V, Sodhi. (1995). Role Expectation of Physical Education Teachers Relation to Organizational Climate and Leadership Behaviour of Principals. Unpublished. Ph.D., Education. Panjab University,Chandigarh.
The objectives of the study were: (1) To study the relationship between role expectation of physical education teachers, organisational climate and leadership behaviour of principals. (2) To study the role expectation of physical education teachers as perceived by themselves and by the principals of their respective institutions. (3) To study the sex differences with respect to role expectation among physical education teachers. (4) To compare the role expectation of physical education teachers in professional colleges of Chandigarh as perceived by physical education teachers in professional and non- professional colleges of Chandigarh as perceived by physical education teachers and principals of those institutions. (5) To compare the organizational climate that existed in professional and non – professional colleges of Chandigarh as perceived by physical education teachers and principals of those institutions. (6) To compare the leadership behaviour of principals as perceived by themselves and the physical education teachers in the institutions under study. (7) To compare the organisational climate differences as perceived by principals and physical education teachers in the institutions under study.
The hypothesis of the study were: (1) Significant relationship exists between role expectation of physical education teachers and organisational climate. (2) Significant relationship exists between role expectation of physical education teachers and leadership behaviour. (3) Significant relationship exists between organisational climate and leadership behaviour of principals. (4) Significant differences exist in the perception of role expectation held for physical education teachers as perceived by the principals and physical education teachers themselves. (5) Significant differences exist in the perception of role expectation of physical education teachers as perceived by male and female physical education teachers. (4) Significant differences exist in the role expectation of physical education teachers in professional and non-professional colleges as perceived by themselves and principals of their institutions. (5) Significant differences exist between principals and physical education teachers with regard to leadership behaviour. (6) Significant differences exist between professional and non–professional colleges as regards organisational climate. (7) Significant differences exist between principals and physical education teachers as regards organisational Climate.
31 Principals and Vice Principals, and 31 Physical Education Teachers from 17 Colleges of Punjab University, Chandigarh were selected as a Sample.
Physical Education Teacher’s Role Expectation Scale by Usha Singh, Organisational Climate Description Questionnaire (OCDQ) by Halpin and Craft and Leadership Behaviour Description Questionnaire (LBDQ) by Halpin were used for data collection.
The Descriptive Method was used in research.
The data were analyzed by Mean, SD., t – test and Correlation.
The findings of the study were: (1) The total role expectation had significant and positive relationship with total organisational climate as well as with its six dimensions, namely, disengagement, esprit, intimacy, production – emphasis, thrust and consideration, (2) The total leadership behaviour had significant and positive relationship with administrative, other and total role expectation. (3) The leadership also showed significant positive relationship with eight dimensions of organisational climate. (4) The principals have significantly higher expectation on all the three dimensions and total of role expectation as compared to the self-perception of the physical education teachers. (5) Both male and female physical education teachers have similar perception about their role. (6) There was no significant difference in the perception of physical education teachers’ role expectation between professional and non-professional colleges. (7) No significant differences were found when the organisational climate of professional and non- professional colleges was compared. (8) Principals perceived initiating – structure dimension of leadership as more important for effective leadership as compared to physical education teachers. (9) Principals laid more stress on esprit and thrust whereas physical education teachers perceived disengagement and production emphasis as most important dimensions affective organisational climate of an institution. The differences were not found significant on the remaining four dimensions of organisational climate.
Keyword(s): Role Expectation, Physical Education Teachers, Organizational Climate , Leadership, Behaviour, Principal