EFFECT OF SCHOOL CLIMATE ON TEACHERS’ MOTIVATION AND SELF-ESTEEM AT SECONDARY LEVEL

Abstract

The research was conducted in the Punjab province of Pakistan to identify the climates of the state run secondary schools. The purpose of the study was to compare the motivation and self esteem level of teachers from public secondary schools working under these climates. The demographic variables were also explored with respect to motivation and self esteem of teachers. The population of the study was all the heads and the teachers from government secondary schools working in the Punjab province. There are thirty six districts in this province. Ten schools from each district were selected randomly. The sample of the study was 360 heads and 1440 secondary school teachers working in these schools. The tools used for this research were the Teachers’ Self esteem Scale (TSS), the School Climate Scale (SCS ), and the Teachers’ Motivation Scale (TMS ). Questionnaires in filled form were returned from 320 (89% ) heads and 1206 (83% ) secondary school teachers. SPSS version 15 was used for data analysis. Descriptive and inferential statistics were used. Outcomes were interpreted with respect to data. Thirty five null hypotheses were tested by using one way ANOVA and t-test. It revealed from the statistical analysis that 81% (62% males and 38% females) of school heads fall in open climate and only 19% (67% males and 33% females) fall in close climate. Comparison of climates of schools of male heads working in rural and urban areas revealed no significant mean difference and the same results were illustrated while comparing female heads in these areas. However, female and male heads expressed significant mean differences in the climate of their schools. Teachers working under open climate were highly motivated and with high self esteem than teachers working under close climate in different categories. Teachers working in rural and urban areas did not exhibit any significant mean difference in the level of motivation and self esteem under the open climate viiiwithout categorization. When there was a comparison among male teachers and in the same way female teachers under the open climate in rural and urban areas, male teachers in rural areas and female teachers in urban areas were highly motivated and with high self esteem. On the other hand, when the level of motivation and self esteem of teachers was explored under the close climate, no significant mean difference was depicted in all categories. When the levels of motivation and self esteem of teachers were explored under open and close climate, they reflected no significant mean difference. On the whole female teachers from urban areas and male teachers from rural areas were highly motivated with their work and intellectual stimulation, altruism, authority and leadership, self evaluation, personal and professional development, life fit and influence of others, career change and working conditions and nature of work and with high self esteem with their living consciously, self acceptance, self responsibility, self assertiveness, personal integrity and living purposefully than teachers from male side. Age, qualification, and experience illustrated no significant effect on motivation and self esteem levels of secondary school teachers.