Demographic information about Iskcon schools

By Urmila Devi Dasi

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CHAPTER IV

Results

This chapter is divided into two sections. The first section concerns a general description of the teachers and schools in this study, and has two subsections: (a) the demographics of Krishna school teachers, and (b) a description of the characteristics of all Krishna schools, as reported by the teachers. That section consists of frequencies and some cross-tabulations. The second main section concerns the research questions, and is divided into subsections, one for each research question. Correlations and one way ANOVA were used for the second section.
Section One: Description of Krishna Schools and Teachers

Krishna School Teacher Demographics

Demographic information about the 344 teachers in this study is as follows. There were 118 males (34.3%) and 217 females (63.1%), with 9 teachers not responding to the question about sex. Almost all the teachers are aged 21-50, with about 30% each in their 20s and 30s, and about 20% in their 40s. Less than three percent are either ages 18-20 or over 60, and less than eight percent are in their 50s. About 60% are married, with 28.8% single, never married. Teachers who are separated, divorced, or widowed make up about 2% each, while those who are remarried after being divorced or widowed make up 1.7%.

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This study considered teachers’ culture and religious upbringing, which, in this researcher’s experience, are more relevant than race or ethnicity to programs connected to the Hare Krishna Movement. Over half of Krishna school teachers, 53.5%, reported being raised in a family of ISKCON (International Society for Krishna Consciousness) devotees, Vaisnavas, or Hindus. It is important to note that these 184 teachers represent both people raised in ISKCON who are of a wide variety of nationalities, races, and ethnicities, as well as those who are from ethnic Indian families who may or may not also have been ISKCON members. A slightly higher percentage of teachers, 59%, spent their childhood in a region where Hindu or Vaisnava culture is dominant. These 203 teachers include those who are from a family which may be Christian or Muslim. There were 66 teachers who reported that they had some or all of their own primary or secondary education with devotees of Krishna, either in a Krishna school or having been home schooled. Because there are traditional gurukula schools that are not associated with ISKCON, it should not be assumed that all these teachers had an education in Krishna schools as they are defined in this study.

Examining teacher qualifications and training, 43.9% reported having government licensure. It should be noted that government requirements for private school teachers vary widely. Teachers with bachelor’s degrees made up 27.6% of the population. There were 31.4% of teachers with masters’ degrees, and 10.3% teachers with some graduate school education. One teacher, or 0.3%, has a doctorate degree.
Various ISKCON organizations have programs or courses for training teachers in pedagogy or Krishna conscious philosophy. The Vaisnava Training and Education (VTE) has three courses, 30 hours each, specifically for training new teachers. These courses have been developed with ISKCON’s Education Ministry as a first step toward complete training in

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pedagogy. VTE courses have been taken by 59 Krishna school teachers, or 17.2%. The primary course in Krishna conscious philosophy, originally developed by ISKCON’s founder, Prabhupada, is called Bhakti sastri, and is offered either as an intensive four month program as well as in formats of one or two years. A Bhakti shastri diploma has been earned by only 30 teachers, or 9%. The next level of scripture and philosophy diplomas, Bhakti vaibhava, has only been earned by 5 teachers, or 1.7%. It should be noted that this course not only takes several years, but is also only recently available in ISKCON, and is available in very few locations. The Vrindavana Institute for Higher Education (VIHE) and its sister, Mayapur Institute for Higher Education (MIHE), both offer many courses in philosophy and practical areas. Courses from these institutes have been attended by 11.3% of teachers. Another 4.7% took courses in ISKCON colleges.

There were two survey questions about length of time in teaching; one asked about time teaching in Krishna schools and the other about time teaching anywhere. As the responses were very similar, this researcher will just report years teaching in Krishna schools. The non-response for this item was 8.1%. More than half of teachers, 57.6%, have taught in Krishna schools four years or less, with about 20% having taught for five to ten years. About 12% have taught for 11-20 years, and about 2% for 21-30 years. Only two teachers have taught for 31 years or more. It should be noted that a number of schools in this study have only been in existence for four years or less.

Regarding their teaching responsibilities, about 28% of teachers indicated that they also serve in an administrative capacity. Non-response on this item was 4.7%. All teachers responded to the questions about what ages of children they teach, and could respond to more than one category. Only one teacher taught students less than one year old, while 28 teachers

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taught ages one to three. A third of the teachers taught students aged four to six, and 65 teachers, or 18.9%, taught students aged 17-18. Half of the teachers had students who were 11-13 years old, 43.3% had students seven to ten years old, and 38.7% had students 14-16 years old. In terms of what subjects they taught, teachers could respond to more than one category, so answers exceed 100%. There was a non response rate of between 3.5 and 7.6% on items related to subject category taught. Academic subject matter was taught by 87.2% of teachers, ashrama or sadhana (religious practice) classes by 27%, scripture philosophy or verse memorization by 48.5%, and subjects such as art, music, physical education, and Deity worship by 60.5%.
This researcher included a number of questions in the survey instrument about teachers’ present religious self-identification and religious practices, both germane to teachers in Krishna schools. Teachers who self-identified as ISKCON members made up 50% of respondents, with a 4.7% non-response to this question. Of the 328 teachers who responded to this question, 52.4% self-identify as ISKCON members.

ISKCON membership can be broadly or narrowly defined, and may encompass widely differing criteria for different teachers. A more precise measurement is how many teachers have received harinam initiation from a Vaisnava guru. By wording the question as “Vaisnava guru” rather than “ISKCON guru,” teachers who have received harinam initiation from a guru in any of the four main Vaisnava lines could answer this question in the affirmative. Even with taking such teachers into consideration, the question of harinam initiation gives a reasonably good indication of the degree of ISKCON membership of teachers in Krishna schools.

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To receive harinam initiation in ISKCON, one takes five vows, namely: (a) to chant at least the Hare Krishna mantra 16 times around prayer beads daily (16 rounds); (b) to abstain from all intoxicants, including tobacco and caffeine; (c) to abstain from eating any meat, fish, or eggs; (d) to abstain from gambling; and (e) to abstain from sex other than in marriage for children. Initiates are also generally expected to study Vaisnava scripture, especially Prabhupada’s translations and writings, on a regular basis, and to engage in Deity worship, preferably on a daily basis. They are also expected to have the additional dietary restriction of eating food sanctified by being offered to Krishna. A further step beyond harinam initiation is gayatri diksa where one vows, in addition to the requirements for harinam, to chant gayatri mantras three times daily—at sunrise, noon, and sunset. Those who receive gayatri diksa are ordained ministers who are expected to be at high personal standards regarding following their vows. They should have scriptural knowledge, preferably a Bhakti shastri diploma. In most ISKCON centers, only those with gayatri diksa may worship the temple Deities, deliver public sermons in the temple, officiate at weddings and other ceremonies, and so forth. Some Hindu or Vaisnava Krishna school teachers who are not ISKCON members may have gayatri diksa, though some of the gayatri mantras will differ and the vows they took upon receiving diksa will be different.

In this study, 169 teachers, or 49.1%, reported having received harinam initiation, and 108 report having also received gayatri diksa. It is, of course, possible to take these vows ritualistically and not actually follow. In addition, many ISKCON members who have not taken vows follow all or some of the same vows as initiates. So, as an additional way of determining ISKCON membership, a number of questions dealt with teachers’ behaviors regarding religious practices.

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Of all the religious behaviors and practices, the one that would most clearly demarcate ISKCON membership is vegetarianism, and more specifically eating food offered to Krishna. The strongest prohibition in the Hare Krishna Movement is the eating of meat, fish, or eggs. It is, therefore, of particular interest that over a third of teachers, 125 or 39.8%, are not strictly vegetarian. While a lack of strict vegetarian habits would strongly indicate non-existent or weak ISKCON membership, the presence of vegetarianism in 60.2% of teachers is much less meaningful, especially since over 30% of the teachers who said they are not ISKCON members indicated that they are Hindus. Many Hindus are vegetarian. Over half of the teachers, 56.1%, daily eat food offered to Krishna.
The second behavior that would indicate ISKCON membership would be the chanting of the Hare Krishna mantra (Hare Krishna, Hare Krishna, Krishna Krishna, Hare Hare, Hare Rama, Hare Rama, Rama Rama, Hare Hare) on prayer beads. To chant this mantra one time on each of 108 beads is called “chanting a round.” About a third of teachers daily chant 16 rounds, the vow of initiates. However, almost a third of teachers chant rounds either never or sometimes. Of those Krishna teachers who have taken harinam initiation, nearly 75% chant 16 rounds daily or almost daily, and about 20% chant a regular number of rounds daily, though less than 16.

Other vows of initiates often followed by ISKCON members in general are prohibitions against all forms of intoxication, gambling, and sex other than in marriage for children. About a third of teachers sometimes take mild intoxicants such as caffeine or tobacco, and only two teachers report ever taking stronger intoxicants such as alcohol or marijuana. Almost 90% never gamble, and 59.6% of teachers are either celibate or restrict sex to procreation within marriage. Only five teachers report that their general sexual habits

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in the last year were outside of marriage.

A practice that is strongly encouraged for initiates and Krishna members in general, while not being strong vows, is to study daily the Vaisnava scriptures, especially the translations and commentaries of Prabhupada. Over two-thirds of the teachers study Vaisnava scriptures at least once a week, and almost 85% of teachers have studied Prabhupada’s books at least once during the last school year. Certainly the teachers whose duties include classes in scripture philosophy or memorization, nearly half of the respondents, would study scriptures as part of their job, whether or not they have personal interest in doing so. There is a fairly wide range of responses in this area.
Daily worship of deities of Krishna, sacred icons, is also part of recommended religious practice. It should be noted that Hindus and Vaisnavas who are not ISKCON members may also have regular deity worship. The great majority of teachers, 75.9%, engage in deity worship all or most days.

An area of behavior that indicates the seriousness of Krishna religious commitment, while not as strongly encouraged as the other practices outlined above, is to have all entertainment and recreation related to spiritual life. Though over half the teachers never or rarely have non-devotional or non-educational recreation, there is a rather wide range of the degree to which Krishna school teachers are strict in this respect. A similar behavior that could indicate religious conviction is whether or not Krishna school teachers with school-aged children either enrolled those children in Krishna schools or home-schooled them. Of those 135 teachers who had school-aged children, 82.2% educated those children with Krishna devotees. Some teachers with school-aged children may have few choices about their children’s education, regardless of personal convictions, due to local laws or Krishna
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school grade level availability.

Please see Table 5 for a listing of Krishna teacher characteristics by number and percentage of teacher responses. There were a total of 344 teachers in this study.

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Table 5 Krishna School Teacher Demographics and Characteristics

Krishna School Teacher Demographics and Characteristics, part 1 n % Total n
General
Male 118 34.3 335
Female 217 63.1 335
Age
18-20 10 2.9 335
21-30 115 33.4 335
31-40 97 28.2 335
41-50 78 22.7 335
51-60 26 7.6 335
61 or older 9 2.6 335
Marital status
Single, never married 99 28.8 334
Married 204 59.3 334
Remarried after divorce or widowhood 6 1.7 334
Separated 8 2.3 334
Widowed 9 2.6 334
Divorced 8 2.3 334
Own children
Had school-aged children in last completed school year 135 39.2 325
children educated by Krishna devotees 111 *82.2 131
Cultural and religious background and upbringing
Childhood in predominantly Hindu or Vaisnava cultural region 203 59.0 335
Raised by ISKCON devotees, Vaisnavas, or Hindus 184 53.5 329
any primary or secondary education with Krishna devotees 66 *35.8 140
Teaching
Duties (could have more than one duty)
Administrative position also (principal, project manager, etc.) 91 26.5 328
Taught academics 300 87.2 332
Taught ashrama or sadhana classes 93 27 322
Taught classes such as art, music, PE, or Deity worship 208 60.5 324
Taught Krishna scripture philosophy or verse memorization 167 48.5 318
Ages of children taught (could teach more than one age group)
Birth-3 years 29 8.4 344
4-6 years 116 33.7 344
7-10 years 149 43.3 344
11-13 years 175 50.9 344
14-16 years 133 38.7 344
17-18 years 65 18.9 344

*percent of those who answered yes to the previous question, not percent of the whole population

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Krishna School Teacher Demographics and Characteristics, part 2 n % Total n
Teaching continued
Years having taught in Krishna school
4 or less 198 57.6 316
5-10 68 19.8 316
11-15 25 7.3 316
16-20 14 4.1 316
21-25 8 2.3 316
26-30 1 0.3 316
31 or more 2 0.6 316
Education level and training
Highest level of education
Bachelor 95 27.6 336
Some graduate 35 10.2 336
Masters 108 31.4 336
Doctorate 1 0.3 336
Other training and education
Government teacher licensure 151 43.9 328
Teacher courses from Vaisnava Training and Education (VTE) 59 17.2 313
Course from ISKCON Colleges 16 4.7 317
Courses from Vrindavana and/or Mayapur Institutes for Higher 39 11.3 317
Education (VIHE; MIHE)

Bhakti shastri diploma 31 9.0 309
Bhakti vaibhava diploma 5 1.5 229
Religious identification
Hare Krishna or ISKCON membership
Member of ISKCON 172 50.0 328
Harinama initiation from Vaisnava guru 169 49.1 305
Gayatri diksa 108 31.4 301
Other religious identification if not ISKCON member
No religion, spiritual beliefs or practices 5 1.5 163
Religion other than Vaisnavism or Hinduism 22 6.4 163
Hindu but not an ISKCON member 108 31.4 163
Vaisnava but not part of the Gaudiya Sampradaya 13 3.8 163
Part of the Gaudiya sampradaya but not an ISKCON member 15 4.4 163

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Krishna School Teacher Demographics and Characteristics, part 3 n % Total n
Religious Practices and Behaviors in last completed school year
Chanting rounds of the Hare Krishna mantra
Never in the last school year 16 4.7 329
Sometimes 91 26.5 329
Usually or always regular amount less than 16 76 22.1 329
Usually at least 16 31 9.0 329
Every day at least 16 115 33.4 329
Vegetarian diet: no meat, fish or eggs
Never in the last school year 31 9.0 332
Sometimes 66 19.2 332
Usually 28 8.1 332
Always 207 60.2 332
Eating vegetarian food offered to Krishna
Never in the last school year 7 2.0 329
A few times in the last school year 31 9.0 329
At the temple or a spiritual program 52 15.1 329
Once or twice a week 14 4.1 329
Most days 32 9.3 329
Every day 193 56.1 329
Taking coffee, tea, tobacco, or caffeinated drinks
Never in the last school year 220 64.0 326
A few times in the school year 33 9.6 326
A few times a month 17 4.9 326
Once or twice a week 12 3.5 326
Most days 12 3.5 326
Every day 32 9.3 326
Taking alcohol, marijuana, or other drugs
Never in the last school year 323 93.9 325
A few times in the school year 1 0.3 325
Once or twice a week 1 0.3 325
Playing games of skill or chance on which money was staked
Never in the last school year 307 89.2 331
A few times in the school year 14 4.1 331
A few times a month 4 1.2 331
Once or twice a week 4 1.2 331
Most days 1 0.3 331
Every day 1 0.3 331

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Krishna School Teacher Demographics and Characteristics, part 4 n % Total n
Religious Practices and Behaviors in last completed school year, continued
Having recreational entertaining that included non-devotional and
non-educational movies, television, computer games, books, etc.
Never in the last school year 112 32.6 329
A few times in the school year 88 25.6 329
A few times a month 55 16.0 329
Once or twice a week 30 8.7 329
Most days 32 9.3 329
Every day 12 3.5 329
General sexual habits
Outside of marriage 5 1.5 308
In marriage 98 28.5 308
In marriage for having children 86 25.0 308
Celibacy 119 34.6 308
Studying Vaisnava scriptures
Never in the last school year 12 3.5 333
A few times in the school year 49 14.2 333
A few times a month 23 6.7 333
Once or twice a week 66 19.2 333
Most days 89 25.9 333
Every day 94 27.3 333
Specific studying of Prabhupada’s books, at least once 291 84.6 327
Worship of deities of Krishna, at home or at a temple
Never in the last school year 16 4.7 335
A few times in the school year 24 7.0 335
A few times a month 13 3.8 335
Once or twice a week 21 6.1 335
Most days 77 22.4 335
Every day 184 53.5 335

This study is focused upon teacher job satisfaction because it is a primary indicator of student academic achievement (Bogler, 2002; Zigarreli, 1996). It is also important that teachers be qualified in the specific areas they teach. As pointed out in the section on the history of Krishna schools, the early schools in ISKCON focused almost exclusively on teachers’ spiritual qualifications, if there was a concern with qualifications at all (Deadwyler,

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2001). Presently, there is a shift toward interest in academic qualifications, even sometimes at the expense of religious considerations.
In Krishna schools there are two broad areas of student achievement, the academic and the religious. Cross tabulations show the relationship between the type of class taught and teacher qualifications that relate to that class. In Table 6 data concerning teachers who teach academic classes (300 teachers, or 87.2%) are disaggregated according to the number and percentage of teachers with various levels of education and teacher licensure. A little less than half of academic teachers have government teacher licenses, and nearly three-fourths have a bachelors’ degree or higher.
Regarding teaching classes in religious subjects, teacher qualifications would encompass at least four indicators of being a practicing member of the Hare Krishna Movement, namely: (a) self-identification as an ISKCON member, (b) strict practice of vegetarianism, (c) having harinam initiation, and (d) having gayatri diksa. The number and percentage of teachers with these qualifications are examined regarding the two types of religious classes, namely: (a) classes in religious practice, namely ashrama or sadhana, or (b) classes in religious dogma, namely scripture philosophy or memorization. In Table 7, cross tabulations between these four indications of ISKCON membership and teaching of these two types of classes, indicate that about one-fifth to one-half of the teachers of these classes do not have one or more of the indicators of strict membership in the Hare Krishna Movement.

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Table 6 Cross tabulation of teaching academic subjects and teacher education and licensure

Teacher academic qualifications

Has government Bachelor’s Some graduate Masters or
teacher licensure degree school doctorate

% within % within % within % within
Type of class class class class class
taught n taught n taught n taught n taught

Academics 140 46.6 86 28.7 32 10.7 104 34.7

Table 7 Cross tabulation of teaching religious subjects and teacher religious practice

Teacher religious characteristic or behavior

ISKCON Strictly Harinam
member vegetarian initiation Gayatri diksa

% within % within % within % within
Type of class class class class class
taught n taught n taught n taught n taught

Ashrama or
sadhana 67 72.1 74 79.6 70 75.6 56 60.2

Scripture
philosophy or 102 61.1 115 68.9 117 70.1 79 47.3
memorization

Krishna School Characteristics

Teachers reported facts about the school in which they taught during the last completed school year. Most of the percents add up to slightly less than one hundred because of item non-responses. Item non-response ranged from zero to 71 (20.6%), though it was

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most common for about six respondents (1.7%) to skip an item. Items which had a particularly large non-response rate are noted in this narrative.
Sometimes teachers from the same Krishna school reported facts differently from each other. The differences could possibly be due to the fact that some teachers are currently in a school other than the one to which they refer in the survey. Also, some of the schools have different policies depending on whether students are boarding or day. Some schools have differing policies for students in different age categories. So, some teachers could be reporting policies for a particular sub-population of students in their school. Finally, some teachers, especially part-time teachers, may be less familiar with the characteristics and policies of their schools than others. In this section, school characteristics are reported by number of teachers. For very basic school characteristics sorted by specific schools rather than by teachers, please see Appendix five. The principal or the primary contact person gave the information in Appendix five to this researcher by phone, or rarely, email. Information in Appendix five includes a list of Krishna schools worldwide in each region and country, the grade levels or ages of students taught, number of teachers, and whether each school is co-educational or single sex, boarding or day.

This study was of 344 teachers out of 377. Some of the 377 teachers were new and thus could not answer questions based on the last completed school year. Responses received represent about 90% of the entire population of Krishna teachers worldwide as of October, 2005. As detailed in Appendix five, the study covered 32 Krishna schools, of which three small schools in America recently closed. By far the largest Krishna schools are located in India, which also contained 12 of the schools in this study. Results in this study were not analyzed by school, for reasons of confidentiality, especially since some Krishna schools are

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very small.

When considering general characteristics of Krishna schools, half of the teachers, 50.3%, worked in a rural school, with 39.2% having worked in an urban school. About 9% described their school as having been located in a town or suburban setting. Teaching in co-educational schools was reported by 84% of teachers, with 11% teaching in schools for boys only, and 3.2% teaching in schools for girls only. Exclusively boarding schools accounted for 4.4% of teacher responses, and exclusively day schools for 59.6%. About a third of teachers, 34.3%, work in schools that have both boarding and day students. The largest number of teachers, 61%, worked in schools where the youngest students were between four and six years old. The second largest number of teachers, 23%, worked in schools where the youngest students were between one and three years old, and 6.1% worked in schools where the youngest student was less than one year old. Schools where the youngest students were either ages seven to ten, 11-13, or 14-16 are each represented by about 2-4% of the teachers. There is much more variety in what teachers report as the oldest students in their schools. Schools with their oldest students aged 11-13 or 14-16 account for 21.2% and 27.3% of the teachers, respectively. Teachers who reported that the oldest students were aged 16-18 years accounted for 43.9%. Only 5.8% worked in schools where the oldest students were aged seven to ten.

When asked how students in their school achieved academically on national exams or similar assessments, almost 95% of teachers reported that achievement was between average to far superior. This question had a relatively large non-response rate of 9.6%, or 33 teachers. Some of these teachers wrote in their final comments that they skipped that question because their students did not take any form of national exams. The reason given was that in their

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country, such exams are not given for primary school children.

Teachers described the culture of the region and their students. Almost two-thirds of the teachers, 64%, worked in a school that is located in a country or area where most people are Hindus or Vaisnavas. Slightly less than half of the teachers, 41.6%, worked in schools where more than half of the students’ native language was the same as the language of instruction. The only racial or ethnic factor considered in this study was what percent of the students were ethnic Indian Hindus. A little less than half of the teachers, 40.4%, described their student body as being all or mostly ethnic Indian Hindus. The next largest categories were more than half or none of the students being from ethnic Indian Hindu families, which was reported by 18.6% and 19.2% of the teachers, respectively. Two percent reported that half their student body was from ethnic Indian Hindu families, and 15.4% reported that this group made up less than half of their students. When considering whether or not the students’ families were International Society for Krishna Consciousness (ISKCON) members of any ethnicity, the largest group of teachers, 45.6%, said that such students were less than half of the student body. Teachers who worked in schools where all students were from ISKCON families accounted for about 24% of respondents, and 12.5% of teachers reported working in schools where no students came from ISKCON families. More than half the teachers, 59.6%, indicated that more than half of the eligible children in their community attended their school in the last completed academic year.

When asked about how many students received financial aid, 71 teachers, or 20.6%, did not answer the question. Some wrote in that they did not know. Such information might, in many schools, only be available to administrators. Of those that responded to this question, 15.4% (12.2% of all teachers) indicated that more than half of the students received aid, and

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59% (46.8% of all teachers) said that few or no students received aid. Some teachers added, either next to this question or in the open-ended comment section at the end of the survey, that all their students received financial aid. This study included a charity school in Vrindavana, India, as well as two orphanages—one in Sri Lanka and one in Kenya.
Regarding the schools’ finances, all teachers answered the question regarding sources of school funds. Only 19 teachers, or 5.5%, worked in schools that received government funding. Tuition and fees provided funding for the schools of 65.1% of the teachers, and 51.5% of teachers worked in schools that received donations. In addition, almost 7% reported other sources, generally listing these as money from the local Krishna temple, corporate grants, and so forth. Almost half of the teachers reported tutition as the chief source of funds, followed by 28.5% who checked donations as their chief source. Only 4.7% of teachers, representing 16 respondents, named government as the chief source of school funds. Most teachers are paid salaries, as reported by 75.3% of respondents, with almost 15% saying that teachers are unpaid volunteers, and 7% reporting that most teachers are given compensation in the form of living facility, with or without additional money. When asked about whether or not students received training in technology such as computers, 20.1% of teachers said that the resources for such training were not available in their school. Only 4.4% stated that training in technology was not offered because of a conflict with the school’s mission, and 43% reported that training in technology was a regular, required part of the school’s instructional program.

Teachers also provided information about their schools’ practices and policies. Although Prabhupada (founder of the Hare Krishna Movement) originally set up ISKCON’s first gurukulas (literally residence of the teacher, where students lived with their teacher’s

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family) on the ancient, traditional model of multi-level or individualized learning, less than a third of respondents, or 28.2%, described their classroom organization as following this model. Close to 90% of teachers reported that students were required to memorize scripture. A similar percentage said that Vaisnava festival observance was a required part of school programs. About 80% of teachers said they were required to relate Krishna consciousness to academic instruction. A similar percentage of teachers reported that students learned the philosophy of Krishna consciousness. Learning the rules of Vaisnava etiquette, with the expectation of it being applied, was also reported by about 80% of teachers. Student requirements for an at-home vegetarian diet, participation in early morning religious practice (sadhana), worship during school hours, and the wearing of some aspects of traditional Vaisnava dress were each policies that about 70% of teachers reported as existing in their schools. About 60% of teachers work in schools that have home media guidelines for students, while a similar percentage of teachers report that students in their school receive training in Vaisnava practices such as Deity worship.

Please see Table 8 for a listing of Krishna school characteristics by number and percentage of teacher responses. There were a total of 344 teachers in this study.

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Table 8 Krishna School Characteristics

Krishna School Characteristics, part 1 n % Total n
Students
General
Boarding only 15 4.4 338
Day only 205 59.6 338
Boarding and Day 118 34.3 338
Co-educational 289 84.0 338
Boys only 38 11.0 338
Girls only 11 3.2 338
More than half the community’s eligible children attended 205 59.6 321
More than half of students have native language same as 143 41.6 333
language of instruction

Academic achievement
Far superior academic achievement 60 17.4 311
Better than average academic achievement 166 48.3 311
Average academic achievement 67 19.5 311
Lower than average academic achievement 13 3.8 311
Far below average academic achievement 5 1.5 311
Financial Aid
More than half received financial aid 42 12.2 273
Less than half received financial aid 70 20.3 273
Very few or none received financial aid 161 46.8 273
Age of youngest students
1-3 years old 79 23.0 338
4-6 years old 210 61.0 338
other 28 8.1 338
Age of oldest students
11-13 years old 73 21.2 340
14-16 years old 94 27.3 340
16-18 years old 151 43.9 340
other 22 6.4 340
Students from ethnic Indian Hindu families
None 66 19.2 329
Less than half 53 15.4 329
More than half 64 18.6 329
All or most 139 40.4 329
Students from ISKCON families; any ethnicity
None 43 12.5 328
Less than half 157 45.6 328
All or most 82 23.8 328
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Krishna School Characteristics, part 2 n % Total n
Location
Urban 135 39.2 338
Rural 173 50.3 338
Other 30 8.7 338
Region where most people are Hindus or Vaisnavas 220 64.0 331
Finances
Any funding received from
Government 19 5.5 344
Donations or fundraising 177 51.5 344
Tuition or fees from students’ families 224 65.1 344
Other 23 6.7 344
Chief funding from
Government 16 4.7 309
Donations or fundraising 98 28.5 309
Tuition or fees from students’ families 171 49.7 309
Other, or no chief source 24 7.0 309
Most teachers were compensated by
Salaries 259 75.3 334
Living facility with or without money 24 7.0 334
Volunteers, no compensation 51 14.8 334
Policies
Classroom organization
Classrooms grouped by age or level 238 69.2 335
Different ages and levels taught together 97 28.2 335
Training given in the use of technology such as computers
Yes, as regular, required function 148 43.0 338
Yes, but optional 106 30.8 338
No, because of school mission 15 4.4 338
No, because of lack of resources 69 20.1 338
Required Hare Krishna practices
Memorizing scripture (whether Sanskrit, translation, or both) 304 88.4 330
Vaisnava festival observance a part of school programs 301 87.5 336
Training in, and application of, Vaisnava etiquette 292 84.9 334
Courses in Krishna conscious philosophy 280 81.4 327
Teachers relating Krishna consciousness to academics 266 77.3 330
Students following a vegetarian diet at home 255 74.1 335
Students participating in daily worship during school hours 253 73.5 334
Students participating in a daily early morning worship 249 72.4 333
Students and teachers wearing some traditional Vaisnava dress 239 69.5 336
Student guidelines about use of media at home 219 63.7 326
Training in Vaisnava practices such as Deity worship 214 62.2 329
129
Section Two: Research Questions

For a list of all factors and corresponding questions, please see Chapter three, procedures, variables used. Please also see Appendix six. For a list of independent and dependent variables for research questions 11 and 12, please see Table 4.

Question 1

Research question 1: There will be a relationship between Krishna teachers’ scores on the selected measures of overall job satisfaction and selected measures of supervision. Results, as indicated in Table 9, show a statistically significant relationship at p<.01, two tailed. Correlation was .468 between the measure of overall satisfaction and supervision. Question 2 Research question 2: There will be a relationship between Krishna teachers’ scores on the selected measures of overall job satisfaction and selected measures of interaction with colleagues. Results, as indicated in Table 9, show a statistically significant relationship at p<.01, two tailed. Correlation was .445 between the measure of overall satisfaction and colleagues. Question 3 Research question 3: There will be a relationship between Krishna teachers’ scores on the selected measures of overall job satisfaction and selected measures of working conditions. Results, as indicated in Table 9, show a statistically significant relationship at p<.01, two tailed. Correlation was .428 between the measure of overall satisfaction and working conditions. 130 Question 4 Research question 4: There will be a relationship between Krishna teachers’ scores on the selected measures of overall job satisfaction and selected measures of pay. Results, as indicated in Table 9, show a small but statistically significant relationship at p<.01, two tailed. Correlation was .222 between the measure of overall satisfaction and pay. Question 5 Research question 5: There will be a relationship between Krishna teachers’ scores on the selected measures of overall job satisfaction and selected measures of responsibility. Results, as indicated in Table 9, show a small but statistically significant relationship at p<.01, two tailed. Correlation was .268 between the measure of overall satisfaction and responsibility. Question 6 Research question 6: There will be a relationship between Krishna teachers’ scores on the selected measures of overall job satisfaction and selected measures of the work itself. Results, as indicated in Table 9, show a statistically significant relationship at p<.01, two tailed. Correlation was .327 between the measure of overall satisfaction and work itself. Question 7 Research question 7: There will be a relationship between Krishna teachers’ scores on the selected measures of overall job satisfaction and selected measures of recognition. Results, as indicated in Table 9, show a statistically significant relationship at p<.01, two tailed. Correlation was .396 between the measure of overall satisfaction and recognition. 131 Question 8 Research question 8: There will be a relationship between Krishna teachers’ scores on the selected measures of overall job satisfaction and selected measures of advancement. Results, as indicated in Table 9, show a statistically significant relationship at p<.01, two tailed. Correlation was .427 between the measure of overall satisfaction and advancement. Question 9 Research question 9: There will be a relationship between Krishna teachers’ scores on the selected measures of overall job satisfaction and selected measures of security. Results, as indicated in Table 9, show a small but statistically significant relationship at p<.05, two tailed, for the measure of overall satisfaction. Correlation was .138 between the measure of overall satisfaction and security. Question 10 Research question 10: There will be a relationship between Krishna teachers’ scores on the selected measures of overall job satisfaction and selected measures of ISKCON organizational management. Results, as indicated in Table 9, show a statistically significant relationship at p<.01, two tailed. Correlation was .419 between the measure of overall satisfaction and ISKCON organizational Management. Summary of Questions 1-10 For all the ten factors of job satisfaction, there was a statistically significant relationship between each of those factors and overall job satisfaction for teachers in Krishna primary and secondary schools. This relationship existed for the intrinsic motivating factors of positive job satisfaction, namely: (a) responsibility, (b) work itself, (c) advancement, and (d) recognition. The relationship also held for the external hygiene factors of job 132 dissatisfaction, namely: (a) supervision, (b) colleagues, (c) working conditions, (d) pay, and (e) security. See Table 9 for summary information on the relationship between overall satisfaction and these ten factors. 133 Table 9 Correlation between Overall Satisfaction and Ten Factors +Scale: 1=very dissatisfied, 2=dissatisfied, 3=neutral, not dissatisfied or satisfied, 4=satisfied, 5=very satisfied Correlation with Items Overall Teachers Factors N Range Mean+ SD Satisfaction N Overall Satisfaction 7 2.71 4.25 .54 1.00 337 Intrinsic Motivators Work Itself 8 2.25 4.13 .44 .327** 337 Advancement 5 3.40 3.56 .60 .427** 337 Responsibility 8 2.63 4.23 .38 .268** 337 Recognition 3 4.00 3.70 .71 .396** 337 Extrinsic “Hygiene” Supervision 14 3.14 3.87 .52 .468** 337 Colleagues 10 2.40 4.01 .43 .445** 337 Working Conditions 7 3.14 3.55 .56 .428** 337 Pay 7 4.00 2.80 .75 .221** 337 Security 2 4.00 3.58 .97 .138* 336 ISKCON Organizational 14 4.00 3.44 .64 .419** 340 Management ** Correlation is significant at the 0.01 level (2-tailed). * Correlation is significant at the 0.05 level (2-tailed). 134 Question 11 Research question 11: There will be a relationship between overall satisfaction as well as the four motivating factors or the six hygiene factors and teacher demographics such as: (a) age, (b) sex, (c) years teaching, (d) years teaching in a Krishna school, (e) education level, and (f) religious self-identification. Results showing how many job satisfaction factors—the ten separate factors and overall satisfaction—have a statistically significant relationship with teacher demographic variables, are shown in Figure 2. Details showing the significant results of the ANOVA calculation are shown in Table 10, and details for the significant correlations between satisfaction variables and the two continuous variables of teacher characteristics (i.e. strength of religious faith and strength of religious practice) are shown in Tables 11 and 12. Further details of only the significant relationships between each teacher demographic and satisfaction factors are found in Tables 13-17. Scheffe post hoc calculations are shown in Tables 13-17 whenever appropriate. Please note that sometimes a teacher demographic has a significant overall relationship to a satisfaction factor, but there are no significant differences between individual aspects of that demographic and the satisfaction factor. In other words, a teacher demographic may be listed in the ANOVA table as having a significant relationship with a particular satisfaction factor, but that satisfaction factor is not listed in the Sheffe post hoc table for that demographic. These situations generally occurred when there was a very small group of teachers who reported a particular aspect of, for example, a marital status. Because this is a study of a population estimate, rather than a purposeful sample, such apparent discrepancies simply reflect the fact that the total amount of Krishna teachers is small, rather than any type of error or bias. 135 Teachers raised in families of ISKCON members, Vaisnavas, or Hindu (these categories can overlap) had significantly higher satisfaction with all factors except for work itself and responsibility. Teachers’ education level had a significant relationship with satisfaction with (a) advancement, (b) recognition, (c) supervision, (d) security, (e) ISKCON organizational management, and (f) overall satisfaction. In general, teachers with masters or doctorate degrees were more satisfied in these areas. Teachers who self-identified as ISKCON members were significantly less satisfied with (a) advancement, (b) recognition, (c) supervision, (d) ISKCON organizational management, and (e) overall satisfaction. Teachers with government licensure were significantly more satisfied with (a) work itself, (b) responsibility, (c) colleagues, (d) security, (e) ISKCON organizational management, and (f) overall satisfaction. Teachers’ strength of religious faith had a significant relationship with their levels of satisfaction with (a) work itself, (b) colleagues, (c) responsibility, and (d) security. The relationship between strength of religious faith and security is negative, however. Teachers who were raised in a geographical region where Hindu or Vaisnava culture was dominant were significantly more satisfied with (a) advancement, (b) recognition, (c) supervision, (d) ISKCON organizational management, and (e) overall satisfaction. Teachers’ strength of religious practice had a significant relationship with satisfaction with working conditions. For three teacher demographics, an ANOVA test indicated a significant relationship with some satisfaction factors, but the nature of the relationship can not be determined through Scheffe post hoc tests, presumably because of the small number of teachers in some of the categories. This situation existed for the following relationships: (1) The number of years spent teaching in any school had a significant relationship with teachers’ satisfaction 136 with (a) work itself, (b) working conditions, and (c) pay. (2) The number of years teachers spent teaching in Krishna schools had a significant relationship to their satisfaction with (a) work itself, (b) advancement, and (c) ISKCON organizational management. (3) Teachers’ marital status had a significant relationship with satisfaction with advancement. Three teacher demographic variables, age, sex, and whether or not a teacher also held an administrative position, did not have any significant relationship with any satisfaction variables. Figure 2 Number of job satisfaction factors for each teacher demographic with significant relationships Number of job satisfaction factors for each independent variable where there was a significant difference in means Variable: Teacher Demographics 1 2 3 4 5 6 7 8 9 10 11 Raised in ISKCON, Hindu, or Vaisnava family Education level ISKCON member Raised in Hindu or Vaisnava geographical region Government teacher licensure Strength of religious faith + Years teaching Years teaching in a Krishna school Strength of religious practice + Marital status +These two variables are continuous rather than categorical, so for these teacher characteristics, this figure notes the number of job satisfaction factors where there was significant correlation rather than a significant difference in means. 137 Table 10 ANOVA for Teacher Demographics and Job Satisfaction Factors Relationship Between Teacher Demographics and Job Satisfaction Factors Job satisfaction factors for each independent variable where there was a significant difference in means Variable: Teacher Demographic (df between groups, df within groups)=F Work Advancement Responsibility Recognition Supervision Colleagues ConditionsWorking Security OrganizationISKCON SatisfactionOverall Itself Pay ISKCON, Hindu, or Vaisnava family origin Education level ISKCON member Government teacher licensure Raised in Hindu or Vaisnava geographical region Years teaching Years teaching in a Krishna school Marital status (1,333)= (1,327)= (1,327)= (1,327)= (1,327)= (1,327)= (1,327)= (1,325)= (1,326)= 17.80*** 17.13*** 17.51*** 5.01* 7.22** 11.79** 6.14* 34.33*** 20.52*** (4,331)= (4,331)= (4,331)= (4,330)= (4,329)= (4,330)= 5.46*** 5.44*** 3.87** 5.19*** 3.93** 4.68** (1,326)= (1,326)= (1,326)= (1,324)= (1,325)= 20.97*** 7.47** 9.49** 10.54** 10.03** (1,326)= (1,326)= (1,326)= (1,326)= (1,325)= 6.30* 3.93* 5.35* 8.66** 9.04** (1,333)= (1,333)= (1,333) (1,331)= (1,332)= 17.80*** 7.90** =9.77** 26.02*** 24.63*** (6,312)= (6,312)= (6,312)= 2.32* 2.38* 3.04** (5,310)= (5,310)= (6,307)= 2.76* 3.08** 3.27** (5,328)= 2.77* ***difference in means between groups is significant at p<.001 **difference in means between groups is significant at p<.01 *difference in means between groups is significant at p<.05 138 Table 11 Correlation between teachers’ strength of religious faith and job satisfaction +Scale: 1= very weak faith, 2=weak faith, 3=strong faith, 4=very strong faith Teacher Items Correlation with Characteristic Overall Factor N Range Mean+ SD Satisfaction N Santa Clara Strength of 5 3.00 3.46 .43 .035 336 Religious Faith Job satisfaction factors where there is statistically significant correlation Job satisfaction factor Correlation n Work Itself .174** 337 Colleagues .146** 337 Responsibility .318*** 337 Security -.136* 336 ***Correlation is significant at the 0.001 level (2-tailed). **Correlation is significant at the 0.01 level (2-tailed). *Correlation is significant at the 0.05 level (2-tailed). Table 12 Correlation between teachers’ strength of religious practice and job satisfaction +Scale: 12-23=very weak practice, 24-36=weak practice, 37-49=strong practice, 50 -61=very strong practice ++These data are provided because they provide more easily read information than the z-score Teacher Items Correlation with Characteristic Raw score Overall Factor N range Mean SD Satisfaction N Strength of Religious Practice, not 12 12-61 51.46+ 7.22 .039 343 standardized++ Standardized z 12 -2.68-.86 .0053 .54 .039 343 score Job satisfaction factors where there is statistically significant correlation Job satisfaction factor Correlation n Working Conditions .122* 338 *** Correlation is significant at the 0.001 level (2-tailed). **Correlation is significant at the 0.01 level (2-tailed). * Correlation is significant at the 0.05 level (2-tailed). Note: the correlation was established using the standardized z-score 139 Table 13 Teachers raised in families that were ISKCON members, Vaisnavas, or Hindus: Detailed comparisons by satisfaction factor Satisfaction factor Group versus group Mean SD Mean Difference Advancement yes 3.68 .50 no 3.41 .69 .27*** Recognition yes 3.85 .61 no 3.53 .81 .32*** Supervision yes 3.97 .41 no 3.74 .62 .23*** Colleagues yes 4.07 .41 no 3.96 .44 .11* Working Conditions yes 3.63 .49 no 3.46 .62 .17** Pay yes 2.92 .67 no 2.64 .83 .28** Security yes 3.69 .93 no 3.42 1.00 .27* ISKCON organizational yes 3.61 .57 management no 3.22 .65 .39*** Overall satisfaction yes 4.10 .39 no 3.86 .57 .24*** ***difference in means between groups is significant at p<.001 **difference in means between groups is significant at p<.01 *difference in means between groups is significant at p<.05 140 Table 14 Teachers’ educational level: Post hoc multiple comparisons tests between pairs of groups by satisfaction factor, Scheffe Satisfaction factor Group versus group Mean SD Mean difference Advancement Masters or doctorate 4.11 .37 Some graduate 3.80 .60 .32* Recognition Masters or doctorate 3.91 .62 Some graduate 3.36 .70 .56** Supervision Masters or doctorate 3.94 .40 Some graduate 3.59 .52 .35* Security Masters or doctorate 3.85 .84 Secondary 3.23 1.03 .62** ISKCON Organizational Secondary 3.53 .68 Management Some university 3.13 .75 .40* Masters or doctorate 3.54 .49 Some university 3.13 .75 .41* Overall Satisfaction Masters or doctorate 4.11 .37 Some graduate 3.80 .60 .32* ***difference in means between groups is significant at p<.001 **difference in means between groups is significant at p<.01 *difference in means between groups is significant at p<.05 Table 15 Whether teachers were ISKCON members: Detailed comparisons by satisfaction factor Satisfaction factor Group versus group Mean SD Mean Difference Advancement yes 3.43 .63 no 3.71 .50 -.28*** Recognition yes 3.61 .75 no 3.82 .63 -.21** Supervision yes 3.78 .56 no 3.96 .46 -.18** ISKCON organizational yes 3.33 .68 management no 3.55 .55 -.22** Overall satisfaction yes 3.91 .54 no 4.08 .42 -.17** ***difference in means between groups is significant at p<.001 **difference in means between groups is significant at p<.01 *difference in means between groups is significant at p<.05 141 Table 16 Whether teachers were raised in dominantly Hindu or Vaisnava cultures: Detailed comparisons by satisfaction factor Satisfaction factor Group versus group Mean SD Mean Difference Advancement yes 3.67 .51 no 3.39 .69 .28*** Recognition yes 3.80 .63 no 3.58 .80 .22** Supervision yes 3.94 .46 no 3.76 .60 .18** ISKCON organizational yes 3.58 .56 management no 3.22 .67 .36*** Overall satisfaction yes 4.10 .40 no 3.83 .57 .27*** ***difference in means between groups is significant at p<.001 **difference in means between groups is significant at p<.01 *difference in means between groups is significant at p<.05 Table 17 Whether teachers had government teacher licensure: Detailed comparisons by satisfaction factor Satisfaction factor Group versus group Mean SD Mean Difference Work Itself yes 4.20 .47 no 4.08 .41 .12* Responsibility yes 4.27 .36 no 4.19 .39 .08* Colleagues yes 4.07 .43 no 3.96 .42 .11* Security yes 3.74 .91 no 3.43 1.00 .31** Overall satisfaction yes 4.07 .49 no 3.90 .49 .17** ***difference in means between groups is significant at p<.001 **difference in means between groups is significant at p<.01 *difference in means between groups is significant at p<.05 142 Question 12 Research question 12: There will be a relationship between overall satisfaction as well as the four motivating factors or the six hygiene factors and school characteristics such as: (a) urban or rural environment, (b) boarding or day students, (c) co-educational or single sex, (d) age of students, (e) percentage of students from ISKCON families, (f) basis of financing, (g) cultural background of students (e.g. ethnic Indian Hindus), (h) spiritual and religious practices included in school day, and (i) predominant religion of local area. Results showing how many job satisfaction factors—the ten separate factors and overall satisfaction—have a statistically significant relationship with school characteristic or policy variables, are shown in Figure 3. Details showing only the statistically significant results of the ANOVA calculation are shown in Table 18. Further details of only the significant relationships between each school characteristics and satisfaction factors are found in Tables 19-45. Scheffe post hoc calculations are shown in Tables 19-45 whenever appropriate. Please note that sometimes a school factor has a significant overall relationship to a satisfaction factor, but there are no significant differences between individual aspects of that characteristic and the satisfaction factor. In other words, a school characteristic may be listed in the ANOVA table as having a significant relationship with a particular satisfaction factor, but that satisfaction factor is not listed in the Sheffe post hoc table for that characteristic. These situations generally occurred when there was a very small group of teachers who reported a particular aspect of a school characteristic. Because this is a study of a population estimate, rather than a purposeful sample, such apparent discrepancies simply reflect the fact that the total amount of Krishna teachers is small rather than any type of error or bias. 143 Teacher satisfaction is significantly greater when student achievement is higher. This relationship exists between students’ academic achievement and all 11 variables of Krishna teachers’ job satisfaction. Teachers in schools for girls only have significantly lower satisfaction, with teachers in co-educational schools generally having higher satisfaction, for all variables except for work itself and responsibility. Teachers’ satisfaction is greater when more students have a different native language than the language of instruction for all satisfaction variables except: (a) responsibility, (b) colleagues, and (c) overall satisfaction. Teachers have significantly higher satisfaction when there are more students from ethnic Indian Hindu families in all areas except: (a) work itself, (b) responsibility, and (c) colleagues. Teachers are significantly more satisfied when the school is in a region dominated by a Hindu or Vaisnava culture in the areas of: (a) advancement, (b) recognition, (c) supervision, (d) pay, (e) security, (f) ISKCON organizational management, and (g) overall satisfaction. A school’s chief source of funds is significantly related to teachers’ satisfaction in the areas of: (a) work itself, (b) responsibility, (c) recognition, (d) colleagues, (e) working conditions, and (f) security. In the area of security, teachers are most satisfied when the chief source of funds is from the government. Having donations as the main funding is least satisfying for teachers, unless relying mostly on donations is compared to having no chief source of funds. The age of the school’s youngest students, with generally younger ages being more satisfying, is significantly related to teachers’ satisfaction in the areas of: (a) work itself, (b) advancement, (c) supervision, (d) security, (e) ISKCON organizational management, and (f) overall satisfaction. Teachers are significantly more satisfied when fewer students receive 144 financial aid, in the areas of: (a) work itself, (b) responsibility, (c) recognition, (d) colleagues, and (e) overall satisfaction. Having more than half of the eligible children in the local community attend the Krishna school is significantly more satisfying to Krishna teachers in the areas of: (a) advancement, (b) pay, (c) ISKCON organizational management, and (d) overall satisfaction. Krishna teachers are significantly less satisfied when more students’ families are ISKCON members, in the areas of advancement and ISKCON organizational management. In the area of security, teachers were more satisfied when more of the students came from ISKCON families. There is a significant relationship in the ANOVA F test between the percentage of students from ISKCON families and overall satisfaction, but the Scheffe post hoc test did not show any significant differences between sub-categories for this measure. When students are required to have early morning spiritual worship and practices, teachers are significantly more satisfied in the areas of: (a) advancement, (b) supervision, (c) pay, and (d) ISKCON organizational management. If teachers are required to relate academic instruction to Krishna consciousness they are significantly more satisfied in the areas of: (a) advancement, (b) supervision, (c) ISKCON organizational management, and (d) overall satisfaction. When students have guidelines for the use of media at home, teachers are significantly more satisfied in the areas of: (a) advancement, (b) supervision, (c) pay, and (d) ISKCON organizational management. The following three school characteristic variables are only significantly related to extrinsic hygiene satisfaction factors. (1)Whether the school is boarding, day, or a combination is significantly related to teachers’ satisfaction in the areas of: (a) pay, (b) security, (c) ISKCON organizational management, and (d) overall satisfaction. Teachers’ 145 satisfaction with security is lower for boarding only schools; for the other factors, higher satisfaction is related to working in a school that is boarding only. (2) When students are not trained in technology due to lack of resources, teachers’ satisfaction is significantly less in the areas of: (a) working conditions, (b) pay, (c) security, and (d) overall satisfaction. (3) The way in which most teachers are compensated (i.e. salary, given living facility with or without money, or volunteers) is significantly related to teacher satisfaction in the areas of: (a) working conditions, (b) pay, and (c) ISKCON organizational management. Generally, teachers are more satisfied with salaries, and least satisfied with receiving living facility and money. However, they are more satisfied with receiving living facility and money than working as volunteers with no type of compensation. The age of the school’s oldest students is significantly related to teacher satisfaction in the areas of: (a) advancement, (b) recognition, and (c) pay, with, generally, older students related to higher satisfaction. If students are required to have a program of worship and spiritual practice in the school day, teachers are significantly less satisfied in the areas of: (a) work itself, (b) recognition, and (c) working conditions. Whether Vaisnava festival observance is a required part of the school program is significantly related to higher teacher satisfaction in the areas of: (a) responsibility, (b) colleagues, and (c) ISKCON organizational management. Whether students are required to learn Vaisnava practices such as deity worship is significantly related to lower teacher satisfaction in the areas of: (a) work itself, (b) colleagues, and (c) security. Whether teachers and/or students are required to wear any aspects of Vaisnava traditional dress is significantly related to lower teacher satisfaction in the areas of work itself and security. Whether the school is in a rural or urban location is significantly related to teacher satisfaction in the areas of advancement and security. 146 Teachers are more satisfied with urban or rural locations than they are with other types of surroundings, such as being located in suburbia or villages. Only extrinsic hygiene factors have a significant relationship to whether students are required to learn philosophy, scripture verse memorization, and Vaisnava etiquette. Whether Krishna philosophy is required to be taught is significantly related to higher teacher satisfaction in the areas of supervision and security. Whether students are required to memorize scripture verses is significantly related to higher teacher satisfaction in the areas of supervision and ISKCON organizational management. Whether students are required to learn and practice Vaisnava etiquette is significantly related to higher teacher satisfaction in the area of ISKCON organizational management. Teachers are significantly more satisfied when classrooms are organized by grade rather than by multi-level in the intrinsic motivational area of advancement. There is no significant relationship between whether students are required to follow a vegetarian diet at home and any teacher satisfaction variables. Student academic achievement: a note The only variable among all school characteristics and policies, even among all teacher demographics, that is significantly related to all satisfaction variables, is the level of student academic achievement. For that reason alone it merits particular attention. In addition, the premise of this study is that teacher job satisfaction is a single significant predictor of schools’ effectiveness (Bogler, 2002). It is, therefore, not surprising that there is a strong relationship between Krishna teachers’ higher satisfaction in all areas, including overall, and the degree to which their students are achieving academically. This relationship is discussed further in Chapter five. 147 Figure 3 Number of job satisfaction factors for each independent variable with a significant relationship Number of job satisfaction factors for each independent variable where there was a significant difference in means Variable: School characteristic or Policy 1 2 3 4 5 6 7 8 9 10 11 Academic Achievement Single sex or co-educational Native language same as language of instruction Students’ families who are ethnic Indian Hindus Region where Hindu or Vaisnava culture dominates Chief source of funds Age of youngest students Percentage of students who receive financial aid Eligible local children who attend the school Students’ families who are ISKCON members Whether early morning sadhana is required Whether teaching is related to Krishna Whether students have home media guidelines Boarding, day, or mixed Amount of technology instruction How teachers are compensated Age of oldest students Whether worship is required in school If Vaisnava festivals are part of school program Whether Vaisnava practices are taught Teachers and/or students have Vaisnava dress Urban or rural location Whether Vaisnava philosophy is taught Whether scripture memorization is taught Whether Vaisnava etiquette is taught and practiced Classroom organization 148 Table 18 ANOVA for School Characteristics and Job Satisfaction Factors Relationship Between School Characteristics and Job Satisfaction Factors, part 1 Job satisfaction factors for each independent variable where there was a significant difference in means (df between groups, df within groups)=F Variable: Work Advancement Responsibility Recognition Supervision Colleagues ConditionsWorking Security OrganizationISKCON SatisfactionOverall School Characteristic Itself Pay or Policy Academic Achievement Single sex or co-educational Native language same as language of instruction (4,303)= (4,303)= (4,303)= (4,303)= (4,303)= (4,303)= (4,303)= (4,303)= (4,302)= (4,304)= (4,305)= 8.46*** 4.799** 3.90** 9.92*** 9.42*** 5.64*** 8.53*** 4.26** 2.87* 2.93* 12.88*** (2,331)= (2,331)= (2,331)= (2,331)= (2,331)= (2,331)= (2,330)= (2,333)= (2,334)= 7.79*** 3.82* 6.41** 5.24** 3.10* 9.63*** 3.33* 3.62* 6.41** (1,328)= (1,328)= (1,328)= (1,328)= (1,328)= (1,328)= (1,327)= (1,329)= 5.48* 17.72*** 14.32*** 14.21*** 7.54** 6.67* 13.19*** 35.44*** Students’ families who are ethnic Indian Hindus Region where Hindu or Vaisnava culture is dominant Chief source of funds Age of youngest students Percentage of students who receive financial aid (4,321)= (4,321)= (4,321)= (4,321)= (4,321)= (4,321)= (4,323)= (4,323)= 10.17*** 3.50** 4.19** 3.39* 6.86*** 2.96* 14.39*** 8.31*** (1,325)= (1,325)= (1,325)= (1,325)= (1,324)= (1,328)= (1,328)= 26.97*** 17.73*** 7.83** 6.26* 7.27** 20.10*** 24.08*** (3,302)= (3,302)= (3,302)= (3,302)= (3,302)= (3,302)= 9.75*** 7.08*** 2.97* 3.74* 3.67* 13.40*** (5,328)= (5,328)= (5,328)= (5,327)= (5,330)= (5,331)= 2.87* 2.95* 2.46* 4.61*** 2.56* 2.94* (2,268)= (2,268)= (2,268)= (2,268)= (2,269)= 9.56*** 3.55* 6.54** 5.25** 3.76* ***difference in means between groups is significant at p<.001 **difference in means between groups is significant at p<.01 *difference in means between groups is significant at p<.05 149 Relationship Between School Characteristics and Job Satisfaction Factors, part 2 Job satisfaction factors for each independent variable where there was a significant difference in means (df between groups, df within groups)=F Variable: Work Advancement Responsibility Recognition Supervision Colleagues ConditionsWorking Security OrganizationISKCON SatisfactionOverall School Characteristic Itself Pay or Policy Eligible local children who attend the school Students’ families who are ISKCON members Whether early morning sadhana is required Whether teaching is related to Krishna (1,317)= (1,317)= (1,320)= (1,319)= 5.63* 7.08** 15.98*** 5.39* (4,320)= (4,319)= (4,322)= (4,322)= 6.67*** 5.72*** 4.89** 2.88* (1,329)= (1,329)= (1,329)= (1,329)= 8.83** 4.62* 4.63* 28.43*** (1,326)= (1,326)= (1,327)= (1,327)= 16.03*** 13.12*** 17.80*** 18.44*** Whether students have home media guidelines Boarding, day, or mixed Amount of technology instruction How teachers are compensated Age of oldest students (1,322)= (1,322)= (1,322)= (1,322)= 18.64*** 6.98** 3.88* 21.12*** (2,331)= (2,330)= (2,333)= (2,334)= 7.85*** 5.44** 7.65** 3.97* (3,331)= (3,331)= (3,330)= (3,333)= 3.98** 11.44*** 9.84*** 3.13* (3,327)= (3,327)= (3,328)= 3.02* 461** 6.79*** (4,331)= (4,331)= (4,331)= 2.73* 2.61* 3.92** ***difference in means between groups is significant at p<.001 **difference in means between groups is significant at p<.01 *difference in means between groups is significant at p<.05 150 Relationship Between School Characteristics and Job Satisfaction Factors, part 3 Job satisfaction factors for each independent variable where there was a significant difference in means (df between groups, df within groups)=F Variable: Work Advancement Responsibility Recognition Supervision Colleagues ConditionsWorking Security OrganizationISKCON SatisfactionOverall School Characteristic Itself Pay or Policy Whether worship is required in school If Vaisnava festivals are part of school program If teaching Vaisnava practices If teachers and/or students have Vaisnava dress Urban or rural location If teaching philosophy If teaching scripture memorization If Vaisnava etiquette is taught and practiced Classroom organization (1,330)= (1,330)= (1,330)= 4.39* 4.72* 5.39* (1,332)= (1,332)= (1,322)= 6.24* 7.41** 7.59** (1,325)= (1,325)= (1,325)= 7.22** 5.87* 7.28** (1,332)= (1,332)= 18.32*** 13.13*** (2,332)= (2,331)= 4.88* 3.70* (1,323)= (1,322)= 7.78** 4.46* (1,326)= (1,327)= 6.75* 12.09** (1,330)= 11.01** (1,330)= 5.274* ***difference in means between groups is significant at p<.001 **difference in means between groups is significant at p<.01 *difference in means between groups is significant at p<.05 151 Table 19 Academic Achievement: Post hoc multiple comparisons tests between pairs of groups with regard to how well all the schools’ students performed, overall, on national academic examinations, for each satisfaction factor, part 1 Satisfaction factor Group versus group Mean SD Mean difference Work Itself Far superior 4.28 .42 average 3.90 .44 .37*** Far superior 4.28 .42 Lower than average 3.83 .43 .45* Better than average 4.19 .42 average 3.90 .44 .28** Advancement Better than average 3.66 .56 average 3.38 .61 .28* Responsibility Far superior 4.37 .39 average 4.10 .41 .27** Recognition Better than average 3.86 .61 average 3.33 .74 .53*** Better than average 3.86 .61 Lower than average 3.08 .92 .78** Supervision Far superior 3.96 .62 average 3.59 .42 .37** Better than average 3.95 .44 average 3.59 .42 .36***. Better than average 3.95 .44 Lower than average 3.50 .49 46* ***difference in means between groups is significant at p<.001 **difference in means between groups is significant at p<.01 *difference in means between groups is significant at p<.05 152