4.87 41.65±2.44 39.21 44.09 <35 35-44 >44

Religious

Values

39.14 7.33 39.14±3.67 35.47 42.81 <35 35-43 >43

Aesthetic

Values

33.35 5.341 33.35±2.67 30.67 36.02 <30 30-36 >36

Political

Values

39.13 5.248 39.13±2.62 36.51 41.75 <36 36-42 >42

96

4.2.4 Descriptive measures of alienation scores of low, average and high groups

Table 4.30Mean and standard deviations of alienation scores of low, average and

high job satisfaction groups

GROUP N M SD

Low Job satisfaction(<93) 162 49.85 10.348

Average Job satisfaction(93-

113)

276 51.89 8.274

High Job satisfaction(>113) 162 52.04 7.546

Total 600 51.38 8.740

Table 4.31Mean and standard deviations of alienation scores of low, average and

high self esteem groups

Group N Mean Std.

Deviation

Minimum Maximum

Low Self esteem (<9) 100 53.93 9.136 33 70

Average Self esteem (9-12) 348 51.16 8.600 25 94

High Self esteem ( >12) 152 50.22 8.516 25 65

Total 600 51.38 8.740 25 94

Table 4.32Mean and standard deviations of alienation scores of low, average and

high theoretical values groups

GROUP N M SD

Low Theoretical Values(<41) 148 52.47 9.991

Average Theoretical Values(41-

47)

273 51.90 7.871

High Theoretical Values(>47) 179 49.70 8.701

97

Total 600 51.38 8.740

Table 4.33Mean and standard deviations of alienation scores of low, average and

high economic values groups

GROUP N M SD

Low Economic Values(<39) 161 52.20 8.019

Average Economic Values(41-47) 264 51.94 9.076

High Economic Values(>47) 175 49.79 8.688

Total 600 51.38 8.740

Table 4.34Mean and standard deviations of alienation scores of low, average and

high aesthetic values groups

GROUP N M SD

Low Aesthetic Values(<31) 170 53.18 8.778

Average Aesthetic Values(31-36) 234 51.71 8.618

High Aesthetic Values(36>) 196 50.51 8.664

Total 600 51.40 8.747

Table 4.35Mean and standard deviations of alienation scores of low, average and

high social values groups

Group N M SD

Low Social Values(<39) 133 51.03 8.399

Average Social Values(39-44) 320 50.64 8.457

98

High Social Values(>44) 147 53.33 8.474

Total 600 51.38 8.740

Table 4.36Mean and standard deviations of alienation scores of low, average and

high political values groups

GROUP N M SD

Low Political Values(<36) 193 52.33 9.081

Average Political Values(36-42) 274 51.40 7.774

High Political Values(42>) 163 50.53 8.960

Total 600 51.42 8.747

Table 4.37Mean and standard deviations of alienation scores of low, average and

high religious values groups

GROUP N M SD

Low Religious Values(<35) 162 52.90 9.494

Average Religious Values(35-43) 276 50.98 8.468

High Religious Values(>43) 162 50.55 8.263

Total 600 51.38 8.740

Phase-3

4.2.5 Summaries of ANOVA results4.2.5.1 Summary of ANOVA results of alienation and job satisfaction,

interpretation and discussion

Table 4.38Summary of ANOVA results: Alienation (dependent variable) and

Job satisfaction (independent variable)

99

ANOVA

Alienation

Sum of Squares df Mean Square F

Between Groups 522.738 2 261.369 3.450*

Within Groups 45231.095 597 75.764

Total 45753.833 599

*sig(p<0.05,df=2,597)

Since the obtained F =3.450 is significant at the 0.05 level (df=2,597),

therefore, the null hypothesis of no significant difference between low job

satisfaction, average job satisfaction and high job satisfaction groups on

alienation is rejected at the 0.05 level.

The research hypothesis, “Teachers with high, average and low levels

of job satisfaction significantly differ on alienation” is accepted.

Data were further analysed to find out the differences among low,

average and high job satisfaction groups on the dependent variable

alienation.

R.Fisher’s Least Significant Difference (LSD) method was employed to

study group differences on the dependent variable alienation

Table 4.39Comparison of low, average and high job satisfaction groups on

alienationGroup N M MD

(between groups)

LSD(0.05 level)

Significance

1) Low Job satisfaction

162 52.04 (1&2)0.15

1.68 NS(p>.05)

2) Average Job satisfaction

348 51.16 (1&3)2.19

1.89 Sig(p<.05)

3) High Job satisfaction

152 50.22 (2&3)2.04

1.68 Sig(p<.05)

Interpretation

a) On comparison ,the mean difference of 0.15 on alienation, between low

and average job satisfaction groups, fails to reach the least significant

100

difference between means value of 1.68, at 0.05 level of significance

(df=597).

Therefore, the null hypothesis of no statistically significant difference

between low and average job satisfaction groups on alienation is accepted

at .05 level.

Low job satisfaction and average job satisfaction groups do not

significantly differ on alienation.

b) The mean difference of 2.19 between low and high job-satisfaction groups

exceed the least significant difference between means value of 1.89, at 0.05

level of significance.

Therefore, the null hypothesis of no statistically significant difference

between low and high job satisfaction groups is rejected at the .05 level.

Group with low level of job satisfaction is more alienated than the group

with high job satisfaction.

c) The mean difference of 2.04 between average and high job-satisfaction

groups exceed the least significant difference between means value of 1.68,

at 0.05 level of significance.

Therefore, the null hypothesis of no statistically significant difference

between average and high job satisfaction groups on alienation is rejected at

the .05 level. Average job satisfaction group is significantly more alienated

than the high job satisfaction group.

Low and average job satisfaction group significantly differ from high job

satisfaction group.

Discussion

Job satisfaction is an essential factor in any profession. Unless a man

is satisfied with his job, it is very difficult for him to carry on his duties honestly

and efficiently. Job satisfaction is a measure of worker’s contentedness with

their job, whether or not they like the job or individual aspects or facets of

jobs, such as nature of work or supervision. A high job satisfaction means

101

high self-motivation, content, security, etc, which would lower the level of

alienation.

While low job satisfaction leads to low satisfaction, self esteem, lack of

security, no creativity, etc. These things would give rise to alienation.

The present study finds that teachers with high job satisfaction are less

alienated as compared to teachers with low job satisfaction.

The present finding is in agreement with the findings of Melike (2017),

Siron (2016), Turner (2013), Pestonjee (1979), and Orpen (1978).

Job satisfaction is related to security and insecurity. A person with a

feeling of security, would be less alienated from one’s job.

4.2.5.2 Summary of ANOVA results of alienation and self esteem, interpretation and discussion

Table 4.40Summary of ANOVA results: Alienation (dependent variable) and

Self esteem (independent variable)ANOVA

Alienation

Sum of

Squares

df Mean Square F Sig.

Between Groups 872.499 2 436.250 5.803* .003*

Within Groups 44881.334 597 75.178

Total 45753.833 599

*sig(p<0.05, df= 2,597)

Since the obtained F =5.80 is significant at the 0.05 level(df=2,597),

therefore, the null hypothesis of no significant difference between low self

esteem, average self esteem and high self esteem groups on alienation is

rejected at the 0.05 level.

The research hypothesis, “Teachers with high, average and low levels

of self esteem significantly differ on alienation” is accepted.

Group comparisons were carried out as follows.

102

R. Fischer’s Least Significant Difference (LSD) method was employed

to study group differences on the dependent variable alienation.

Table: 4.41Comparison of low, average and high self esteem groups on alienationGroup N M MD(between

groups)

LSD(0.0

5 level)

Significanc

e

1) Low Self esteem 100 53.9

3

(1&2)2.77 1.93 Sig(p<0.05)

2) Average Self

esteem

348 51.1

6

(1&3)3.71 2.19 Sig(p<0.05)

3) High Self esteem 152 50.2

2

(2&3)0.94 1.65 NS(p>0.05)

Interpretation

a) On comparison, the mean difference of 2.77 between low and average self

esteem groups exceeds the least significant difference between means

value of 1.93 at 0.05 level of significance(df=597)

Therefore, the null hypothesis of no statistically significant difference on

alienation between low and average self esteem groups is rejected at the

0.05 level. The research hypothesis, low self esteem teachers are more

alienated than the average self esteem teachers, is accepted.

b) The mean difference of 3.71 on alienation between low and high self

esteem groups exceeds the least significant difference between means

value of 2.19 at 0.05 level of significance(df=597)

Therefore the null hypothesis of no statistically significant difference on

alienation between low and high self esteem groups is rejected at 0.05

level.

Low self esteem teachers are more alienated than high self esteem

teachers.

c) The mean difference of 0.94 on alienation, between average and high Self

esteem groups fails to reach the LSD value 1.65 at the 0.05 level of

significance. The null hypothesis of no statistically significant difference on

103

alienation between average and high self esteem group is accepted at the

0.05 level.

Low self esteem group is significantly more alienated than the average

and high self esteem groups.

Discussion

High self esteem means confidence in one’s own worth or abilities. An

individual with high Self esteem believes in oneself, recognizes one’s

weaknesses, but still to be a great addition to this world. High self esteem fills

an individual with great courage. Some strong principles and values attached

to high self esteem like honesty, trust, integrity, openness, transparency or

giving value to others such people with high self esteem would be less

alienated.

On the other hand, individuals with low self esteem view him/herself as

inadequate, unlovable, incompetent, awkward, etc. Low self esteem can keep

one from enjoying one’s life, and also from socializing and maintaining

friendships. So, in that case, the level of alienation would be high.

The present study finds that teachers with high self esteem are less

alienated than teachers with low self esteem.

The present findings is in agreement with the findings of Chelsea

(2017),Korsi(2016) Ali(2016), Sher(2015) and Ahtiani (2007).

Low self esteem fills person with insecurities and lack of confidence

which leads to dissatisfaction, which results in alienation.

4.2.5.3 Summary of ANOVA results of alienation and theoretical values, interpretation and discussion

Table 4.42Summary of ANOVA results: Alienation (dependent variable) and

Theoretical Values (independent variable)ANOVA

Alienation

104

Sum of

Squares

df Mean Square F

Between Groups 756.104 2 378.052 5.016*

Within Groups 44997.730 597 75.373

Total 45753.833 599

*sig(p<0.05,df=2,597)

Since the obtained F =5.016 is significant at the 0.05 level(df=2,597),

therefore the null hypothesis of no significant difference on alienation between

low, average and high theoretical values is rejected at the .05 level.

The research hypothesis “Teachers who are high, average and low on

theoretical values significantly differ in alienation” is accepted.

As the research hypothesis has been accepted, the data were further

analysed through Fisher’s LSD test to study group differences on alienation.

Table4.43 Comparison of low, average and high theoretical values groups on alienation

Group N M MD(between

groups)

LSD(0.05

level)

Significanc

e

1) Low Theoretical Values

148 52.47 (1&2)0.57 1.73 NS(p>0.05)

2) Average Theoretical Values

273 51.90 (1&3)2.77 1.89 Sig(p<0.05)

3) High Theoretical Values

179 49.70 (2&3)2.20 0.83 Sig(p<0.05)

Interpretation

a) On comparison ,the mean difference of 0.57 on alienation, between low

and average theoretical values groups, fails to reach the least significant

difference between means value of 1.73, at 0.05 level of significance(df=597).

The null hypothesis of no statistically significant difference between low

and average theoretical values groups is accepted at 0.05 level. The two

groups do not differ significantly on alienation.

105

b) The mean difference of 2.77 between low and high theoretical values

groups exceed the least significant difference between means value of 1.89,

at 0.05 level of significance.

The null hypothesis of no statistically significant difference between low

and high theoretical values groups is rejected at the .05 level.

The two groups significantly differ on alienation.

Group with low theoretical values is more alienated than group with

high theoretical values.

c) The mean difference of 2.20 between average and high theoretical values

groups exceeds the least significant difference between means value of 0.83,

at 0.05 level of significance.

The null hypothesis of no statistically significant difference on alienation

between average and high theoretical values groups is rejected. Average

theoretical values group is more alienated than high theoretical values group.

Both low and average theoretical values groups are significantly more

alienated than high theoretical values group.

Discussion

An individual with high theoretical values has dominant interest in the

discovery of truth. ‘Cognitive attitude’ is prominent. Observation and

reasoning is given top priority. A theoretical man is empirical, critical and

rational, always try to order and systematize the knowledge. He is necessarily

an intellectualist, frequently a scientist or philosopher.

On the contrary an individual, with low theoretical values, thinks

irrationally and passively. So, the individual with high theoretical values

probably be less alienated as compare to individual with low theoretical

values.

The present study finds that teachers with high theoretical values are

less alienated than teachers with low and average theoretical values.

106

The present finding is in agreement with Popova (2018) and

Zuberi(1984).

The teachers with high theoretical values are more active in their

classes resectively, make maximum participation of the students in

discussions, so more interested in their work, and therefore likely to be less

alienated. People with empirical, and rational interests whose chief aim of life

is to systematize knowledge is less alienated. The interests of a theoretical

man are empirical, critical and rational. He just wants order in life.

4.2.5.4 Summary of ANOVA results of alienation and economic values, interpretation and discussion

Table 4.44Summary of ANOVA results: Alienation (dependent variable) and

Economic Values (independent variable)

ANOVAAlienation

Sum of

Squares

df Mean Square F

Between Groups 635.390 2 317.695 4.204*

Within Groups 44997.730 597 75.373

Total 45753.833 599

*sig(p<0.05,df=2,597)

Since the obtained F =4.204 is significant at the 0.05 level(df=2,597),

therefore the null hypothesis of no statistically significant difference on

alienation between low, average and high economic values groups is rejected.

The research hypothesis “Teachers who are high, average and low on

economic values significantly differ in alienation” is accepted.

Data was further analysed to find out the differences among low,

average and high economic values groups on the dependent variable

alienation.

R.Fischer’s Least Significant Difference (LSD) method is employed to

study group differences in the dependent variable alienation

107

Table 4.45Comparison of low, average and high economic values groups on

alienationGroup N M MD(between

groups)LSD(0.05

level)Significanc

e

1) Low Economic

Values

161 52.20 (1&2)0.26 1.70 NS(p>0.05)

2) Average

Economic

Values

264 51.94 (1&3)2.41 1.86 Sig(p<0.05)

3) High Economic

Values

175 49.79 (2&3)2.15 1.66 Sig(p<0.05)

Interpretation

a) On comparison ,the mean difference of 0.26 on alienation, between low

and average economic values groups, fails to reach the least significant

difference between means value of 1.70, at 0.05 level of significance(df=597).

The null hypothesis of no statistically significant difference between low

and average economic values groups on alienation is accepted.

Low and average economic values groups do not differ significantly on

alienation.

b) The mean difference of 2.41 between low and high economic values

groups exceed the least significant difference between means value of 1.86,

at 0.05 level of significance.

The null hypothesis of no statistically significant difference between low

and high economic values groups on alienation is rejected.

Low economic values group is more alienated than high economic

values group.

c) The mean difference of 2.15 between average and high theoretical values

groups exceeds the least significant difference between means value of 1.66,

at 0.05 level of significance.

108

The null hypothesis of no statistically significant difference between average

and high economic values groups is rejected.

Average economic values group is significantly more alienated than the high

economic values group.

Low and average economic values groups are more alienated than high

economic values group.

Discussion

An economic individual is thoroughly practical, characteristically

interested in what is useful. The original interest of such person is self

preservation, and then interest in utilities develops to control all the practical

affairs, wants to be centre of attraction, and wants to control everything.

Whereas an individual with low economic values is less practical, wants to live

an easy-going life. So less alienation would be there in individuals with high

economic values.

The present study finds that teachers with high economic values are

less alienated than teachers with low and average economic values.

The present finding is in the agreement with the findings of Nisha

(1990).

Economic values are related to consumption and acquisition. An

economic man is interested in what is useful. It leads to self-satisfaction. And

a satisfied man is less alienated. They are more practical.

4.2.5.5 Summary of ANOVA results of alienation and aesthetic values, interpretation and discussion

Table 4.46Summary of ANOVA results: Alienation (dependent variable) and

Aesthetic Values (independent variable)

ANOVA

Alienation

Sum of Squares df Mean Square F

109

Between Groups 463.170 2 231.585 3.069*

Within Groups 44821.66 597 75.457

Total 45384.833 599

*sig(p<0.05,df=2,597)

Since the obtained F =3.069 is significant at the 0.05 level(df=2,597),

therefore, the null hypothesis of no statistically difference on alienation

between low, average and high aesthetic values groups is rejected.

The research hypothesis “Teachers who are high, average and low on

aesthetic values significantly differ in alienation” is accepted.

Data was further analysed to find out the differences among low,

average and high aesthetic values groups on the dependent variable

alienation.

R.Fischer’s Least Significant Difference (LSD) method is employed to

study group differences in the dependent variable alienation

Table 4.47

Comparison of low, average and high aesthetic values groups on alienation

Group N M MD(between

groups)

LSD(0.0

5 level)

Significanc

e

1) Low Aesthetic

Values

170 53.1

8

(1&2)2.62 1.64 Sig(p<0.05)

2) Average

Aesthetic Values

234 50.5

6

(1&3)2.67 1.22 Sig(p<0.05)

3) High Aesthetic

Values

196 50.5

1

(2&3)0.05 1.71 NS(p>0.05)

Interpretation

110

a) On comparison, the mean difference of 2.62 on alienation, between low

and average aesthetic values groups, exceeds the least significant difference

between means value of 1.64, at 0.05 level of significance(df=597).

Therefore, the null hypothesis of no statistically significant difference

between low and average aesthetic values group is rejected.

Group with low aesthetic values is more alienated than the group with

average aesthetic values.

b) The mean difference of 2.67 between low and high aesthetic values

groups exceed the least significant difference between means value of 1.22,

at 0.05 level of significance.

Therefore, the null hypothesis of no statistically significant difference

between low and high aesthetic values groups is rejected at 0.05 level.

Group with low level of aesthetic values is more alienated than the

group with high aesthetic value.

c) The mean difference of 0.05 between average and high aesthetic values

groups fails to reach the least significant difference between means value of

1.71 at 0.05 level of significance.

Therefore, the null hypothesis of no statistically significant difference

between average and high aesthetic values groups is accepted.

Average and high aesthetic values groups do not significantly differ on

alienation.

Discussion

The aesthetic man sees his highest values in form and harmony. Each

single experience is judged from the standpoint of grace, symmetry, or fitness.

He regards life as a procession of events, each single impression is enjoyed

for its own sake. He need not to be a creative artist, he is aesthetic if he finds

his chief interest in the artistic episodes of life. Aesthetic people often like the

beautiful insignia of pomp and power, more tend towards individualism and

self-sufficiency.

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On the contrary an individual with low aesthetic values, are stiff,

unimpressive, messy, lowly, etc.

So, the individuals with high aesthetic values are supposed to be less

alienated as compared to individuals with low aesthetic values.

The present study finds that teachers with low aesthetic values are

more alienated than teachers with high aesthetic values.

The present finding is in agreement with the findings of

Varsamopoulou(2018), Jackie(2017) and Sage(1994).

Aesthetic sense makes a person optimistic. Aesthetics make a person

relate more to and improve upon their surroundings, which leads to lesser

alienation.

4.2.5.6 Summary of ANOVA results of alienation and social values, interpretation and discussion

Table 4.48Summary of ANOVA results: Alienation (dependent variable) and

Social Values (independent variable)

ANOVAAlienation

Sum of Squares df Mean Square F

Between Groups 749.677 2 374.839 4.972*

Within Groups 45004.156 597 75.384

Total 45753.833 599

*sig(p<0.05,df=2,597)

Since the obtained F=4.972 is significant at the 0.05 level (df=2,597),

therefore the null hypothesis of no significant difference between low, average

and high social values groups on alienation is rejected at the .05 level.

The research hypothesis “Teachers who are high, average and low on

social values significantly differ in alienation” is accepted.

112

Further analysis of data was done to find out the differences between

low, average and high social values groups on the dependent variable

alienation. Fisher’s LSD test was employed.

Table 4.49Comparison of low, average and high social values groups on alienation

Group N M M

D(between

groups)

LSD(0.05

level)

Significanc

e

1) Low Social

Values

147 53.33 (1&2)2.69 1.70 Sig(p<0.05)

2) Average

Social Values

320 50.64 (1&3)2.30 2.04 Sig(p<0.05)

3) High Social

Values

133 51.03 (2&3)0.39 1.76 NS(p>0.05)

Interpretation

a) On comparison, the mean difference of 2.69 on alienation, between low

and average social values groups, exceeds the least significant difference

between means value of 1.70, at 0.05 level of significance (df=597).

Therefore, the research hypothesis of statistically significant difference

between low and average social values group is retained.

So, low social values group is more alienated than the group with

average social value.

The mean difference of 2.30 between low and high social values

groups exceed the least significant difference between means value of 2.04,

at 0.05 level of significance.

Therefore, research hypothesis of statistically significant difference between

low and high social values groups is retained.

Group with low level of social values is more alienated than the group with

high social values.

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b) The mean difference of 0.39 between average and high social values

groups fails to reach the least significant difference between means value of

1.76, at 0.05 level of significance.

Therefore, research hypothesis of statistically significant difference

between average and high social values groups is rejected.

Average and high social values groups do not differ significantly on

alienation.

Discussion

The highest value for this type is love of people. It is the altruistic or

philanthropic aspect of love that is measured. The social values make a

person kind, sympathetic and unselfish. Social values are a set of moral

principles defined by social dynamics, institutions, traditions and cultural

beliefs. These values are implicit guidelines that provide orientation to

individuals and corporations to conduct themselves properly within social

system. A person with social values, work for the welfare of the society. On

the other hand low social values, make a person self-centered, he has nothing

to do with the welfare of the society.

So, the individual with high social values, work for the welfare of the

society. One’s each and every step would be towards the development,

irrespective of the fact, whether he gets any benefit or not, so such individual

would be less alienated.

The present study finds that the teachers with high social values are

less alienated than individuals with low social values respectively.

The present finding is in agreement with findings of Herbert Marcuse

(1968).

Teachers with high social values pay respect to others as well as

consider others with respectful manner, they work for the betterment of

others, therefore are less alienated from their work.

4.2.5.7 Summary of ANOVA results of alienation and political values, interpretation and discussion

114

Table 4.50Summary of ANOVA results: Alienation (dependent variable) and

Political Values (independent variable)

ANOVAAlienation

Sum of Squares df Mean Square F

Between Groups 977.899 2 488.950 6.632*

Within Groups 21896.101 597 73.724

Total 22874.000 599

*sig(p<0.05,df=2,297)

Since the obtained F =6.632 is significant at the 0.05 level (df=2,597),

therefore the null hypothesis of no statistically significant difference between

low, average and high political values groups is rejected.

The research hypothesis “Teachers who are high, average and low on

political values significantly differ in alienation” is accepted.

Data was further analysed to find out the differences between low,

average and high political values groups on the dependent variable alienation.

Table 4.51Comparison of low, average and high political values groups on

alienation

Group N M M

D(between

groups)

LSD(0.05

level)

Significanc

e

1) Low Political

Values

193 52.43 (1&2)1.03 1.58 NS(p>0.05)

2) Average

Political

274 51.40 (1&3)1.9 1.79 Sig(p<0.05)

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Values

3) High Political

Values

163 50.53 (2&3)0.87 1.66 NS(p>0.05)

Interpretation

a) On comparison ,the mean difference of 1.03 on alienation, between low

and average political values groups, fails to reach the least significant

difference between means value of 1.58, at 0.05 level of significance(df=597).

Therefore, the null hypothesis of no statistically significant difference on

alienation between low and average political values group is accepted.

b) The mean difference of 1.9 between low and high political values groups

exceeds the least significant difference between means value of 1.79, at 0.05

level of significance.

Therefore, the null hypothesis of no statistically significant difference

between low and high political values groups is rejected at 0.05 level.

Low political values group is more alienated than the high political

values group.

c) The mean difference of 0.87 between average and high political values

groups, fails to reach the least significant difference between means value of

1.66 at 0.05 level of significance.

Therefore, the null hypothesis of no statistically significant difference

between average and high political values groups is accepted.

Average and high political values groups do not significantly differ on

alienation.

Discussion

The political man is interested primarily in power. His activities are not

necessarily within the narrow field of politics, but, whatever his vocation, he

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betrays as a Machtmensch. Leaders in any field generally have high power

value.

The motivational structure of basic personal values provides a coherent

structure to core political values. A political value is what makes a particular

person support a specific ideology. Individuals with political values have more

interactions with others.

On the other hand, comparatively person with low political values,

avoid to interact with others, not interested in power.

The present study finds that teachers with high political values are less

alienated.

The resent finding is in agreement with Peterson(1990), Chong(1996),

Cohen(1999) and, Vincent and Smoker (2007).

Political values motivate an individual to make use of organizational

politics within the institution to make the changes that result in the overall

development ,so such kind of people are less alienated from their duties.

4.2.5.8 Summary of ANOVA results of alienation and religious values, interpretation and discussion

Table 4.52Summary of ANOVA results: Alienation (dependent variable) and

Religious Values (independent variable)

ANOVAAlienation

Sum of Squares df Mean Square F

Between Groups 530.399 2 265.200 3.501*

Within Groups 45223.434 597 75.751

Total 45753.833 599

*sig(p<0.05,df=2,597)

Since the obtained F =3.501 is significant at the 0.05 level(df=2,597),

therefore the null hypothesis of no statistically significance difference between

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low, average and high religious values groups on alienation is rejected at the

0.05 level.

The research hypothesis “Teachers who are high, average and low on

religious values will significantly differ in alienation” is accepted.

Data was further analysed to find out group differences on alienation

between low, average and high religious values groups. Fisher’s LSD test was

employed.

Table 4.53Comparison of low, average and high religious values groups on

alienationGroup N M M

D(between groups)

LSD(0.05 level)

Significance

1) Low Religious Values

162 52.90 (1&2)1.92 1.68 Sig(p<0.05)

2) Average ReligiousValues

276 50.98 (1&3)2.35 1.89 Sig(p<0.05)

3) High ReligiousValues

162 50.55 (2&3)0.48 1.68 NS(p>0.05)

Interpretation

a) On comparison, the mean difference of 1.92 on alienation, between low

and average religious values groups, exceeds the least significant difference

between means value of 1.68, at 0.05 level of significance (df =597).

Therefore, the null hypothesis of statistically no significant difference between

low and average religious values group is rejected.

Low religious values group is more alienated than average religious values

group.

b) The mean difference of 2.35 between low and high religious values groups

exceed the least significant difference between means value of 1.89, at 0.05

level of significance.

118

Therefore, null hypothesis of no statistically significant difference

between low and high religious values groups is rejected.

Group with low level of religious values is more alienated than the

group with high religious values.

c) The mean difference of 0.48 between average and high religious values

groups fail to reach the least significant difference between means value of

1.68, at 0.05 level of significance.

Therefore, the null hypothesis of no statistically significant difference

between average and high religious values groups is accepted.

Average and high religious values groups do not differ significantly on

alienation.

Discussion

The religious values are base on scriptures and a religion’s established

norms. Such values represent the principles that guide daily decision making.

They help people determine which action to take, and to make judgments

about right or wrong and good or bad. The religious values common in all

religions are – respect to all, modesty, being compassionate and nonviolent,

do your karma selflessly, etc.

So, the individuals with high religious values would be less alienated,

would do one’s duties selflessly.

On the other hand individuals with low religious values, would be lacking

in all the qualities mentioned above, so as the internal satisfaction is lacking,

chances of more alienation are there.

The present study finds that teachers with high religious values are less

alienated as compared to teachers with low religious values.

The present finding is in agreement with the findings of Khynezhad

(2012), Vahedi (2010) and Nisha (1990).

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Person with higher religious values seems to have the characteristics of

neuroticism, extraversion, openness, agreeableness and conscientiousness.

Such person works for their self satisfaction, so the alienation is less.

4.3 Testing of Hypotheses

1. Alienation in Relation to Job satisfaction: There is a significant and

negative relationship between job satisfaction and self alienation at the

0.05 level of significance, as job satisfaction increases alienation

decreases. Further R. Fischer’s Significant Difference Method was

employed. The results revealed that low and average job satisfaction

groups are more alienated than high job satisfaction group (at 0.05

level of significance). Hence, the research hypothesis 1, “Teachers with

high, average and low levels of job satisfaction significantly differ on

alienation” is accepted.

2. Alienation in Relation to Self esteem: There is a significant and

negative relationship between self esteem and alienation at the 0.05

level of significance, as self esteem increases alienation decreases. .

Further R. Fischer’s Significant Difference Method was employed. The

results revealed that low self esteem groups are more alienated than

average and high self esteem group( at 0.05 level of significance).

Hence, the research hypothesis 2, “Teachers with high, average and

low levels of self esteem significantly differ on alienation” is accepted.

3. Alienation in Relation to Theoretical Values: There is a significant

and negative relationship between theoretical values and alienation, at

0.05 level of significance, as theoretical values increase alienation

decreases. Further R. Fischer’s Significant Difference Method was

employed. The results revealed that low and average theoretical values

groups are more alienated than high theoretical values group( at 0.05

level of significance). Hence, the research hypothesis 3, “Teachers with

high, average and low levels of theoretical values significantly differ on

alienation” is accepted.

4. Alienation in Relation to Economic Values: There is a significant

and negative relationship between economic values and alienation, at

120

0.05 level of significance, as economic value increase alienation

decreases. Further R. Fischer’s Significant Difference Method was

employed. The results revealed that low and average economic values

groups are more alienated than high economic values group (at 0.05

level of significance). Hence, the research hypothesis 4, “Teachers with

high, average and low levels of economic values significantly differ on

alienation” is accepted.

5. Alienation in Relation to Aesthetic Values: There is a significant and

negative relationship between aesthetic values and alienation, at 0.05

level of significance, as aesthetic values increase alienation decreases.

Further R. Fischer’s Significant Difference Method was employed. The

results revealed that low aesthetic values group is more alienated than

average and high aesthetic values groups (at 0.05 level of

significance). Hence, the research hypothesis 5, “Teachers with high,

average and low levels of aesthetic values significantly differ on

alienation” is accepted.

6. Alienation in Relation to Social Values: There is a significant and

negative relationship between social values and alienation, at 0.05

level of significance, as social values increase alienation decreases.

Further R. Fischer’s Significant Difference Method was employed. The

results revealed that low and average social values groups are more

alienated than high social values group (at 0.05 level of significance).

Hence, the research hypothesis 6, “Teachers with high, average and

low levels of social values significantly differ on alienation” is accepted.

7. Alienation in Relation to Political Values: There is a significant and

negative relationship between political values and alienation at 0.05

level of significance, as political values increase alienation decreases.

Further R. Fischer’s Significant Difference Method was employed. The

results revealed that low political value group is more alienated than

high political value group (at 0.05 level of significance). Hence, the

research hypothesis 7, “Teachers with high, average and low levels of

political values significantly differ on alienation” is accepted.

121

8. Alienation in Relation to Religious Values: There is a significant and

negative relationship between religious values and alienation, at 0.05

level of significance, as religious values increase alienation decreases.

Further R. Fischer’s Significant Difference Method was employed. The

results revealed that low religious value group is more alienated than

average and high religious value groups (at 0.05 level of significance).

Hence, the research hypothesis 8, “Teachers with high, average and

low levels of religious values significantly differ on alienation” is

accepted.

4.4 Major Findings of the Study

The following conclusions were drawn on the basis of the results of the study

1. Job satisfaction is significantly and negatively related with alienation

among teachers

2. Low and average job satisfaction groups are significantly more

alienated than the high job satisfaction group.

3. Self esteem is significantly and negatively related with alienation

among teachers.

4. Low Self esteem group is significantly more alienated than the average

and the high self esteem group.

5. Theoretical values are significantly and negatively related with

alienation.

6. Low theoretical values group is significantly more alienated than the

average and high theoretical values group.

7. Economic values are significantly and negatively related with alienation

among teachers.

8. Low and the average economic values groups are significantly more

alienated than high economic values group.

9. Aesthetic values are significantly and negatively related with alienation

among teachers.

122

10. Low aesthetic values group is significantly more alienated than the

average and the high aesthetic values group.

11. Social values are significantly and negatively related with alienation

among teachers.

12. Low and average social values groups are significantly more alienated

than the high social values group.

13. Political values are significantly and negatively related with alienation

among teachers.

14. Low political values group is significantly more alienated than high

political values group.

15. Religious values are significantly and negatively related with alienation

among teachers.

16. Low religious values group is significantly more alienated than average

and the high religious values groups.

Conclusion

The results of this study reveal that a significant and negative

correlation is found between alienation and job satisfaction, self esteem and

values respectively. A teacher who is not satisfied from his job, is alienated,

would teach the students half-heartedly. Performance would be poor. Same is

the case of self esteem, a teacher who lack self esteem, would not be

confident, would not be able to do justice towards his job, would be alienated.

Values play a significant role in the development of the personality of the

teacher, so teacher who is high on social, religious, theoretical, political,

economic and aesthetic values would be less alienated

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CHAPTER - V

SUMMARY, CONCLUSIONS, EDUCATIONAL IMPLICATIONS AND SUGGESTIONS FOR FURTHER RESEARCH

5.1 Summary

Alienation is a condition in which a person is being cut off or separated

from another person or group of people. The person is estranged. Alienation

can exist in any person irrespective of its age, profession, culture, country,

etc. Alienation is a syndrome which evolves as a result of the relationship

between the worker and the work’s socio-technic conditions and it arises

when the workers do not have control on the process of their work, they do

not feel themselves to be related to the work. Alienation is type of

psychological or social ailment. Alienation is connected to many factors like

job satisfaction, self esteem and values, etc. Job satisfaction, self esteem and

values are independent variables. They effect the level of alienation. They are

one of the important factors which are inversely related to alienation. Seeman

(1959), has explained alienation as a state developed by the feelings of

powerlessness, meaninglessness, normlessness, isolation and self

estrangement and their consequences as a result of social, institutional and

relational problems.

Alienation in Teachers

Teachers are also not able to escape from alienation. In schools, a

teacher has to deal with many problems, like no success in teaching,

overburden of work, no cordial relation among colleagues, etc, these all

affects the performance of the teacher, and this give rise to alienation. The

alienation is born in the teachers when their subjective sense of accreditation

is disabled by the teacher culture and decisions of the administration. This

results into frustration, which affect the performance of the teacher. Teachers

feel that they are controlled by economic forces, political forces and the social

forces i.e. the force of negative public discourse. Alienation is a negative

emotion, no doubt has an adverse effect on the mental health of the teacher

124

as well as their teaching. The teacher may feel alienated due to many factors

like un-satisfaction at work place,( this may be due to many factors like low

pay-scale, over interference of the administration, no say of teacher in

making policies regarding curriculum of the school and students, not getting

positive results by the students instead of working hard, no cooperation by the

parents, not getting the deserving respect from management, students and

their parents respectively, engaging teacher in other activities like census

duties, polio drops activities election duties, etc ) , then low confidence (this

may include no proper knowledge of the subject, teacher not trying to keep

oneself updated with the latest innovations, teacher from a rural background

is transferred in an urban school and vice versa, lack in proper communication

skills, etc.) then also the other factors like the disturbed domestic life of the

teacher also plays a major more in the performance of the teacher. For those

teaching is worship, it becomes difficult to accept that they are mere workers

who have to follow the commands of the management, even in most of the

cases the management really does not know anything about teaching. The

professional views of the teachers have always been excluded from the

process of decision making and it is very frustrating. So, it is impossible for a

teacher to be saved from the feeling of alienation under such circumstances.

Job Satisfaction in teachers

In simple words job satisfaction is defined as how satisfy an individual

is with his or her job, in other words, whether or not they like the job or

individual aspects of facets of jobs, such as nature of work or supervision. On

the other hand it is defined as multidimensional psychological responses to

one’s job. According to Affect theory, if the difference between expectation

and reality is high, then this would ultimately leads to un-satisfaction from the

job, so this will gives rise alienation. Dispositional approach suggests that job

satisfaction up to some extent varies from person to person. Equity theory has

explained it as a condition in which a person compares the input and output

from a job. Discrepancy theory has explained that when an individual is

unable to fulfil ones duties towards ones job, that individual would regret, this

would give rise to feeling of dejection, and disappointment. And that result in

125

alienation. Motivator-hygiene theory explains that motivation and the hygiene

factors play a major role in the satisfaction at work place. Job satisfaction is

related with other key factors, such as general well-being, stress at work,

control at work, home-work interface and working conditions. The multi trait-

multi method matrix technique was used to help clarify ambiguities regarding

concepts of work alienation, job satisfaction, and the relationships between

them. It was found that a negative significant relationship occurs between

alienation and job satisfaction. The workers who had high level of alienation

were less satisfied from their job and vice versa. The results showed that the

higher the rate of job satisfaction, the lower the depression order and lower

the alienation. The factor of job satisfaction has a great impact on the

performance of the teachers. If the teacher is satisfied with the working

conditions at the school, opportunity for advancement exists. respect from

colleagues and students is there, relationship with authorities is cordial,

financial reward like honorarium compensation for extra work are there,

workload is also bearable, then the teacher in all livelihood will be satisfied

with their job and this will result into the lower level of alienation, alienation is

one of the by-products of dissatisfaction in job.

Self esteem in teachers

Self esteem checks the status and acceptance of level of an individual

in society. The experiences of the life of an individual decide the development

of Self esteem in an individual. Possessing little self-regard can lead people to

become depressed, to fall short of their potential, or to tolerate abusive

situations and relationships. Too much self-love, on the other hand, results in

an off-putting sense of entitlement and an inability to learn from failures (It can

also be a sign of clinical narcissism). . People with high Self esteem are also

people who are motivated to take care of themselves and to persistently strive

towards the fulfillment of personal goals and aspirations. People with lower

Self esteem don't tend to regard themselves as worthy of happy outcomes or

capable of achieving them and so tend to let important things slide and to be

less persistent and resilient in terms of overcoming adversity. They may have

the same kinds of goals as people with higher self-esteem, but they are

126

generally less motivated to pursue them to their conclusion. Self esteem has

been described as a feeling of self-worth by Morris .That how much

importance an individual gives to oneself.

The feeling that I am the best teacher, fill the teacher with self-

confidence, and this will keep the teacher away from alienation. Self esteem is

considered to be a trait reflecting an individual’s characteristic affective

evaluation of self, low Self esteem and low general self-efficacy led to low

teachers’ efficacy and consequently substandard performance in the class.

On the contrary, high teachers’ efficacy is a reflection of high Self esteem and

high general self-efficacy. Self esteem influenced only in decision making,

perceived education self-efficacy, perceived disciplinary self-efficacy, ability to

get cooperation from community, and in the development of positive school

environment of teachers’ efficacy. A teacher with high Self esteem is full of

confidence and satisfied from inside, one perform his functions with full

potential and is always ready to accept new challenges and never becomes a

victim of alienation.

Values in teachers

In examining the relationship between the manner in which we direct

business and the principles to which we personally attribute, we are

inextricably impacted by our respective bringing up, societal environments

and academic influences. Robert Rue (2001) emphasizes that values are the

essence of who we are as human beings. Allport-Vernon-Lindzey gave values

scale outlined six major value types: theoretical, social, economic, political,

aesthetic and religious. Sanovar (1991) studied value orientation in relation to

professional choices. The drawn conclusions indicated that in the hierarchy of

professions, medicine gets highest number of preferences and the

predominant value of the subjects who preferred medicine was economic and

that of engineers was aesthetic. Social values were found to be predominant

among journalists. While those preferred business were high in relations

values. Among the subjects intended to join police services theoretical values

were found prominent. Teaching is value-laden. Value has an impact on the

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personal as well as professional development of the teacher. Teachers face a

variety of social and emotional issues. The pedagogy, subject content, all

chosen by teacher is value-laden. The relation between the teachers and

students, is affected by the values of both teachers and students. Personal

values and professional values are two different things and also personality is

different from values. Tirri(2010) has explained that teachers with professional

ethics are more caring, professional, committed and cooperative. Kashmiri

(2008) studied the most basic life values of teachers and students in Pakistan.

Study was conducted on a sample of 300(118 teachers and 182 students).

The result indicates that today’s students and teachers prefer enjoyment over

traditions. Bazmi (2015) studied the job satisfaction in relation to teaching

aptitude and personal values of teachers in the schools of the visually

disabled. School probably from all four zones of Delhi and Uttar Pradesh (UP)

were selected for the sample. Among these schools some were run by the

government agencies while others by private agencies. Therefore, it can be

said that if the influence of socio-economic status is partialled out then job-

satisfaction become less inversely correlated with democratic values. Sanovar

(1991) studied value orientation in relation to professional choices. The drawn

conclusions indicated that in the hierarchy of professions, medicine gets

highest number of preferences and the predominant value of the subjects who

preferred medicine was economic and that of engineers was aesthetic. Social

values were found to be predominant among journalists. While those

preferred business were high in relations values. Among the subjects

intended to join police services theoretical values were found prominent.

5.1.1 Significance of the Problem

Teacher is a very important part of the society and is playing a crucial

role in preparing the society to attain new levels of success and fame.

Teachers play a significant role in preparing young people to live successful

and productive lives. Quality of education depends upon the potential and

performance of the teacher. So by identifying the factors that affects the

performance of a teacher, the teaching can become more effective. Teachers

if are satisfied from their job then also the alienation factor would be low. Job

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satisfaction may affect the performance of the teachers, so the relation

between alienation and job satisfaction would be found. Similarly self esteem

also plays a significant role in the performance of a teacher. So the

relationship between self esteem and alienation would also be studied. The

values which are developed in the teacher have a significant effect on the

performance of the teacher. The theoretical, economic, aesthetic, political and

religious values attained by a teacher, affect their personality. So, the impact

of values on level of alienation would also be studied. Once the relations

would be found, the further those could be utelised to improve the

performance of the teachers.

5.1.2 Statement of the Problem

ALIENATION AMONG SCHOOL TEACHERS IN RELATION TO JOB SATISFACTION SELF ESTEEM AND VALUES

5.1.3 Objectives of the Study

1) To prepare Punjabi adaptation of Alienation scale by Hardeo Ojha

(2010).

2) To prepare Punjabi adaptation of Job Satisfaction Scale for Teachers

by Meera Dixit(2015).

3) To prepare Punjabi adaptation of Self esteem Inventory developed by

Stanley Coopersmith (1981).

4) To prepare Punjabi adaptation of Value Test by R. K. Ojha and M.

Bhargava (1992).

5) To study alienation among school teachers in relation to job

satisfaction.

6) To study alienation among school teachers in relation to self esteem.

7) To study alienation among school teachers in relation to values.

129

5.1.4 Hypotheses of the Study

The following non-directional research hypothesis has been formulated.

1) Teachers with high, average and low levels of job satisfaction

significantly differ on alienation.

2) Teachers with high, average and low levels of self esteem significantly

differ on alienation.

3) Teachers who are high, average and low on theoretical values

significantly differ in alienation.

4) Teachers who are high, average and low on economic values

significantly differ in alienation.

5) Teachers who are high, average and low on aesthetic values

significantly differ in alienation.

6) Teachers who are high, average and low on social values significantly

differ in alienation.

7) Teachers who are high, average and low on political values

significantly differ in alienation.

8) Teachers who are high, average and low on religious values

significantly differ in alienation.

5.1.4 Operational Definitions to be used

Alienation: Alienation is a state of being cut off or separate from a person or

group of people.

Job Satisfaction: Job satisfaction is the level of contentment a person feels

regarding his or her job. This feeling is mainly based on an individual’s

perception of satisfaction.

Self Esteem: Self esteem reflects a person's overall subjective emotional

evaluation of one’s own worth. It is a confidence in one’s own worth or

abilities. It is measured with the help of Self esteem Inventories developed by

Stanley Coopersmith (1981).

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Values: The values include six major values, such as theoretical (discovery of

truth), economic (what is most useful), aesthetic (form, beauty, and harmony),

social (seeking love of people), political (power), and religious (unity) as

measured through.

5.1.5 Delimitations of the Study

1) The study is delimited to the elementary school teachers working in

government elementary schools.

2) The study is delimited to the districts of Gurdaspur, Mohali and

Jallandhar(one district from each Majha, Malwa and Doaba regions

respectively).

5.1.6 Method and Procedure

For the present study, descriptive method of research will be used to

examine Alienation among school teachers in relation to certain demographic

variables, Self esteem and values.

Sample

A sample of 600 with nearly an equal number of male and female

teachers were selected at random from elementary government schools in the

district of Gurdaspur, Mohali, Jallandhar.

Research Tools

Punjabi adaptation of the following scales were prepared and used

1. Alienation Scale by Hardeo Ojha (2010) which contains 20 items

spreading over six dimensions i.e. (a) powerlessness, (b)

normlessness, (c) meaninglessness, (d) social isolation, (e) self

estrangement and (f) cultural estrangement.(See Annexure-i)

2. Job Satisfaction Scale for Teachers by Meera Dixit (2015) which

contains 52 items divided into eight area i.e. (a) Intrinsic aspect of job,

(b) Salary, Promotional avenues and service condition, (c) Physical

facilities, (d) Institutional Plans and Policies, (e) Satisfaction with

authorities, (f) Satisfaction with social status and family welfare, (g)

Rapport with students, (h) Relationship with co-workers.(See

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Annexure-ii)

3. Self Esteem Inventories developed by Stanley Coopersmith (1981)

which contains 25 items which are scored on a dichotomous scale

(“like me” or “not like me”) to provide a global measure of self-esteem.

Higher scores indicate higher self-esteem.(See Annexure-iii)

4. Values Test by R. K. Ojha and M. Bhargava (1992) which contains 45

statements which measures six values i.e. (a) theoretical, (b)

economic, (c) aesthetic, (d) social, (e) political and (f) religious on the

basis of Allport Vernon as per Spranger’s classification.(See Annexure-

iv)

Procedure

After the research tools had been selected and adapted in Punjabi they

were administered to government elementary school teachers of three

districts i.e.,Gurdaspur, Jallandhar and Mohali. All the information collected

from the teachers was kept confidential.

Statistical Treatment of Data

The data collected were arranged in the tabular form for the statistical

treatment. Descriptive statistics techniques i.e., mean, median, mode,

skewness, kurtosis, correlation, t test and ANOVA were applied to analyse the

data.

5.1.6 Analysis and Interpretation

Phases of the study: The analysis is done in three phases

Phase 1 : In this phase, the descriptive statistics i.e. mean, median, SD,

range, skewness and kurtosis of job satisfaction, self esteem

and values scores were calculated.

Phase 2 : In this phase, high, average and low groups were formed from

the scores on job satisfaction, self esteem and values using

M±1/2 criterion.

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Phase 3 : In this phase, the analysis of variance (ANOVA) was used to

study the relation of alienation among teachers with job

satisfaction, self esteem and values respectively.

133

Summaries of ANOVA results

Alienation (dependent variable) and Job satisfaction (independent variable)

Since the obtained value, F =3.450 was significant at the 0.05 level

(df=2,597), therefore, the null hypothesis of no significant difference between

low job satisfaction, average job satisfaction and high job satisfaction groups

was rejected at the 0.05 level.

The research hypothesis, “Teacher with high, average and low levels of

job satisfaction significantly differ on alienation” was accepted.

Data were further analysed to find out the differences among low,

average and high job-satisfaction groups on the dependent variable

alienation.

R.Fisher’s Least Significant Difference (LSD) method was employed to

study group differences on the dependent variable alienation

Comparison of low, average and high job satisfaction on alienation

On comparison ,the mean difference of 0.15 on alienation, between low

and average job-satisfaction groups, failed to reach the least significant

difference between means value of 1.68, at 0.05 level of significance(df=597).

Therefore, the null hypothesis of no statistically significant difference between

low and average job-satisfaction groups on alienation was accepted at .05

level.Low job-satisfaction and average job-satisfaction groups did not

significantly differ on alienation.

The mean difference of 2.19 between low and high job-satisfaction

groups exceeded the least significant difference between means value of

1.89, at 0.05 level of significance. Therefore, the null hypothesis of no

statistically significant difference between low and high job-satisfaction groups

was rejected at the .05 level. Group with low level of job satisfaction is more

alienated than the group with high job satisfaction.

134

The mean difference of 2.04 between average and high job satisfaction

groups exceeded the least significant difference between means value of

1.68, at 0.05 level of significance. Therefore, the null hypothesis of no

statistically significant difference between average and high job-satisfaction

groups on alienation was rejected at the .05 level. Average job satisfaction

group was significantly more alienated than the high job satisfaction group.

Low and average job satisfaction group significantly differ from high job

satisfaction group.

Summary of ANOVA results: Alienation (dependent variable) and Self

Esteem (independent variable)

Since the obtained value, F =5.80 was significant at the 0.05

level(df=2,597), therefore, the null hypothesis of no significant difference

between low self esteem, average self esteem and high self esteem groups

was rejected at the 0.05 level. The research hypothesis, “Teacher with high,

average and low levels of self esteem significantly differ on alienation” was

accepted.

Group comparisons were carried out as follows. R. Fischer’s Least

Significant Difference (LSD) method was employed to study group differences

on the dependent variable alienation.

Comparison of low, average and high self esteem groups on alienation

On comparison, the mean difference of 2.77 between low and average

self esteem groups exceeded the least significant difference between means

value of 1.93 at 0.05 level of significance(df=597). Therefore, the null

hypothesis of no statistically significant difference on alienation between low

and average self esteem groups was rejected at the 0.05 level. The research

hypothesis , low self esteem teachers are more alienated than the average

self esteem teachers, was accepted.

The mean difference of 3.71 on alienation between low and high self

esteem groups exceeded the least significant difference between means

value of 2.19 at 0.05 level of significance(df=597). Therefore the null

135

hypothesis of no statistically significant difference on alienation between low

and high self esteem groups was rejected at 0.05 level. Low self esteem

teachers were more alienated than high self esteem teachers.

The mean difference of 0.94 on alienation, between average and high

self esteem groups failed to reach the LSD value 1.65 at the 0.05 level of

significance. The null hypothesis of no statistically significant difference on

alienation between average and high self esteem group was accepted at the

0.05 level. Low self esteem group was significantly more alienated than the

average and high self esteem groups.

Summary of ANOVA results: Alienation (dependent variable) and

Theoretical Values (independent variable)

Since the obtained value, F=5.016 is significant at the 0.05 level

(df=2,597), therefore the null hypothesis of no significant difference on

alienation between low, average and high theoretical value was rejected at

the .05 level. The research hypothesis “Teachers who are high, average and

low on theoretical values significantly differ in alienation” was accepted.

As the research hypothesis had been accepted, the data were further

analysed through Fisher’s LSD test to study group differences on alienation.

Comparison of low, average and high theoretical values groups on

alienation

On comparison ,the mean difference of 0.57 on alienation, between low

and average theoretical values groups, failed to reach the least significant

difference between means value of 1.73, at 0.05 level of significance(df=597).

The null hypothesis of no statistically significant difference between low and

average theoretical values groups was accepted at 0.05 level. The two groups

did not differ significantly on alienation.

The mean difference of 2.77 between low and high theoretical values

groups exceeded the least significant difference between means value of

1.89, at 0.05 level of significance. The null hypothesis of no statistically

significant difference between low and high theoretical values groups was

136

rejected at the .05 level. The two groups significantly differed on alienation.

Group with low theoretical values was more alienated than group with high

theoretical values.

The mean difference of 2.20 between average and high theoretical

values groups exceeded the least significant difference between means value

of 0.83, at 0.05 level of significance. The null hypothesis of no statistically

significant difference on alienation between average and high theoretical

values groups was rejected. Average theoretical value group was more

alienated than high theoretical values group.

Both low and average theoretical values groups were significantly more

alienated than high theoretical values group.

Since the obtained F =4.204 is significant at the 0.05 level(df=2,597),

therefore the null hypothesis of no statistically significant difference on

alienation between low, average and high economic values groups was

rejected. The research hypothesis “Teachers who are high, average and low

on economic values significantly differ in alienation” was accepted. Data was

further analysed to find out the differences among low, average and high

economic values groups on the dependent variable alienation.

Comparison of low, average and high economic values groups on

alienation

On comparison ,the mean difference of 0.26 on alienation, between low

and average economic values groups, failed to reach the least significant

difference between means value of 1.70, at 0.05 level of significance(df=597).

The null hypothesis of no statistically significant difference between low and

average economic values groups on alienation was accepted. Low and

average economic values groups did not differ significantly on alienation.

The mean difference of 2.41 between low and high economic values

groups exceeded the least significant difference between means value of

1.86, at 0.05 level of significance. The null hypothesis of no statistically

significant difference between low and high economic values groups on

137

alienation was rejected. Low economic values group was more alienated than

high economic value group.

The mean difference of 2.15 between average and high economic

value groups exceeded the least significant difference between means value

of 1.66, at 0.05 level of significance. The null hypothesis of no statistically

significant difference between average and high economic values groups was

rejected. Average economic values group was significantly more alienated

than the high economic value group. Low and average economic values

groups were more alienated than high economic values group.

Summary of ANOVA results: Alienation (dependent variable) and Social

values (independent variable)

Since the obtained value, F=4.972 was significant at the 0.05 level

(df=2,597), therefore the null hypothesis of no significant difference between

low, average and high social values groups on alienation was rejected at

the .05 level. The research hypothesis “Teachers who are high, average and

low on social values significantly differ in alienation” was accepted.

Further analysis of data was done to find out the differences between low,

average and high social values groups on the dependent variable alienation.

Fisher’s LSD test was employed.

Comparison of low, average and high social values groups on alienation

On comparison, the mean difference of 2.69 on alienation, between low

and average social values groups, exceeded the least significant difference

between means value of 1.70, at 0.05 level of significance(df=597). Therefore,

the research hypothesis of statistically significant difference between low and

average social values group was retained. So, low social values group was

more alienated than the group with average social values.

The mean difference of 2.30 between low and high social values

groups exceeded the least significant difference between means value of

2.04, at 0.05 level of significance. Therefore, research hypothesis of

statistically significant difference between low and high social values groups

138

was retained. Group with low level of social values was more alienated than

the group with high social values.

The mean difference of 0.39 between average and high social values

groups failed to reach the least significant difference between means value of

1.76, at 0.05 level of significance. Therefore, research hypothesis of

statistically significant difference between average and high social values

groups was rejected. Average and high social values groups did not differ

significantly on alienation.

Summary of ANOVA results: Alienation (dependent variable) and

Religious values (independent variable)

Since the obtained value, F =3.501 is significant at the 0.05

level(df=2,597), therefore the null hypothesis of no statistically significance

difference between low, average and high religious values groups on

alienation was rejected at the 0.05 level. The research hypothesis “Teachers

who are high, average and low on religious values significantly differ in

alienation” was accepted.

Data was further analysed to find out group differences on alienation

between low, average and high religious values groups. Fisher’s LSD test was

employed.

Comparison of low, average and high religious values groups on

alienation

On comparison, the mean difference of 1.92 on alienation, between low

and average religious values groups, exceeded the least significant difference

between means value of 1.68, at 0.05 level of significance(df=597). Therefore,

the null hypothesis of statistically no significant difference between low and

average religious values group was rejected. Low religious values group was

more alienated than average religious values group.

The mean difference of 2.35 between low and high religious values

groups exceeded the least significant difference between means value of

1.89, at 0.05 level of significance. Therefore, null hypothesis of no statistically

139

significant difference between low and high religious values groups was

rejected. Group with low level of religious values was more alienated than the

group with high religious values.

The mean difference of 0.48 between average and high religious

values groups failed to reach the least significant difference between means

value of 1.68, at 0.05 level of significance. Therefore, the null hypothesis of no

statistically significant difference between average and high religious values

groups was accepted. Average and high religious values groups did not differ

significantly on alienation.

Summary of ANOVA results: Alienation (dependent variable) and

Aesthetic values (independent variable)

Since the obtained value, F =3.069 was significant at the 0.05

level(df=2,597), therefore, the null hypothesis of no statistically difference on

alienation between low, average and high aesthetic values groups was

rejected. Data was further analysed to find out the differences among low,

average and high aesthetic values groups on the dependent variable

alienation. R.Fischer’s Least Significant Difference (LSD) method was

employed to study group differences in the dependent variable alienation.

Comparison of low, average and high aesthetic values groups on

alienation

On comparison, the mean difference of 2.62 on alienation, between low

and average aesthetic value groups, exceeded the least significant difference

between means value of 1.64, at 0.05 level of significance(df=597). Therefore,

the null hypothesis of no statistically significant difference between low and

average aesthetic values group was rejected. Group with low aesthetic values

was more alienated than the group with average aesthetic values.

The mean difference of 2.67 between low and high aesthetic values

groups exceeded the least significant difference between means value of

1.22, at 0.05 level of significance. Therefore, the null hypothesis of no

statistically significant difference between low and high aesthetic values

140

groups was rejected at 0.05 level. Group with low level of aesthetic values

was more alienated than the group with high aesthetic values.

The mean difference of 0.05 between average and high aesthetic

values groups failed to reach the least significant difference between means

value of 1.71 at 0.05 level of significance. Therefore, the null hypothesis of no

statistically significant difference between average and high aesthetic values

groups was accepted. Average and high aesthetic values groups did not

significantly differ on alienation.

Summary of ANOVA results: Alienation (dependent variable) and

Political Values (independent variable)

Since the obtained F =6.632 is significant at the 0.05 level (df=2,597),

therefore the null hypothesis of no statistically significant difference between

low, average, and high political values groups was rejected. Data was further

analysed to find out the differences between low, average and high political

values groups on the dependent variable alienation.

Comparison of low, average, and high political values groups on

alienation

On comparison ,the mean difference of 1.03 on alienation, between low

and average political values groups, failed to reach the least significant

difference between means value of 1.58, at 0.05 level of significance(df=597).

Therefore, the null hypothesis of no statistically significant difference on

alienation between low and average political values group was accepted.

The mean difference of 1.9 between low and high political values

groups exceeded the least significant difference between means value of

1.79, at 0.05 level of significance. Therefore, the null hypothesis of no

statistically significant difference between low and high political values groups

was rejected at 0.05 level. Low political values group was more alienated than

the high political values group.

The mean difference of 0.87 between average and high political values

groups, failed to reach the least significant difference between means value of

141

1.66 at 0.05 level of significance. Therefore, the null hypothesis of no

statistically significant difference between average and high political values

groups was accepted. Average and high political values groups did not

significantly differ on alienation.

5.2 Findings and Conclusions

The following findings and conclusions were drawn on the basis of the results

of the study

Job satisfaction is significantly and negatively related with alienation

among teachers

Low and average job satisfaction groups of teachers are significantly

more alienated than the high job satisfaction group.

Self esteem is significantly and negatively related with alienation

among teachers.

Low Self esteem group of teachers is significantly more alienated than

the average and the high self esteem groups.

Theoretical values are significantly and negatively related with

alienation.

Low theoretical values group of teachers is significantly more alienated

than the average and high theoretical values groups.

Economic values are significantly and negatively related with alienation

among teachers.

Low and the average economic values groups of teachers are

significantly more alienated than high economic values group.

Aesthetic values are significantly and negatively related with alienation

among teachers.

Low aesthetic values group of teachers is significantly more alienated

than the average and the high aesthetic values group.

142

Social values are significantly and negatively related with alienation

among teachers.

Low and average social values groups of teachers are significantly

more alienated than the high social values group.

Political values are significantly and negatively related with alienation

among teachers.

Low political values group of teachers is significantly more alienated

than high political values group.

Religious values are significantly and negatively related with alienation

among teachers.

Low religious values group of teachers is significantly more alienated

than average and the high religious values groups.

The results of this study reveal that a significant and negative

correlation is found between alienation and job satisfaction, self esteem and

values respectively. A teacher who is not satisfied from his job, is alienated,

would teach the students half-heartedly. Performance would be poor. Same is

the case of self esteem, a teacher who lack self esteem, would not be

confident, would not be able to do justice towards his job, would be alienated.

Values play a significant role in the development of the personality of the

teacher, so teacher who is high on social, religious, theoretical, political,

economic and aesthetic values would be less alienated.

5.3 Educational Implications

People should choose the career in teaching, only if they are interested

and internally related, this will decrease the level of alienation.

Causes of low job satisfaction and low self esteem should be identified.

The government should take the steps to make the job secure. Job

security would lead to job satisfaction, so the level of alienation would

be low.

143

Self esteem is also related to job satisfaction. High job satisfaction

results in high self esteem, that results in low level of alienation.

The environment at the working place, has a social impact i.e. the

relations of the teachers schools should be tried to make cordial, the

head of the institution should try to maintain this.

The teachers should have intervention in the making of educational

policies and planning of the curriculum.

The government should also take special measures from time to time

for the counselling for teachers with positive psychology.

Remedial measures should be undertaken so that the alienation among

identified teachers is reduced.

Value education is an integral part of education, so it should be made

part of the educational services.

Socio-economic culture keep on changing, so updated in-service

training of the teachers should be planned at regular bases, so that

they are updated with the knowledge of change in curriculum, which

would help in lowering the level of alienation.

5.4 Suggestions for further Research

The size of the sample can be increased by selecting other districts of

Punjab or nation.

The sample from both government and private schools can be taken

and then, the comparison among the teachers can be done.

Other variables like stress, demographic variables, mental health, etc.

can be studied in relation with alienation.

Alienation, at secondary as well as senior secondary level can be

studied.

Alienation, among students can be studied.

144

Alienation, among teachers teaching at colleges and universities

respectively can be studied.

Alienation can also be studied among the students of colleges and

universities respectively.

Various other factors which have an effect on alienation can be

studied.

145

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