One of the expectations of society from schooling is to develop students’ prosocial behaviors having roots in their knowledge, beliefs and social attitudes. But the assessment procedures related to students’ social thinking and attitudes are generally missing in the instructional system. The study, therefore, to fill the gap diagnosed as whether schooling offered something that developed students’ social attitudes, a prerequisite of prosocial behaviors. Hence, the preset empirical investigation explored the impact of schooling on the development of students’ social attitudes. A sample from 16 schools of 480 students was taken, for which a ‘social attitude scale’, having four subscales, i.e., a) concern for others’ welfare, b) respect for laws, c) respect for others’ property and d) sensitivity to social issues, was developed to collect data. Results of data analysis revealed that the overall impact of different levels of schooling for upward positive increase in students’ social attitude was negligible, although elementary schooling contributed more, as compared to secondary level. Similarly public sector schooling across three stages had more impact on students’ social attitudes as compared to private sector schools.Keywords: Schools, Social attitudes, Prosocial and antisocial behaviors, Public and Private schooling
The teaching profession in the researcher's context is becoming a machine-like job because teachers' followership i.e. competence, commitment, courage, and selfmanagement, is least prioritized, and more focus is given only on their regularity and punctuality. Effective followership is desired among the teachers for the achievement of educational goals but ignored and resultantly, there is no scale on teachers' followership. Moreover, the followership measures particularly for teachers in the research literature are rare and the available measures lack recommended psychometric evidence. Therefore, the effort to develop a followership scale for teachers (FST) has been made. Through literature review, 55 items were constructed. Five items were discarded from the item pool having poor Content Validity Ratio i.e. below 0.42 that is estimated through the judgment of 14 experts. The items were administered using google form in the what's app groups of teachers and 346 school teachers working in high schools have responded. Exploratory factor analysis using varimax rotation and confirmatory factor analysis on AMOS-21 was performed for construct validation of the scale. The scale was finalized containing 16 items with no item representing less than 0.40 load. Subscales of followership indicate moderate correlation and the overall Cronbach alpha of the scale was estimated at 0.88. Finally, FST includes four subscales i.e. (a) Competence, (b) Commitment, (c) Courage, and (d) Self-management. The scale containing recommended psychometric properties is available for use.
Teachers having effective follower ship styles are considered crucial for school success.However, school leaders are frequently observed complaining about the reluctant behavior of many teachers in fulfillment of their professional responsibilities, which indicates the lack of teachers having an effective follower ship style. Therefore, the study investigated the proportion of teachers in terms of their follower-ship styles, i.e. exemplary, conformist, pragmatic, passive, and alienated. A survey was conducted to obtain data from 1209 teachers selected through the two-stage random sampling technique. Data was collected using a self-developed scale to assess the teachers' follower-ship. Results revealed that pragmatic followers are highest in number and alienated are the lowest. However, teachers having exemplary follower-ship styles are at the fourth number with less than the desired proportion.Hence, authorities of teachers' recruitment and professional development may sufficiently focus on effective follower ship styles among the teachers.
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