RELATIONSHIP OF SCHOOL CLIMATE WITH

TEACHERS’ MOTIVATION AND SELF ESTEEM IN

PRIMARY SCHOOLS OF MUZAFFARGARH

TY
SI
ER
IV
UN

BY
L
UA

MUHAMMAD NAVID IQBAL

MS150400851
RT
VI

SUPERVISOR
Dr. NAJAM UL KASHIF

VIRTUAL UNIVERSITY OF PAKISTAN

Session 2018-2020
 RELATIONSHIP OF SCHOOL CLIMATE WITH

TEACHERS’ MOTIVATION AND SELF ESTEEM IN

PRIMARY SCHOOLS OF MUZAFFARGARH

TY
MUHAMMAD NAVID IQBAL
MS150400851

SI
ER
IV
UN
L

A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF

UA

REQUIREMENTS FOR THE DEGREE

RT

OF

MASTER OF PHILOSOPHY
VI

IN

EDUCATION

VIRTUAL UNIVERSITY OF PAKISTAN

2020
 Originality Statement

(Student)

It is certified that this M.Phil Thesis titled “RELATIONSHIP OF SCHOOL CLIMATE

WITH TEACHERS’ MOTIVATION AND SELF ESTEEM IN PRIMARY SCHOOLS

TY
OF MUZAFFARGARH” is an original research. Its content was not already submitted as

a whole or in parts for the requirement of any other degree and is not currently being

SI
submitted for any other degree or qualification. To the best of my knowledge, the thesis

ER
does not contain any material published or written previously by another author, except

where due references were made to the source in the text of the thesis.
IV
It is further certified that help received in developing the thesis, and all resources
UN
used for the purpose, have been duly acknowledged at the appropriate places.

Date (as August 06, 2020)

L
UA

MUHAMMAD NAVID IQBAL

RT

MS150400851

Department of Education
VI

Virtual University of Pakistan.

 Originality Statement

(Supervisor)

It is to certify that the research work described in the M.Phil thesis is an original work of

the student. It has been carried out under my direct supervision. I have personally gone

TY
through all its data, content and results reported in the manuscript and certify its

correctness and authenticity.

SI
I further certify that the material included in the thesis has not been used partially

ER
or fully, in any manuscript already submitted or in process of submission in partial or

complete fulfillment of the award of any other degree from any other institution. I also
IV
certify that thesis has been developed under my supervision according to the prescribed
UN
format. I therefore, endorse its worth for the award of M.Phil degree in accordance with

the prescribed procedure of the university.

L
UA
RT

Supervisor

DR. NAJAM-UL-KASHIF
VI

Associate Prof.
Department of Education
Virtual University of Pakistan
 Approval Sheet

To,

The Controller of Examinations,

Virtual University of Pakistan,

It is to certify that the contents and form of the thesis, submitted by

TY
MUHAMMAD NAVID IQBAL, Student ID MS150400851 have been found

SI
satisfactory and recommend that it be processed for the evaluation by the External

Examiner(s) for the award of the degree.

ER
IV
SUPERVISOR ----------------------------------
UN
L

Co-Supervisor (If any) ----------------------------------

UA
RT
VI

Head of Department -----------------------------------

 DECLARATION CERTIFICATE

I declare that the work done in this research is original and solely done by me.

There is no plagiarism in this work.

TY
SI
ER
Signature
IV
UN

___________________________________
L
UA

Muhammad Navid Iqbal

RT
VI
 TY
SI
ER
DEDICATION
IV
This study is dedicated to

My parents
UN

And my teacher Dr. Najam Ul Kashif

Who helped me and guided me in completing this thesis.

L
UA
RT
VI
 ACKNOWLEDGEMENT

There have been a lot of people that have helped me along the way and to get to this point

and I would like to take this opportunity to personally thank them.

First and foremost, I want to thank my Teacher Dr. Najam Ul Kashif, who helped me

from very first day in my work; he has been an amazing mentor and advisor throughout

TY
this experience.

SI
I am very thankful to Mr. Ashiq Farid (SSS) QAED Muzaffargarh for his help in

compiling and analysis of data.

ER
I would also like to thank colleagues for their endless support and work in collecting data
IV
for my research and making it easy for me in my work, and my friends for always helping

and guiding me in my work.

UN

I want to thank my parents for all they’ve done for me over the years and for always

being there for me to challenge and motivating me. Both have been tremendously
L

supportive with my decisions and my work.

UA

I would also like to thank rest of my family members and friends for their help and
RT

support in this work they have always helped me and stood by me and I have always

appreciated it.
VI
 TABLE OF CONTENTS

CHAPTER 01 ..................................................................................................................... 1
INTRODUCTION .............................................................................................................. 1
1.1 Background ............................................................................................................... 2
1.2 Rational of the Study................................................................................................. 2
1.3 Statement of the Problem .......................................................................................... 4

TY
1.4 Objectives of the Study ............................................................................................. 5
1.5 Research Questions and null hypothesis ................................................................... 5

SI
1.6 Significance of the Research ..................................................................................... 6
CHAPTER 2 ....................................................................................................................... 9

ER
LITERATURE REVIEW ................................................................................................... 9
2.1 Essential Components of School............................................................................. 13
2.2 Types of school climate .......................................................................................... 14
IV
2.3 Factors affecting creative learning and teachers’ motivation.................................. 16
2.4. The types of Motivation ......................................................................................... 20
UN
2.5 Factors causing low motivation............................................................................... 21
2.6 Level of Self Esteem in Public and private schools ................................................ 22
2.7 Development of Theoretical Concepts on School Climate ..................................... 24
L

2.8 Theories Related to School Classroom Climate...................................................... 26

2.8.1 Rudolf Moos’s theory ....................................................................................... 26
UA

2.8.2 Walberg’s theory .............................................................................................. 27

2.8.3 Components of School Climate ........................................................................ 28
RT

2.9 Cognitive Schema Approach................................................................................... 28

2.10 Shared Perception Approach ................................................................................. 29
VI

2.11 Teachers’ Motivation ............................................................................................ 30

2.12 Intrinsic motivation ............................................................................................... 32
2.13 Extrinsic motivation .............................................................................................. 35
2.14 Research Studies Review on Teachers’ Motivation.............................................. 36
2.15 Teachers to train. Teachers to educate .................................................................. 39
2.16 Motivation to Teach .............................................................................................. 40
2.17 Motivation Theories .............................................................................................. 41
2.17.1 Maslow’s theory on hierarchy of needs.......................................................... 42
2.18 Teachers’ Self-esteem ........................................................................................... 44
 2.19 Indicators of teachers’ self-esteem........................................................................ 45
2.19.1 Living consciously.......................................................................................... 46
2.19.2 Self-acceptance ............................................................................................... 46
2.19.3 Self-responsibility........................................................................................... 46
2.19.4 Self-assertiveness............................................................................................ 46
2.19.5 Personal integrity............................................................................................ 47
2.19.6 Living purposefully ........................................................................................ 47

TY
2.20 Research Gap......................................................................................................... 47
2.21 Summary of Literature review .............................................................................. 48

SI
CHAPTER 3 ..................................................................................................................... 49
METHODOLOGY ........................................................................................................... 49

ER
3.1 Design...................................................................................................................... 49
3.2 Research Method..................................................................................................... 49
3.3 Population................................................................................................................ 49
IV
3.4 Sample size and sampling technique....................................................................... 50
3.5 Research Instruments .............................................................................................. 51
UN
3.5.1 Work Environment Scale.................................................................................. 52
3.5.2 Validity ............................................................................................................. 53
3.5.3 Reliability ......................................................................................................... 54
L

3.6 Data analysis technique ........................................................................................... 54

UA

3.7 Statistical Analysis techniques ................................................................................ 54

CHAPTER 4 ..................................................................................................................... 55
DATA ANALYSIS........................................................................................................... 55
RT

CHAPTER 5 ................................................................................................................... 132

DISCUSSION ................................................................................................................. 132
VI

5.1 Findings ................................................................................................................. 132

5.2 Conclusion............................................................................................................. 134
5.3 Recommendations ................................................................................................. 135
REFERENCES ............................................................................................................... 136
Appendix A..................................................................................................................... 143
 Abstract

The research was conducted in the District Muzaffargarh to observe the climates of the

state run primary schools with their teachers’ motivation and self-esteem level.

Quantitative research approach adopted for this study. The population of the study

TY
comprised of 6351 teachers from 1358 public primary schools in district Muzaffargarh.

By employing simple Random Sampling technique, a sample of 400 primary teachers

SI
drawn from 200 schools (100 male schools and 100 female schools). Survey Method

ER
Technique was carried out for data collection using five point Likert Scale. For this

purpose, Work Environment Scale (WES), Teachers´ Motivation Scale (TMS) and Self-
IV
esteem Scale (SES) were used. Collecting Data was analyzed by using SPSS Version 21.
UN
Pearson “r” to investigate relationship, t-test and ANOVA were applied to achieve the

objectives of the study. Evaluation of school climate of male teachers regardless of areas

exposed identical outcomes. However, there was significant divergence in female and
L
UA

male teachers. Study checked the theory that teachers´ motivation and self-esteem

promote an optimistic and fit academic climate. Motivation leads to job satisfaction and
RT

offers vitality for achievement, while self-esteem boosts those qualities which are
VI

complementary to the vitality of their role as a teacher.

 1

CHAPTER 01

INTRODUCTION

The pupils have the right to go to school and study, irrespective of who they are,

TY
from where they belong or how much their families are financially strong. Quality

SI
education needs a harmless, responsive atmosphere, experienced and inspired educators,

and training in languages pupils can recognize. It also obliges that learning effects should

ER
be supervised. Educators implement significant role to support country in the ground of

IV
education and economy. Government satisfies their requirements and also offers

appropriate stages for their motivation and self-esteem. Educator discovered the
UN
optimistic achievement in an open environment with pupils and other staff. Effective

outcomes can improve the organization when it offers high motivation and job
L

satisfaction, promising, understanding and flexible environment. There are numerous

UA

characteristics of organizations that play dynamic role in smooth purposes leading to

RT

triumph. Alongside momentary motivations, educational level, communal

acknowledgement, and know-how of fellows of an organization, and environment are

VI

also very vital aspects for its fruitful working. When organization offers appropriate and

fruitful environment then teacher motivation and self-esteem level is almost high and

performance is good (Kothen, 2011).

 2

1.1 Background

The teachers in addition to managers in social organizations also affect the results

of the pupils. Real consequences can advance the association when it delivers utmost

motivation and job gratification, promising, helpful and bendable environment.

TY
Nevertheless, it is comprehensible from several studies that straight consequence of tutors

on pupils’ success looks beyond the reality in learning development. Pupil’s triumphs are

SI
openly interrelated to teachers’ contentment to their job to complete their certified

ER
accountabilities. It is possible only with the help of extremely inspired teachers. A lot of

educational institutes of various cadre are working in Punjab. The key purpose to pick the
IV
government primary schools is that there is a series of expertise, workwise skilled and
UN
very competent tutors. The tutors in these institutes are not encouraged. A lot of the

teachers criticize the destructive attitude of their supervisors. It is imperious to develop

the suitable affiliation between staff by creating a healthy atmosphere. If teachers are
L

keen to work in a healthy atmosphere, motivations, self-esteem, efficacy, and proficiency

UA

may be amplified (Kothen, 2011).

RT

1.2 Rational of the Study

VI

The aim of this investigation was to recognize different types of school climate

exist in the Primary schools of district Muzaffargarh. The findings of the study might be

helpful for the researchers and it may be act as a reference study for further researches.

Through this research, the higher management of the school, class executive and the

teacher will mitigate students learning issues and the motivational skills, the teacher will

provide friendly teaching learning environment. The school Management will be able to
 3

develop such type of tools for improving the students’ motivational skills after this

research. Findings of this study will fill the gap in improving students’ motivational skills

by the teachers.

It’s the requirement of the time to discover the proper and productive institutional

TY
environment for the understanding of its sound effects. Superintendents in the arena of

education in ancient times engrossed the inflexible performance which was strictly

SI
associated to close climate or task oriented climate (Sapian et al., 2020).

ER
School climate comprises of the communications amongst pupils’ and instructors’

awareness of their school environment, educational performance; spirits of well-being

IV
and moods of reliance and reverence. School climate refers to the superiority and
UN
atmosphere of school life and is based on patterns of people’s proficiencies of school life

and reveals standards, objectives, ethics, relational dealings, coaching and wisdom
L

practices, and administrative organizations exposed to narrate to communal

UA

circumstances inside teaching space (Sapian et al., 2020).

RT

The chief accountability of heads is to construct a friendly environment for the

students and employees and contribution in policymaking. The heads focusing close
VI

climate focused to effect the juniors. The heads with open climate assign authority to his

associates and support their involvement in policymaking. The output of students

working under healthy atmosphere was pleasing (Sapian et al., 2020).

Team mates worked fine in a healthy atmosphere even in the absence of head.

Organizational climate is of two types:

 4

1. Open climate (flexible)

2. Close climate (authority centered)

Flexible atmosphere is more appreciated than inflexible. The tutors in this profession feel

more pleasure in govt. schools because of less burden, fine salary, fewer organizational

TY
glitches, upgradation, and usually appointment in hometown. The most noteworthy

aspect of their motivation and self-esteem is job safety (Sapian et al., 2020).

SI
1.3 Statement of the Problem

ER
With the increased accountability of teachers to have students meet annual

IV
measureable goals, there is a lack of research focusing on the relationship between school

climate and teacher motivation and self-esteem. The purpose of this study was to
UN
determine if a relationship exists between teachers’ perception of school climate and

teacher motivation and self-esteem. This study assessed the beliefs of primary school
L

teachers regarding the impact that school climate has on teacher motivation and self-
UA

esteem.

The rationale to select district Muzaffargarh is as follows:

RT

Muzaffargarh is a vulnerable and deprived city in South Punjab. Most of the

VI

people join teaching profession by chance not by choice. As education is the only field

where any degree holder can apply for the job and join teaching in private as well as

public institutes. Muzaffargarh has a lot of private institutes where most of the youngsters

are working by chance just as a source of income but not by their choice. Many of the

people join private institutes as part time job and extra earning.
 5

1.4 Objectives of the Study

The research objectives are described as under;

1. To identify the different types of school climates exist in the primary schools

of Muzaffargarh district.

TY
2. To identify the relationship of school climate with teachers’ level of

SI
motivation

3. To identify the relationship of school climate with teachers’ self-esteem.

ER
4. To find out the different levels of self-esteem and motivation of teachers with

IV
respect to their demographic characteristics. .

1.5 Research Questions and null hypothesis

UN
1. What kind of different school climates exist in the primary schools of

district Muzaffargarh?
L

H01: There will not be statistically significant correlation between climate of

UA

different primary schools in district Muzaffargarh.

RT

2. Is there any relationship between school climate and motivation of

primary school teachers?

VI

H02: There will not be statistically significant correlation between school

climate and motivation of primary school teachers.

3. Is there any relationship between school climate and self-esteem of

primary school teachers?

H03: There will not be statistically significant correlation between school

climate and self-esteem of primary school teachers.

 6

4. How different demographic characteristics effect the self-esteem and

motivation level of teachers?

H04: There will not be statistically significant correlation of demographic

variables on teacher motivation and self-esteem.

1.6 Significance of the Research

TY
The study provided an in-depth look at challenges of teacher motivation and self-

SI
esteem and climate that may have impacted the challenges that the schools were facing to

improve student achievement. As a result, the study can lead to improvements in school

ER
climate that may lead to an improvement in teacher morale. With the increased pressure to

IV
regain a full accreditation status by the state, looking at how teachers feel about their abilities

to make an impact on student achievement may benefit school leaders. By determining

UN
specific areas for needed improvement, school leaders and teachers may work toward

ensuring that their school’s climate provides a positive environment for all stakeholders,

which in return could help to increase student achievement.

L
UA

The study was significant to the field of education because it examined teachers’

perception of their motivation and self-esteem and their school climate, which may
RT

impact schools of other districts and their ability to improve student achievement. Data
VI

collected and analyzed as part of this research study may increase the awareness of

school administrators of other districts to consistently monitor teacher motivation and

self-esteem in order to maintain an effective school climate. Administrator attentiveness

of teachers’ feelings may lead to educational leaders discovering the significance of

collegial leadership, teacher professionalism, academic press, and community

engagements in regards to maximizing the effectiveness of the learning environment for

students. Areas of deficiency may lead school leaders to provide increased resources to
 7

help teachers improve their ability to impact student learning and growth. Therefore, an

increased awareness may help teachers to realize that their attitudes toward their own

abilities may greatly impact their teaching and student achievement.

Pre-service and in-service training should be given in institutes of other districts to

create an open and friendly environment. Such kind of researches must be conducted in

TY
government and private sectors worldwide. The researches must be conducted to compare

SI
the results of public and private institutes. This will bring out updated headmasters who

will be the best to create an open environment and to elevate the self-esteem and

ER
motivation of the workers.

1.7 Operational definitions of variables

IV
UN
School climate: School climate refers to the quality and character of school life. School

climate is based on patterns of students', parents' and school personnel's experience of

L

school life and reflects norms, goals, values, interpersonal relationships, teaching and
UA

learning practices, and organizational structures.

RT

Teacher Motivation: Teacher motivation involves both the desire to teach and one's

interpersonal style toward students while doing so. His research interests center on the
VI

empirical study of all aspects of human motivation and emotion, though he has a

particular emphasis on teachers' motivating styles toward students.

Student motivation: Student motivation is defined as a process where the learners'

attention becomes focused on meeting their scholastic objectives and their energies are

directed towards realizing their academic potential.

 8

Teacher self-esteem: Self-esteem is the experience of feeling competent to cope with the

basic challenges in life and of being worthy of happiness.

Employee self-esteem: A high level of self-esteem makes an employee able to trust

his/her thinking and judgment and likely to make better decisions. This, in turn, helps to

TY
create more effective interpersonal and work relationships and hence, a comfortable work

environment.

SI
ER
IV
UN
L
UA
RT
VI
 9

CHAPTER 2

LITERATURE REVIEW

School climate has been recognized as a key factor in school performance since

TY
the 17th century (Schoen and Teddlie, 2008). Even though it has been studied much more

intensively for the past four decades, the last two decades have generated a better

SI
appreciation for the significance that school climate plays into the overall function of a

ER
school (Peterson and Deal, 2009; Thapa et al, 2013).

IV
Several researchers have defined school climate. Hoy and Miskel (2005)

explained it as “the set of internal characteristics that distinguish one school from another
UN
and influence the behaviors of each school’s members” (pg. 185). Van Houtte (2005)

emphasized that school climate is comprised of common beliefs and shared experiences
L

between school authorities and colleagues. Perhaps one of the most widely accepted
UA

definitions written by Haynes et al (2007) stated that it is “the quality and consistency of

interpersonal interactions within the school community that influence children’s

RT

cognitive, social, and psychological development” (p. 322). Thus, due to its connection to
VI

attitude and perception, climate plays a significant role in the overall makeup of a school.

Harris (2002) noted that each school is unique, largely in its culture and climate.

The distinctive interpersonal climate of every school setting is a result of various

psychological and institutional attributes. A school’s psychological feel and its physical

features directly affect one’s school climate (Van Houtte, 2005). A school’s climate is

shaped by factors that are in many cases uncontrollable, such as the school’s size,
 10

location (rural, suburban, or urban), age of students, and school type. Such factors play a

role in the students’ learning climate and the teachers’ working climate, which impact the

overall climate of the school (Meristo and Eisenschmidt, 2014).

Measuring a school’s climate and culture is a complex process. Part of the

complexity is based on the fact that there is no universal definition of school climate.

TY
Researchers have reviewed the various characteristics that uniquely identify one school’s

SI
climate over another. Since schools have different organizational, cultural, and individual

values, researchers have emphasized the use of subgroups to assess the various factors of

ER
school climate. Lindahl (2011) proposed that a single element can be powerful enough to

IV
deter a school from moving forward for improvement. Since one factor can be so

significant, school leaders must be able to identify specifically where there is a deficit.
UN
Due to the fact that there is no universal set of core values and beliefs, many researchers

have identified several domains that have proven to have commonalities (US Department
L

of Education, 2009).
UA

Since research has shown to link school climate with positive outcomes for

students, it has received the attention of many national organizations. The National
RT

School Climate Center reviewed over 200 references and concluded that five prevalent
VI

domains determine a school’s climate: safety, relationships, teaching and learning,

institutional learning, and the school improvement process (Thapa et al, 2013). Likewise,

the Safe and Supportive Schools model by the United States Department of Education

recognizes three domains, which include safety, student engagement, and the school

environment (US Department of Education, 2009). The United States Department of

Education furthered its stance on school climate in 2014, when it announced its School
 11

Improvement School Climate grants. They assert the significance of school climate by

stating:

Schools must be both safe and supportive for effective teaching and learning to

take place. Three key principles can guide efforts to create such productive learning

environments. First, work in a deliberate fashion to develop positive and respectful

TY
school climates and prevent student misbehavior before it occurs. Ensure that clear,

SI
appropriate, and consistent expectations and consequences are in place to prevent and

address misbehavior. (US Department of Education, 2014, p. 2)

ER
Other researchers have identified and studied four key factors that shape school

IV
climate: safety, relationships, teaching and learning, and the institutional environment

(National School Climate Council, 2007). Each of these areas systematically measure
UN
individual subgroups that make up the consistency of the overall climate of a school. The

Center for Social and Emotional Education (2010) produced indicators for each of the
L

four dimensions. First, the safety of the school can be determined by the rules and norms,
UA

physical safety, and social and emotional security. Teaching and learning is broken down

into two subgroups, support for learning and social and civic learning. The third subgroup,
RT

interpersonal relationships, is defined by a school’s respect for diversity and social support
VI

for adults and for students. Finally, the CSEE measured its last category, institutional

environment, by measuring school connectedness and engagement and physical surroundings

(Center for Social and Emotional Education, 2010).

(Koth et al., 2008) investigated the factors that influence student perceptions of a

positive school climate. They used a multilevel analysis to determine the relationship

among various conditions and their subsequent effect on school climate. They surveyed

almost 2,500 fifth grade students and their teachers, and they examined data on the
 12

students and teachers as well as the overall function of the school, especially noting

classroom factors and general school characteristics. Results indicated that factors such as

school size, racial/ethnic demographics, teacher turnover, and a teacher’s years of

experience as being major elements that impacted students’ perception of their school

climate.

TY
(Mitchell et al., 2010) conducted a study using a multilevel approach to compare

SI
teacher and student perceptions of school climate and its emphasis on academics. They

also sought to determine if teacher and student perceptions aligned. Their subjects were

ER
1881 fifth grade students and 90 fifth grade teachers. The researchers compared the
IV
student and teacher results to determine the overall level of influence of school and

classroom factors of school climate. They also studied the individual characteristics of
UN

the schools and classrooms to determine which ones impact school climate. They found

that each group had distinctive characteristics that determined their perspective on their
L

school’s climate. Students cited student-teacher relationships and principal turnover while
UA

teachers named classroom factors, such as classroom management and student behavior,
RT

as their main source (Mitchell et al., 2010).

VI

Conferring to the National School Climate Council [NSCC] (2007), the school

climate is defined as “based on patterns of people’s experiences of school life and reflects

norms, goals, values, interpersonal relationships, teaching and learning practices, and

organizational structures”. The NSCC (2007) also designates a “sustainable, positive

school” as one and only that offers all modules completely and in which everyone feels

esteemed, encouraged, and capable to participate and accomplish. This fits flawlessly
 13

with the clarifications known to construct and conserve self-esteem (Cohen et al., 2009;

Thapa et al., 2013).

2.1 Essential Components of School

According to Cohen et al., (2009), the school climate comprises of four

TY
indispensable components: security, teaching and learning, interactions, and

SI
environmental-structural; entirely they have sub-components to be assessed. These are

the components which are crucial to assess when deliberating the school climate. A

ER
healthy school environment observed the association between school climate and

IV
infrastructure and services in the schools. They got some samples as upper standing

school institutions and 20 lower standing schools for some statistical measurement. The
UN
findings depicted there is no correlation between school environment and facilities

provided by the estate government. Remarkably, the school climate has been
L

interconnected with school achievement, connectedness, student self-esteem, and staff

UA

self-esteem.
RT

Ecosystem theory explains that all parts of an individual’s surrounding and

systems have a collaborative association with that individual. Ecosystems theory fits well
VI

when reviewing an individual’s self-esteem because it is understood that there are various

aspects that affect individuals’ self-esteem. Encouraged and contented educators

commonly are more artistic and prompting regarding students’ educational efficiency and

achievement. Motivation leads an individual’s attitude to the self-actualization and

gratification of preferred goals (Bronfenbrenner, 2000).

 14

2.2 Types of school climate

2.2.1 Academic climate

Academic climate talk about the training and education rehearses endorsed in the school.

It comprises of three factors: leadership, teaching and learning, and professional

TY
development (Wang et al., 2016).

SI
 Leadership states about the role of the headship and supervision. It is characterized

ER
by exactly how fine they talk about their perceptions for the school and how helpful

and available they are.


IV
Teaching and learning mentions the concrete ways and means as well as
UN
instructional practices used by instructors in classrooms. It requires the whole thing

from the syllabus selection, assessment procedures, to how instructors talk about their

prospects and give response to pupils. These practices effect pupil motivation and
L
UA

involvement in the classroom, which in turn affect academic performance.

 Professional development denotes that educator's access to teaching curriculums

RT

they find significant and supportive, and that are in link with the prerequisites of the
VI

school. In schools with a healthy environment, teachers have constant access to learn

novel strategies to develop the teaching methodology.

2.2.2 Community Climate

The value of interactions amongst participants of a school has an effect on pupils' attitude

and success. The bond among a pupil and tutor affects their commitment in the

classroom. The community aspect of school climate states about the value of relations in
 15

a school. It also embraces the school's connectedness, respect for diversity, and

partnerships with other members of the community (Wang et al., 2016).

 Relationships denotes the worth and reliability of relations among learners and staff

members. School climate is influenced by how much learners and lecturers help, rely,

TY
admire, and care for one another. The interactions between teachers and principal

also has an imperative effect on school climate.

SI
 Connectedness states about pupils' feelings of affection and belonging to the school.

ER
Feeling recognized and involved by the other participants of the school will lead to a

healthy school environment.


IV
Respect for diversity talk about treating members of any culture, gender
UN
and religious affiliation in the same way.

 Community partnership discusses about the participation of parents and other

community members in school life. It encompasses decent talk between parents and
L
UA

school staff.

2.2.3 Institutional environment

RT

The corporal design, magnitude, and physical assets of a school also influence school
VI

environment. Such as, ecological variables like classroom arrangement and activity

schedules can influence how secure students feel and how well they perform in school

(Wang et al., 2016).

Environmental adequacy mentions the physical characteristics of the school, such as

hygiene, lighting and temperature, and sound control.

 16

 Structural organization is the corporal design of the school. It also comprises of

organizational aspects, such as start and end times, and whether pupils are grouped

based on ability.

 Availability of resources speak of how much access learners and lecturers have to

apparatus, resources, and provisions that advances the schooling.

TY
2.3 Factors affecting creative learning and teachers’ motivation

SI
Many researchers investigated the numerous crucial features of the settings and

ER
surroundings that are most operative in endorsing creative expertise in youngsters. These

comprise the following: IV

2.3.1 Physical environment of classroom
UN
The common characteristics perceived to be encouraging creativity were

feasibility in the environment, students having possession of their action, diverse

L

environment at school and away such as exhibition hall, flexible use of time, and letting
UA

learners to work at their own speed deprived of burden (Davies et al., 2013).
RT

Along with provision of feasible environments creativity is best aided via feasible

time usage. In teamwork, it was investigated that youngsters need more time for getting
VI

involved in the task to bring out creative results and letting them work without burden

(Addison et al., 2010).

2.3.2 Pedagogic environment

In pedagogical environment for enhancing creativity, the affiliation between

instructors and students with extraordinary expectations, communal esteem and

interchange of ideas and thoughts, are very important. Student creativity mainly depends
 17

on chances to work cooperatively with their partners which in turn lead to partner as well

as self-assessment (Davies et al., 2013).

Creative learning environments can enhance the students’ results, self-assurance,

spirit, enthusiasm, involvement, communicational and intellectual skills besides all these

lessen the rate of absenteeism. For teaching creativity teacher must keep a know-how of

TY
the needs of students, should behave as a paradigm, used easy methodologies for

SI
delivering lesson, maintains good relationship with students and use digital technologies

to develop students’ interests and give them feedback on regular basis (Davies et al.,

ER
2013).

IV
For pedagogical environment connection of teachers and students is of great

importance. Such an environment is possible to create only when teachers give positive
UN
feedback on students creativity. In Reggio Emilia practice point of view creativity

appears to be preferential or destitute depending on the hopes of the educators and on the
L

behaviors of the students how they understand those hopes (Addison et al., 2010).
UA

2.3.3 Creative environment

Addison et al., (2010) investigated that by involvement of creative environment

RT

the students who are slow learners tend to achieve much better results than before,
VI

enhances the degree of enthusiasm, involvement in tasks, interests, satisfaction,

attentiveness, devotion and motivation for creative innovations. Creative environments

boosts the student’s critical thinking resulting in higher degree of uniqueness in activities.

Creative environments help the youngsters to maintain their communal as well as

emotional expertise.
 18

2.3.4 Use of outdoor environment

Many researchers investigated that working with other organizations such as

professional and Arts communities can lead to formulate a creative environment for

education. These outside organizations represents and characterize new methodologies by

their administration and action plans, on the other hand artists and other experts play an

TY
important role in maintaining the creative environment (Addison et al., 2010).

SI
2.3.5 Flexible time

Jeffrey (2006), mentioned specific engagements for prolonged time for creativity

ER
and recorded that prolonged time enhances the curiosity and devotion of the learners to

IV
the importance of creativity. The significance of the importance of subsidiary events and

time consumed without the classroom restrictions is highlighted in many surveys as one
UN
of the best factors that can improve the creativity.
L

2.3.6 Creative teachers

UA

Addison et al., (2010) inspected that creative teachers implement a constructive

attitude to students involvement in creativity. Creative teachers keep a long term vision
RT

on students capacities and carry on establishing the practices and proficiencies to simplify
VI

the students growth and their creative reactions.

With the aim of improving the creativity of students, educators must have an idea

of what their students need and keep them engage for making the schedules of their

learning. Creativity is linked to modification in the direction of becoming little

authoritative in lesson planning so that students give answers individually.

 19

2.3.7 Pedagogical relationship between teacher and student

(Addison et al., 2010) investigated the institutions that frequently planned

discussion amongst students and educators helps as an outline to upkeep the student’s

efforts. Frequently experiencing discussion may upkeep the values and beliefs, at the

same time the best condition for creativity is social argument with cooperation to resolve

TY
clashes and evaluation of thoughts that are conclusive components. The most important

SI
and basic component of pedagogic relationship is the environment with good sense of

humor and verbal amusement.

ER
Thomson and Sanders, (2010) examined that association with other professionals

IV
is crucial to assist the fruitful conversation, creation of the information and ideas and

feedback on teaching methodologies required to aid educators to develop creative

UN
environment.

Along with the relationship between students and teachers, relationship of

L

students with their mates and peers to work cooperatively enhances their creativity, and
UA

this cooperative relationship is much better outside the classroom. Outside classroom

interactions comprises the age factor, where the older students tend to be the tutor of the
RT

fresher students (Miller et al., 2010)

VI

2.3.8 Element of novelty

In classrooms for getting creative answers from the students new innovative

activities should be introduced to motivate and to broad the thinking of the students.

Many researchers investigated that interest of the student in the activities is of greater

importance rather than to the nature of the activities (Addison et al., 2010).
 20

2.3.9 Curriculum and Age

Ewing, (2011) inspected that the set of courses and age are the factors where

students are kept under pressure for their knowledge and they are advised to try new

things, take adventures without misusing the freedom for gradual increment in their

creativity.

TY
2.4. The types of Motivation

SI
The intrinsic motivation arises from inner-self or inside an individual; it

ER
confidently and impressively influences one’s achievement, triumph, and permanency.

IV
Instead, the extrinsic motivation arises from the fulfillment of exterior aids as well as

monetary incentive, group admiration and response as well many more. Behind various
UN
successful adults there is an instructor who facilitate, participate and shape pupils’ basics

for the future. If the aim is to keep educators motivated and contented at work, they must
L

be provided a healthy and optimistic environment where they feel free to communicate
UA

and work. Whereas a momentous alarm is deficiency of self-esteem in educators is highly

RT

linked to hopelessness,that is associated to attitude or activities such as poor awareness,

poor appearance, and hopelessness. Low self-esteem in educators has also been
VI

associated to educator mistreatment of pupils, as well as bad attitudes exhibited in

classroom and school events (Ryan and Deci, 2000).

Shah et al., (2012) stated that in Pakistan educators’ motivation and extrinsic

rewards are linked, it means that when educators’ physical and welfare requirements are

fulfilled they have a tendency to to be more motivated. Govt. of Punjab has also

announced and in practice different kinds of motivational factors as offering best teacher
 21

award, star teacher award, ISA (International School Award), and Foreign Tours for best

teachers and have also Laptop schemes in which best teachers get laptops.

Barrs (2005) find out that the teacher motivation remains dominant in professional

development. There are diverse viewpoints about teacher motivation in Pakistan where

TY
teachers are uncertainly motivated because of amalgamation of stumpy self-worth and

professional frustration, little incentives, in addition to other interactive sanctions.

SI
Consequently, criteria of professional attitude and development are stumpy and

dwindling.

ER
2.5 Factors causing low motivation IV
UN
Salma and Sajid (2012) in their research concerned various stages of teachers’

motivation, decided that teachers of Kotli were found low-motivated and frustrated with

their profession. The research mentioned key features triggering low motivation and
L
UA

disappointment of educators: educators were usually disappointed with income, and

upgradation standards; educators showed alarming situation over political participation in

RT

their employments, placements and transfers.

VI

Cherabin et al., (2012) stated that inviting and holding high class educators is

major prerequisite for a robust, operational and high quality instructive organization in

any kingdom. To comprehend what makes high class educators features like self-esteem

and job satisfaction need to be examined. If self-esteem and job satisfaction are

extraordinary in educators they can create quality education for students.

 22

2.6 Level of Self Esteem in Public and private schools

Shahzad and Mushtaq, (2014) inspected the dissimilarity amongst self-esteem of

public and private educators and outcomes disclosed that educators of public school have

extraordinary level of self-esteem as compared to private school educators. They

TY
conducted an inquiry to discover which components of job satisfaction are significant for

staff of government and private organizations. The results emphasized that government

SI
workers exhibited more satisfaction on work than private.

ER
Self-esteem and work contentment is obviously significant for dynamics like;

IV
upgradation, pay packages, administration, team work, whereas no major connection was

seen among the dimensions of job satisfaction such as; marriage, sex, record of service
UN
and family members (Alavi and Askaripur, 2003).

(Cherabin et al., 2012) examined the distinctive atmosphere of community

L

association between the school members and the associate, who were unabashedly and
UA

ultimately professed by employees working in the school. The vital strain on the
RT

efficiency of the workers at work became this distinctive aspect.

VI

The school setting is a classified category that exists in a classroom, claimed by

its leaders, as Kreft (2008) says. In addition, it is necessary to explain the status of the

community, differentiate one community from the other, be long-lastingly different and

influence the peer performance in the current school.

(Miller et al., 2010) note that school environment is the school members'

knowledge of the working arrangements, each person's individuality in school fosters

 23

honesty, naivety, dignity, fairness, threat reduction, conflict and unity in the classroom.

Climate Culture Association can be defined as being meteorological and climate research

and climatological sciences which mean the analysis of the weather in a specific place. In

other terms, the school has a community that provides a positive atmosphere in the

classroom. These two principles are deceptive and highly dominant. Environment of

TY
schools and their organizational power, wellness and order, their finances, their priorities

SI
and policy can be best defined as the culture of schools. While it may be important to

contribute to developing the culture of a school. Teachers, directors and others can, it

ER
seems, begin to immediately change some of the environment factors. Given the

IV
interconnection between school culture and school climate, it is best to avoid highlighting

the dichotomy hut to propose that the excellence of education at school can be improved
UN
together.

(Baumeister et al., 2003) explores the impact of education on the role of men and
L

women in the fields of teaching, the amount of years of schooling experience and a
UA

degree of environment and school culture. "Instructional development test" was used by
RT

researchers. The community and environment of the schools is decided. The status of the

degree did not indicate the discrepancy in the findings seen. It also reflected the more
VI

affirmative nature of the climate and culture of the female teachers, teachers with more

experience and teachers who stayed more at school. The less positive attitude to the

school's climate and culture was shown by teachers who had two or ten years’

experience. It reflects a good view of the fact that demographic factors lead to an inclined

perception of the culture and climate in schools.

 24

(Baumeister et al., 2003) concentrated on the atmosphere and the environment of

schools in terms of context and scale. The study explored the cultural and environment

effects of the school setting and scale. The study concerned 25 schools, 1163 teachers.

The findings revealed that the school size and community had a strong negative

association. Findings revealed a more optimistic atmosphere in primary schools than

TY
middle schools and less optimistic than rural and industrial, metropolitan schools had.

SI
The relationship between school environment and student success was

investigated by (Hassan et al., 2012). Studies focused on the interaction between

ER
scholastic settings in terms of productive instructors, curriculum leadership, student
IV
success and educational services. The researchers also explore the disparity in

interpretation of usage of results, vision of the classroom, coordination of curricula, and

UN

remediation of high-scoring and low-scoring schools. Lecturers from high schools

decided to match curricula and utilize evaluation results as the foundation for improving
L

curriculum and administrators in low-scoring colleges. The research demonstrates the

UA

impact on academic success on campuses with increasing results in various school

RT

services under the healthy atmosphere.

VI

2.7 Development of Theoretical Concepts on School Climate

The institutional atmosphere has been investigated by numerous researchers and

scholars in different theoretical concepts. Recent studies carried out on school setting.

The studies were attempted to link individual behavior to the environment in his research

study. The research clarified that human activity in a functioning organization or school

starts with two mechanisms:

 25

1- The personality

2- The atmosphere in a society

A few other authors concentrated on the environment as being correlated with

each individual's job success and happiness. They found that four key

TY
organizational climates exists:

1- I climate

SI
2- Climate for people

ER
3- Climate for production

4- Unit environment in two atmosphere dimensions (Bronfenbrenner et al.,

2000).
IV
UN

Halpin and Croft research supported 71 primary schools by other researchers,

premeditated climate mechanisms. The outcome was that there were eight shares
L

of the workplace environment measured by the staff. Two levels are determined
UA

from current attitudes, and two more from supervisory conduct. Six organizational
RT

environments have been analyzed together; I flexible environment: Flexible

atmosphere represents strong cooperation within the participants; sense of

VI

assistance and work are sufficient for the member 's ability; participants are

willing to solve problems. And members felt arrogant about the management 's

actions in this component. It showed that management was well-placed, and

success like the pattern at work, it assisted subordinates through their jobs.

Because contemporaries and strong discipline, it had neither much guidance nor

much influence. Regulations and conventions were essential but versatile

 26

according to the circumstance. The management did not stress production, but in

anticipation it led to good presentation of leadership individualities in the

performers' personality. The atmosphere was favoured by artists, and the

environment was the strongest, ii) autonomous: The administration was great for

the autonomous environment. Increased self-sufficiency among performers. The

TY
performers were happy to relatively capture the association from performance.

SI
2.8 Theories Related to School Classroom Climate

ER
Many writers and academics have researched and discussed the school

IV
environment in various hypotheses. The popular ideas on which the school environment

was developed are as follows:

UN

2.8.1 Rudolf Moos’s theory

L

The concept-building of the human world was verified in his work Moos (1973).
UA

He has developed three specific proportion definitions that represent a variety of social
RT

and psychological conditions. Those three fields are as follows:

VI

2.8.1.1 Dimensions of relationship

This area consist of spirits of friendship, affection and educator help that

distinguish the personality, concentration and the interaction between people and their

support (Chun et al., 2006).

 27

2.8.1.2 Dimensions of personal development

The aims of this kind include job track in addition to resentment, which evaluates

the indispensable info on which delicate expansion, self-enhancement and variables

relating to accurate environmental functions and the imminent intensification and

TY
extension of students are predisposed to occur (Chun et al., 2006).

SI
2.8.1.3 Dimensions of System maintenance and system change

ER
It includes such things as novelty, teaching and clarity of regulations, which

involves the degree to which the environment is ordered, understandable and able to
IV
change.This suggests that Moos' limitations are that they are mostly ignorant of a number

of parameters which have been conceptualized as a social environment (Chun et al.,

UN

2006).
L

2.8.2 Walberg’s theory

UA

The area of aptitude, education and preparation was proposed by Walberg

RT

psychosocial climate. Such fields were built by Aidridge and Fraser. The researchers

noted that Walberg had a psychologically complex assumption of educational

VI

effectiveness which states that learners are tasked with three main variables for student

propensity (motivation, age, skills, quality) and four related variables for the psychosocial

environment (classroom, home, mass media, and peer group) Bast and Walberg, (2004).
 28

2.8.3 Components of School Climate

However, it is true that in terms of the School Climate mechanism and its

connotations, there is no trustworthy synchronization in literature. As a structural

dimension, most authors emphasize compassion. Some, on the other hand, are

TY
responsible for safety. They describe the school climate as a systems atmosphere in

which students feel respected and responsive to the task of schools and to their protection

SI
and disturbance issues (Bast and Walberg, 2004).

ER
In particular, the neural network and the second mutual experience method have

provided significant encouragement. The first cognitive method views environment

IV
discernment as a human decision and cognitive representation of the workplace. From
UN
this point of view, climate evaluations are hypothetical to be performed at the level of the

person. The second approach to group interpretation emphasizes on the significance of

L

social experiences as a foundation for environment impression. The organizational

UA

environment was also described as the group perception of process belongings (Jeffrey,

2006).
RT

2.9 Cognitive Schema Approach

VI

It seems to the propagators of this method that a healthy, compassionate,

participatory and approachable atmosphere in schools stimulates tremendous engagement

in schooling and provides the non-obligatory framework for communal, emotional and

educational learning. The school atmosphere often encourages or complicates critical

learning for pupils. Actions such as public support and forums, for example, improve
 29

employment climate, by encouraging pupils to contribute directly to the learning process

and gain their own information regarding local and policy processes. In fact, in a fun,

cooperative atmosphere, these habits, if necessary, lend confidence to students to draw on

each other's ideas on projects (Zulu and Haupt, 2017).

TY
The social conditions under which experience can take place in the higher social

society are represented pragmatically by each other. Considering a more international and

SI
comprehensive climate for citizen education, questions arise as to how schools can best

support these significant learning behaviors, even beyond the classroom environment. In

ER
an urban climate that promotes unquestioned partnerships with all the participants of the
IV
school group, stimulating, constructive and productive work on successful ventures is

better practiced (Zulu and Haupt, 2017).

UN

2.10 Shared Perception Approach

L
UA

The study adopted an occupational environment model of group understanding.

Its model defines factors that regulate the capacity of a company to organize its
RT

employees to accomplish targets and produce optimum outcomes. This method stresses

that the school setting encourages or complicates the capacity of students to understand.
VI

That's a repetitive phrase on the one side. When you are confident, cared about,

encouraged and affectionately inspired to know, you ought to through your educational

success. It is exactly what a number of reports have shown from America and abroad.

Creating school environment encourages positive learning, community cohesion, respect

and a specific faith or atmosphere student education. The research also revealed how the

school environment is clear in relation to academic achievements. In summary, many

 30

findings indicate that school environments are strongly related to academic achievement

(Ruiz-Apilánez, et al., 2017).

The National Commission on Teaching and America's Future of Education

Communities was primarily important recommendations about the relationship between

TY
the classroom climate and problems surrounding teacher education. This monograph

illustrates the school atmosphere of a learning group and rightly suggests that initiation

SI
needs to be geared into an efficient school setting. The beginnings of orientation and

survival are related. The teacher preparation systems are often attacked because the

ER
underlying teachers are highly abrasive. The results of educating affluent students who
IV
recognize the vital function of the school community who facilitates the co-operation and

learning cultures, and teachers who acknowledge the value of this form of setting,
UN

influence teacher performance (Ruiz-Apilánez et al., 2017).

L

School environment by snapshot represents culture, ethical and intellectual

UA

perspectives of school life, through school employees, students and parents. Study

findings from a variety of traditionally very frenzied areas ( e.g. clinical care, risk
RT

prevention, behavioral wellbeing, show instruction, and social-emotional learning) have,

VI

over several years, accepted guidance on evidence-based school improvement, eventually

generating safe, open and participatory schools (Ruiz-Apilánez et al., 2017).

2.11 Teachers’ Motivation

The word inspiration implies motion and desire to understand, emphasis on

performance and to be forward-looking. It's what drives us to do it, and to pursue a path
 31

in teaching. In Dowson and Mclnerney (2003) the reason for the behavior, the degree to

which people engage in these attachment acts and the level of which they are

incorporated into these conscientious actions are proposed as to what behaviour.

Therefore, encouragement can infer what encourages people to teach. As long they 're in

their teacher education introductory classes. The degree to which they consciously adjust

TY
their classes and their technical training (Appova and Arbaugh, 2018).

SI
Throughout the radical conditions of a teacher crisis, incentive to pursue a

teaching career is primarily important. Owing to problems recruiting students for

ER
preliminary teacher preparation, acknowledgment of trained teachers and the elimination
IV
of the labor force by an aging instructor. The motivation of teachers is embedded in

teachers ' personal desires. Additional teaching applicants (teachers and students) who
UN

maintain and recruit adequately inspired teachers not only look forward to

counterbalancing the teachers' dearth but also to growing productivity of successful

L

teachers. Motivation in the world of science is not a whole new concept. It is generally
UA

considered good and influences the performance and conduct of individuals at work
RT

(Appova and Arbaugh, 2018).

VI

(Appova and Arbaugh, 2018) says the word motivation is primarily used to

characterize the mechanisms, logical as well as effort through which people seek to

achieve fundamental interests, personal objectives and perceived needs that produce basic

human behavior. In Afe and John's 2002 words, teacher motivation was denoted as the

basic elements that function in the school system, which would results in tension,

depression and dissatisfaction, which would then shrink the efficiency of the school

system and reduce the quality of the output of the students. It includes and reflects on the
 32

encouragement of students to lead to the behavior of teachers in terms of high-profile

supervision and performance expectations in classrooms.

Encouragement from beyond the person is external motivation; it is a recompense

mechanism. Intrinsically inspired individuals are usually motivated to improve and

TY
appreciate their mental and other inherent competences. Several investigators defined

motivation as a global phenomenon with a number of influences. In accordance with the

SI
conditions and measurements they aim to calculate, the researchers created their own

instruments. The analysis of inspiration across countries is complicated with cultural

ER
beliefs (Appova and Arbaugh, 2018).

2.12 Intrinsic motivation

IV
UN

Motivation at school is highly crucial as it will improve or hinder educational

perceptions of pupils and teachers. Teachers must fulfill 5 basic requirements in order to
L
UA

be inspired to be successful in teaching. These include equality, security, entertainment

and strength. If teachers are comfortable in their workplaces, they can adhere to their
RT

passions and can actively engage in their teaching for students to understand, teachers

must rely on inspiration, since the accomplishment of success is much more successful
VI

than incentives. The remedy for inspiring teachers and students is intrinsic motivation. It

will be done only if teachers are able to accept the modern definition internally. Research

demonstrate that teachers and pupils are human entities.Their intrinsic urge, in

themselves and in a certain degree as external influences, to gain awareness of and

complete the mission (Rheinberg and Engeser, 2018).

 33

The connection between the encouragement of achievement and the expectations

of caring teachers was examined. Throughout the district of the mid-west of the United

States, the school was located in a medium to semi-urban area. In addition to

encouragement metrics utilizing variable-centered (re-regression analysis) and secondly

person-centered (cluster analytical) methods, they were analyzed by researchers

TY
implicitly valuing instructional, self-efficiency and teacher-related activities. The findings

SI
of the study suggest that teachers are resilient, their interest in academic success was

clarified. This is important to illustrate persuaded hypotheses that have been established

ER
to explain the reason behind the phenomenon. Such ideas tend to establish a positive

IV
basis for the assessment of inspiration because of their continued nature. Such ideas offer

useful observations and understanding of influences impacting the behavior of teachers

UN
and enable administrators to render the staff members more productive and recallable

(Rheinberg and Engeser, 2018).

L

2.12.1 Types of intrinsic motivation

UA

1. Career change: This applies to the reality that teaching has not been the
RT

priority job which one has desired or retained, has been totally
VI

disappointed with work or previous research, has studied in another area

but has not been able to find or feel confident or relaxed in this sector, or

perhaps has been motivated by a traumatic life occurrence (e.g. death,

breakup, geographical displacement or unemployment) (Rheinberg and

Engeser, 2018).
 34

2. Working conditions: These apply to supposed advantages of becoming a

instructor, such as flexible hours, fair wages, vacations, friendly working

environments and health at work (Rheinberg and Engeser, 2018).

3. Life fit: This means that teaching as a profession is consistent with a

marital condition and family and job needs (Rheinberg and Engeser,

TY
2018).

SI
4. Influence of others: It represents the encouragement of other people, such

as former teachers, family members, career advisors or media, to join the

ER
teaching profession which emphasize the benefits of teaching (Rheinberg

and Engeser, 2018). IV

5. Nature of work: That includes the style of job teaching, like becoming a
UN
busy imaginative career and complex work that does not contribute to dull,

an apt occupation for a woman, and the social aspects of teaching, such as
L

the chance to communicate with or find fascinating colleagues (Rheinberg

UA

and Engeser, 2018).

6. Working with children: It applies to work with children or the display of

RT

caring for children as a guide for children to play a constructive part or to

VI

appreciate interacting with children elsewhere (Rheinberg and Engeser,

2018).

7. Stimulation of the intellect: It involves the analytical essence of teaching

practices such as knowing passion, teaching or a specific topic; it imparts

information to certain people, encourages appreciation for education and

 35

learning; or it activates instructor intellectually (Rheinberg and Engeser,

2018).

8. Altruism: It means teaching to serve others, to influence society and to

resolve glitches in the education system, because extraordinary teachers

are so badly required in schools (Rheinberg and Engeser, 2018).

TY
9. Authority and leadership: This demonstrate that one has a chance to

SI
instruct, the character of interest in a chamber of people, his own

supervisor or to lead (Rheinberg and Engeser, 2018).

ER
10. Self-evaluation: This applies to an evaluation of one's temperament and

IV
character as regards one 's ability to instruct, instruct or give a particular

appeal (Rheinberg and Engeser, 2018).

UN
11. Personal and professional development: This implies the ability to join

the teaching field for the opportunities it offers for or for the educational
L

advancement required to support a career (Rheinberg and Engeser, 2018).

UA

2.13 Extrinsic motivation

RT

Motivation is to increase the intensity of an individual's behavior. It is the source

VI

of human feelings and ambitions intertwined with accomplishment. The extrinsic reward

system for monitoring pupil performance and success in the greatest part of school

settings is used. Research suggest that classrooms which are focused on extrinsic loot

effectively encumber the enthusiasm of classrooms (Ryan and Deci, 2000).

With respect to a program of international pillaging which is focused on an

economic policy for metrics that a student has an award for accountability or a target.
 36

Around the same period, the reward is withheld if the recipient does not attain or exceed

the expected performance goals. It suggests that reward systems also produce increased

likelihood with the intention of students to do something, though, because their interest

decreases as soon as the rewards system is eliminated. The further awards are offered to

students for commitment. The further they would not be willing to decide what to do to

TY
get money, no matter what they had to say. Teachers can have an enticing program and

SI
an enjoyable environment so children can do more about their agreed willingness to see

each other, in order to promote inherent desires in the classroom (Ryan and Deci, 2000).

ER
A 16-week research dealt with students at two grade school levels, 4th grade and
IV
6th grade in kindergarten and the second grade in middle school. The study results have

shown that teachers ultimately effectively deny the enthusiasm of learners by evaluating
UN

the need to pay students for achieving things. Their tests represented poor academic

achievement rates in their research. The participating teachers adopted policy for the
L

length of the 16-week intercession plan to include a healthy and inspiring atmosphere for
UA

welcoming instruction, multiple intelligences and optimist control. Ex- and postal info
RT

Student and instructor evaluations demonstrated improved enthusiasm and brief

harassment that culminated in more opportunities for learning as a combination of student

VI

education and personal advancement (Ryan and Deci, 2000).

2.14 Research Studies Review on Teachers’ Motivation

Teachers are important instruments in the education sector to humanize the

dominance of schooling from the beginning to the end. In this study the main

characteristics of tightening motivation contributing to efficient teaching practices.

 37

Improvements to achieve improved teacher engagement are also necessary in order to

bring about a transformation in an educational system. The conspirator will need to be

alert for these changes in order to learn how inspired teachers would be and the reasons

that inspire teachers. The teachers' external motivation is linked to many external factors

such as pay and working conditions. The sensation is guided primarily by important

TY
factors such as enjoyment and personal fulfillment. The drive underlying of any way is

SI
strengthened by the conditions external. It's necessary to investigate the internally and

socially distressing causes of teacher motivation when examining the obtainable

ER
conditions of teacher motivation. He defined intrinsic plunder as the inner feeling of

IV
enjoyment, psychological fulfillment and happiness produced by the individual (Appova

and Arbaugh, 2018).

UN

(Appova and Arbaugh, 2018) proposed that students who attained academic

achievement and found the growth of their individual personalities and identities are
L

more fulfilled in teaching. They reported that 75% of teachers are teachers English
UA

defined their happiness by interacting with children as a target language. The plurality of
RT

teachers shared their engagement with infants, who they viewed as pleasurable facets of

teaching as the conflict of teachers' involvement in social order. Such two happiness
VI

factors were perceived by the teachers to have inherently inspired. In comparison to

Wright and Custer's purpose (1998), the majority of teachers regard creative development

learning as the most significant feature of teacher satisfaction. They stated that the

motivation for more schooling is related to the enjoyment, fascination and love for

interrelating with children and the assumption that teachers are deliberate is what that

support the growth of community in the future.

 38

The investigation carried out by (Appova and Arbaugh, 2018) showed that their

progress and achievements are in the midst of the factors which contribute to the

contentment of teachers and maintain an excellent level of enthusiasm in the job, with the

objective of providing an intrinsic level of motivation encouraged by working with

children. With this kind of incentive, teachers are happy with the job and can therefore

TY
retain their energy or additional fulfillment encourage them to aim for greater happiness.

SI
Throughout his inquiry into the happiness and excitement that potentially travel through

one direction. Such hidden happiness helps to inspire teachers to be successful and to

ER
accomplish their wise accomplishments.

IV
(Appova and Arbaugh, 2018) stated that self-realization involves an occupied

probability, person and unique achievement and achieves the highest degree of happiness
UN

after Maslows self-realization guess that people who are undoubtedly intelligent to

accomplish self-action are inspired mainly by the call to self-realization. Throughout

L

study teachers have been discussing the need for self-actualization so they will go to
UA

doctrinal escape. They recommended that teachers be given opportunities to improve

RT

themselves. The word "self-upgrade" is defined as the complete use and use of ability,

skill and power. Some individuals believe like they support themselves and have the
VI

greatest duty they can't do.

(Appova and Arbaugh, 2018) presented the Science Teachers who considered

teaching to be a way to exploit and communicate and increase their learning in science as

prerequisite for scientific advancement. The analysis review also centered on inspiring

teachers who had academic expertise to apply to their knowledge and talents. This

research centered on the happiness and inventiveness of the job of the teachers and the
 39

encouragement for teacher productivity to achieve the possible and individual

development.

2.15 Teachers to train. Teachers to educate

Fulfillment, self-actualization, and satisfaction are important dynamics linked to

TY
intrinsic as well as extrinsic motivation. Through these research pieces, various

SI
motivation researches are testified in the world. At the same time, motivated teachers are

also related to driven, highly competitive, active students. The current research study

ER
would provide teachers with valuable knowledge on variables which motivate teachers to

IV
effectively perform their tasks. In this regard, managers and school leaders hope to make

more successful use of the findings to produce learning environments for motivating
UN
teachers (Gopinath, 2020).

(Gopinath, 2020) studied out on instructor motives, revelates that both intrinsic
L
UA

and extrinsic influences affect teachers together. The underlying motive, the facets of

technical substance, becomes apparent as the action itself is the source of payment during
RT

the prosecution of an individual (Davis and Wilson, 2000). The motivating power for a

situation depends on variables beyond the job itself. Extrinsic motivations and the
VI

element of jobs experience exist. The research findings show that the intrinsic factors are

more convincing for the motivation of teachers.

In a recent research (Gopinath, 2020) the following intrinsic influences have been

recognized;

1. Contact with students

 40

2. Contentment

3. Inspiration

The teachers recognize why they don't receive the technical respect they deserve

(Wevers, 2000),

TY
1. The absence of support programs allows teachers feel unaware about their

working hours, insecure and irritated.

SI
2. They often argue for hours without any praise or even admiring their good

ER
work.

3. Punitive issues: teachers think that punishing problems are one of the most
IV
powerful sources of class demonization.
UN
4. Loss of parent commitment: The shortage of parental involvement is a major

problem for teachers (Wevers, 2000)

L

2.16 Motivation to Teach

UA

According to (Dinham and Scott 2000) Enthusiasm represents

RT

1. The everlasting urge to educate and affection for students indicates kid devotion.
VI

2. A desire to work with children and young people, a preceding association with

children, and a desire to benefit their children. It means improving people's lives,

working on serving them, influencing the environment or offering a distressing

career a hand (Johnson and Birkeland, 2002)

 41

3. The academic mood involves a passion for studying, for teaching or for a

particular field of study (the latter most usually recorded by primary school

teachers), or a desire to transmit information.

4. The urge to move professions demonstrates the dissatisfaction with a former

occupation or the cause of a difficult experience such as unemployment, divorce

TY
and regional relocation.

SI
5. The role of comparative facilitation presents a fresh entry into preliminary teacher

education, otherwise the teaching career itself.

ER
6. The status of teaching creates incentives for employment or for social prevention.

2.17 Motivation Theories

IV
UN
In an attempt to offer an understanding of employee actions and attitude,

motivation theories were established. Motivation models may be classified into two
L

separate categories: material and method theory or cognitive theory. Content theories aim
UA

to understand the causes that reinforce and perpetuate actions in individuals and their
RT

environments. Cognitive hypotheses or mechanisms seek to explain how psychological

causes and actions influences behavioral and behavioral variables mild environmental
VI

influence. The ideas of substance include the two-factor hypothesis of Herzberg and the

need-hierarchy principle of Maslow. Method hypotheses include Vroom's theory of

aspirations, the principle of functional learning and Adam's principle of equity

(Anderman, 2020).
 42

2.17.1 Maslow’s theory on hierarchy of needs

Maslow defines in his philosophy a variety of criteria from lower to higher order

specification. The basic concept behind the system is that demands will be satisfied to a

degree beforehand on all levels wishes will then be met at the higher level. Inadequacy

TY
criteria are referred to as the lesser four preferences, which allow people to congregate

them and which render it impossible for people to behave in advance in reaction to the

SI
higher order or so-called the needs (Anderman, 2020). Maslow’s hierarchy of needs is as

ER
follows:

1. Physiological needs. The essential functional services, such as housing, water

IV
and milk, form the buck hierarchy of human needs. It can be obtained if there is
UN
money and employment (Sadri and Bowen, 2011).

2. Security and protection needs. If the previous standard is met, a new level of
L

requirements is formed for the sake of a higher tier of needs, without human
UA

interference. It is a direct threat and risk persistent and independent. People like to

make sure that their endurance is not in danger. This kind of protection should be
RT

provided them by their job. For the fact that the facilities will render a safe and
VI

secure job possible, several teachers have joined the education system (Sadri and

Bowen, 2011).

3. Belonging needs: This involves emotional moments and the desire for a

community of relatives to be in the right position. It is invaluable to learn from

community leaders who affirm the wisdom of participation (Sadri and Bowen,

2011).
 43

4. Self-esteem and status needs. Such desires will be met by themselves and

countless people, who are loved and respected. Teachers who are dissatisfied with

their status and self-esteem needs will become disenthusiastic from start to finish.

You would like to be remembered for your accomplishments. In some degree, the

need for such acknowledgment is satisfied promotions and (Sadri and Bowen,

TY
2011).

SI
5. Self-actualization needs. Such criteria involve the specifications for maximizing

one's ability and developing one 's power. The theory of Maslow's desires is

ER
focused on motivation research (Sadri and Bowen, 2011).

2.17.2 Herzberg’s two-factor model

IV
UN
Herzberg's two-factor principle distinguishes between two variables. One is the

basic success of the job and these aspects are considered to please or inspire people. The
L

other is the workplace climate and is referred to as sanitation or dissatisfying variables.

UA

Herzberg's two-factor hypothesis for workplace needs is not inspired, but by factors

inherent to their obligation, accomplishments, and appreciation by considerations such as

RT

employment stability, salaries and quality of jobs. If adequate hygiene factors are
VI

identified, workers are not unhappy with their jobs, but are not encouraged to do so in

full. The motivators produce true incentive and no encouragement is necessary at any

point. While not motivational hygiene causes, they offer a basis for encouragement

(Anderman, 2020).

According to the Two-Factor Theory, there are four possible combinations (Dartey-

Baah and Amoako, 2011).

 44

1. High Hygiene + High Motivation: It’s a very ideal workplace to be

extraordinarily motivated and have very little demurrals.

2. High Hygiene + Low Motivation: Staff has insufficient objections however are

not extremely motivated.

3. Low Hygiene + High Motivation: Workforces are motivated but then again have

TY
numerous objections. A state where the job is thrilling and thought-provoking but

SI
earnings and work conditions are not suitable.

4. Low Hygiene + Low Motivation: This is the wickedest condition where workers

ER
are not motivated and have countless objections.

2.18 Teachers’ Self-esteem

IV
UN

Self-esteem relates to the person's perception of his own worth. In 2003,

Noddings described a balanced and stable temperament as maybe the most important
L

aspect in human life. It is believed that a healthy and enduring sense of self-worth is
UA

called self-esteem as the base layer. Regardless of the degree of loss or accomplishment,
RT

individuals with high self-esteem appear to view themselves favorably in any respect,

whereas individuals with low self-esteem appear to be self-critical in this regard. The
VI

importance that individuals put on themselves determines self-esteem. Which involves

the self-knowledge appraisal portion. Strong self-esteem is a strongly optimistic overall

self-assessment (Baumeister et al., 2003).

Self-confidence can serve useful and valuable functions (as is the case when it

comes to managing your life) to the degree that the assessment of your own

characteristics is precise instead of inflating. Low-self-assurance teachers suffer from

 45

burnout and quit teaching. If teachers lack trust in their abilities and expertise, this

contributes to a high turnover for teachers or much worse, as dissatisfied teachers build a

bad learning atmosphere for their students. Teachers with high self-esteem can focus

more on and develop teaching and maintain interpersonal skills that contribute to a

teaching-learning cycle (Baumeister et al., 2003).

TY
Teachers tend to focus on passive learning practices, including philosophy,

SI
awareness and misunderstanding of the idea of professional self-esteem. As a central

aspect of the conceptualization of the professional self-concept, the technical aspects

ER
include the quality of teaching, the interaction between instructor and pupil, and the
IV
dedication to teaching (Baumeister et al., 2003).
UN
The psychological self-concept of teachers is based like self-schemas on the

semantic interpretation of teacher instruction and teaching interactions. It encompasses

L

the emotions, opinions and disposition towards oneself, as an instructor and it requires a
UA

clear difference between self-identification and self-evaluation, as indicated by

researchers (Baumeister et al., 2003).

RT

2.19 Indicators of teachers’ self-esteem

VI

According to (Sahin, 2017) there were six foundations on which wellbeing relies

on self-esteem across three decades of research and practice.

 46

2.19.1 Living consciously

Consciously living implies being able to consider what we are doing and realize

what is essential to us. The principles and ambitions to remain aware of both the outer

universe and the inner environment (Sahin, 2017)

TY
2.19.2 Self-acceptance

SI
Acceptance is accepting and knowing the truth of our beliefs without questioning

ER
or dismissing it. Emotions and acts to be compassionate and to display concern for

oneself particularly though we do not support or find those emotions and decisions to
IV
deny or to contradict oneself (Sahin, 2017).
UN
2.19.3 Self-responsibility

Being self-responsible implies understanding that we have selected and achieved

L

things; that we will be the sole cause of our own knowledge that nobody arrives to make
UA

it better or make us happy for us. Nobody is going to give us self-confidence (Sahin,
RT

2017).
VI

2.19.4 Self-assertiveness

Feeling self-confident is following our wants and wishes and finding their

appropriate expressiveness; is living our ideals in the world; feeling proud to be who we

are and to encourage us to see it; standing up to our convictions and thinking (Sahin,

2017).
 47

2.19.5 Personal integrity

Living with dignity implies seeing the values we stay true to in action; upholding

our obligations; keeping up the conversation (Sahin, 2017).

2.19.6 Living purposefully

TY
To live deliberately is to be accountable for the recognition of our objectives; to

SI
do what we can to hold them on course and to accomplish them (Sahin, 2017).

ER
In summary, the study was focused on the school climate and teacher motivation

and self-esteem. Several researchers have considered the link between teacher self-
IV
esteem and attitude and student achievement. Similarly, some researchers have studied
UN
the effects on principals’, teachers’, and students’ perception of school climate, and they

have also discovered how it influences student achievement as well as teacher self-esteem
L

as well as motivation. Thus, within the educational realm, there was a need to study and
UA

determine the relationship and interconnectedness of school climate and teacher

motivation and self-esteem in order to determine its positive or negative condition and
RT

whether or not it is necessary to make changes for school improvement.

VI

2.20 Research Gap

Educators are the role models for Pakistani society. If educators are displeased

with their professions, then they will not be capable of giving excellent outputs.

Developing self-esteem is a method to improve job satisfaction. This study may aid

organizations to develop strategies to carry out motivational and optimistic behaviors to

 48

enhance self-esteem. To do that the researchers study the consequence of gender and type

of school on self-esteem and motivation in school teachers in a small sample of schools

from district Muzaffargarh where such research has not been done, yet.

2.21 Summary of Literature review

TY
In summary, the study was focused on the Motivation theories. The theories are

SI
related to the educational field in determining if a relationship exists between school

climate and teacher self-esteem and motivation. Several researchers have considered the

ER
link between teacher self-esteem and student achievement. Similarly, some researchers

IV
have studied the effects on principals’, teachers’, and students’ perception of school

climate, and they have also discovered how it influences student achievement as well as
UN
teacher self-esteem and motivation. Thus, within the educational realm, there was a need

to study and determine the relationship and interconnectedness of school climate and
L

teacher self-esteem and motivation in order to determine its positive or negative condition
UA

and whether or not it is necessary to make changes for school improvement.

RT
VI
 49

CHAPTER 3

METHODOLOGY

3.1 Design

TY
The study is planned to determine relationship of school climate with teachers’

SI
motivation and self-esteem in primary schools of Muzaffargarh. As the study is based to

determine the relationship among school climate, teachers’ motivation and self-esteem.

ER
So the study was correlational by nature. Quantitative approach was applied and survey

technique was used. IV

UN
3.2 Research Method

Survey method was used to study the relationship of school climate with teachers’
L

motivation and self-esteem. The data was collected by survey method distributing
UA

questionnaire among the teachers.

RT

3.3 Population
VI

The population for this study is total primary teachers (male and female) of

district Muzaffargarh. Total primary teachers (female) working in district Muzaffargarh,

according to census of 2018, are 3039. On the other hand, total primary teachers (male)

working in the district are 3312. Our total known population is 6351. Out of this

population the sample is selected according to the random sampling technique lottery

method.
 50

3.4 Sample size and sampling technique

Simple random sampling

In this method, every individual has an equal chance of being selected in the

sample from the population. Data is chosen using random number table or computer

TY
generated list of random numbers. In this method, a sampling frame is required. All the

individuals in the study population have to be enumerated either in ascending or

SI
descending order. The advantages of this method are that minimal knowledge of the

ER
population is required, the internal as well as external validity is high and it is easy to

analyse data. However, the limitations are that the cost is high, a sampling frame is
IV
required. They tend to have large sampling errors and less precision (Acharya et al.,
UN
2013).

Example- Let us say there are 200 participants in a conference and we would like to

select 50 participants by simple random sampling. The list of all the 200 participants
L
UA

would be available which constitutes the sampling frame. The 50 participants can now be

selected by either using random number table or by lottery method. Once a participant
RT

has been selected, that particular number is struck off from the random number table.

This method is known as sampling without replacement. In this way 50 participants are
VI

selected (Acharya et al., 2013).

By using Random sampling technique (Acharya et al., 2013) a sample of 400

primary school teachers have been drawn, Two teachers from each school included in

sampling frame to administer the questionnaire.

 51

Table 1 Sample of the study

Population

Total number of primary schools in 1358

TY
district Muzaffargarh

(www.sis.punjab.gov.pk) 6351

SI
Total number of teachers

ER
Respondents Male Female Total

Total number of sampled primary 100 100 200

schools in Muzaffargarh
IV
UN
Total number of teachers selected for 200 200 400

the study
L

3.5 Research Instruments

UA

The following three instruments were used to collect the data:

RT

 Work Environment Scale

VI

 Teachers’ Motivation Scale

 Self Esteem Scale

The independent variable was school climate and dependent variables were teachers’

motivation and self-esteem. Permission was taken to use the instruments through Email

from the respective authors of the above said instruments. The above mentioned scales

are relevant to school climate and are used worldwide. The feelings and attitudes that are
 52

elicited by a school environment are referred to as school climate. So, work environment

scale can be used to determine school climate and its relationship with teachers’

motivation and self-esteem.

The questionnaires were translated into the participants’ native language by a

panel of experts so that participants can easily comprehend the items.

TY
3.5.1 Work Environment Scale

SI
The Work Environment Scale was generated by Rudolf Moos, a Professor in the

ER
Department of Psychiatry and Behavioral Sciences at Stanford University, in the 1970s.

IV
The researcher revised and translated the instrument in the background of Pakistan with

the help of an expert panel. Work environment scale is adopted description of Halpin and
UN
Croft (1966) instrument which is known as organizational climate description

questionnaire. It provides an instrument for measuring teachers’ perceptions of teacher,

L

teacher and head teacher and teacher and school interaction.

UA

3.5.1.2 Teachers’ Motivation Scale

RT

It was established by Sinclair in 2006. It comprises of 49 items.

VI

3.5.1.3 Teachers’ Self Esteem Scale (TSS)

It was established by Rosenberg in1965. It was five point Likert scale. There were

30 items consisting of 6 factors related to self-esteem.

 53

3.5.2 Validity

The specialists in the field of measuring and examination have tested validity and

the quality of the instruments. Those three methods were autonomously tested with the

aid of the panel of experts. In this regard, the following experts of measuring and

TY
examination had tested the validity and reliability of the instruments.

1. Dr. Jam Muhammad Zaffar from Education Department, Khawaja Fareed

SI
University of Engineering and Information Technology, Rahim Yar Khan.

ER
2. Dr. Naeem Ullah from Education Department, Khawaja Fareed University

of Engineering and Information Technology, Rahim Yar Khan.

IV
3. Dr. Ghulam Shabbir Kulachi from Education Department, Khawaja

Fareed University of Engineering and Information Technology, Rahim

UN

Yar Khan.

4. Mr. Aashiq Fareed Senior Subject Specialist from Quaid-e-Azam

L

Academy for Educational Development (QAED) Muzaffar Garh.

UA

5. Khawaja Faheem Ahamd PhD Education Scholar, from Education

RT

Department , Khawaja Fareed University of Engineering and Information

Technology, Rahim Yar Khan.

VI

The above mentioned educational experts confirmed the authenticity, validity and

reliability of the measuring tools.

 54

3.5.3 Reliability

Cronbach Alpha has been used to estimate the precision of the devices. School

environment scale reliability was 0.84, and Teachers' motivation reliability was 0.82. The

strength of the Teachers ' Self-esteem Measure was 0.80.

TY
3.6 Data analysis technique

SI
The records were collected using a survey method. The data were compiled by the

ER
researcher himself along with assistants. These assistants were granted the mission to

gather the records.

IV
Researcher himself contacted the respondents for timely feedback and assured
UN
that questionnaire were filled by the defendants exclusively. Directions in written format

were given to defendants to fill up the questionnaires. After a week, questionnaires were

obtained. Personal visits to retrieve the data reduced the risk of device failure. All
L
UA

teachers returned the questionnaires they had filled out. The response rate was 100 per

cent from both sides (males and females). Responses not adequately filled out, the
RT

questionnaire is rejected.
VI

3.7 Statistical Analysis techniques

The data processing was performed using SPSS version 21.0. The School

Environment, Teachers' Motivation and Self-Esteem level from staff reaction measures

were aggregated. Factor scores and means for analysis were determined for both male

and female staff of Primary schools in District Muzaffar Garh.

 55

CHAPTER 4

DATA ANALYSIS

This chapter includes explanation, comparative analysis of data obtained by

TY
means of testing instruments, and findings interpretation. The data was analyzed by

applying the percentage of ANOVA, t-test and computing. Results displayed in graphs.

SI
RESULTS

ER
Table 4.1 Demographic Variables

Categories Frequency Percent

Gender Male
IV
200 50.0
UN
Female 200 50.0

Total 400 100.0

L

Academic B.A/Bsc 48 12.0

UA

Qualification M.A/Msc 297 74.3

M phil 55 13.8
RT

Total 400 100.0

VI

Professional B.Ed 196 49.0

Qualification M.Ed 203 50.8

Others 1 .3

Total 400 100.0

Teaching Less than five years 94 23.5

Experience 6 to 10 Years 96 24.0

 56

11 to 15 Years 122 30.5

Above 15 Years 88 22.0

Total 400 100.0

Religion Muslim 392 98.0

Non-Muslim 8 2.0

TY
Total 400 100.0

SI
Location of the Rural Area 288 72.0

School Urban Area 112 28.0

ER
Total 400 100.0

IV
Table 4.1 infers that 50% of the respondents were male while 50% were female, 12%
UN
were B.A/BSc and 74.3% were M.A/M.Sc, while 13.8% were M.Phil by their academic

qualification. 23.5% respondents were having less than five years, 24% have 6 to 10
L

years, and 30.5% have 11 to 15 years while 22% have above than 15% teaching
UA

experience. 98% respondents were Muslim while 2% were non-Muslim. 72% of the

respondents were in rural area schools while 28% were from urban area schools.
RT
VI
 57

Table 4.2 There are many disruptive, difficult students in the school.

Levels Frequency Percent Mean

Strongly Disagree 16 4.0

Disagree 84 21.0

Undecided 8 2.0

TY
3.67
Agree 202 50.5

SI
Strongly Agree 90 22.5

Total 400 100.0

ER
IV
Table 4.2 views that 73.0 % teachers were agreed with the statement that there are

many disruptive, difficult students in the school while 25.0 % teachers (SD 4% +DA
UN
21%= 25%) were disagree with the statement. Whereas 2.0 % teachers were not sure. The

mean score value is 2.48 (greater than 2) which shows positive attitude with the statement
L

that there are many disruptive, difficult students in the school.

UA
RT
VI
 58

Table 4.3 I seldom receive encouragement from colleagues.

Levels Frequency Percent Mean

Strongly Disagree 24 6.0

Disagree 182 45.5

Undecided 22 5.5

TY
3.02
Agree 108 27.0

SI
Strongly Agree 64 16.0

Total 400 100.0

ER
IV
Table 4.3 views that 43.0 % teachers were agreed with the statement that I seldom

receive encouragement from colleagues while 51.5 % teachers were disagree (SD 6 + DA
UN
45.5 =51.5%) with the statement. On the other hand 5.5 % teachers were not sure. The

mean score value is 1.92 (less than 2) which shows less positive attitude with the
L

statement that I seldom receive encouragement from colleagues.

UA
RT
VI
 59

Table 4.4 Teachers frequently discuss teaching methods and strategies with each

other.

Levels Frequency Percent Mean

Strongly Disagree 8 2.0

Disagree 32 8.0

TY
Undecided 12 3.0
4.15

SI
Agree 188 47.0

Strongly Agree 160 40.0

ER
Total 400 100.0

IV
Table 4.4 represents that 87.0 % teachers were agreed with the statement that
UN
teachers frequently discuss teaching methods and strategies with each other while 10.0 %

teachers were disagreed with the statement (SD 2% + DA 8% = 10%). On the other hand
L

3.0 % teachers were not sure. The mean score value is 2.77 (greater than 2) which shows
UA

positive attitude with the statement that teachers frequently discuss teaching methods and

strategies with each other.

RT
VI
 60

Table 4.5 I am often supervised to ensure that I follow directions correctly.

Levels Frequency Percent Mean

Strongly Disagree 16 4.0

Disagree 98 24.5

Undecided 66 16.5

TY
3.36
Agree 168 42.0

SI
Strongly Agree 52 13.0

Total 400 100.0

ER
IV
Table 4.5 views that 55.0 % teachers were agreed with the statement that I am

often supervised to ensure that I follow directions correctly while 28.5 % teachers were
UN
disagreed with the statement (SD 4% + DA 24.5% = 28.5%). On the other hand 16.5 %

teachers were not sure. The mean score value is 2.77 (greater than 2) which shows
L

positive attitude with the statement that I am often supervised to ensure that I follow
UA

directions correctly.
RT
VI
 61

Table 4.6 Decisions about the running of the school are usually made by the head

teacher or a small group of teachers.

Levels Frequency Percent Mean

Strongly Disagree 32 8.0

Disagree 121 30.3

TY
Undecided 22 5.5
3.32

SI
Agree 137 34.3

Strongly Agree 88 22.0

ER
Total 400 100.0

IV
Table 4.6 views that 56.3 % teachers were agreed with the statement that
UN
decisions about the running of the school are usually made by the head teacher or a small

group of teachers while 38.3 % teachers were disagreed with the statement (SD 8% + DA
L

30.3% = 38.3%). On the other hand 5.5 % teachers were not sure. The mean score value
UA

is 2.18 (greater than 2) which shows positive response with the statement that decisions

about the running of the school are usually made by the head teacher or a small group of
RT

teachers.
VI
 62

Table 4.7 It is very difficult to change anything in this school.

Levels Frequency Percent Mean

Strongly Disagree 96 24.0

Disagree 180 45.0

Undecided 32 8.0

TY
2.39
Agree 56 14.0

SI
Strongly Agree 36 9.0

Total 400 100.0

ER
IV
Table 4.7 views that 23.0 % teachers were agreed with the statement that it is very

difficult to change anything in this school while 69.0 % teachers were disagreed with the
UN
statement (SD 24% + DA 45% = 69%). On the other hand 8.0 % teachers were not sure.

The mean score value is 1.54 (less than 2) which represented negative response towards
L

the statement that it is very difficult to change anything in this school.

UA
RT
VI
 63

Table 4.8 The school library includes an adequate selection of books

Levels Frequency Percent Mean

Strongly Disagree 36 9.0

Disagree 32 8.0

Undecided 40 10.0

TY
3.81
Agree 157 39.3

SI
Strongly Agree 135 33.8

Total 400 100.0

ER
IV
Table 4.8 views that 73.0 % teachers were agreed with the statement that the

school library includes an adequate selection of books while 17.0 % teachers were
UN
disagreed with the statement (SD 9% + DA 8% = 17%). On the other hand 10.0 %

teachers were not sure. The mean score value is 2.56 (greater than 2) which shows
L

positive response towards the statement that the school library includes an adequate
UA

selection of books.
RT
VI
 64

Table 4.9 There is constant pressure to keep working.

Levels Frequency Percent Mean

Strongly Disagree 28 7.0

Disagree 143 35.8

Undecided 24 6.0

TY
3.15
Agree 152 38.0

SI
Strongly Agree 53 13.3

Total 400 100.0

ER
IV
Table 4.9 views that 51.3 % teachers were agreed with the statement that there is

constant pressure to keep working while 42.8 % teachers were disagreed with the
UN
statement (SD 7% + DA 35.8% =42.8%). On the other hand 6.0 % teachers didn’t answer

this question. The mean score value is 2.09 (greater than 2) which shows positive attitude
L

with the statement.

UA
RT
VI
 65

Table 4.10 Most students are helpful and cooperative to teachers.

Levels Frequency Percent Mean

Strongly Disagree 8 2.0

Disagree 16 4.0

Undecided 16 4.0

TY
4.21
Agree 204 51.0

SI
Strongly Agree 156 39.0

Total 400 100.0

ER
IV
Table 4.10 views that 90.0 % teachers were agreed with the statement that most

students are helpful and cooperative to teachers while 6.0 % teachers were disagreed with
UN
the statement (SD 2% + DA 4% = 6%). On the other hand 4.0 % teachers didn’t answer

this question. The mean score value is 2.84 (greater than 2) which shows positive
L

response with the statement.

UA
RT
VI
 66

Table 4.11 I have to refer on even small matters to a senior member of staff for a final

answer.

Levels Frequency Percent Mean

Strongly Disagree 44 11.0

Disagree 120 30.0

TY
Undecided 36 9.0
3.16

SI
Agree 128 32.0

Strongly Agree 72 18.0

ER
Total 400 100.0

IV
Table 4.11 views that 50.0 % teachers were agreed with the statement that I have
UN
to refer on even small matters to a senior member of staff for a final answer while 41.0 %

teachers were disagreed with the statement (SD 11% + DA 30% = 41%). On the other
L

hand 9.0 % teachers didn’t answer this question. The mean score value is 2.09 (greater
UA

than 2) which shows positive response with the statement.

RT
VI
 67

Table 4.12 Teachers are encouraged to be innovative in this school

Levels Frequency Percent Mean

Strongly Disagree 16 4.0

Disagree 44 11.0

Undecided 23 5.8

TY
4.03
Agree 145 36.3

SI
Strongly Agree 172 43.0

Total 400 100.0

ER
IV
Table 4.12 views that 79.3 % teachers were agreed with the statement that

Teachers are encouraged to be innovative in this school while 15.0 % teachers were
UN
disagreed ( SD 4% + DA 11% = 15%) On the other hand 5.8 % teachers were uncertain

and didn’t answer. The mean score value is 2.64 (greater than 2) which shows positive
L

response.
UA
RT
VI
 68

Table 4.13 I am ignored by other teachers.

Levels Frequency Percent Mean

Strongly Disagree 96 24.0

Disagree 158 39.5

Undecided 90 22.5

TY
2.32
Agree 36 9.0

SI
Strongly Agree 20 5.0

Total 400 100.0

ER
IV
Table 4.13 views that 14.0 % teachers were agreed with the statement that I am

ignored by other teachers while 63.5 % teachers were disagreed (SD 24% + DA 39.5% =
UN
63.5%). On the other hand 22.5 % teachers were uncertain. The mean score value is 1.51

(less than 2) which shows less positive attitude.

L
UA
RT
VI
 69

Table 4.14 Professional matters are seldom discussed during staff

Levels Frequency Percent Mean

Strongly Disagree 56 14.0

Disagree 172 43.0

Undecided 36 9.0

TY
2.72
Agree 100 25.0

SI
Strongly Agree 36 9.0

Total 400 100.0

ER
IV
Table 4.14 views that 34.0 % teachers were agreed with the statement that

professional matters are seldom discussed during staff while 57.05 % teachers were
UN
disagreed ( SD 14% + DA 43% = 57.5%). On the other hand 9.0 % teachers were not

sure and didn’t answer. The mean score value is 1.77 (less than 2) which shows less
L

positive attitude.
UA
RT
VI
 70

Table 4.15 It is considered very important that I closely follow syllabuses and lesson

plans.

Levels Frequency Percent Mean

Strongly Disagree 28 7.0

Disagree 24 6.0

TY
Undecided 16 4.0
3.82

SI
Agree 257 64.3

Strongly Agree 75 18.8

ER
Total 400 100.0

IV
Table 4.15 views that 83.0 % teachers were agreed with the statement that it is
UN
considered very important that I closely follow syllabuses and lesson plans while 13.0 %

teachers were disagreed (SD 7% + DA 6% = 13%). On the other hand 4.0 % teachers
L

were uncertain. The mean score value is 2.70 (greater than 2) which shows positive
UA

attitude with the statement.

RT
VI
 71

Table 4.16 Audio-video aids are readily available and accessible.

Levels Frequency Percent Mean

Strongly Disagree 36 9.0

Disagree 119 29.8

Undecided 16 4.0

TY
3.29
Agree 150 37.5

SI
Strongly Agree 79 19.8

Total 400 100.0

ER
IV
Table 4.16 views that 57.3 % teachers were agreed with the statement that Audio-

video aids are readily available and accessible while 38.8 % teachers were disagree (SD
UN
9% + DA 29.8% = 38.8%). On the other hand 4.0 % teachers were not in that position to

answer this question. The mean score value is 2.19 (greater than 2) which shows positive
L

attitude with the statement.

UA
RT
VI
 72

Table 4.17 I feel that I could rely on my colleagues for assistance if I should need it.

Levels Frequency Percent Mean

Strongly Disagree 12 3.0

Disagree 8 2.0

Undecided 24 6.0

TY
4.04
Agree 264 66.0

SI
Strongly Agree 92 23.0

Total 400 100.0

ER
IV
Table 4.17 views that 89.0 % teachers were agreed with the statement that I feel

that I could rely on my colleagues for assistance if I should need it. On the other hand 5.0
UN
% teachers were not in the favor of statement (SD 3% + DA 2% = 5%). While 6.0 %

teachers were not in that position to answer this question. The mean score value is 2.84
L

(greater than 2) which shows positive attitude.

UA
RT
VI
 73

Table 4.18 I have attended in service and other professional development courses.

Levels Frequency Percent Mean

Strongly Disagree 8 2.0

Disagree 32 8.0

Undecided 16 4.0

TY
4.02
Agree 231 57.8

SI
Strongly Agree 113 28.3

Total 400 100.0

ER
IV
Table 4.18 represents that 86.0 % teachers were agreed with the statement that I

have attended in service and other professional development courses. Meanwhile, 10.0 %
UN
teachers were disagreed over the statement (SD 2% + DA 8% = 10%). On the other hand

4.0 % teachers were not in that position to answer this question. The mean score value is
L

2.76 (greater than 2) which shows positive attitude with the above statement.
UA
RT
VI
 74

Table 4.19 Teachers are frequently asked to participate in decisions concerning

administrative policies and procedures.

Levels Frequency Percent Mean

Strongly Disagree 24 6.0

Disagree 48 12.0

TY
Undecided 32 8.0
3.84

SI
Agree 161 40.3

Strongly Agree 135 33.8

ER
Total 400 100.0

IV
Table 4.19 reviews that 74.0 % teachers were agreed with the statement that
UN
Teachers are frequently asked to participate in decisions concerning administrative

policies and procedures while 18.0 % teachers were disagreed with the statement (SD 6%
L

+ DA 12% = 18%). On the other hand 8.0 % teachers were not in that position to answer
UA

this question. The mean score value is 2.56 (greater than 2) which shows positive attitude

with the statement.

RT
VI
 75

Table 4.20 Most teachers like the idea of change.

Levels Frequency Percent Mean

Strongly Disagree 28 7.0

Disagree 28 7.0

Undecided 25 6.3

TY
3.93
Agree 183 45.8

SI
Strongly Agree 136 34.0

Total 400 100.0

ER
IV
Table 4.20 infers that 79.8 % teachers were agreed with the statement that most

teachers like the idea of change while 14.0 % teachers were disagreed with the statement
UN
(SD 7% + DA 7% = 14%). On the other hand 6.3 % teachers were not in that position to

answer this question. The mean score value is 2.66 (greater than 2) which shows positive
L

attitude.
UA
RT
VI
 76

Table 4.21 Adequate facilities and services are available for teachers.

Levels Frequency Percent Mean

Strongly Disagree 28 7.0

Disagree 102 25.5

Undecided 12 3.0

TY
3.59
Agree 124 31.0

SI
Strongly Agree 134 33.5

Total 400 100.0

ER
IV
Table 4.21 infers that 64.5 % teachers were agreed with the statement that

adequate facilities and services are available for teachers while 32.5 % teachers were
UN
disagreed (SD 7% + DA 25.5% = 32.5%) On the other hand 3.0 % teachers were not in

that position to answer this question. The mean score value is 2.32 (greater than 2) which
L

shows positive response.

UA
RT
VI
 77

Table 4.22 There is no time for teachers to relax.

Levels Frequency Percent Mean

Strongly Disagree 50 12.5

Disagree 235 58.8

Undecided 19 4.8

TY
2.48
Agree 64 16.0

SI
Strongly Agree 32 8.0

Total 400 100.0

ER
IV
Table 4.22 reviews that 24.0 % teachers were agreed with the statement that there

is no time for teachers to relax while 71.3 % teachers were disagreed with the statement
UN
(SD 12.5% + DA 58.85% = 71.3%). On the other hand 4.8 % teachers were not in that

position to answer this question. The mean score value is 1.53 (less than 2) which shows
L

negative response.
UA
RT
VI
 78

Table 4.23 My colleagues seldom take notice of my professional views and opinions.

Levels Frequency Percent Mean

Strongly Disagree 51 12.8

Disagree 126 31.5

Undecided 75 18.8

TY
2.91
Agree 104 26.0

SI
Strongly Agree 44 11.0

Total 400 100.0

ER
IV
Table 4.23 represnts that 37.0 % teachers were agreed with the statement that my

colleagues seldom take notice of my professional views and opinions while 44.3 %
UN
teachers were disagreed with the statement (SD 12.8% + DA 31.5% = 44.3%). On the

other hand 18.8 % teachers were not in that position to answer this question. The mean
L

score value is 1.93 (less than 2) which shows negative response.

UA
RT
VI
 79

Table 4.24 Teachers show little interest in what is happening in other schools

Levels Frequency Percent Mean

Strongly Disagree 80 20.0

Disagree 208 52.0

Undecided 28 7.0

TY
2.37
Agree 52 13.0

SI
Strongly Agree 32 8.0

Total 400 100.0

ER
IV
Table 4.24 infers that 21.0 % teachers were agreed with the statement that

Teachers show little interest in what is happening in other schools while 72.0 % teachers
UN
were disagreed (SD 20% + DA 52% = 72%). On the other hand 7.0 % teachers were not

in that position to answer this question. The mean score value is 1.49 (less than 2) which
L

shows negative response.

UA
RT
VI
 80

Table 4.25 I am encouraged to make decisions without interference of a senior staff

member.

Levels Frequency Percent Mean

Strongly Disagree 60 15.0

Disagree 59 14.8

TY
Undecided 80 20.0
3.22

SI
Agree 134 33.5

Strongly Agree 67 16.8

ER
Total 400 100.0

IV
Table 4.25 infers that 50.3 % teachers were agreed with the statement that I am
UN
encouraged to make decisions without interference of a senior staff member while 29.8 %

teachers were disagree (SD 15% + DA 14.8% = 29.8%). On the other hand 20.0 %
L

teachers were uncertain. The mean score value is 2.21 (greater than 2) which shows
UA

positive attitude.
RT
VI
 81

Table 4.26 Teachers are keen to learn from their colleagues.

Levels Frequency Percent Mean

Strongly Disagree 12 3.0

Disagree 16 4.0

Undecided 32 8.0

TY
4.06
Agree 216 54.0

SI
Strongly Agree 124 31.0

Total 400 100.0

ER
IV
Table 4.26 shows that 85.0 % teachers were agreed with the statement that

Teachers are keen to learn from their colleagues while 7.0 % teachers were disagreed
UN
with the statement (SD 3% + DA 4% = 7%). On the other hand 8.0 % teachers were not

in that position to answer this question. The mean score value is 2.78 (greater than 2)
L

which shows positive attitude.

UA
RT
VI
 82

Table 4.27 Facilities are inadequate for catering for a variety of classroom activities

and learning groups of different sizes.

Levels Frequency Percent Mean

Strongly Disagree 48 12.0

Disagree 101 25.3

TY
Undecided 24 6.0
3.23

SI
Agree 167 41.8

Strongly Agree 60 15.0

ER
Total 400 100.0

IV
Table 4.27 views that 56.8 % teachers were agreed with the statement that
UN
Facilities are inadequate for catering for a variety of classroom activities and learning

groups of different sizes while 37.3 % teachers were disagreed with the statement (SD
L

12% + DA 25.3% = 37.3%). On the other hand 6.0 % teachers were uncertain. The mean
UA

score value is 2.19 (greater than 2) which shows positive response.

RT
VI
 83

Table 4.28 I often feel lonely and left out of things in the staffroom.

Levels Frequency Percent Mean

Strongly Disagree 113 28.3

Disagree 190 47.5

Undecided 49 12.3

TY
2.13
Agree 28 7.0

SI
Strongly Agree 20 5.0

Total 400 100.0

ER
IV
Table 4.28 shows that 12.0 % teachers were agreed with the statement that I often

feel lonely and left out of things in the staffroom while 75.8 % teachers were disagree
UN
(SD 28.3% + DA 47.5% = 75.8%). Meanwhile, 12.3 % teachers were not sure. The mean

score value is 1.36 (less than 2) which shows negative response.

L
UA
RT
VI
 84

Table 4.29 I am expected to maintain very strict control in the classroom

Levels Frequency Percent Mean

Strongly Disagree 15 3.8

Disagree 92 23.0

Undecided 32 8.0

TY
3.58
Agree 170 42.5

SI
Strongly Agree 91 22.8

Total 400 100.0

ER
IV
Table 4.29 represents that 65.3.0 % teachers were agreed with the statement that I

am expected to maintain very strict control in the classroom while 26.8 % teachers were
UN
disagree (SD 3.8% + DA 23% = 26.8%). On the other hand 8.0 % teachers were

uncertain. The mean score value is 2.38 (greater than 2) which shows positive response.
L
UA
RT
VI
 85

Table 4.30 Teaching allows me to experience the love and respect of students.

Levels Frequency Percent Mean

Strongly Disagree 24 6.0

Disagree 8 2.0

Undecided 4 1.0

TY
4.31
Agree 150 37.5

SI
Strongly Agree 214 53.5

Total 400 100.0

ER
IV
Table 4.30 infers that 91.0 % teachers were agreed with the statement that

Teaching allows me to experience the love and respect of students while 8.0 % teachers
UN
were disagreed with the statement (SD 6% + DA 2% = 8%). On the other hand 1.0 %

teachers were not in that position to answer this question. The mean score value is 2.83
L

(greater than 2) which shows positive attitude.

UA
RT
VI
 86

Table 4.31 Teaching gives me a chance to serve as a positive role model for students

Levels Frequency Percent Mean

Strongly Disagree 12 3.0

Disagree 24 6.0

Undecided 4 1.0

TY
4.22
Agree 186 46.5

SI
Strongly Agree 174 43.5

Total 400 100.0

ER
IV
Table 4.31 views that 90.0 % teachers were agreed with the statement that

Teaching gives me a chance to serve as a positive role model for students while 9.0 %
UN
teachers were disagree (SD 3% + DA 6% = 9%). On the other hand 1.0 % teachers were

not in that position to answer this question. The mean score value is 2.81 (greater than 2)
L

which shows positive response.

UA
RT
VI
 87

Table 4.32 Teaching is an intellectually stimulating occupation.

Levels Frequency Percent Mean

Strongly Disagree 4 1.0

Disagree 24 6.0

Undecided 16 4.0

TY
4.26
Agree 176 44.0

SI
Strongly Agree 180 45.0

Total 400 100.0

ER
IV
Table 4.32 infers that 89.0 % teachers were agreed with the statement that

Teaching is an intellectually stimulating occupation while 7.0 % teachers were disagree

UN
(SD 1% +DA 6% = 7%). On the other hand 4.0 % teachers were not in that position to

answer this question. The mean score value is 2.82 (greater than 2) which shows positive
L

attitude.
UA
RT
VI
 88

Table 4.33 I have a desire to impart knowledge to students

Levels Frequency Percent Mean

Strongly Disagree 28 7.0

Disagree 0 0

Undecided 4 1.0

TY
4.42
Agree 113 28.3

SI
Strongly Agree 255 63.8

Total 400 100.0

ER
IV
Table 4.33 views that 92.0 % teachers were agreed with the statement that I have

a desire to impart knowledge to students while 7.0 % teachers were strongly disagree. On
UN
the other hand 1.0 % teachers were uncertain. The mean score value is 2.85 (greater than

2) which shows positive response.

L
UA
RT
VI
 89

Table 4.34 Teaching gives me the opportunity to promote respect for knowledge and

learning.

Levels Frequency Percent Mean

Strongly Disagree 8 2.0

Disagree 0 0

TY
Undecided 8 2.0
4.51

SI
Agree 149 37.3

Strongly Agree 235 58.8

ER
Total 400 100.0

IV
Table 4.34 represents that 96.0 % teachers were agreed with the statement that
UN
Teaching gives me the opportunity to promote respect for knowledge and learning while

2.0 % teachers were strongly disagree. On the other hand 2.0 % teachers did not answer
L

this question. The mean score value is 2.94 (greater than 2) which shows positive
UA

response.
RT
VI
 90

Table 4.35 Teaching gives me a lifelong opportunity to learn.

Levels Frequency Percent Mean

Strongly Disagree 4 1.0

Disagree 0 0

Undecided 4 1.0

TY
4.69
Agree 101 25.3

SI
Strongly Agree 291 72.8

Total 400 100.0

ER
IV
Table 4.35 views that 98.0 % teachers were agreed with the statement that

Teaching gives me a lifelong opportunity to learn while 1.0 % teachers were strongly
UN
disagree with the statement. Meanwhile, 1.0 % teachers were not in that position to

answer this question. The mean score value is 2.97 (greater than 2) which shows positive
L

response.
UA
RT
VI
 91

Table 4.36 Teaching gives me a chance to help the less fortunate.

Levels Frequency Percent Mean

Strongly Disagree 4 1.0

Disagree 0 0

Undecided 8 2.0

TY
4.50
Agree 168 42.0

SI
Strongly Agree 220 55.0

Total 400 100.0

ER
IV
Table 4.36 infers that 97.0 % teachers were agreed with the statement that

Teaching gives me a chance to help the less fortunate while 1.0 % teachers were strongly
UN
disagreed. On the other hand 2.0 % teachers were not in that position to answer this

question. The mean score value is 2.96 (greater than 2) which shows positive attitude
L

with the statement.

UA
RT
VI
 92

Table 4.37 I would like to solve some of the problems in the educational field.

Levels Frequency Percent Mean

Strongly Disagree 0 0

Disagree 0 0

Undecided 16 4.0

TY
4.45
Agree 189 47.3

SI
Strongly Agree 195 48.8

Total 400 100.0

ER
IV
Table 4.37 represents that 96.0 % teachers were agreed with the statement that I

would like to solve some of the problems in the educational field while none of the
UN
teachers were disagreed (0%). On the other hand 4.0 % teachers were not sure. The mean

score value is 2.96 (greater than 2) which shows positive response.

L
UA
RT
VI
 93

Table 4.38 Good teachers are needed so badly

Levels Frequency Percent Mean

Strongly Disagree 0 0

Disagree 12 3.0

Undecided 16 4.0

TY
4.54
Agree 117 29.3

SI
Strongly Agree 255 63.8

Total 400 100.0

ER
IV
Table 4.38 views that 93.0 % teachers were agreed with the statement that good

teachers are needed so badly while 3.0 % teachers were not in favor of the statement. On
UN
the other hand 4.0 % teachers were not sure and didn’t give any response. The mean

score value is 2.90 (greater than 2) which shows positive attitude.

L
UA
RT
VI
 94

Table 4.39 Teaching gives me chance to make an impact on society.

Levels Frequency Percent Mean

Strongly Disagree 20 5.0

Disagree 4 1.0

Undecided 12 3.0

TY
4.30
Agree 163 40.8

SI
Strongly Agree 201 50.3

Total 400 100.0

ER
IV
Table 4.39 shows that 91.0 % teachers were agreed with the statement that

teaching gives me chance to make an impact on society while 6.0 % teachers were
UN
disagree (SD 5% + DA 1% = 6%). On the other hand 3.0 % teachers were uncertain. The

mean score value is 2.85 (greater than 2) which shows positive response.
L
UA
RT
VI
 95

Table 4.40 Teaching gives me opportunity for leadership.

Levels Frequency Percent Mean

Strongly Disagree 0 0

Disagree 4 1.0

Undecided 16 4.0

TY
4.42
Agree 187 46.8

SI
Strongly Agree 193 48.3

Total 400 100.0

ER
IV
Table 4.40 infers that 95.0 % teachers were agreed with the statement that

teaching gives me opportunity for leadership while 1.0 % teachers were disagree with the
UN
statement. Whereas 4.0 % teachers were not sure. The mean score value is 2.94 (greater

than 2) which shows positive attitude.

L
UA
RT
VI
 96

Table 4.41 Teaching fits well with my personality.

Levels Frequency Percent Mean

Strongly Disagree 0 0

Disagree 8 2.0

Undecided 28 7.0

TY
3.38
Agree 168 42.0

SI
Strongly Agree 196 49.0

Total 400 100.0

ER
IV
Table 4.41 reviews that 91.0 % teachers were agreed with the statement that

Teaching fits well with my personality while 2.0 % teachers were disagree with the
UN
statement. On the other hand 7.0 % teachers were uncertain. The mean score value is 2.89

(greater than 2) which shows positive response.

L
UA
RT
VI
 97

Table 4.42 People often regard me as a “natural” teacher.

Levels Frequency Percent Mean

Strongly Disagree 0 0

Disagree 8 2.0

Undecided 112 28.0

TY
3.96
Agree 169 42.3

SI
Strongly Agree 111 27.8

Total 400 100.0

ER
IV
Table 4.42 represents that 70.0 % teachers were agreed with the statement that

People often regard me as a “natural” teacher while 2.0 % teachers were disagreed with
UN
the statement. On the other hand 2.8 % teachers were uncertain. The mean score value is

2.68 (greater than 2) which shows positive attitude with the statement that People often
L

regard me as a “natural” teacher.

UA
RT
VI
 98

Table 4.43 Teaching offers me a good opportunity for career advancement.

Levels Frequency Percent Mean

Strongly Disagree 4 1.0

Disagree 0 0

Undecided 0 0

TY
4.50
Agree 184 46.0

SI
Strongly Agree 212 53.0

Total 400 100.0

ER
IV
Table 4.43 views that 99.0 % teachers were agreed with the statement that

Teaching offers me a good opportunity for career advancement while 1.0 % teachers
UN
were strongly disagree with the statement. On the other hand none of the teachers were

uncertain (0.0 %). The mean score value is 2.98 (greater than 2) which shows response in
L

favor of the statement.

UA
RT
VI
 99

Table 4.44 Teaching can help me to develop character of students

Levels Frequency Percent Mean

Strongly Disagree 4 1.0

Disagree 3 0.8

Undecided 8 2.0

TY
4.52
Agree 151 37.8

SI
Strongly Agree 234 58.5

Total 400 100.0

ER
IV
Table 4.44 views that 96.3 % teachers were agreed with the statement that

Teaching can help me to develop character of students while 1.8 % teachers were
UN
disagree (SD 1% + DA 0.8% = 1.8%). On the other hand 2.0 % teachers were uncertain.

The mean score value is 2.95 (greater than 2) which shows positive response.
L
UA
RT
VI
 100

Table 4.45 I trained for another field but could not get a job.

Levels Frequency Percent Mean

Strongly Disagree 24 6.0

Disagree 184 46.0

Undecided 52 13.0

TY
2.94
Agree 73 18.3

SI
Strongly Agree 67 16.8

Total 400 100.0

ER
IV
Table 4.45 views that 3.5 % teachers were agreed with the statement that I trained

for another field but could not get a job while 52.0 % teachers were disagree (SD 6% +
UN
DA 46% = 52%). On the other hand 13.0 % teachers were uncertain. The mean score

value is 1.83 (less than 2) which shows negative response.

L
UA
RT
VI
 101

Table 4.46 I trained for another field but did not feel comfortable in that field.

Levels Frequency Percent Mean

Strongly Disagree 41 10.3

Disagree 163 40.8

Undecided 75 18.8

TY
2.82
Agree 69 17.3

SI
Strongly Agree 52 13.0

Total 400 100.0

ER
IV
Table 4.46 views that 30.3 % teachers were agreed with the statement that I

trained for another field but did not feel comfortable in that field while 51.0 % teachers
UN
were disagreed with the statement (SD 10.3% + DA 40.8% = 51%). On the other hand

18.8 % teachers didn’t answer this question. The mean score value is 1.79 (less than 2)
L

which shows negative response.

UA
RT
VI
 102

Table 4.47 I like the work hours and vacation time.

Levels Frequency Percent Mean

Strongly Disagree 24 6.0

Disagree 34 8.5

Undecided 55 13.8

TY
3.74
Agree 196 49.0

SI
Strongly Agree 91 22.8

Total 400 100.0

ER
IV
Table 4.47 views that 71.8 % teachers were agreed with the statement that I like

the work hours and vacation time while 14.5 % teachers were disagreed with the
UN
statement (SD 6% + DA 8.5% = 14.5%). On the other hand 13.8 % teachers were

uncertain. The mean score value is 2.57 (greater than 2) which shows positive result.
L
UA
RT
VI
 103

Table 4.48 Teachers have a pleasant working environment.

Levels Frequency Percent Mean

Strongly Disagree 8 2.0

Disagree 12 3.0

Undecided 12 3.0

TY
4.20
Agree 230 57.5

SI
Strongly Agree 138 34.5

Total 400 100.0

ER
IV
Table 4.48 infers that 92.0 % teachers were agreed with the statement that

Teachers have a pleasant working environment while 5.0 % teachers were disagreed with
UN
the statement (SD 2% + DA 3% = 5%). On the other hand 3.0 % teachers were not sure.

The mean score value is 2.87 (greater than 2) which shows positive attitude.
L
UA
RT
VI
 104

Table 4.49 School time schedule will be compatible with my home situation?

Levels Frequency Percent Mean

Strongly Disagree 28 7.0

Disagree 72 18.0

Undecided 130 32.5

TY
2.23
Agree 120 30.0

SI
Strongly Agree 50 12.5

Total 400 100.0

ER
IV
Table 4.49 infers that 42.5 % teachers were agreed with the statement that school

time schedule will be compatible with my home situation? While 25.0 % teachers were
UN
disagreed with the statement (SD 7% + DA 18% = 25%). On the other hand 32.5 %

teachers were not in that position to answer this question. The mean score value is 2.17
L

(greater than 2) which shows positive attitude.

UA
RT
VI
 105

Table 4.50 It is a career where I can balance the demands of work and family.

Levels Frequency Percent Mean

Strongly Disagree 8 2.0

Disagree 16 4.0

Undecided 28 7.0

TY
4.09
Agree 227 56.8

SI
Strongly Agree 121 30.3

Total 400 100.0

ER
IV
Table 4.50 infers that 87.0 % teachers were agreed with the statement that it is a

career where I can balance the demands of work and family while 6.0 % teachers were
UN
disagreed with the statement (SD 2% + DA 4% = 6%). On the other hand 7.0 % teachers

were not sure. The mean score value is 2.81 (greater than 2) which shows positive
L

attitude.
UA
RT
VI
 106

Table 4.51 Teaching gives me an opportunity to meet a lot of people.

Levels Frequency Percent Mean

Strongly Disagree 0 0

Disagree 4 1.0

Undecided 4 1.0

TY
4.54
Agree 166 41.5

SI
Strongly Agree 226 56.5

Total 400 100.0

ER
IV
Table 4.51 reviews that 98.0 % teachers were agreed with the statement that

teaching gives me an opportunity to meet a lot of people while 1.0 % teachers were
UN
disagreed with the statement. On the other hand 1.0 % teachers were not sure. The mean

score value is 2.97 (greater than 2) which shows positive attitude.

L
UA
RT
VI
 107

Table 4.52 It is a most suitable carrier for a woman

Levels Frequency Percent Mean

Strongly Disagree 8 2.0

Disagree 4 1.0

Undecided 16 4.0

TY
4.54
Agree 108 27.0

SI
Strongly Agree 264 66.0

Total 400 100.0

ER
IV
Table 4.52 infers that 93.0 % teachers were agreed with the statement that It is a

most suitable carrier for a woman while 3.0 % teachers were disagreed with the statement
UN
(SD 2% + DA 1% = 3%). Whereas 4.0 % teachers were not sure. The mean score value is

2.90 (greater than 2) which shows positive attitude.

L
UA
RT
VI
 108

Table 4.53 I am satisfied from myself on the whole.

Levels Frequency Percent Mean

Strongly Disagree 12 3.0

Disagree 32 8.0

Undecided 20 5.0

TY
4.22
Agree 129 32.3

SI
Strongly Agree 207 51.8

Total 400 100.0

ER
IV
Table 4.53 views that 84.0 % teachers were agreed with the statement that I am

satisfied from myself on the whole while 11.0 % teachers were disagreed with the
UN
statement (SD 3% + DA 8% = 11%). On the other hand 5.0 % teachers were uncertain.

The mean score value is 2.73 (greater than 2) which shows positive attitude.
L
UA
RT
VI
 109

Table 4.54 I think that I have various qualities.

Levels Frequency Percent Mean

Strongly Disagree 4 1.0

Disagree 40 10.0

Undecided 190 47.5

TY
4.29
Agree 166 41.5

SI
Strongly Agree 400 100.0

Total 4 1.0

ER
IV
Table 4.54 infers that 89.0 % teachers were agreed with the statement that I think

that I have various qualities while 1.0 % teachers were strongly disagreed with the
UN
statement. On the other hand 10.0 % teachers were not sure. The mean value is 2.88

(greater than 2) which shows positive attitude.

L
UA
RT
VI
 110

Table 4.55 I can perform any task as better as other one can.

Levels Frequency Percent Mean

Strongly Disagree 0 0

Disagree 12 3.0

Undecided 58 14.5

TY
4.07
Agree 220 55.0

SI
Strongly Agree 110 27.5

Total 400 100.0

ER
IV
Table 4.55 views that 82.5 % teachers were agreed with the statement that I can

perform any task as better as other one can while 3.0 % teachers were disagreed with the
UN
statement. On the other hand 14.5 % teachers were not sure and didn’t answer this

question. The mean score value is 2.80 (greater than 2) which shows positive response.
L
UA
RT
VI
 111

Table 4.56 I don’t bother others what they think about me.

Levels Frequency Percent Mean

Strongly Disagree 24 6.0

Disagree 68 17.0

Undecided 27 6.8

TY
3.80
Agree 125 31.3

SI
Strongly Agree 156 39.0

Total 400 100.0

ER
IV
Table 4.56 represents that 70.3 % teachers were agreed with the statement that I

don’t bother others what they think about me while 23.0 % teachers were disagreed with
UN
the statement (SD 6% + DA 17% = 23%). On the other hand 6.8 % teachers were

uncertain. The mean score value is 2.47 (greater than 2) which shows positive attitude.
L
UA
RT
VI
 112

Table 4.57 I come to know about my capabilities form other’s opinions.

Levels Frequency Percent Mean

Strongly Disagree 16 4.0

Disagree 16 4.0

Undecided 31 7.8

TY
3.98
Agree 233 58.3

SI
Strongly Agree 104 26.0

Total 400 100.0

ER
IV
Table 4.57 infers that 84.0 % teachers were agreed with the statement that I come

to know about my capabilities form other’s opinions while 8.0 % teachers were equally
UN
strongly disagree and disagree with the statement. Whereas 7.8 % teachers were not sure.

The mean value is 2.76 (greater than 2) which shows response in favor of the statement.
L
UA
RT
VI
 113

Table 4.58 I neglect myself in helping others.

Levels Frequency Percent Mean

Strongly Disagree 28 7.0

Disagree 78 19.5

Undecided 44 11.0

TY
3.51
Agree 161 40.3

SI
Strongly Agree 89 22.3

Total 400 100.0

ER
IV
Table 4.58 views that 62.5 % teachers were agreed with the statement that I

neglect myself in helping others while 26.5 % teachers were disagreed with the statement
UN
(SD 7% + DA 19.5% = 26.5%). On the other hand 11.0 % teachers were not sure. The

mean score value is 2.36 (greater than 2) which shows positive attitude.
L
UA
RT
VI
 114

Table 4.59 I blame myself for any wrong deed.

Levels Frequency Percent Mean

Strongly Disagree 28 7.0

Disagree 75 18.8

Undecided 39 9.8

TY
3.48
Agree 195 48.8

SI
Strongly Agree 63 15.8

Total 400 100.0

ER
IV
Table 4.59 infers that 64.5 % teachers were agreed with the statement that I blame

myself for any wrong deed while 25.8 % teachers were disagreed with the statement (SD
UN
7% + DA 18.8% = 25.8%). On the other hand 9.8 % teachers were not sure. The mean

score value is 2.39 (greater than 2) which shows positive attitude.

L
UA
RT
VI
 115

Table 4.60 I start my day with a positive attitude.

Levels Frequency Percent Mean

Strongly Disagree 0 0

Disagree 4 1.0

Undecided 16 4.0

TY
4.29
Agree 240 60.0

SI
Strongly Agree 140 35.0

Total 400 100.0

ER
IV
Table 4.60 infers that 95.0 % teachers were agreed with the statement that I start

my day with a positive attitude while 1.0 % teachers were disagreed with the statement.
UN
On the other hand 4.0 % teachers were not sure and didn’t answer. The mean score value

is 2.94 (greater than 2) which shows response in favor of the statement.

L
UA
RT
VI
 116

Table 4.61 It is right in my opinion that change in one’s self can be brought by self-

strictness.

Levels Frequency Percent Mean

Strongly Disagree 68 17.0

Disagree 158 39.5

TY
Undecided 28 7.0
2.79

SI
Agree 82 20.5

Strongly Agree 64 16.0

ER
Total 400 100.0

IV
Table 4.61 represents that 36.5 % teachers were agreed with the statement that it
UN
is right in my opinion that change in one’s self can be brought by self-strictness while

56.5 % teachers were disagreed with the statement (SD 17% + DA 39.5% + 56.5%). On
L

the other hand 7.0 % teachers were uncertain. The mean score value is 1.80 (less than 2)
UA

which shows negative response.

RT
VI
 117

Table 4.62 I feel myself alone.

Levels Frequency Percent Mean

Strongly Disagree 68 17.0

Disagree 182 45.5

Undecided 67 16.8

TY
2.47
Agree 59 14.8

SI
Strongly Agree 24 6.0

Total 400 100.0

ER
IV
Table 4.62 infers that 20.8 % teachers were agreed with the statement that I feel

myself alone while 62.5 % teachers were disagreed with the statement (SD 17% + DA
UN
45.5% = 62.5%). On the other hand 16.8 % teachers were uncertain. The mean score

value is 1.58 (less than 2) which shows response against the statement.
L
UA
RT
VI
 118

Table 4.63 I think that my success is due to my luck and my failure is not because of

my incapability.

Levels Frequency Percent Mean

Strongly Disagree 48 12.0

Disagree 131 32.8

TY
Undecided 54 13.5
2.93

SI
Agree 135 33.8

Strongly Agree 32 8.0

ER
Total 400 100.0

IV
Table 4.63 reviews that 41.8 % teachers were agreed with the statement that I
UN
seldom receive encouragement from colleagues while 44.8 % teachers were disagreed

with the statement(SD 12% + DA 32.8% = 44.8%). On the other hand 13.5 % teachers
L

were uncertain. The mean score value is 1.97 (less than 2) which shows less positive
UA

response.
RT
VI
 119

Table 4.64 I prefer others opinion over mine.

Levels Frequency Percent Mean

Strongly Disagree 12 3.0

Disagree 63 15.8

Undecided 28 7.0

TY
3.64
Agree 251 62.8

SI
Strongly Agree 46 11.5

Total 400 100.0

ER
IV
Table 4.64 represents that 74.3 % teachers were agreed with the statement that I

prefer others opinion over mine while 18.8 % teachers were disagreed with the statement
UN
(SD 3% + DA 15.8% = 18.8%). On the other hand 7.0 % teachers were not sure. The

mean score value is 2.56 (greater than 2) which shows positive response.
L
UA
RT
VI
 120

Table 4.65 I often criticize myself?

Levels Frequency Percent Mean

Strongly Disagree 24 6.0

Disagree 90 22.5

Undecided 60 15.0

TY
3.35
Agree 173 43.3

SI
Strongly Agree 53 13.3

Total 400 100.0

ER
IV
Table 4.65 infers that 56.5 % teachers were agreed with the statement that I often

criticize myself? While 28.5 % teachers were disagreed with the statement (SD 6% + DA
UN
22.5% = 28.5%). On the other hand 15.0 % teachers were uncertain. The mean score

value is 2.28 (greater than 2) which shows positive attitude.

L
UA
RT
VI
 121

Table 4.66 I do something for the reason that what others will think about me.

Levels Frequency Percent Mean

Strongly Disagree 36 9.0

Disagree 189 47.3

Undecided 88 22.0

TY
2.64
Agree 56 14.0

SI
Strongly Agree 31 7.8

Total 400 100.0

ER
IV
Table 4.66 shows that 21.8 % teachers were agreed with the statement that I do

something for the reason that what others will think about me while 56.3 % teachers were
UN
disagreed with the statement (SD 9% + DA 47.3% = 56.3%). On the other hand 22.0 %

teachers were not sure and didn’t respond. The mean score value is 1.66 (less than 2)
L

which shows less positive response.

UA
RT
VI
 122

Table 4.67 I feel that I am a person of worth, at least on an equal plane with others.

Levels Frequency Percent Mean

Strongly Disagree 16 4.0

Disagree 31 7.8

Undecided 73 18.3

TY
3.73
Agree 205 51.3

SI
Strongly Agree 75 18.8

Total 400 100.0

ER
IV
Table 4.67 reviews that 70.0 % teachers were agreed with the statement that I feel

that I am a person of worth, at least on an equal plane with others while 11.8 % teachers
UN
were disagreed with the statement (SD 4% + DA 7.8% = 11.8%). On the other hand 18.3

% teachers didn’t respond. The mean score value is 2.58 (greater than 2) which shows
L

positive attitude.
UA
RT
VI
 123

Table 4.68 I feel that I have a number of good qualities.

Levels Frequency Percent Mean

Strongly Disagree 12 3.0

Disagree 28 7.0

Undecided 36 9.0

TY
4.09
Agree 160 40.0

SI
Strongly Agree 164 41.0

Total 400 100.0

ER
IV
Table 4.68 views that 81.0 % teachers were agreed with the statement that I feel

that I have a number of good qualities while 10.0 % teachers were disagreed with the
UN
statement (SD 3% + DA 7% = 10%). Whereas 9.0 % teachers were not sure. The mean

score value is 2.71 (greater than 2) which shows positive attitude.

L
UA
RT
VI
 124

Table 4.69 Relationship between School Climate and Motivation

Teachers

School Level Motivation

Environment Scale scale

School Level Environment Pearson Correlation 1 .328**

TY
Scale Sig. (2-tailed) .000

SI
N 400 400

Teachers Motivation scale Pearson Correlation .328** 1

ER
Sig. (2-tailed) .000

N IV 400 400

**. Correlation is significant at the 0.01 level (2-tailed).

UN

Table 69 shows that there is significant positive relation between School Level

Environment and Teachers Motivation. There is also a significant positive relationship

L

between groups.
UA
RT
VI
 125

Table 4.70 Relationship between School Climate and Self-Esteem

School Level Teachers self-

Environment Scale Esteem scale

School Level Environment Pearson Correlation 1 .289**

Scale Sig. (2-tailed) .000

TY
N 400 400

SI
Teachers self-Esteem scale Pearson Correlation .289** 1

Sig. (2-tailed) .000

ER
N 400 400

IV
**. Correlation is significant at the 0.01 level (2-tailed).
UN

Table 4.70 shows that there is significant positive relation between School Level

Environment and Teachers self-Esteem. There is also a significant positive relationship

L

between groups.
UA
RT
VI
 126

Table 4.71 Gender Wise t-test of Teachers Motivation

Gender Std.

N Mean Deviation t df p-value

Teachers Male 200 62.7650 4.14435

-2.579 398 .010
Motivation scale Female 200 63.7250 3.24686

TY
SI
Table 4.71 shows that the mean value of female 63.7250 is greater than mean value of

male 62.7650. The mean score was show that there is statistically significance difference

ER
between male and female among teacher’s motivation.

IV
UN
L
UA
RT
VI
 127

Table 4.72 Gender Wise t-test of Teachers self-Esteem scale

Gender Std.

N Mean Deviation t df p-value

Teachers self- Male 200 38.5750 4.16185

.510 398 .610
Esteem scale Female 200 38.3500 4.64060

TY
SI
Table 4.72 shows that the mean value of male 38.5750 is greater than mean value of

female 38.3500. The mean score was show that there is not statistically significance

ER
difference between male and female among Teachers self-Esteem.

IV
UN
L
UA
RT
VI
 128

Table 4.73 Descriptive of Teachers Motivation

95% Confidence Interval

for Mean

Std. Std. Lower Upper Minimu Maximu

N Mean Deviation Error Bound Bound m m

TY
Teachers B.Ed 196 63.2551 3.27324 .23380 62.7940 63.7162 53.00 69.00

Motivation M.Ed 203 63.2069 4.15379 .29154 62.6320 63.7817 49.00 69.00

SI
Others 1 69.0000 . . . . 69.00 69.00

Total 400 63.2450 3.74901 .18745 62.8765 63.6135 49.00 69.00

ER
In above table 4.73, descriptive statistics of teacher professional qualification contains
IV
B.ed, m.ed and others, where B.ed contains (N= 196), M.ed (N= 203) and others contain
UN
(N= 1). There mean ( B.ed= 63.2551, M.ed= 63.2069 and others= 69.00). Standard

deviation is the under root of variance where M.ed SD is little higher than B.ed while
L

other contains no value. Standard error is the standard deviation sampling distribution of
UA

mean. Where B.ed contain (SE 0.23380), M.ed (SE 0.29154). Upper and lower bound

tells us the range of values where maximum and minimum values fall.
RT

ANOVA
VI

Sum of Mean

Squares Df Square F Sig.

Teachers Between 33.435 2 16.717 1.191 .305

Motivation Groups

scale Within Groups 5574.555 397 14.042

Total 5607.990 399

 129

In given table between groups having sum of square 33.435 and within group having

5574.555 where degree of freedom (df) between groups is 2 and within groups is 397.

Mean square error is calculated between groups (SSB/Df) and within groups (SSW/Df)

where F value is calculated by MST/ MSE. The ANOVA test indicates that p-value is

TY
greater than 0.05 (i.e. 305) and there is no significant difference. Given table reveals that

SI
the respondents of M.Ed have less positive attitude towards teacher motivation.

ER
IV
UN
L
UA
RT
VI
 130

Table 4.74 Descriptive of Teachers self Esteem

95% Confidence Interval

for Mean

Std. Std. Lower Upper Minimu Maximu

N Mean Deviation Error Bound Bound m m

TY
Teachers self B.Ed 196 38.7296 4.36928 .31209 38.1141 39.3451 27.00 48.00

Esteem scale M.Ed 203 38.1576 4.38887 .30804 37.5503 38.7650 27.00 48.00

SI
Others 1 48.0000 . . . . 48.00 48.00

Total 400 38.4625 4.40364 .22018 38.0296 38.8954 27.00 48.00

ER
In above table 4.74, descriptive statistics of teacher professional qualification contains
IV
B.ed, m.ed and others, where B.ed contains (N= 196), M.ed (N= 203) and others contain
UN
(N= 1). There mean ( B.ed= 38.7296, M.ed= 38.1576 and others= 48.00). Standard

deviation is the under root of variance where M.ed SD is little higher than B.ed while
L

other contains no value. Standard error is the standard deviation sampling distribution of
UA

mean. Where B.ed contain (SE 0.31209), M.ed (SE 0.30804). Upper and lower bound

tells us the range of values where maximum and minimum values fall.
RT

ANOVA
VI

Sum of Mean

Squares Df Square F Sig.

Teachers self Between 123.813 2 61.907 3.228 .041

Esteem scale Groups

Within Groups 7613.624 397 19.178

Total 7737.437 399

 131

In given table between groups having sum of square 123.813 and within group

having 7613.624 where degree of freedom (df) between groups is 2 and within groups is

397. Mean square error is calculated between groups (SSB/Df) and within groups

(SSW/Df) where F value is calculated by MST/ MSE. The ANOVA test indicates that

TY
p-value is less than 0.05 (i.e. .041) which shows the significant difference. Given results

SI
also demonstrates that the respondents of M.Ed have less positive attitude towards

teacher self-esteem.

ER
IV
UN
L
UA
RT
VI
 132

CHAPTER 5

DISCUSSION

5.1 Findings

TY
The investigation intended to evaluate the motivation and self-esteem level of

SI
educators of primary schools performing in diverse atmosphere. The staff performing in

primary schools of district Muzaffargarh were taken as population of research.

ER
Data analysis was conducted via Statistical Package for Social Sciences (SPSS)
IV
version 21. The current study revealed that the healthy atmosphere was encompassing

with 81% in Muzaffargarh.

UN

There was a noteworthy distinction between flexible and inflexible atmosphere.

Results indicated that there is a significant difference in environment of the school

L

regardless of the gender and area. There was no considerable distinction in motivation
UA

and self-esteem in terms of gender but of rural and urban areas in healthy atmosphere that
RT

portrayed high motivation and self-esteem. Results revealed that on the whole the female

PSTs and male PSTs from the urban and rural areas respectively were extremely
VI

passionate with their work.

Outcomes exhibited that generally females have high self-esteem alongwith self-

recognition, living willfully, self-conscientiousness, self-insolence, living decisively and

uprightness in spite of males. Age, expertise, and practice had no considerable impact on

motivation and self-esteem.

 133

This scrutiny intended to present vast outcomes of impact of atmosphere on

educators’ motivation and self-esteem. Inductive reasoning was completed on account of

statistics. The subsequent argument of preferred outcomes is founded on the particular

assessment of the scholar.

In government schools healthy atmosphere was leading with 81% and only 19%

TY
schools fall in category of inflexible atmosphere. These results contrasted the preceding

SI
facts that exposed 60% schools have inflexible and 40% have flexible atmosphere

(Smitty, 2008).

ER
The results of current study aided the outcomes of (Jolin, 2000) that healthy

IV
atmosphere was the most acceptable in many of the organizations. There was a striking

merit between levels of motivation of teachers performing in healthy atmosphere.These

UN
findings reinforced that practice did not encourage teachers’ motivation. Female teachers

were momentously motivated regardless of the atmosphere as compared to male teachers.

L

There was a huge discrepancy between self-esteem of primary teachers

UA

performing in healthy atmosphere. These findings aided the inquiry that staffs radiated

self-esteem in healthy atmosphere (Biblin, 2006). This investigation portrayed that age
RT

and self-esteem had no dissimilarity.

VI
 134

5.2 Conclusion

1. The current study has revealed that in spite of the challenges associated

with public schools in urban and rural areas, significant results of

quantitative analysis come to light.

TY
2. 81% schools have open (friendly) whereas 19% have closed climate.

3. Data was collected from 50% urban and 50% rural school heads.

SI
4. Urban and rural areas school have significant mean difference in climate.

ER
5. In open climate female schools (urban or rural) primary teachers have

same level of motivation.

6.
IV
In open climate male schools (urban or rural) primary teachers have
UN
significantly different level of motivation.

7. Statistical analysis showed that government teachers (male and female)

from urban and rural areas same motivation.

L
UA

8. Teacher qualification had no effect on motivation.

9. Results showed that work conditions and career development have

RT

significantly positive effect on motivation.

10. Teachers in open and close climate schools have significant difference in
VI

their self-esteem.
 135

5.3 Recommendations

1. Newly appointed heads must be given a training on the organizational climate.

2. The training institutes curriculum must have contents regarding climate.

3. Pre-service and in-service training should be given to create an open and friendly

TY
environment.

4. Such kind of researches must be conducted in government and private sectors

SI
worldwide.

ER
5. Such kind of researches must be conducted to compare the results of public and

private institutes.
IV
6. This type of studies will bring out updated headmasters who will be the best to
UN
create an open environment and to elevate the self-esteem and motivation of the

workers.

7. This kind of research will also investigate the effect of climate on students’
L
UA

efficacy and outcomes.

8. By this method we can achieve significant differences of outputs and efficiencies

RT

amongst educational and business organizations.

VI
 136

REFERENCES

Acharya, A. S., Prakash, A., Saxena, P., & Nigam, A. (2013). Sampling: Why and how of

it. Indian journal of medical specialities, 4(2), 330-333.

Addison, N., Burgess, L., Steers, J., & Trowell, J. (2010). Understanding art education:

TY
Engaging reflexively with practice. Routledge.

SI
Alavi, H. R., & Askaripur, M. R. (2003). The relationship between self-esteem and job

ER
satisfaction of personnel in government organizations. Public Personnel

Management, 32(4), 591-600.

IV
Anderman, E. M. (2020). Achievement motivation theory: Balancing precision and
UN

utility. Contemporary Educational Psychology, 61, 101864.

L

Appova, A., & Arbaugh, F. (2018). Teachers’ motivation to learn: Implications for
UA

supporting professional growth. Professional development in

education, 44(1), 5-21.

RT

Barrs, J. (2005). Factors contributed by community organizations to the motivation of

VI

teachers in rural Punjab, Pakistan, and implications for the quality of

teaching. International Journal of Educational Development, 25(3), 333-348.

Bast, J. L., & Walberg, H. J. (2004). Can parents choose the best schools for their

children? Economic of Education Review, 23, 431-440.

 137

Baumeister, R. F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2003). Does high self-

esteem cause better performance, interpersonal success, happiness, or healthier

lifestyles?. Psychological science in the public interest, 4(1), 1-44.

Bronfenbrenner, U., & Evans, G. W. (2000). Developmental science in the 21st century:

TY
Emerging questions, theoretical models, research designs and empirical

findings. Social development, 9(1), 115-125.

SI
Center for Social and Emotional Education (2010). School Climate Research Summary –

ER
January 2010. 1(1). Retrieved from

IV
http://www.schoolclimate.org/climate/documents/policy/sc-brief-v1.pdf.

Cherabin, M., Praveena, K. B., Azimi, H. M., Qadimi, A., & Shalmani, R. S. (2012).
UN

Self-esteem, job satisfaction and organizational commitment of faculty members

of secondary level teacher training programme in Mysore (India). Life Science

L

Journal, 9(4), 204-214.

UA

Chun, C. A., Moos, R. H., & Cronkite, R. C. (2006). Culture: A fundamental context for
RT

the children?. Economics of education review, 23(4), 431-440.

VI

Cohen, J., McCabe, L., Michelli, N. M., & Pickeral, T. (2009). School climate: Research,

policy, practice, and teacher education. Teachers college record, 111(1), 180-213.

Dartey-Baah, K., & Amoako, G. K. 2011. Application of Frederick Herzberg’s Two-

Factor theory in assessing and understanding employee motivation at work: a

Ghanaian Perspective. European Journal of Business and Management, 3(9), 1-8.

 138

Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013).

Creative learning environments in education—A systematic literature

review. Thinking skills and creativity, 8, 80-91.

Denver, CO: National Center for Learning and Citizenship, Education Commission of the

TY
States. Available: http://csee.net/climate/aboutcsee/school_climate_challenge.pdf

SI
Ewing, R. (2011). The arts and Australian education: Realising potential.

ER
Harris, A. (2002). School improvement: What’s in it for schools? New York: Routledge

Falmer.
IV
Hassan, U., Tayyab, M., &Awan, A. G. (2018).Effect of School Environment on
UN
Teacher’s Motivation and Self-Esteem at Secondary Level in District Multan-

Pakistan. Global Journal of Management, Social Sciences and Humanities, 4(1),

L

211-223.
UA

Haynes, N. M., Emmons, C., & Ben-Avie, M. (2007). School climate as a factor in
RT

student adjustment and achievement. Journal of Educational and Psychological

Consultation, 8(3), 321-329.

VI

Hoy, W., & Miskel, C. (2005). Education administration: Theory, research, and practice

(7th ed.). New York: McGraw-Hill.

Jeffrey, B. (2006). Creative teaching and learning: Towards a common discourse and

practice. Cambridge Journal of Education, 36(3), 399-414.

 139

Koth, C. W., Bradshaw, C. P., & Leaf, P. J. (2008). A multilevel study of predictors of

student perceptions of school climate: The effect of classroom-level factors.

Journal of Educational Psychology, 100(1), 96-104.

Kothen, R. (2011). The principal as cultural leader. Planning and Changing, 25(3), 52-65.

TY
Lindahl, R. A. (2011). The crucial role of assessing the school’s climate and culture in

SI
planning for school improvement. Educational Planning, 20(1), 16-30.

ER
Meristo, M., & Eisenschmidt, E. (2014). Novice teachers' perceptions of school climate

and self- efficacy. International Journal Of Educational Research, 671-10.

IV
Miller, D. J., Hudson, A., Miller, A., & Shimi, J. (2010). Nintendogs project: Report for
UN
LTS. Dundee: University of Dundee.

Mitchell, M. M., Bradshaw, C. P., & Leaf, P. J. (2010). Student and teacher perceptions
L

of school climate: A multilevel exploration of patterns of discrepancy. Journal of

UA

School Health, 80(6), 271-279.

RT

Moos, R. (2008). Work environment scale manual (4th ed.). Palo Alto, CA: Mind
VI

Garden, Inc.

National School Climate Council. (2007). The School Climate Challenge: Narrowing the

gap between school climate research and school climate policy, practice

guidelines and teacher education policy. New York: Center for Social and

Emotional Education; &

 140

Peterson, K.D., & Deal, T.E. (2009). The shaping school culture fieldbook (2nd ed.). San

Francisco: Jossey-Bass.

Ruiz-Apilánez, B., Karimi, K., García-Camacha, I., & Martín, R. (2017). Shared space

streets: design, user perception and performance. Urban Design

TY
International, 22(3), 267-284.

SI
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions

and new directions. Contemporary educational psychology, 25(1), 54-67.

ER
Sadri, G., & Bowen, C. R. (2011). Meeting employee requirements: Maslow's hierarchy
IV
of needs is still a reliable guide to motivating staff. Industrial engineer, 43(10),

44-49.
UN

Salma, G., & Sajid, M. A. (2012). Teacher’s motivation and job

L

satisfaction. International journal of management sciences and business

UA

research, 1(10), 56-65.

RT

Sapian, N. R. B., Abdullah, R. B. B., Ghani, M. F., Abdullah, Z., & Omar, I. M. B. (2020,

February). The Relationship Between Principal‟ s Communication Style and

VI

School Climate. In 3rd International Conference on Research of Educational

Administration and Management (ICREAM 2019) (pp. 197-205). Atlantis Press.

Schoen, L.T., & Teddlie, C. (2008). A new model of school culture: A response to a call

for conceptual clarity. School Effectiveness and School Improvement, 19(2), 129-

153.
 141

SHAH, M. A. U. H. (2011). Effect of school climate on teachers’motivation and self-

esteem at secondary level (Doctoral dissertation, University Of The Punjab

Lahore).

Shah, M. J., Akhtar, G., Zafar, H., & Riaz, A. (2012). Job satisfaction and motivation of

TY
teachers of public educational institutions. International Journal of Business and

Social Science, 3(8). stress and coping paradigm. In Handbook of multicultural

SI
perspectives on stress and coping (pp. 29-53). Springer, Boston, MA.

ER
Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school

IV
climate research. Review of educational research, 83(3), 357-385.

Thomson, P., & Sanders, E. (2010). Creativity and whole school change: An
UN

investigation of English headteacher practices. Journal of Educational

Change, 11(1), 63-83.

L
UA

United States Department of Education (2014). Guiding principles: A resource guide for

improving school climate and discipline. Retrieved from

RT

https://www.hsdl.org/?view&did=747966
VI

United States Department of Education. Safe and Supportive Schools Model. (2009).

Retrieved from http://safesupportiveschools.ed.gov/index.php?id=33.

Van Houtte, M. (2005). Climate or culture? A plea for conceptual clarity in school

effectiveness research. School Effectiveness and School Improvement, 16(1), 71-

89.
 142

Wang, Ming-Te; Degol, Jessica L. (2016). "School climate: A review of the construct,

measurement, and impact on student outcomes". Educational Psychology

Review. 28 (2): 315–352

Zulu, E., & Haupt, T. (2017, November). The Influence of Cognitive Loading on Schema

TY
Construction and Automation and Approaches to Learning in Students Studying

Construction. In 2017 7th World Engineering Education Forum (WEEF) (pp.

SI
759-764). IEEE.

ER
IV
UN
L
UA
RT
VI
 143

Appendix A

PART-A

Demographic variables information Performa

TY
Respected Sir/Madam,

SI
I am M.Phil scholar at Department of Education, Virtual university of Pakistan

ER
and going to conduct a research on “Relationship of school climate with teachers’

IV
motivation and self -esteem in primary schools of Muzaffargarh”. I need your

cooperation and support in the task of collecting data. I would like to assure you that your
UN
response to these questionnaires will be kept strictly confidential and will not be

disclosed or used for other than research purpose. Thanking you in anticipation for your
L

cooperation, support and sparing valuable time for this study.

UA
RT

Name: _______________________________________ (Optional)

VI

Gender Male Female Others

Academic Qualification B.A/B.Sc. M.A/M.Sc. M. Phil

Ph. D Others
 144

Professional Qualification B. Ed M. Ed Others

Teaching experience Less than Five Years 06 To 10 Years

TY
11 To 15 Years Above 15 Years

SI
Religion Muslim Non-Muslim

ER
Teacher training program (Participation)
IV Yes No
UN

(Mention name if participated in any program) ----------------------------------------

L

----------------------------------------
UA

----------------------------------------

Location of the School. Tick only one option.

RT
VI

Rural area (school located out side the Teh. & district Headquarter)

Urban area (only the school located at Teh. & district Headquarter)

Name of school ______________________________ EMIS Code_______________

Yours truly,

Muhammad Navid Iqbal

 145

M.Phil Scholar

Virtual University of Pakistan

PART-B

School-Level Environment Scale

TY
Select the most appropriate choice (Tick only one box)

SI
SA
Strongly Disagree SD = 1
A
Disagree D =2

ER
Undecided UD = 3 UD
Agree A =4
D
Strongly Agree SA = 5
IV SD
UN
Q1. There are many disruptive, difficult students in the school.

‫اﺳﮑﻮل ﻣﯿﮟ ﺑﮩﺖ ﺳﮯ طﻠﺒﺎء ﭘﯿﭽﯿﺪه اور ﮨﻨﮕﺎﻣہ ﺧﯿﺰطﺒﯿﻌﺖ ﮐﮯ ﮨﯿﮟ۔‬ 1 2 3 4 5

Q2. I seldom receive encouragement from colleagues.

L

‫ﻣﺠﮭﮯ ﺷﺎذ و ﻧﺎدر ﮨﯽ ﺳﺎﺗﮭﯿﻮں ﮐﯽ طﺮف ﺳﮯ ﺣﻮﺻﻠہ اﻓﺰاﺋﯽ ﻣﻠﺘﯽ ﮨﮯ۔‬ 1 2 3 4 5

UA

Q.3 Teachers frequently discuss teaching methods and strategies

1 2 3 4 5
with each other.
RT

‫اﺳﺎﺗﺬه اﮐﺜﺮ اﯾﮏ دوﺳﺮے ﮐﮯ ﺳﺎﺗﮭ ﺗﺪرﯾﺴﯽ طﺮﯾﻘﻮں اور ﺣﮑﻤﺖ ﻋﻤﻠﯽ ﭘﺮ ﮔﻔﺘﮕﻮ ﮐﺮﺗﮯ‬
VI

‫ﮨﯿﮟ۔‬

Q.4 I am often supervised to ensure that I follow directions

1 2 3 4 5
correctly.

‫ﻣﯿﺮی اﮐﺜﺮ ﻧﮕﺮاﻧﯽ ﮐﯽ ﺟﺎﺗﯽ ﮨﮯ ﯾہ ﺑﺎت ﯾﻘﯿﻨﯽ ﺑﻨﺎﻧﮯ ﮐﮯ ﻟﯿﮯ ﮐہ ﮐﯿﺎ ﻣﯿﮟ ﮨﺪاﯾﺎت ﭘﺮ‬

‫ﺻﺤﯿﺢ طﺮﯾﻘﮯ ﺳﮯ ﻋﻤﻞ ﮐﺮﺗﺎ ﮨﻮں۔‬

Q.5 Decisions about the running of the school are usually made by
1 2 3 4 5
the head teacher or a small group of teachers.
 146

‫اﺳﮑﻮل ﭼﻼﻧﮯ ﮐﮯ ﺑﺎرے ﻣﯿﮟ ﻓﯿﺼﻠﮯ ﻋﺎم طﻮر ﭘﺮ ﮨﯿﮉ ﭨﯿﭽﺮ ﯾﺎ اﺳﺎﺗﺬه ﮐﮯ اﯾﮏ ﭼﮭﻮﭨﮯ‬

‫ﺳﮯ ﮔﺮوپ ﮐﮯ ذرﯾﻌہ ﮐﯿﮯ ﺟﺎﺗﮯ ﮨﯿﮟ۔‬

Q.6 It is very difficult to change anything in this school.

‫اس اﺳﮑﻮل ﻣﯿﮟ ﮐﺴﯽ ﺑﮭﯽ ﭼﯿﺰ ﻣﯿﮟ ﺗﺒﺪﯾﻠﯽ ﻻﻧﺎ ﺑﮩﺖ ﻣﺸﮑﻞ ﮐﺎم ﮨﮯ۔‬ 1 2 3 4 5

Q.7 The school library includes an adequate selection of books

‫اﺳﮑﻮل ﻻﺋﺒﺮﯾﺮی ﻣﯿﮟ ﮐﺘﺎﺑﻮں ﮐﺎ ﻣﻨﺎﺳﺐ اﻧﺘﺨﺎب ﺷﺎﻣﻞ ﮨﮯ۔‬ 1 2 3 4 5

TY
Q.8 There is constant pressure to keep working.

SI
‫ﮐﺎم ﺟﺎری رﮐﮭﻨﮯ ﮐﮯ ﻟﺌﮯ ﻣﺴﺘﻘﻞ دﺑﺎؤ رﮨﺘﺎ ﮨﮯ۔‬ 1 2 3 4 5

Q.9 Most students are helpful and cooperative to teachers.

ER
‫زﯾﺎده ﺗﺮ طﻠﺒﺎ اﺳﺎﺗﺬه ﮐﮯ ﻟﺌﮯ ﻣﺪدﮔﺎر اور ﻣﻌﺎن رﮨﺘﮯ ﮨﯿﮟ۔‬ 1 2 3 4 5

Q.10 I have to refer on even small matters to a senior member of staff for a

final answer. IV 1 2 3 4 5

‫ﻣﺠﮭﮯ ﭼﮭﻮﭨﮯ ﭼﮭﻮﭨﮯ ﻣﻌﺎﻣﻼت ﮐﮯ ﺣﺘﻤﯽ ﺣﻞ ﮐﮯ ﻟﯿﮯ ﻋﻤﻠﮯ ﮐﮯ اﯾﮏ ﺳﯿﻨﺌﺮ ﻣﻤﺒﺮ‬
UN
‫ﺳﮯ رﺟﻮع ﮐﺮﻧﺎ ﭘﮍﺗﺎ ﮨﮯ۔‬

Q.11 Teachers are encouraged to be innovative in this school

‫اﺳﺎﺗﺬه ﮐﻮ اس اﺳﮑﻮل ﻣﯿﮟ ﺟﺪﯾﺪ ﮨﻮﻧﮯ ﮐﯽ ﺗﺮﻏﯿﺐ دی ﺟﺎﺗﯽ ﮨﮯ‬ 1 2 3 4 5

L

Q.12 I am ignored by other teachers.

UA

‫ﻣﺠﮭﮯ دوﺳﺮے اﺳﺎﺗﺬه ﻧﻈﺮاﻧﺪاز ﮐﺮﺗﮯ ﮨﯿﮟ۔‬ 1 2 3 4 5

RT

Q.13 Professional matters are seldom discussed during staff meetings. ‫ﻋﻤﻠہ‬ SD D UD A SA

‫ﮐﮯ اﺟﻼس ﮐﮯ دوران ﭘﯿﺸہ وراﻧہ اﻣﻮر ﭘﺮ ﺷﺎذ و ﻧﺎدر ﮨﯽ ﺗﺒﺎدﻟہ ﺧﯿﺎل ﮐﯿﺎ ﺟﺎﺗﺎ ﮨﮯ۔‬
VI

1 2 3 4 5

Q.14 It is considered very important that I closely follow syllabuses and

lesson plans. 1 2 3 4 5

‫ﯾہ ﺑﮩﺖ اﮨﻢ ﺳﻤﺠﮭﺎ ﺟﺎﺗﺎ ﮨﮯ ﮐہ ﻣﯿﮟ ﻧﺼﺎﺑﯿﺖ اور اﺳﺒﺎق ﮐﮯ ﻣﻨﺼﻮﺑﻮں ﭘﺮ ﺗﻘﺮﯾﺒﺎ ً ﻣﮑﻤﻞ‬

‫ﻋﻤﻞ ﮐﺮﺗﺎ ﮨﻮں‬

Q.15 Audio-video aids are readily available and accessible.

‫آڈﯾﻮ وﯾﮉﯾﻮ اﯾﮉ آﺳﺎﻧﯽ ﺳﮯ دﺳﺘﯿﺎب اور ﻗﺎﺑﻞ رﺳﺎئ ﮨﯿﮟ۔‬ 1 2 3 4 5

Q.16 I feel that I could rely on my colleagues for assistance if I should need
 ‫‪147‬‬

‫‪it.‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬

‫ﻣﺠﮭﮯ ﻟﮕﺘﺎ ﮨﮯ ﮐہ ﺿﺮورت ﭘﮍﻧﮯ ﭘﺮ ﻣﯿﮟ ﻣﺪد ﮐﮯ ﻟﺌﮯ اﭘﻨﮯ ﺳﺎﺗﮭﯿﻮں ﭘﺮ ﺑﮭﺮوﺳہ‬

‫ﮐﺮﺳﮑﺘﺎ ﮨﻮں۔‬

‫‪Q.17‬‬ ‫‪I have attended in service and other professional development courses.‬‬

‫ﻣﯿﮟ ﻧﮯ ﺧﺪﻣﺖ اور ﭘﯿﺸہ وراﻧہ ﺗﺮﻗﯽ ﮐﮯ دﯾﮕﺮﮐﻮرﺳﺰ ﻣﯿﮟ ﺷﺮﮐﺖ ﮐﯽ ﮨﮯ۔‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬

‫‪Q.18‬‬ ‫‪Teachers are frequently asked to participate in decisions‬‬

‫‪TY‬‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫‪concerning administrative policies and procedures.‬‬

‫‪SI‬‬
‫اﺳﺎﺗﺬه ﮐﻮ ﺑﺎر ﺑﺎر اﻧﺘﻈﺎﻣﯽ ﭘﺎﻟﯿﺴﯿﻮں اور طﺮﯾﻘہ ﮐﺎر ﺳﮯ ﻣﺘﻌﻠﻖ ﻓﯿﺼﻠﻮں‬

‫ﻣﯿﮟ ﺣﺼہ ﻟﯿﻨﮯ ﮐﻮ ﮐﮩﺎ ﺟﺎﺗﺎ ﮨﮯ۔‬

‫‪ER‬‬
‫‪Q.19‬‬ ‫‪Most teachers like the idea of change.‬‬

‫‪Q.20‬‬
‫زﯾﺎده ﺗﺮ اﺳﺎﺗﺬه ﮐﻮ ﺗﺒﺪﯾﻠﯽ ﮐﺎ آﺋﯿﮉﯾﺎ ﭘﺴﻨﺪ ﮨﮯ‬ ‫‪IV‬‬
‫‪Adequate facilities and services are available for teachers.‬‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫‪UN‬‬
‫اﺳﺎﺗﺬه ﮐﮯ ﻟﺌﮯ ﻣﻨﺎﺳﺐ ﺳﮩﻮﻟﯿﺎت اور ﺧﺪﻣﺎت دﺳﺘﯿﺎب ﮨﯿﮟ۔‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬

‫‪Q.21‬‬ ‫‪There is no time for teachers to relax.‬‬

‫اﺳﺎﺗﺬه ﮐﻮ آرام ﮐﺮﻧﮯ ﮐﺎ ﮐﻮﺋﯽ وﻗﺖ ﻧﮩﯿﮟ دﯾﺎ ﺟﺎﺗﺎ ﮨﮯ۔‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫‪L‬‬

‫‪Q.22‬‬ ‫‪My colleagues seldom take notice of my professional views and‬‬

‫‪UA‬‬

‫‪opinions.‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬

‫ﻣﯿﺮے ﺳﺎﺗﮭﯽ ﺷﺎذ و ﻧﺎدر ﮨﯽ ﻣﯿﺮے ﭘﯿﺸہ وراﻧہ ﺧﯿﺎﻻت اور آراء ﮐﺎ ﻧﻮﭨﺲ ﻟﯿﺘﮯ ﮨﯿﮟ۔‬
‫‪RT‬‬

‫‪Q.23‬‬ ‫‪Teachers show little interest in what is happening in other‬‬

‫اﺳﺎﺗﺬه دوﺳﺮے اﺳﮑﻮﻟﻮں ﻣﯿﮟ ﺟﻮ ﮐﭽﮭ ﮨﻮرﮨﺎ ﮨﻮﺗﺎ ﮨﮯ اس ﻣﯿﮟ ذرا ﺑﮭﯽ دﻟﭽﺴﭙﯽ ‪schools.‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫‪VI‬‬

‫ﻧﮩﯿﮟ رﮐﮭﺘﮯ ﮨﯿﮟ۔‬

‫‪Q.24‬‬ ‫‪I am encouraged to make decisions without interference of a senior‬‬

‫‪staff member.‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬

‫ﺟﺐ ﻋﻤﻠﮯ ﮐﮯ ﺳﯿﻨﺌﺮ ﻣﻤﺒﺮ ﮐﯽ ﻣﺪاﺧﻠﺖ ﮐﮯ ﺑﻐﯿﺮ ﻓﯿﺼﻠﮯ ﮐﺮﺗﺎ ﮨﻮں ﺗﻮ ﻣﯿﺮا ﺣﻮﺻﻠہ ﺑﮍھ‬

‫ﺟﺎﺗﺎ ﮨﮯ۔‬

‫‪Q.25‬‬ ‫‪Teachers are keen to learn from their colleagues.‬‬

‫اﺳﺎﺗﺬه اﭘﻨﮯ ﺳﺎﺗﮭﯿﻮں ﺳﮯ ﺳﯿﮑﮭﻨﮯ ﮐﮯ ﺧﻮاﮨﺎں ﮨﯿﮟ۔‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
 148

Q.26 Facilities are inadequate for catering for a variety of

1 2 3 4 5
classroom activities and learning groups of different sizes.

‫ﻣﺘﻌﺪد ﮐﻼس روﻣﺰ ﮐﯽ ﺳﺮﮔﺮﻣﯿﻮں اور ﻣﺨﺘﻠﻒ ﺳﺎﺋﺰ ﮐﮯ ﮔﺮوﭘﺲ‬

‫ﮐﮯﺳﯿﮑﮭﻨﮯ ﮐﮯ ﻟﯿﮯ ﺳﮩﻮﻟﯿﺎت ﻧﺎﮐﺎﻓﯽ ﮨﯿﮟ‬

Q.27 I often feel lonely and left out of things in the staffroom.

TY
‫ﻣﯿﮟ اﮐﺜﺮ اﺳﭩﺎف روم ﻣﯿﮟ ﺗﻨﮩﺎ ﮨﻮﺗﺎ ﮨﻮں اور ﭼﯿﺰوں ﺳﮯ ﻣﺤﺮوم رﮨﺘﺎ ﮨﻮں۔‬ 1 2 3 4 5

Q.28 I am expected to maintain very strict control in the classroom. ‫ﻣﺠﮭﮯ‬

SI
‫ﺗﻮﻗﻊ ﮨﮯ ﮐہ ﻣﯿﮟ ﮐﻼس روم ﻣﯿﮟ ﺑﮩﺖ ﺳﺨﺖ ﮐﻨﭩﺮول ﺑﺮﻗﺮار رﮐﮭﻮں ﮔﺎ۔‬ 1 2 3 4 5

ER
IV
UN
L
UA
RT
VI
 149

PART-C

Teachers’ Motivation scale

Select the most appropriate choice (Tick only one box)

TY
SA
Strongly Disagree SD = 1
A
Disagree D =2
Undecided UD = 3 UD

SI
Agree A =4
D
Strongly Agree SA = 5
SD

ER
Q1. Teaching allows me to experience the love and respect of students.
IV
‫ﻣﯿﮟ طﻠﺒﺎ ﮐﯽ ﺗﺪرﯾﺲ ﻣﯿﮟ ﻣﺤﺒﺖ اور اﺣﺘﺮام ﮐﺎروﯾہ اﭘﻨﺎﺗﺎ ﮨﻮں۔‬ 1 2 3 4 5

Q.2 Teaching gives me a chance to serve as a positive role model for

UN
students 1 2 3 4 5

‫ﺗﺪرﯾﺲ ﻣﺠﮭﮯ طﻠﺒﺎ ﮐﮯ ﻟﺌﮯ اﯾﮏ ﻣﺜﺒﺖ رول ﻣﺎڈل ﮐﯽ ﺣﯿﺜﯿﺖ ﺳﮯ ﺧﺪﻣﺎت اﻧﺠﺎم دﯾﻨﮯ ﮐﺎ‬
L

‫ﻣﻮﻗﻊ ﻓﺮاﮨﻢ ﮐﺮﺗﯽ ﮨﮯ‬

UA

Q.3 Teaching is an intellectually stimulating occupation.

‫درس و ﺗﺪرﯾﺲ ﻓﮑﺮی طﻮر ﭘﺮاﯾﮏ ﻣﺘﺤﺮک ﭘﯿﺸہ ﮨﮯ۔‬ 1 2 3 4 5

RT

Q.4 I have a desire to impart knowledge to students

‫ﻣﯿﺮی ﯾہ ﺧﻮاﮨﺶ رﮨﯽ ﮨﮯﮐﯽ طﻠﺒﺎ ﮐﻮ ﻋﻠﻢ ﻓﺮاﮨﻢ ﮐﺮوں‬ 1 2 3 4 5

VI

Q.5 Teaching gives me the opportunity to promote respect for knowledge

and learning. 1 2 3 4 5

‫ﺗﻌﻠﯿﻢ ﻣﺠﮭﮯ ﻋﻠﻢ اور ﺳﯿﮑﮭﻨﮯ ﮐﮯ ﻋﻤﻞ ﮐﮯﻟﺌﮯ اﺣﺘﺮام ﮐﻮ ﻓﺮوغ دﯾﻨﮯ ﮐﺎ ﻣﻮﻗﻊ ﻓﺮاﮨﻢ‬

‫ﮐﺮﺗﯽ ﮨﮯ۔‬

Q.6 Teaching gives me a lifelong opportunity to learn.

‫ﺗﻌﻠﯿﻢ ﻣﺠﮭﮯ زﻧﺪﮔﯽ ﺑﮭﺮ ﺳﯿﮑﮭﻨﮯ ﮐﺎ ﻣﻮﻗﻊ ﻓﺮاﮨﻢ ﮐﺮﺗﯽ ﮨﮯ۔‬ 1 2 3 4 5

Q.7 Teaching gives me a chance to help the less fortunate.

 150

‫ﺗﻌﻠﯿﻢ ﻣﺠﮭﮯ ﻏﺮﯾﺐ طﺒﻘہ ﮐﯽ ﻣﺪد ﮐﺮﻧﮯ ﮐﺎ ﻣﻮﻗﻊ ﻓﺮاﮨﻢ ﮐﺮﺗﯽ ﮨﮯ۔‬ 1 2 3 4 5

Q.8 I would like to solve some of the problems in the educational field.

‫ﻣﯿﮟ ﺗﻌﻠﯿﻤﯽ ﻣﯿﺪان ﻣﯿﮟ ﮐﭽﮭ ﻣﺴﺎﺋﻞ ﮐﻮ ﺣﻞ ﮐﺮﻧﺎ ﭼﺎﮨﺘﺎ ﮨﻮں‬ 1 2 3 4 5

Q.9 Good teachers are needed so badly.

‫اﭼﮭﮯ اﺳﺎﺗﺬه ﮐﯽ ﺑﮩﺖ ﺳﺨﺖ ﺿﺮورت ﮨﮯ۔‬ 1 2 3 4 5

Q.10 Teaching gives me chance to make an impact on society.

TY
‫ﺗﻌﻠﯿﻢ ﻣﺠﮭﮯ ﻣﻌﺎﺷﺮے ﭘﺮ اﺛﺮ ڈاﻟﻨﮯ ﮐﺎ ﻣﻮﻗﻊ ﻓﺮاﮨﻢ ﮐﺮﺗﯽ ﮨﮯ۔‬ 1 2 3 4 5

SI
Q.11 Teaching gives me opportunity for leadership.

‫ﺗﻌﻠﯿﻢ ﻣﺠﮭﮯ ﻗﺎﺋﺪﯾﺖ ﮐﺎ ﻣﻮﻗﻊ ﻓﺮاﮨﻢ ﮐﺮﺗﯽ ﮨﮯ۔‬ 1 2 3 4 5

ER
Q.12 Teaching fits well with my personality.

1 2 3 4 5

IV
‫ﺗﻌﻠﯿﻢ ﻣﯿﺮی ﺷﺨﺼﯿﺖ ﮐﮯ ﺳﺎﺗﮭ اﭼﮭﯽ طﺮح ﻓﭧ ﺑﯿﭩﮭﺘﯽ ﮨﮯ۔‬

Q.13 People often regard me as a “natural” teacher.

UN
‫ﻟﻮگ اﮐﺜﺮ ﻣﺠﮭﮯ اﯾﮏ "ﻓﻄﺮی" ﭨﯿﭽﺮ ﺳﻤﺠﮭﺘﮯ ﮨﯿﮟ۔‬ 1 2 3 4 5
L

Q.14 Teaching offers me a good opportunity for career advancement. SD D UD A SA

UA

‫ﺗﻌﻠﯿﻢ ﻣﺠﮭﮯ ﮐﯿﺮﯾﺌﺮ ﻣﯿﮟ ﺗﺮﻗﯽ ﮐﺎ اﯾﮏ اﭼﮭﺎ ﻣﻮﻗﻊ ﻓﺮاﮨﻢ ﮐﺮﺗﯽ ﮨﮯ۔‬
3
1 2 4 5
RT

Q.15 Teaching can help me to develop character of students

‫ﺗﺪرﯾﺲ طﻠﺒﺎء ﮐﮯ ﮐﺮدار ﮐﻮ ﺑﮩﺘﺮ ﺑﻨﺎﻧﮯ ﻣﯿﮟ ﻣﯿﺮی ﻣﺪد ﮐﺮﺳﮑﺘﯽ ﮨﮯ‬ 1 2 3 4 5
VI

Q.16 I trained for another field but could not get a job.

‫ﻣﯿﮟ ﻧﮯ دوﺳﺮے ﺷﻌﺒﮯ ﮐﯽ ﺗﺮﺑﯿﺖ ﺣﺎﺻﻞ ﮐﯽ ﻟﯿﮑﻦ ﻧﻮﮐﺮی ﻧﮩﯿﮟ ﻣﻞ ﺳﮑﯽ۔‬ 1 2 3 4 5

Q.17 I trained for another field but did not feel comfortable in that field.

‫ﻣﯿﮟ ﻧﮯ دوﺳﺮی ﻓﯿﻠﮉ ﮐﮯ ﻟﺌﮯ ﺗﺮﺑﯿﺖ ﺣﺎﺻﻞ ﮐﯽ ﻟﯿﮑﻦ اس ﺷﻌﺒﮯ ﻣﯿﮟ آرام ﻣﺤﺴﻮس ﻧﮩﯿﮟ‬ 1 2 3 4 5

‫ﮐﯿﺎ۔‬

Q.18 I like the work hours and vacation time.

‫ﻣﺠﮭﮯ ﮐﺎم ﮐﮯ اوﻗﺎت اور ﭼﮭﭩﯽ ﮐﺎ وﻗﺖ ﭘﺴﻨﺪ ﮨﮯ۔‬ 1 2 3 4 5

 151

Q.19 Teachers have a pleasant working environment.

‫اﺳﺎﺗﺬه ﮐﺎ ﮐﺎم ﮐﺮﻧﮯ ﮐﺎ ﻣﺎﺣﻮل ﺧﻮﺷﮕﻮار ﮨﮯ۔‬ 1 2 3 4 5

Q.20 School time schedule will be compatible with my home situation‫۔‬

‫اﺳﮑﻮل ﮐﺎ ﭨﺎﺋﻢ ﺷﯿﮉول ﻣﯿﺮے ﮔﮭﺮ ﮐﯽ ﺻﻮرﺗﺤﺎل ﮐﮯ ﻣﻄﺎﺑﻖ ﮨﻮﮔﺎ۔‬ 1 2 3 4 5

Q.21 It is a career where I can balance the demands of work and family.

‫ﯾہ اﯾﮏ اﯾﺴﺎ ﮐﯿﺮﯾﺌﺮ ﮨﮯ ﺟﮩﺎں ﻣﯿﮟ ﮐﺎم اور ﮐﻨﺒہ ﮐﮯ ﺗﻘﺎﺿﻮں ﻣﯿﮟ ﺗﻮازن ﻗﺎﺋﻢ ﮐﺮﺳﮑﺘﺎ ﮨﻮں۔‬ 1 2 3 4 5

TY
Q.22 Teaching gives me an opportunity to meet a lot of people.

‫ﺗﺪرﯾﺲ ﻣﺠﮭﮯ ﺑﮩﺖ ﺳﺎرے ﻟﻮﮔﻮں ﺳﮯ ﻣﻠﻨﮯ ﮐﺎ ﻣﻮﻗﻊ ﻓﺮاﮨﻢ ﮐﺮﺗﯽ ﮨﮯ۔‬ 1 2 3 4 5

SI
Q.23 It is a most suitable carrier for a woman.

ER
‫ﯾہ ﻋﻮرت ﮐﮯ ﻟﺌﮯ اﯾﮏ ﻣﻮزوں ﺗﺮﯾﻦ ﺷﻌﺒہ ﮨﮯ۔‬ 1 2 3 4 5

IV
UN
L
UA
RT
VI
 152

PART-D

Teachers’ self-esteem scale

Select the most appropriate choice (Tick only one box)

SA
Strongly Disagree SD = 1
A
Disagree D =2
Undecided UD = 3 UD

TY
Agree A =4
D
Strongly Agree SA = 5

SI
SD

Q.1 I am satisfied from myself on the whole.

ER
‫ﻣﯿﮟ اﭘﻨﮯ آپ ﺳﮯ ﻣﮑﻤﻞ طﻮر ﭘﺮ ﻣﻄﻤﺌﻦ ﮨﻮں۔‬ 1 2 3 4 5

Q.2 I think that I have various qualities. IV

‫ﻣﺠﮭﮯ ﻟﮕﺘﺎ ﮨﮯ ﮐہ ﻣﺠﮭ ﻣﯿﮟ ﻣﺨﺘﻠﻒ ﻗﺴﻢ ﮐﯽ ﺧﺼﻮﺻﯿﺎت ﮨﯿﮟ۔‬ 1 2 3 4 5
UN
Q.3 I can perform any task as better as other one can.

‫ﻣﯿﮟ ﮐﺴﯽ ﺑﮭﯽ ﮐﺎم ﮐﻮ دوﺳﺮوں ﮐﯽ ﻧﺴﺒﺖ ﺑﮩﺘﺮ طﺮﯾﻘﮯ ﺳﮯ ﺳﺮ اﻧﺠﺎم دے‬ 1 2 3 4 5

‫ﺳﮑﺘﺎﮨﻮں۔‬
L
UA

Q.4 I don’t bother others what they think about me.

‫ﻣﺠﮭﮯ اس ﺑﺎت ﮐﯽ ﺑﺎﻟﮑﻞ ﭘﺮواه ﻧﮩﯿﮟ ﮐہ دوﺳﺮے ﻟﻮگ ﻣﯿﺮے ﺑﺎرے ﻣﯿﮟ‬ 1 2 3 4 5
RT

‫ﮐﯿﺎ ﺳﻮﭼﺘﮯ ﮨﯿﮟ۔‬

VI

Q.5 I come to know about my capabilities form other’s opinions.

‫ﻣﺠﮭﮯ دوﺳﺮوں ﮐﯽ آرأ ﺳﮯاﭘﻨﯽ ﺻﻼﺣﯿﺘﻮں ﮐﮯ ﺑﺎرے ﻣﯿﮟ ﻋﻠﻢ ﮨﻮﺗﺎﮨﮯ۔‬ 1 2 3 4 5

Q.6 I neglect myself in helping others.

‫ﻣﯿﮟ دوﺳﺮوں ﮐﯽ ﻣﺪد ﮐﺮﻧﮯ ﻣﯿﮟ ﺧﻮد ﮐﻮ ﻧﻈﺮاﻧﺪاز ﮐﺮﺟﺎﺗﺎ ﮨﻮں۔‬ 1 2 3 4 5

Q.7 I blame myself for any wrong deed.

‫ﻣﯿﮟ ﮐﺴﯽ ﺑﮭﯽ ﻏﻠﻂ ﮐﺎم ﮐﺎ ذﻣہ دار ﺧﻮدﮐﻮﭨﮭﮩﺮاﺗﺎ ﮨﻮں۔‬ 1 2 3 4 5

Q.8 I start my day with a positive attitude.

 ‫‪153‬‬

‫ﻣﯿﮟ اﭘﻨﮯ دن ﮐﺎ آﻏﺎز اﯾﮏ ﻣﺜﺒﺖ روﯾہ ﮐﮯ ﺳﺎﺗﮭ ﮐﺮﺗﺎ ﮨﻮں۔‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬

‫‪Q.9‬‬ ‫‪It is right in my opinion that change in one’s self can be brought by‬‬

‫‪self-strictness.‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬

‫ﯾہ ﻣﯿﺮی راﺋﮯ ﻣﯿﮟ ﭨﮭﯿﮏ ﮨﮯ ﮐہ ﮐﺴﯽ ﮐﮯ اﻧﺪرﺗﺒﺪﯾﻠﯽ اﭘﻨﯽ ﺳﺨﺘﯽ ﮐﮯ‬

‫ذرﯾﻌہ ﺳﮯ ﻻﺋﯽ ﺟﺎﺳﮑﺘﯽ ﮨﮯ۔‬

‫‪TY‬‬
‫‪Q.10‬‬ ‫‪I feel myself alone.‬‬

‫ﻣﯿﮟ ﺧﻮد ﮐﻮ ﺗﻨﮩﺎ ﻣﺤﺴﻮس ﮐﺮﺗﺎ ﮨﻮں‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬

‫‪SI‬‬
‫‪Q.11‬‬ ‫‪I think that my success is due to my luck and my failure is not because‬‬

‫‪of my incapability.‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬

‫‪ER‬‬
‫ﻣﺠﮭﮯ ﻟﮕﺘﺎ ﮨﮯ ﮐہ ﻣﯿﺮی ﮐﺎﻣﯿﺎﺑﯽ ﻣﯿﺮی ﻗﺴﻤﺖ ﮐﯽ وﺟہ ﺳﮯ ﮨﮯ اور‬

‫ﻣﯿﺮی ﻧﺎﮐﺎﻣﯽ ﻣﯿﺮی ﻧﺎاﮨﻠﯽ ﮐﯽ وﺟہ ﺳﮯ ﻧﮩﯿﮟ ﮨﮯ۔‬ ‫‪IV‬‬

‫‪Q.12‬‬ ‫‪I prefer others opinion over mine.‬‬
‫‪UN‬‬
‫دﯾﺘﺎ ﮨﻮں۔‬ ‫ﻣﯿﮟ اﭘﻨﯽ ﺑﺎت ﭘﺮ دوﺳﺮوں ﮐﯽ راﺋﮯ ﮐﻮ ﺗﺮﺟﯿﺢ‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬

‫‪Q.13‬‬ ‫?‪I often criticize myself‬‬

‫‪L‬‬

‫ﻣﯿﮟ اﮐﺜﺮ ﺧﻮد ﭘﺮ ﺗﻨﻘﯿﺪ ﮐﺮﺗﺎ ﮨﻮں‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫‪UA‬‬

‫‪Q.14‬‬ ‫‪I do something for the reason that what others will think about me.‬‬ ‫‪SD‬‬ ‫‪D‬‬ ‫‪UD‬‬ ‫‪A‬‬ ‫‪SA‬‬

‫ی ﮐﺎم ﮐﺮﺗﺎ ﮨﻮں ﮐہ دوﺳﺮے ﻣﯿﺮے ﻣﺘﻌﻠﻖ ﮐﯿﺎ ﺳﻮﭼﯿﮟ‬

‫ﻣﯿﮟ اس وﺟہ ﺳﮯ ﮐﻮ ٔ‬
‫‪RT‬‬

‫‪1‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬

‫‪2‬‬
‫ﮔﮯ‬
‫‪VI‬‬

‫‪Q.15‬‬ ‫‪I feel that I am a person of worth, at least on an equal plane with‬‬

‫‪others.‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬

‫ﻣﺠﮭﮯ ﻟﮕﺘﺎ ﮨﮯ ﮐہ ﻣﯿﮟ اﯾﮏ ﻗﺎﺑﻞ آدﻣﯽ ﮨﻮں ‪ ،‬ﮐﻢ از ﮐﻢ دوﺳﺮوں ﮐﮯ ﺳﺎﺗﮭ‬

‫ﺑﺮاﺑﺮی ﮐﯽ ﺳﻄﺢ ﭘﺮ ﮨﻮں‬

‫‪Q.16‬‬ ‫‪I feel that I have a number of good qualities.‬‬

‫ﻣﺠﮭﮯ ﻟﮕﺘﺎ ﮨﮯ ﮐہ ﻣﺠﮭ ﻣﯿﮟ ﺑﮩﺖ ﺳﯽ ﺧﻮﺑﯿﺎں ﮨﯿﮟ۔‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
 154

Appendix B
Permission letters of Instruments

TY
SI
ER
IV
UN
L
UA
RT
VI
VI
RT
UA
L
UN
IV
ER
SI
TY
155
VI
RT
UA
L
UN
IV
ER
SI
TY
156
 157

Appendix C
List of selected male primary schools of district Muzaffargarh

S.No EMIS Code School Name

1 32330179 GPS ADAM WALA
2 32330950 GPS ADDA MUHAMMAD WALA
3 32330284 GPS AHMAD KHAN WALA

TY
4 32330703 GPS AKBAR WALA
5 32330346 GPS ALI ABRIEND
6 32330119 GPS ALI WALA

SI
7 32330782 GPS ASAIR WALA
8 32330148 GPS AYOUB ARAIN
9 32330328 GPS AZIZ KHOKHAR WALA

ER
10 32330723 GPS BADDAY WALA
11 32330668 GPS BAGH PUR
12
13
32330194
32330660
IV
GPS BAGH WALA QADEEM
GPS BAIR WALA
14 32330344 GPS BAIT MANDU
UN
15 32330265 GPS BAIT MITHAI SHAH
16 32330783 GPS BAIT THATHA SIALAN
17 32330266 GPS BAIT UMER PUR
18 32330784 GPS BAIT WALI DAD KHULANG
L

19 32330115 GPS BAKHSH WALA

UA

20 32330717 GPS BAKHTIARAY WALA

21 32330226 GPS BALOCH WALA
22 32330165 GPS BANNA SHAH PUR
RT

23 32330649 GPS BARA SADAT

24 32330156 GPS BASHIR NAGAR
VI

25 32330173 GPS BASHIR SINAWAN WALA

26 32310149 GPS AMIR PUR DAHA
27 32310134 GPS AZEEM SHAH
28 32310103 GPS BABBER JADEED
29 32310060 GPS BAHAREIN WALI
30 32310118 GPS BAIT BAGH SHAH
31 32310132 GPS BAIT CHANNA
32 32310088 GPS BAIT DEWAN
33 32310126 GPS BAIT JHABAIL
34 32310063 GPS BAIT MOIZ UD DIN
35 32310066 GPS BAIT MULLAN WALI
 158

36 32310251 GPS BAKHSHAN WALA

37 32310093 GPS BAQIR SHAH SHUMALI
38 32310267 GPS BASTI CHACHAR
S.No EMIS Code School Name
39 32310097 GPS BASTI JASKANI
40 32310246 GPS BASTI MAHARAN
41 32310133 GPS BASTI MEHMOOD
42 32310261 GPS BASTI NAMBERDAR

TY
43 32310270 GPS BASTI QURESHI
44 32310082 GPS BASTI SIALAN

SI
45 32310053 GPS BASTI UMER
46 32310075 GPS BAZ WALA
47 32310124 GPS BHAMBHRI

ER
48 32310059 GPS BHINDAY WALI
49 32310130 GPS BUDHWANI
50 32310078 GPS CHAJRA
51 32320087
IV
GPS BHARYOG
52 32320090 GPS ARI KHAIRI
UN
53 32320093 GPS SAGHIR ABAD
54 32320094 GPS BASTI CHANDIA
55 32320097 GPS MEERAN WALA
56 32320098 GPS HAFEEZ ABAD
L

57 32320099 GPS MUMTAZ ABAD

UA

58 32320100 GPS DIBI SHAH

59 32320101 GPS BASTI KHANDOYA
60 32320102 GPS KATEY MAR
RT

61 32320103 GPS DOABA HANS

62 32320104 GPS RAKHAN
63 32320105 GPS BASTI ADAM
VI

64 32320108 GPS SAHOOL WALA

65 32320109 GPS BASTI JHANDEER
66 32320110 GPS SARH
67 32320111 GPS FAROOQ GURMANI
68 32320113 GPS MANSOOR ABAD
69 32320114 GPS JILANI WALA
70 32320115 GPS SUNARAY WALA
71 32320116 GPS KALA BAGRAY WALA
72 32320118 GPS WAYRAR SIPRA
73 32320119 GPS IBRAHIM WALA
 159

74 32320121 GPS SAIDAY WALA

75 32320124 GPS GHAZI GHAT
76 32340266 GPS ALLAH BAKHSH GOPANG
S.No EMIS Code School Name
77 32340349 GPS ALLAH DAWAYA LAR
78 32340267 GPS AMEERAN KHAN
79 32340066 GPS ASEER WALA
80 32340054 GPS ASGHAR WALA

TY
81 32340268 GPS AZEEM ABAD
82 32340072 GPS AZIZ ABAD
32340101 GPS BAGH WALA

SI
83
84 32340047 GPS BAGRA
85 32340147 GPS BAIT HAZARI

ER
86 32340084 GPS BAIT SHAHIL KHAN
87 32340064 GPS BAKAINI
88 32340272 GPS BAKAINI (NEW)
89 32340079
32340146
IV
GPS BALOCHAN WALI
GPS BASIRA MARKAND
90
UN
91 32340088 GPS BASTI ALLAH BAKHSH
92 32340071 GPS BASTI ARIF
93 32340038 GPS BASTI GHAZAN
94 32340327 GPS BASTI LAR
L

95 32340337 GPS BASTI LAR

32340286 GPS BASTI MOCHI PACHAR
UA

96
97 32340068 GPS BASTI MOHANA
98 32340291 GPS BASTI PANOOHAN
RT

99 32340148 GPS BASTI SHUMAR

100 32340325 GPS BASTI SIKHANI
VI
 160

List of selected female primary schools of district Muzaffargarh

S.No EMIS Code School Name

1 32330609 GGPS AALI WALA
2 32330661 GGPS ABBAS PUR
3 32330524 GGPS ADAM KHAKI
4 32330397 GGPS AHMAD BARI SULTAN

TY
5 32330414 GGPS AHMAD WALA
6 32330604 GGPS AHMAD WALA JADEED
7 32330807 GGPS Ali Abad Rodan Wala

SI
8 32330429 GGPS ALI AMBRIEND
9 32330552 GGPS AMEER SHAH
10 32330487 GGPS AMMER PUR SARBANA

ER
11 32330643 GGPS APALO MILLS
12 32330581 GGPS ARBI WALA
13
14
32330625
32330463
IV
GGPS ARBI WALA
GGPS ASHIQ WALA
15 32330364 GGPS AYUB ARAIN
UN
16 32330557 GGPS AZIZ ABAD
17 32330729 GGPS BAHAR CHANDIA
18 32330583 GGPS BAHARAY WALA
19 32330366 GGPS BAIR WALA
L

20 32330551 GGPS BAIT RAI ALI

UA

21 32330521 GGPS BANGUL WALI

22 32330548 GGPS BANRAR SHARIF
23 32330386 GGPS BARA SADAT
RT

24 32330736 GGPS BASTI BHUTTA

25 32330370 GGPS BASTI BUKHARA
VI

26 32310319 GGPS AGHRANI

27 32310197 GGPS ALIPUR NO. 2
28 32310229 GGPS BAHAR KHAN GOPANG
29 32310234 GGPS BAHARAY WALA
30 32310301 GGPS BAQAR SHAH
31 32310217 GGPS BASTI ARAIN
32 32310233 GGPS BASTI AWAN
33 32310166 GGPS BASTI BARA
34 32310187 GGPS BASTI BARBRA
35 32310153 GGPS BASTI CHACHAR
36 32310167 GGPS BASTI CHANDIA
 161

S.No EMIS Code School Name

37 32310228 GGPS BASTI DEAT
38 32310151 GGPS BASTI DESI
39 32310220 GGPS BASTI DOGRAN
40 32310215 GGPS BASTI GABOOL
41 32310175 GGPS BASTI GHULAM HAYEDER WALA
42 32310309 GGPS BASTI GOPANG
43 32310174 GGPS BASTI JANGLA

TY
44 32310239 GGPS BASTI KANJIN WALI
45 32310178 GGPS BASTI KHIARI

SI
46 32310163 GGPS BASTI KULAB WALA
47 32310210 GGPS BASTI LAGHARI
48 32310165 GGPS BASTI LANGAH

ER
49 32310307 GGPS BASTI LAR
50 32310176 GGPS BASTI MIRANI
51 32320329 GGPS SAEED SUKHERA ABAD
52 32320330
IV
GGPS DIRKHAN WALA
53 32320333 GGPS ARI LAL KHAN
UN
54 32320334 GGPS TIBBI NIZAM
55 32320335 GGPS MUKHTIAR WALA
56 32320336 GGPS KHURSHID ABAD
57 32320337 GGPS PATTAY WALA
L

58 32320338 GGPS KHAJI WALA

UA

59 32320339 GGPS AHMAD WALA NO.1

60 32320341 GGPS CHAN WALA
61 32320344 GGPS DHENGANAY WALA
RT

62 32320345 GGPS HAJI SHAH

63 32320347 GGPS BARHAMAN WALA
64 32320348 GGPS ISMAIL WALA
VI

65 32320349 GGPS HABIB WALA

66 32320351 GGPS SHAHEED ABAD
67 32320352 GGPS SARWIN WALA
68 32320353 GGPS ZAHID WALA
69 32320354 GGPS BASTI JANGLA
70 32320355 GGPS LIAQAT ABAD
71 32320356 GGPS BALA SAIR WALA
72 32320359 GGPS TOUQEER ABAD
73 32320360 GGPS ILLYAS WALA
74 32320362 GGPS CHAWOND WALI
 162

S.No EMIS Code School Name

75 32320363 GGPS NASEEM IJAZ WALA
76 32340160 GGPS BASTI KHERA
77 32340228 GGPS BASTI KHULANG
78 32340233 GGPS BASTI LAGHARI NO. 1
79 32340344 GGPS BASTI LAGHARI NO. 2
80 32340249 GGPS BASTI LANGRIAL
81 32340260 GGPS BASTI MAKWAL

TY
82 32340202 GGPS BASTI MANDWANI
83 32340168 GGPS BASTI MIRANI

SI
84 32340243 GGPS BASTI MITHOO
85 32340310 GGPS BASTI RAMZAN KHAN
86 32340219 GGPS BATOOL WALA

ER
87 32340211 GGPS BHAMBOO SANDILLA
88 32340205 GGPS BHELAY WALA
89 32340180 GGPS BHINDI KORAI
90 32340209
IV
GGPS BIBI PUR DUMMER
91 32340200 GGPS BINDA MEHARBAN
UN
92 32340309 GGPS BULLAY WALA
93 32340236 GGPS CHAH NAWAN
94 32340259 GGPS CHIT CALROO
95 32340242 GGPS CHITT WALA
L

96 32340316 GGPS CHOHAN WALA

32340318 GGPS CHUNOO ABAD
UA

97
98 32340313 GGPS DADAY WALA
99 32340311 GGPS DAMMER WALA SHUMALI NO. 1
RT

100 32340342 GGPS DAWOOD WALA

VI