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A STUDY ON ACCOUNTABILITY AND PERCEIVED AUTONOMY SUPPORT AMONG PRE-UNIVERSITY COLLEGE TEACHERS

Thomas, Mary (2014) A STUDY ON ACCOUNTABILITY AND PERCEIVED AUTONOMY SUPPORT AMONG PRE-UNIVERSITY COLLEGE TEACHERS. Other thesis, Christ University.

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Abstract

ABSTRACT Accountability of Teachers referred to as teacher accountability in educational literature is a multi-dimensional concept consisting of teacher participation in school decision making. It further focuses on what is best for the student and the profession of teaching. Self-determination theory postulates that when teachers perceive an autonomy supportive work climate which satisfies their three core psychological needs, (Competence, Autonomy and Relatedness) they experience a feeling of wellness and belongingness to the institution and are energized to exert extra effort in all the activities of the institution they engage in. The present study on Accountability and Perceived Autonomy Support among Pre-university College Teachers undertaken by the investigator focused on the relationship between ‘Accountability of Teachers’ and Perceived Autonomy Support’ among Pre-university college teachers of Bangalore north and south belonging to three types of management such as government, private aided and private unaided. The aim of this study was to find out whether there is any relationship between Accountability of Teachers and Perceived Autonomy Support. The sample of the study consisted of 392 pre-university college teachers (both male and female) of three types of colleges; namely government, private aided and private unaided. The results of the study show that there is a significant relationship between ‘Accountability of Teachers and Perceived Autonomy Support’ among pre-university college teachers. Further female teachers are more accountable than their male counterparts and Married teachers are found be more accountable than unmarried teachers. It was also found that there is a significant difference in the Competence dimension of ‘Perceived Autonomy Support among pre-university college teachers belonging to three types of management and the Private Aided pre-university college teachers have a higher level of Competence (dimension of Perceived Autonomy Support) compared to Private unaided pre-university college teachers. Private Aided Pre-university college teachers have higher level of Relatedness (dimension of Perceived Autonomy Support) as compared to Private unaided College Teachers. These findings give a clear indication to principals and administrators of private unaided pre-university colleges regarding the imperative need to implement appropriate strategies in order to enhance perceived autonomy support of their teachers. Key words: Accountability of Teachers, Perceived Autonomy Support, Pre-university college teachers

Item Type:Thesis (Other)
Subjects:Thesis > MPhil > Education
ID Code:6326
Deposited By:Knowledge Center Christ University
Deposited On:25 Jul 2014 19:37
Last Modified:25 Jul 2014 19:37

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