APPENDICES

472

APPENDICES

CONTENTS

APPENDIX- 1 Tools

(a} Organisational Climate Description Questionnaire.

(b) Kundu's Introversion - Extraversion Inventory.

(c) Sixteen Personality Factor Questionnaire.

(d) ilukhopadhyay * s Change Proneness Inventory.

(e) Modern Management Techniques in Schools.

APPENDIX- II List of Schools.

APPENDIX — i

TOOLS
<1

V 474
A Study of the Management of Higher Secpndary
Education System in the State of Tamilnadu
with Respect to the Administrative
Behaviour of the Heads of
Institutions

Name of the Investigator .: t Sr. ROSS ANNE

Programme : . Ph. D.

Guide : . Dr. A. V. PATEL Ph. D.

PARTICULARS REGARDING HEADS OF'INSTITUTIONS

Name : Age:

Educational Total years of

Qualifications -. Experience. as
Headmaster :
*

Name of the ; Place:

Institution : (Mention the
Revenue district also)

Percentage of Passes in Std. XII

in April 1982 — Locality : Rural/urban

„ 1983 -

1984 —

1985 *-

1986 —

Particulars of Awards | Type of Management ;

received: Govt/Aidcd/Municipal/Privatc.

Nature of Institution :
Only Boys/only Girls/Mixed.

if
 475

APPENDIX- 1 (a)

Organisational Climate Description Questionnaire

(Baroda Version Form 3. Section.3.)
FOR TEACHERS ONLY
TOOL. No- 1 476
Statements Responses
1 : The Principal is by the side of teachers in hour of their need. 1 2 3 4 5
2 There are internal bickerings and jealousy among the staff of this school. 12 3 4 5
3 Teachers have to take extra periods for weak students. 12 3 4 5
4 In -the beginning of the year, the teachers review and evaluate their school
programme. 12 3 4 5
5 The principal dislikes the idea of teachers forming an association of their own 12 3 4 5
6 The principal helps teachers in their school work. 1 2 3 4 5
• 7 ' The staff of this school is like a big family. 1 2 3 4 5
8 No deviation from prescribed rules is tolerated by the principal. 12 3 4 5
9 All stall members shoulder responsibility in regard to one or the other activity
: of the school.

Ol r-J (N
I
10 ' Teachers,-while teaching, are called in the principal’s office, through peons. 1
11 : The principal is frank and free with the teachers, students and parents. I
12 ■ The principal gets approval of. the staff on all school matters before finally

N N N N M
. deciding about them. I
13 ; The principal resists ideas that deviate from his own. I
:I4 ; The principal enthusiastically.discusses with his staff the new ideas he gathers. 1
15 . Supervisory works of the principal keeps teachers alert. 1
16 ‘More work, only if more pay’ is what the teachers say in private. I

(N
17 ■ Teachers of this school live under, tension. 1
18 ' Teachers and students freely communicate with the principal. 1 2 3 4 5
19 : The staff lias full involvement in institutional planning. 12 3 4 5
20 The principal deputes his teachers for in-service education programmes for
better teaching. 12 3 4 5
21 • Group work is favoured by the teachers of this school. 1 2 3 4 5
22 Teachers’ output is good because their merits are recognized. 1 2 3 4 5
23 • Parents tell the school what they feel the school should do for their children. 1 2 3 4 5
24 The principal is first to arrive and the last to leave the school. 1 2 3 4 5
25 • Constructive suggestion to teachers is the outcome of the supervision work. 1 2 3 4 5
26 • This school is visualized as an integrated community of management, teachers,
r - and students. 12 3 4 5
27 • The principal inquires about the well-being of the family of the teachers when
. he meets them. 1 12 3 4 5
28 , Teachers’ best time is wasted in doing clerical work. 112 3 4 5
29 Senior subject, teachers coordinate teaching in their subjects 1,2 3 4 5
30 The principal involves the stalf in taking all vital decisions regarding the school 1 2 3 4 5
31 The school is ready to associate with the neighbouring community in national
celebrations.' 1 2 3 4 5
32 The principal is vigilant that school work is completed by the staff. 1 2 3 4 5
33 Teachers take active part in school activities. 1 2 3 4 5
34 The principal motivates rather than pressurises his colleagues. I 2 3 4 5
35 'Teachers feel happy with their work in the school. I 2 3 4 5
 Statements Responses

6 Teachers are not in their classes when the bell for the session rings.
4/
1 2 3 4 5
7 The principal is really not what he pretends to be. 1 2 3 4 5
8 Teachers regarded celebration of cultural events in the school as a waste of time. 1 2 3 4. 5
9 Teachers feel the burden of excursions and other extra-curricular activities. 1 2 3 4 5
0 7 eachers do not hesitate to criticise administration in staff meeting. 1 2 3 4 5
1 Teachers are interested in private tuitions only. 1 2 3 4 5
2 Co-ordination of the school activities is done through staff-meetings. 1 2 3 4 5
3 The principal is well-prepared, whenever he talks to a group of teachers. 1 2 3 4 5
4 The atmosphere of this school is smooth and inspiring. 1 2 3 4 5
5 The management takes in to confidence all senior teachers before taking a
decision pertaining to the school. 1 2 3 4 5
6 Teaching programme lacks life. 1 2 3 4 5
7 The school calendar specifies all important events date-wise. 12 3 4 5
8 Notices are circulated in this school at any time during instructional hours. 1 2 3 4 5
9 The principal takes tea with the staff during the recess. 1 2 3 4 5
0 Teachers of this school are liked and appreciated by others. 1 2 3 4 5
1 Teachers’ social needs are well-satisfied here. 1 2 3 4 5
2 Management’s behaviour is characterized by conservation, caution, and distrust. 1 2 3 4 5
3 The principal sets an example to the teachers by working hard himself. 2 3 4 5
4 Teachers resent staying at the school for extra work. 2 3 4 5
5 The principal’s behaviour is characterized by affection, sympathy and understanding. 1 2 3 4 5
6 The principal dislikes teachers who argue or differ from him. 12 3 4 5
7 The principal solves internal problems of his staff. 1 2 3 4 5
8 Teachers manifest the positive attitude towards the work. 1 2 3 4 5
9 In this school, teachers form student study circles according to their best
understanding. 1 2 3 4 5
0 The programming done in this school is haphazard. 1 2 3 4 3
1 The school has humane climate. 1 2 3 4 5
2 The management is willing to make changes when suggested by the staff. 1 2 3 4 5
3 The principal keeps teachers at a distance. 1 2 3 4 5
4 It is alleged that there are factions among the staff. 12 3 4 5
5 Teaching in this school means: ‘teachers just go and come out of the class. 12 3 4 5
6 Teachers praise their colleagues for their achievement. 1 2 3 4 5
7 Teachers are informed soon after administrative decisions are taken. 1 2 3 4 5
8 Staff meetings serve as a communication device. 1 2 3 4 5
9 Management frowns on teachers who talk boldly. 1 2 3 4 5
10 The principal’s behaviour is conductive to belter work. 1 2 3 4 S
1 The school work of a sick teacher is readily shared by other teacher in the school. 1 2 3 4 5
12 The principal explains when he differs from Teachers. 1 2 3 4 5
13 The principal is a man of confidence to the teachers. 1 2 3 4 5
14 Many extra-curricular activities interfere with teaching work in this school. 1 2 3 4 5
15 The school community is happy about its twop-way flow of communication
among teachers and the adminstrator. 1 2 3 4 5
 APPENDIX- 1 (b)
. KUNDU'S INTROVERSION - EXTRAVERSION INVENTORY
Dr.Ramnath Kundu, Calcutta University, - ;
 MANUAL FOR 479

( K. I. E. I. )

By
DR. RAMANATH ICUNDU, m.sc.ph.d.

Department o f Psychology
Calcutta University

Copyright 1976—All rights held by Dr. Ramanath Kundu. M.Sc., PhD , Department of
Psychology University College of ScienceCS: Technology, 92, Acharya Prafulla
Chandra Road, Calcutta-7G0 009,
 MANUAL FOR

I. E.

THE INVENTORY
The purpose of the inventory is to obtain a reliable measure of inlroversion-extravcr-
sion dimension o{ adult behaviour or to use it for diagnosis, selection and career guidance.
It is developed according to Indian sociocultural pattern. The inventory consists of,70 items
with uneven number of response choices divided into S blocks. The number of items in each
block and the corresponding ndtnber of response choices have been shown in Table 1.

Table 1
Ntimber of items and response choices in different blocks

No. of response
Block , No. of items
choices
A 11 4

B 17 ■ ■ 5

C 14 3

D 1.4 3

E 14 2

In order to minimise faking effect,and also to reduce the nature and number of slanted
responses, non-aggressive types of items have been included in the inventory. The mode of
response in each block is different and directions for indicating answers for different blocks
are given in test booklet.
With a view to check the subjects who have a tendency to respond to the middle most
category, from a pattern of systematic presentation, the arrangement of the response choices
from 1 to 5 or 1 to 4 or 1 to 1 is not made according to the increasing or decreasing degree
of extraversion. To avoid suspicion as to the real purpose of the invenvory, the abbreviated
name K.I.E.I, (Kundu Introversion-Extraversion Inventory) has been given to it.
The rationale behind dividing the items into five blocks lies with the assumption that
specific behaviour which indicate introversion or extraversion dimension of personality
pattern may be approached for appraisal from a manifold directions. Since these types of
self-reporting inventories are often susceptible to impression management in the form of
stereotyped response tendency,.it is wise, in our situation, to change the mode of response,
particularly when the number of items are large. So far as the contents of the items are
 ( 3 ) 481
Table 3

General ‘principle of scoring -

Statements indicating intro­ Statements indicating extra­

version for positive responses version for positive responses
Block
Order of Order of ’ Order of Order of
response Score response Score

A 1-2-3-4 4-3-2- 1 4-3-2-1 4-3-2-1

B I-3-5-4-2 5-4-3-2- 1 2-4-5-3-1 5-4-3-2-1

C 1-3 - 2 3-2-1 2 - 3. - 1 3-2-1

D 1-3-2 3 - 2 - 1 2-3-1 3-2 - 1

E Yes—No 2- 1 No—Yes 2-1

HOW TO SCORE
Scoring procedure is simple and may be summarised in the following steps. No scor­
ing key is necessary as the design of the answer sheet has been made with a view to facilitate
quick scoring without consulting any key or using any stencil.;
1. Count the tick (V) marks in each row in each block and enter the figure under the
column T against the respective row.
. Multiply these totals (T s) in the following order :
Block A : First row to'al Xl
• Second row total X2
Third row total x3
Fourth row total X4
Block B : First row total X 1
Second row total X 2
Third row total xi
Fourth row total X4
Fifth row total x5
Block C 1 First row total X1
Block.D J Second row total X2
Third row total x3
Block E : First row total x 1
Second row total X2
3. Enter all the products under the column S against the respective row.
 ( 5 )
482
Table 4
Jleans and standard deviations
| T o t a 1
Male Female
Block
Mean S. D. Mean S. D. Mean S. D.

A 27.05 3.33 28.3 3.36 27.86 •3.36

B 42.96 6.87 41.41 6.36 42.22 6.36

C 27.68 3.99 28.59 4.32 28.91 4.14

D 25.27 3.45 25.70 3.24 25.48 3.30

E 20.91 '* 2.37 21.73 2.40 21.28 2.43

Total test 143.88 12.75 145.36 12.62 144.88 12.70

N 153 165 318

MEANING OF THE SCORES

Raw scores of the K.I.E.I. have been transformed into C — scale values, the range
of each scale-point may be found in Table 5. Just like raw score, low C-scale values
indicate extraversion.
Table 5
Range of raw scores against corresponding C-scale points

C-scale point Raw score range Classification

0 75 and below Extremely Extravert

1 76—89 Grossly Extravert
2 90 — 112 Moderately Extravert
3 113—130 Slightly Extravert

4 131 — 144
5 145 — 157 Ambivert
6 158-171
- -.................... £
7 172—185 Slightly Introvert
8 186—199 Moderately Introvert
9 200—228 Grossly Introvert
10 229 and above v Exrtemely Introvert
 ( 7 ) ■

decreasing order of score corresponds to the degree of extraversion. Therefore, coefficient

of correlation between K.I.E.I. score and score of E.P.I. is expected to be negative to ensure
validity of K.I.E.I. The obtained coefficient of correlation, presented in Table 7, is
negative but it is shown without any sign.
Table 7
Validity coefficients
Coefficients of
Criteria correlation

block A .41

Block B .77

-Block C .42

Block D .55

Block E .49

E.P.I. .47

INTERCORRELATIONS
In Table 8 are reported the coefficients of intercorrelation of the five blocks of the
inventory. These inter-block coefficients of correlation tentatively indicate that the blocks
are more or less factorially independent of each other justify ing apparently the subgrouping
of the items.
Table 8
Coefficients of inter-block correlation

A B C D E

A ( ) .15 .17 .15 .11

B .15 ( ) .13 .24 .18

C .17 .13 ( ) .01 .22

D .15 .24 .01 ( ) .23

E .11 .18 .22 .23 ( )

communication

Further studies with K.I.E.I. are in progress. The author will be glad to receive infor­
mation regarding the use of the inventory. Communications should be addressed to the author.
 TOOL. NO. 2
484
BLOCK-A
IRECTIQNS :

For each of the items 1 to 11, you will find 4 possible answers, only one of which you will have to
hoose so that it suits best in your case. Pick out the number of your chosen answer and put a tick (v)
ark in the appropriate box of the answer sheet against the corresponding question number.
. Which one of the following four jobs you 6, Which one of the following four types of per­
would like best as your profession? sons do you like most to have as your friends?
(1) Laboratory research worker. (1) Persons who will never do anything with­
(2) Political leader. out planning.
(3) Military officer. (2) Persons who will do planning in most of
(4) Officer in a factory of office. the occasions.
. Which one of the following four types of (3) Persons who will never like to plan before
pictures (cinema) do you like to enjoy most1? doing a thing.
(1) Picture of a battle. (4) Persons who will do planning only on
(2) Picture of a comedy. rare occasions.
(3) Picture of a grim tragedy. ’ 7. Which one of the following four types of
(4) Picture of natural devastation persons do you like most to have as your friends?
. ' To which one of the following four types of (1) Those who usually feel happy.
persons do majority of your friends belong? (2) Those who feel happy most of the times.
(1) Persons who love to spend money very' (3) Those who feel happy occasionally.
(4) Those who do not feel happy usually.
much.
(2) Persons who love to spend money bat ad­ 8. What will you do during a disturbing mass
just it according to their earning, demonstration on a political issue?
(3) Persons who love to save money blit do (1) Go and take active part.
spend where social prestige is involved. (2) Observe the situation without taking any
(4J Persons who love to save money very active part.
much- (3) Enquire about the siuiation for the sake
4 .Which one of the following four types of work of curiosity from a distance.
do you like most? (4) Avoid the situation altogether.
.(1) Completely repetitive work. 9. How would you like to have a strong opponent
(2) Moderately repetitive work. and contest with him?
(3) Slightly repetitive work, (1) Always prefer to have a strong opponent
(4) Completely non repetitive work. and contest with him.
. Which one of the following four types of per­ (2) Sometimes prefer to have a strong oppo­
sons do you like most to have with you in a nent and contest with him.
social gathering? (3) Usually prefer not to have a strong oppo­
(1) Those who would initiate the spirit of nent and like to withdraw.
(4) Practically do not prefer to have a strong
laughing-and talking in the function. opponent and always like to withdraw.
(2) Those who,would not initiate but join
others in laughing and talking to make the 10. To what extent does lack of careful planning
function lively. make you disturbed?
(3) Those who would laugh and talk only to (1) To a great extent
keep friendly terms with others. (2) To some extent.
. (4) Those who would always prefer to be (3J To little extent,
silent and observe others’ activities. (4) To practically no extent.
40. Do you easily remember your daily expenses directing others in doing a work ratiier thail
in specific details rather than forgetting them having somebody else to direct you? 485
mostly? 42. Do you prefer to work on the last moment
41. Do you prefer to take up the responsibility of rather than starting it earlier?

BLOCK-D
DIRECTIONS :
For each of the items 43 to 56 you will find a statement representing some of youn-fecling or acti­
vity. On the answer sheet against the corresponding item number for these items, put a tick (\/) mark in
the appropriate box, in the following manner :
If it is true for you in most of the cases, put a tick (\/) in the box 1.
If it is not true for you in most of the cases, put a tick (\/) in the bo 2.
If it is true for you in some of the cases, put a tick (\/) in the box 3.
43. Checking and rechecking of letters before 49. Feeling hurt at others’ aggressive behaviour.
mailing. 50. Voluntarily giving explanations of what you
44. Sitting alone for a long time.without being have done.
tired. 51. Hesitating to ask for loans from others.
45. Concealing your activities from others. 52. Delivering a written report.
46. Feel disturbed to a greet extent after doing 53. Feeling disturbed when people watch at your
something wrong. activities.
47. Calling persons who cross streets to avoid 54. Feeling difficult to start conversations with
meeting you. strangers.
48. To make it a point to be outspoken while 55. Analyzing the feelings and motives of others.
speaking. 56. Remaining alone during emotional stress.

BLOCK-E
DIRECTIONS :
In each of the items 57 to 70, you will find questions on some of your activities. Read each item
carefully and then put a tick (\/) mark in the answer sheet, against the corresponding item number, in the
following manner.:
If it is applicable in your case, put a tick (V) in the box marked ‘Y.’
If it is not applicable in your case, put a tick(vO in the box marked ‘N’.
57. Are you always conscientious in your acti­ 64. Do you prefer to work alone rather than doing
the task with others?
vities?
58. Can you tolerate slight abnormality in 65. Do you hesitate in making. friendship with
health? opposite sex?
59. Can you work better when you get incentives 66. Can you easily work against opposition?
through others’ praise? 67. Do you prefer to take the role of introducing
60. Do you dislike to write about yourself even others in a social gathering?
to very close friends? 68. Arc you usually cautious when you start con­
61. Do you day-dream very frequently? versation with others?
62. Do you usually think about youself? 69 Do you consider yourself to be greatly senti­
63. Do you like to talk much at social gather­ mental?
70. Do you usually control your tember?
ings?
 APPENDIX -1 (c)

Sixteen Personality Factor 'Questionnaire

Raymond.B. Cattell, 1P67-68 EDITION
 487
i

I
I
 488

1. A BRIEF ORIENTATION TO THE 16 PF TEST

The Sixteen Personality Factor Ques­ meaningful dimensions isolated and rep­
tionnaire (16 PF) is an objectively scor- licated in more than thirty years of factor-
able test devised by basic research in analytic research on normal and clinical
psychology to give the most complete groups. The test user may need a little
coverage of personality possible in a practice to get used to handling as many
brief time. The test was designed for as sixteen traits, but the expanded pos­
use with individuals aged sixteen and sibilities for understanding and predict­
above. Forms A, B, C, and D, which are ing behavior will more than compensate
the subject of this Manual, are most ap­ him for the effort involved.
propriate for literate individuals whose
The personality factors measured by
educational level is roughly equivalent
the 16 PF are not just unique to the test
to that of the normal high school student.
but instead rest within the context of a
Two other forms of the test, E, which
general theory of personality. Nearly
is presently available, and F, in prep­
ten years of empirical, factor-analytic
aration, are designed for individuals
research preceded the first commercial
with marked educational and reading
publication of the test in 1949.
deficits. The test can be scored by hand
or .by machine and various typos of an­ For convenience, these dimensions
swer sheets are available for this rea­ are set out briefly below in Table 1.1.
son. Additionally, a computer interpre­ Each factor is listed with its alphabetic
tation service, described in Section 4 designation and brief descriptions of
below, is available through IP AT. low and high scores. A more detailed
description of each scale is given in
A more intensive description of the Section 6 of this Manual and in Chapter 9
scientific and statistical properties of of the Handbook. ,
the tost is given in the Handbook for
the 16 PF.* The present Manual is a t
Those sixteen dimensions or scales
brief, practical guide, handy for those are essentially independent. Any item
actually giving and scoring the test. in the test contributes to the score on
one and only one factor so that no de­
Comprehensive coverage of personality pendencies were introduced at the level
rests upon measurement of sixteen func­ of scale construction. Moreover, the ex­
tionally independent and psychologically perimentally obtained correlations among
*Il is difficult in a Manual of this sixe to fully document all of the research findings that are briefly reported here.
This documentation will be found in the Handbook. Similarly, a number of important issues are not diBcussed in
this Manual but are treated in the Handbook. TheBe include: (1) selection of particular teat Forma A, U. C, U,
K. iind F appropriate to the examinee and purpose; (2) the design of the test in relation to research evidence;
(3) the derivation of norms, with ago, sex, and status relations; (4) formulas and devices for using ncoros for
educational and industrial prediction and clinical diagnosis; (5) fuller discussion of the meanings of trot- an
e>• ond-ordcr factors; and (6) a comprehensive summary of research findings with the test in the areas of industrial,
educational, social, and clinical psychology.

the sixteen scales are generally quite
small so that each scale provides spine
new piece of information about the per­
son being tested.
In addition to the sixteen primary fac­
tors, the test can be used as a measure
of eight secondary dimensions which,
as mentioned above, are broader traits,
sroruiilr-' fr.)m (he component, primary
factors in way ■ described in Section 7.
fr'0,f' course, each psychologist must
determine for himself the applicability
of any instrument to the solut ion of prob­
lems which he faces. In evaluating the
1 (> PF. the essential elements he will
wish to consider are:
1) that the test is embedded within
the broader fabric or network of
general psychological theory;
2) that in its present form the test
rests upon an empirical founda­
tion of more than ten factor-
analytic investigations across a
pool of several thousand items;
■ 3) that the psychometric properties
of the scales (e.g., reliabilities,
validities^,. etc.) have been ex­
plored and reported for a variety
of samples and conditions; and,
4) that research findings involving
the tost (reported in numerous
books and articles) provide the
, test user with a rich base of cri­
terion evidence in industrial,
clinical, social, and educational
psychology.
Some of these issues are treated briefly,
in this Manual. More comprehensive dis­
cussions of these and other important
issues will be found in the Handbook
and in Cattell (1973). It is hoped that
489
the test user will consult these addi­
tional sources so that his decision to
use the test in a particular situation
will be based upon an informed, indivi­
dual evaluation of the evidence pre­
sented. If, at first; glance, this seems
an unreasonable demand upon the test
user, he is reminded that this is one of
the main reasons why psychological tests
are restricted in use to qualified pro­
fessionals. No lost can be applied un­
critically to the wide variety of behav­
ioral experiences which have and will
continue to intrigue psychologists over
the years.
The general theory of personality from
which the 16 PF was developed, how­
ever, anticipated their demands along
certain major dimensions. Thus, for ex­
ample, related scales are available to
measure primary source traits below the
adult age range for which the 16 PF is
intended. Special purpose tests have
been devised to measure only one sec­
ondary trait, such as anxiety and extra­
version, when the psychologist wishes
to focus and intensify his measurement
in this fashion. Similarly, the Clinical
Analysis Questionnaire was developed
to augment the power of the 16 PF inx
clinical usage by adding 12 scales, sub-/
stantially pathological in nature, to the
16 normal scales. Translations of the
16 PF into 24 languages and adaptations
for 5 other English-speaking cultures
exist to facilitate international compari­
sons.
With this brief statement of design
and purpose as a background, the test
user can proceed to the remaining sec­
tions of this Manual which deal directly
with administration, scoring, and inter­
pretation of test results.

Intended Applications of the Various
Forms. The primary difference between
Forms A and B, on the one hand, and
Forms C and D, on the other, is in their
length and, therefore, the time required
for administration. Form A or Form B
will generally require about45-60 minutes
each for administration, while Form C
and Form D require only about 25-35 min­
utes each. However, it is urged that,
wherever possible, at least two forms
be used (e.g., A + B or C + D), particu­
larly in rosoarch situations and in all
cases whore maximum precision is need­
ed. On the other hand, where time is
limited, modern psychometricunderstand-
ing clearly supports the U39 -of shorter,
Consistencies of the Sixteen Scales
The consistencies of the 10 PF scales,
that is, the agreement of the factor score
with itself under some change of con­
ditions, are given in all relevant ways.
The first type of consistency to con­
sider is reliability or the agreement of
the factor score over time. Reliability
may be further subdivided into (a) de­
pendability, i.e., short-term test-retest
correlations, and (b) stability, i.e., re­
test after a longer interval.
480
perhaps less reliable, treasures of all
sixteen factor*, rather than expenditure
of the same total available time in longer
(and therefore more valid) measures of
fewer factors.
Beyond the time differences, the read­
ing level required for Forms C and D is
slightly -lower than that required Ifor
Forms A and B. This difference is not
great, however, and when the test ad­
ministrator feels he will encounter sub­
stantial reading problems ho would bo
well advised to consider using Form E
which was specifically designed for per­
sons well below the “normal” (Oth grade)
educational level.
Table 2.1 shows dependability esti­
mates for various test forms and combi­
nations of forms. In all cases, retesting
was done within one week after the first
administration. Tablo 2.2, which is taken
from the 16 PF Handbook, shows stability
estimates for four samples. The time in­
terval ranges between 2 and 48 months.
As will be seen in Table 2.2, the consis­
tency in factor scores is quite good even
over a four-year interval.
9
 TABLE 2.3

EQUIVALENCE COEFFICIENTS OF TEST FORMS FOR EACH TRAIT

Source Trait
Form A B C E F 0 H 1 L M N 0 Qi q2 ^3 q4

A with B
57 49 54 52 61 47 71 59 37 ' 40 21 59 ' 3-1 39 43 62
N = 6476
C with D
N ■- 377 35 49 48 39 36 44 55 47 16 35 16 51 26 40 33 37

A f C
wi th
69 45 63 69 67 59 79 67 60 46 35 56 51 37 55 64
B + D

Note: Decimal points have been omitted.

This brief presentation does not ex­
haust the entire realm of discussion
concerning test consistency and the in­
terested reader will want to consult the
Handbook for more details. The coeffi­
cients given here, however, are those
which the test administrator will be con­
cerned. with most frequently. As is evi­
dent in all three of these tables, sub­
stantial increases in consistency aro
possible bsyusing more than one form of
the test and we again urge that such
combinations bo used in all cases where
maximum precision is needed.

Validities

The items in these final forms aro the
survivors from several thousands of items
originally cried, and constitute only those
which continue to have significant valid­
ity against the factors after ten success­
ive factor analyses (Cattell, 1973) on
different samples. These analyses have
both verified the existence and natural
structure of the sixteen factors, and
cross-validated the test items in their
correlation with the factors on different
adult population samples.
The validity of the test itself is meant
to be a concept (or “construct”) validi­
ty. That is to say, the test questions
(or items'), us stated above, are ehoson
as being good measures of the personality
factors, as these factors are represented
in research analysis. This concept valid­
ity of the scales can be evaluated direct­
ly by correlating the scale score with
the pure'factor it was designed to meas­
ure. Table d. 1 gives these concept valid­
ity values for single forms and for various

II
which the 16 PF has boon validated is
extremely large. The reader will want to
examine the Handbook on this point,
particularly Chapters 12, 13, and 14,
where much of this information is sum­
marized. Additionally, the Handbook
3. INSTRUCTIONS FOR ADMINISTRATION
General. Simple and clear instructions
are printed for the examinee on the cover
page of the test booklet. Although the
test can be virtually self-administering,
it is always important to establish good
“rapport” with the examinees, whether
tested individually or in groups. Further,
it is good to reinforce the instructions
by orally reiterating that the examinee
will, in the long run, be doing himself
most good by being frank and honest in
describing himself.
To the trained psychologist, the im­
portance of this brief but intimate talk
with the client cannot be easily exagger­
ated, for the creation of a favorable test-
taking attitude is worth as much or pos­
sibly more in the production of accurate
data than any number of “lie” or “cor­
rection-’ scales. If there is serious doubt
of the client’s correctness of response,
it may be well to reconsider the program
in terms of introducing objective tests
as in the IPAT 0-A Battery (see Ref­
erences in Handbook). Some demonstra­
tion of the degree to which distortion
can be reduced in a potentially uncoop­
erative group by appropriate instruction
bibliography and the supplementary ref­
erences in Section 8 of this Manua/.will
guide the reader to the vast number of ji
research studies conducted with the test,
wherein these validities are reported in
greater detail.
has been demonstrated by some signi­
ficant dowering o'f average scores of a
large client group upon the “MD” (moti­
vational distortion) scale of the 16 PF,
Form C or D, after good rapport was ob­
tained.
Detailed Instructions. Answers are al­
ways made on a separate answer sheet,
never on the reusable test booklet. Tell
the examinee whether to tear off the
back of the test booklet as an answer
sheet, or whether to use a separate an­
swer sheet which is to be provided. Have
him enter his name, etc., at the top of
the answer sheet, and then ask him to
read the instructions on the cover of the
test booklet to himself, and then to work
the four examples. It may be desirable
to read the instructions aloud with the
client, or to discuss certain points. The
examiner must be the judge of the best
way to get across the instruction to the
examinees in each particular situation.
About five minutes should be allowed
for reading the instructions and working
the examples, or less if less time seems
sufficient. Then say, “Turn the page
and begin.’’
13

Machine Scoring. Computer scoring of
H> PI' answer sheets is available through
IPAT’s Test Services Division and
through National Computer Systems in
Minneapolis. IPAT’s Test Catalog iden­
tifies the types of answer sheets that
should be used with the various services,
which provide the test user with raw
scores and standard scores on each of
the sixteen scales, plus scores on four
second-order factors and three additional
5. DESIGN OF THE NORM TABLES: CONVERTING RAW SCORES TO STENS
The meaning of raw scores from any
form or combination of forms of the 16 PF
depends, of course, upon the particular
forms used. Consequently, before these
raw scores can be evaluated and inter­
preted, they must , be converted into a
system which places the examinee’s
score in relation to scores obtained by
other people in some defined, population
(normal adults, college students, adult
males only, etc.). The standardization
tables convert raw scores to what are
called stans, a practice consistent with
best modern usage, aiming at a good, but
not unrealistically refined degree of ac­
curacy in expression of results.
Sten scores (the term comes from
“.standard ten") are distributed over ten
equal-interval standard score points (as­
suming normal distribution) from 1 through
10, with the population average (or mean)
fixed at sten 5.5. Stens 5 and 6 extend,
respectively, a half standard deviation
4 S3
criteria (neuroticism,' leadership1, and
creativity).
Also available, through IPAT, for
users of the 16 PF is a computer inter­
pretation service. This service provides
a narrative report from an individual pro­
file which gives projections on a number
of important, real-life criteria useful in
industrial, clinical, and educational de­
cisions.
below and above the mean, constituting
the solid center of the population, while
the outer limits for stens 1 and 10 are
2jo standard deviations above and below
the mean. One would consider stens of
5 or 6 as average, 4 or 7 slightly deviant
(respectively in a low and a high direc­
tion), 2. 3. 8, and 9 strongly deviant,
and 1 or It) extreme, all these being
placements of the person relative to the
defined population on which the standard­
izations are based.
The available selection of norm tables
permits the conversion of any given raw
score (as obtained from the application
of the scoring key) for any of the six­
teen personality factors to stens. The
tables cover the general adult popula­
tion and various sub-samples, with vari­
ous tables for individual forms and for
frequently encountered combinations of
forms. Since users like to make their
15

6. INTERPRETATION OF THE PRIMARY FACTORS
Predictions of scores on various cri­
teria, and assignment of individuals to
various diagnostic clinical groups, can
be carried out actuarially, by computa­
tion from standard scores, using methods
discussed in detail in the Handbook and
elsewhere. Where no correlations with
criteria are known, knowledge of the
psychological nature of the factors must
guide initial prediction until empirical
studies can be done in a particular situa­
tion. Moreover, even where correlational,
actuarial evidence about a certain cri­
terion is available, it is desirable to
add psychological judgment to immediate
statistical computations ’ to allow for
changes of personality with learning,
maturation, etc., or for anticipated
changes in life situation.
Capsule Descriptions of the Sixteen Primary Personality Factors
Low Score Direction
FACTOR A
Reserved, Detached, Critical, Cool
(Sizothymia)
The person who scores low (sten of
1 to 3) on Factor'A tends to be stiff,
cool, skeptical, and aloof. He likes
things rather than people, working
alone, and avoiding compromises of
viewpoints. He is likely to be precise and
“rigid” in his way of doing things and
in personal standards, and in many oc­
cupations these are desirable traits. He
may tend, at times, to be critical, ob­
structive, or hard.
494
Each of the primary factors measured
by the 16 PF has an alphabetic desig­
nation (A through Q.j), a technical title
(which is given in parentheses in the
following descriptions), and a brief,
less technical title (given here in bold­
face). which the practitioner will most
commonly use.
The definitions and interpretations of
the factors, as given below, are short,
non-technical, and, of course, less exact
than the more intensive discussions
available in the Handbook and elsewhere
(see Handbook References and the list
of supplementary references given in
Section 8 of this Manual). Furthermore,
the large number of profiles given in the
Handbook for well-defined occupational
and clinical groups provides the psy­
chologist with additional insights into
the meaning and operation of the factors.
High Score Direction
vs. Outgoing, Warmhearted, Easy-going,
Participating
(Af fcctnthyrnin) .
The person who scores high (sten of 8
to 10) on Factor A tends to be goodna-
tured, easy-going, emotionally expressive
(hence naturally Affectothymia), ready
to cooperate, attentive to people, soft­
hearted, kindly, adaptable. He likes
occupations dealing with people and so­
cially impressive situations. He readily
forms active groups. He is generous in
personal relations, less afraid of criti­
cism, better able to remember names of
people.
17

FACTOR F
Sober, Prudent, Serious, Taciturn
(Desurgency)
The person who scores low on Factor F
tends to be restrained, reticent, introspec­
tive. He is sometimes dour, pessimistic,
unduly deliberate, and considered smug
and primly correct by observers. He
tends to be a sober, dependable person.
FACTOR G
Expedient, Evades Rules, Feels
Few Obligations
(Weaker superego strength)
The person who scores low on Factor
G tends to be unsteady in purpose. He is
often casual and lacking in effort for
group undertakings and cultural de­
mands. His freedom from group influ­
ence may lead to anti-social acts, but at
times makes him more effective, while his
refusal to be bound by rules .causes him
to have less somatic upset from stress.
FACTOR H
Shy, Restrained, Diffident, Timid
(Thrcctin)
The person who scores low on this trait
tends to be shy, withdrawing, cautious,
retiring, a "wallflower.” He usually has
inferiority feelings. He tends to be slow
and impeded in speech and in expressing
himself, dislikes occupations with person­
al contacts, prefers one or two close
friends to large groups, and is not given
to keeping in contact with all that is
going on around him.
495
vs. Happy-go-lucky, Impulsively Lively,
Enthusiastic
(Surgcncy)
The person who scores high on this
trait tends to be cheerful, active, talka­
tive, frank, expressive, effervescent, care­
free. He is frequently chosen as an
<
elected leader. He may be impulsive and
mercurial.
fs. Conscientious, Persevering, Staid, Rule-
bound
(Stronger superego strength)
The person who scores high on Factor
G tends to be exacting in character, dom­
inated by sense of duty, persevering,
responsible, planful, “fills the unforgiv­
ing minute.” He is usually conscientious
and moralistic, and he prefers hard-work­
ing people to witty companions. The
inner “categorical imperative” of this
essential superego (in the psychoanalytic
sense) should be distinguished from the
superficially similar “social ideal self”
of Q +.
vs. I'enturesarne, Sociaily-bold, Uninhibit­
ed, Spontaneous
(I'nrmin)
The person who scores high on Factor
H is sociable, bold, ready to try new
things, spontaneous, and abundant in
emotional response. His “thick-skinned­
ness” enables him to face wear and tear
in dealing with people and grueling emo­
tional situations, without fatigue. How­
ever, he can be careless of detail, ignore
danger signals, and consume much time
talking. He tends to be “pushy” and
actively interested in the opposite sex.
19

FACTOR N
Forthright, Natural, Artless,
Sentimental
(Artlessness)
The person who scores low on Factor
N tends to be unsophisticated, sentimen­
tal, and simple. He is sometimes crude
and awkward, but easily pleased and
content with what comes, and is natural
and spontaneous.
FACTOR 0
Placid, Self-assured, Confident, Serene us.
(Untroubled adequacy)
The person who scores low on Factor
O tends to be placid, with unshakable
nerve. He has a mature, unanxious con­
fidence in himself and his capacity to
deal with things. He is resilient and
secure, but to the point of being insensi­
tive of when a group is not going along
with him, so that he may evoke antip­
athies and distrust.
FACTOR Qx
Conservative, Respecting Established
Ideas, Tolerant of Traditional
Difficulties
(Conservatism)
The person who scores low on Factor
Q, is confident in what he has been
taught to believe, and accepts the “tried
and true,” despite inconsistencies, when
something elsefmight be better. He is
cautious and compromising in regard to
r.&W ideas- Thus, he tends to oppose and
p,.. tpone change, is inclined to go along
with tradition, is more conservative in
religion and politics, and tends not to be
interested in analytical ‘ intellectual
thought.
496
vs. Shrewd, Calculating’, Worldly,
Penetrating
(Shrewdness)
The person who scores high on Factor
N tends to be polished, experienced,
worldly, shrewd. He is often hardhead­
ed and analytical. He has an intellec­
tual, unsentimental approach to situa­
tions, an approach akin to cynicism.
Apprehensive, Worrying, Depressive,
Troubled
(Guilt proncncss)
The person who scores high on Factor
O tends to be depressed, moody, a wor­
rier, fuli of foreboding, and brooding
He has a childlike tendency to anxiety
in difficulties. He does not feel accepted
in groups or free to participate. High
Factor O score is very common in clini­
cal groups of all types (see Handbook).
vs. Experimenting, Critical, Liberal,
Analytical, Free-thinking
(Radicalism)
The person who scores high on Factor
Qj tends to be interested in intellectual
matters and has doubts, on fundamental
issues. He is skeptical and inquiring re­
garding ideas, either old or new. He
tends to be more well informed, less
inclined to moralize, more inclined to
experiment in life generally, and more
tolerant of inconvenience and change.
21

7. PROCEDURES FOR CALCULATING SECOND-ORDER FACTOR SCORES
It has been indicated above that the
16 PF can be scored for broad second-
order factors as well as for the sixteen
primaries. Eight second-order factors
have been identified and replicated at
the present time. The first four, which
will generally be of most interest to
practitioners, are:
Qi* Introversion vs. Extraversion
Qh Low Anxiety vs.-High Anxiety
Qm Tenderminded Emotionality vs.
Tough Poise
Qiv Subduedness vs. Independence
Second-order scores are more easily
derived from the sten scores on the pri­
maries than from raw scores. If the pri­
mary sten scores .are combined in the
manner shown in the following table, the
resulting second-order scores will also
be in sten form.
Tables 7.1 and 7.2 outline a simpli­
fied procedure for calculating the first
four second-order scores by hand. Table
7.1 is for use with sten scores from men.
Table 7.2 is for use with scores from
women. However, more refined decimal
weights are available in the Handbook.
These decimal weights should be used
when more precise estimates of second-
order scores are required.
Second-order scores can be obtained
from Table 7.1 or 7.2 by following the
five steps listed below:**
•Second-orders are labeled with Roman-numeral subscripts to distinguish them from the Inst four primaries, which
have Arabic-numeral subscripts.
**The authors wish to express their appreciation to Dr. Russell H. Levy (Director of Research and Long Range
Planning) and Mr. John J. Henning (Administrator of General and Evaluative Research, Illinois Department of
Corrections) for permission to use the simplified procedure for calculating second-order scores, developed by
them, which is shown in Tables 7.1 and 7.2.
497
1) In the column at the far left of
the form, place the sten score for
each factor in the appropriate box.
2) Follow the dotted line from Fac­
tor A sten score until a circled
number is reached. Multiply the
Factor A sten score by the cir­
cled number. Enter the result in
the box immediately following the
circled number. Continuo follow­
ing the line until another circled
number is encountered. Repeat
the same procedure as before.
Continue until all boxes in the
Factor A row are filled.
3) Repeat the procedure in Step 2
for Factor B and all other factors.
4) Add each vertical column on the
page and place the sum of each
column in the appropriate box be-
iow.
5) In each pair of vertical columns
the sum of the second column
{the shaded column) is subtracted
from the sum of the first column.
Place the answer in the box be­
neath the subtraction. The deci­
mal point for the score has al­
ready boon correctly placed on
the form. The scores obtained
from this procedure are the sten
scores of the second-order fac­
tors indicated.
23
 498
TABLE 7.2

Person's 16 PF SECOND-ORDER SCORES FOR FEMALES

Stan
Extroversion
Scores Anxi efy Tough Poise Independence
A | --- — ©□□ ©CD
B | --- ------ i_L.D .... —1
c
--- • - - - - ■ -®is
i --- ■®a— ■ - - - ® CD--
F | | -.- -®-EDrfi •i: © ED '
© 1— 1 •* - ■CD- . jrrT*~i ■ ® L_J—7 ■ - ---
CD

H□ - ©CD -®CD
>1 1.... ----- -i--- . ®CD~- ■-... ©CD ® □if
CD j j:*1-“t" ~> ©CD~i © EC- © Q|j
- ©ED - ©□ -..... ® ED- ©'□I
N| b © n -...... rr~“4 - - — • - ■ ©if
o | ©ED ©CD
o,|. | - —— b”7' - - ©□
® cm
©mil
Qa ~ ■ ©CD — -
o.n ©CD —®n :
q 4 | |--------
©CDEl -©EDflj .- -- i?;i§ ■ ® n :
Constant
□iwl \l s| mi: ■ i

Extroversion Anxiety Tough Pois e Independence

25
 499

EXAMPLE TO ILLUSTRATE USE OF TABLE 7.1

Person’s
Sten
Scores Extroversion Anxiety Tough Poise Independence
A al ---------- <D-
7~~;7
1>^V r« tel
io §§llll
------1 -------- Qy l O
©ITT?
silVJ'vJrjV,#
-01 s
fiei
-©■

'4 m A 0 /A
- 0{/.4
0 JLak.
kVP,*jf

0r- ■
8 - -

njfi—...-©El- --0 LA
H 4 —o- ----------0-jpS---------- <d 0'
IA i'S<j
M -
I
-o-l/i 1tif~ —<D

L -
— 0 -
©-
till
•©ra--:- -0 f73' :
M 4 ----------- o

pi-: ~¥i
N —--0- "h
w ® 173'
V'Vidii
O to 0
•—0-fTP s-Ms?
—--©- ■
Q, ^ -©- 'S -0
lQ
0
©2 <D
<x -0 *;*! -~0-Li LA
®-E& 0
Qa to ©
11
Q<s ©- ~s\ ©k,otter—0 m ®es
Con stant 1 7 3 3 1 1 0
l A ■

,fe, $ t AJ 7.4
.

Al m
AA
3.1
Extraversion Anxiety
ZA
Tough Poi se Independence
27
 TOOL No. 3. 500
When you answer the following questions keep these four points in mind : 1 *
1 You are asked not to spend time pondering. Give, the first, natural answer as it conies to you.
Of course, the questions are too short to give you all the particulars you would sometimes like to
have. For instance, .the above question asks you about “team games” and you might be fonder
of football than basketball. But you are to reply “for the average game,’’ or to strike fan average
in situations of the kind stated. Give the best answer you can at a rate not slower than five or
six a minute. You should finish in a little more than half an hour.
2 Try not to fall back on.the.middle, “uncertain” answers except when the answer at cither end is
really impossible for you — perhaps once every four or five questions.
3 Be sure not to skip any thin g;: but answer - every question,; somehow: Some. may not:: apply: to- you
very well, but give your best guess. Some may seem.personal; but remember- that! the answer..sheets
are kept confidential and cannot be scored without a special stencil key. Answers to.iparticular
questions are not inspected,-
4 Answer as honestly as possibleiwhat is true of you. Do not merely mark what seems “the right
thing to say” to impress the examiner.

1 I have the instructions.for ■ this test clearly.in 9 If I saw two neighbours’ children fighting, I
mind. would :
a. yes, b uncertain, c. nor a. leave them to settle it,
b uncertain,
2.1am ready to answer each question as truthfully c. reason with them. .
as possible1
a. yes b. uncertain, c. no 10 On social occasions l :
a. readily come forward,
3 . I would rather have a house: ■ b. In between
a. in a sociable suburb c. prefer to stay quietly in the background.
b. in between
c. alone in the deep wood*. 11 It would be more interesting to be :
a. a construction engineer,
4 I can find enough energy to face my difficulties,
b. uncertain,
a alwajs, b. generally, c. seldom c. a writer of plays.
5 I feel a bit nervous of wild animals even when 12 I would rather stop in the street to watch an
they arc in strong cages. artist painting than listen to some people having
a. yes (true), b. uncertain, c. no (false). a quarrel.
6 I hold back from criticizing people and their a. true, b: uncertain, c. false.
ideas, 13 I can generally put up with conceited people,
a. yes, b. sometimes, c no- even though they brag or show they think too
7 I make smart, sarcastic remarks to people if I A\ell of themselves.
think they deserve it. a. yes b. in between c. no
a. generally b. sometimes c. never 14 You can almost always notice on a man’s fase
8 1 prefer semiclassical music to popular tunes, when he is dishonest:
a. true, b. uncertain, c. false- a. yes b. in between > c no
S8' When I have been put in charge ot something, 50 I sometimes doubt whether people I am talking
I insist that my instructions are followed or to are really interested in what I am saying
else I resign. a. yes, b. in between, c. no. 5.01
a. yes, b. sometimes c. no.
51 If I Had to choose, I would rather be : ‘
9 For parents, it is more important to
a. a fd-estcr,
a. help their children develop their affections, b. uncertain,
b. in between. c. a high school teacher
c. teach their children bow to control emotions.
52 For special holidaj s and birthdays, I ;
0 In a group task I would rather :
a. like to give personal presents,
a. try to improve arrangements,
b. uncertain,
b. in between, c. feel that buying presents is a bit of a
c.: keep the records and see that rules are
nuisance.
followed.
53 “Tired” is to “work” as “proud” is to :
1 I feel a need every now and then to engage in
a tough physical activity. a. - smile b. success c. happy
a. yes b. in between,. c, no. 54 Which of the following items is different in
2 I would rather mix with polite people than kind from the others?
rough, rebellious individuals. . a. candle, b. moon, c. elect'ic light.
a. yes, b. in between, c. no. 55 I have been let down by my. friends :
3 I feel terribly dejected when people criticize me a. hardly ever,
in a group.’ i * ■ ! b. occasionally,
a. true, b. in between, c. false. c. quite a lot,
4 If I am called in by my boss, I: 56 I have some characteristics in which I feel
a. make it a chance to ask for something I want, definitely superior to most people,
b. la between, ' ' „ a. yes, b uncertain c. no
c. fear I’ve dene something wrong.
57 When I get upset, I try hardto hide my feelings,
5 ' What this world needs is : from others.
a. more steady and “solid” citizens, a ■ ■ true, b in between, o. false
b. uncertain,
c. more “idealists*’ with plans for a better 58 I like to go out to a show or entertainment ;
a. more than once a week (more than average)
6 I am always keenly aware of attempts at proba-
world.
ganda
a. yes
in thing I read.
b. uncertain c. r o.
, 59
b. about once a week (average),
c. less than once a week (less than average)
I think that plenty of freedom is more impor­
tant than good manners and respect for the
7 As a teenager, I joined in school sports : law.
a. occasionally, . a. true, b. uncertain c. false
b. fairly often,
c. a great deal. 60 I tend to keep quiet in the presence of senior
8 I keep my room well organized with things in persons (people of greater experience,. age, or
known places almost all the time. rank)
a. yes, b. in between, c. no.
a. yes b. in between c. no.
9 I sometimes get in a state of. tension and tur­ 61 I find it hard to address or ^recite to a large
moil as I think of the day’s happenings. ’ : group. .
c, yes b. in between c. no. a, yes, b. in between, c. no.

*T -T. .TV
• 1'
 .■'LprefW readings,■ 9fc in1 carrying, out- a task,. L am not satisfied
a a realistic account of military or political unless even the minor details are- given* close
battles, attention. i*p
b oncertain, a. true b. in between, e. false ^
c a sensitive, imaginative novel.
99 Quite small setbacks occasionally irritate me
.When bossy, people try to “push me around,” too much.
I do just the opposite of what they.!wish..
a. -yes,. b* in-b.tween, c, no.
...a*.,,, yes., . b,, jn,between,.. c. ,;„no.
100 I am always-a-sound, sleeper* neveir walking: or
Business superiors, or, members.,,of, my family, ■ ,n .talking,in my sleep,
as a rule, find fault .with me only when there is
real'cause. ‘ ' - a. yes, b. in between c. no.
■a - ,b{- ,-im between.,; • c. false?, ( - : 101 It would be more interesting'to work in a
business.
In streets or stores, T dislike' the way'some
persons state at^eople: I,f -K m ia,, talking-to. customers*
•<; b.-inbetween;
-..a, *yej, ; L, in between,, -c.,, no*,j c. keeping office accounts.and records..
On a long journey, I would prefer to :' "r<
102 “Siz6”is to ‘‘length1’ as “dishonest'’" is to-:
a. read something profound, but'Interesting, a,.*, prison,. b. sin, c. stealing.
b. uncertain, «
c. pass the time talking1 casualty with a ’ fellow 103; AB'is to dc-as SR- is to-:
passenger. ti . . a. qp} b. pqi c. tu,
In a-situatiqn which may become dangerous, I 104 ‘When people-are,unreasonable,.! just:
believe in making a fuss and speaking up even a. keep quiet.
! :if calmness.arid: politeness.are lost. •: f i b. uncertain,
a: • ye«, ‘rfb:' • -in*between* -c ‘'noi : c. despise them.
If acquaintances treat me badly and show they 105 If people talk, loudly while: I am listening to
rdislike, me.:. , .... music,. I:
.a-. it doesn’.t upsetmera biS:. , . ; , a can keep my mind on the music find not be
b. in between, > ; . , 1, bothered1,
c. .1 tend to get downhearted*. b: in between,
c. find it spoils my enjoyment! and annoys me.
I.find it embarrassing to have praise or compli­
ments bestowed1 on, me. :^ ' ' , 106 I think, I am .better described as :
a. yes, b, in between, c no. a. polite and quiet,
b- in. between;.
I would rather have aijobiwithi: .>n« c. forceful*.
a a fixed, certain salary,. : ;
b..'! in between, , .107’ T attend soclul functions only when I have to,
c. a larger salary, which depended' on my Con­ and stay, away any other time.
stantly persuading people Tam worth it . . :ra yes, . ,b. uncertain;. c. no;,

To keep informed, I like : 108 To be cautious and' expect little is better than
to, be happy at heart, always expecting success.
a. to discuss- issues: with1 people} ‘'1 11 1
b. in between} - ! n ■■* ja. true b. uacertaio c. false
c. to rely on the actual!news.rcports: . o- 109 In thinking of difficulties in my work, I:
h I like to -take.,.an-active: part ,in. social .affairs, ai try,-to: plan: ahead* betore I-meet* them,
committee work, etc b. in between
a. yes, b. im between, c. noj ,*■ : c. . assume I can* handle them when: they come,
 146. I like to do. my planning.alone, without inter-.
" ruptions and.suggestions from others.
a. yes, b. in between, c. no
35 I consider myself a very socig±»Jei;ii«ji^going
person: ,o xUW'iQi ct ,2 1-47. I sometime let my actions get swayed by fcel-
, a.
rmbom
yes, b. In between
I m i-rx.-r’i ;r»i- iWi:
c. J: not *-i u7 i ’ ings of jealousy.
36 In social contacts I : : - >•: L>i i / v a, yps, b. in between, c. no.
a. show ttiy emotions as"'I wish; •■■■'' a 148 I helieve firmly “the boss may not always be
b. in between, .»«»*: • .a ,.r;: bright, but he always has the right to be boss.”i:
c. keep my emplions tp, myself. .
a. yes, b. uncertain, c. no.
37 I enjoy music that is : . v.-i s:.-.>! nr
149 I get tense as I think of all the things lying
a. light, dryland brjsk,l .ahead of me.
b. in between, .. .. ., . , j-.a. yes, , b.. sometimes, c’ no.
c. emotional and sentinienUl. ?..... .
150 If people-shout suggestions when I’m playing
33, _j admire the beauty of. a poem more. than that. a game, it does't upset me.
* of a weil-made gun: :„,f 7, .... ;
a. true, b. uncertain, c. false.
a. ryps, „ b. uncertain, . c. no.
151 It would be more interesting to be :
39 If a good remark of mine is passed by, I :
a. an ariist,
■ --it.?, rr,*: ,■ v *:? rn» I lib i /.V i
• a. let it go, b. uncertain,
in betweeu,- ! t - !! " *’ Um c. a secretary running a club.
c. givcpeaple a chance to hear it again, • ?;
152 ' Which of the following words does not properly
140 I would like to work as a prpbatipn.-pfficer, with
- belong with the others?
criminals on parole.
a. any, b. some, c. most.
'•gya.-f yes, f;0 b,* -in between,,.. , c.th}aori:;o7, , ; r
14'f ; vdne should be careful about mixing with all 153 “Flame” is to “heat” as “rose” is to :
kinds of strangers, since there are dangers of a. thorn, b. red petals, c. scent.
infection and so on. 154 I have vivid dreams, disturbing my sleep.
'r-'a. yes, i;b. uncertain,. c. no.: i. ; a. often,
142 In . traveling abroad, ,I.>yould rather go on an b. occasionally,
expertly conducted tour than plan by myself f ; c. • practically never.
, , the, places IV;wish
uft-ryV: ■ ■
to visit.
I* ■■■■•• ' • • . !.V ' .; II ?'•t 155 If the odds are really against something’s being
" a.yes, b. uncertain, c no. . , a success, I. still believe in taking the risk.
143 I am properly regarded as only ,a plodding, a. yes, b. in between, c. no.
half-successful,fjerspi?, 156 I like it when I know so well what the group
a. yes, b. uncertain, c." no.' has to do that 1 naturally become the one in .
]44 ';if' pedpfe take advantage .of my friendliness,' I' command.
do not resent it and I soon-forget.' !J,; a. yes, ‘ b. in between, c. no.
a ‘trder b. uncertain, c. • false. 157. I would rather, dress with quiet correctness
145 If a heated argument developed between other? than with eye-catching personal style,
members taking part in the groups discussion, I a. true, b. uncertain, c. false
would : 158 An evening with a quiet hobby appeals to me
r.xo a..';.like.jto sep.,a.!“winner,,?;.;: ;;n i ';i 1 ni ’ more than a lively party.
b. in between, ,7
c. wish that it would be smooth'd oxer. a. true, b. uncertain, c. false.
 {

ISO I am known a$ an “idea man” who aimost 1 184 I am a fairly strict person, insisting on 'aiwai^
always puts forward some ideas on a problem. doing things as correctly as possible 504
a. yes, b. in between, c. no. -"‘a. tiuc,' b; in between; c. false.
181 I think I am better at showing :
185 I enjoy work that requires conscientious,
a. nerve in meeting challenges, • exacting skills. .
bi uncertain,
a. yes, "b. ini between, c no,
c tolerance of other people’s wishes.
186 I’m the energetic type who keeps busy,
182 I am considered a very enthusiastic person,
a. yes, b. uncertain, c. no.
a. yea, . b. in between, c. no.
187 I am sure there are no questions that I have
183 I like a job that offers change, variety, and , skipped or failed to answer properly,
travel, even if it involves some danger. a. yes> uncertain, c. no.
a* yes, b. in between, c. no. ^

ft

J
 505

APPENDIX- 1 (cl)

Ilukhopadhyay' s Change Proneness Inventory

 Manual
for
Mukhopadhyay’s Change Proneness Inventory (MCPI)

Dr. M. SVlukhopadhyay
Professor of Educational Research
Technical Teachers' Training Institute
Bhopal-2

1980

National Psychological Corporation

4/230 Kacheri Ghat, Agra-282004 (U.P.)
 Manual
for
Mukhopadhyay’s Change Proneness Inventory (MCPI)

INTRODUCTION
In the post independence era, bringing change in education
for qualitative improvement has been a major concern of the
educational planners and administrators. Quite a few new insti­
tutes and organizations were established with considerable invest­
ments at the National and State levels. These institutes designed
and diffused quite a large number of innovations (Mukhopadhyay
1982, Rao 1967, Singh 1976) in education. The change, however,
was not commensurate with the number of innovations, and
investments therein.
DIFFUSION RESEARCH
Diffusion research in various fields have given considerable
attention to adopters' characteristics affecting the process of
adoption and diffusion of innovations. These characteristics have
included demographic, socio-economic, personal and personality
characteristics. Either in India or elsewhere these characteristics,
taken in very large number, have been inadequate to explain the
diffusion process in its totality. Using multivariate analysis and
regression equation, Indian researchers could identify 11 out of 49
characteristics of a school principal which provided only 57 per
cent of the variance (Buch 1972) or out of 30 characteristics of
teachers, eight variables explained only 3V98 per cent of variance
of teachers' adoption behaviour (Rai 1976, 1982). Though
the qualitative studies helped in understanding the institu­
tional dynamics, they did not contribute to this end much.
These hunches of inadequacy, further supplemented by the need
to identify subtle motivational factors lead the way to think
researchers and experts in research on innovation and change
process to define a change prone teacher. These definitions were
analysed. It was found that a change prone teacher is open
minded, eager to know, ready to make extra efforts, reviews his/
her own actions periodically, communicates ideas to others, and
have experimental attitude. Further it was thought that principal's
change proneness needs to have special consideration: Besides
his personal action, his administrative behaviour sBould also reflect
his change proneness.
After these specifications were made, items ih interrogative
sentence form on each component were developed separately. The
total number of items developed in the first draft was 54, commoh
to both teachers and principal and 19 on principal’s administrative
aspect. These items were subjected to scrutinization by the
experts consulted earlier to see whether the items can really mea­
sure the components they are meant for. On the basis of scrutiny
certain items were modified, a few items were dropped. The
revised draft was administered on a try out sample of 85 teachers.
The items that discriminated significantly between the two
extreme 27% groups were retained. After the scrutiny and item
analysis the number of items left for the final draft was 33 common
to teachers arid principal, and 12 for principal's- administrative
behaviour. Each item is provided with a five point scale where
each question can be answered from 'Always' to 'Never' through
'Frequently', 'Sometimes' and 'Seldom'. This final draft was tried
out on a small sample of ten teachers. Minor modifications of
language of items were carried out on the basis of the tryout and
the final draft was ready.
The inventory was administered on 60 secondary school
teachers. The split-half reliability found By using Spearman-
Brown prophecy formula was ‘82 which is significant at -01 let/el.
Chi-square test carried out on a 2 (innovative/non-innovative
schools) X 3 (Good/Moderate/Poor scores on change proneness).
Contingency table was found significant at -05 level, thus indica­
ting that change proneness of teachers successfully differentiates
innovative schools from the non-innovative schools:-
Thorridike and Hagbri (196!) maintain that a test maybe
said to have validity when the tasks that it presents to the res­
pondents correspond to the contents. In absence of any external
criterion the content validity of the inventory was established by
developing the items on particular content (components) of the
personal committment.
 SOME STUDIES

In some of the previous studies it has been found that the

mean score of school teachers on this inventory varied between
95 and 103, the placement on the five point scale is just around
'3'. The Change Proneness has been found to be related signifi­
cantly and positively to urban background, teacher's relation with
the principal, satisfaction in teaching, rapport among teachers,
perceived leadership behaviour of the principal, attitude* towards
teaching Job Satisfaction, perceived status of teachers, and so on
(Mukhopadhyay 1978,1981, Mukhopadhyay and Soxena1981).
By multivariate analysis the change proneness of a teacher can be
predicted to the tune of more than 59\j variance by a set of above
mentioned variables (Mukhopadhyay 1978).
 TOOL No. 4

Occasional!;
510

Seldom
t/i

Never

Often
• j:
<
ij (1) (2) (3) (4) (5)
Do you try with different methods of teaching for a particular subject? 0 0 O o o
Do you refer text-books other than prescribed in your school in your
SUbjeCt V ■ ® V I.:'.. v>f:: ■ r* fij 0 o 0 o O .1

Are you willing, to try something new which may increase your work
load.?0 - ° J q 0 0 0;
0
Hjnioris.
,0.
Do you mind trying something new which may fail ? .-.•••'Hi ,'s 0 0 0 ,0 0
' ov2(,$ or vteiom trinov , ,,,! 1 :
Otryou think critically, before trying or accepting'-'a1 hew "practice ?- 0 0 0 0 0

DcTyou prepare'a plan for bringing about a"'successful implemention ? 1 0 - G> - o : 0 0

Do you think that you will try with a new. practice.evep if. the .principal
is not willing? " . . ....... - • . 0 0 f0 0 0
i" ( r* i r<i }:•<:•( > ' ' • r , > I r■ i
. , <
Will you (try to.implement an innovation when other colleagues are
cold or critical about you ? O 0 0 0 q
Do >you exercise persistence and diplomacy in'sticking with a .new (
practice ? . ; o . o 0 r 0 0
Do[;you like yOur innovation to be carefully ; scrutinised;,by. your ,
0 o o' 0 o
collegues when there are chances of conflicting points of view ?
t "i

Do you make.any effort to know about innovations in your field ? 0 0 0 o 0

Do you try to know about the process of educational change ? .0 0 0 0 0

Do you talk about new ideas or practices in leisure time? o o 0 o 0

Does your gossip or' chit-chats with friends accomodate discussion
about new practices? 0 0 0 0 0
Do you think that educational research , has got any relevance to your
work? . . ■:"" ; o 0 0 0 o
Do you think that the innovations suggested by the training colleges
are practicable ? ;■ ’ O o o o o
Do you take initiative in contacting other schools that are trying new
ideas? , , . o o o o o
Do you bring new ideas and developments to the attention of other
teasers as. well as principal? ^. . o o o o 0

Do you question .yourself about teaching methods ? o o o 0 o

Do,you read educational journals ?, v; }..-s o 0 0 0 0

■' 'v' - *

Will you try something 'which issuggested by the students ? 0 0 0 . 0 0

When you are a teacher of a higher class do you mind being given
classes in the lower class ? Ir.uii.'.v-iin.yil.i? ri ;.; - 0 0 0 0 0
 APPENDIX- 1 (e)
Modern Management Techniques in Schools
 TOOL NO. S
’ IS . the following Management Technique applied or not?
Planning
Long Range Planning
Fixing Managerial Philosophy
Fixing Overall Objectives
Developing Policies and Programmes
Fixing Levels of Management (Top, Middle & Lower) ,,
. ............................

Defining the Service

Identifying-Variables Affecting the Service ^ o-i ■
*-• the
Identifying .*-*• Environment
, ? ■ "
1:0 ;/j.
. ; .... . ?-rr
Curriculum Planning to Attain the Fixed Goals
Fixing Public Relations Policy
Cost Benefit Analysis
Continuous Research and Development for improvement
Organising
..Constructing the Organisation Structure
,Systems Approach ,
Identifying the Right man for the Right Job
Fixing Authority, and Responsibility
Fixing Objectives for Each Personnel, .through jmahagemenLbyObjectives.(MBO)
Designing Control System ,
Designing Communication System
Designing Management Information System (MIS)
JManagemcnt of Change
-Operations Management
Optimum Utilisation of Available Resources
Upace management
Queueing Theory
Management of work Environment
Mechanisation 5of Functions
Computerisation of Functions
Time Study..... .
Motion Study— -
Methods Study-
PER-T/CPM
Continuous planning and Scheduling of Staff Functions.
 ys s Mo y4i
13 Effcct'ng Economy ---------
T4 Image Building * .. -... .
Does the following factor favouring application of Management Techniques exist or not?
Facilitating Human Factors
1 Enlightened Management --------
2 Competent Leader - -■
3 Dedicated Teachers .
4 Dedicated Supporting Staff -------
5 Quality of Input-Students --------
Facilitating Climate
6 Optimum Size --------
7 Congenial Work Environment --------
8 Motivation at all Levels ■ -------
9 Nonresistance to Change at all Levels ■■■■■■■
10 Cooperative Unicn -... . ■"
Management Practice
11 Knowledge of Modern Management Techniques at all Levels ..... .....
12 Clear Objectives at all levels --------
13 Effective Control System --------

Y —Yes YN — Yes & No

N — No NR — No Response