Determinants of professional commitment: A Study
Authors: *Dr. Seema Rani
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Many researches have revealed that inappropriate and unhealthy institutional environment has resulted in to teacher’s increased level of alienation, low morale and job dissatisfaction affecting their professional commitment adversely. Psychologists emphasized that human working environment is extremely important. It depends on teacher’s own perception as to what will make him unhappy or dissatisfied. Rewarding and supporting, good achievement, organizational involvement influence teacher’s professional commitment. All the hypotheses were tested statistically by applying t-test on the dependent variable, professional commitment. Two groups defined as above mean and below mean were formed. High professional commitment emerged 170 college teachers while low professional commitment have 80 college teachers. Overall generalization is that these environment specific factors significantly affect college teacher’s professional commitment. Quality of environment plays an important role in the development of college teacher’s professional development.
In order to improve the quality and standards of higher education the Education Commission (1964-66) made a number of recommendations. The National Policy on Education (1968) was a significant step in this direction. While the achievement of these policies were impressive, the system of higher education remained weak and grew weaker year after year. The Government of India, then, formulated and issued another policy in 1986 which considered higher education a “crucial factor for survival”. This policy hinted upon improving and strengthening the organizational behaviour of college and universities and made several suggestions for making the system work” emphasizing that “All teachers should teach and all students study”. Not much could come out of this also. College teacher’s organizational behaviour ditched still further. This necessitated investigation into the determinants of the quality and standards of higher education. Undoubtedly, there can be a number of such factors and conditions. But, the teacher and his organizational behaviour may be considered the most basic factor.
Quite a large number of college teachers and academicians in their informal talks express that since long professional commitment of teachers has been missing in colleges and universities for several reasons. This has rendered all efforts of government on qualitative improvement of higher education ineffective. This may or may not be correct. But, it seems imperative to establish the current status of college teachers’ professional commitment and also to identify factors and conditions that determine its high and low status. This may help administrators and policy makers to be more knowledgeable in this regards. This may also enable them to take appropriate action for boosting status of teachers’ professional commitment. Many concerned people in the field, quite frequently, ascribe the reason for this lack of commitment to various factors ranging from government’s inappropriate policies and administrative decisions to institutional environment and lack of teachers’ competence.
Many researches have revealed that inappropriate and unhealthy institutional environment has resulted into teachers’ increased level of alienation, low morale and job-dissatisfaction affecting their professional commitment adversely. Hence, it is emphasized by psychologists and social scientists that understanding of human working-environment is extremely important if effective human functioning is to be ensured.
Environment is a highly elusive concept and may include any condition that affects teachers’ professional commitment. It depends on teachers’ own perception as to what will make him unhappy or dissatisfied. But, some environment-specific factors may be commonly perceived as derogatory to their professional commitment. It is proposed to find out how the following environment-specific factors influence teachers’ professional commitment.
1. Rewarding and supporting environment.
2. Emphasis on goal-achievement.
3. Organizational involvement.
It is hypothesized that presence or absence or emphasis on these in the environment of college may be linked in some way with college teachers’ professional commitment.