Female University Teachers Research Articles

Relationship between Conflict Management Styles and Job Performance at College Level

Objective of the present study was to investigate relationship between conflict management styles and teachers' job performance at college level. Study was quantitative in nature and correlation research design was used to find out relationship between the variables. Population of the study was comprised of all the college teachers in district Lahore. Sample was selected on convenient basis, where 100 male and 100 female college teachers were selected as a sample. Two survey questionnaires were used in this study to collect data. One instrument was based on conflict management styles. Reliability of conflict management styles was .87 and job performance .77 respectively. Findings of the study concluded that there was significant strong positive correlation found between conflict management styles and teachers� job performance at college level. It was revealed that there was significant difference of male and female college teachers� perceptions found regarding conflict management styles and teachers� job performance.

EMOTIONAL INTELLIGENCE AND SUBJECTIVE WELL BEING: EXPLORATION OF TEACHERS’ BURNING DILEMMA

Emotional intelligence and subjective well-being have stirred considerable attention in academic and professional discipline of psychology. Research yielded emotional intelligence as potential variable to explain emotional upheavals in working domains; subjective well-being. Connection between emotional intelligence and contemporary domain of positive psychology, especially in the spectrum of subjective well-being are debateable for researchers. Present research conducted to explore association between subjective well-being and emotional intelligence among the teachers of public colleges of Lahore. Sample of the research consisted of 716 teachers; 324 male and 392 females conveniently selected from 20 colleges; 10 male and 10 female colleges of District Lahore. Data were collected through administering Emotional Quotient Inventory: Adult Version (Bar-On, 1997) consisted of 117 items divided into five components. Measure of Happiness Questionnaire was adopted to gauge the subjective well-being of teachers. Reliability of the instruments was confirmed in SPSS by calculating Cronbach’s Alpha scores; .955 and .795 respectively. Data was collected from the respondents after getting permission from heads of the institutions. Normality of the data were calculated in SPSS by using Shapiro-Wilk’s test, p>.05, n<2000. Findings report a large positive correlation between teachers’ emotional intelligence and their subjective well-beings, and there exists a significant small correlation between emotional intelligence and gender. Research recommends that heads of the institutions need to arrange trainings, conduct seminars and ensure presence of motivational speakers to enhance male and female college teachers’ well- being focusing their emotions towards constructive tasks. Keywords: burning dilemma, college teachers, emotional intelligence, subjective well beings.

Listening to the Whispers: Female Faculty and Work Environment in Universities of Southern Punjab, Pakistan

This research explored the experiences of female university teachers regarding the culture of work environment in public sector universities of Southern Punjab, Pakistan. Findings are drawn through the questionnaire including six main dimensions of the workplace. The respondents ranked the factors under each dimension. The analyses of calculated ranks for factors lead to identify two main categories: tangible and intangible or elusive factors. The higher ranks for the tangible factors are indicators of the priorities of female university teachers while the lower ranks of the intangible factors exhibit the discomfort of female teachers. The female university teachers face conservative gender norms, male dominance, obstacles to be self-reliant and limited opportunities for active participation in research, academic, administrative activities. The results do not completely validate the prevailed impression of the exhortative work environment for female university teachers.

Professional Ethics among College Teachers in relation to Social Intelligence

The present research was conducted to study the relationship between professional ethics and social intelligence of college teachers. In this regard, a sample of 200 college teachers was aimlessly selected. Two questionnaires were chosen to collect data. The collected data were analysed through SPSS software and proper statistical methods like mean, t-test and Pearson Correlation coefficient were used. The results demonstrated that there is no significant difference in the professional ethics mean scores of male and female college teachers, i.e. both the groups measure similar to professional ethics. The study also admits that there is a significant correlation between the professional ethics and social intelligence of college teachers, which means that higher the professional ethics, higher will be the social intelligence and vice versa.

A Study of Anthropometric and Psychological Discriminating Factors of Hypertension

The purpose of the study was to find out the discriminating predictors of high blood pressure and normal blood pressure group of teacher. A total sample of 520 (254 males and 266 female) university teachers of Chhattisgarh was selected for the study. The dependent variable for the study was high blood pressure and healthy group of teachers. The independent variables were body mass index, physical activity, age, weight, height, waist hip ratio (anthropometric), hypo-kinetic problems awareness, personal and environmental barrier to physical activity (psychological) and physical activity level. The high blood pressure and normal blood pressure groups were identified by checklist and the other variables were assessed with help of questionnaires, standard equipments. Discriminant analysis was used to analyze the data. The result indicated that the independent variables, age, waist hip ratio and personal barrier to physical activity, emerged out to be discriminating predictors, contributing significantly in discriminating the two groups. These variables contributed 62%, 47.8% and 36.5%, of their variance respectively. Significant positive association between predicting factors with the high blood pressure group was found, indicating their role in HBP problem.

A Study of Job Satisfaction among Government and Private College Teachers of Jammu District

The present study was carried on job satisfaction among teachers serving in Government and Private colleges of Jammu city. In the present study, the investigator was concerned about the job satisfaction of teachers. Teachers play key role in the improvement of education. Professor K.G. Saiyidain rightly observes, “that teaching is still an unattractive profession which many persons take up as last resort”. The learned educationists attribute this fact to two reasons. Poor financial prospects which discourage ambitious and intelligent people from financing it and lack of social esteem for the profession. The present study is concerned with job satisfaction among college teachers. It is generally found that job satisfaction is closely related to one’s efficiency. A dissatisfied worker may not be able to do his job efficiently inspite of his ability to do it well. The teaching community which is one of the largest work forces in the country affords the lives of thousands of people and ultimately the destiny of nation itself. If there is no job satisfaction among the teaching community, it will led the nation towards destruction and no other member of the community can uplift the dignity and honour of the nation. The objectives if the study were to study the significance of differences in Job Satisfaction between Government and private college teachers, to study that the teachers reach at that position according to their qualification and abilities and to study the interactional difference in Job satisfaction of gender and type of colleges. In the present investigation the sample was selected randomly from the teachers working in Govt. and private colleges in Jammu city. The total sample of the teachers is 100 (50 male and 50 female college teachers). For testing of significant differences in the Job-satisfaction scores of male and female teachers working in Govt. and Private colleges. The investigation applied the technique of Two-Way Analysis of Variance. Job satisfaction scale was administered to the teachers working in Govt. and Private colleges. The conclusions can be drawn on the basis of the results obtained in present study is there is no significant difference in the Job satisfaction between Govt. and Private college teachers. There is no significant difference in the Job satisfaction between male and female teachers and there are no significant interactional difference in (level of teaching and sex) when job satisfaction is taken as criterion.

Occupational Stress among Teachers Working In Private University

The present study was done in a private university of district Sikar, Rajasthan to access the level of occupational stress among university teachers and to know the difference between level of occupational stress among male and female university teacher working in different colleges of same university. Sample of 70 university teachers has been selected 35 male and 35 female through random sampling. ‘Occupational Stress Index’ developed by Dr. A.P Singh and Dr. A.K Shrivastava (1981) has been administered for data collection. Data was analyzed using mean, standard deviation and t- test, all hypotheses were tested on 0.05level of significance and found that university teachers are having low level of occupational stress and no significant difference was found among stress levels in male and female university teachers working in different colleges of university.

Formative Assessment Enriches Learning: Perspectives Of Female University Teachers In Karachi (Pakistan)

This article is drawn from PhD dissertation and the prime purpose of this research is to study the perspective of female university teachers regarding impact of formative assessment on learning at university level in Karachi (Pakistan) and to suggest the appropriate practices of formative assessment to enhance the learning. The scope of the study is limited to female faculty members of education in the universities in Karachi. The survey design, research strategy, was adopted for the study. The target population, for the study, was 136 female faculty members of education in the universities (public and private) in Karachi (Pakistan). Simple Random Sampling (SRS) design was adopted to select the universities as a unit of sampling and female faculty members of the same universities were the sample size. In this process 66 Female faculty members were selected as sample size from different eight (8) universities. The questionnaire was adopted as research instrument. Data was analyzed and it was found that the formative assessment enriches learning. In the light of findings concrete recommendations were made.

Vocal Symptoms and Associated Risk Factors between Male and Female University Teachers.

Introduction Many recent studies on teachers warn of the adverse effects that voice problems have on work performance. However, only a few of these studies included university teachers. Objective To compare the vocal symptoms and risk factors between male and female university teachers in a private institution within the city of São Paulo. Methods In a cross-sectional survey, a voice self-evaluation form prepared by the Ministry of Labor in Brazil was administered to 846 university teachers at a private institution in the city of São Paulo. Results The percentage of hoarseness, vocal tract discomfort, neck pain and foreign body sensation was significantly higher in female than in male subjects. A significantly higher percentage of males participated in other professional activities in addition to teaching, reported working in a calm environment compared with working in a moderately or severely tense and stressful environment, and rated themselves as calm, slightly stressed and anxious or moderately stressed and anxious rather than very stressed and anxious. A significantly higher percentage of females spent most of their time teaching compared with performing other professional activities, and rated themselves as chatty or impulsive. Conclusion Among university teachers, a significantly higher percentage of females than males reported hoarseness, vocal tract discomfort, neck pain and foreign body sensation. Some risk factors related to work organization, workplace environment, voice care and quality of life variables were related to this higher prevalence in females.

Relationship of Eating Behaviors with Age, Anthropometric Measurements, and Body Composition Parameters among Professional Indian Women

ABSTRACTOne hundred volunteer female college teachers were selected from Jalandhar, Punjab, India. General obesity was found in 56.6%, 76.9%, and 76.2%, abdominal obesity in 56.6%, 57.7%, and 81.0%, of 30- to 39-year-old (Group I), 40- to 49-year-old, (Group II) and 50- to 59-year-old (Group III) participants, respectively. A significantly (p ≤ .05) lower mean value of uncontrolled eating domain was observed in the participants belonging to Group I in comparison to Groups II and III. The cognitive restraint was less in Group III (13.71%), followed by Group II (14.04%) and I (13.71%). The mean values of emotional eating domain revealed not much difference in Group I (12.19%), Group II (12.65%), and Group III (12.00%). Adiposity showed a significant (p ≤ .10, .05) relationship with age and eating behaviors. In conclusion, lesser cognitive dietary restraint and emotional eating were the variables associated with adiposity in the participants.

Towards gender equality in Moroccan universities: Female university teachers from a gender perspective

Given its multiplying effect via students, Moroccan universities are a strategic space for eradicating or at least reducing the traditional gender inequity present in current Moroccan society. This study aims to improve the status of Moroccan female university teachers by informing on the opinion of the university teaching staff themselves. A mixed methodology was used, with interviews and a questionnaire distributed among 143 male and female teachers. Variables associated with a greater perception of this problem were detected: marital status, holding a post in the administration and age. Despite the undoubted advances in Moroccan universities in terms of gender equity, we identify two groups of teachers with opposing views. Some reported blatant gender inequity, among which we highlight a greater awareness of the youngest teachers, while others were not aware of the problem and did not admit its existence. This problem should not be overlooked.

EMOTIONAL INTELLIGENCE AS A PREDICTOR OF ORGANIZATIONAL COMMITMENT AMONG COLLEGE TEACHERS

The present study was intended to investigate the Emotional intelligence as a predictor of organizational commitment among college teachers of Lahore, Punjab Pakistan. The populations for the present study were all the male and female college teachers of District Lahore. Random and convenient sampling technique was applied to select the sample for conducting this study because of the time constraint. Sample include of twenty (20) colleges which were selected. Ten male and ten female colleges were selected from location. The sample consists of 716 teachers (324 males and 392 females) who were recently teaching as regular teachers in different colleges of Lahore were selected. Data was collected by Self Report Emotional Intelligence Test, consist of 30 items, Job Satisfaction Scale consist of 16 items, Allen & Meyer, 1990 Scale of Turnover Intentions that consist of 08 items and Mowday, Stress and Porter Scale of Organization Commitment (1979) that consist of 15 items. Findings of the study show that there is a significant difference in emotional intelligence (EI) between male and female college teachers. Male teachers have a significantly higher emotional intelligence (M=2.3059, SD=19.37687) than females respondents (M=2.2722, SD=2.3059), not significant difference between all male and female college teachers of Dist. Lahore, and male teachers (M=54.0062, SD=6.21194) and females teachers (M=54.2577, SD=5.90959) have about same job satisfaction, no significant difference between all male and female college teacher. Females teachers (M=27.8724, SD=3.81263) have about same turnover intentions by gender, male college (M=50.8519, SD=6.14855) and female college teachers (M=50.9158, SD=5.74528) have about same Organizational Commitment (OC) by Gender. There was statistically significant difference, t (716) =138.430, p<.001 between emotional intelligence (M=96.0098, SD= 7.88705) and job satisfactions (M=54.1439, SD= 6.04530). It means that job satisfaction has less to do with emotional intelligence to become predictor of organizational commitment, people with high emotional intelligence retain less level of turnover intentions, job satisfaction contributes more to emotional intelligence as compared to turnover intentions, those who are committed to the organization also retain moderate level of job satisfaction, those who possess more organization commitment are less prone to turnover intentions and there was statistically significance difference t (716) =148.428, p<.001 between emotional intelligence (M=54.0098, SD= 7.88705) and organization commitment (M=50.8869, SD= 5.92704). The result of study reveals that emotional intelligence contributes to organizational commitment moderately. Article visualizations:

Gender differences in students’ ratings of university teachers in the Iranian education system

University students' ratings of teaching and teachers' performance are used in many parts of the world for the evaluation of faculty members at colleges and universities. Even though these ratings receive mixed reviews, there is little conclusive evidence on the role of the intervening variable of teacher and student gender in these ratings. Possible influences resulting from gender-related differences in different socio-cultural contexts, especially where gender combination in student and faculty population is not proportionate, have not been adequately investigated in previous research. This study aimed to examine Iranian university students' ratings of the professional performance of male and female university teachers and to explore the differences in male and female university students' evaluation of teachers of the same or opposite gender. The study was a questionnaire-based cross-sectional survey with a total of 800 randomly selected students in their different years of undergraduate study (307 male and 493 female students, reflecting the proportion of male and female students in the university) from different faculties at the University of Kashan, Iran. The participants rated male and female teachers’ performance in observing university regulations, relationship with colleagues, and relationships with students. The researchers used descriptive statistics, means comparison inferential statistics and focus-group interview data to analyze and compare the students’ ratings. The results of one-sample t-test, independent samples t-test, and Chi-square analyses showed that a) overall, male university teachers received significantly higher overall ratings in all areas than female teachers; b) male students rated male teachers significantly higher than female students did; and c) female students assigned a higher overall mean rating to male teachers than to female teachers but this mean difference was not significant. These results are studied in relation to the findings in the related literature and indicate that gender can be an important intervening variable in university students' evaluation of faculty members.

Association of Financial Literacy and Money Management Competence among Male and Female University Teachers of Karachi

This study aimed at finding “Association of financial literacy with money management competence among male and female university teachers of Karachi.” Two hundred university teachers participated in this study. Association of financial literacy with money management competence were found out through rank correlations. There was a weak but significant positive association between financial literacy and money management competence ( P=0.014, r=0.174). Enhancing public financial literacy can help in improving financial management competence and can lead to better quality of life

Vocal Tract Discomfort and Risk Factors in University Teachers

To characterize the presence of and risk factors for throat pain or irritation among male and female university teachers in private institutions within the city of São Paulo. This is a cross-sectional survey. Voice self-evaluation forms prepared by the Brazilian Ministry of Labor were administered to 846 university teachers in a private institution in the city of São Paulo, Brazil. The prevalence of throat pain or irritation was 50.8% and was higher in the women (62.7%) than in the men (43.5%). The prevalence of throat pain or irritation was higher among professionals ≤60years old and among those who spent most of their time teaching compared with those who spent most of their time performing other professional activities. Other factors, such as noise and sound competition, air pollution, stress and anxiety, personal habits, and lifestyle/quality of life, were related to the presence of throat pain or irritation. University teachers demonstrated a high prevalence of throat pain or irritation. Factors such as age ≤60years, female gender, time-consuming professional activities, noise and sound competition in the work environment, stress and anxiety, air pollution, access to water, personal habits, and lifestyle/quality of life were related to the presence of throat pain or irritation.

The Effect of Job Insecurity on Attitude towards Change and Organizational Citizenship Behavior : Moderating Role of Islāmic Work Ethics

The main purpose of this study is to examine the direct and interactive effects of job insecurity and Islāmic work ethics on employee’s attitude towards change and organizational citizenship behavior. The data was collected from 171 male and female university teachers in Pakistan. Selfadministered, closed-ended questionnaires were used to collect the data. Moderated regression analysis was used to analyze the data. Results of data analysis showed that job insecurity has a strong negative effect on the attitude towards change in university teachers. On the contrary, job insecurity exhibits no significant effect on organizational citizenship behavior of university teachers. A positive direct effect of Islāmic work ethics on a ttitude towards change and organizational citizenship is also confirmed. It is also established that Islāmic work ethics do not moderate the relation of job insecurity and attitude towards change; however a moderation effect of Islāmic work ethics is found in the relationship between job insecurity and organizational citizenship behavior. This study provides the first ever examination of the relationship of job insecurity with employee’s attitude towards change and organizational citizenship behavior with the moderating effect of Islāmic work ethics.

Hoarseness and Risk Factors in University Teachers

To characterize the presence of hoarseness and the risk factors in male and female university teachers in private institutions in the city of São Paulo, Brazil. Cross-sectional survey. Voice self-evaluation forms prepared by the Brazilian Ministry of Labor were administered to 846 university teachers in a private institution in the city of São Paulo, Brazil. Prevalence of hoarseness in the sample is 39.6%. Percentage of hoarseness is higher in females (51.8%) than in males (32.6%). Comparing hoarseness and time of teaching, it was observed that the percentage of hoarseness is lower in a time shorter or equal to 1year, and it is higher in a time between 10 and 20years. Percentage of hoarseness is lower in the maximum workload of one to three class hours per day compared with the other workloads. Percentage of hoarseness is lower when the maximum number of students per classroom is less than 30 than when it is between 101 and 150 students. Other factors like in terms of noise and sound competition, air pollution, and in terms of causing stress and anxiety, besides habits and style/quality of life are related to the presence of hoarseness. University teachers show high percentage of hoarseness. Factors, such as time of teaching, females, work organization, workplace, in terms of noise and sound competition, air pollution, and in terms of causing stress and anxiety, besides habits and style/quality of life, are related to the presence of hoarseness in this group.

Anxiety, Alexithymia, and Interpersonal Communication Styles among Pakistani University Teachers

Purpose: Major objective of the study was to investigate relationships between the symptoms of anxiety and alexithymia among university teachers. We also examined preferred communication styles of the teachers how face symptoms of anxiety and alexithymia. Comparison between the female and male teachers regarding the presence of anxiety and alexithymia as well as preferred communication styles was accepted as secondary objectives of this inquiry. Methodology: 120 university teachers including Assistant Professors and Lecturers selected from two prominent public sector universities of Pakistan participated in the study. Three different tools were adapted to measure the participants’ preferred communication styles and prevalence of the symptoms of depression and anxiety. Collected data were analyzed using inferential statistics to reach on conclusions. Results: Significant and positive correlation between the symptoms of alexithymia and anxiety among university teachers was found (r=0.287; p<0.005). Results demonstrate that male university teachers experience comparatively higher level of alexithymia than their female colleagues (t=5.534; p<0.001). The results show that male university teachers comparatively scored higher on communication style of verbal aggression than their female colleagues (t=30.886; p<0.001). The female university teachers, on the other side, scored comparatively higher on expressive communication styles than their male colleagues (t=30.490; p<0.001). Conclusions: The study concluded that teachers with comparatively higher symptoms of alexithymia were more likely to prefer verbal aggression in their communication. On the other side, university teachers with higher symptoms of anxiety were more likely to prefer expressive communication styles.

Emotional Intelligence and Job Satification Among University Teachers

The study aimed to explore the relationship of emotional intelligence on the job satisfaction among university teachers. This research was descriptive in nature .The research objectives included to study the relationship between emotional intelligence and job satisfaction among university teachers and to explore the role of demographic variation such as age, gender, experience, qualification of the university teachers in determining their level of emotional intelligence and their perception about job satisfaction. The population of this study was university teachers of public and private sector universities in Islamabad. A stratified random sample comprised of 50 male and 50 female university teachers were collected from two public and two private universities of Islamabad. Two questionnaires were used for data collection in which one for measuring Job satisfaction while other for measuring emotional intelligence (self-awareness, social skills, self-regulation, motivation, social awareness) of prospective teachers. Data was analyzed with the help of SPSS 16. The major finding of the study concludes that is positive significant correlation between Emotional intelligence and Job satisfaction among public and private sector universities(r=0.78). Result showed that female university teachers are more emotional intelligent than male university teachers whereas male university teachers perceive greater job satisfaction. However, Older university teachers are more emotionally intelligent and perceives greater job satisfaction .Result concluded that lecturers are more emotional intelligent while Professor perceives higher job satisfaction. Result portrays that PHD qualified university teachers shows more emotional intelligence while PhD qualified teachers perceives greater job satisfaction. Findings conclude that less experienced university teachers are more emotional intelligent whereas experienced university teachers perceives greater job satisfaction. It further discloses that a private sector university teachers experiences higher emotional intelligence whereas public sector university teacher recognizes higher job satisfaction The study was beneficial to teachers, researchers, curriculum developer, trainers, psychologists and education planners. Job satisfaction among teachers can be enhanced by training, needs satisfaction, providing facilities and improving their emotional intelligence.

Job Satisfaction among Female Fculties of Different Public and Private Universities in Bangladesh: A Comparative Analysis

Nowadays, one of the most widely discussed issues is job satisfaction, as teaching requires a great deal of thoroughness and commitment. Therefore, in teaching it is important to have mental peace and loyalty than physical presence. In this study, the researchers investigated the comparative level of job satisfaction among the faculty members of public and private universities in Bangladesh. Based on a self-administered questionnaire, it attempts to gain insights into the satisfaction levels from the perspective of female university teachers. The study concluded with the facts that not only public but also private faculties are overall satisfied with their present condition. As the faculties of public universities are government service holders, so they get provident fund and apartment with medical facilities. However, private universities get good salary in regular basis. It has been found that there is no significant difference between public and private female faculty members regarding job satisfaction.