Study on Job Autonomy and Job Proficiency of Private School Primary Teachers in Chennai Region

In earlier days, employers felt the job satisfaction component is the only avenue to make employees happy. A lot of research studies proved that internal motivation/drive is also needed for improving employees, thereby giving way for enrichment avenues. One such enrichment avenue is autonomy given in job areas. This study focuses on job enrichment aspects for school-level teachers concentrating primary level teachers in the Chennai region. The enrichment tool analyzed in this paper is job autonomy for teachers that can have a significant effect on task crafting and curriculum analysis. The job proficiency level is compared after skill set improvement. This study is carried out to check the job level independence given to teachers and certain decentralization areas based on interest level. The study is also done to identify the related factors of the job proficiency level of teachers. The method used for collecting data is a convenient sampling method using a well-designed questionnaire. Two hundred samples are collected that are used for the data analysis section. Data analysis is done using statistical methods using Statistical Package for the Social Sciences (SPSS) software and analysis of a moment structures (AMOS) software. Statistical techniques used for this study are linear regression and confirmatory factor output used to check the model fit. Research findings are teacher’s work-based competency levels that significantly affect students’ creativity using mind-mapping techniques. Task autonomy has a significant relationship with curriculum analysis and task crafting. This study recommends analyzing hidden factors of learner’s behavior to improve reflective teaching, leading to the teachers’ proficiency level in their job.

Seek and Ye Shall Find

Being familiar with their earlier work investigating the factor structures of the Armed Services Vocational Aptitude Battery and the Air Force Officer Qualifying Test, we read with interest Ree, Carretta, and Teachout's (2015) proposal to extend the idea of a dominant general factor (DGF) beyond the realm of cognitive abilities to other areas of research and practice in industrial–organizational (I-O) psychology. We found their ideas intriguing and their arguments compelling, but we stumbled on a reference to an article of one of the present authors (Lance, Teachout, & Donnelly, 1992) and Ree et al.’s claim that Lance et al. (1992) had found a DGF that accounted for 59% of the variance in job performance ratings in a military job. They did not. Rather, Lance et al. reported a hierarchical confirmatory factor analysis (CFA) model that explained parsimoniously the correlations among 15 job performance first-order factors in terms of four Job Proficiency and four other Measurement Source second-order factors. We reasoned that Ree et al. must have conducted some secondary analysis on the results presented by Lance et al., and indeed we replicated their claim by finding that the first unrotated principal component accounted for 59% of the variance in correlations among the four Proficiency second-order factors reported in Lance et al.’s Table 6.