Thinking Orientation and Organizational Climate as Determinanta of Teacher Effectiveness in Institutes Offering Professional Education

Abstract

The thesis is divided into seven chapters. The first chapter on Introduction has covered newlineConceptual Framework, Rationale, and Objectives of the Study. The conceptual newlineframework has been divided into sub-headings to present the concept of thinking newlineorientation, organizational climate and teacher effectiveness. This section has covered newlinethe brain dominance theory, dimensions of organizational climate, importance of newlineteacher effectiveness, and professional education. The second section of the first newlinechapter contains the rationale of the study, which entails the purpose and reasons why newlinethis study was undertaken. Finally, four objectives of the study have been listed in the newlinethird section of this chapter. newlineThe second chapter titled Review of Literature contains an extensive review of newlineresearches carried on thinking orientation, organizational climate and teacher newlineeffectiveness. The studies are pertaining to right brain, left brain and whole brain newlinethinking orientation, determinants of organizational climate, job satisfaction, newlineemployee commitment, employee performance, teacher effectiveness and personal newlineattributes. newlineThe third chapter on Methodology and Design describes the nature of the study and newlinehow the study was carried out. This chapter includes The Study, The Design, The newlineSample and The Tools used for data collection and analysis in this study. newlineThe chapter four titled Results of the study includes factorial ANOVA and t test newlineanalysis of the data collected for deriving results. All the ten research problems were newlineanswered and objectives were achieved. The teachers with right brain and whole brain newlinethinking orientation were found significantly higher on teacher effectiveness in newline2 newlinecomparison to teachers with left-brain thinking orientation whereas teachers working newlinein a favorable organizational climate were found significantly higher on teacher newlineeffectiveness in comparison to teachers working in an unfavourable organizational newlineclimate. The results also confirmed that teacher effectiveness and its factor transpare