Abstract

The study was to investigate teachers’ morale towards their teaching Profession at the University of Sargodha. The qualitative research design was used for this study. The adopted instrument was used for the research purpose. 39 items were developed by the researcher. Teachers from 24 departments of University of Sargodha were selected as sample of the study by using convenient sampling technique. Ninety (90) teachers out of Two hundred (200) were the total selected sample. Collected data were analyzed by using descriptive and inferential statistical techniques. The results showed that there is significant difference between teacher’s morale and internal factors. The insignificant difference was found among teachers of different ages and gender, also concluded there was significant difference among masters. M.phil and Ph.D. qualified teachers. The study suggested that another research may be conducted to investigate different external and internal working conditions like environment and family background.

Key Words

Teachers’ Morale, Internal Working Conditions, Teachers’ Perception

Introduction

Learning is the basic ingredient of teaching. It is necessary for learners’ personal and professional development. Pedagogy of teaching and learning is the major field of a person’s life. (Mark G. Y. 2008). The teacher makes people able to learn.  (Miraj, S. 2018) is of the view instructor facilitates students learning. He has to decide about the methodology being used for instructions. He considers students' level of learning, classroom environment and a standardized curriculum that has to be focused. (Eboka, 2016). He has to deal with students of different abilities.  He also is the supervisor who organizes school functions and other curricular and co-curricular activities. In most cultures, teaching is an asset currier for the citizens of any nation. Since teaching career has many similarities and differences across the nations. UNESCO inaugurated World Teacher Day on October 5, 1994. The purpose was to recognize the efforts of the teachers. (Abazaglu 2016)

Importance of the teacher may not be denied. The progress of a nation is dependent on is his high morale. Morale is defined as a strong sense of enthusiasm and dedication to a common goal that unites a group. Morale has been observed as a feeling and a state of mind, a mental attitude and an emotional attitude (Nadeem, M, 2011). Dr. Enset Benson is of the view that the conditions influence teachers' high or low morale are mostly related to race relations. He explained that promotions, office accommodations, and research support are the issues that may affect a teachers morale(Gowland, 2002). He also discussed some more factors which influence teachers' workplace morale, which includes teachers' job security, promotions and increments, positive work culture environment and etc. He argues that high morale affects students learning. The study in hand includes five internal factors that may highly affect teachers morale: teachers' relations with boss, relations with peer group, satisfaction with salary, satisfied with curriculum issues and self-satisfaction being a teacher.

Boss or the head is the person who is mainly responsible to develop teachers morale. If management possesses high moral values it has to be participative and supportive with its colleagues in making decisions and setting goals (Sharma, 2007).  Jones 1993 is of the view that Senior faculty members are responsible to reach out to their young colleagues. Job satisfaction is considered as the main function of relationship between one wants from his job.Praise, acceptance and favorable regard help to promote confidence, morale, and motivation: While criticism, disapproval, and failure to admire may lead to negative feelings. Which divert attention and may create negative motivation, isolation and obstructive behavior (Evans, 1998). Salary also proved as a big factor which affects teachers morale. Teachers' salaries from countries to country. (Rauf, M. 2013).

The curriculum is the syllabus of a particular class to meet learning objectives. While developing a curriculum, committee should be familiar with the stakeholders on whom it is to be implemented. Ravich, 1995 concluded that curriculum standards may be improved by clearly defining what is to be thought. 

The key objective of this study was examining the morale of teachers teaching in university sector of Pakistan, which may be affected by different internal working conditions. I t was assumed that teachers having high morale are more successful in their profession. As satisfaction from other factors like salary, rapport with the boss and colleagues my boost their interest to perform well. Encouragement to participate in decision making and taking responsibility may also prove as good internal factors to enhance morale of the teachers. The study in hand is of the view that if we are able to achieve above mentioned aim it will be quirt physical to achieve standard reforms in curriculum and assessment (Park, 1983). The paper explored different internal factors that my effect teachers more during their carrier. Internal factors refer to the factors associated within the workplace: repo with head and colleagues, freedom to teach, relations with students and important most the income or the salary satisfaction (REFERENCE)




Aim of the Study

The aim of this research was to examine teacher's morale, affected by internal factors (Repo of the teachers with their head and colleagues, satisfaction towards salary, syllabus related issues) towards their teaching profession.




Population and Sampling

All the teachers   (lecturers,   associate professors, assistant professors, and professors) of University of Sargodha were the accessible population of the study. Out of accessible population, the researcher selected ninety teachers from all the departments in the University of Sargodha, by using convenience sampling technique. In this way researcher selected ninety teachers out of 200 teachers from 24 departments of the University of Sargodha.




Instrument of Research

A questionnaire is a more precise and quick instrument to collect data. In Purdue Teacher Opinionnaire (PTO), four-point scale was used for scoring. The researchers used this questionnaire as an instrument in this study but they used five-point Likert scale. Those five points on Likert scale are as follows;The researcher selected 39 items from the 100 items of Opinionnaire and modified according to the need and demands of the study. From the collected data, reliability was computed. The reliability of the tool (questionnaire) was equal to 0.8660.

Data Analysis

Data was entered and analyzed through SPSS. The analysis of the data was done through the following methods.

Table 1.  Item Wise Analysis of the Data

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S No width="222"> Statements width="150" colspan="5"> Responses width="133" colspan="5"> Analysis

>  width="222" valign="top">  >  width="36"> S D width="30"> D width="30"> N width="24"> A width="30"> SD width="24"> n width="30"> % width="38"> mean width="39"> St DV >

1 width="222"> To achieve commonand personal objectives,  university faculty cooperate with each other. width="36"> 3 width="30"> 8 width="30"> 17 width="24"> 49 width="30"> 13 width="24"> 90 width="30"> 100 width="38"> 3.677 width="39"> .946 >

2 width="222"> Young colleagues are warmly welcomed by their senior faculty. width="36"> 0 width="30"> 11 width="30"> 14 width="24"> 50 width="30"> 15 width="24"> 90 width="30"> 100 width="38"> 3.766 width="39"> .874 >

3 width="222"> My colleagues are equally competent with other departments. width="36"> 2 width="30"> 4 width="30"> 16 width="24"> 42 width="30"> 26 width="24"> 90 width="30"> 100 width="38"> 3.955 width="39"> .923 >

4 width="222"> Here, we cooperate with one another. width="36"> 2 width="30"> 12 width="30"> 24 width="24"> 41 width="30"> 11 width="24"> 90 width="30"> 100 width="38"> 3.522 width="39"> .950 >

05 width="222"> I enjoy my daily tasks due to the confidence I have on my boss. width="36"> 2 width="30"> 8 width="30"> 18 width="24"> 47 width="30"> 15 width="24"> 90 width="30"> 100 width="38"> 3.722 width="39"> .924 >

6 width="222"> We as teachers inculcate positive values among our students. width="36"> 3 width="30"> 8 width="30"> 16 width="24"> 53 width="30"> 10 width="24"> 90 width="30"> 100 width="38"> 3.655 width="39"> .913 >

7 width="222"> My Head/ boss is highly professional . width="36"> 2 width="30"> 5 width="30"> 24 width="24"> 37 width="30"> 22 width="24"> 90 width="30"> 100 width="38"> 3.800 width="39"> .950 >

8 width="222"> We as teachers are free to take initiatives during our assignments. width="36"> 0 width="30"> 14 width="30"> 23 width="24"> 42 width="30"> 11 width="24"> 90 width="30"> 100 width="38"> 3.555 width="39"> .900 >

9 width="222"> My carrier provides me lot f satisfaction. width="36"> 2 width="30"> 3 width="30"> 9 width="24"> 38 width="30"> 38 width="24"> 90 width="30"> 100 width="38"> 4.188 width="39"> .910 >

10 width="222"> By adopting this as a profession, I am able to contribute positively to the society. width="36"> 0 width="30"> 0 width="30"> 7 width="24"> 44 width="30"> 39 width="24"> 90 width="30"> 100 width="38"> 4.355 width="39"> .623 >

11 width="222"> I always would like to be a teacher. width="36"> 6 width="30"> 5 width="30"> 9 width="24"> 35 width="30"> 35 width="24"> 90 width="30"> 100 width="38"> 3.977 width="39"> 1.15 >

12 width="222"> I feel myself important for my institute. width="36"> 5 width="30"> 1 width="30"> 11 width="24"> 49 width="30"> 24 width="24"> 90 width="30"> 100 width="38"> 3.955 width="39"> .970 >

13 width="222"> I like to work with with student's societies. width="36"> 0 width="30"> 4 width="30"> 22 width="24"> 39 width="30"> 25 width="24"> 90 width="30"> 100 width="38"> 3.944 width="39"> .839 >

14 width="222"> To me, teaching Is the most challenging task. width="36"> 4 width="30"> 4 width="30"> 14 width="24"> 38 width="30"> 30 width="24"> 90 width="30"> 100 width="38"> 3.955 width="39"> 1.03 >

15 width="222"> I really enjoy working with my students. width="36"> 1 width="30"> 1 width="30"> 4 width="24"> 38 width="30"> 46 width="24"> 90 width="30"> 100 width="38"> 4,411 width="39"> .732 >

16 width="222"> I am contented with my present position. width="36"> 5 width="30"> 12 width="30"> 10 width="24"> 40 width="30"> 23 width="24"> 90 width="30"> 100 width="38"> 3.711 width="39"> 1.15 >

17 width="222"> I am competent enough in my present status. width="36"> 1 width="30"> 5 width="30"> 16 width="24"> 51 width="30"> 17 width="24"> 90 width="30"> 100 width="38"> 3.866 width="39"> .823 >

18 width="222"> I am in love with my profession. width="36"> 0 width="30"> 1 width="30"> 10 width="24"> 38 width="30"> 41 width="24"> 90 width="30"> 100 width="38"> 4.322 width="39"> .716 >

19 width="222"> I recommend my students to adopt teaching as profession. width="36"> 3 width="30"> 7 width="30"> 11 width="24"> 33 width="30"> 36 width="24"> 90 width="30"> 100 width="38"> 4.022 width="39"> 1.07 >

20 width="222"> I feel happy, as it is a highly satisfying and rewarding profession. width="36"> 0 width="30"> 3 width="30"> 12 width="24"> 55 width="30"> 20 width="24"> 90 width="30"> 100 width="38"> 4.022 width="39"> .702 >

21 width="222"> My colleagues are of the view that I am a good teacher. width="36"> 0 width="30"> 3 width="30"> 25 width="24"> 52 width="30"> 10 width="24"> 90 width="30"> 100 width="38"> 3.766 width="39"> .687 >

22 width="222"> My students owe me much and I feel proud of it. width="36"> 0 width="30"> 2 width="30"> 7 width="24"> 62 width="30"> 19 width="24"> 90 width="30"> 100 width="38"> 4.088 width="39"> .611 >

23 width="222"> Unlike others I feel myself  more competent. width="36"> 1 width="30"> 3 width="30"> 15 width="24"> 53 width="30"> 18 width="24"> 90 width="30"> 100 width="38"> 3.933 width="39"> .776 >

24 width="222"> My boss appreciates my work and personality. width="36"> 0 width="30"> 6 width="30"> 16 width="24"> 44 width="30"> 24 width="24"> 90 width="30"> 100 width="38"> 3.955 width="39"> .846 >

25 width="222"> My boss makes efforts to be in contact each faculty member during office hours. width="36"> 0 width="30"> 3 width="30"> 13 width="24"> 46 width="30"> 28 width="24"> 90 width="30"> 100 width="38"> 3.866 width="39"> .823 >

26 width="222"> Leadership qualities of my boss stimulates me to work hard. width="36"> 0 width="30"> 6 width="30"> 11 width="24"> 50 width="30"> 23 width="24"> 90 width="30"> 100 width="38"> 4.322 width="39"> .716 >

27 align="center">  width="222"> My mostly discuss my professional issues with my boss. width="36"> 1 width="30"> 10 width="30"> 10 width="24"> 42 width="30"> 27 width="24"> 90 width="30"> 100 width="38"> 4.022 width="39"> 1.07 >

28 width="222"> My boss makes my assignments easier width="36"> 1 width="30"> 4 width="30"> 18 width="24"> 43 width="30"> 24 width="24"> 90 width="30"> 100 width="38"> 4.022 width="39"> .702 >

29 width="222"> My boss promotes sence of belonging among the faculty. width="36"> 0 width="30"> 8 width="30"> 11 width="24"> 47 width="30"> 24 width="24"> 90 width="30"> 100 width="38"> 3.766 width="39"> .687 >

30 width="222"> We feel free to advise our boss on different administrative matters. width="36"> 0 width="30"> 9 width="30"> 11 width="24"> 47 width="30"> 23 width="24"> 90 width="30"> 100 width="38"> 4.088 width="39"> .611 >

31 width="222"> My boss shows his serious concern to solve my domestic problems. width="36"> 0 width="30"> 7 align="center">  width="30"> 13 width="24"> 41 width="30"> 29 width="24"> 90 width="30"> 100 width="38"> 4.022 width="39"> .886 >

32 width="222"> I make affective use of the capacities of my students. width="36"> 0 width="30"> 9 width="30"> 10 width="24"> 49 width="30"> 22 width="24"> 90 width="30"> 100 width="38"> 3.933 width="39"> .871 >

33 width="222"> Our course out lines is well written. width="36"> 0 width="30"> 6 width="30"> 19 width="24"> 41 width="30"> 24 width="24"> 90 width="30"> 100 width="38"> 3.922 width="39"> .864 >

34 width="222"> Our course outlines address individual differences. width="36"> 0 width="30"> 6 width="30"> 26 width="24"> 38 width="30"> 20 width="24"> 90 width="30"> 100 width="38"> 3.800 width="39"> .863 >

35 width="222"> We often revise our outlines according to the new patterns. width="36"> 6 width="30"> 22 width="30"> 33 width="24"> 23 width="30"> 6 width="24"> 90 width="30"> 100 width="38"> 3.011 width="39"> 1.02 >

36 width="222"> Curriculum is helpful to achieve objectives. width="36"> 1 width="30"> 13 width="30"> 22 width="24"> 47 width="30"> 7 width="24"> 90 width="30"> 100 width="38"> 3.511 width="39"> .877 >

'37 width="222"> Our curriculum is enriched with the material to provide responsible citizens. width="36"> 1 width="30"> 9 width="30"> 13 width="24"> 53 width="30"> 14 width="24"> 90 width="30"> 100 width="38"> 3.777 width="39"> .871 >

38 width="222"> Communication between me and my colleagues are quiet perfect width="36"> 1 width="30"> 5 width="30"> 14 width="24"> 51 width="30"> 19 width="24"> 90 width="30"> 100 width="38"> 3.911 width="39"> .829 >

39 width="222"> I am satisfied with the polices through which pays are raised. width="36"> 4 width="30"> 12 width="30"> 29 width="24"> 37 width="30"> 8 width="24"> 90 width="30"> 100 width="38"> 3.366 width="39"> .976 >

The table shows that 100 % of teachers (90) gave responses to the 39 items. The item no 15: "I really enjoy working with my students" had maximum mean value that was 4.411 whereas the value of standard deviation was 0.7328. The 46 teachers were strongly agreed with this statement whereas one respondent disagreed with this statement. And the item no 35: "The curriculum of my department has no need of major revision" had minimum mean value that was 3.0111 whereas the value of standard deviation was 1.0222. The six teachers were strongly agreed with this statement whereas 22 respondents disagreed with it.

Table 2. Gender wise comparison of morale of the teachers at the US

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S. No width="102"> Gender width="54"> N width="72"> Mean width="59"> Std dev. width="87"> St error mean width="44"> T width="31"> df width="43"> sig

1 align="center">  width="102"> Male width="54"> 47 width="72"> 150.68 width="59"> 20.13 width="87"> 2.9371 width="44"> 0.339 width="31"> 88 width="43"> 0.735

2 width="102"> Female width="54"> 43 width="72"> 151.90 width="59"> 13.08 width="87"> 1.9947 width="44">   align="center">  width="31">   align="center">  width="43">   align="center">

Table  2 shows the gender-wise comparison teachers of UOS. The table shows that the mean value of female teachers was greater than the male teachers who were 151.90 and 150.68 respectively. The standard deviation of male and female teachers was 20.13, 13.08 respectively. The significance value was greater than the 0.05 level of significance which shows that there is an insignificant difference between the morale of the male and female teachers.

Table 3.  Independent sample t-test “qualification wise”

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S. No width="96"> Qualification width="30"> N width="66"> Mean width="48"> Std dev width="128"> Standard error mean width="51"> t width="30"> df width="44"> sig

1 width="96"> PhD width="30"> 11 width="66"> 152.27 width="48"> 20.08 width="128"> 6.0559 width="51"> 1.123 width="30"> 30 width="44"> 0.270

align="center">  width="96"> M.Phil width="30"> 21 width="66"> 143.71 width="48"> 20,67 width="128"> 4.5109 width="51">   align="center">  width="30">   align="center">  width="44">   align="center">

2 width="96"> M.Phil width="30"> 21 width="66"> 143.71 width="48"> 20.67 width="128"> 4.5109 width="51"> -2.444 width="30"> 77 width="44"> 0.017

align="center">  width="96"> Master width="30"> 58 width="66"> 153.81 width="48"> 14.33 width="128"> 1.8816 width="51">   align="center">  width="30">   align="center">  width="44">   align="center">

3 width="96"> Master width="30"> 58 width="66"> 153.81 width="48"> 14.33 width="128"> 1.8816 width="51"> 0.305 width="30"> 67 width="44"> 0.761

align="center">  width="96"> PhD width="30"> 11 width="66"> 152.27 width="48"> 20.08 width="128"> 6.0559 width="51">   align="center">  width="30">   align="center">  width="44">   align="center">

Table 3  shows the qualification wise comparison of morale of University teachers. The table shows that the mean value of Master teachers was maximum which was 153.81. The table shows that (the mean value of M.Phil teachers was the minimum that was 143.71.

The table shows that M.Phil teachers had a maximum standard deviation that was 20.67. The significance value between M.Phil & Master teachers was less than the 0.05 level of significance which shows that there was significant difference between the morale of the M.Phil, and Master teachers of University'of Sargodha. Whereas other significance values were greater than .05 level of significance and there was an insignificant difference

 Table 4. Independent Sample T-Test “Designation Wase”

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S. No width="108" valign="top"> Designation width="30"> N width="54"> Mean width="54"> Std dev width="131"> Standard error mean width="40"> t width="33"> df width="51"> SIg

1 width="108" valign="top"> Professor width="30"> 3 width="54"> 147.33 width="54"> 24.33 width="131"> 14.05 width="40"> -.723 width="33"> 5 width="51"> 0.502

align="center">  width="108" valign="top"> Associate Professor width="30"> 4 width="54"> 157.50 width="54"> 13.02 width="131"> 6.512 width="40">   align="center">  width="33">   align="center">  width="51">   align="center">

2 width="108" valign="top"> Associate Professor width="30"> 4 width="54"> 157.50 width="54"> 13.02 width="131"> 6.512 width="40"> 0.515 width="33"> 16 width="51"> 0.614

align="center">  width="108" valign="top"> Assistant professor width="30"> 14 width="54"> 151.92 width="54"> 20.23 width="131"> 5.408 width="40">   align="center">  width="33">   align="center">  width="51">   align="center">

3 width="108" valign="top"> Assistant professor width="30"> 14 width="54"> 151.92 width="54"> 20.23 width="131"> 5.408 width="40"> 0.196 width="33"> 81 width="51"> 0.845

align="center">  width="108" valign="top"> Lecturer width="30"> 69 width="54"> 150.94 width="54"> 16.55 width="131"> 1.993 width="40">   align="center">  width="33">   align="center">  width="51">   align="center">

4 width="108" valign="top"> Lecturer width="30"> 69 width="54"> 150.94 width="54"> 16.55 width="131"> 1.993 width="40"> 0.364 width="33"> 70 width="51"> 0.717

>  width="108" valign="top"> Professor width="30"> 3 width="54"> 147.33 width="54"> 24.33 width="131"> 14.05 width="40">   align="center">  width="33">   align="center">  width="51">   align="center">

Table 4 shows the designation wise comparison of morale of males and females teachers of UOS. The table shows that the mean value of Associate Professors was maximum that was 157.50 and their standard deviation value was 13.02 (min). The mean score of Professors was minimum that was 147.33 and their St.dv value was 24.339(max). The significance value was greater than 0.05 (level of significance) which shows there was an insignificant difference between the morale of the teachers of different designations.

Table 5.  Independent Sample T-EST (Faculty Wise)

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S. No width="90"> Faculty width="30"> N width="48"> Mean width="48"> Std dev width="128"> Standard error mean width="54"> t width="32"> df width="63"> Sig

1 width="90"> Agriculture width="30"> 1 width="48"> 155.0 width="48"> 0.0 width="128"> 0.0 width="54"> 0.148 width="32"> 7 width="63"> 0.887

align="center">  width="90"> Management   & administration width="30"> 8 width="48"> 153.5 width="48"> 9.57 width="128"> 3.385 width="54">   align="center">  width="32">   align="center">  width="63">   align="center">

2 width="90"> Management   & administration width="30"> 8 width="48"> 153.5 width="48"> 9.57. width="128"> 3.385 width="54"> 0.803 width="32"> 45 width="63"> 0.426

align="center">  width="90"> Science          & technology width="30"> 39 width="48"> 148.8 width="48"> 15.71 width="128"> 2.516 width="54">   align="center">  width="32">   align="center">  width="63">   align="center">

3 width="90"> Science          & technology width="30"> 39 width="48"> 148.8 width="48"> 15.71 width="128"> 2.516 width="54"> -1.054 width="32"> 79 width="63"> 0.295

align="center">  width="90"> Art,          social sciences & law width="30"> 42 width="48"> 153.0 width="48"> 19.40 width="128"> 2.994 width="54">   align="center">  width="32">   align="center">  width="63">   align="center">

4 width="90"> Art,           social sciences & law width="30"> 42 width="48"> 153.0 width="48"> 19.40 width="128"> 2.994 width="54"> -0.102 width="32"> 41 width="63"> 0.919

>  width="90"> Agriculture width="30"> 1 width="48"> 155.0 width="48"> 0.0 width="128"> 0.0 width="54">   align="center">  width="32">   align="center">  width="63">   align="center">

Table 5 shows faculty wise comparison of morale of male and female teachers of UOS. The table shows that the mean value of faculty Agriculture was maximum that was 155.00. The mean value of faculty Science & technology was the minimum that was 148.84. The table shows that the faculty Art, social sciences & law had the maximum standard deviation that was 19.404. The significance values were greater than 0.05 (level of significance) which shows there was an insignificant difference between the morale of the teachers of different faculties.

Table 6. Independent Sample T-Test “AgeWise”

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S. No width="60"> Age width="45"> N width="54"> Mean width="61"> Std dev width="150"> Standard error mean width="51"> t width="28"> df width="46"> sig

1 width="60"> 56-65 yrs width="45"> 4 width="54"> 144.00 width="61"> 18.88 width="150"> 9.442 width="51"> 0.876 width="28"> 11 width="46"> 0.400

align="center">  width="60"> 46-55 yrs width="45"> 9 width="54"> 154.44 width="61"> 20.19 width="150"> 6.731 width="51">   align="center">  width="28">   align="center">  width="46">   align="center">

2 width="60"> 46-55 yrs width="45"> 9 width="54"> 154.44 width="61"> 20.19 width="150"> 6.731 width="51"> -0.757 width="28"> 17 width="46"> 0.460

align="center">  width="60"> 36-45 yrs width="45"> 10 width="54"> 146.00 width="61"> 27.41 width="150"> 8.669 width="51">   align="center">  width="28">   align="center">  width="46">   align="center">

3 width="60"> 36-45 yrs width="45"> 10 width="54"> 146.00 width="61"> 27.41 width="150"> ' 8.669 width="51"> 0.620 width="28"> 47 width="46"> 0.538

align="center">  width="60"> 26-35 yrs width="45"> 39 width="54"> 150.33 width="61"> 17.40 width="150"> 2.787 width="51">   align="center">  width="28">   align="center">  width="46">   align="center">

4 width="60"> 26-35 yrs width="45"> 39 width="54"> 150.33 width="61"> 17.40 width="150"> 2.78 width="51"> 1.142 width="28"> 65 width="46"> 0.258

align="center">  width="60"> 20-25 yrs width="45"> 28 width="54"> 154.46 width="61"> 9.35 width="150"> 1.76 width="51">   align="center">  width="28">   align="center">  width="46">   align="center">

5 width="60"> 20-25 yrs width="45"> 28 width="54"> 154.46 width="61"> 9.35 width="150"> 1.76 width="51"> -1.831 width="28"> 30 width="46"> 0.077

>  width="60"> 56-65 yrs width="45"> 4 width="54"> 144.00 width="61"> 18.88 width="150"> 9.442 width="51">   align="center">  width="28">   align="center">  width="46">   align="center">

Table 6 shows age-wise comparison of the morality of male and female teachers of UOS. The table shows that the mean score of 20-25 yrs teacher was maximum which was 154.46. And the mean score of 56-65 yrs was minimum that was 144.00. The table shows that the teachers 36-45 yrs of age had maximum standard deviation value that was 27.41. The significance values were greater than 0.05 (level of significance) which shows that there was an insignificant difference between the morale of the teachers of different age

Table 7.  Independent Sample Test “Experience Wise”

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S. No width="78" valign="top"> Experience width="36" valign="top"> N width="60" valign="top"> Mean width="66" valign="top"> Std dev width="139" valign="top"> Standard error mean width="42" valign="top"> t width="33" valign="top"> df width="48" valign="top"> Sig

1 width="78"> 0-1 yrs width="36"> 35 width="60"> 150.80 width="66"> 11.66 width="139"> 1.972 width="42"> -1.318 width="33"> 65 width="48"> 0.192

align="center">  width="78"> l-4yrs width="36"> 32 width="60"> 155.40 width="66"> 16.69 width="139"> 2.951 width="42">   align="center">  width="33">   align="center">  width="48">   align="center">

2 width="78"> 1-4 yrs width="36"> 32 width="60"> 155.40 width="66"> 16.69 width="139"> 2.951 width="42"> 3.670 width="33"> 38 width="48"> 0.001

align="center">  width="78"> 5-9 yrs width="36"> 8 width="60"> 130.62 width="66"> 18.68 width="139"> 6.606 width="42">   align="center">  width="33">   align="center">  width="48">   align="center">

3 width="78"> 5-9 yrs width="36"> 8 width="60"> 130.62 width="66"> 18.68 width="139"> 6.606 width="42"> -3.687 width="33"> 12 width="48"> 0.003

align="center">  width="78"> 10-1 5 yrs width="36"> 6 width="60"> 165.16 width="66"> 15.27 width="139"> 6.236 width="42">   align="center">  width="33">   align="center">  width="48">   align="center">

4 width="78"> 10-1 5 yrs width="36"> 6 width="60"> 165.16 width="66"> 15.27 width="139"> 6.236 width="42"> 1.093 width="33"> 10 width="48"> 0.300

align="center">  width="78"> 16-20 yrs width="36"> 6 width="60"> 152.66 width="66"> 23.48 width="139"> 9.587 width="42">   align="center">  width="33">   align="center">  width="48">   align="center">

5 width="78"> 16-20 yrs width="36"> 6 width="60"> 152.66 width="66"> 23.48 width="139"> 9.587 width="42"> 1.030 width="33"> 7 width="48"> 0.337

align="center">  width="78"> More width="36"> 3 width="60"> 137.00 width="66"> 15.52 width="139"> 8.962 width="42">   align="center">  width="33">   align="center">  width="48">   align="center">

6 width="78"> More width="36"> 3 width="60"> 137.00 width="66"> 15.52 width="139"> 8.962 width="42"> -1.925 width="33"> 36 width="48"> .062

align="center">  width="78"> 0-1 yrs width="36"> 35 width="60"> 150.80 width="66"> 11.66 width="139"> 1.972 width="42">   align="center">  width="33">   align="center">  width="48">   align="center">

Table 7 shows experience wise comparison of the morality of male and female teachers of UOS. The table shows that the mean value of the teacher of experience 10-15 yrs was maximum which was 165.16. And the mean score of teacher of experience 5-9 yrs was minimum which was 130.62. The table shows that the teachers of experience 16-20 yrs had maximum standard deviation that was 23.48. The significance values of 1-4 yrs, 5-9 yrs, and 10-15 yrs were less than 0.05 (level of significance) which shows that there was significant difference between the morale of the teachers of these experiences. The significance values of 0-1 yrs, 16-20 yrs, and more years were greater than 0.05 (level of significance) which shows that there was an insignificant difference between the morale of the teachers of these experiences.

Conclusions

In this study, it was concluded that the internal factors of university or any other educational institution positively affect the morale of male and female teachers. The five factors of this study were teacher satisfaction with salary, satisfaction with curriculum issues, job satisfaction, rapport with head, and rapport with colleagues. They all positively affect the morale of the teachers. Therefore to increase the teacher and student performance it was necessary to give importance to the morale of the teachers. To enhance the morale of the teachers, it should be compulsory to provide them all the facilities of the job. It is an important factor in teachers deciding whether or not to stay in the profession. If the work lives of the staff can be improved, then the morale of the staff will increase.

Discussion

This piece of research was designed to find out different factors involved either in boosting or declining the morale of university teachers in Sargodha Pakistan. The first research question of this study was "is there any difference between male teacher morale and female teacher morale of University of Sargodha?" It was found out on the bases of the test of significance that differences between both of the genders were insignificant because the significance value was greater than the level of significance of the study. It showed that gender made no difference to the morale of the teacher.

The second research question of this study was "is there any difference between teachers' morale and their faculties?" The findings of this study proved that there was an insignificant difference between the morale of the teachers and their faculties because the significance value was greater than the level of significance of the study. So nature of faculty does not affect the morale of the teachers.

The third research question of this study was "is there any difference between teachers' morale and their designation?" According to the findings, there was insignificant difference between the morale of the teachers and their designations because the significance values were greater than the level of significance of the study. So type of designation does not affect the morale of the teachers.

The fourth research question of this study was "does there any difference between teachers' morale and their qualification?" According to the findings, there was significant difference between the morale of the teachers and their qualification because the significance values were less than the level of significance of the study. It shows that teacher's qualification affects the morale of the teacher.

The fifth research question of this study was "does there any difference between teachers' morale and their ages?" According to the findings, there was an insignificant difference between the morale of the teachers and their ages because the significance values were greater than the level of significance of the study. So teachers1 ages do not affect the morale of the teacher.

The sixth research question of this study was "does there any difference between teachers' morale and their experience of teaching?" According to the findings, there was significant difference between the morale of the teachers and their experience of teaching because the significance value was less than the level of significance of the study. It shows that experience of teaching affects the morale of the teacher.

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