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1. ORIGINAL ARTICLE
ISSN No : 2230-7850
International Multidisciplinary
Research Journal
Indian Streams
Research Journal
Executive Editor
Ashok Yakkaldevi
Editor-in-Chief
H.N.Jagtap
Vol 4 Issue 8 Sept 2014

2. Mohammad Hailat
Dept. of Mathematical Sciences,
University of South Carolina Aiken
Abdullah Sabbagh
Engineering Studies, Sydney
Ecaterina Patrascu
Spiru Haret University, Bucharest
Loredana Bosca
Spiru Haret University, Romania
Fabricio Moraes de Almeida
Federal University of Rondonia, Brazil
George - Calin SERITAN
Faculty of Philosophy and Socio-Political
Sciences Al. I. Cuza University, Iasi
Hasan Baktir
English Language and Literature
Department, Kayseri
Ghayoor Abbas Chotana
Dept of Chemistry, Lahore University of
Management Sciences[PK]
Anna Maria Constantinovici
AL. I. Cuza University, Romania
Ilie Pintea,
Spiru Haret University, Romania
Xiaohua Yang
PhD, USA
......More
Flávio de São Pedro Filho
Federal University of Rondonia, Brazil
Kamani Perera
Regional Center For Strategic Studies, Sri
Lanka
Janaki Sinnasamy
Librarian, University of Malaya
Romona Mihaila
Spiru Haret University, Romania
Delia Serbescu
Spiru Haret University, Bucharest,
Romania
Anurag Misra
DBS College, Kanpur
Titus PopPhD, Partium Christian
University, Oradea,Romania
Pratap Vyamktrao Naikwade
ASP College Devrukh,Ratnagiri,MS India
R. R. Patil
Head Geology Department Solapur
University,Solapur
Rama Bhosale
Prin. and Jt. Director Higher Education,
Panvel
Salve R. N.
Department of Sociology, Shivaji
University,Kolhapur
Govind P. Shinde
Bharati Vidyapeeth School of Distance
Education Center, Navi Mumbai
Chakane Sanjay Dnyaneshwar
Arts, Science & Commerce College,
Indapur, Pune
Awadhesh Kumar Shirotriya
Secretary,Play India Play,Meerut(U.P.)
Iresh Swami
Ex - VC. Solapur University, Solapur
N.S. Dhaygude
Ex. Prin. Dayanand College, Solapur
Narendra Kadu
Jt. Director Higher Education, Pune
K. M. Bhandarkar
Praful Patel College of Education, Gondia
Sonal Singh
Vikram University, Ujjain
G. P. Patankar
S. D. M. Degree College, Honavar, Karnataka
Maj. S. Bakhtiar Choudhary
Director,Hyderabad AP India.
S.Parvathi Devi
Ph.D.-University of Allahabad
Sonal Singh,
Vikram University, Ujjain
Rajendra Shendge
Director, B.C.U.D. Solapur University,
Solapur
R. R. Yalikar
Director Managment Institute, Solapur
Umesh Rajderkar
Head Humanities & Social Science
YCMOU,Nashik
S. R. Pandya
Head Education Dept. Mumbai University,
Mumbai
Alka Darshan Shrivastava
Shaskiya Snatkottar Mahavidyalaya, Dhar
Rahul Shriram Sudke
Devi Ahilya Vishwavidyalaya, Indore
S.KANNAN
Annamalai University,TN
Satish Kumar Kalhotra
Maulana Azad National Urdu University
Editorial Board
International Advisory Board
Welcome to ISRJ
ISSN No.2230-7850
Indian Streams Research Journal is a multidisciplinary research journal, published monthly in English,
Hindi & Marathi Language. All research papers submitted to the journal will be double - blind peer reviewed
referred by members of the editorial board.Readers will include investigator in universities, research institutes
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3. Indian Streams Research Journal
ISSN 2230-7850
Volume-4 | Issue-8 | Sept-2014
Available online at www.isrj.net
A STUDY OF GRADUATE AND POST GRADUATE
SECONDARY SCHOOL TEACHERS FOR
THEIR PROFESSIONALISM
Abstract:-Professionalism has always been in the area of interest for people. It deals with the art
of being perfect in your area of work. Professionalism means to be complete in oneself and that
one is not required to be reminded of duties and responsibilities. Considering teaching as
profession has always been a hot topic. There is a school of thought that opines for the teaching
as a profession as it requires necessary hard work, skills and qualification along with training
and internship, where as the other school of thought opines against teaching as a profession as it
does not include any official ceremony for awarding professional qualification and that there is
no single organization where the teachers are registered as a professional. As such there are
many view points of this. The present research just focuses on the professionalism of a Male
teacherascomparedtoaFemaleteacher.
The study was conducted on 1044 teachers of secondary schools in Saurashtra Region
Comprising of 11 districts of Gujarat. The study was conducted using a self constructed scale
“Secondary School Teachers Professionalism Scale”. The variable under study was
Qualification. The method of research was descriptive survey research. The tool comprised of
ten components viz. Time Keeping, Content Mastery, Contemporary Knowledge,
Communication with Students, Communication with Colleagues, Delivery Mechanism, Pro-
ActivenessandFollowup,ParentsCounsellingandStudentsCounselling.
The findings of research are, there was no considerable difference between the mean
scores of Graduate and Post Graduate teachers for Time Keeping, Content Mastery,
Contemporary Knowledge, Physical Appearance, Communication with Students,
Communication with Colleagues, Delivery Mechanism, ProActiveness and Follow Up, Parents
Counselling and Students Counselling. Thus it can be said that Gender as a variable does not
affecttheprofessionalismofSecondarySchoolTeachers.
Schools and Educational institutes can use the tool to measure the professionalism of
teachers and can device training programmes to enhance professionalism for relevant
components. Over all, the research will help the teacher in general to measure the
professionalismofselfandmotivatedevelopmentofprofessionalism.
Keywords:Professionalism, SSTPS (Secondary School Teachers Professionalism Scale), Time
Keeping, Content Mastery, Contemporary Knowledge, Delivery Mechanism, Pro Activeness
andFollowups, ParentsCounselling,StudentsCounselling.
INTRODUCTION
Teachers are more considered to be accountable for process of learning happening on the part of students. It
is a teacher who makes the topic interesting to the students which in turn helps a student to understand the topic
easily. Teacher’s beliefs, practices, and attitude1 are important for understanding and improving educational
processes. They are closely linked to teachers strategies for coping with challenges in their daily professional life2
and to their well being and they shape students learning environment3 and influence student motivation and
achievement.
Vishal Varia,“A STUDY OF GRADUATE AND POST GRADUATE SECONDARY SCHOOL TEACHERS FOR THEIR
PROFESSIONALISM” Indian Streams Research Journal | Volume 4 | Issue 8 | Sept 2014 | Online & Print
Vishal Varia
Research Scholar , Calorx Teachers’ University , Ahmedabad.
1

4. .
Continuing leaning and doing some homework3 as at teacher is a crucial requirement of professionalism.
Whentheteacherenterstheclassrooms/heshouldhavealltherequiredmaterialsandthelessonplanready.
A teacher must observe punctuality and appropriate tidiness and dress4: it is not possible to demand such
behaviorfromstudentsiftheteacherdoesn’tsetthestandards.
All the understanding that is gained from the above paragraph points to only one aspect, that is, the
professionalism of a teacher.The researcher is trying to pursue a study on such professionalism of teachers, as to how
a teacher is aware towards his / her professional ethics, and how such awareness can bring results in the rewards and
achievementsofstudents.
The study will bring to surface the professional awareness of teachers and will serve as the criteria to
formalizesuchprofessionaltrainingifrequired.
STATEMENTOFPROBLEM:
AStudyofGraduateandPost GraduateSecondarySchoolTeachersfortheirProfessionalism
The researcher has performed a study of Professionalism of Secondary School Teachers of Saurashtra
Region comprising of 11 districts of Gujarat. The researcher has developed a tool “Secondary School Teacher
Professionalism Scale (SSTPS)” with which a survey of a sample of teachers of 9&10 std of saurashtra region and
teaching in different education boards was conducted. The study of professionalism contains study of different
components of professionalism that are Time Keeping, Content Mastery, Contemporary Knowledge,
Communication with Students, Communication with Colleagues, Delivery Mechanism, ProActiveness and Follow
up,ParentsCounsellingandStudentsCounselling.Thevariablesconsideredunderstudywas Gender.
IMPORTANCE OFSTUDY
The present research is undertaken to study the professionalism of secondary school teachers, the study
comprises of a comprehensive tool to measure the professionalism that will help educators in hiring teachers with
proper attitude. The tool is also helpful for self assessment of teachers. The tool will further highlight the importance
of professional awareness of a person engaged in teaching. The tool will also enable recognition of components of
professionalism that requires attention for teacher training. The survey will bring to surface the professionalism of
teachers with different components which will enable better teacher training programs to the education board in
future.
OBJECTIVE OFSTUDY:
To compare the professionalism of Graduate and Post Graduate secondary school teachers with respect to
different components like Time Keeping, Content Mastery, Contemporary Knowledge, Physical Appearance,
Communication with Students, Communication with Colleagues, Delivery Mechanism, ProActiveness and Follow
up,ParentsCounselling,andStudentsCounselling.
HYPOTHESISOFSTUDY
H1.There will be no significant difference in the mean scores of professionalism of teachers with respect to
Qualification(GraduateTeachersandPost GraduateTeachers)
H2.There will be no significant difference in the mean scores of professionalism of Graduate & Post Graduate
TeacherswithrespecttoTimeKeeping.
H3.There will be no significant difference in the mean scores of professionalism of Graduate & Post Graduate
TeacherswithrespecttoContentMastery.
H4.There will be no significant difference in the mean scores of professionalism of Graduate & Post Graduate
TeacherswithrespecttoContemporaryKnowledge
H5.There will be no significant difference in the mean scores of professionalism of Graduate & Post Graduate
TeacherswithrespecttoPhysicalAppearance.
H6.There will be no significant difference in the mean scores of professionalism of Graduate & Post Graduate
TeacherswithrespecttoCommunicationwithStudents.
H7.There will be no significant difference in the mean scores of professionalism of Graduate & Post Graduate
TeacherswithrespecttoCommunicationwithColleagues.
H8.There will be no significant difference in the mean scores of professionalism of Graduate & Post Graduate
TeacherswithrespecttoDeliveryMechanism.
H9.There will be no significant difference in the mean scores of professionalism of Graduate & Post Graduate
TeacherswithrespecttoProActivenessandFollowup.
A Study Of Graduate And Post Graduate Secondary School Teachers For Their Professionalism
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Indian Streams Research Journal | Volume 4 | Issue 8 | Sept 2014

5. .
H10.There will be no significant difference in the mean scores of professionalism of Graduate & Post Graduate
TeacherswithrespecttoStudentsCounselling.
H11.There will be no significant difference in the mean scores of professionalism of Graduate & Post Graduate
TeacherswithrespecttoParentsCounselling.
RESEARCHVARIABLES
OPERATIONALDEFINITIONS OFTHETERMS
1.Professionalism:
a.Operational Definition: Professionalism in this study refers to time keeping, content mastery, contemporary
knowledge, physical appearance, communication skills, delivery mechanism, pro-activeness and follow – up,
counselingskillsofateacher.
b.MeasurableOperationalDefinition:
i.Professionalism means the mean scores obtained in the self constructed Secondary School Teacher
ProfessionalismScale.
ii.Thehigherthescoreobtainedthebettertheprofessionalism.
2.SecondarySchoolTeacherProfessionalismScale(SSTPS): Aselfconstructedtoolpreparedbytheresearcher.
3.Time keeping: to be punctual for entry and exit to school, to be punctual in course completion, paper submissions,
resultpreparations.
4.Content Mastery: Having expert knowledge for the subject being taught and willingness to research further in the
subject.
5.Contemporary Knowledge: Having relevant concurrent knowledge about the subject and new concepts evolving
aboutthesubject.
6.PhysicalAppearance: referstothegetup,dressingsenseandpresentableappearance.
7.Communication with Students: givingnecessaryinstruction,guidanceandcounseling.
8.Communication with Colleagues:sharingofnecessaryinformation,discussionandlearningwithColleagues.
9.Delivery Mechanism: the art of delivering lecture, orientation, prepartions, etc. as a part of imparting learning to
thestudents.
10.ProActiveness and Follow-up: the art of intimating the students the necessary information, rules, paper styles,
scoring rules, homework, assignments, test schedules and to pursue the students for completion of work and
understandingofthetopic.
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Indian Streams Research Journal | Volume 4 | Issue 8 | Sept 2014
Sr. No. Type of
Variable
Name of
Variable
Categories of Variable
1 Independent
Variable
Qualification 1. Graduate
2. Post Graduate
2 Dependant
Variable
Professionalism Score obtained by the teacher as per the tool to measure the
professionalism of teacher
(with respect to Time Keeping, Content Mastery, Contemporary Knowledge,
Physical Appearance, Communication with Students, Communication with
Colleagues, Delivery Mechanism, Pro Activeness and Follow up, Parents
Counselling, and Students Counselling.)
A Study Of Graduate And Post Graduate Secondary School Teachers For Their Professionalism

6. .
11.Students Counseling: for better behaviour, good habits, betting scoring, career development, role in social
serviceandnationdevelopment.
12.Parents Counseling: guidance provided to parents for proper conditioning to the students when at home.
Guidancepertainingtoperformance,behaviourandcareerdevelopmentofthestudents.
DELIMITATIONS OFSTUDY
The research is delimited to English and Gujarati medium schools of Education Boards available in
Gujarat.
METHODOFRESEARCH
The study of professionalism of Secondary School Teachers required the researcher to study a sample of
such teachers that are working with GSEB and other Educational Boards and record the professional traits of
teachers working in secondary school. Aresearch that studies the current status of any phenomena is considered to
be a Descriptive Survey Type Research. The present research studies the professionalism of teachers, thus the
methodofresearchisDescriptiveSurveyType.
1:Population:
Since the researcher has undertook a study of secondary school teachers of schools affiliated with different
educational boards the population of the study is the total number of teachers in the secondary section of schools in
Saurashtraregioncomprisingof11districtsofGujarat.
2:Sampleand Samplesize:
Asample of 1044 candidates of secondary school teachers from all education boards existing in Saurashtra
region of Gujarat comprising of 11 districts was considered. The Saurashtra Region was divided into 5 zones, North,
East,West,SouthandCenter.Proportionatecandidatesweretakenfromallthezones.
3:ToolforResearch:
Secondary SchoolTeacher Professionalism Scale (SSTPS) for measuring professionalism was prepared by
the researcher in association with the Guide and Expert of the field. The tools is a five point Likert Type scale that
contains ten different components of research, that are Time Keeping, Content Mastery, Contemporary Knowledge,
Physical Appearance, Communication with Students, Communication with Colleagues, Delivery Mechanism, Pro
Activeness and Follow up, Parents Counselling, and Students Counselling. The following steps were executed for
construction of tool: collection of items, pre – pilot, experts’feedback, piloting, analysis of items and construction of
finaltool.
4:Data Collection:
Thedatawas collectedusingthetoolfromthesamplewithpriorapprovaloftheschool.
5:Analysis ofData:
Datawas analyzedusingt-TestStatisticalmethodusingSPSS software
TestingofHypothesis:
Hypothesis No. 1: There will be no significant difference in the mean scores of professionalism of teachers with
respecttoQualification(GraduateTeachersandPost GraduateTeachers)
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Indian Streams Research Journal | Volume 4 | Issue 8 | Sept 2014
A Study Of Graduate And Post Graduate Secondary School Teachers For Their Professionalism

7. .
Table 1: Mean, SD, S.ED., t-Value of Teachers obtained through SSTPs Scale of Professionalism with
respect to Qualification of Teacher
It is found from Table 1 that the calculated t-Value is 2.125 where as table value of t-Value at 0.05 and 0.01
Level is 1.96 and 2.58 respectively at df=1042. Hence the calculated t-Value is SIGNIFICANT at 0.05 level but not
at0.01Level.
Thus the Hypothesis No. 1, “There will be no significant difference between the mean scores of
ProfessinalismwithrespecttoQualification(GraduateTeacherandPost GraduateTeachers)”isREJECTED.
Further the mean of Graduate Teachers is 430.48 and Post Graduate Teacher is 424.90. It may therefore be
saidthattheProfessinalismofGraduateteachersisSignificantlybetterthanthatofPost GraduateTeachers
Graph 1: Professionalism of Teachers based on Qualification of Teachers
It is very evident from graph 1 that Professionalism of GraduateTeachers was found to be better than that of
Post Graduate Teachers.Hypothesis No. 2: There will be no significant difference between the mean scores of
GraduateTeachersandPost GraduateTeacherswithrespecttoTimeKeepingComponentofProfessionalism.
Table 2: Mean, SD, S.ED., t-Value of Teachers obtained through SSTPs Scale for Time Keeping of
Professionalism for Qualification
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Indian Streams Research Journal | Volume 4 | Issue 8 | Sept 2014
Qualification N Mean Std. Dev. S.Ed. t-Value Remards
Graduate 494 430.48 40.281 2.629 2.125 Significant
at 0.05
Level
Post Graduate 549 424.90 44.215
Graduate,
Mean, 430.48
Post Graduate,
Mean, 424.9
422
423
424
425
426
427
428
429
430
431
Mean
Professinalism of Teacher based on Qulification
(Graduate and Post Graduate) of teachers
Graduate Post Graduate
Qualification N Mean Std. Dev. S.Ed. t-Value Remards
Graduate 494 47.21 5.480 .358 1.996 Significant at
0.05 Level
Post Graduate 549 46.50 6.011 .356
A Study Of Graduate And Post Graduate Secondary School Teachers For Their Professionalism

8. .
It is found from Table 2 that the calculated t-Value is 1.996 where as table value of t-Value at 0.05 and 0.01
Level is 1.96 and 2.58 respectively at df=1042. Hence the calculated t-Value is SIGNIFICANT at 0.05 level but not
at0.01Level.
Thus the Hypothesis No. 2, “There will be no significant difference between the mean scores of Graduate
TeacherandPost GraduateTeacherswillrespecttoTimeKeepingcomponentofProfessionalism”isREJECTED.
Further the mean of GraduateTeachers is 47.21 and Post GraduateTeacher is 46.50. It may therefore be said
thattheTimeKeepingofGraduateteachersisSignificantlybetterthanthatofPost GraduateTeachers.
Graph 2: Time Keeping of Graduate and Post
It is evident from graph 2 that Graduate teachers are found to be better than Post Graduate Teachers in Time
Keeping.
Hypothesis 3: There will be no significant difference between the mean scores of Graduate Teachers and Post
GraduateTeacherswithrespecttoContentMastery.
Table 3: Mean, SD, S.ED., t-Value of Teachers obtained through SSTPs Scale for Content Mastery
Component of Professionalism for Qualification
It is found from Table 3 that the calculated t-Value is 0.799 where as table value of t-Value at 0.05 and 0.01
Levelis1.96and2.58respectivelyatdf=1042Hencethecalculatedt-Valueisnotsignificantat0.05level
Thus the Hypothesis No. 3 “There will be no significant difference between the mean scores of Graduate
6
Indian Streams Research Journal | Volume 4 | Issue 8 | Sept 2014
Graduate, Mean,
47.21
Post Graduate,
Mean, 46.5
46
46.2
46.4
46.6
46.8
47
47.2
47.4
Mean
Mean Scores for Time Keeping of Graduate and Post Graduate
Teachers
Graduate Post Graduate
Qualification N Mean Std. Dev. S.Ed. t-Value Remards
Graduate 494 55.70 7.437 .477 0.799 Not
Significant
At 0.05
Level
Post Graduate 549 55.32 7.919
A Study Of Graduate And Post Graduate Secondary School Teachers For Their Professionalism

9. .
Teacher and Post Graduate Teachers will respect to Content Mastery component of Professionalism” is NOT
REJECTED.
It is drawn from the data that Graduate and Post Graduate Teachers do not differ significantly for Time
Keeping.
Hypothesis 4: There will be no significant difference between the mean scores of Graduate Teachers and Post
GraduateTeacherswithrespecttoContemporaryKnowledge.
Table 4: Mean, SD, S.ED., t-Value of Teachers obtained through SSTPs Scale for Contemporary
Knowledge Component of Professionalism for Qualification
It is found from Table 4 that the calculated t-Value is 0.870 where as table value of t-Value at 0.05 and 0.01
Levelis1.96and2.58respectivelyatdf=1042Hencethecalculatedt-Valueisnotsignificantat0.05level
Thus the Hypothesis No. 4, “There will be no significant difference between the mean scores of Graduate
Teacher and Post Graduate Teachers will respect to Contemporary Knowledge component of Professionalism” is
NOTREJECTED.
It is drawn from the data that Graduate and Post Graduate Teachers do not differ significantly for
ContemporaryKnowledge.
Hypothesis 5: There will be no significant difference between the mean scores of Graduate Teachers and Post
GraduateTeacherswithrespecttoPhysicalAppearance.
Table 5: Mean, SD, S.ED., t-Value of Teachers obtained through SSTPs Scale for Physical Appearance
Component of Professionalism for Qualification
It is found from Table 5 that the calculated t-Value is 0.206 where as table value of t-Value at 0.05 and 0.01
Levelis1.96and2.58respectivelyatdf=1042 Hencethecalculatedt-Valueisnotsignificantat0.05level
Thus the Hypothesis No. 5, “There will be no significant difference between the mean scores of Graduate
Teacher and Post Graduate Teachers will respect to Physical Appearance component of Professionalism” is NOT
REJECTED.
It is drawn from the data that Graduate and Post Graduate Teachers do not differ significantly for Physical
Appearance.
Hypothesis 6: There will be no significant difference between the mean scores of Graduate Teachers and Post
GraduateTeacherswithrespecttoCommunicationwithStudentsComponentofProfessionalism.
7
Indian Streams Research Journal | Volume 4 | Issue 8 | Sept 2014
Qualification N Mean Std. Dev. S.Ed. t-Value Remarks
Graduate 494 34.03 7.427
0.452
0.870 Not
Significant
At 0.05
Level
Post Graduate 549 34.42 7.119
Qualification N Mean Std. Dev. S.Ed. t-Value Remards
Graduate 494 27.77 3.838 .242 0.206 Not
Significant
At 0.05
Level
Post Graduate 549 27.72 3.986
A Study Of Graduate And Post Graduate Secondary School Teachers For Their Professionalism

10. .
Table 6: Mean, SD, S.ED., t-Value of Teachers obtained through SSTPs Scale for Communication with
Students of Professionalism for Qualification
It is found from Table 6 that the calculated t-Value is 3.730 where as table value of t-Value at 0.05 and 0.01
Levelis1.96and2.58respectivelyatdf=1042 Hencethecalculatedt-ValueisSignificantat0.01level.
Thus the Hypothesis No. 6, “There will be no significant difference between the mean scores of Graduate
Teacher and Post GraduateTeachers will respect to Communicationwith Students component of Professionalism” is
REJECTED.
Further the mean of GraduateTeachers is 36.47 and Post GraduateTeacher is 35.28. It may therefore be said
that the Communication with Students of Graduate teachers is Significantly better than that of Post Graduate
Teachers.
Graph 3: Communication with Students of Graduate and Post Graduate Teachers
It is evident from graph 3 that Graduate teachers were found to be better than Post Graduate teachers for
CommunicationwithStudents.
Hypothesis 7: There will be no significant difference between the mean scores of Graduate Teachers and Post
GraduateTeacherswithrespecttoCommunicationwithColleagues.
8
Indian Streams Research Journal | Volume 4 | Issue 8 | Sept 2014
Qualification N Mean Std. Dev. S.Ed. t-Value Remards
Graduate 494 36.47 4.931 .317 3.730 Significant
at 0.01
Level
Post Graduate 549 35.28 5.278
Graduate
Mean
36.47
Post Graduate
Mean
35.28
34.6
34.8
35
35.2
35.4
35.6
35.8
36
36.2
36.4
36.6
Mean
Communication with Students of Graduate and Post Graduate
Teachers
Graduate Post Graduate
A Study Of Graduate And Post Graduate Secondary School Teachers For Their Professionalism

11. .
Table 7: Mean, SD, S.ED., t-Value of Teachers obtained through SSTPs Scale for Communication with
Colleagues of Professionalism for Qualification
It is found from Table 7 that the calculated t-Value is 3.192 where as table value of t-Value at 0.05 and 0.01
Levelis1.96and2.58respectivelyatdf=1042Hencethecalculatedt-ValueisSIGNIFICANTat0.01Level.
Thus the Hypothesis No. 7, “There will be no significant difference between the mean scores of Graduate
Teacher and Post Graduate Teachers will respect to Communication with Colleagues component of
Professionalism”isREJECTED.
Further the mean of GraduateTeachers is 52.50 and Post GraduateTeacher is 51.17. It may therefore be said
that the Communication with Colleagues of Graduate teachers is Significantly better than that of Post Graduate
Teachers.
Graph 4: Communication with Colleagues for Graduate
Graph 4: Communication with Colleagues for Graduate and Post Graduate Teachers
It is evident from graph 4 that Graduate teachers were found to be better than Post Graduate teacher for
CommunicationwithColleagues
Hypothesis 8: There will be no significant difference between the mean scores of Graduate Teachers and Post
GraduateTeacherswithrespecttoDeliveryMechanism.
9
Indian Streams Research Journal | Volume 4 | Issue 8 | Sept 2014
Qualification N Mean Std. Dev. S.Ed. t-Value Remards
Graduate 494 52.50 6.273 .418 3.192 Significant
at 0.01
Level
Post Graduate 549 51.17 7.140
Graduate
Mean
52.5
Post Graduate
Mean
51.17
50.4
50.6
50.8
51
51.2
51.4
51.6
51.8
52
52.2
52.4
52.6
Mean
Communication with Collegues for Graduate and Post Graduate
Teachers
Graduate Post Graduate
A Study Of Graduate And Post Graduate Secondary School Teachers For Their Professionalism

12. .
Table 8: Mean, SD, S.ED., t-Value of Teachers obtained through SSTPs Scale for Delivery Mechanism
Component of Professionalism for Qualification
It is found from Table 8 that the calculated t-Value is 0.056 where as table value of t-Value at 0.05 and 0.01
Levelis1.96and2.58respectivelyatdf=1042 Hencethecalculatedt-Valueisnotsignificantat0.05level
Thus the Hypothesis No. 8, “There will be no significant difference between the mean scores of Graduate
Teacher and Post Graduate Teachers will respect to Delivery Mechanism component of Professionalism” is NOT
REJECTED.
It is drawn from the data that Graduate and Post Graduate Teachers do not differ significantly for Delivery
Mechanism.
Hypothesis 9: There will be no significant difference between the mean scores of Graduate Teachers and Post
GraduateTeacherswithrespecttoPro-ActivenessandFollowup.
Table 9: Mean, SD, S.ED., t-Value of Teachers obtained through SSTPs Scale for Pro Activeness and
Followup Component of Professionalism for Qualification
It is found from Table 9 that the calculated t-Value is 1.974 where as table value of t-Value at 0.05 and 0.01
Level is 1.96 and 2.58 respectively at df=1042 Hence the calculated t-Value is SIGNIFICANTat 0.05 level but not at
0.01level.
Thus the Hypothesis No. 9, “There will be no significant difference between the mean scores of Graduate
Teacher and Post Graduate Teachers will respect to ProActiveness and Followup component of Professionalism” is
REJECTED.
Further the mean of GraduateTeacher is 41.80 and Post GraduateTeachers is 40.93. It may therefore be said
that the Pro Activeness and Follow up of Graduate teachers is Significantly better than that of Post Graduate
Teachers.
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Indian Streams Research Journal | Volume 4 | Issue 8 | Sept 2014
Qualification N Mean Std. Dev. S.Ed. t-Value Remards
Graduate 494 44.85 7.265 .446 0.056 Not
Significant
At 0.05
Level
Post Graduate 549 44.82 7.125
Qualification N Mean Std. Dev. S.Ed. t-Value Remards
Graduate 494 41.80 6.803 .437 1.974 Significant
at 0.05
Level
Post Graduate 549 40.93 7.266
A Study Of Graduate And Post Graduate Secondary School Teachers For Their Professionalism

13. .
Graph 5: Pro-Activeness and Follow up of Graduate and Post Graduate
Graph 5: Pro-Activeness and Follow up of Graduate and Post Graduate Teachers
It is evident from graph 5 that Graduate Teachers were found to be better than Post Graduate teachers for
Pro-Activenss andFollowups.
Hypothesis 10: There will be no significant difference between the mean scores of Graduate Teachers and Post
GraduateTeacherswithrespecttoParentsCounselling.
Table 10: Mean, SD, S.ED., t-Value of Teachers obtained through SSTPs Scale for Parents Counselling
Component of Professionalism for Qualification
It is found fromTable 10 that the calculated t-Value is 2.039 where as table value of t-Value at 0.05 and 0.01
Level is 1.96 and 2.58 respectively at df=1042 Hence the calculated t-Value is SIGNIFICANTat 0.05 level but not at
0.01Level.
Thus the Hypothesis No. 10, “There will be no significant difference between the mean scores of Graduate
Teacher and Post Graduate Teachers will respect to Parents Counselling component of Professionalism” is
REJECTED.
Further the mean of Graduate Teachers is 47.35 and Post Graduate Teachers is 46.51. It may therefore be
saidthattheParentsCounsellingofPost GraduateteachersisSignificantlybetterthatthatofGraduateTeachers.
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Indian Streams Research Journal | Volume 4 | Issue 8 | Sept 2014
Graduate
Mean
41.8
Post Graduate
Mean
40.93
40.4
40.6
40.8
41
41.2
41.4
41.6
41.8
Mean
Pro Activenss and Follow up of Graduate and Post Graduate
Teachers
Graduate Post Graduate
Qualification N Mean Std. Dev. S.Ed. t-Value Remards
Graduate 494 47.35 6.407 .411 2.039 Significant
at 0.05
Level
Post Graduate 549 46.51 6.827
A Study Of Graduate And Post Graduate Secondary School Teachers For Their Professionalism

14. .
Graph 6: Parents Counselling of Graduate and Post Graduate Teachers
It is very evident from graph 6 that Graduate teachers were found to be better than Post Graduate Teachers
forParentsCounselling
Hypothesis 11: There will be no significant difference between the mean scores of Graduate Teachers and Post
GraduateTeacherswithrespecttoStudentsCounselling.
Table 11: Mean, SD, S.ED., t-Value of Teachers obtained through SSTPs Scale for Students Counselling
Component of Professionalism for Qualification
It is found from Table 11 that the calculated t-Value is 1.671 where as table value of t-Value at 0.05 and 0.01
Levelis1.96and2.58respectivelyatdf=1042Hencethecalculatedt-Valueisnotsignificantat0.05level
Thus the Hypothesis No. 11, “There will be no significant difference between the mean scores of Graduate
Teacher and Post Graduate Teachers will respect to Students Counselling component of Professionalism” is NOT
REJECTED.
It is drawn from the data that Graduate and Post Graduate Teachers do not differ significantly for Students
Counselling.MajorFindings:
As far as Qualification is Concerned, the Graduate teachers were found to better than Post Graduate
Teachers for Time Keeping, Communication with Students, Communication with Colleagues, ProActiveness and
Followup and Parents Counselling. However, there was no considerable difference between the two for Content
12
Indian Streams Research Journal | Volume 4 | Issue 8 | Sept 2014
Graduate
Mean
47.35
Post Graduate
Mean
46.51
46
46.2
46.4
46.6
46.8
47
47.2
47.4
Mean
Parents Counselling of Graduate and Post Graduate Teachers
Graduate Post Graduate
Qualification N Mean Std. Dev. S.Ed. t-Value Remards
Graduate 494 42.80 5.446 .353 1.671 Not
Significant
At 0.05
Level
Post Graduate 549 42.21 5.914
A Study Of Graduate And Post Graduate Secondary School Teachers For Their Professionalism

15. .
Mastery,ContemporaryKnowledge,PhysicalAppearance,DeliveryMechanismandStudentsCounselling.
EDUCATIONALIMPLICATIONS:
The present research is in the field of professionalism. The study highlights ten different components of
professionalism, that are, Time Keeping, Content Mastery, Contemporary Knowledge, Physical Appearance,
Communication with Students, Communication with Colleagues, Delivery Mechanism, ProActiveness and Follow
up, Parents Counselling, and Students Counselling.The Secondary SchoolTeachers Professionalism Scale (SSTPS)
tool can be useful in identifying the attitude and practices of teacher in service and for hiring teachers with better
attitude and approach. The findings of the study will help the teacher mentors to device training programmes that
willcovertheskillsfor relevantcomponentsofprofessionalism.Onecanusethetoolforselfassessmentasateacher.
Schools and Educational institutes can use the tool to measure the professionalism of teachers and can device
training programmes to enhance professionalism for relevant components. The findings highlights key components
where Other Board teachers are score better in professionalism and the same can used to device training programme
forGujaratBoardteacherstoimproveforsuchkeycomponents.
Over all, the research will help the teacher in general to measure the professionalism of self and motivate
developmentof professionalism.
REFERENCES
1.Ambasana, A. D. (2009). “Attitude Towards professionalism of university teachers.”, Unpublished thesis,
SaurashtraUniversity,Rajkot.
2.Asondariya, Dipeshkumar D. (2008), “A Study of Achievement Motivation, Adjustment and Job Satisfaction of
Vidyasahayak Teachers of Saurashtra- Kutch”, Unpublished thesis PhD, Saurashtra University,
http://etheses.saurashtrauniversity.edu/id/eprint/656
3.Dave, C M (2011). “ A study of Professionalism of Higher Secondary Teachers of Rajkot City”, Unpublished
Thesis,SaurashtraUniversity,Rajkot.
4.Geoff Whitty (2006). “Teacher Professionalism in new era”, Institute of Education, University of London,
London.
5.Mehta R.B. (2010). “A Study of Teaching Competency, Professional Commitment, Emotional Maturity of the
Student Teachers of the Secondary Teacher Education Colleges of Saurashtra Region.”, Saurashtra University,
Rajkot.
6.Thomas Meaghar (2011). “An Investigation of Relationship of Teacher Professional Development, Teacher Job
Satisfaction, and Teacher Working Conditions.”, Loyola University, Chicago, Loyola eCommons. Ref:
http://ecommons.luc.edu/luc_diss/68
13
Indian Streams Research Journal | Volume 4 | Issue 8 | Sept 2014
Vishal Varia
Research Scholar , Calorx Teachers’ University , Ahmedabad.
A Study Of Graduate And Post Graduate Secondary School Teachers For Their Professionalism

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