Scholarly Research Journal for Interdisciplinary Studies,

Online ISSN 2278-8808, SJIF 2018 = 6.371, www.srjis.com

PEER REVIEWED JOURNAL, MAR-APR, 2019, VOL- 6/50

VALUE PATTERN OF GOVT. AND PRIVATE URBAN SECONDARY SCHOOL

TEACHERS ON GENDER BASIS

Javeed Ahmad Puju1 & Ishrat Rafiq Wani2

1
Assistant Professor, (Education), University of Kashmir. [email protected]
2
M.Ed Student, P.G Dept of Education, University of Kashmir [email protected]

Abstract

The present study was designed to undertake the comparative study of govt. and private school
teachers on value pattern in Kashmir province. A sample of 200 teachers (100 govt. and 100 Private)
were selected randomly from govt. and private secondary schools. The data was collected by using
Indian Adaption value scale constructed by N.Y. Reddy. The collected date was analyzed by applying
some statistical techniques and some of the important findings have been drawn from the present
study. It was found that significant means difference was found between govt. and private secondary
school teachers while as no significant means difference was found between male and female govt.
and private secondary school teachers.
Keywords: Secondary school teachers. Value pattern- Theoretical value, Economic value, Aesthetic
value, Social value, Political value, religious value.

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Introduction
Values are a set of rules or regulations of behavior. In the words of Dewey, “the value
means primarily to price, to esteem, to appraise and to estimate”. It means the act of
achieving something, holding it and also the act of passing judgment upon the nature and
amounts of values as compared with something else. Values are regarded as desirable,
important, and held in high esteem by a particular society in which a person lives. Thus
values give meaning and strength to a person’s character by occupying a central place in his
life. Values reflect one’s personal attitudes and judgments, decisions and choices behavior
and relationships, dreams and vision. They influence our thoughts, feelings and actions. They
guide us to do the right things. But values may differ from one society to the other. Value
education means inculcating a sense of humanism, a deep concern for the well-being of
others and the nation among the children. This can be accomplished only when it is instilled
in the children a deep feeling of commitment to values that would build this country and
bring back to the people pride in work that brings order, security and assured progress.
Through value education we like to develop the social, moral, aesthetic and spiritual sides of

Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

 Javeed Ahmad Puju & Ishrat Rafiq Wani
(Pg. 11858-11866) 11859

a person which are often undermined in formal education. Value education teaches us to
preserve whatever is good and worthwhile in what was inherited from our culture. It helps us
to accept respect, the attitude and behavior of those who differ from us. Value education does
not mean value imposition or indoctrination.
Value education has the capacity to transform a diseased mind into a very young,
fresh, innocent, healthy natural and attentive mind. The transformed mind is capable of
higher sensitivity and heightened level of perception. This leads to fulfillment of the
evolutionary role in man and in life. Value education helps oneself and one’s relation to
society. Value education makes one peaceful and by his personality, he adds peace to the
society. Individual and society supplement each other. Education is a personality building
process. It has always been linked with society. It has both a personal and social dimension
and like the two sides of the same coin, these are inseparable. According to Gandhi, real
education does not consist in packing the brain with information facts and figures, or in
passing examinations by reading the prescribed number of books, but by developing the right
character. At present, our education system is largely involved in preparing the younger
generation of developing their cognitive domains. Today what is being done is to educate the
heads and hands and not the hearts. Lack of value education has been an important factor in
the global scenario of growing violence and terrorism, pollution and ecological imbalances.
The Education Commission (1964 – 66) and the National Policy on Education (NPE – 1986)
stressed the importance of value oriented education in our country. The Ramamurthy
Committee Report (1990) recommended that the imparting of value education should be an
integral part of the entire educational process. Value education makes the youth powerful.
They contribute a great deal to the national reconstruction and national development. The
above Policy has laid considerable emphasis on Value Education by highlighting the need to
make education a forceful tool for cultivation of social and moral values. The policy has
stated that in our culturally plural society, education should factor universal and eternal
values oriented towards the unity and integration of our people. Values are master sentiments
or philosophies of life, which gives the individual the directions to his striving. Values refer
to what is regarded as important and play the most important role in the life of an individual
and which shapes the activities of man. It is mans capacity to develop and cultivate values
that clearly marks him out from the rest of the living creatures and enables him to improve

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 Javeed Ahmad Puju & Ishrat Rafiq Wani
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perpetually the quality of his life on this planet both in material and non material sense. The
significance of values in human existence cannot be exaggerated. Values are the highest
quality of reality and cultivate points of significance for mankind.
Some of the investigations carried out by the various researchers found that there is
significant difference between Govt. and private secondary school teachers on their different
values such as Trepathi, P.K (2010) has shown in his study that there is significant mean
difference between govt. and private secondary school teachers on their economic, religious
and social values while as no significant difference was found on their theoretical, political,
and aesthetic values. Jaginder. R.S ( 2011) has mentioned in his studies that there is no
significant mean difference between male and female secondary school teachers on all the
dimensions of value pattern except aesthetic value. Female secondary school teacher either
from govt. or private school showed better aesthetic value as compared to their counter
parts. Meenakshi (2012) has also mentioned in her study that significant difference was found
rural and urban primary school teachers on their value pattern. Karmjeet, K (20015) has
found that significant difference was found between Govt. and Private elementary school
teachers on their value pattern. However no significant difference as found between male and
female teachers while comparing on different pattern of values. Number of studies have been
conducted on value pattern of school teachers but very few studies have been conducted so
for in our Kashmir province on secondary school teachers related to values pattern. Thus the
investigators found it as a burning issue and got interested to carry out this study.
Objectives:
The investigators have set forth the following objectives for the present study.
1. To study the values of govt. and private secondary school teachers.
2. To study the values of male & female govt. secondary schools teachers.
3. To study the values of male and female private secondary school teachers.
4. To compare govt. and private secondary school teachers on various dimensions of
value pattern.
5. To compare male and female govt. secondary school teachers on various dimension of
value pattern.
6. To compare male and female private secondary school teachers on various
dimensions of value pattern.

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 Javeed Ahmad Puju & Ishrat Rafiq Wani
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Hypothesis.
For the present study the investigators have formulated the following hypothesis.
1. There is no significant mean difference between govt. and private secondary school
teachers on various dimension of value pattern.
2. There is no significant mean difference between male and female govt. secondary
school teachers on various dimensions of values pattern.
3. There is no significant mean difference between male and female private secondary
school teachers on various dimensions of value pattern.
Methods and procedure.
The present study was designed to study the value pattern of govt. and private urban
secondary school teachers. The investigators used the descriptive method to carry out the
present investigation.
Sample
The investigators selected 200 secondary school teachers (100 govt. and 100 private)
randomly from various govt. and private urban secondary schools in Kashmir province J&K.
Tool
For the present study the investigators used the Indian Adaption value scale constructed
by N.Y. Reddy for the collection of data.
Statistical treatment.
The collected was analyzed by applying Mean, S.D and t-value.
Analysis and interpretation of collected data.
The analysis and interpretation of the collected data is of great significance. The data as
such has no meaning, if it is not analyzed and interpreted properly. Interpretation calls for a
critical examination of the results of analysis in the light of all the limitations of that gathered
data.

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 Javeed Ahmad Puju & Ishrat Rafiq Wani
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Table 1.0 : Showing the mean comparison of govt. and private urban secondary school
teachers on various dimensions of value pattern.

Level of
Dimension Category N Mean M. D S.D t-value
significance

Govt. 100 41.42 5.12

Theoretical 2.84 3.94 Significant
Private 100 38.58 5.13
Govt. 100 34.75 4.65
Economic 0.46 1.31 Insignificant
Private 100 35.21 3.74

Govt. 100 39.05 5.54

Aesthetic 5.05 6.82 Significant
Private 100 44.1 5.03
Govt. 100 46.09 5.19 Significant at
Social 1.57 1.96
0.5 level
Private 100 44.52 6.22
Govt. 100 31.58 3.18
Political 0.65 1.22 Insignificant
Private 100 30.93 4.28
Govt. 100 41.42 5.19
Religious 1.99 2.80 Significant
Private 100 43.41 5.07

The perusal of above table shows the mean comparison of government and private
secondary school teachers on various dimensions of value pattern. The above table reveals
that government secondary school teachers scored higher mean on theoretical value (41.42)
as compared to the mean of private secondary school teachers (38.58). The obtained “t” value
came out (3.94) which show significant difference between the two groups of teachers.
While as there is no significant difference between govt. and private secondary school
teachers on economic dimension of value pattern. However the private secondary Scholl
teachers scored high means as compared to govt. secondary Scholl teachers but fail to reaches
any level of significance.
The table also shows the mean comparison of government and private secondary
school teachers on aesthetic dimension of value pattern. The above table reveals private
secondary school teachers have higher mean on aesthetic value (44.1) as compared to the

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 Javeed Ahmad Puju & Ishrat Rafiq Wani
(Pg. 11858-11866) 11863

mean of government secondary school teachers (39.05). The obtained “t” value came out
(6.82) which show significant difference at both levels.
Further the statistical data of above table reveals the mean comparison of government
and private secondary school teachers on the dimension of social value on value pattern. The
table also depicts that government secondary school teachers show higher mean (46.09) than
private secondary teachers (44.52). The obtained t value came out (1.96) which shows
significant means difference at 0.5 level but fails to reach at 0.1 level of significance.
While making the comparison on political value the above statistical table shows
government secondary school teachers have higher mean on political value (31.58) as
compared to the mean of private secondary school teachers (30.93). The obtained “t” value
which came out (1.22) fails to reach any level of significance.
The above table also shows the mean comparison of government and private
secondary school teachers on dimension of religious value of value pattern. The above table
reveals that private secondary school teachers have higher mean on religious value (43.41) as
compared to the mean of government secondary school teachers (41.42). The obtained “t”
value came out (2.80) which show significant difference.
Hence the hypothesis number one which reads “There is no significant mean
difference between govt. and private secondary school teachers on various dimension of
value pattern” stands partially rejected.
Table 1.1: Showing the mean comparison of male and female govt. secondary school
teachers on various dimensions of value pattern.
Level of
Dimension Category N Mean M. D S.D t-value
significance
Male 50 39.74 2.32 4.58 2.32 Significant at
Theoretical
Female 50 37.42 5.39 .05 level
Male 50 34.74 0.02 5.37 0.02 Insignificant
Economic 34.76 3.86
Female 50
Male 50 38.04 2.02 5.32 1.85 Insignificant
Aesthetic
Female 50 40.06 5.62
Male 50 46.5 3.96 4.77 3.35 Significant
Social
Female 50 42.54 6.88
Male 50 31.62 0.08 3.55 0.13 Insignificant
Political
Female 50 31.54 2.79
Male 50 40.88 1.08 5.79 1.04 Insignificant
Religious
Female 50 41.96 4.49

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 Javeed Ahmad Puju & Ishrat Rafiq Wani
(Pg. 11858-11866) 11864

The perusal of above data reveals the mean comparison of govt. male and female
secondary school teachers on various dimensions of value pattern. The table depicts that there
is no significant mean difference between govt. male and female secondary school teachers
on dimensions of economic, aesthetic, political and religious values on value pattern. While
as significant mean difference was found on social value at both levels of significance,
furthermore the table reveals that on comparison of male and female teachers on theoretical
value the mean score favors male teachers which is significant at 0.05 level but insignificant
at 0.01 level. Hence the hypothesis number two which reads “that there is no significant
difference between male and female government secondary school teachers’’, stands
partially accepted.
Table 1.2: Showing the mean comparison of male and female private secondary school
teachers on various dimensions of value pattern.
Level of
Dimension Category N Mean M. D S.D t-value
significance
Male 50 41.70 0.3 5.53 0.29 Insignificant
Theoretical
Female 50 41.40 4.72
Male 50 35.20 0.02 3.63 0.02 Insignificant
Economic 35.22 3.88
Female 50
Male 50 42.92 2.63 4.63 2.71 Significant at
Aesthetic
Female 50 45.28 5.17 0.5 level
Male 50 48.02 3.86 3.54 4.02 Significant
Social
Female 50 44.16 5.87
Male 50 31.00 0.14 4.75 0.16 Insignificant
Political
Female 50 30.86 3.80
Male 50 44.32 1.82 5.00 1.82 Insignificant
Religious
Female 50 42.50 5.04
The perusal of above data reveals the mean comparison of private male and female
secondary school teachers on various dimensions of value pattern. The table depicts that there
is no significant mean difference between private male and female secondary school teachers
on dimensions of theoretical, economic, political and religious values on value pattern. While
as significant mean difference was found on dimensions of social and aesthetic values a on
value attern. Hence the hypothesis number third which reads “that there is no significant
difference between male and female private secondary school teachers’’ stands partially
accepted.

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 Javeed Ahmad Puju & Ishrat Rafiq Wani
(Pg. 11858-11866) 11865

Major Findings and Conclusion.

After analyzing and interpreting the collected data by applying some statistical
techniques some of the major findings have been drawn from the present study carried out by
the investigators.
1. It was found that govt. secondary school teachers showed better theoretical and social
value as compared to private secondary school teachers.
2. It was also found that private secondary school teachers showed higher aesthetic and
religious values as compared to govt. secondary school teachers.
3. Further it was found both govt. and private teaches showed similar type of economic
and religious values.
4. It has been found that govt. male teachers showed better theoretical and social value as
compared female teachers.
5. It was also found that both male and female teachers showed similar type of economic,
aesthetic, political and religious values.
6. It has been found that private female teachers showed better aesthetic and social values
as compared to male teachers.
7. It was also found that both male and female private secondary school teachers showed
similar type of theoretical, economic political and religious values.
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 Javeed Ahmad Puju & Ishrat Rafiq Wani
(Pg. 11858-11866) 11866

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