Vol. 1(2) SEP 2011 - SAVAP International

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Academic Research International ISSN: 2223-9553 Volume 1, Issue 2, September 2011 also been observed that most of the societies either western or eastern are patriarchal in nature and it may portray a pigeonholed picture of gender differences (De Beauvoir, 1953; Harding, 1986; Riley, 1988; Scott, 1988; Hill-Collins, 1990). A difference in approach upon risk management in change activities as perceived by the administrators and teachers was identifies by applying t-test the mean values of which point toward the difference of 1.42(4.29-2.87) with standard deviation 0.477 and 0.767 for administrators and teachers respectively, which is very much significant. Calculated t-value 15.183 is greater than tabulated t-value 1.96, hence null hypothesis is rejected, which narrates that there is no significant difference in the approach of the teachers and administrators upon risk management; rather it is evident that teachers have shown a lot of disagreement in risk management with the administrators in the prevailing scenario. In this regard Ross and Anderson 1982: 149 and Siegrist and Cvetovich 2000: 714 are of the opinion that people do accept the risky situation and manage it where they find benefits from the activity being carried out, but they are careful in collecting the data for substantial benefits. (Ross and Anderson 1982:149; Siegrist and Cvetovich 2000: 714). Sample population response declares that more than 40% have shown disagreement while almost 10% strong disagreement with the statement that the administrators remain alert to the changing scenario, which is alarming on part of administrators as agreement is 20% and strong agreement about 18% including administrators’ own standpoint with 15% remained uncertain about the situation. This phenomenon has been explained by Adams 1995 in a very interesting manner, he says, “It appears that people have a level of risk with which they feel comfortable and will adjust the riskiness of their behaviour in the presence of safety measures”. Adams names this tendency as individual’s “thermostat” against the risk and its management. (Adams 1995). Application of t-test identified difference of approach in risk management for change initiation activities as perceived by the administrators and parents. Mean values shown in the table indicate the difference of 1.50(4.29-2.79) with standard deviation 0.477 and 0.770 for administrators and parents respectively, which is highly significant. Calculated t-value 16.100 is greater than tabulated t-value 1.96, hence null hypothesis is rejected, as there is significant difference in the approach of the parents and administrators upon risk management and parents have shown a lot of uncertainty and disagreement with the administrators upon risk management in the present situation. Spangler 1984; 7 and Garvin 2001: 450 explains that risk perception and its management is socially constructed and the difference of approach in risk perception and its management might be resultant of personal experiences, memory abstraction and likewise many other factors like ignoring the probability of the happenings etc. (Spangler 1984:7; Garvin 2001:450). Results of the t-test show difference of approach in risk management for change initiation activities as perceived by teachers and parents. Mean values of the table specify the difference of 0.08(2.87-2.79) with standard deviation 0.767 and 0.770 for teachers and parents respectively, which is highly significant. Calculated t-value -1.284 is smaller than tabulated t-value 1.96, hence null hypothesis is accepted, and it shows logical coherence in the approach of the teachers and parents upon risk management and they have shown a complete unity and agreement with the each other upon risk management by the administrators in the present situation. Table 2. correlation between Risk management and change initiation activities Risk management change initiation Risk Pearson management Correlation 1 .872(**) Sig. (2-tailed) . .000 N 587 587 change initiation Pearson Correlation .872(**) 1 Sig. (2-tailed) .000 . N 587 587 Copyright © 2011 SAVAP International www.savap.org.pk www.journals.savap.org.pk 264
Academic Research International ISSN: 2223-9553 Volume 1, Issue 2, September 2011 Table 2 reveals that the administrators initiating some positive change in the education or educational scenario need to manage risks so that it may not materialize. Change initiation has a very strong relationship with risk management by the administrators of the educational enterprise. The table 6 shows that stakeholders’ perception regarding this correlation which is rejecting null hypothesis (H 0 ) that correlation between risk management and change initiation is insignificant at 0.01 level on parametric and non-parametric measures. According to Twig, J (2007) defining risk reduction or its management is technically a difficult task but generally the administrators perceive the importance of change initiation and risk management and administer it through the development of wide ranging policies, strategies and practices which in turn minimize risk(s) through society. (Twigg. 2007) The table 3 divulges that liaison among different units operating for change proves to be a strong force in risk management for the administrators looking for some good in the education. It has a very strong relationship with risk management as every administrator has to utilize the services of different people and units to take ease up the risk involved in change initiation. In the table 7 it has been demonstrated that stakeholders’ perception regarding this correlation is quite clear hence null hypothesis (H 0 ) is rejected that correlation between risk management and liaison activities is insignificant at 0.01 level of significance(Table 7). Table 3. Showing correlation between Risk management and liaison activities Risk management liaison Risk Pearson management Correlation 1 .795(**) Sig. (2-tailed) . .000 N 587 587 liaison Pearson Correlation .795(**) 1 Sig. (2-tailed) .000 . N 587 587 The table 4 tells that planning before and during change initiation provides a healthy pedestal for risk management to the innovative administrators in the field of education as every ground-breaking idea has certain risks involved. Proper planning may prove of key importance to manage risk prior to its visibility or occurrence as every administrator likes to at least simplify the risk involved in change initiation. In the table 7 it has been established that stakeholders’ perception regarding this correlation is quite clear hence null hypothesis (H 0 ) is rejected that correlation between planning activities and risk management is insignificant at 0.01 level of significance(Table 8). Table 4. Showing correlation between Risk management and planning activities Risk management planning Risk management Pearson Correlation 1 .826(**) Sig. (2-tailed) . .000 N 587 587 planning Pearson Correlation .826(**) 1 Sig. (2-tailed) .000 . N 587 587 Contingency and alleviation or easing actions are necessarily to be taken into account whenever there is an emergency or risk is involved, and the researcher thought that it be probably the responsibility of the administrators to engage such actions when a change is to be initiated for improvement or uplift in the education or the educational institutions. Stakeholders proved themselves to be focused for their Copyright © 2011 SAVAP International www.savap.org.pk www.journals.savap.org.pk 265
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Vol. 1(2) SEP 2011 - SAVAP International

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