Chapter 4

STATISTICAL ANALYSIS, INTERPRETATION AND DISCUSSION OF

RESULTS

The preceding chapters deal with the conceptual and theoretical background,
review of related literature and methodology followed in the study. The present
chapter deals with the statistical analysis of the collected data. Once the data have
been collected, the next step is usually the analysis of these data with appropriate
statistical techniques for testing the formulated hypotheses of the study. The
statistical analysis and interpretation of the data are the crucial steps in the research
process. The analysis involves examining the collected data using the relevant
statistical techniques to identify inherent trends and patterns of variables under
study based on research questions, objectives and corresponding hypotheses. Data
analysis aims to draw meaningful conclusions from the data and understand the
underlying facts and meanings. The essential purpose of data analysis is to
transform data into a more interpretable form so that the description and relations
of variables may be studied and tested by extracting as much information as
possible and drawing inferences from the data.

The present study is designed to estimate the relative and combined influence of
Metacognitive Awareness, Work Motivation and School Climate (Independent
Variables) on Teachers’ Competency (Dependent Variable) of Secondary School
Teachers. The analysis of the present study has been carried out into two phase:

Phase I- Preliminary Phase of Data analysis

Phase II- inferential phase of data analysis

Phase I- Preliminary Phase of Data analysis:

Preliminary analysis includes assessment of various descriptive measures to check

the normality of the data. It includes various measures of central tendency (mean,
median, mode, standard deviation, skewness and kurtosis). These values help to
identify the nature of the data and its distribution.

Phase II- inferential phase of data analysis:

This phase includes applying specific statistical techniques (parametric statistics)
to analyze the data and has been carried out at four different levels, which are as
follows:

I. Percentage analysis
II. Differential analysis
III. Correlational analysis
IV. Structural Equation Modeling Analysis

Phase I: Preliminary Phase of Data Analysis

All the measures of central tendency (mean, median, mode, and standard
deviation) have been estimated for the Dependent (Teachers’ Competency) and the
Independent (Metacognitive Awareness, Work Motivation, School Climate)
variables. Additionally, the distribution of Dependent and Independent variables
scores has been assessed for the normal distribution of the data by calculating
skewness, kurtosis, and the output of the Normal Probability Curve (NPC) and
Quantile-Quantile Plot (Q-Q plot). The results of these analyses are shown in the
tables (4.1) and figures (4.1 & 4.2):

Table 4.1: Descriptive Measures of ‘Metacognitive Awareness of Secondary

School Teachers
N Mean Media Mode s. d. Skewness Std. Kurtosis Std. S. E.
n Error of Error of of
Skewness Kurtosis Mean
549 148.32 148 138 12.54 .104 .104 .324 .208 .536
9

Table 4.1 indicates that the mean (148.32), median (148), and mode (138) of
Metacognitive Awareness Scores of secondary school teachers are approximately
lying close to each other. The standard deviation (12.549) (Mishra et.al. 2019 &
Kim, 2013) reveals that the distribution of Metacognitive Awareness Scores is not
deviating much from the mean score, suggesting that the scores may deviate from
the mean by 12.549 towards both the positive and negative direction of the mean.
The measured value of skewness (.104) as it is less than 2 (Mishra et.al. 2019 &
Kim, 2013) for the sample indicates that the distribution of the sample is
symmetrical or normal and kurtosis (.324) determines the normality of the data as
it is less than 4.00 (Mishra et.al. 2019 & Kim, 2013) value indicate leptokurtic
distribution of the Metacognitive Awareness score among secondary school
teachers.

Figure 4.1 & 4.2

NPC and Q-Q plot depicting the Normal Distribution of Metacognitive Awareness Scores

A visual analysis of the data using histogram (NPC) and Q-Q plot shows that the
distribution of metacognitive awareness scores is quite similar to the normal
distribution, indicating that the sample used in this study is representative of the
larger population. The normal distribution is symmetric, so it has no skew (the
mean is equal to the median). On a Q-Q plot normally distributed data appears as
roughly a straight line (although the ends of the Q-Q plot often start to deviate
from the straight line) (Yeasley). The slight deviations from the diagonal on the
plot suggest that the sample is only slightly away from a perfectly normal
distribution. This suggests that the sample is a good representation of the overall
population. Hence parametrical statistical techniques can be employed for
analysing the data.

Table 4.2

Descriptive Measures of ‘Work Motivation of Secondary School Teachers’

N Mean Media Mode s.d. Skewnes Std. Kurtosis Std. S. E.
n s Error of Error of of
Skewness Kurtosis Mean
549 97.41 99.00 101 13.585 -1.014 .104 3.338 .208 .580

Table 4.2 indicates that the mean (97.41), median (99.00), and mode (101) of
Work Motivation Scores of secondary school teachers. The standard deviation
(13.585) (Mishra et.al. 2019 & Kim, 2013) reveals that the distribution of Work
Motivation Scores is not deviating much from the mean score, suggesting that the
scores may deviate from the mean by 13.585 towards both the positive and
negative direction of the mean. The measured value of skewness (-1.014) as it is
less than 2 (Mishra et.al. 2019 & Kim, 2013) indicate slight negative skewness and
kurtosis (3.338) determines the normality of the data as it is less than 4.00 (Mishra
et.al. 2019 & Kim, 2013) shows leptokurtic distribution of the Work Motivation
score among secondary school teachers.

Figure 4.3 & 4.4

NPC and Q-Q plot depicting the Normal Distribution of Work Motivation Scores

A visual analysis of the data using histogram (NPC) and Q-Q plots shows that the
distribution of work motivation scores is quite similar to the normal distribution,
indicating that the sample used in this study is representative of the larger
population. The normal distribution is symmetric, so it has no skew (the mean is
equal to the median). On a Q-Q plot normally distributed data appears as roughly a
straight line (although the ends of the Q-Q plot often start to deviate from the
straight line) (Yeasley). The slight deviations from the diagonal on the plot suggest
that the sample is only slightly away from a perfectly normal distribution. The
slight deviations from the diagonal on the plot suggest that the sample is only
slightly different from a perfectly normal distribution; this suggests that the sample
is a good representation of the overall population. Hence parametrical statistical
techniques can be applied for analysing the data.

Table 4.3

Descriptive Measures and Normality of Data ‘School Climate of Secondary

School Teachers’
N Mean Media Mode s.d. Skewness Std. Kurtosis Std. S. E.
n Error of Error of of
Skewness Kurtosis Mean
549 107.74 113.00 120 13.35 -1.401 .104 2.052 .208 .570
0

Table 4.2 indicates that the mean (107.74), median (113.00), and mode (120) of
School Climate Scores of secondary school teachers. The standard deviation
(13.350) (Mishra et.al. 2019 & Kim, 2013) reveals that the distribution of School
Climate Scores is not deviating much from the mean score, suggesting that the
scores may deviate from the mean by 13.350 towards both the positive and
negative direction of the mean. The measured value of skewness (-1.014) as it is
less than 2 (Mishra et.al. 2019 & Kim, 2013) indicates slight negative skewness
and kurtosis (2.052) determines the normality of the data as it is less than 4.00
(Mishra et.al. 2019 & Kim, 2013) shows platokurtic distribution of the School
Climate score among secondary school teachers.

Figure 4.5 & 4.6

NPC and Q-Q plot depicting the Normal Distribution of School Climate Scores

A visual analysis of the data using histogram (NPC) and Q-Q plots shows that the
distribution of School Climate scores is near the normal distribution, indicating
that the sample used in this study is representative of the larger population. The
normal distribution is symmetric, so it has no skew (the mean is equal to the
median). On a Q-Q plot normally distributed data appears as roughly a straight line
(although the ends of the Q-Q plot often start to deviate from the straight line)
(Yeasley). The slight deviations from the diagonal on the plot suggest that the
sample is only slightly away from a perfectly normal distribution. This slight
deviations from the diagonal on the plot suggest that the sample is only slightly
different from a perfectly normal distribution; this suggests that the sample is a
good representation of the overall population. Hence parametrical statistical
techniques can be applied for analysing the data.

Table 4.4

Descriptive Measures and Normality of Data ‘Teachers’ Competency’ of

Secondary School Teachers’
N Mean Media Mode s.d. Skewness Std. Kurtosis Std. S. E.
n Error of Error of of
Skewness Kurtosis Mean
549 227.56 225.00 218 21.01 .371 (<2) .104 2.629 .208 .931
2 (<4)

Table 4.4 indicates that the mean (227.56), median (225.00), and mode (218) of
Teachers’ Competency Scores of secondary school teachers. The standard
deviation (21.012) (Mishra et.al. 2019 & Kim, 2013) reveals that the distribution of
Teachers’ Competency Scores is not deviating much from the mean score,
suggesting that the scores may deviate from the mean by 21.012 towards both the
positive and negative direction of the mean. The measured value of skewness
(.104) as it is less than 2 (Mishra et.al. 2019 & Kim, 2013) indicates slight negative
skewness and kurtosis (2.629) determines the normality of the data as it is less than
4.00 (Mishra et.al. 2019 & Kim, 2013) shows leptokurtic distribution of the
Teaches’ Competency score among secondary school teachers.

Figure 4.7 & 4.8

NPC and Q-Q plot depicting the Normal Distribution of Teachers’ Competency Scores
A visual analysis of the data using histogram (NPC) and Q-Q plots shows that the
distribution of Teachers’ Competency scores is quite similar to the normal
distribution, indicating that the sample used in this study is representative of the
larger population. The normal distribution is symmetric, so it has no skew (the
mean is equal to the median). On a Q-Q plot normally distributed data appears as
roughly a straight line (although the ends of the Q-Q plot often start to deviate
from the straight line) (Yeasley). The slight deviations from the diagonal on the
plot suggest that the sample is only slightly away from a perfectly normal
distribution. This suggests that the sample is a good representation of the overall
population. Hence parametrical statistical techniques can be employed for
analysing the data.