A Study of Role Expectations and Role Performance of High School Teachers in Relation to Region, Management and Gender

Teaching has been one of the oldest and most respected professions in the world. When a systematically organized human society came into existence, the need to mould its children on proper lines arose requiring persons who could perform this role that is teachers. The main objective of the present study is to study the influence of region, gender and management on the role expectation and role performance of high school teachers. Role expectation and role performance of high school teachers’ questionnaire developed by Mrs. L. Hemalatha Krishnaveni (2013) was adopted. A sample of 900 high school teachers representing all categories of high schools is selected in Andhra Pradesh by following the standardized procedures. Factorial design test were employed for analysis of the data. The findings are there is significant influence of Region at 0.01 level on the role expectation and role performance of high school teachers. There is significant interaction effect of region Vs gender at 0.01 level on the role expectation and role performance of high school teachers. There is significant interaction effect of region Vs management at 0.05 level on the role expectation and role performance of high school teachers. INTRODUCTION The task of shaping the future citizens as a noble one and so the teacher has always occupied a place of honour and reverence in the Indian Society over the ages. The preparation of teachers has changed with the passage of time and with the changes in expectations of society. The role of the teacher in a society is well known. The wellbeing of the Nation depends upon the well being of the teachers. The teacher has a powerful and abiding influence in the formation of the character of the future citizens. The teacher acts as a pivot for the transmission of intellectual and technical skills and cultural traditions from one generation to another. The role of the teacher involves two broad fields of research. On the one hand ‘role refers to behaviour, thus studies of teacher – role performance are those in which the actual behaviour of teachers is observed. On the other hand, ‘role’ refers to expectations of behaviour thus studies of teacher role expectations are those in which expectations maintained for teachers by teachers and others are investigated, in general, these are two distinct fields of research for investigation. Role expectation of teachers Expectations are learned through experience and ones they are formed, expectations will affect the behaviours of those who hold them in predictable ways (performance). Any expectations we should posses means, the activity of performance. Role performance of teachers What is expected of an individual and how well he fulfills what is expected of him are the two inseparable questions to be analyzed and understood in the study of role. The first question deals with the concept of role expectation and the second question deals with the role performance in the manner in which the individual fulfills the requirements of his positions. Review of Literature Venkateswara Rao (2002) found from a study on job satisfaction of primary schools that there is significant difference between job satisfaction and job involvement. Job involvement also influences the variables viz., gender, management, locality, type of school and some of the personality characteristics. He also found a significant influence of family satisfaction and life satisfaction on their level of job involvement. Eagly, Alice H.; Karau, Steven J.; Makhijani, Mona G (2005) found that this article presents a synthesis of research on the relative effectiveness of women and men who occupy leadership and managerial roles. Aggregated over the organizational and laboratory experimental studies in the sample, male and female leaders were equally effective. However, consistent with the assumption that the congruence of leadership roles with leaders’ gender enhances effectiveness, men were more effective than women in roles that were defined in more masculine terms, and women were more effective than men in roles that were defined in less masculine terms. Also, men were more effective than women to the extent that leader and subordinate roles were male-dominated numerically. These and other findings are discussed from the perspective of social-role theory of sex differences in social behaviour as well as from alternative perspectives. Vijayalakshmi (2005) conducted a study and the findings showed, low and positive correlation between teacher effectiveness and job satisfaction. Only the management of the school has significant impact both on teacher effectiveness and job satisfaction. The other variables included in the study viz., locality, subjects of teaching have no significant impact on both teacher effectiveness and job satisfaction. Maheswar Thalkur (2007) conducted that correlates of Job Satisfaction for the high and low groups of the management level. The obtained highest percentage value for the high group is 86.19 and the lowest percentage value is 44.19. He found that ‘management’ is the most prominent correlates of job satisfaction for the high group of Secondary school Principals. Kyla L. Wahlstrom and Karen Seashore Louis (2008) found that three types of instructional behaviours—Standard Contemporary Practice, Focused Instruction, and Flexible Grouping Practices—emerged as strong factors which operationally described effective teacher practice. The presence of shared leadership and professional community explained much of the strength among the three instructional variables. Furthermore, the effect of teachers’ trust in the principal becomes less important when shared leadership and profes-


INTRODUCTION
The task of shaping the future citizens as a noble one and so the teacher has always occupied a place of honour and reverence in the Indian Society over the ages. The preparation of teachers has changed with the passage of time and with the changes in expectations of society.
The role of the teacher in a society is well known. The wellbeing of the Nation depends upon the well being of the teachers. The teacher has a powerful and abiding influence in the formation of the character of the future citizens. The teacher acts as a pivot for the transmission of intellectual and technical skills and cultural traditions from one generation to another.
The role of the teacher involves two broad fields of research. On the one hand 'role refers to behaviour, thus studies of teacher -role performance are those in which the actual behaviour of teachers is observed. On the other hand, 'role' refers to expectations of behaviour thus studies of teacher role expectations are those in which expectations maintained for teachers by teachers and others are investigated, in general, these are two distinct fields of research for investigation.

Role expectation of teachers
Expectations are learned through experience and ones they are formed, expectations will affect the behaviours of those who hold them in predictable ways (performance). Any expectations we should posses means, the activity of performance.

Role performance of teachers
What is expected of an individual and how well he fulfills what is expected of him are the two inseparable questions to be analyzed and understood in the study of role. The first question deals with the concept of role expectation and the second question deals with the role performance in the manner in which the individual fulfills the requirements of his positions. Venkateswara Rao (2002) found from a study on job satisfaction of primary schools that there is significant difference between job satisfaction and job involvement. Job involvement also influences the variables viz., gender, management, locality, type of school and some of the personality characteristics.

Review of Literature
He also found a significant influence of family satisfaction and life satisfaction on their level of job involvement.
Eagly, Alice H.; Karau, Steven J.;Makhijani, Mona G (2005) found that this article presents a synthesis of research on the relative effectiveness of women and men who occupy leadership and managerial roles. Aggregated over the organizational and laboratory experimental studies in the sample, male and female leaders were equally effective. However, consistent with the assumption that the congruence of leadership roles with leaders' gender enhances effectiveness, men were more effective than women in roles that were defined in more masculine terms, and women were more effective than men in roles that were defined in less masculine terms. Also, men were more effective than women to the extent that leader and subordinate roles were male-dominated numerically. These and other findings are discussed from the perspective of social-role theory of sex differences in social behaviour as well as from alternative perspectives.
Vijayalakshmi (2005) conducted a study and the findings showed, low and positive correlation between teacher effectiveness and job satisfaction. Only the management of the school has significant impact both on teacher effectiveness and job satisfaction. The other variables included in the study viz., locality, subjects of teaching have no significant impact on both teacher effectiveness and job satisfaction.
Maheswar Thalkur (2007) conducted that correlates of Job Satisfaction for the high and low groups of the management level. The obtained highest percentage value for the high group is 86.19 and the lowest percentage value is 44.19. He found that 'management' is the most prominent correlates of job satisfaction for the high group of Secondary school Principals.
Kyla L. Wahlstrom and Karen Seashore Louis (2008) found that three types of instructional behaviours-Standard Contemporary Practice, Focused Instruction, and Flexible Grouping Practices-emerged as strong factors which operationally described effective teacher practice. The presence of shared leadership and professional community explained much of the strength among the three instructional variables. Furthermore, the effect of teachers' trust in the principal becomes less important when shared leadership and profes-sional community are present. Self-efficacy strongly predicts Focused Instruction, but it has less predictive value for the other measures of instructional behaviour. Individual teacher characteristics of gender and years of experience have clear impact on instructional practice, but there are no discernible patterns that suggest that the level of the principal (elementary vs. secondary) have more or less influence on teacher instructional behaviours.
Anit Somech (2010) investigated that the increasing emergence of Participation in Decision Making (PDM) in schools reflects the widely shared belief that flatter management and decentralized authority structures carry the potential for promoting school effectiveness. However, the literature indicates a discrepancy between the intuitive appeal of PDM and empirical evidence in respect of its sweeping advantages. The purpose of this theoretical article is to develop a comprehensive model for understanding the distinct impacts of PDM on school and teachers' outcomes. The proposed analytical framework is set within contingency theory and is aimed to predict the distinct impacts of PDM on school outcomes: innovation, organizational citizenship behaviour (OCB), and productivity; and on teacher outcomes: job satisfaction and strain. It contains mediator-moderator components, where the mediator factors explain the relationship between PDM and school and teacher outcomes and the moderator factors influence the strength and/or the direction of these relationships. Specifically, the framework suggests that two mechanisms, one motivational and one cognitive, serve as mediators in the PDM-outcomes relationship. Then, by taking a multilevel perspective, the author posits moderators that may facilitate or inhibit the PDM effect: teacher personality (the Big Five personality characteristics) at the individual level, principal-teacher exchange (leader-member exchange; LMX) at the dyadic level, structure (bureaucratic/ organic) at the school level, and culture (individualism/collectivism) at the environmental level.

Scope of the Study
The main intention of the study is to find the influence of region, gender and management on the role expectation and role performance of high school teachers.

Objective of the Study
To study the influence of region, gender and management on the role expectation and role performance of high school teachers.
Hypothesis of the study Region, gender and management do not have significant influence on the role expectation and role performance of high school teachers.

RESULTS AND DISCUSSION
The influence of the variables region, gender and management and their interactions on the role expectations and role performance of High school teachers is studied with the help of Factorial designs.
1. Factorial design for role expectation score There are three divisions in the region, two divisions in the gender and three divisions in the management. The influence of region, gender and management on the role expectation scores of High school teachers is investigated through 3X2X3 factorial design.
To examine whether there exists any significant difference on role expectation scores among the high school teachers belonging to region, gender and management; and to probe into the effect of interaction between these variables, the role expectation scores are analyzed by applying analysis of variance (ANOVA) technique using 3X2X3 factorial design.
The following hypotheses are framed.
Hypothesis -1: There would be no significant influence of main effects namely, region, gender and management on the role expectation scores of the High school teachers.
Hypothesis -2: There would be no significant influence of interaction effects namely, region, gender and management on the role expectation scores of the High school teachers.
In order to test the proposed hypotheses, the analysis of variance technique is applied using 3X2X3 factorial design and the results are presented in Table -1.
It is observed from Table -1 that the computed value of 'F' for the main effect region is 7.870 which is significant at 0.01 level. Hence Hypothesis -1 is rejected. It is concluded that region has significant influence on the role expectation.

RESEARCH PAPER
The It is evident from Table -1 that the computed values of 'F' for the two factor interaction effect namely, region Vs gender is 6.328 which is significant at 0.01 level and region Vs management is 2.687 which is significant at 0.05 level. Hence Hypothesis -2 is rejected. It is concluded that the two factor interaction effect namely region Vs gender and region Vs management have significant influence on the role expectation.
It is seen from Table -1 that the computed values of 'F' for the three factor interaction effect namely, region Vs gender Vs management is 2.237 which is not significant at 0.05 level. Hence Hypothesis -2 is accepted. It is concluded that the three interaction effect namely, region Vs gender Vs management has not significant influence on the role expectation.

Factorial design for role performance score
There are three divisions in the region, two divisions in the gender and three divisions in the management. The influence of region, gender and management on the role performance scores of High school teachers is investigated through 3X2X3 factorial design.
To examine whether there exists any significant difference on role performance scores among the high school teachers belonging to region, gender and management; and to probe into the effect of interaction between these variables, the role performance scores are analyzed by applying analysis of variance (ANOVA) technique using 3X2X3 factorial design.
The following hypotheses are framed.
Hypothesis -3: There would be no significant influence of main effects namely, region, gender and management on the role performance scores of the High school teachers.
Hypothesis -4: There would be no significant influence of interaction effects namely, region, gender and management on the role performance scores of the High school teachers.
In order to test the proposed hypotheses, the analysis of variance technique is applied using 3X2X3 factorial design and the results are presented in Table -2.  Findings: There is significant influence of Region at 0.01 level on the role expectation and role performance of high school teachers. There is significant interaction effect of region Vs gender at 0.01 level on the role expectation and role performance of high school teachers. There is significant interaction effect of region Vs management at 0.05 level on the role expectation and role performance of high school teachers.

Conclusions:
In the light of the findings, the following conclusions are drawn. Region has significant influence on the role expectation and role performance of high school teachers. Region Vs gender has significant influence on the role expectation and role performance of high school teachers. Region Vs Management has significant influence on the role expectation and role performance of high school teachers.

EDUCATIONAL IMPLICATIONS
On the basis of the results of the present investigation the following recommendations are suggested: Region has influence on the role expectation and role performance of high school teachers. It is observed that Rayalaseema high school teachers have better than Coastal Andhra high school teachers. It is advised to provide good amenities for Coastal Andhra high school teachers.
Since good library facilities are associated with the positive role expectation and role performance, school managements are advised to equip their libraries with the books that are liked by the teachers.
Teacher's dairy and student's dairy should be maintained for the smooth work of daily activities.