While management may have multiple interim goals, the fundamental objective of the management process is to stimulate and manage change. The entire exercise of formulating the National Policy and Plan document is basically geared to designing intervention for management of change in education. There have been some studies on management of change in education in this country, but not many studies provide enough guidance to understand how the change at the micro-level could be effected. One is tempted to refer to the famous critique 'Education Commission and After' by late Shri J.P. Naik. Despite the fact that it was an individual's reflection, the classification of the recommendations of the Education Commission gives an invaluable under- standing of the process at the micro-level which, however, needs far stronger support of research evidence. The National Policy on Education and the subsequent activities at the national and state level have initiated a massive process of change. This provides an unparalleled opportunity to the researchers in the near future to de- vote themselves to studies on management of change at the institutional level and at macro-micro dimensions, including the impact of policies and planning processes on educational change.

It would be evident from the studies reviewed in the present as well as in the previous three surveys of research in education that a majority of studies are contributed by Ph.D. scholars from various Indian universities. Unlike in American universities, Indian Ph.D. scholars usually take a direct entry from their postgraduate level. As such, they need the maturity, work experience and understanding of the educational system and the intricate processes peculiar to organization and their culture. While Ph.D. studies would continue to contribute in their own style in generating information, exploring relations amongst various variables of the management personnel institutional research would have to be strengthened far more rigorously in order that studies on micro-planning and institutional planning, organisational goal setting, management of change at the macro level and so on, can really be taken up by experienced researchers. In this context, it would be important to identify the institutes which specialize in management and particularly in management of education. The National Institute of Educational Planning and Administration and the education groups within the public system group in the Indian Institutes of Management would have to have a very major role to play. While fifty odd university departments of management have not taken much interest in the field of educational management, it would be necessary to persuade such departments to allocate at least part of their time and attention to the problems of the educational sector. Further, the proposed State Institutes of Educational Planning and Administration and the Planning and Management Unit in the District Institutes of Education and Training would also have to play a critical role in developing research and a database for decentralized planning and management at the grass roots level.

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ABSTRACTS: 1205-1315

1205. AGARWAL, V., A Study of Stress Proneness, Adjustment and Job Satisfaction as Predictors of Administrative Effectiveness of Principals, Ph.D. Edu., Mee. U., 1983

The objectives were (i) to study the relationship between principals' stress proneness and their administrative effectiveness, (ii) to study the relationship between principals' adjustment and their administrative effectiveness, (iii) to study the relationship between principals' job satisfaction and their administrative effectiveness, and (iv) to study the relationship of stress proneness, adjustment and job satisfaction of principals combined with their administrative effectiveness.

The sample comprised 423 principals of intermediate colleges. Administrative effectiveness was the dependent variable and was measured with the help of the Administrative Effectiveness Scale developed by A. Bhatnagar. The reliability coefficient was 0.86. The Principal Administrative Stress Proneness Scale was developed and used for measuring principals' stress proneness. A Principal Adjustment Scale was constructed for measuring principal's adjustment. The split-half reliability coefficient was 0.87. The Job Satisfaction Index, an Indian adaptation of Bray field and Rothi's Index of Job Satisfaction made by Rathore were used for measuring job satisfaction of principals. The conclusions were drawn with the help of product- moment correlation.

The findings were: 1. Stress proneness of principals was not significantly related to their administrative effectiveness. 2. No relationship was found between teacher-based stress proneness of principals and their administrative effectiveness. 3. The administrative effectiveness of principal was not related to stress proneness emanating from students. 4. Community-based stress proneness of principals was not found to contribute to their administrative effectiveness. 5. Ministerial staff-based stress proneness was found to be a significant predictor of principals' administrative effective- ness. 6. Management-based stress proneness of principals was found to be significantly related to their administrative efficiency. 7. Higher-authorities-based principals' stress proneness was not found to be related to their administrative efficiency. 8. Principals' adjust- ment was found to be a powerful predictor of their administrative effectiveness. 9. Adjustment of principals to the teachers was not found to be significantly related to their administrative effectiveness. 10. It was found that principals' adjustment to students was highly related to their administrative effectiveness. A similar result was found in the case of principals' adjustment to min- isterial staff. 11. The adjustment of principals to management was not found to be related to their administrative effectiveness. 12. Principals' adjustment to the community was not found to be a significant predictor of their administrative effectiveness. 13. Principals' adjustment to higher authorities was not found to be a significant factor of principals' administrative effectiveness. 14. Principals' stress proneness, adjustment and job satisfaction combined together were found to be significant predictors of their administrative effectiveness. 15. When only adjustment and job satisfaction were combined, the relationship dropped. 16. Stress proneness of principals was not found to be related to their adjustment. 17. A very low correlation was found between principals' stress proneness and their job satisfaction. 18. The adjustment of principals and their job satisfaction were found to be mutually related and related to their administrative effectiveness.

1206. AMARSINGH, Correlates of Job Satisfaction Among Different Professionals; Ph.D. Edu., Punjabi U., 1985

The objectives of the study were (i) to construct and standardize a job satisfaction scale, (ii) to find out the incidence of job satisfaction amongst professionals, (iii) to compare the incidence of job satisfaction amongst teachers, engineers, advocates and doctors, (iv) to relate job satisfaction with job-intrinsic and job extrinsic variables and age, experience, academic and professional attainment, mental status, family size, and employment of spouse and (v) to relate job satisfaction with personality dimensions and traits such as self esteem, extraversion/introversion, neuroticism and emotional stability.

The study was conducted in two phases. In the first phase a sample of 320 subjects was selected randomly. It included 80 college or university teachers, 80 engineers, 80 advocates, 80 doctors. In the second phase those subjects from amongst teachers, engineers, advocates and doctors who had obtained scores equivalent to Q1 or below, and scores equivalent to Q3 or above on the job satisfaction scale, were administered, (i) the Rosenberg Self-esteem Scale, (ii) the Eysenck's Person-

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ality Inventory. These two tests were administered to 75 subjects who were termed the dissatisfied group as well as to 87 subjects who were termed the satisfied group. The job satisfaction scale used was prepared by the investigator. It had 30 items on a five-point scale. The testretest reliability of the scale was 0.97 and its validity es- tablished against Muthayya's satisfaction questionnaire was 0.84.

The findings of the study were: (i) The job-intrinsic variable correlated positively and significantly with job satisfaction of professionals, viz. teachers, engineers, advocates, and doctors. Job- concrete and job-abstract dimensions of this variable were also found positively and significantly correlated with job satisfaction. 2. The job-extrinsic variable including psycho-social, economic and community growth factors was found to be positively related to job satisfaction of professionals. Since the occupational status, social status, wages, etc. of the four major professional groups constituting the subjects of this study were at par with one another, on the job and off the job factors had been witnessed as affecting their job satisfaction alike. 3. Age was found to be positive correlate of job satisfaction. In the case of doctors and advocates age was found to be a positive correlate of job satisfaction. 4. Experience correlated positively and significantly in the case of advocates and doctors with job satisfaction, but on the case of teachers and engineers the relationship between experience and job satisfaction was not significant. 5. Size of family was negatively related with job satisfaction in all the categories of professionals. 6. Professionals with extra-academic and professional attainment had shown a trend towards reduced job-satisfaction. 7. Married professionals were found more satisfied than unmarried professionals. 8. Double employment was found to correlate positively with job satisfaction. 9. Self-esteem was found to be positively related with job satisfaction. IO. Neuroticism was found to be a negative correlate of job satisfaction among all the professionals. 11. Regarding relationship between extraversion and job satisfaction, it was found that high scores on extraversion affected the job satisfaction of teachers, engineers, advocates and doctors negatively.

1207. ARA, NASREEN, A Study of Principals' Leadership Behaviour in relation to Teachers' Self-Concept, Job- Satisfaction and Some Other Institutional Characteristics at Secondary School Level, Ph.D. Edu., Gor. U., 1986

The study was conducted to investigate principals' leadership behaviour in relation to teachers' self-concept, job-satisfaction and some other institutional characteristics at secondary school level. The objectives were (i) to study how teachers' self-concept was related to the leadership behaviour of the principals, (ii) to study the relationship between principals' leadership behaviour and teachers' job-satisfaction, and (iii) to study how principals' leadership behaviour was related to some other institutional characteristics such as sex and location of schools. The hypotheses formulated were: (1) Leadership behaviour of the principals was significantly related to teachers' self-concept. (2) Each of the two styles of principals' leadership behaviour, initiating structure and consideration, was significantly related to teachers' self-concept. (3) Leadership behaviour of the principals was related to teachers' job-satisfaction. (4) Each of the two styles of principals' leadership behaviour, initiating structure and consideration was significantly related to teachers' job-satisfaction.

The tools used were the Educational Leadership Behaviour Description Questionnaire by P.C. Shukla, Personality Differential (a measure of self-concept) by K.G. Agrawal and Teachers' Job- Satisfaction Scale by S.P. Gupta and J.P. Srivastava. The sample comprised 780 teachers from intermediate colleges of the Gorakhpur region. Critical ratio was applied to test the hypotheses.

The findings were: 1. High desirable leadership behaviour of the principals generated a higher degree of conformity and normalcy in the teachers while low desirable leadership behaviour of principals caused a low degree of conformity and normalcy in them. 2. The initiating structure style of principals' leadership behaviour appeared to be significantly related to conformity and normalcy factors of teachers' self-concept. 3. The principals' leadership behaviour was positively related to teachers' job-satisfaction. 4. The initiating structure and consideration styles of principals' leadership behaviour was found to be significantly related with teachers' Job satisfaction. 5. Male and female teachers perceived alike the leadership behaviour of the principals. 6. The rural-urban location of the schools was not related with the teachers' perceptions of principals' leadership behaviour.

1208. ARUNAJATAI, V., A Study of the Efficiency of the Secondary School System in Tamil Nadu, South India Teachers' Council of Educational Research, Madras, 1979 (NCERT financed)

The objectives of the study were (i) to identify a mean-

RESEARCH IN EDUCATIONAL MANAGEMENT-ABSTRACT 1071

ingful reference frame and a configurational invariance for the study of institutional efficiency, (ii) to identify external and internal factors contributing to the efficiency of a school system, (iii) to identify the strategic parts of a school system and their functioning, (iv) to identify the constraints and sources of conflict, (v) to prepare models giving schemes for assessing the academic work and activity programme of the school as a whole, and of individual pupils of the various classes, and (vi) to identify the headmaster's role in adopting scientific principles of management and pressing into service tools of modem educational technology to instil efficiency consciousness in pupils and staff.

A sample of 100 schools, representative of high schools in Tamil Nadu was drawn randomly out of 2,700 schools. The headmaster and ten teachers from each of the high schools and ten to twelve students of classes IX, X and XI were chosen for the study. The data were collected through questionnaires given to heads of institutions, teachers and students, structured and free interview with a cross- section of members of parent teacher associations, and from reports of state and central governments.

Major findings of the study were: 1. Fifty-five per cent of the schools had inadequate physical facilities such as buildings, classrooms and furniture; 35 per cent had inadequate facilities for sports and games in respect of equipment and playground space. 2. Coaching pupils for the SSLC examination was a practice widely preva- lent in most of the schools. 3. The performance of a school in the SSLC examination seemed to be the overriding criterion in assessing whether a school was good or not for all concerned. 4. Eighty-one per cent of the pupi pupils confessed to the practice of learning by heart answers to questions either dictated to them or marked in their textbooks. 5. Almost all the schools had parents' or parent-teachers' associations. 6. All pupils of the randomly selected schools favored homework. 7. Twenty-two per cent of the pupils had tuitions either at home (13 per cent) or in school (nine per cent) after class hours. 8. The work-load of the heads of institutions was about eight and half hours per day; with teaching and correction work which was roughly one-third of that of a graduate teacher. 9. The work-load of a teacher of high school classes was nine hours per day, taking a week as consisting of five and a half working days. IO. Forty-six per cent of the pupils felt the moral instruction programmes of their schools, supplemented with the training they had at home, was of immense help to them in their daily life in respect of inculcating in them faith in and devotion to God, purity,in thought, word and deed, virtues such as honesty, kindness, service to fellow men, humility, sense of duty and courage to face difficulties. 11. Features of school life best liked by pupils were good teaching, NCC, good results in the SSLC examination, prizes and shields won by the school in inter-school and open competitions, promotion of general knowledge and talent through quizzes, etc. 12. Teachers' responses to their sense of job- satisfaction included freedom to express their views at teachers' association meetings, satisfactory salary and service conditions, recognition of good work by school management and department. 13. SSLC results moderately correlated with physical facilities, school equipment and teacher-pupil ratio. 14. The social composition of pupils and SSLC results revealed no relationship.

1209. BAGGA, Q.L., A Study of the Implementation of Innovations in Delhi and Haryana Schools, Ph.D. Edu., Kur. U., 1983

The objectives of the study were (i) to make a survey of innovations in schools of Delhi and Haryana, (ii) to estimate the extent of diffusion of various innovations in schools of Delhi and Haryana, (iii) to study each of the innovations with respect to aspects like the extent of diffusion and implementation, activities and efforts in implementing innovations, characteristics of innovations, objectives of innovations, factors facilitating or hindering their progress and success achieved, and (iv) to evaluate the extent of implementation of the innovations with regard to money spent on each innovation, time devoted on each innovation, participation of students and teachers, attitude of students, teachers and educational authorities, factors helpful in putting them into practice, barriers hindering their progress, achievement and success. The hypothesis of the study was that, while some innovations were rapidly accepted and widely diffused, others barely got off the ground.

The sample of the study consisted of 34 higher secondary schools, 260 high schools from Haryana, and 516 higher secondary schools from Delhi. The study was conducted in three phases. The first phase was to find out the functional definition of the term innovation and to develop criteria for selection of innovative practices from the schools of Delhi and Haryana. The second phase was to find out the innovations being practised in the schools of Delhi and Haryana and to select some from among them on the basis of criteria developed in

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the first phase of the study. The third phase was to collect information about innovations being practised by the adopting schools. A questionnaire was administered to sample schools and it was supplemented by interview.

Some of the findings of the study were: 1. The extent of diffusion in Delhi was maximum in case of book banks, work experience, pupil-teacher association, internal assessment and education through radio and television. In the schools of Haryana, it was maximum in the case of internal assessment, education through radio and television, educational and vocational guidance, and supervised study. 2. The extent of implementation of innovations in schools of both Delhi and Haryana varied from `some' to `considerable' showing thereby that it was satisfactory and yet it was not `complete and full'. 3. There was a relationship between diffusion and implementation, though not statistically significant in the case of the schools of Delhi. 4. There was much variation in the time devoted by teachers to the imple- mentation of different innovations. Schoolteachers in Delhi spent more time on work experience, health and physical education, while their counterparts in Haryana spent more time on educational and vocational guidance, science clubs and hobby clubs. 5. Teachers of schools of Haryana spent more time on innovations than teachers of Delhi. 6. There was a positive relationship between the time devoted by teachers of schools of both Delhi and Haryana and the extent of implementation. 7. Money spent for the implementation of innovations was more in schools of Delhi than in schools of Haryana. But the results did not support the view that the extent of implementation depended upon the extent of money spent for the innovation. 8. There was a positive relationship between the extent of teacher par- ticipation in the innovations and the extent of their implementation. 9. The results of the study did not confirm the general feeling that the implementation of an innovation depended on the interest and participation of pupils. 10. Teachers of schools of Delhi showed a favorable attitude towards educational and vocational guidance, remedial teaching, pupil-teacher associations, staff meetings and work experience while teachers of schools of Haryana showed favorable attitude towards education for the gifted, in-service education for teachers and work-experience. 11. The results showed a positive relationship between the attitude of students towards innovations and the extent of implementation in Delhi and Haryana. 12. Educational authorities of both Delhi and Haryana showed a positive attitude towards innovations. 13. In terms of requirements of Materials for implementation of innovations, the schools in Delhi had better access to materials in comparison with schools in Haryana. Schools in Haryana had better facilities of space and accommodation. 14. Factors most helpful in Delhi in putting the innovations into practice in order of priority were support of educational authority, encouraging results of the innovation and financial support. In schools of Haryana the factors most helpful in order of priority were encouraging results of innovations, support of educational authorities and support of colleagues. 15. The factors which had acted as barriers in the implementation of innovations in schools in Delhi were overload of work, lack of time, lack of support from the department of education and lack of enthusiasm and zeal on the part of teachers. The factors hindering the progress of implementation of innovations in schools of Haryana were overload of work, lack of time, lack of enthusiasm and zeal on the part of teachers and lack of cooperation among teachers. 16. Academic effectiveness, adaptability, communicability, independence, simplicity, divisibility, relative advantage, and prestige had been perceived as the most important characteristics of an innovation for its successful implementation.