The document summarizes key findings from a survey of teachers who participated in the 2009 Design for Giving program in India. Some of the main findings include: - The majority (70%) of participating teachers were from privately held schools located in major cities. - Highest participation was from grades 6-9 and most teachers were female (74%). - Nearly half of teachers said their main reason for participating was for students to learn about community needs. - Environmental issues were the most commonly addressed community projects. - Teachers found helping students with their ideas and the actual work most enjoyable, while documentation was least enjoyable. - Most teachers felt the resources provided were sufficient and were surprised by their students' strengths in addressing

1. Design for Giving ’09
Teachers’ Survey Report

2. Background of Teachers
Maximum numbers of participating teachers were from cities
like Ahmedabad, Mumbai, Hyderabad, Vadodara etc.
69%
31%
City
Town / Village
2Design for Giving '09

3. Grades
8%
25%
29%
38%
Higher Secondary
Middle
Primary
Secondary
• Highest number of teachers from grades 6 – 9.
3Design for Giving '09

4. Type of Schools
12%
6%
70%
12%
Govt
NGO
Private
Public
70% of participating schools were privately held, much
higher than government or public schools
4Design for Giving '09

5. Gender Break up
74%
26%
Female
Male
Almost two thirds of participating teachers were female.
5Design for Giving '09

6. Age Group
21%
37%
11%
16%
5%
5%
5%
20 - 24
25 - 29
30 - 34
35 - 39
40 - 44
55 - 59
60 - 64
58% of teachers were aged between 20 – 30 years
6Design for Giving '09

7. Reasons for participating in DFG
Design for Giving '09 7
43.24%
27.03%
10.81%
18.92%
0
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
45.00%
50.00%
Students should
learn about
community needs
Good School building
exp
Wanted to students
to win
Curriculum
enhancement
Pressure
Almost 50% teachers feel it is very important for their students to learn about
community needs. This was their primary reason to participate in DFG ’09.

8. Time spent with students / self
Design for Giving '09 8
22.9
14.3
2.9
5.7
0
5
10
15
20
25
0-5 hrs 5-10 hrs 10-20 hrs 20 hrs or
more
Time spent working alone at school
Percent
22.9
34.3
14.3 14.3
0
5
10
15
20
25
30
35
40
0-5 hrs 5-10 hrs 10-20 hrs 20 hrs or
more
Time spent working with students
Percent
5 -10 hours was the maximum
time spent by teachers to help
students to successfully carry out
their DFG projects.
Most teachers spent up to 5
hours working by themselves at
schools to help their students.

9. Design for Giving '09 9
Community needs addressed
11%
11%
21%
29%
14%
7%
7%
Type of community projects
Addiction
Awareness
Education/ Literacy
Environmental Issues
Help challenged / lonely
people
Responsible Citizen
Sanitation
Environmental issues like cleanliness, excessive use of plastic bags, global
warming were most commonly felt community need closely followed by
education and literacy related issues.

10. Time taken in different legs of DFG
Design for Giving '09 10
17.1
28.6
14.3 14.3
8.6
2.9
8.6
0
5
10
15
20
25
30
1 day 2 days 3 days 4 days 5 days 6 days 7 days
Time to plan and organize
Percent
5.7 5.7
17.1
5.7
8.6
11.4
40.0
0
5
10
15
20
25
30
35
40
45
1 day 2 days 3 days 4 days 5 days 6 days 7 days
Time to implement the idea
Percent
0
5
10
15
20
25
30
1 day 2 days 3 days 4 days 6 days 7 days
Time to document
Percent
0
10
20
30
40
50
60
1 day 2 days 4 days 5 days 7 days
Time to complete entry form
Percent

11. Work done with students
Design for Giving '09 11
1
3
4
2
4
6
2
0
1
2
3
4
5
6
7
Help with the
idea
Keep them
focused
Help with group
dynamics
Doing the
actual work
Scheduling Help with
documentation
Help with entry
form
Rank - Work with students (most to least enjoyable on a scale of 1- 7)
Rank
Helping with ideation and doing the actual work were the easiest
and most enjoyable. Helping students with documentation was
the least enjoyable for teachers.

12. Different legs of DFG
Planning & organizing what to do and doing
the actual work were the toughest legs of
DFG contest.
Design for Giving '09 12
4
3
2
1
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Planning &
Organizing
Doing the
actual Work
Documentiation Complete entry
forms
Rank - different legs of DFG (easiest to hardest)
22.9
25.7
0
5
10
15
20
25
30
Effect on students Helping students
Favourite part of DFG
Helping students and watching them change
through DFG contest was most teacher’s
favourite thing about DFG ‘09.

13. Resources required
Design for Giving '09 13
11.90%
16.67%
14.29%
57.14%
More time
More help from
school/community
More money
None
Almost 58% of teachers felt the resources they had were enough to
carry out such work.

14. Rank - students participating in DFG
Design for Giving '09 14
5
3
1
4
5
0
1
2
3
4
5
6
Helping the
community
Team work Using the DFG
website
Sense of
accomplishment
Students gained new
skills / knowledge
Helping the Community and watching students gain new skills /
knowledge were the best part about students participating in the
DFG ‘09 according to teachers.

15. Reasons for Winning
Design for Giving '09 15
Most teachers believe that creative thinking and coming up with an innovative
solution for a community need helped them win DFG ’09.
29%
6%
6%
11%
48%
Creative thining
Determination
Good Documentation
help from school
Sucessfully met community need

16. Virtues children learnt
Design for Giving '09 16
64.9 64.9
48.6
67.6
59.5
0
10
20
30
40
50
60
70
80
Team - Work Helping others Documentation &
Presentation
Community needs /
problems
New Skills /
Knowledge
Virtues students learnt
Percent
52% teachers believe their students were highly motivated by this work and
almost 92% believe their students want to do more community service projects
because of participating in DFG contest.

17. How DFG helped the Teachers
Design for Giving '09 17
Percent, 51.4
Percent, 70.3
Percent, 48.6
Percent, 45.9
Percent, 54.1
0
10
20
30
40
50
60
70
80
Motivate my
students
Teach them real
ways to make a
difference
Teach team building Teach
documentation &
presentation
Help identify
important issues
Teachers feel that DFG taught them how to make their students compassionate
and understanding towards the needs of community and make a real difference.

18. DFG Helped Teachers Discover
Design for Giving '09 18
16.22%
70.27%
DFG helped me discover about students
Importance of
awarness about
community needs
Students can do
23%
45%
32%
DFG helped me discover about myself
Community need
/ problems
I can
Joy of Giving
Most teachers were surprised by
the strength and understanding
they discovered in their students.
Teachers felt empowered and
also discovered the joy and
contentment giving brings.

19. Design for Giving '09 19
Thank You