DEMOGRAPHIC PREDICTION TOWARDS LEADERSHIP AND TEACHERS’ COMMITMENT AND MOTIVATION IN THE EDUCATIONAL SECTOR

Purpose of the study: The existing research study aimed to investigate the predictive effect of demographic traits, leadership styles on teachers’ job commitment and motivation at the college level, in Punjab, Pakistan. Methodology: The population of the study consisted of 576 male and female lecturers (PE). The total number of lecturers (PE) working in all Government colleges is 576, male lecturer (PE) is 366, and female lecturers (PE) are 210. Three self cum closed-ended questionnaires were designed for the data collection. Mean, standard deviation, Independent Samples Test, and One-way ANOVA were applied to test the formulated hypotheses. Main Findings: It was found that there no positive impact of leadership styles of the head of institutions upon professional commitment and motivation of the lecturers based on demographics. It was also found that the study respondents regarding demographic attributes have significant group mean differences in opinion about the research variables under study. Implications of the study: It was recommended that the most motivated and committed worker is the one who is senior, married, educated, and female, has a sound salary package, has served the institution for a long timeperiod and has a chance of professional development. It was also found that s/he performs his/her duty under an HOI who has more of a transformational leadership style than the rest and should be more transformational. Therefore HOI of the institutions should adopt a transformational leadership style to get maximum output from the employees.


INTRODUCTION
The current study aimed to examine the relationship among leadership styles, job commitment, motivation, and teachers' attributes. The current study concentrates on investigating the effect of transactional and transformational leadership on job performance concerning demographic traits in the educational education sector in Punjab, Pakistan. Job commitment and motivation are the vital ingredients of total job performance and play a vital role in achieving organizational goals and building a good repute of an institute. However, the experimental study reported regarding the above mention research variable but still, there is a need to investigate these phenomena especially in the field of education. Research Studies by Emery and Barker (2007) focused on the situational aspects that could affect the leader's behaviour. The subordinate behavior, demographics traits, task complexity, project size, organizational climate, and norms are some basic situational factors found to significantly affect a leader's behavior. Jena, Bhattacharyya, and Pradhan (2017) described that many researchers had focused mainly on transactional and transformational leadership for the last two decades. As the views to Bums, Transactional leadership occurs when approaching the leader's adherents to operate one thing for another thing. Such types of exchanges involve the association between the leaders and subordinates. Whereas, Senthamil and Palanichamy (2011) investigated that the transformational leader monitors and abuses the existing need of a potential believer.
In addition, although leadership is thought to a vital part of the requirement of higher quality delivery levels, the question arises of how leaders lead the educational organization which still uninvestigated with respect to the Pakistani context, leadership style has been discussed to include both main types, namely transformational and transactional leadership (iSolà, et al., 2016). Leadership is the main source of changing the abilities, qualities, and vision of group members with the personal abilities and resources of a leader. Kouzesand Posner (2011) described that in order to achieve the good common targets by inspiring and mobilizing others to perform some action is leadership in reality. So for helping, encouraging, and motivating teachers and learners to work enthusiastically towards educational institutions and their objectives is a process of leadership actually. Some research studies found that appropriate leadership and practices might be as inviting teachers' loyalty, commitment, and motivation.
There is a basic need to recognize the relationship between the education system and teachers in terms of the theoretical framework of leadership and its demographic attributes. The relevant literature to the education system indicates several variables that verified the administration leadership. Some traits of demographics such as gender, locality, teaching experience, marital status, and designation are taken as demographic variables in the present research. Likewise, if the HOIs are well contented demographically and build up leadership high level with their education system subsequently they will more likely to be dedicated, loyal to their profession (Rast & Tourani, 2012).

OBJECTIVES OF THE STUDY
To examine the group mean differences in responses of respondents concerning the research variables.

LITERATURE REVIEW
Leadership plays an imperative role in motivating, inspiring, and empowering teachers as well as achieving organizational success. The person who commands or leads the organization or group as well as achieves the targeted goal by undertaking summative action is called a leader (Sun, Chen, & Zhang, 2017). To establish a successful educational system, leadership contributes a lot. Any institution turns its direction in a positive way and institution, the educational staff is being motivated, inspired, and provide better role models. In this aspect of leadership, leadership is very effective in motivating teachers during individuals and shared learning. These learning types are an effective aspect of the educational institute's achievements (Leithwood & Jantzi, 2006). Along with these, institutional leadership makes or breaks the motivation, commitment, and positivity of the teachers and students. So, professional commitment and motivation in any field are subjected to a peaceful and friendly environment. According to Jena, Bhattacharyya, and Pradhan (2017), commitment is the feeling of loyalty and passion of an employee towards its institute. It identifies the teacher's passion, devotion, and desire for hard work facilitate the idealization of their college.

DEMOGRAPHIC FACTORS
The review of literature of demographic variables (locality, gender, marital status, designation, teaching experience) have been reported a stable relationship with teachers' commitment and found that these affect teachers' commitment and motivation. Demographic traits have been selected due to their direct influence on teachers' commitment and motivation. Several studies in which demographic variables have been used to determine job commitment and motivation have indicated that they are strong predictors of job commitment and motivation (Malik, Javed, & Hassan, 2017;Salami, 2008). Several research studies revealed that the impact of demographic variables was secondary to teachers' commitment and motivation. But, in few research studies indicated that demographic traits including marital status, locality, gender, teaching experience, educational and professional qualifications play a vital role in developing the leadership and staff' commitment and motivation (Omar, Self, Cole, Rashid, & Puad, 2018; Zakeer, Munnawar & Irfan, 2014)

Gender
A variety of variables of demographics have been included in different research studies. A research study by Akar (2018), Luqman, Rehman, Islam, and Khan, 2020), Feather and Rauter (2004) shown that female teachers had a higher level of organizational commitment than male teachers; yet, the rate of the difference was not at large. On the other side, some research studies by Ensher, Grant-Vallone, and Donaldson (2001) found that there is no difference between levels of organizational commitment of women and men. Benson and Griffin (1988) also found that female teachers have substantially less militant behaviors and attitudes than males.

Locality
The study also shows a significant relationship between professional commitment and location where teachers perform their assigned tasks/jobs. Teachers working in urban districts constantly shown less militant behaviors and attitudes as compare to the rural districts? Yet, another research study by Fiaz and Saqib (2017) found that there is no primary difference in the militant behaviours of teachers in urban and rural districts.

Marital Status
About the marital status of the employee, DiPrete and Buchmann (2013) in their research indicated that for unmarried workers without kids, 58% of males and 53% of females described that they intended to stay in uniform and more committed to their jobs. It indicates that married officers have more intention to leave their job due to their family attachment and circumstances than unmarried officers.

Length of service
A research study by Nugroho and Haryanto, (2019) showed a significant relationship between institutional commitment and the length of tenure of an individual in an institution. Another research by Canrinus et al. (2012) found that years of experience have a positive correlation with the professional commitment and motivation of teachers. In contrast, scholar Sezgin (2009) found that years of experience negatively related to the institutional commitment of teachers.

Professional qualification
Tillman and Tillman (2008) conducted a research study on the organizational commitment of elementary and secondary teachers and found that secondary teachers had lower levels of professional commitment than elementary teachers. On the other side, it was also found that there are no main differences between the militant levels of behaviours levels of the secondary and elementary teachers. However, Özdem (2012) found a positive relationship between militancy with the grade/scale level of teaching, for example, top-level of hostility in higher scales/grades).

Educational qualification
Many research studies have recommended that there is an inverse relationship between education level and organizational commitment, which means if an individual obtained a higher level of education, then he/she would be less committed to his/her organization, and He/she would be more committed to their profession or his/her union (Moses, Berry, Saab, & Admiraal, 2017). A research study by Naseem, Nawaz, Khan, Khan, and Khan (2013) shows an indirect significant effect of education on the professional commitment of workers by enhancing work incentives but has a direct negative impact when work incentives or remuneration are held constantly. Finally, the author concluded that the present research outcomes in this field have not been consistent. The commitment and motivation were included in the current study because there are mainly homogeneous teaching levels among the lecturers, for example, four years of universitylevel education with two/three years of training or six years of education at the university level with two years of training.
Moreover, some lecturers have M.Phil or Ph.D. degree holders. They consider that their job is a mismatch with their academic qualification, so they are less committed and motivated with their profession and always seek another best option for them. This diversity of outcomes concerning the effects that location, gender, years of teaching experience, and grade/scale levels have on commitment and motivation of lecturers (PE) included interest level to the practical worth of adding these variables in the current study. Social status, family background, wife belonging demographic incorporated for logical and practical reasons were such as part-time/full-time job, enrolment in college, and experience as a professor union representative of all college-level teachers, which represent all the types of issues regarding teaching and promotion matters.

HYPOTHESES OF THE STUDY
1. The respondents about the gender have significant group mean differences in their opinion about the research variables under study (H 1 ).
2. The respondents about the marital status have significant group mean differences in their opinion about the research variables under study (H 2 ).
3. The respondents about the residence have significant group mean differences in opinion about the research variables under study (H 3 ).
4. The respondents regarding general qualifications have significant group mean differences in opinion about the research variables under study (H 4 ). 5. The respondents about the professional qualifications have significant group mean differences in opinion about the research variables under study (H 5 ).
6. The respondents about the experience have significant group mean differences in opinion about the research variables under study (H 6 ).

METHOD AND MATERIAL
The current study was supported by the descriptive research design. Descriptive research design is the best form of research in which the nature of conditions and degree of the research study is described in detail. The population of this particular study was comprised of the teachers (PE) of all the Government colleges for boys and girls in Punjab province, Pakistan. There were 757 Government colleges for boys and girls situated in 36 districts of the Punjab province of Pakistan. The total number of teachers (PE) working in all Government colleges is 576, male lecturers (PE) are 366, and female lecturers (PE) are 210. The remaining 181 Govt. colleges had vacant posts due to no availability of LPEs. As the population was very small and easily approachable, so census method was taken as a sample of the study for data collection. As the present study dealt with three different variables like leadership styles, professional commitment, and professional motivation, the researcher developed and used three different self-made, close-ended on 5-point Likert scale for the data collection in the light of related literature and under the guidance of the supervisor. For the content validity, the initial versions of the scales were sent to the six experts of the department of social sciences of different public universities, Pakistan. The experts were requested to focus upon the validity and appropriateness of subfactors and the statements of respective scales. In light of the accurate observations and the positive recommendations of the doctors and experts, some of the ideas were deleted, edited, and modified with the consultation of the research supervisor accordingly.  .6%). The rate of response was representative. The collected data was put into the SPSS for analysis. Mean and standard deviation were used as descriptive statistics and T-Test, correlation, and One-way ANOVA were applied as inferential statistics to analyze the collected responses. Explanations are as follows:

ANALYSES OF THE DATA H 1 :
The respondents with about the gender have significant group mean differences.  The eighth hypothesis was about marital status-based group mean differences concerning research variables (transformational, transactional& laissez-faire leadership, professional commitment, and professional motivation). The marital status is also widely used as the demographic variables concerning the group mean differences regarding various research variables. The results show that respondents with regard to marital status have significant group mean differences on almost all research variables. It means that married and unmarried respondents have significant differences in views about research variables under consideration (transformational, transactional, laissez-faire leadership, professional commitment, and professional motivation). Therefore, from the results, the hypothesis H8 is partially accepted and substantiated.

Residence-based Differences of Opinion H 3 :
The respondents regarding residence have significant group mean differences.   The eleventh hypothesis was about professional qualifications group mean differences concerning research variables (transformational, transactional, and laissez-faire leadership, professional commitment & professional motivation). The results show that respondents with regard to professional qualifications have significant group mean differences on all the research variables. It means that the professional qualifications of the respondents have significant differences in views about research variables under study (transformational, transactional, and laissez-faire leadership styles, professional commitment & professional motivation). Thus, hypothesis H5 is partially accepted.

Experience-based Differences of Opinion
H 6 : Respondents about experience have significant group mean differences. The twelfth hypothesis was about the teaching experience group mean differences about research variables (transformational, transactional, and laissez-faire leadership styles, professional commitment, and professional motivation). The results show that respondents about experience have significant group mean differences on all the research variables except transactional leadership style. It means that the professional qualifications of respondents have significant differences in views about research variables (transformational, laissez-faire leadership styles, professional commitment, and professional motivation). Thus, hypothesis H6 is partially accepted.

DISCUSSION
The particular research found that there are significant differences between the mean scores of male and female respondents regarding almost all research variables except transactional leadership style Furthermore, the findings of the study also show that the majority of the female gender was found to be more motivated and committed to their institution than the male LPEs. A research study by Fiaz and Saqib (2017); DiPrete and Buchmann (2013); Blankenship (2010) shown that female teachers had a higher level of organizational commitment than male teachers; yet, the rate of the difference was not at large. Another study by Özdem (2012) had also found the same results conducted on teachers.
The study results also show that respondents with regard to marital status-based have significant group mean differences on almost all research variables. In addition to the analyzed data also found that unmarried LPEs are less committed than the married employees. A research study by Collie, Shapka, and Perry (2011) shown that there is a significant relationship between institutional commitment and the length of tenure of an individual in an institution. Another research by Naseem, Nawaz, Khan, Khan, and Khan (2013) conducted on teachers more specifically; also found that years of experience have a positive correlation with professional commitment and motivation of teachers. In addition to the analyzed data also found that unmarried LPEs are less committed than married employees. To describe this, one can say that married LPEs often have to support their families and have great responsibilities in life for which force them to be more motivated and committed to their institutions than the rest. Tebeian (2012) found that there is no main difference in the militant behaviors of teachers in unmarried LPEs and married. Similarly, the results also show that respondents about the residence-based have significant group mean differences on almost all research variables. Sezgin (2009) shown that there is a significant relationship between the professional commitment and location where teachers perform their assigned tasks/jobs. Teachers working in urban districts constantly shown less militant behaviors and attitudes than those teachers who were working in the rural districts? In addition to the same study, results show that respondents with regard to general qualifications-based have significant group mean differences on almost all research variables. It is also found that the LPEs who have low qualifications are more committed to their institutions than the rest. Many research studies have recommended that there is an inverse relationship between education level and organizational commitment (Keskes, 2014)

CONCLUSION OF THE STUDY
The current study leads to investigate the association among leadership styles, job commitment, motivation, and teachers' personal attributes. The current study concentrates upon investigating the effect of transactional and transformational leadership on job performance with respect to demographic traits in the educational education sector in Punjab, Pakistan. ANOVA and One sample t-test revealed the significant groups mean differences between the dependent and the independent variables. Thus, leadership, employees' commitment, and motivation are strongly associated to different demographic traits of gender, marital status, locality, educational and professional qualification, and teaching experience. Furthermore, leadership styles have a number of adverse effects on the professional commitment and motivation of teaching faculty. The results of the present study, supported through the existing research studies revealed due to transformational leadership style, the positive variation found in the commitment and motivation. Similarly, the study concluded that there is a significant positive impact of the transactional leadership style on the motivation and commitment. The researcher concluded that there is a significant negative impact of laissez-faire leadership style on motivation and commitment of LPEs. However, the role of transformational leadership style in all the statistical procedure remained more significant due their artistic attributes. Furthermore, the investigator also concluded that teachers with higher education, having less teaching experience are less committed than others. Likewise, Married teachers are less motivated to their job than singles and rural teachers are more committed and motivated and having a specific attachment with their jobs as compare to urban teachers.
To sum up the study result it can be recommended that the most motivated and committed worker is the one who is senior, married, educated, female has sound salary package, has served the institution for a long time-period, has a chance of professional development and performs his/her duty under a HOI who has more of transformational leadership style than the rest and should be more transformational in nature. Therefore, there are certain recommendations as emerged from the conclusion of the study. This research recommends that professional commitment could be increased with appropriate leadership. It's also suggested that further researches should be done at various areas since this research is limited to higher education sector, Punjab province to verify whether these ingredients affecting teachers' job commitment and motivation would also be valid in those fields.