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International Indexed & Referred Research Journal, April, 2012. ISSN- 0975-3486, RNI-RAJBIL 2009/30097;VoL.III *ISSUE-31  ...
International Indexed & Referred Research Journal, April, 2012. ISSN- 0975-3486, RNI-RAJBIL 2009/30097;VoL.III *ISSUE-31  ...
International Indexed & Referred Research Journal, April, 2012. ISSN- 0975-3486, RNI-RAJBIL 2009/30097;VoL.III *ISSUE-31ru...
International Indexed & Referred Research Journal, April, 2012. ISSN- 0975-3486, RNI-RAJBIL 2009/30097;VoL.III *ISSUE-31le...
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  1. 1. International Indexed & Referred Research Journal, April, 2012. ISSN- 0975-3486, RNI-RAJBIL 2009/30097;VoL.III *ISSUE-31 Research Paper—Education Effectiveness of Secondary School Teachers and Their Attitude Towards Teaching Profession April, 2012 * Dr. Satish A. Hiremath * Principal, Sri Kottureshwar College of Education, Bellary (Karnataka)Introduction Objectives of the Study The present study is undertaken with the following Effective teachers are those who achieve thegoals which they set for themselves or which they objectives : 1. To find out the multiple correlation between Teacherhave set for them by others (e.g. ministries of educa- effectiveness and its dimensions and attitude towardstion, legislators and other government officials, schooladministrators). As a consequence, those who studyteaching profession and its dimensions of Secondary school teachers. 2. To find out relationship betweenand attempt to improve Teacher effectiveness must becognizant of the goals imposed on teachers or the Teacher effectiveness and its dimensions and attitude towards teaching profession and its dimensions withgoals that teachers establish for themselves, or both.Teaching Effectiveness respect to urban and rural teachers of Secondary schools. The dictionary of education defined teacher Hypotheses of the Studyefficiency as the degree of success of a teacher in 1. Hypothesis : There is no significant relationshipperforming instructional and other duties specified in between Teacher effectiveness with Attitude towardsthe contract and demanded by the nature of the posi- teaching profession and its dimensions of teachers oftion. This is not a complete definition of Teacher ef- Secondary schools.fectiveness. This requires a criterion. Effectiveness as 2. Hypothesis : There is no significant relationshipan attribute is not inherent in teaching but is imposed between Teacher effectiveness with Attitude towardsupon it from outside. To establish an ultimate crite- teaching profession and its dimensions with respect torion of Teacher Effectiveness. It should be based on location (Rural and Urban) of teachers of Secondarythe goals of education. Obviously, a teacher is effec- schools.tive only so far as one facilitates the achievement of Sampling Procedurethese goals. In the recent times the Teacher effective-ness is determined in terms of pupils growth out- The sample of this study consists of all the teacher those who were working in the Secondarycomes since behaviour of pupil is equal to function ofteacher behaviour. With the advent of the 1930s schools of Bellary District. Tools Used for collection of DataTeacher effectiveness became a subject of consider- 1. Students Ratings of Teaching Effectiveness byable interest to a new group of education al research- Deshpande 2001.ers. These people looked at teacher training traits, 2. Attitude towards teaching profession constructedbehaviors, attitudes, values, abilities, sex weight, voice, and standardized by the investigator.quality etc. The Concept of Attitude towards teaching Data Analysisprofession The conceptual definition of the attitude See Table 1has been given in may ways by different authors. The The above Table shows that:term attitude was first used to denote "the sub-total of 1.The relationship between Teacher effectiveness anda mans inclinations and feelings, prejudice or bias, Attitude towards teaching profession of teachers ofpreconceived notions, ideas, fears, threats and con-victions about any specific topic" (Thurstone and Secondary schools was found to be positive and sig-Chave, 1929). nificant (r=0.6872, p<0.05) at 0.05% level of signifi-Research Design The present study is description cance. Hence, the null hypothesis is rejected and alter- native hypothesis is accepted. It means that the Atti-survey method. It was meant for finding out the rela- tude towards teaching profession increases the Teachertionship between (a) Effectiveness of secondary school effectiveness. 2. The relationship between Teacherteachers and their attitude towards teaching profes-sion. effectiveness and dimension of Attitude toward teach-Statement of the Problem ing profession that is teacher knowledge and under- standing of teachers of Secondary schools was found "Effectiveness of Secondary School Teach- to be positive and significant (r=0.6356, p<0.05) aters and their Attitude towards Teaching Profession".68 RESEARCH AN ALYSI S AND EVALU ATION
  2. 2. International Indexed & Referred Research Journal, April, 2012. ISSN- 0975-3486, RNI-RAJBIL 2009/30097;VoL.III *ISSUE-31 Table-1: Results of Correlation coefficient between Teacher Effectiveness with Attitude towards Teaching Profession and its Dimensions of Teachers of Secondary Schools Variable Teacher effectiveness of Total teachers Correlation coefficient (r) t-value p-value Sign. Attitude towards profession 0.6872 18.8731 <0.05 S Teachers knowledge and understanding 0.6356 16.4232 <0.05 S Effectiveness of teachers planning 0.6008 14.9935 <0.05 S Management of pupils 0.6217 15.8352 <0.05 S Use of time, support, staff and resources 0.5632 13.5981 <0.05 S Methods of teaching 0.5814 14.2557 <0.05 S Evaluation 0.6308 16.2184 <0.05 S Table-2: Results of correlation Coefficient between Teacher effectiveness with Attitude towards teaching Profession and its Dimensions of Teachers of Rural Secondary Schools Variable Teacher effectiveness of teachers of rural Secondary schools Correlation coefficient (r) t-value p-value Sign. Attitude towards profession 0.7062 14.0370 <0.05 S Teachers knowledge and understanding 0.6520 12.0992 <0.05 S Effectiveness of teachers planning 0.6206 11.1366< 0.05 S Management of pupils 0.6186 11.0793 <0.05 S Use of time, support, staff and resources 0.5581 9.4636 <0.05 S Methods of teaching 0.6436 11.8340 <0.05 S Evaluation 0.6496 12.0229 <0.05 S0.05% level of significance. Hence, the null hypoth- schools was found to be positive and significantesis is rejected and alternative hypothesis is accepted. (r=0.5814, p<0.05) at 0.05% level of significance.It means that the teachers knowledge and understand- Hence, the null hypothesis is rejected and alternativeing increases the Teacher effectiveness. hypothesis is accepted. It means that the right meth-3. The relationship between Teacher effectiveness and ods of teaching increases the Teacher effectiveness ofdimension of Attitude towards teaching profession teachers of Secondary schools. 7. The relationshipthat is effectiveness of teachers planning was found to between Teacher effectiveness and dimension of At-be positive and significant (r=0.6008, p<0.05) at titude towards teaching profession that is evaluation0.05% level of significance. Hence, the null hypoth- of Secondary schools was found to be positive andesis is rejected and alternative hypothesis is accepted. significant (r=0.6308, p<0.05) at 0.05% level of sig-It means that the effectiveness of teachers planning nificance. Hence, the null hypothesis is rejected andincreases the Teacher effectiveness of teachers of alternative hypothesis is accepted. It means that theSecondary schools.4. The relationship between fair evaluation increases the Teacher effectiveness ofTeacher effectiveness and dimension of Attitude to- teachers of Secondary schools.wards teaching profession that is management of See Table 2pupils of Secondary schools was found to be positive The above Table shows that:and significant (r=0.6217, p<0.05) at 0.05% level of 1. The relationship between Teacher effectiveness andsignificance. Hence, the null hypothesis is rejected Attitude towards teaching profession of teachers ofand alternative hypothesis is accepted. It means that rural Secondary schools was found to be positive andthe good management of pupils increases the Teacher significant (r=0.7062, p<0.05) at 0.05% level of sig-effectiveness of teachers of Secondary schools. 5. The nificance. Hence, the null hypothesis is rejected andrelationship between Teacher effectiveness and di- alternative hypothesis is accepted. It means that themension of Attitude towards teaching profession that positive Attitude towards teaching profession increasesis use of time, support, staff and resources of Second- the teacher effectiveness of teachers of Secondaryary schools was found to be positive and significant schools. 2. The relationship between Teacher effec-(r=0.5632, p<0.05) at 0.05% level of significance. tiveness and dimension of Attitude towards teachingHence, the null hypothesis is rejected and alternative profession that is teachers knowledge and understand-hypothesis is accepted. It means that the proper use of ing of teachers of rural Secondary schools was foundtime, support, efficient staff and resources increases to be positive and significant (r=0.6520, p<0.05) atthe Teacher effectiveness of teachers of Secondary 0.05% level of significance. Hence, the null hypoth-schools. 6. The relationship between Teacher effec- esis is rejected and alternative hypothesis is accepted.tiveness and dimension of Attitude towards teaching It means that the teachers knowledge and understand-profession that is method of teaching of Secondary ing increases the teacher effectiveness of teachers of RESEARCH AN ALYSI S AND EVALU ATION 69
  3. 3. International Indexed & Referred Research Journal, April, 2012. ISSN- 0975-3486, RNI-RAJBIL 2009/30097;VoL.III *ISSUE-31rural Secondary schools. 3. The relationship between ary schools.Teacher effectiveness and dimension of Attitude to- See Table 3wards teaching profession that is effectiveness of teach- The above table shows that :ers planning of teachers of rural Secondary schools 1. The relationship between Teacher effectiveness andwas found to be positive and significant (r=0.6206, Attitude towards teaching profession of teaches ofp<0.05) at 0.05% level of significance. Hence, the urban Secondary schools was found to be positive andnull hypothesis is rejected and alternative hypothesis significant (r-0.6707, p<0.05) at 0.05% level of sig-is accepted. It means that the effectiveness of teachers nificance. Hence, the null hypothesis is rejected andplanning increases the teacher effectiveness of teach- alternative hypothesis is accepted. It means that, theers of rural Secondary schools. 4. The relationship good Attitude towards teaching profession increasesbetween Teacher effectiveness and dimension of At- the Teacher effectiveness of teachers or urban Second-titude towards teaching profession that is manage- ary schools. 2. The relationship between Teacher ef-ment of pupils of Secondary schools was found to be fectiveness and dimension of Attitude towards teach-positive and significant (r=0.6186, p<0.05) at 0.05% ing profession that is knowledge and understandinglevel of significance. Hence, the null hypothesis is of teaches of urban Secondary schools was found to berejected and alternative hypothesis is accepted. It positive and significant (r-0.6263, p<0.05) at 0.05%means that the good management of pupils increases level of significance. Hence, the null hypothesis isthe teacher effectiveness of teachers of rural Second- rejected and alternative hypothesis is accepted. It meansary schools. 5. The relationship between Teacher ef- that, the teachers knowledge and understanding in-fectiveness and dimension of Attitude towards teach- creases the Teacher effectiveness of teachers or urbaning profession that is use of time, support, staff and Secondary schools. 3. The relationship betweenresources of teachers of rural Secondary schools was Teacher effectiveness and dimension of Attitude to-found to be positive and significant (r=0.5581, p<0.05) wards teaching profession that is effectiveness of teach-at 0.05% level of significance. Hence, the null hy- ers planning of urban Secondary schools was foundpothesis is rejected and alternative hypothesis is ac- to be positive and significant (r-0.5832, p<0.05) atcepted. It means that the proper use of time, support, 0.05% level of significance. Hence, the null hypoth-staff and resources increases the teacher effectiveness esis is rejected and alternative hypothesis is accepted.of teachers of rural Secondary schools. 6. The rela- It means that, effectiveness of teachers planning in-tionship between Teacher effectiveness and dimen- creases the Teacher effectiveness of teachers or urbansion of Attitude towards teaching profession that is Secondary schools. 4. The relationship betweenmethods of teaching Secondary schools was found to Teacher effectiveness and dimension of Attitude to-be positive and significant (r=0.6436, p<0.05) at wards teaching profession that is management of pupils0.05% level of significance. Hence, the null hypoth- of teaches of urban Secondary schools was found to beesis is rejected and alternative hypothesis is accepted. positive and significant (r-0.6257, p<0.05) at 0.05%It means that the better methods of teaching increases level of significance. Hence, the null hypothesis isthe teacher effectiveness of teachers of rural Second- rejected and alternative hypothesis is accepted. It meansary schools. 7. The relationship between Teacher ef- that, the good management of pupils increases thefectiveness and dimension of Attitude towards teach- Teacher effectiveness of teachers or urban Secondarying profession that is evaluation of Secondary schools schools.was found to be positive and significant (r=0.6496, 5. The relationship between Teacher effectiveness andp<0.05) at 0.05% level of significance. Hence, the dimension of Attitude towards teaching professionnull hypothesis is rejected and alternative hypothesis that is use of time, support, staff and resources ofis accepted. It means that the fair evaluation increases teaches of urban Secondary schools was found to bethe teacher effectiveness of teachers of rural Second- positive and significant (r-0.5676, p<0.05) at 0.05% Table-3: Results of Correlation Coefficient between Teacher Effectiveness with Attitude towards Teaching Profession and its Dimensions of Teacher of Urban Secondary Schools Variable Teacher effectiveness of teachers of urban Secondary schools Correlation coefficient (r) t-value p-value Sign. Attitude towards profession 0.6707 12.7251 <0.05 S Teachers knowledge and understanding 0.6263 11.3059 <0.05 S Effectiveness of teachers planning 0.5832 10.1025 <0.05 S Management of pupils 0.6257 11.2864 <0.05 S Use of time, support, staff and resources 0.5676 9.7004 <0.05 S Methods of teaching 0.5244 8.6666 <0.05 S Evaluation 0.6144 10.9579 <0.05 S70 RESEARCH AN ALYSI S AND EVALU ATION
  4. 4. International Indexed & Referred Research Journal, April, 2012. ISSN- 0975-3486, RNI-RAJBIL 2009/30097;VoL.III *ISSUE-31level of significance. Hence, the null hypothesis is ing increases the teacher effectiveness of teachers ofrejected and alternative hypothesis is accepted. It rural Secondary schools. 14. The fair evaluation in-means that, the time support, staff and resources in- creases the teacher effectiveness of teachers of ruralcreases the Teacher effectiveness of teachers or urban Secondary schools. 15. The good Attitude towardsSecondary schools. 6. The relationship between teaching profession increases the Teacher effective-Teacher effectiveness and dimension of Attitude to- ness of teachers or urban Secondary schools. 16. Thewards teaching profession that is methods of teaching teachers knowledge and understanding increases theof teaches of urban Secondary schools was found to be Teacher effectiveness of teachers or urban Secondarypositive and significant (r-0.5244, p<0.05) at 0.05% schools. 17. The effectiveness of teachers planninglevel of significance. Hence, the null hypothesis is increases the Teacher effectiveness of teachers or ur-rejected and alternative hypothesis is accepted. It ban Secondary schools. 18. The good management ofmeans that, the methods of teaching increases the pupils increases the Teacher effectiveness of teachersTeacher effectiveness of teachers or urban Secondary or urban Secondary schools. 19. The time support,schools. 7. The relationship between Teacher effec- staff and resources increases the Teacher effective-tiveness and dimension of Attitude towards teaching ness of teachers or urban Secondary schools. 20. Theprofession that is evaluation of teaches of urban Sec- methods of teaching increases the Teacher effective-ondary schools was found to be positive and signifi- ness of teachers or urban Secondary schools. 21. Thecant (r-0.6144, p<0.05) at 0.05% level of significance. fair evaluation increases the Teacher effectiveness ofHence, the null hypothesis is rejected and alternative teachers or urban Secondary schools.hypothesis is accepted. It means that, the fair evalu- Discussion and Conclusionation increases the Teacher effectiveness of teachers This analysis reviews a wide range of em-or urban Secondary schools. pirical studies that examine the impact of teachersFindings of the Study 1. The Attitude towards teach- attitude towards teaching profession and teacher ef-ing profession increases the Teacher effectiveness. 2. fectiveness in order to draw conclusions about theThe teachers knowledge and understanding increases extent to which these characteristics are in fact, linkedthe Teacher effectiveness. 3. The effectiveness of teach- with teacher performance. Greater clarity on theers planning increases the Teacher effectiveness of empirical evidence can inform the wisdom of currentteachers of Secondary schools. 4. The good manage- practice, guide state efforts as they struggle with noment of pupils increases the Teacher effectiveness of child left behind compliance regarding teacher qual-teachers of Secondary schools. 5. The proper use of ity and provide direction for future teacher policytime, support, efficient staff and resources increases decisions. It is important to note that many personalthe Teacher effectiveness of teachers of Secondary characteristics important for a good teacher are lessschools. 6. The right methods of teaching increases measured in the studies reviewed. The focus is onthe Teacher effectiveness of teachers of Secondary aspects of teacher background that can be translatedschools. 7. The fair evaluation increases the Teacher into educational recommendations and incorporatedeffectiveness of teachers of Secondary schools. 8. The into teaching practice.good Attitude towards teaching profession increases Implications of the Studythe teacher effectiveness of teachers of Secondary The present study highlights the followingschools. 9. The teachers knowledge and understand- recommendations based on findings are as follows:ing increases the teacher effectiveness of teachers of 1. Students achievement will be more when teachersrural Secondary schools. 10. The effectiveness of employ systematic teaching procedures. A disciplinedteachers planning increases the teacher effectiveness teacher always uses a variety of structures and meth-of teachers of rural Secondary schools. 11. The good ods to teach in the classroom, which is one of themanagement of pupils increases the teacher effective- components of attitude towards teaching profession.ness of teachers of rural Secondary schools. 12. The 2. Effectiveness of teaches planning which is an im-proper use of time, support, staff and resources in- portant component of attitude towards teaching pro-creases the teacher effectiveness of teachers of rural fession provide a variety of opportunities for studentsSecondary schools. 13. The better methods of teach- to apply and use knowledge and skills in different learning situations.R E F E R E N C EAndrew, M. D. (2005) Verbal Ability and Teacher Effectiveness.Hampshire: Journal of Teacher Education, 56, 4, Pp. 34. Change. Ohio: American Journal of Physics. 46, 4, Pp. 324-328.Annamalai, A. R. (2000) Attitude of Teacher Towards Teaching. Medley, D. M. (1982) Teacher Competency Testing and the TeacherExperiments in Education, XXVIII (4), Pp. 69-70. Educator. Charlottesville, VA: Association of Teacher Educators andAburecht, J. D. (1978) Teacher Effectiveness: Self Determined the Bureau of Educational Research, University of Virginia. RESEARCH AN ALYSI S AND EVALU ATION 71

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