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«Malaysian Journal of Distance Education 12(2), 111139 (2010) Experiencing the Impact of ‘Experience’ Over ‘Professional Stress’ and Allied ...»

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Analysis of data over the total group of respondents [N=132] reveals that:

1. So far the level of Professional stress is concerned, the group of respondents possess a moderately higher level of Professional interest [M=48.5833, σ=5.1499] in the professional stress scale.

2. In terms of professional interest, the group of respondents possesses moderately higher degree of professional interest [M=112.045, σ=12.7152, Midpoint=90] in the professional interest scale.

3. Keeping in view the Job-satisfaction of the respondents it may be reported that the group of respondents possesses almost a neutral degree of Job-satisfaction [M=49.727, σ=5.134, Midpoint=50] in the job-satisfaction scale.

4. So far the Individualism-collectivism is concerned, the group of respondents exhibits individualistic trait [M=47.0984, σ=6.4914, Midpoint=50] over the Individualism-collectivism scale.

126 Malaysian Journal of Distance Education 12(2), 111139 (2010)

–  –  –

Figure 3 Internal Correlation coefficient of the psychopedagogical attributes [Total group, N=132] The correlation of the psychopedagogical attributes of the female teachers

reveals that:

1. While finding correlation with professional interest, the group exhibits significantly positive correlation with job satisfaction as also with individualism.

–  –  –

3. While finding correlation with job satisfaction, the group exhibits negative and insignificant correlation with individualism as also with professional stress.

4. The group exhibits negatively insignificant correlation between individualism and professional stress.

Teaching-Experience (TE) based Juxtaposition in connection with Professional Interest

–  –  –

Table 3 reveals that the respondents belonging to lower and middle experience group differs significantly in terms of their level of professional interest. Respondents belonging to lower experience group possess significantly higher level of professional interest compared to their counterparts belonging to middle experience group.

–  –  –

It is apparent from Table 4 that the respondents belonging to lower and higher experience group differ significantly so far their level of professional interest is concerned. Respondents belonging to lower experience group possess significantly higher level of professional interest 128 Malaysian Journal of Distance Education 12(2), 111139 (2010) compared to their counterparts belonging to higher experience group and the difference is significant at 0.01 level of confidence.

–  –  –

 In contrast with the above two findings, Table 5 reveals that the respondents belonging to middle and higher experience group do not differ so far their level of professional interest is concerned.

Respondents belonging to middle experience group possess marginally higher level of professional interest compared to their counterparts belonging to higher-experience group and the difference is not significant at any standard level.

–  –  –

From the above three findings, as well as from the Figure 4, it may be apparent that span of teaching experience of the female teachers (engaged in engineering education through ODCL) possess significant impact over their level of professional interest. The study observed that interest towards profession of the respondents reduces in consonance with enhancing span of experience. This may be due to intervening factors, may be socio-biological or the like, however no specific conclusion could be derived on in this context without identifying intervening factors.

Teaching-Experience (TE) based Juxtaposition in connection with Professional Stress

–  –  –

Table 6 reveals that thought respondents from middle experience group possess comparatively higher degree of professional stress, however they don’t differ significantly from the respondents belonging to lower experience group.

–  –  –

Table 7 reveals that thought respondents from higher experience group possess comparatively higher degree of professional stress, however they don’t differ significantly from the respondents belonging to lower experience group, so far their level of professional stress is concerned.

130 Malaysian Journal of Distance Education 12(2), 111139 (2010)

–  –  –

Table 8 reveals that respondents from higher experience group possess marginally higher degree of professional stress, than the respondents belonging to middle experience group, so far their level of professional stress is concerned. However this difference is not significant at any level.

Figure 5 Mean Professional stress score in differing experience group [Total group, N=132] So far the preceding three findings are concerned, it may be assumed that span of experience in teaching do not possess any ‘significant’ impact over the level of professional stress of the respondents; however as is depicted from fig. 5, the professional stress enhances in consonance with the span of teaching experience; the rate of enhancement of stress is quite speedy when the respondents, belonging to lower experience group, are proceeding towards middle experience group; though the trend continues, Experiencing the Impact of ‘Experience’ however rate of enhancement of stress reduces, in situations, when the respondents proceeds from middle experience group to higher experience group.





The finding as apparent in the Fig. 5 helps deduce the idea that stress follow a ‘cumulative enhancement curve’ among the respondents in terms of their span of teaching experience and for the respondents, belonging to lower-experience group, it is lowest. Possibly the respondents belonging to lower age group are much stress-absorbent, compared to their counter experience groups.

Teaching-Experience (TE) based Juxtaposition in connection with Job Satisfaction

–  –  –

Table 9 reveals that respondents from lower experience group possess comparatively higher degree of job-satisfaction, and this difference is not significant at any standard level, if compared with the respondents belonging to middle experience group.

–  –  –

Table 10 reveals that respondents from lower experience group possess comparatively higher degree of job-satisfaction, compared to the respondents belonging to higher experience group; however this difference is not significant at any standard level.

–  –  –

Table 11 reveals that respondents from higher experience group possess marginally higher degree of job-satisfaction, compared to the respondents belonging to middle experience group, however the difference is not significant at any standard level.

–  –  –

5.5.5. As apparent from the Figure 6, span of teaching experience of the teachers possess significant impact over their level of job satisfaction too and it varies inversely with enhanced age, as the study observes.

Teaching-Experience (TE) based Juxtaposition in connection with Individualism-Collectivism

–  –  –

Table 13 reveals that respondents from lower experience group possess marginally higher degree of collectivistic trait, if compared with the respondents belonging to higher experience group, so far their level of collectivism is concerned in individualism-collectivism trait scale.

However the trait difference of the two groups under comparison is not at all significant at any standard level.

134 Malaysian Journal of Distance Education 12(2), 111139 (2010)

–  –  –

Table 14 reveals that respondents from middle experience group possess marginally higher degree of collectivistic trait, if compared with the respondents belonging to higher experience group, so far their level of collectivism is concerned. However this difference is not significant at any standard level.

Mean Individualism-Collectivism score of different experience groups 49.5 49.3076 48.5 49.1162 48.2133

–  –  –

Figure 7 reveals that respondents from lower experience group possess comparatively higher degree of individualistic trait, if compared with the respondents belonging to middle and higher experience group, so far their level of individualism-collectivism trait is concerned. However this difference is not significant at any standard level.

Experiencing the Impact of ‘Experience’

Discussion and Conclusion

It is apparent from the findings of the study that span of experience (in teaching) of the respondents possesses impact over the major psychopedagogical attributes. Among those, level of professional interest is significantly influenced by span of experience; however span of experience do not possess ‘significant’ impact over the level of professional stress, job-satisfaction and collectivistic traits of the respondents.

Respondents belonging to lower experience group require special mention as they exhibits individualistic trait much than the collectivistic trait, compared to the senior experience groups. The group also lacking on professional-stress and job-satisfaction, however they possesses more professional interest. The study predicts possibility of allied intervening factors, possibly socio-biological, having impact over age and thereby over their psychopedagogical attributes, as considered in the study.

Irrespective of having a moderate size of sample, the uniqueness of the present study stands with its sample group. Criteria considered for selection of sample includes the engineering teachers, engaged in teaching through ODCL system and that too, from marginalised gender group in engineering education, i.e., the female teachers. Probably this is the first attempt to explore the psychopedagogical status profile of the female engineering educators, engaged in imparting education through ODCL mode (which is a recent phenomenon in Indian academia), with special focus over the four major components of psychopedagogic status, possessing direct bearing with education and teacher effectiveness.

Therefore the findings of the study would be quite helpful to the future researchers, to initiate future researches in teacher-education in ODCL, with special focus on engineering-education and gender-studies too. It is also expected that such studies would enhance the effectiveness and efficacy of ODL system and thereby help achieve the nation the desired development, as engineering education possess a direct bearing with socioeconomic development of a given nation (Goss, 1969; Haq, 1975;

Ahlstrom, 1982; Mazumder, 1998; Jakobeit, 1999; Sen, 2000; Roy & Paira, 2008).

136 Malaysian Journal of Distance Education 12(2), 111139 (2010) Notes

1. The concept of Technical Education is not beyond debate, though the apex body is named after Technical Education, i.e., AICTE, instead of Engineering Education.

2. A glance review of the present scenario reveals the fact.

3. Social change is a less accelerated phenomenon compared to technological advancement.

4. The policy through which the developed nations attract the outstanding brains from developed nations and harness them for their own (national) development. As a result, the developing nations face the problem of ‘brain-drain’.

References

Ahlstrom, G. 1982. Engineers and industrial growth. London: Groom Helm.

Aiken, L. R. 1984. Psychological testing and assessment (4th ed.). Boston: Allyn & Bacon.

Amudha Devi and Velayudhan, A. 2003. Job satisfaction of working lecturers working in

private and government colleges. Indian Journal of applied Psychology 40(1):

2528.

Aulich, Sen. T. G. (Chair), 1990. Priorities for reform in higher education, report of the

senate standing committee on employment, education and training, Canberra:

Australian Government Publishing Service.

Bala, Baskar, K. 2009. Job Satisfaction, Mental Health and Occupational Stress of Special Educators Working in Special Schools for Mentally Handicapped, Retarded, Hearing Handicapped, Visually Handicapped and Physically Handicapped: A Comparative Study. Unpublished doctoral thesis in Psychology.

Hyderabad: Osmania University.

Bandhu, Tarlok 2008. A Study of Burnout Among College Teachers in Punjab in Relation to Organizational Role Stress and Institutional Climate. Unpublished doctoral thesis. Shimla: Himachal Pradesh University.

Banerjee, Rangan and Muley, Vinayak, P. 2007. Engineering education in India, Draft Final Report. Bombay: IIT.

Beder, S. 1989. Towards a More Representative Engineering Education. International Journal of Applied Engineering Education 5(2): 173182.

Experiencing the Impact of ‘Experience’ Bhatt, D. 1997. Job stress, job involvement and job satisfaction of teachers: A

correlational study. Indian Journal of Psychometry and Education 28(2):

8794.

Colman, Andrew, M. 2007. Penguin Dictionary of Psychology (2nd Indian edition). New Delhi: Oxford University Press.

Dholakia, A. M. 2009. A study of mental, health and occupational stress of married working women. Unpublished doctoral thesis Patan: Hemchandracharya North Gujarat University.

Dixit, Meera. 1993. Effect of sex variable on different factors of job satisfaction among

primary teachers. Indian Journal of Psychology and Education 24(1):

1115.

Galib Ahsan, Q. M., Hossain, J. M. and Saha, N. K. 2006. A survey of students’ characteristics of MBA programme: Case of Bangladesh Open University.

Indian Journal of Open Learning 15(3): 237246.

Goldman, L. S. 1991. The Social Captivity of Engineering, in Durbin, T.P. (ed.) Critical

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Lehigh University Press.

____________. 2004. Why do we need a philosophy of engineering: A work in progress.

Interdisciplinary science reviews 29(2): 163176.



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