Shakuntala, Devi. (1993). A Study of Socio-Psychological Correlates of Conflict Between Family Role and Job Role Among Women Teachers. Unpublished. Ph.D., Education. Kurukshetra University, Haryana.
The objectives of the study were: (1) To construct and standardize a Role Conflict Scale (RCS) for women teachers. (2) To study the nature and incidence of Role Conflict among women teachers. (3) To study the socio-psychological correlates of Role Conflict among women teachers with respect to Personality Factors, Socio-economic Status, educational level, martial status, type of school, location of school, financing and management of school, type of family and teaching experience. (4) To find out the differences of Role Conflict experienced by women teachers with respect to their educational level, marital status, type of school, location of school, financing and management of school, type of family and teaching experiences.
The hypotheses were: (1) The Role Conflict among women teachers is not normally distributed. (2) There do not exist significant relationship between Role Conflict and various Socio-psychological correlates (such as Personality Factors and Socio-economic Status with respect to educational level, marital status, type of school, location of school, financing and management of school, type of family and teaching experience).
The women teachers working in the various schools in the state of Haryana constituted population for the present study. But it was difficult to include all of them in this work due to time, physical and financial constraints. That is why it was decided to select a small proportion of them for the sake of conducting this research study. The investigator Randomly selected a total of 75 schools from 6 districts i.e. Hisar, Kurukshetra, Karnal, Kaithal, Yamuna Nagar and Ambala. While selecting these schools, only government, private and aided schools were considered. Thus, as many as 360 women teachers (an equal number of women teachers working in rural and urban areas i.e. 180 each) randomly picked up from boys, girls and co-educational schools constituted the sample.
The following tools were used for the study: (a) Role Conflict Scale for women teachers prepared by the investigator herself, (b) Socio-economic Status Scale by R. Bhardwaj, S. Gupta and N.S. Chauhan, (c) 16 Personality Factors Questionnaire (Form A) by R.B. Cattell and H.W. Eber. For testing the hypotheses, data were classified on the basis of the following demographic variables: Educational level in terms of J.B.T. and B.Ed; Marital Status in terms of married and unmarried; Location of the school, i.e. rural and urban; Type of family i.e. nuclear and joint; Teaching experience i.e. more than 5 years and less than 5 years; Financing and Management of the school i.e. government aided and private; Type of school, i.e. girls, boys and co-educational.
The descriptive method was considered most appropriate for conducting the study of women teachers. In this study, Role Conflict of women teachers was taken as dependent variable and Personality Factors, and some demographic variables including Socio-economic Status were taken as independent variables.
Statistical techniques used for the study are as follows: (1) K-S Test employed to study the nature of distribution of Role Conflict scores among women teachers. (2) Mean, median or P50, P75, P25 were determined to find out the incidence of Role Conflict among women teachers. (3) Product moment coefficient of correlation was employed to find out the Socio-psychological correlates of Role Conflict among women teachers. (4) t - Test was used to find out the significance of difference between mean scores of Role Conflict with respect to demographic variables.
The findings of the study were: (1) The distribution of Role Conflict scores among women teachers was normal. (2) Conscientious (G), Venturesome (H), Suspicious (L), Self-sufficient (Q2), Controlled (Q3), Humble (E), Women teachers experienced high Role Conflict. It was also found that troubled (O) and reserved (A) women teacher experienced high intra-role conflict. The study also showed that less intelligent (B) women teachers experienced high Role Conflict. (3) The study also showed that sober (F) and relaxed (Q4) women teachers belonging to upper lower class of Socio-economic Status experienced high Role Conflict. (4) Comparison of Role Conflict among women teachers showed that married women teachers experienced high Role Conflict and unmarried women teachers experienced the lowest Role Conflict. Teaching experience also affected the Role Conflict faced by women teachers. It also suggested that women teachers belonging to nuclear family experienced more Role Conflict in comparison to women teachers belonging to joint family. The study also revealed that married women teachers experienced more inter-family Role Conflict than unmarried women teachers. It also suggested that women teachers working in private schools experienced more inter-family Role Conflict than those working in aided schools. The study also revealed that women teachers with respect to various demographic variables such as J.B.T/B.Ed. married/unmarried, rural/urban, nuclear/joint family, more than five years/less than five years of teaching experience, government schools/aided schools/private schools, and girls schools/boys schools/co-educational schools and girls schools/boys schools/co-educational schools experienced more intra-job Role Conflict than inter-job Role Conflict.
Keyword(s): Socio-Psychological , Correlates, Conflict , Family Role, Job Role, Women Teachers