R, Kumar N. (2002). A Study of Role Performance of Heads of Primary Schools in Orissa in relation to selected Personal and Institutional Factors. Unpublished. Ph.D., Education. Panjab University,Chandigarh.
The objectives of the study were: (1) To study the congruency in role performance of primary school heads as perceived by themselves and as perceived by teachers. (2) To study the differences in role performance of primary school heads as perceived by themselves in relation to their personal factors, namely, age, sex, academic qualification and experience. (3) To examine the relationship between personality types and role performance of heads as perceived by themselves. (4) To study the differences in role performance of primary school heads as perceived by themselves in relation to institutional factors, namely, management, size of the school, and teacher – student ratio. (5) To examine the relationship between organizational climate and role performance of heads as perceived by themselves. (6) To study the differences in role performance of heads as perceived by teachers in relation to their personal factors, namely, age, sex, academic qualification and experience. (7) To study the difference in role performance of primary school heads as perceived by teachers in relation to institutional factors, namely, management, size of the school and teacher-student ratio. (8) To examine the relationship between organizational climate and role performance of heads as perceived by teachers. (9) To suggest which type of personal and organisational factors contribute most towards the role performance of heads of primary schools in Orissa.
The hypotheses of the study were: (1) No significant incongruency exists between role performance of primary school heads as perceived by themselves and as perceived by teachers. (2) There are no significant differences in role performance of primary school heads as perceived by themselves across age levels; types of sex; academic qualification; and length of experience. (3) There is no significant relationship between personality types and role performance of primary school heads as perceived by them. (4) There is no significant difference in role performance of primary school heads as perceived by themselves in relation to institutional factors, namely, management, size of the school, and teacher – student ratio. (5) Role performance of heads as perceived by them is not significantly related with organisational climate. (6) There are no significant differences in role performance of primary school heads as perceived by teachers in relation to age; sex; academic qualification, and experience. (7) Role performance of primary school heads as perceived by teachers does not significantly differ with the management; size of the school, and teacher student ratio. (8) Role performance of heads as perceived by teachers is not significantly related with organizational climate.
The sample consisted of 228 Government Schools and Private Schools of three Districts, namely, Balasore, Bhadrak and Cuttack. This sample was selected using Multi Stage Sampling Technique.
Role Performance Questionnaire by Kusum Srivastava, Organisational Description Questionnaire by Halpin and Craft, and Eysenck Personality Questionnaire were used for data collection.
Descriptive Survey Method was used in Research.
The data were analyzed using Mean, SD, Skewness, Kurtosis and t – test.
The findings of the study were: (1) Significant difference exists in the role performance of planner, resource facilitator, promoter of co-curricular activities, mentor and reconciliatory roles when total sample was considered. (2) No significant difference exists in role performance but the perception of head’s role performance by teachers across different age group differed significantly in case of supervision of instructional programme, promoter of co–curricular activities, evaluator and motivator, mentor and reconciliatory and bridge building with the community roles. (3) The perception of heads as well as teachers on role performance revealed that sex had no impact on performance of various roles of heads. (4) There is no significant difference between the groups with different experience levels in role performance of heads as perceived by them but significant differences are found in case of evaluator and motivator, and bridge building with the community roles. (5) There is no significant difference in the perception of head’s role performance among the groups of heads having different duration of experience. But there are significant differences in evaluator and motivator, mentor and reconciliatory, and bridge building with the community roles of heads as perceived by teachers of different experience levels. (6) The correlation coefficient between extraversion type of personality and supervision of instructional programme of role performance is found to be positive and significant. (7) When the types of school were taken into consideration, the comparison of perception of role performance of government and private schools heads showed no statistical significant difference for all nine roles. But significant differences were found in the perception of role performance of government and private schools teachers with regard to performance of heads role as planner, mentor and reconciliatory, academician and teachers, bridge building with the community. (8) With regard to size of school, significant difference is found between the perception of performance of heads as perceived on nine roles, namely, planner, office manager, resource facilitator, supervision of instructional programme, promoter of co – curricular activities, evaluator and motivator, mentor and reconciliatory, academician and teachers, and bridge building with the community from large and small schools. But six dimensions of role performance, namely, resource facilitator, supervision of instructional programme, mentor and reconciliatory, academician and teacher, and bridge building with the community differed in schools with less than 250, and 250 and above enrollment. (9) On the institutional factor of teacher – student ratio, out of nine roles, significant differences are found on two roles of heads as perceived by themselves, namely, planner and resource facilitator between large and small teacher – student ratio schools. On the other hand, only one dimensions i.e. academician and teacher, role of heads as perceived by teachers differed significantly on account of large and small teacher – student ratio. (10) The correlation between organizational climate variable of production emphasis and trust were significantly and positively correlated with role performance variables of planner, mentor and reconciliatory and academician and teacher as perceived by teachers. But hindrance variable of organisational climate was significantly and negatively related with academician and teacher variable of role performance as perceived by teachers.
Keyword(s): Role Performance, Primary Schools, Orissa, Personal Factors, Institutional Factors, Principals