Scholarly Research Journal for Humanity Science & English Language ,

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UGC Approved Sr. No.48612, DEC-JAN 2018, VOL- 5/25

RELATIONSHIP OF TEACHER EFFECTIVENESS, TEACHER STRESS AND

TEACHER COMMITMENT WITH DIFFERENT DIMENSIONS OF CREATIVE
MANAGEMENT

Deepa Sikand, Ph. D. & Amit Kauts, Ph. D.

1
Associate Professor, Deptt of Education, Guru Nanak Dev University, Amritsar
(deepagaumit@yahoo.com)
2
Professor, Deptt of Education, Guru Nanak Dev University, Amritsar
(kautsamit@gmail.com)

The present study was conducted to study the relationship of teacher effectiveness, teacher stress and
teacher commitment with different dimensions of creative management. In order to conduct present
study 450 teacher educators with doctorate degree and without doctorate degrees, with different
levels of experience were selected from 45 selected colleges of education taking 10 teachers from
each institution were selected randomly. Creative Management Scale prepared by the investigator,
Teacher Commitment Questionnaire (Amit Kauts and Aachal Kalia, 2012), Teacher Effectiveness
Scale (Mutha, 1982)and Teacher Stress Questionnarie (Otto (1983) and Adapted by Max Smith and
Sid) were used as tools for the present study. The findings of the study revealed that there is
significant relationship in the teacher stress and creative management. It means managerial creativity
will contribute to the reduced stress among teachers in the teacher education institutions. It is also
found that there is no significant relationship in the teacher effectiveness and creative management.
This means that the different dimensions of creative management i.e. expertise, creative thinking,
intrinsic task motivation and managerial creativity has no direct influence on teacher effectiveness
and vice versa. Another finding is that there is no significant relationship in the teacher commitment
and creative management. This means that the different dimensions of creative management i.e.
expertise, creative thinking, intrinsic task motivation and managerial creativity has no direct
influence on commitment of teachers.
Keywords: Teacher effectiveness, Creative management, Teacher commitment, Teacher stress.

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Introduction
A principal is the most powerful individual in school. The role of a school principal is
considered as the first and foremost important person in ensuring the effectiveness of the
school and efficiency in running the school (Ahmad, 2004). The educational environment is
becoming more complex day by day. Schools have now become increasingly stressful
environment for teachers and principals. According to the 28th annual Metlife Survey of the
American Teacher, released in March 2012, 51 % of teachers report teaching under great
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 Dr. Deepa Sikand & Dr. Amit Kauts
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stress several days a week. Alawawdeh (2016) indicated that there are many crises in
secondary schools, school principals working on the practice of creativity management in
fighting these crises, finally the results pointed out there is a correlation between the creative
management and fighting crises in Secondary schools in Palestine. Researcher recommended
that the need to strengthen creativity management in solving schools crises and give school
principals more training courses on the face of school crisis in secondary schools in Palestine.
Higher education has a pivotal role to play in creativity enhancement of young generations,
our students which is confirmed by Gustina and Sweet (2014) who argue that “the current
calls for more creative output throughout the economy acknowledge education as the most
promising locus for developing creativity”, because citing Craft (as cited in Gustina and
Sweet, 2014) “education has a dynamic relationship with this shifting world of employment
and the wider economy” and the view of “what is considered significant in terms of
educational achievement is changing. For it is no longer sufficient to have merely excellence
in depth and grasp of knowledge. Creativity is critical to surviving and thriving.”
Creative management
The meaning of the creative management takes on many different connotations e.g.
Entrepreneur management, innovative management, change management and so on. The
essence of the content of these expressions is the same or similar, if we accept the situational
approach, where in the last instance, true understanding that any tendency for the exact
definition of creative management is in fact averting from the rational approach. While a
creative manager is a person, who is never satisfied with current situation, but continues with
a permanent search for the new paths for action. Creative management is also known as
classic management. The premise that all what was characteristic for many years for a leader
or manager, nowadays it is under question mark. Obsolete leaders, as well as traditional
chiefs, who behave as traditional parents, who do not trust us much, but they supervise us,
have increasingly become today barriers to motivation in a dynamic environment, in leading
or governing of the dynamic processes. While the creative manager acts as a supervisor,
officer, judge, follower, leader or account supervisor, creative manager today, plays the role
of coach, conductor, team leaders, coordinators, assistants, friends or a visionary.
Research on this subject may be structured on a three level approach: individual, group and
organizational level (Borgini 2005; Drazin et al. 1999).At the individual level, we shall focus
on the following causal-relations explored by creativity literature: Individual creativity
depending on personality (Barron & Harrington, 1981; Martindale, 1989), personal expertise,
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thinking skills and intrinsic motivation (Amambile1997,1998 ) and cognitive abilities

(Guilford, 1983). At the group level, literature suggests a variety of characteristics related to
successful creative groups: leadership, resource availaibility, cohesiveness, group
composition and group structure (King & Anderson 1990; Payne 1990). At organizational
level, Theory of creative action in multiple social domains (Ford 1996), based on the concept
that intentional action and evolutionary processes that legitimize action interact to facilitate
creativity and innovation. Andropoulos (2001) concludes existence of 5 main determinants of
organisational creativity: organisational climate, leadership style, organisational culture,
resources and skills and structure and organisational systems. Hallinger (2003) puts that
transformational leadership models conceptualize leadership as an organizational entity rather
than the task of a single individual. Basadur (2005) suggested three ways to approach
organizational creativity: (a) Identifying creative employees within an organization and
matching them to suitable tasks. (b) Using organizational factors to promote or restrain
creativity performance. (c) To train employees in order for them turn out to be more creative.
Bass &Riggio, 2006 opined that Transformational leaders motivate and inspire those around
them by valuing the work of a teacher and challenging staff to achieve more. Sergiovanni
(2007) claimed that a transformational leader practices purposing, provides a clear and
concise goal focus uniting the organization, and encourages commitment. When a principal
provides evidence that he or she understands the need to empower teachers, there is increased
motivation and commitment towards campus goals (Leithwood & Jantzi, 2005; Marks
&Printy, 2003; Sergiovanni, 2007). Transformational leadership has also been found to have
an impact on teachers‟ perceptions of school conditions, their individual commitment to
change, and organizational learning and student outcomes (Hallinger& Heck, 1998).Nanda
and Singh (2009) revealed the three determinants of creativity and innovation at work place:
culture& organizational climate, individual characteristics and supporting system. Karasneh
& Jubran (2013) revealed that there was a significant correlation between the results of the
ten leadership dimensions together and the eight creativity traits of teachers were positively
significant. The results showed that there were no significant differences according to the
dependent variables (gender, major of specialization, educational experience, and stage of
schools) on most of the independent variables (eight creativity traits and ten leadership
dimensions). The study also offered some recommendations to enhance the status of
educational leadership, creativity of social studies and Islamic education teachers.Alawawdeh
(2016) indicated that there are many crises in secondary schools, school principals working
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 Dr. Deepa Sikand & Dr. Amit Kauts
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on the practice of creativity management in fighting these crises, finally the results pointed
out there is a correlation between the creative management and fighting crises in Secondary
schools in Palestine. Researcher recommended that the need to strengthen creativity
management in solving schools crises and give school principals more training courses on the
face of school crisis in secondary schools in Palestine.
Teacher effectiveness
Goldhaber and Brewer (2000) concluded that teachers with a degree in their subject matter
are more effective than those without such degree. Witcher and Ann (2001) studied the
perceptions of 219 pre-service teachers about the characteristics of effective teachers and
investigated factors that may have influenced their responses; identify dominant themes,
headed by student‟s centeredness and enthusiasm for teaching. Henderson, Protheroe and
Porch (2002) indicated training to effectively manage classes by teachers in improving the
student academic achievement. This focuses attention on the need to promote teachers
abilities to manage classroom effectively. Paul and Kumarvel (2003) in a study revealed that
teachers differ in their effectiveness with respect to teaching experience, community, type of
management and locale. It was also pointed out that rural teachers are more effective than
urban teachers.Vijaylakshmi and Mythill (2004) found that Positive and moderate
relationship was present between teacher effectiveness and their work orientation. Amandeep
and Gurpreet (2005) found that female teachers are more effective in their teaching than male
teachers; male and female teachers do not differ significantly as far as their teaching
competency is concerned; and variable of teaching competency plays significant role in
teacher effectiveness of teachers. Kane, Roeckaff and Stagier (2006) found that the
certification status of teacher has almost small impact on students test performance. However,
among those with the same certification status, there is large and persistent difference in
teacher effectiveness. Andrew (2007) studied that experience has the strongest effect with a
large effect in the early years of teacher‟s career. Ronald (2009) found that the effectiveness
of successive teachers was related to student achievement in reading and mathematics.
Second, collective teacher effectiveness, as an organizational property of schools was
positively associated with achievement levels. Kane, Thomas, and Douglas Staiger (2008) in
his study revealed that on an average, the certification status of teachers has at most small
impacts on student test performance. It was found that classroom performance during the first
two years, rather than certification status, was a more reliable indicator of a teachers‟ future
effectiveness. Hameed and Manjustha (2010) tried to explain teacher efficacy as a correlate
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of teaching styles and organizational culture and it was reported that school culture has a
significant bearing on teacher efficacy. Sawhney and Kaur (2011) reported in his study that
there was no significant difference found in the teacher effectiveness of male and female
teachers. There existed significant relationship between teacher effectiveness and self-
concept of male and female elementary school teachers. Layne (2012) defined teaching
effectiveness as prominent features of teachers as he or she must be interesting, approachable
and clear. He ensures the presence of all these three characters like present material well,
make subject interesting; helpful and knowledgeable makes a teacher effective. Himani,
Shailedra and Goutami (2012) in his study found that teachers with enthusiastic trait had
more teacher effectiveness, whereas, teachers with non-enthusiastic trait had low teacher
effectiveness. Pachaiyappan& Raj (2014) found that the male and female school teachers do
not differ significantly in their teacher effectiveness and there is a significant difference in
teacher effectiveness among the school teachers with respect to locale, arts and science
stream, secondary and higher secondary level, teaching experience and type of school
management. Chauhan (2016) found that the male and female school teachers do not differ
significantly in their teacher effectiveness and the urban school teachers are more effective in
their teaching as compared to rural teachers.
Teacher stress
Evidence of concern for teacher stress is well represented in educational literature. Antoniou
and Polychroni (2006) used a cross sectional design in their research of almost 500 primary
and secondary school teachers in Greece. They found that female teachers reported higher
levels of stress and experienced more stress in dealing with student behaviour problems.
Younger teachers reported higher levels of burnout while older teachers reported higher
levels of stress due to lack of support from the government. Pei and Guoli (2007) reported
that considerable stress for teachers at all grade levels, with elementary teachers having the
lowest levels of stress. Ravichandran and Rajendran (2007) found that teachers reported more
stress due to personal expectations, teaching evaluation, lack of support from parents and
other facilities available at school, organizational policy and parental expectations. Milner
and Khoza (2008) compared teachers stress levels from both high performing and low
performing schools. They found that all teachers reported high levels of stress regardless of
the performance level of the school. Santiago, Otero-Lopez, Castro andVillardefrancos
(2008) researched occupational stress in a large sample of secondary school teachers in
Europe. They reported that teachers experienced greater stress due to student distruptive
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behaviour and conflict management. In addition well tenured teachers experienced the least
stress managing student behaviour and conflicts. Dickerson (2008) examined general and
special education teachers stress levels by administering pre and post-test surveys and found
that both general and special education teachers reported significantly more stress at post
survey due to lack of student motivation. Fisher (2011) found that years of experience was a
significant predictor of job stress for secondary school teachers. He stated that novice
teachers had higher levels of burnout and experienced teachers reported lower levels of stress.
Reddy and Poornima (2012) revealed that majority(74%) of the university teachers are
experiencing moderate and high levels of occupational stress and 86% of teachers have
professional burnout. Kavitha (2012) revealed that the faculties in the colleges are doing
multiple roles apart from teaching work at the colleges that lead to higher job stress. It also
affects the quality of education. Abirami (2012) found that maximum level of stress was
perceived by the college teachers who were working in self-finanacing colleges and who had
experience of 2-5 years. Moreover city teachers perceived maximum level of job stress.
Krauss et al (2013) revealed in their study that higher levels of teacher‟s perceptions of child
behaviour problems were associated with higher levels of teacher job stress and that higher
executive function skills were related to lower job stress. Kauts and Kumar (2013) found that
teachers with low emotional intelligence and without B.Ed qualification experienced more
occupational stress than the teachers with high emotional intelligence and with B.Ed
qualification. Sindhu (2014) revealed that individuals of different designation have different
attitudes with regard to stress and coping strategies. The study also reported that college
teachers are affected by work stress. The reasons of work stress were personal development
stress, interpersonal relationship stress, and organizational climate stress. Carton and Fruchart
(2014) found that less experienced teachers were stressed mainly by student behaviour. They
fear the rudeness and learning difficulties of students. In contrast, most experienced teachers
were reported being stressed by the future of their profession and by institutional decisions
that influence the field. The teachers who are in the middle of their careers i.e 7-25 years of
experiences corresponds to conflicts with their student‟s parents. Yambo, Omyango, Adoyo,
Florence (2014) found that stress does not respect years of job experience of high schools
principals whereas high qualification of principals helps in better stress coping strategies.
Beneveneand Fiorilli (2015) found that catholic school teachers showed lower means of burn
out in comparison with their public school lay colleagues and also performed worse than their
lay colleagues working in catholic schools.
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Therefore teacher stress has been well studied in the educational literature with a renewed
focus on characteristics of teachers and schools that might moderate stress. As teacher stress
continues to be a global concern, cultural ramification of research results must continue to be
determined and considered.
Teacher commitment
Sharma (2001) studied commitment among teachers engages in inter colleges, degree
colleges and the teacher of C.C.S. University campus. 100 teachers comprised the sample of
this study. The study found that age, sex and faculty had no bearing on commitmentwhereas
the level of education i.e. primary, secondary and higher had contributed to the development
of commitment. Lu and Chang (2002) carried out a survey to find the relationships among
professional commitment, job satisfaction and turnover intentions of hospital nurses. The
study found a significant positive correlation between job satisfaction and professional
commitment and turnover intentions. Maheshwari (2002) in which she conducted study on
professional commitment of teacher and concluded that overall professional commitment
level among teacher was found moderate & professional commitment do not depend on
gender differences. Improvement in commitment among teachers could improve by providing
good environment. Isabel et al. (2007) conducted a study on teacher education, graduate‟s
teaching commitment and entrance into the teachingprofession. Results revealed that
graduate‟s teaching commitment is strongly related to their entrance into the teaching
profession. Sharma (2008) found in this study that college teacherstemperamentally
characterized as conscientious, socially bold, trusting practical and high in self-concept tend
to be highly committed to their institutions. Parthiban (2008) studied comparative analysis of
dimensions of teacher commitment. The study was conducted among 600 teachers of 74 arts
and science colleges of Bharathiar University, Coimbatore. The findings show that the
teachers are highly committed to their job. Their departmental commitment comes much
closer to job commitment. Faranak and Yeshodhara (2009) studied organizational
commitment among high school teachers of India and Iran. Data were collected from 721
high school teachers in Bangalore (India) and Sanandaj (Iran). Results revealed that Indian
teachers had better organizational commitment in the affective and normative components
and Iranian teachers were found to have better organizational commitment in the continuance
component. Shukla (2009) studied teaching competency, professional commitment and job
satisfaction of primary school teachers, their relationship and influence on each other. The
result showed very high positive correlation between commitment to profession and job
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satisfaction levels of primary school teachers. Malik (2010) studied job satisfaction and
organizational commitment of university teachers in public sector of Pakistan. The study was
carried on teaching faculty working in two public sector universities of Pakistan. The finding
of the study indicated that the satisfaction with work itself, quality of supervision and pay
satisfaction had significant positive influence on organizational commitment of faculty
members. The study revealed that faculty members have high degree of organizational
commitment and satisfaction with work itself, supervision, salary, co-workers and
opportunities for promotion. Arjunan and Balamurugan (2013) studied the Professional
Commitment among in-service teachers and as a result they concluded that the gender of
teachers has no impact on the level of professional commitment only more experienced
teacher possessed more professional commitment. Dhamane (2013) conducted a study on
professional commitment of govt -aided and self-finance institutes teachers. The outcome
indicated that self-financing institutes‟ teachers are showing more commitment towards their
profession in comparisons to govt-aided. Shamina (2014) found that teachers have high
degree of job satisfaction towards the dimensions of job satisfaction and they have a high
degree of job satisfaction and Professional commitment. Ibrahim (2015) found that that there
was positive correlation between the commitment to school and to teaching works, and to
teaching works, and to the school. The teachers‟ commitment to professional values increased
the level of the commitment to teaching work. The teachers‟ productivity on teaching
activities had a positive effect on their commitment to school and to the teaching profession.
Maiti (2015) found that there is significant difference between primary and secondary school
teachers on various dimension of commitment. But there is no significant difference of
commitment between male and female school teachers. Raman et al. (2015) revealed that
school climate has relationship with teachers‟ commitment. Dimensions such as collaborative
leadership, teachers‟ professional behavior; and working pressure have positive significant
relationship with teachers‟ commitment whereas institutional transparency dimension has no
relationship with teachers‟ commitment. Teachers‟ professional behavior was deemed as the
determinant for teachers‟ commitment. Sharma (2015) revealed a significant negative
correlation between teacher commitment and teacher freezing. While Teacher commitment
was found to be independent of gender and stream. Secondary school teachers possessing
favourable teacher commitment were found to have lower level of teacher freezing as
compared to teachers possessing unfavourable teacher commitment. Beri&Beri (2016) found
that there exists no significant difference in professional commitment of male and female
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teacher educators. Swarnalatha (2016) indicated that females had better commitment than
males. The commitment of experienced teachers was more. The math and science teachers
had more commitment than other teachers.
Statement of the Problem
RELATIONSHIP OF TEACHER EFFECTIVENESS, TEACHER STRESS AND
TEACHER COMMITMENT WITH DIFFERENT DIMENSIONS OF CREATIVE
MANAGEMENT
Objectives of the study
1. To study the relationship of teacher effectiveness, teacher stress and teacher commitment
with different dimensions of creative management.
Hypotheses of the study
1. There is no significant relationship in the teacher effectiveness and different dimensions
of managerial leadership.
2. There is no significant relationship in the teacher stress and different dimensions of
managerial leadership.
3. There is no significant relationship in the teacher commitment and different dimensions
of managerial leadership.
Delimitation of the study
The study was delimited to the following:
1. The study was delimited to the educational colleges of Punjab, affiliated to GNDU,
Punjabi University Patiala and Punjab University Chandigarh only.
2. Data was collected from doctorates and non-doctorate teacher educators only.
Sample
There are 180 colleges of education in Punjab affiliated to Guru Nanak Dev University
Amritsar, Punjab University Chandigarh and Punjabi University Patiala. It was proposed that
the colleges with two units of B.Ed. and/or one unit of M.Ed. and one unit of B.Ed. classes
only (number 157 out of 180) will be selected for study. A sample of 450 teacher educators
with doctorate degree and without doctorate degrees, with different levels of experience were
selected from 45 selected colleges of education taking 10 teachers from each institution were
selected randomly. All the principals from selected colleges were approached to collect the
required information for the investigation.
Tools used
Following tools were used for collecting data for the present study:
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1. Creative Management Scale prepared by the investigator.

2. Teacher Commitment Questionnaire (AmitKauts and AachalKalia, 2012).
3. Teacher Effectiveness Scale (Mutha, 1982).
4. Teacher Stress Questionnarie (Otto (1983) and Adapted by Max Smith and Sid)
Procedure of the study
Firstly, 45 teacher education institutions with two units of B.Ed. and one unit of M.Ed. and
one unit of B.Ed. classes were taken as a sample. 10 teachers from each institution were
selected randomly. Out of these institutions, questionnaire on institutional performance was
administered to 41 principals out of whom 19 were females and 22 were males and in order
to assess the managerial leadership and creative management, Multifactor Leadership
Questionnaire (Bass and Avolio, 2003) and creative management scale prepared by the
investigator were administered to the teacher educators. The total proposed sample was 450,
but for the purpose of analysis the data collected from 373 teacher educators was considered.
Analysis and interpretation of data
RELATIONSHIP OF TEACHER EFFECTIVENESS, TEACHER STRESS AND
TEACHER COMMITMENT WITH DIFFERENT DIMENSIONS OF CREATIVE
MANAGEMENT(EXP, CRT, ITM & MCR)
In order to study the relationship of teacher stress, teacher effectiveness and teacher
commitment with different dimensions of creative management (EXP, CRT, ITM & MCR)
data was analyzed by applying Pearson‟s Product Moment correlation. The results have been
shown below under following headings.
1. RELATIONSHIP OF TEACHER STRESS WITH DIFFERENT DIMENSIONS OF
CREATIVE MANAGEMENT (EXP, CRT, ITM & MCR)
In order to study the relationship of teacher stress with different dimensions of
creative management (EXP, CRT, ITM & MCR) data was analyzed by applying Pearson‟s
Product Moment correlation. The results have been shown in Table- 1.
Table- 1 Coefficient Of Correlation And Level Of
Significance Showing The Relationship Of Different
Dimensions Of Creative Management With Teacher
Stress

Variables Creative
EXP CRT ITM MCR
Management
Pearson - - -
-.152**
Teacher Correlation .160** .149** .190**
Stress Sig. (2-tailed) .004 .002 .004 .000
N 373 373 373 373
**Significant at the 0.01 level (2-tailed).
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It has been observed from Table- 1 that value of coefficient of correlation „r‟ with df
371 showing the relationship of teacher stress with different dimensions of creative
management i.e. expertise, creative thinking, intrinsic task motivation and managerial
creativity came out to be -0.152, -0.160, -0.149 and -0.190 respectively, where values for
each dimension of creative management are found to be higher than the table value (0.114) at
the 0.01 level. Therefore, the data provides the sufficient evidence to reject the hypothesis
that “There is no significant relationship in the teacher stress and creative management”. The
negative values of coefficient of correlation signifies that better creative management in the
educational institutions with respect to each dimension i.e. expertise, creative thinking,
intrinsic task motivation and managerial creativity will contribute to the reduced stress among
teachers in the teacher education institutions. Bass (1985) was also of the same opinion that
leadership is characterized as being able to motivate colleagues to view their work from new
perspective and look beyond their own interest towards those that will benefit the group. This
idea supports the results of the study as the dimensions expertise as well as intrinsic task
motivation would be responsible to initiate the teachers to accomplish their tasks and thereby
becoming a reason for reduced stress. Hence, better practice of any dimension of creative
management may result in the reduced stress among teacher community thereby leading to
the more encouragement and efforts by them to discharge their duties by ensuring the better
execution of the educational activities in the institutions. In an investigation, Bharathi and
Reddy (2002) found that there are many stressors caused by the organizational leadership
such as Principals‟ style of working support, conflict among colleagues, norms, standards,
rules and regulations set by NCTE, NAAC, NCERT, UGC, Universities, etc. which has
become the law. It may be recommended that these rules and laws should be reviewed with
the involvement of experts having good creative management skill so as to explore some
viable ways and means for better implementation which may not result as a stressor and
thereby hinder the higher productivity on the part of the teacher community.
2. RELATIONSHIP OF TEACHER EFFECTIVENESS WITH DIFFERENT
DIMENSIONS OF CREATIVE MANAGEMENT (EXP, CRT, ITM & MCR)
In order to study the relationship of teacher effectiveness with different dimensions of
creative management (EXP, CRT, ITM & MCR) data was analyzed by applying Pearson‟s
Product Moment correlation. The results have been shown in Table- 2.

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 Dr. Deepa Sikand & Dr. Amit Kauts
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Table-2 Coefficient Of Correlation And Level Of Significance Showing The

Relationship Of Different Dimensions Of Creative Management With Teacher
Effectiveness

Variables Creative Management EXP CRT ITM MCR

Pearson Correlation .057 .055 .040 .043
Teacher Effectiveness Sig. (2-tailed) .276 .292 .444 .411
N 373 373 373 373
*Significant at the 0.05 level (2-tailed).

It has been observed from Table- 2 that value of coefficient of correlation „r‟ with df 371
showing the relationship of teacher effectiveness with different dimensions of creative
management i.e. expertise, creative thinking, intrinsic task motivation and managerial
creativity came out to be 0.057, 0.055, 0.040 and 0.043 respectively, where values for each
dimension of creative management are found to be less than the table value (0.087) even at
the 0.05 level. Therefore, the data does not provide the sufficient evidence to reject the
hypothesis that “There is no significant relationship in the teacher effectiveness and creative
management”. This means that the different dimensions of creative management i.e.
expertise, creative thinking, intrinsic task motivation and managerial creativity has no direct
influence on teacher effectiveness and vice versa. In the result of a study Emer (1987)
emphasizes that teacher effectiveness is not characterized only through mastery of subject but
also through mastery over the classroom management, and these are the personal dimensions
of the teachers to ensure teacher effectiveness and neither the management nor the higher
leadership can do anything in this respect.
3. RELATIONSHIP OF TEACHER COMMITMENT WITH DIFFERENT
DIMENSIONS OF CREATIVE MANAGEMENT (EXP, CRT, ITM & MCR)
In order to study the relationship of teacher commitment with different dimensions of
creative management (EXP, CRT, ITM & MCR) data was analyzed by applying Pearson‟s
Product Moment correlation. The results have been shown in Table- 3.

Table- 3 Coefficient Of Correlation And Level Of Significance

Showing The Relationship Of Different Dimensions Of Creative
Management With Teacher Commitment

Variables Creative
EXP CRT ITM MCR
Management
Pearson Correlation .065 .082 .061 .059
Teacher
Sig. (2-tailed) .216 .118 .247 .260
Commitment
N 373 373 373 373
**. Correlation is significant at the 0.01 level (2-tailed).

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It has been observed from Table- 3 that value of coefficient of correlation „r‟ with df 371
showing the relationship of teacher commitment with different dimensions of creative
management i.e. expertise, creative thinking, intrinsic task motivation and managerial
creativity came out to be 0.065, 0.082, 0.061 and 0.059 respectively, where values for each
dimension of creative management are found to be less than the table value (0.087) even at
the 0.05 level. Therefore, the data does not provide the sufficient evidence to reject the
hypothesis that “There is no significant relationship in the teacher commitment and creative
management”. This means that the different dimensions of creative management i.e.
expertise, creative thinking, intrinsic task motivation and managerial creativity has no direct
influence on commitment of teachers. Contrary to the finding, Sutarso et al. (1996) advocated
positive relationship between teacher commitment and creative management and reported
that teacher commitment was positively related to openness in Principal behaviour and
teacher engagement, intimacy and low level of teacher frustration. But these dimensions here
seems to be the personal dimensions of a leaders and they have not specified such
relationship with the basic dimensions like expertise, creative thinking, intrinsic task
motivation and managerial creativity.
Discussion on findings
It has observed that there is significant relationship in the teacher stress and creative
management. The negative values of coefficient of correlation signifies that better creative
management in the educational institutions with respect to each dimension i.e. expertise,
creative thinking, intrinsic task motivation and managerial creativity will contribute to the
reduced stress among teachers in the teacher education institutions. Bass (1985) was also of
the same opinion that leadership is characterized as being able to motivate colleagues to view
their work from new perspective and look beyond their own interest towards those that will
benefit the group. This idea supports the results of the study as the dimensions expertise as
well as intrinsic task motivation would be responsible to initiate the teachers to accomplish
their tasks and thereby becoming a reason for reduced stress. Hence, better practice of any
dimension of creative management may result in the reduced stress among teacher
community thereby leading to the more encouragement and efforts by them to discharge their
duties by ensuring the better execution of the educational activities in the institutions.
Bharathi and Reddy (2002) found that there are many stressors caused by the organizational
leadership such as Principals‟ style of working support, conflict among colleagues, norms,
standards, rules and regulations set by NCTE, NAAC, NCERT, UGC, Universities, etc.
Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies
 Dr. Deepa Sikand & Dr. Amit Kauts
(Pg. 7107-7122) 7120

which has become the law. It may be recommended that these rules and laws should be
reviewed with the involvement of experts having good creative management skill so as to
explore some viable ways and means for better implementation which may not result as a
stressor and thereby hinder the higher productivity on the part of the teacher community.
Another finding is that there is no significant relationship in the teacher effectiveness and
creative management. This means that the different dimensions of creative management i.e.
expertise, creative thinking, intrinsic task motivation and managerial creativity has no direct
influence on teacher effectiveness and vice versa. In the result of a study Emer (1987)
emphasizes that teacher effectiveness is not characterized only through mastery of subject but
also through mastery over the classroom management, and these are the personal dimensions
of the teachers to ensure teacher effectiveness and neither the management nor the higher
leadership can do anything in this respect. Pishghadam (2012) found that teachers who better
cultivate creativity in their learners are more successful in their teaching career. There is no
significant relationship in the teacher commitment and creative management. This means that
the different dimensions of creative management i.e. expertise, creative thinking, intrinsic
task motivation and managerial creativity has no direct influence on commitment of teachers.
Contrary to the finding, Sutarso et al. (1996) advocated positive relationship between teacher
commitment and creative management and reported that teacher commitment was positively
related to openness in Principal behaviour and teacher engagement, intimacy and low level of
teacher frustration. But these dimensions here seems to be the personal dimensions of a
leaders and they have not specified such relationship with the basic dimensions like expertise,
creative thinking, intrinsic task motivation and managerial creativity. Hou et al. (2011)
indicated that there is positive relationship between teacher commitment and creative
management.
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