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CHAPTER - 2

REVIEW OF RELATED LITERATURE

2.0.0 INTRODUCTION

An essential aspect of an investigation is the review of related literature that is general

retrospective survey of previous writing pertaining to one’s problem. It is obviously indiscreet

and wasteful to advance in any study without knowing what has gone before. The review of the

related literature helps to build the foundation of knowledge that makes our work authentic in

nature.

The review of related literature is a debilitating task; provide a better understanding and

perspective of the overall field of concerned research. Review of related literature is a essential

step, which perpetually reduces the risk of duplications of rejected-topics or studies, wasted

efforts of researcher, traits and error activity oriented descending ways already abandoned by

previous investigators and most important it lessen inaccurate findings based on a defective

research design. It develops a framework for the selection of procedure, helps the investigator in

adaptation of tools and provides comparative data based on which to evaluate and interpret the

significance of the data. Bearing all this in mind the investigator surveyed the related literature

and studied before starting the fieldwork for the problem under investigation.

The variables under study are:

1. Organizational climate

2. Student adjustment

3. Quality of learning

4. Student drop out

5. Learning Achievement

6. Job satisfaction
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2.1.0 STUDIES RELATED TO ORGANIZATIONAL CLIMATE

Ghavifekr,S. & Pillai, N.S (2016) examined the relationship between school organizational

climate and teachers job satisfaction. Three hypothesized relationships were tested on a sample

of 245 teachers selected from six government schools. A quantitative survey method was used

to study the relationship between teachers and school organizational climate. The modified

version of Organizational Index and Teachers Job Satisfaction Questionnaire has been used in

the study. Findings of the study signify the positive relationship between school organizational

and teachers’ job satisfaction. No significant difference was found in the level of job satisfaction

of male and female teachers. The study also revealed a positive and open climate found in the

secondary schools in Sabah as a result of teachers’ professional behavior a biggest contributor in

enhancing the quality of school in Malaysia.

Lena, W. & Betaubun (2015) conducted a study with a purpose to investigate the correlation

between school organizational climate, teachers work morale and their job performance in

primary schools in Merauke City, Indonesia. The sample comprised of 45 teachers currently

working in the primary school of Merauke city. Standardized questionnaire related to above

variables were used to collect the data. The findings of the study showed a significant

relationship between school organizational climate and teachers work performance and with

work morale. Moreover it was found significant relationship between teachers job performance

and teachers morale at primary schools.

Rani R. & Rani P. (2014) explored in the study the impact of organizational climate of

elementary schools on job satisfaction of teachers. Random Sampling technique was used to

draw the sample of 100 teachers from elementary schools of Rohtak District. Descriptive survey

method has been used in the study. Findings of the study showed negligible correlation have

been found between organizational climate and job satisfaction of elementary teachers. The

study revealed that no significant correlation was found out between organizational climate of

elementary school and job satisfaction of female teachers.

Nurharani S., Samsu Z. N. & Kamalu M. (2013) conducted a study to examine the impact of

organizational climate on teacher’s job performance in the district of Klang. The sample

consisted of 37 secondary school teachers of Klang district selected through simple random

sampling in the study. Survey method was used to collect the data. The data was analyzed using

descriptive and inferential statistic. The findings from the data showed that in unhealthy school

organizational climate teachers were unable to carry out their tasks.

It also showed that organizational climate to be a significant factor that could affect job

performance of teachers. The results of the study in terms of organizational climate dimensions

showed one aspect of principal’s leadership behavior and teacher’s behavior: thrust and

hindrance were found to be unfavorable factors in improving teacher’s job performance.

Bhullar Kaur G. (2013) studied the spiritual intelligence level of teachers with respect to their

gender, type of school and experience of teaching. The sample comprised of 600 teachers (200

teachers from government school, 200 from aided school and 200 from private schools)

teaching in different secondary schools of Amritsar district. Descriptive survey method was

used in the study. Life satisfaction Scale by Singh and Joseph (1996), Mangal Teacher

Adjustment Inventory by Mangal (2005), Spiritual Intelligence Scale by Singh and Kaur (2010)

were used in the study.

Findings of the study leads to the conclusion, that government, private and aided type of

schools significantly influenced spiritual intelligence and organizational climate of teachers.

Moreover, the gender difference related to spiritual intelligence and organizational climate

found in favors of female teachers.

Lavian, Rivka H. (2012) concluded in this article on a quantitative research to know the impact

of organizational climate on burnout among homeroom teachers and special education teachers

(full classes/individual pupils) in mainstream schools. The population for the study consist 302

elementary school teachers in the state education system of the Tel Aviv district. The sample for

the study divided in to three sub groups: 138 teachers from regular education, 102 teachers from

local Resource Center for special Education Services who was integrated in to main stream

schools, and 62 teachers from special education.

The self constructed questionnaire ‘Teaching Role, School Characteristics and teacher’s

feelings’ was used in the study. For testing the hypotheses and analysis of the data The

Structural Equation Models was used by the researcher. The finding of this study showed that

teachers start out of a sense of idealism and a belief in their willingness and ability to work hard.

But within a very short time in the classroom the harsh reality of teaching becomes apparent to

them and involves problematic work with difficult classes often happens in an unsupportive

organizational climate.

These problematic situation leads to stress followed by burnout among the teachers. It was

found that school organizational climate have a significant impact on teachers burnout. Feelings

of stress and burnout were found common to teachers in both regular and special education

classes. The unsupportive organizational climate increases the feeling of stress and burnout

among the teachers.

Zahoor Z. (2012) conducted a research to examine the difference between teachers of private

and government schools on organizational climate and adjustment. The sample aggregated 300

teachers (150 each from private and government schools) from Aligarh district Uttar Pradesh.

For the study of variables in the study School Organizational Climate Questionnaire by Sharma

(1978) and Teachers Adjustment Inventory by Ojha (1990) was used. The analysis of the data

showed the teachers teaching in government schools were found to be more disengaged in their

tasks than the teachers of private schools. The climate of private schools was more tasks

oriented as compare to government schools which are loaded with human factors. The findings

affirmed on alienation dimension signify that in both types of school principal behavior patterns

characterized equally formal and impersonal. Their approach is go by the book and adhere to

policies rather than dealing informally with teachers. In conclusion it can be said that teachers of

private school perceived their school climate better than government school teachers.

Ndanuko & Mathini W. (2012) carried out a study on the relationship between school

organizational climate and pupil’s academic performance among public school in Nairobi

Province. The study explored the ‘relationship between schools organizational climate and

principal’s administrative experience, gender and professional qualification. The researcher used
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Ex post facto survey method in the study. The sample included 40 out of 177 schools

represented 22.6 % population. For the study of school organizational climate the

Organizational Climate Descriptive Questionnaire (OQDQ) developed by Halpin and Croft

(1966) was used. The data was analyzed by using percentage, contingency tables and chi square

inferential statistics. The finding indicated a significant relationship between school

organizational climate and pupils’ academic performance. The schools with 61.3% open climate

had high pupil’s academic performance. In schools accessed a closed climate majority 88.9%

had exhibited low pupils academic performance. The significant relationship was found between

head teachers behavior of thrust and pupils academic performance. Overall 65.4% of schools

with principal exhibited high thrust had pupil academic performance. 78.6% of the school with

head teachers showed low thrust and pupils displayed low academic performance. The

relationship between teacher experience of espirit and pupils academic performance found

significant. Majority 71.4% of the school with teacher’s experienced high espirit had high pupil

academic performance and majority 73.6% school showed low.

Jan T., Tarfarosh, & Muddasir H. M. (2012) investigated on Organizational Climate of

Special Schools of Jammu Division. It was aimed to study and compare the organizational

climate of government special school with private school and urban special schools with rural

special schools of Jammu division. The sample of the study comprised of 12 special school

functioning in Jammu division with all the teachers working in those schools. The analysis of

the data was done with the help of organizational climate scale developed by Sanjyot Pethi,

Dhar. Findings of the study rejected the hypothesis that revealed there was no significant

difference between urban and rural special schools in terms of organizational climate. It also

revealed that government special schools perceived high organizational climate as compared to

private special schools.

Kauts A. &Hans M. (2011) conducted a study on teacher effectiveness and organizational

climate in relation to emotional intelligence among teachers at secondary school. The purpose of

the study was to find out the teacher effectiveness and organizational climate with reference to

emotional climate of male and female teachers. The sample included 30 senior secondary
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schools from Jalandhar District. From these 30 schools 600 teachers were selected for

investigation. The two way analysis of variance was used to analysis of the data. The study

reported that same level of teacher effectiveness exhibited by both the male and female teachers.

It was revealed that high emotional intelligence in teachers make them more effective in

teaching when they compared to teachers with low emotional intelligence. The more

‘disengagement’ factor displayed by female teachers than the male teachers though male

teachers showed more ‘espirit’ than female teachers. Low emotional intelligence in teachers

showed less controls, more alienation, less intimacy, low production emphasis and low

humanized thrust than teachers with high emotional intelligence.

Pasaribu & Himpu (2011) conducted a research to examine the perceptions of teachers on

school leadership and organization climate of school to teacher’s performance to improve the

quality of education in SMK 45 Wonosari. The quantitative research was used to study the

relationship among variables. The sample comprised of 46 people from the entire population of

teachers and principals SMK 45 Wonosari. The person product moment correlation was used to

determine the relationship of each variable. The finding showed a significant relationship

between school leadership with teacher performance with a value r= 0.30. The significant

relationship found between school leadership with the climate of the school organization with a

value r= 0.39. The value r=0.61 showed significant relationship between school leadership and

organizational climate are shared equally to the performance of teachers. It can be concluded

that that the performance of teacher will improve if there is better school leadership and social

atmosphere is present. It will also make quality of education easily achievable.

Kalton E. Kathryn (2010) conducted a research on the comparison between teacher

perceptions of school climate and the existence of professional learning community dimensions.

The aim of the study was to determine whether teacher’s perception of climate within a school

had a significant influence on the dimensions that support a community of professional

learners’. A quantitative research design was used to study the variables. The sample comprised

of teachers from 23 middle schools housing grades from six to eight in one Florida school

district. Only schools with a response rate of at least 50% of teachers were included in the
 29

sample. The tool Organizational Climate Description Questionnaire (OQDQ-RM) for middle

school teachers was used to measure the school climate and the School Professional Staff as

Learning Community Questionnaire was used to determine the existence of PLC dimensions.

SPSS version 16.0 was used for the analysis of the data. The finding of the study revealed that

school climate had a significant influence on the existence of dimension of PLC in a school.

Badoni C. S. (2010) conducted a research, purpose of the study was to see the interdependence

of various dimension of organizational climate and job satisfaction of teachers in schools with

open and closed climate. The descriptive and comparative nature of the research was employed

in the research. The sample of 200 teachers selected by the method of multistage randomization

of clusters from the senior secondary schools of Haridwar District. The data was gathered by the

Organizational climate descriptive questionnaire (OCDQ) developed by Halpin and Croft

(1963) and Job Satisfaction Scale (1993) by Meera Dixit. The results showed that some

dimensions of organizational climate had significant relationship with job satisfaction of

teachers in open and closed climate schools.

MacNeil, P. & Busch S. (2009) investigated if Exemplary, Recognized and Acceptable schools

differ in their school climates, measured by the Organizational Health Inventory in the study

“the effect of school culture and climate on school achievement”. The sample consisted 29

schools of suburban school district in southeast Texas. Total 24,684 students and 1727 teachers

were used for the survey. The Texas Assessment of Academic Skill (TAAS) was used for

assigning an accountability rating to schools. Students’ academic skill levels in reading,

mathematics and writing, measured by criterion reference test. Descriptive statistics and

inferential statistic like MANOVA and Tukey’s Honestly Significant Differences (HSD) used to

study the differences among variables. Findings of the study showed difference in Exemplary,

Recognized and Acceptable schools with regard to Organizational health. Lower organizational

health scores reported that Exemplary schools possessed healthier climates than Acceptable

schools.

Ojelabi, S.A. (2009) studied on Organizational Climate as Correlates of Students’ Academic

Achievement in Secondary School Economics in Oyo State, Nigeria. The aim of the study was
30

to find out the solution for the students failure in the economics subject in relation with

organizational climate. Ex- post facto survey method of the research design was used to see the

effects of organizational climate variables on student achievements. A total of six hundred

students were selected by using purposive sampling technique. The results of the study showed

that good sense of belonging, human relation as well as leader credibility within the school has a

positive relationship with student achievement in economics. It showed, a conducive

organizational climate facilitate learning and teaching that improves academic achievement and

teacher effectiveness.

Huseyin G. (2008) conducted a study on “Organizational Climate and Academic Staff’s

Perception on Climate Factors”. The purpose of the study was to investigate how the perception

of an organization is created in the minds of managers and academicians working there. It also

aims to study how the managers and academicians act to the variations arising from climatic

changes in the organization. The sample comprised of 146 academicians by Kocaeli University.

For the analysis of the data organizational climate questionnaire (KUOCQ) was used to measure

the five factors – “rules and discipline”, “Democracy”, “Social and cultural factors”,

“Organizational Image” and “Organizational goals”. The study found out that the peoples who

were at the managerial posts have higher capacity of perception for Organizational climate as

compare to the peoples who were not at the managerial post. The results point out that both the

groups (Managerial and Non managerial levels) perceive the organizational climate at the

medium scale. The results of the study points out that there is a stark difference along the five

dimensions between the academicians who are at managerial post and those who are at non

managerial posts. The results also reveal that “Gender “and “Academic title” have no impact on

the perception of Organizational climate.

Gunbayi I. (2007) conducted a study on “School Climate and Teachers’ Perceptions on Climate

Factors: Research into Nine Urban High” in which the difference in the levels of variables

related to the school climate factors among teachers has been examined. The sample comprised

of 204 teachers (89 females and 115 males) from 9 urban high schools in the centre of Afyon

and Usak cities in the west of Turkey. For school climate the questionnaire developed by the
 31

researcher in the academic year of 2001-2002. Findings showed teacher’s higher responses for

open climate in relation to team commitment and lowest in relation to reward. Moreover, the

teachers reported higher open school climate when they teaching art, music and physical

education than others. With reference to gender men reported higher open climate than woman

in intimacy, support and member conflict. No significant difference was found in the climate

score of school climate according to the marital status of teachers.

Griffith J. (2006) investigated on a compositional Analysis of the organizational Climate-

Performance Relation: Public Schools as Organizations. The purpose of the study was to

explore particular aspects of organizational climate in relation to job satisfaction, employee

turnover and organizational performance in public elementary schools. Descriptive survey

method was employed in the study and data procure from school staff and students and school

district records. The results showed that there was a significant difference in employee

perceptions of organizational climate and job satisfaction, when combined to an organizational

level. Significant difference found employee perception of positive organizational climate

associated with higher levels of job satisfaction and organizational performance and with lower

levels of employee turnover. The results also pointed out the positive organizational climate and

job satisfaction perceived by employee was related with less achievement disparity between

minorities and non minorities. The study concluded with fact of the importance of orderly work

environments, collegial relations and supportive leaders for effective functioning organizations.

Ho Chu S. E. (2005) explored the role of two dimensions of school decentralization i.e. teacher

participation and school autonomy to students mathematics performance, and second the role of

school climate as a mediating variable between decentralization and performance. For the

assessment of students’ performance the data included the second cycle of the programs for

international student assessment (PISA 2003), it is an international evaluation programme of 15

year old students. Assessment is done on students reading, mathematical and scientific literacy

performance across over 40 countries. The findings of the study showed teachers participation

in the classroom with students is more important than school autonomy for student mathematics

performance in Hong Kong. Furthermore, the four major school climate factors sense of
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belonging, disciplinary climate, students morale and student behavior in schools were mediated

by the effect of teacher participation on students performance in Hong Kong.

Schulman, J. (2002) studied the effects of leadership styles and school climate on student

achievement. The English Language Arts Test (ELA) was used to measure the student

achievement. Data was collected from 30 elementary schools in an urban school district in

Westchester County, New York. The sample of 30 principals and 429 teachers completed the

Organizational Climate Description Questionnaire by Hoy, Tarter and Kottkamp (1991). It is

meant to measure the perception of principal and teacher behavior in schools. The schools were

identified as having an open, engaged, disengaged or closed climate on the perception of

teachers. The conclusion revealed that there is a difference in leadership style and students

achievements. No relationship found between school climate types and student achievement.

The demographic variable of the number of years a teacher has been in the profession only

significant predictor of student achievement. The finding showed higher job satisfaction among

teachers when they are not disengaged. The same was found for the self efficacy which leads to

positive school climate.

2.2.0 STUDIES RELATED TO STUDENTS ADJUSTMENT

Bhagat P. (2016) conducted a study with the aim to compare adjustment of secondary school

boys and girls. A sample of 200 students (100 girls and 100 boys) was selected through simple

random sampling from government and private schools of district Samba of Jammu. In the

study Adjustment Inventory developed by K.P. Sinha and R.P. Singh (1971) has been used by

the researcher for the collection of data. The three areas of adjustment has been studied which

showed that girls were more adjusted in the emotional and educational grounds in comparison to

boys. Overall adjustment of girls in school found greater than boys. On the other hand boys

were more socially adjust than girls.

Roh Z. S. & Park (2015) conducted a study on “The effects of students, parents and teachers

on school adjustment and the satisfaction of middle and high school students”. The aim of the

study was to identify the factors of students, parents and teachers that affect school adjustment

and school satisfaction of middle and high school students in accordance with gender, school
 33

level and time duration. Survey method was used to study the data conducted by the Gyeonggi

Eduction Panel in November 2012 and 2013. Sample consist of first year student and second

year students. Findings of the study revealed that male middle school students’ self esteem, and

teacher centered methods had significant impact on the degree of school adjustment among

friends. On the other hand male students of high school self concept and test stress had

significant influence on school adjustment among friends. It was found that male students of

middle school their self efficacy and learner centered teaching method, female middle school

students subject interest and female high school students self concept had significant effect on

the degree of school adjustment with teachers.

Rathore Y. & Mishra S. (2015) studied on “A comparative study of adjustment and social

intelligence of urban higher secondary school students in relation to their gender”. The purpose

of the study was to compare adjustment and social intelligence between male and female

students of Higher Secondary school of Indore city Madhya Pradesh. Descriptive survey method

was used in the study. Stratified disproportionate random sampling technique was used for the

selection of 100 male and 100 female urban students. Two instruments were used: Bell’s

Adjustment Inventory and Social Intelligence Scale constructed by Chadda and Ganeshan

(1986). The results of the study indicated female students are more adjusted and more obtained

social intelligence as compare to male students.

Parmar N. Rashmikant (2014) investigated on “A study of certain areas of adjustment of

higher secondary school’s students in relation to Habitat”. The aim of the study was to compare

the areas of adjustment between urban and rural students of higher secondary school. Higher

secondary school students were randomly (100 urban and 100 rural) selected from the urban and

rural areas of Ahemdabad district. Adjustment Inventory by R.K. Ojha was used for the results.

The research concluded that there was a significant difference between urban higher secondary

school student and rural higher secondary school students on home adjustment. Moreover, urban

higher secondary school student did not differ significantly as compare to rural students on

emotional adjustment, social adjustment, and overall adjustment.

Ijeoma M. Opara., Bruno U. D. Onyekuru (2013) conducted a research on “Psychosocial

predictors of secondary school student’s adjustment to school.” The research examined the

psycho-social predictor of secondary school students’ adjustment to school in local government

area of Rivers State Nigeria. The study followed co- relational design to study the variables. The

sample of 452 secondary school students was extracted from the population by using stratified

random sampling technique. The researcher developed two tools to study the variable – Psycho-

social Predictor and School Adjustment Scale. The results come out with the fact that there was

a significant relationship between students’ adjustment and their self concept found most

effective. In relation to emotional intelligence and peer group there was no significant indication

on students’ adjustment in school.

Shah K. Jyotsana (2012) investigated on social maturity, school adjustment and academic

achievement among residential school girls’. The purpose of the study was to study the

relationship between the variables among residential school girls. Sample comprised of 347 girl

students from class 9th to 12th at an all girls residential school of north India. Social maturity was

measured by Social Maturity Scale for school students by Dr. Nalini Rao and Adjustment

Inventory for school student by Sinha and Singh was used to study the adjustment of student in

school. For the purpose of Academic achievement scores of final year examination was taken.

The results of the study showed that social maturity and school adjustment significantly related

to each other. School adjustments of the three groups – low, high and average were different in

their level of achievement in academics.

Gehlawat M. (2011) examined in study on adjustment among high school students in relation

to their Gender. The aim was to study the adjustment among high school girls and boy students.

Descriptive survey method was employed in the study. Population of the included all the

students of class X studying in Rohtak city. Sample comprised of 100 students (50 boys and 50

girls) from class X of secondary school. Dr. A.K.P Sinha and R.P. Singh’s Adjustment

Inventory for school students was used in the study. The result showed that there is no

significant difference found in the emotional, social educational and overall adjustment of

student with respect to their gender.

Chen (2009) conclude in a case study on the adjustment of International student from

academic, social and cultural viewpoints in Taiwan that for the students success of learning is

depend on student adjustment in the college. Sample of 22 international students ’reaction was

taken on the tool Students Adaptation to College Questionnaire. The results revealed that

international students differ on their adjustment across cultures as international students have

bigger challenge when they have to face culture adjustment in the colleges.

Rahantulla K. &Raju (2007) examined the adjustment problems of school students from

urban and rural schools of Visakhapatnam district in his study on “Adjustment Problems among

School students”. The sample of the study constitute of 461 student (197 boys and 264 girls)

selected by simple random sampling from various government and private schools from urban

and rural areas of district in Andhra Pradesh. A questionnaire developed by Jain (1972) was

used to study the problems of students in adjustment at school. The study concluded that the

adjustment of school students depends on the class, medium of instruction and type of

management of the school in which they study. It also showed adjustment of students’ in

schools also influenced by parental education and occupation.

Farmer W. Thomas & Irvin (2006) investigated on “School adjustment and the Academic

success of rural African American early adolescents in the Deep South”. The aim was to find

out the relationship between ends of year grades and the academic, behavioral and social

characteristics of rural African American youth. The sample of 392 students of 7th and 8th class

from 2 rural middle schools in the south was selected for the study. Only those African

American was selected who were from two communities that have child poverty rates greater

than 50%for public school students. It was found that more positive characteristics were

perceived by girls than boys. The difficulties related to academic, behavioral, and social were

linked to low end of year grades and positive characteristics perceived by the students of high

grades.

2.3.0 STUDIES RELATED TO QUALITY OF LEARNING

Jorgensen R. (2015) the article discussed about the development of quality learning for

students in their early years of schooling. For the purpose to know learning outcome of students
36

5 year data has been taken by the schools. The data showed that shifting school between these

five years impacting on students’ learning. Students who left schools in between and came back

to study again in year 3 often were significantly behind their peers who remained at the school.

The main focus was to build quality practice in numeracy by giving strong emphasis on positive

learning behavior. The model of learning was adopted to see continua of learning in numeracy.

This approach of being consistent in learning, expectations, models of lessons, timing of the day

etc. had significant impact on student’s mathematical gains.

Kamardeen (2013) conducted a study to inspire and motivate students and teachers through

motivation driven learning. Action research approach was used to validate the model. It was

used in a first year course in construction management degree where its operationalisation,

implementation and evaluation were conducted. Findings of the study suggested that

instructional models integrate social and psychological dimensions in designing curriculums

which helps in students’ effective learning. The motivation driven learning and teaching model

promote effective course delivery and encourages students’ motivation to learn. It helps to bring

improvement quality in teaching and students learning experiences.

Maebuta, J. and Phan, H. (2011) studied the elements related to quality learning in Rural

Community High Schools in Solomon Islands. A case study approach was employed to examine

the nature of education reform in rural education of Solomon Island in terms of quality

education ideals. The study adopted in depth interview approach to school principals, teachers

and site visits which showed quality of learning is affected by many issues such as lack of

qualified teachers, low teacher-student ratios, and teachers’ absenteeism, lack of financial

resources and community support and inadequate teaching- learning resources.

Mutsotso & Abenga (2010) argued over the wrong way of teaching methods that affects

students’ quality learning and performance. Through this paper he proposed a paradigm shift in

study methods and suggested some strategies to students and lecturers in universities toward

improved quality learning and performance. The paper is designed on distributed learning

approach that sufficiently helps for individual difference of students. According to this paper

student academic achievement is affected by many determinants like family, students’ traits and
 37

school factors. On the basis of studies this study suggested several study techniques that affects

students learning like motivation, mappings, time management, test skills, note taking skills,

retention, comprehension and studying. The model is meaningful for students studying in

university, serious studying on realization that examinations are around the corner that cause

stress, confusion and tendency to cheat in exams. The model based on distributed learning

model addressed the study space needs and the suitability and effectiveness of study methods.

Kamaruddin R., Zainal &Aminuddin (2009) conducted a study to see how various

components of learning environment assessed by the students. The sample constitute of 370

students of Bumiputera selected randomly from the entire population. The finding of the study

reported that only four components: facilities provided, housing environment, parents’

motivation, school and teacher assessed by the students contributed to their academic

performance. The organizational factors, extra classes and motivational programmes provided

by the schools were the key elements that contributed to student’s achievement. Student

academic performance can be improved if teacher involve in their study. In terms of social

factors, students can have advantage in their achievement in schools with their own study table,

room and computer.

Brass C., Gunstone, and Fensham (2003) explored in his study that examined different

methods of individual’s conceive quality learning in physics. Through semi-structured

interviews, the investigator surveyed the facets of learning that the teachers regarded as worth

fostering in their classrooms. The study used modified version of Interview- about-Instance

approach that allow a person suggesting instance of particular pertinence to their view on

quality learning. The results suggested that quality learning in physics can be improved by

doing experimental work, relating physics to real world, taking responsibility of their own

learning and being confident of what they do in school and home.

2.4.0 STUDIES RELATED TO LEARNING ACHIEVEMENT

Sun Y.C. & Wu T.Y. (2016) carried out a research with the aim to study the effect of two

different teaching methods on learning achievement and teacher student interaction. The

research employed experimental method along with qualitative interviews. The experimental
38

group was taught with open course ware which was incorporated with flipped classroom model

and the control group was taught with conventional classroom method. A sample of 181

freshmen taking a course on physics was selected for the experimental and control group.

Findings of the study showed that the learners who were treated in experimental group scored

higher for learning achievement as they can get more opportunities to clarify questions in an

interactive learning environment by using flipped classroom model on a small group. The

employment of flipped classroom model allows sufficient amount of interaction between

teacher and students as well as had positive effect on student learning achievement.

Rahayu (2015) in his research investigated the problems of students in learning and the purpose

was to improve students’ learning achievement in Civics by using Contextual teaching and

Learning method. The research adopted a Classroom Action Research which was carried out in

two cycles and every cycle included of four steps that is planning, acting, observing and

reflecting. Sample of the study included of 13 students (7 male and 6 female students) of

geography department in fourth semester, in teacher training and Education faculty, Bantara

Nusantara University. The data was collected through observation, documentation and tests.

The research concluded that CTL can improve students’ learning achievement in fourth

semester geography department, teacher training and education faculty, Central Java in

academic year of 2014 and 2015. By the help of this method a lecturer can correlate any

concept of subject matter with students’ real life. This motivates the students and a lecturer

becomes a facilitator who can help students to find out the meaning of learning.

Sukkrong and Teo (2014) investigated on learning achievement, retention, and attitude

towards English vocabulary learning of students taught through games and conventional

method. A Quasi-research method was employed to explore the learning achievement in English

vocabulary and retention of the students treated with and without games and their approach

toward games teaching method. A sample of 60 students studying in the first semester of

Thammarat Rjabhat University in the year 2009 was taken for the study. The group of 30

students taken for experimental group treated with games and other 30 students in control group

treated with conventional teaching method. Results lead to the conclusion that the students in
 39

experimental group had higher achievement and retention than those of control group student.

The students treated with games learning method also had positive attitude toward this kind of

learning.

Anyichie & Aloysius (2012) explored the study aimed at if a self instructional learning strategy

has significant effects on the learning achievement of senior secondary school students.

Experimental design (control group pre test, post test) has been used in the study through non

randomization technique. Sample of 131 students with mean age of 16.2 years selected through

simple random sampling from four schools. Self instructional method was employed to instruct

four units of Mathematics syllabus to the students in experimental group. On the contrary,

conventional teaching method was used to teach control group with same topics of mathematics.

Data was collected through Mathematics achievement test developed by the researcher. Two-

way ANOVA was used to test the hypotheses. The results proved a significant main effect

found of treatment self instructional learning strategy on students’ mathematical word problem

achievement. It was found insignificant in terms of gender on mathematical word problem

achievement. Though, significant interactional effect found out between gender and learning

strategies. Hence, male students performed better in experimental group than female students.

Byamugisha (2011) conducted a study on examining the effect of school environment factors

on pupils learning achievement in primary schools of Uganda. The purpose was to examine the

effects of school environmental factors that had impact on reading and mathematics

achievement among students of grade 6 in Uganda. A multistage analysis procedure was used

for the analysis of the variable under study. For the investigation of quality education in primary

schools data of 2007 was collected as part of Southern African consortium Monitoring

education quality. The main aim of the study was to measure the effect of home characteristics

in uplifting the academic achievement of students furthermore the extent to which students

achievement influenced by the characteristics of school system, and at the end to examine how

students learning achievements influenced by the home school characteristics. Finding showed

that there are some important factors in context of home like pupils age, size of house hold, sex

of pupil, if pupil speaks English at home, mothers education and having electricity at home
40

predicts pupils’ achievement in reading and mathematics. Results indicated some factor in terms

of school such as type and location of the school, resources in the school, pupil having lunch at

school and principal are the indicators of achievement in reading and mathematics. In terms of

home school, factor like pupils repetition in class, number of day pupil absent in the school,

parent teacher meeting and extra tuition fee, indicates student achievement in reading and

mathematics at grade 6 level in Uganda.

Hattingh (2003) purposed a study to examining learning achievement and experiences of

science learners in a problem-based learning environment. The researcher focused on Problem

based learning, is a beneficial method that has power to put learner at the centre of activity,

which make them responsible for their own learning. This study challenged the assumptions that

advocate learner will acquire more information taught through direct lecture based method. The

students of 10th grade were divided in to experimental and control group exposed to different

learning environments. Findings showed that experimental group taught with problem based

learning did give up subject content. Students taught with problem based learning scored higher

than students taught through lecture method. The students who were exposed to problem based

learning measured on the basis of enjoyment experienced by below and above average achiever.

Lightman E.S (2000) examined the learning achievement, social adjustment, and family

conflict among Bedouin-Arab children from polygamous and monogamous families. Purpose of

the study was to compare learning achievement, social adjustment and family conflict Arab

children. Sample consists of 146 students from monogamous and polygamous families of Arab

village. The study discovered that higher level of learning achievement and better school

adjustment found in children from monogamous families than children from polygamous

families. In terms of conflict rating on children belonged to polygamous families was higher

than the children from monogamous families. It was found that size of the family in terms of

children and wives was correlated to fathers’ level of education.

2.5.0 STUDIES RELATED TO STUDENT DROP OUT RATE

George M. (2015) in his paper highlighted the issues related to school dropouts among tribal

students with special reference to Paniya tribe in Wayanad. The research employed personal
 41

interview and questionnaire method with parents and dropout students. Sample included 25

recent dropouts’ tribal students from 1 to 12 classes. The parents and students reported the many

problems that lead to early drop out such as poverty, unemployment, negative attitude of parents

towards education, unhealthy family environment, alcoholism of parents, peer influence and

family responsibilities.

Krezmien & Zablocki (2013) conducted a study on “Drop-out Predictors among students with

high-incidence disabilities”, to find out the effects of demographics, classification of disability

and academic experiences on school dropout rates among youth with disabilities. High risk of

dropping out was found in students with disabilities according to the Disabilities Education Act

Provisions. Total 5,018 youth participant participated in the study to know their characteristics

and school experiences. The factors identified related to dropping outs were entered sequentially

into a logistic regression model. The result revealed that higher risk of dropping out existed in

the students with emotional and behavioral disorders. No significant relationship was found

between disability and academic factors. Higher risk of dropping out was related to certain

factors such as disciplinary exclusion, lower than average grades and grade retention.

Sareen S. (2013) studied on the rate of dropout in Chandigarh. The study focused was to make

an investigation into the factors causing dropout in primary and upper primary schools. The

researcher adopted qualitative and quantitative method of research in the study. The sample of

115 dropout children was taken from 20 schools in Chandigarh through purposive sampling

method. Findings indicated higher rate of dropout among girls at upper primary level than their

counterpart. The higher rate of drop out was found out in rural and slum areas of Chandigarh.

The study revealed that the migration of parents and child labor was the major cause of dropout

at elementary school level.

Weihua Fan & Christopher (2012) conducted a research on “School motivation and high

school dropout: The mediating role of educational expectation.” The study was aimed to

determine the effect of students’ educational expectation on their dropout status. The data was

obtained from Educational Longitudinal Study of 2002. The sample size was 16,194 students

with racial distribution 54% as white, 13% as black, 16% Hispanic and 10% Asian students, and
42

the rest consisted of Native American Hawaiian, multi racial and of other races. The results

revealed that there was a relationship between student ability beliefs in math and English and

their behavior of dropping out has assisted by the students’ educational expectations. There was

a significant indirect relationship between the intrinsic value of students in math and English

and student behavior leaving school through students’ educational expectations.

Glennie & Bonneau (2012) investigated on “Addition by Subtraction: The relation between

Dropout rates and school-level academic achievement.” the investigation was carried out to

determine the effects of student level accountability. The research examined two hypotheses for

the relationship between dropout rates and the school level accountability. The research

employed longitudinal data of all students in public schools of North Carolina over period of 8

year. The research employs fixed effects models clustering schools and districts within years

and controls each year for school size. The research concluded that there are partial evidences in

improvements of school level dropout rates by improving the school level academic

performances. There were more evidences suggest that the quest for improvement in academic

performance has negative impact on dropout rates.

Hussain A. & Khan T. M. (2011) identified in his study related to “Causes of students’

dropout at primary level in Pakistan: An Empirical Study” that there are many factors which

have a great impact on students dropout. For this purpose 94 district managers, 144 head

teachers, and 288 teachers, 288 parents, 864 students (50% dropout students and 50% stay-in )

selected for the data at the time of the study. The research used Mixed Research method to study

the sample. Findings, affirmed that there are many factors of high dropout at primary level in

Pakistan like: poverty in Pakistan, students poor health, harsh behavior of teachers, too

expensive education of students, tough syllabus, distance of school from home, lack or non-

availability of facilities, and parents attitude towards education.

Chugh S. (2011) investigated on Dropout in secondary education: A study of children living in

slums of Delhi. The purpose of the study was to find out the factors assigned to dropping out by

children at secondary school level. Empirical study was conducted during the period from 2006-

2007 to analyze the marginalized group of children living in slum areas in Delhi. The results of
 43

the study revealed there was a high correlation between family and school related factors

responsible for dropout rate among students. Dropout among adolescents not solely depends

upon poverty and financial pressure but because of schools which did not respond to students

special educational needs. The study proposed a holistic approach to adopt by the State on

dropout issue and not treat it as merely a individual problem that can be solve without reference

to the broader socio-economic setting and poor delivery of education in which it is rooted.

Gabriela C. (2010) discussed various factors in “A case study into the causes of school

dropout” achieves due to high complexity of its causes. A sample of 682 students from primary

and secondary school selected from the town of Sarmas. The research used the data during the

year 2008-2009 related to school environment and students family. The study concluded that

drop out ratio is increased in the number of students facing school adjustment problems. The

highest rate of school dropout found in the poorer families. There are many factors like family

related factor (parents–children relationship, standard of living and models of parenting),

teachers related factor (incorrect means and method of education) increase in school dropout.

The school dropout can be decreased by identifying and analyzing the factors related to it.

Joshi K.M. (2010) conducted a study on “Indigenous children of India: enrolment, gender

parity and dropout in school education”. The study aimed to find out the status of access to

school amongst the indigenous children of India. The focused on gender wise students’

enrolment, gender parity and dropout at different levels of school education. The research used

socio-economic status data for the year 2006-07 published by Indian Ministry of Human

Resource Development in the year 2008. It was concluded through the study that indigenous

children remains the most deprived group in terms of school education and dropouts and

dropout among girls was higher than boys. The enrolment and gross enrolment in the last three

decades increased but found to be very low at higher levels of schooling. Increased gender gap

was found amongst indigenous children at the higher level of schooling. The major reason of

low participation was the high poverty and opportunity cost of attending school.

Zablocki S. M. (2009) explored in his study on “Predicting school dropout among youth with

disabilities: The roles of individual characteristics, academic experiences and emotional

engagement factors” with a aim to find out the effects of disability classification, academic

experiences, emotional engagement and individual characteristics on dropping out of school

among youth with disabilities. The data related to variables like youth characteristics and school

experience taken from the current data of National Longitudinal and Transitional study.

Descriptive method of survey and different statistical technique like Chi square, t- test, and

logistic regression were used to analyses the data of the research. Findings of the study showed

that significant group difference was found among dropouts and non dropouts on disability

classification, gender, race, grade retention, school exclusion, grades and levels of emotional

engagement. It was found that factors like gender, household income, emotional engagement

and academic experience had non- significant impact on the characteristics of disability

classification and race. Increased drop out was found in girls compared to boys when

controlling for other variable. The factors which decreased the dropout are students coming

from higher than average income groups, higher than average grades and higher emotional

engagement. Factors associated with academic experience considerably raised the differences of

dropping out beyond disability classification or ethnic membership.

Ayodele & Bada (2007) examined the reasons of drop out in schools as perceived by secondary

school students in Idanre local Government. The sample comprised of 160 students selected

randomly from the population of secondary school in Idanre. Descriptive statistics such as

mean, percentage and standard deviation were used to analysis of the data. The study used

questionnaire on dropout in school to study the variables. The results showed that the rate of

dropout among students was affected by the factors resident in student and parents. It was found

that drop out among female students was uncontrolled in Idanre local government area. The

study recommended that parents should play their paternal role properly and fulfill their basic

needs.

Rumberger R. W. & Palardy G. J. (2005) conducted a study on “Test scores, dropout rates,

and transfer rates as alternative indicators of High school performance.” The purpose of the

study was to find out the relationship among several different indicators of high school

performance like test scores, dropout and transfer rate and attrition rates. The samples of 14,199
 45

students were included in the study, who took part in the national education longitudinal survey

of 1988. The study adopted Hierarchical linear models to analyze the data. The findings of the

study revealed that school promoting effective learning does not reduce drop out or transfer rate.

However, little variability in dropout rates and considerable difference in transfer rate found in

high school after controlling student’s inputs. It was found that characteristics related to schools

that assigned to performance in one area often did not contribute to performance in another area.

2.6.0 STUDIES RELATED TO TEACHERS JOB SATISFACTION

Dar Din M. (2016) examined the job satisfaction among teachers who were working in

government and private schools. A sample of 100 teachers (50 from Govt. and 50 from private

school) was selected by using a random sampling method from the government and private

schools of district Ganderbal. The questionnaire on Job Value prepared by Seema Sanghi (1999)

was used to select the sample from elementary schools. The findings of the study concluded that

government teachers at elementary level were more satisfied in job as compared to private

teachers as they enjoys better financial conditions, working conditions and management and

personal security. Government teachers get more opportunities for development and promotion.

Dr. Rao (2015) conducted a study on Job satisfaction among secondary school teachers. The

aim of the study was to analyze the job satisfaction between secondary school teachers in

relation to their gender, age (seniority) and school management. The study adopted descriptive

research survey method and data was collected through administering structured questionnaire

to the secondary school teachers. The sample consists of 200 school teachers taken from 10

government school and 10 private secondary schools using random sampling technique. Data

was analyzed through mean, standard deviation and t-test. The result depicted no significant

difference found between the job satisfactions of male and female teachers teaching in

secondary schools. Senior teachers of secondary school found more satisfied in their job as

compare to junior teachers. Teachers teaching in government schools found to be more satisfied

in their job as compared to teachers teaching in private schools.

Dr. Mathur & Dashora (2014) undertook a study on job satisfaction of secondary school

teachers in Banswara district. Purpose of the study was to examine the various factors that affect
46

job satisfaction. The variable was studied using qualitative and quantitative approaches.

Variables under study were studied through standard rating scale by Dr. S.P.Ahluwalia and a

questionnaire for direct measurement of job satisfaction of teachers. The sample of 75 teachers

selected from secondary schools of Banswara district. Finding of the study revealed that the

level of job satisfaction is greatly dependent on the rural and urban areas and also dependent on

teaching profession and on teachers. Additionally, all the variables like teaching profession,

class room teaching, child centre practice, educational process, pupil and teachers gives very

poor R-square and found insignificant.

Ghosh M. (2013) aimed to study job satisfaction of teachers’ working at primary school in

association with their gender, nature of job, locale, management and variation in educational

qualification; in the study on job satisfaction of teachers working at primary school. The study

employed normative survey and descriptive study of Ex-post facto research method. Sample of

the study taken from 14 government and 6 private primary schools of Dakshin Dinajpur district

of West Bengal, only 100 teachers were selected through simple random sampling method. Data

collection was collected using job satisfaction scale by Dr. Dixit (1998). The findings of the

study indicated that Para teachers, female teachers, teachers teaching in government schools and

undergraduate teachers are more satisfied on their job front than the regular teachers, private

school teachers, male teachers and graduate teachers.

Kadtong &Usop O. (2013) conducted a research with purpose to investigate the relationship of

work performance and job satisfaction among teachers teaching in division of Cotabato city.

The study adopted a descriptive correlation design to present the demographic characteristics of

the teachers and their job satisfaction. The sample comprised of 200 elementary full time

teachers with two- years teaching experience selected from 12 public schools in the Cotabato

city. Survey questionnaire was used to study the personal information and job satisfaction of

teachers. The findings concluded that teachers exhibited high level of performance associated to

their skills, abilities, productivity and many other areas of work performance. Majority of

teachers belonged to the age of 31-40 are females many of them married. Mostly earned higher

educational degrees like post graduation, 64% teachers had 11-15 years of service. With
 47

reference to job satisfaction teachers found to be satisfied on many aspects of job satisfaction

such as school policies, supervision, salary, working condition, interpersonal relationship,

achievement, promotion in job and recognition.

Rani Usha & Rajam (2013) executed his on 100 respondents selected through simple random

sampling with the purpose to study the levels of job satisfaction of secondary school teachers

teaching in the schools of Tiruchirappalli district regarding their personal characteristics and job

characteristics with some aspects of job satisfaction such as work, income, working condition,

self esteem etc. Descriptive survey of the research was employed to study the nature of the data

and primary data was collected through questionnaire construct by the researcher. The study

found out more than half of the respondents are married prefers to work in urban areas and

satisfied with the policies practices, suitability of job, job security, compensation, working

condition, security of future creativity, and management support. They found their job

interesting and challenging.

George Evy, L. & Badenhorst (2008) undertook a study to explore the role of extrinsic and

intrinsic factors in determining job satisfaction among urban secondary school teachers in

Namibia. The research investigated biographical variables related to teachers’ gender; ages,

teaching experience, marital status, academic qualification and rank to rectify if these have any

significant relation to the extent of job satisfaction they experienced. They also investigated the

correlation between job satisfaction and teachers burn out in the study.

The sample comprised of 337 secondary school teachers from 17 government school selected

through simple random sampling. The results revealed that teachers job satisfaction profile that

shows dissatisfaction at high level with the intrinsic factors like school resources and rank of

their work.

Teachers showed dissatisfaction in terms of high performance levels that they expect from

previous environmentally disadvantaged learners. Teachers level of burnout and job satisfaction

found significantly correlated with each other as high level of emotional weariness and

depersonalization are characteristics’ of low level of job satisfaction. Conversely, there is a

positive correlation found between high levels of personal accomplishment with high levels of

job satisfaction of teachers.

Tasnim (2006) have done an empirical study to find out some factors that affect both male and

female teacher’s job satisfaction. The study aimed to identify the perceptions of teacher toward

job satisfaction and the factors which affect job satisfaction of female teachers. The sample of

57 teachers (25 males, 32 females) selected from 7 government primary schools of rural and

urban areas. Open and close ended questionnaire was used to study the data. Factors related to

salary, academic qualification, supervision, management, working environment, career

prospects and culture etc. affect the job satisfaction of male and female teachers.

Results based on the model of Hofstede shows difference in teachers’ opinion on some factors

which interpreted in masculinity – femininity and power distance in the model. Dissatisfaction

in the job front perceived by both male and female teachers but female found to be more

dissatisfied than male teachers.

2.7.0 OVERVIEW OF THE CHAPTER

It can be visualized from the quoted studies that:

A considerable amount of researches have been done in the areas of Organizational climate,

student adjustment, Job Satisfaction, and dropout rate respectively at both national and

international levels.

The review reveals the importance of the variables selected for the study in the field of

education, also the appropriateness of the approaches decided to observe the organizational

climate.

The survey of related literature has enabled the investigator to know that most of the researches

have been done with the study of the selected variables in relation to other variables like job

satisfaction, leadership style, job performance, academic achievement and motivation, etc.

On the basis, of the review, the investigator can conclude that hardly any researches have been

done in relation to organizational climate and its impact on quality learning, student adjustment

and dropout rate in Kasturba Gandhi Balika Vidyalayas. It also reveals the dearth of such a

study in the Indian context and thus, makes the study more relevant.
 49

The review of related literature reveals that the variables taken for the study somehow help to

improve the effectiveness of the institutions but the effect of all these variables collectively

taken together is not studied. Therefore, the review invariably establishes the significance of the

study .i.e. “A study of organizational climate of Kasturba Gandhi Balika Vidyalayas and its

impact on quality of learning, student adjustment and dropout rate” and the researcher is assured

of getting some contributory results, which will enrich educational research.