Impact of INTE on teacher effectiveness and student achievement

IMPACT OF IN-SERVICE TEACHER EDUCATION
PROGRAMME ON TEACHER EFFECTIVENESS
AND STUDENT’S ACHIEVEMENT
IN ENGLISH
Thesis Submitted to the Utkal University
for the award of the Degree of
Doctor of Philosophy
in
Education
Investigator
Ramakanta Mohalik
UTKAL UNIVERSITY
VANI VIHAR, BHUBANESWAR
ORISSA
2006

ii
CERTIFICATE
This is to certify that this thesis entitled “Impact of In-
service Teacher Education Programme on Teacher
Effectiveness and Student’s Achievement in English” is
a genuine and bonafide work prepared by Ramakanta
Mohalik under my guidance for the degree of Doctor of
Philosophy in Education, Utkal University. And that this
thesis has not been submitted for the award of any other
degree.
Place: Bhubaneswar (Rabipriya Devi)
Date14.11.2006 Guide
Reader in Education
Radhanath IASE,
Cuttack

iii
DECLARATION
I hereby declare that this thesis entitled “Impact of In-
service Teacher education Programme on Teacher
Effectiveness and Student’s Achievement in English”is
the outcome of the original research undertaken and
carried out by me, for the degree of Doctor of Philosophy
in Education, Utkal University,VaniVihar, Bhubaneswar.
I further declare that this thesis has not been previously
submitted by me or others either in this or any other
university for any other degree.
Place: Bhubaneswar Ramakanta Mohalik
Date: 14.11.2016 (Investigator)

iv
ACKNOWLEDGEMENT
This research work was started in May 2002 as per
requirement of University Grant Commission for providing
fellowship, leading to Ph.D. in Education. Sincere thanks are
due to University Grant Commission, New Delhi and Directorate
of Students Welfare, Utkal University for their help at the
beginning of this research work.
I place on record my heartily gratitude to my
Guide, Dr. Rabipriya Devi, Radhanath IASE, Cuttack for her
sincere, timely and constant guidance and encouragement to
complete this work.
I took help of school English teachers and college English
lecturers for preparing achievement test in English for class-IX.
Sincere thanks are due to Prof. S.M Pany, Principal, RNIASE,
Cuttack, Mr. Pramothesh Dash, Principal, NDWCTE,
Bhubaneswar, Mr. Maheswar Rout, Head Master, Basudev
Bidyapitha, Kendrapara, Mr.Khirod Kumar Mallick, Nigamanda
Ucha Bidyapith, kendrapara and Mr. Saroj Kumar Behera, B.B.
High school, Kujang.
I express my gratitude and thanks to Dr. ASNR Shindhe,
Dr. D. Basavayya, Dr. G. Viswanathppa, and Dr. Anil Kumar,
Prof. V.D Bhat, Prof. K.B Rath, faculty of NCERT for their help
during data analysis and interpretation.
I am grateful to Mr. Prafull Kumar Das and my younger
brother Mr. Kamalakanta Mohalik for their help and support
during data collection for this work. I would like to thank my
wife Mrs Meeta Mallick for his constant encouragement and help
in proof reading of the draft copy.

v
I would like to convey my thanks to all Secondary school
Head Master/Mistress and school teachers (English) and their
students of class-IX for their cooperation and providing
necessary data for this research work.
At last but not least, I am grateful to all my colleques
,friends and students those who contributed in making this work
directly and indirectly.
Ramakant Mohalik

vi
CONTENTS
Page No.
Title Page i
Certificate ii
Declaration iii
Acknowledgement iv
Contents vi
List of Tables ix
List of Figures xi
List of Abbreviations xii
CHAPTER-I : INTRODUCTION
1-43
1.1 Teacher : The backbone of the Nation 2
1.2 Teacher education programme 5
1.2.1 Pre-service teacher education programme 6
1.2.2 In-service teacher education programme 7
1.3 Historical development of in-service teacher
education
9
1.3.1 In-service teacher education during pre-
independence period
9
1.3.2 In-service teacher education during post-
independence period
11
1.4 Need and importance of in-service teacher
education
17
1.5 Institutions offering in-service teacher education 21
1.6 Various forms of in-service teacher education for
teachers
24
1.7 Concept of teacher effectiveness 27
1.8 Characteristics of an effective teacher 29
1.9 Concept of academic achievement 32
1.10 Factors influencing academic achievement 34
1.11 Relationship among in-service teacher education,
teacher effectiveness and students achievement
36

vii
Page No.
1.12 Rationale of the study 36
1.13 Statement of the problem 38
1.14 Objectives of the study 39
1.15 Hypothesis of the study 39
1.16 Operational definition of the key terms used 42
1.17 Delimitations of the study 43
CHAPTER-II : REVIEW OF RELATED LITERATURE
44-69
2.1 Research studies relating to in-service teacher
education
44
2.2. Research studies relating to teacher effectiveness 51
2.3 Research studies relating to academic achievement 60
2.4 Research studies relating to relationship between
teacher ad students academic achievement.
64
CHAPTER-III : DESIGN OF THE STUDY
70-77
3.1 Methodology 70
3.2 Population 70
3.3 Sample 71
3.4 Tools 72
3.4.1 Teacher effectiveness scale 72
3.4.2 Achievement test in English for class-IX 74
3.5 Procedure of data collection 76
3.6 Statistical techniques 77
CHAPTER-IV : ANALYSIS AND INTERPRETATION
78-105
4.1 TE of teachers with and without in-service teacher
education
79
4.1.1 TE of teachers (male and female) with and without
INTE
81
4.1.2 TE of teachers (rural and urban) with and without
INTE
83
4.1.3 TE of teachers (having different teaching
experience) with and without INTE
86
4.1.4 TE of teachers (belonging to different age) with and
without INTE
88

viii
Page No.
4.1.5 TE of teachers (having different qualification) with
and without INTE
91
4.2 Achievement of students in English taught by
teachers with and without INTE
93
4.2.1 Achievement of boy students in English taught by
96
4.2.2 Achievement of girl students in English taught by
97
4.2.3 Achievement of rural students in English taught by
99
4.2.4 Achievement of urban students in English taught by
101
4.3 Achievement of students in English taught by
effective, average effective and ineffective teachers
103
CHAPTER-V : SUMMARY AND CONCLUSION
106-114
5.1 Summary 106
5.2 Major findings of the study 110
5.3 Educational implications of the study 112
5.4 Suggestions for further research 113
REFERENCES
115-125
APPENDICES
126-135
Appendix – A
126
Appendix – B
132
Appendix – C
135

ix
LIST OF TABLES
Table
No.
Description Page
No.
1. Distribution of sample (Teachers) 71
2. Distribution of sample (Students) 72
3. Scores range and corresponding effectiveness
category
74
4. Test Blueprint 75
5. Teacher effectiveness of teachers with and
without INTE
79
6. Teacher effectiveness of teachers (male and
female) with and without INTE
81
7. χ2 value of male and female teachers with and
without INTE
82
8. Teacher effectiveness of teachers (rural and
urban) with and without INTE
83
9. χ2 value of rural and urban teachers with and
without INTE
84
10. Teacher effectiveness of teachers having
different teaching experience with and without
INTE
86
11. χ2 value of teachers having different teaching
experience with and without INTE
87
12. Teacher effectiveness of teachers belonging to
different age with and without INTE
89
13. χ2 value of teachers belonging to different age
with and without INTE
89
14. Teacher effectiveness of teachers having
different educational qualification with and
without INTE
91
15. χ2 value of teachers with and without INTE
having different qualification
92
16. Achievement of students taught by teachers with
and without INTE
94
17. Achievement of boy students taught by teachers
96

x
Table
No.
Description Page
No.
18. Achievement of girl students taught by teachers
98
19. Achievement of rural students taught by teachers
100
20. Achievement of urban students taught by
101
21. Achievement of students taught by effective,
average effective and ineffective teachers
103
22. t-value of students taught by effective, average
effective and ineffective teachers
104

xi
LIST OF FIGURES
Figure
No.
Description Page
No.
1.1 Relationship among INTE, TE and students
achievement
36
4.1 Percentage of teachers (with and without INTE)
belong to different categories of effectiveness
80
4.2 Percentage of male and female teachers (with
and without INTE) belong to different categories
of effectiveness
83
4.3 Percentage of rural and urban teachers (with and
without INTE) belong to different categories of
effectiveness
85
4.4 Percentage of teachers belong to different
effectiveness having different experience with and
without INTE
88
4.5 Percentage of teachers belong to different
effectiveness having different age with and
without INTE
90
4.6 Percentage of teachers (having different
qualification) belong to different categories of
effectiveness with and without INTE
93
4.7 Mean achievement of students taught by teachers
95
4.8 Mean achievement of boy students taught by
97
4.9 Mean achievement of girl students taught by
99
4.10 Mean achievement of rural students taught by
101
4.11 Mean achievement of urban students taught by
102
4.12 Mean achievement of students taught by
effective, average effective and ineffective
teachers
105

xii
LIST OF ABBREVIATIONS
INTE : In-service Teacher Education
TE : Teacher Effectiveness
TRS : Teachers
M : Male
F : Female
R : Rural
U : Urban

INTRODUCTION
Education is to preserve, transmit and advance knowledge and to
bring changes for the betterment of society. The importance of education lies
in the fact that it is considered as a powerful instrument of social-cultural-
scientific change and progress of the nation. This has been highlighted by
various educational experts, committees and commissions in India as well as
abroad. The Education Commission (1964-66) has rightly observed, “The
destiny of India is now being shaped in her class rooms”. This we believe is
no more rhetoric. In a world based on information science and technology, it
is education that determines the level of prosperity, welfare and security of
the people.
The future of a nation depends on the education of people and
development of its human resource potential. Education is the corner stone
of economic growth and social development. It contributes to the economic
development through increased national income and individual earning
(Theodore W.Shultz, 1986). Education not only influences the living, but it
can also influence the conversion of other entitlements into human abilities
(Dreze and Sen, 1989). It is the principal means of promoting the welfare of
the individual and quality of life.
Real education has to draw out the best from the boys and girls to be
educated. This can never be done by packing ill-assorted and unwanted
information into the heads of the students. It becomes a dead weight
crushing all originality in them and turning them into mere automata
(M.K.Gandhi, 1933)
For realization of such purposes of education discussed above, a
nation has to provide the right type of education for its teachers who are
ultimately responsible for shaping its destiny. The role of the teacher has
rightly been emphasized in the Programme of Action (POA) of the National

2
Policy on Education, 1986 that the teacher is the principal means for
implementing all educational programmes and of the organization of
education. It further elaborated that the principal role of teacher will always
be teaching and providing guidance to their pupils, not only through
classroom instruction and tutorials but also by personal contact and
numerous other ways through which teachers have always tried to build up
the inner potentialities of the pupils.
A teacher therefore is to be trained properly. Teachers require training
not only before getting into the job but need training during the job to keep
themselves abreast of the modern development of the country, its needs and
requirements on the basis of which he/she will develop his pupils.
1.1. Teacher: The Backbone of the Nation
“You can do without the ministry; you can do without the civil
service. But if there were no teachers the world would be back in the
barbarism in two generation” said George Temlinson, Post war Education
Minister, UK, 1946.
Teachers are one of the principal pillars on which the edifice of the
nation’s educational system rests. The role teacher’s play in shaping
educational systems cannot be overemphasized. The quality of a teacher in
an educational system is more important than the quality of all other factors
put together; syllabus, equipment, and textbook. If the educational system
lacks good teachers, teachers who are keen and intelligent and have a
sense of duty and integrity, our education system will fail. It is they who can
make a difference.
Teachers, next only to students constitute the single largest input of
the education system. POA (1992) observed, “Teachers performance is the
most crucial input in the field of education. What ever policy may be laid
down, in the ultimate analysis these have to be interpretated and

3
implemented by teachers as much through their personal example as
through teaching learning process”.
The quality of a nation depends upon the quality of its citizens. The
quality of its citizens depends not exclusively, but in critical measure upon
the quality of their education. The quality of their education depends, more
than upon any factor, upon the quality of their teachers.
The responsibility of teachers in the developing country like India is
much greater than that of the teachers in the advanced countries. Coming to
the same optimum level in comparison with the advanced countries is one
part of their responsibility. The other is to meet the challenges of
advancement in shoulder-to-shoulder race with them. Teacher preparation,
in this context is challenging opportunity for Teacher Educators to contribute
their share to national reconstruction and development. That’s why Kothari
Commission (1964-66) pointed out, “Investment in teacher education can
yield rich dividends because the financial resources required are small when
measured against the resulting improvements in the education of millions”.
Teacher plays a significant role in development of the nation in
general and individual in particular. They soldier the responsibilities of
bringing harmonious development in individual student. Educational system
can run without physical and material facilities but it is difficult to run a good
system of education without good teachers’.
Premises, equipments, curricula, books and teaching methods etc are
needed in the educational enterprise but persons are vital to them and a
teacher is the supreme factor. But no other aspect of education is as vitally
significant as are the men and women who conduct the schools.
Teachers day in and day out, year in and the year out influence the
young boys and girls by their own conduct and behaviour. Thus the teachers
have an important role in moulding and shaping the attitudes, habits, and
manners and above all, the character and personality of the students.

4
According to Manu, “A teacher is the image of Brahma”. The divine
position of a teacher is depicted in the Indian prayer- “The teacher is
Brahma, the creator, he is the God Vishnu, and he is the God Maheshwara.
He is the entire universe, solution to him”. The words of Swami
Vivekananda (1898) that reflects teacher is “The true teacher is he who can
immediately come down to the level of the students, transfer his soul to the
students soul and see through and understand through his mind. Such a
teacher can really teach and non else”.
As per the Secondary Education Commission (1952-53) “He that
governs well, leads the blind, but he that teaches gives him eyes”. It
indicates the importance of a teacher. Alexander (356-323 B.C.) the great
conqueror, once said, “Teachers who educate children deserve more honour
than parents”.
From these quoted views of the eminent thinkers, it is clear that
teacher play important roles in the progress and welfare of the Nation in
general and children in particular.
The role of teachers for the nation can be explained under following
five heads:
Teachers as agent of social change
Teacher, in however humble a capacity he or she may be serving, is
directly and indirectly involved in moulding the shape of thing to come. An
American educationist, Mund W. Gordon (1967), has pointed out that, “It is
the task of the teacher to educate; to educate for change; to educate through
change; to educate for orderly planned revolution”. This statement depicts
the role of the teacher as an agent of social change.
Teachers role in community welfare
Teacher plays a major role in moulding the ideas, habits and attitudes
of children with a view to produce well balanced personalities; physically

5
strong, mentally alert, emotionally stable, culturally sound and socially
efficient. The Kothari Commission (1964-66) observed that the destiny of
India is being shaped in her classrooms. Teachers are interested in the
welfare of their students; the future members of the community.
Teachers role in elimination of social tensions and conflict
A teacher can play important roles in promoting national integration
and cohesiveness in minds of students by multifarious activities of school. A
teacher can also play a very significant role in the moral and ethical
development of students.
Teachers role in international understanding
Teacher can develop attitudes favorable to international
understanding among their students. The teacher should help the students
to understand the value of international understanding through the
curriculum. Teacher should have faith and enthusiasm for the value of
international understanding and co-operation and should possess the
equipment to infuse this spirit in the mind of their students.
Teachers role in pupil development
Teachers bring all round development of pupils by their multifarious
role as an inspirer, facilitator, frame worker, impartial guide, creator of
knowledge and instructor.
1.2. Teacher Education Programme
Teacher Education Institutions are like factories producing human
resources to man educational system. So as per the demand, needs and
issues of the country teachers are to be trained either through pre-service or
in-service teacher education programme. A teacher prepared through pre-
service teacher education programme needs in-service teacher education to
meet the latest educational trends and issues of the nation.

6
Teacher education, like school teaching is a continuous series of new
and challenging problems to be met squarely, bravely and joyfully. The
National Policy on Education (1986) treated, “Teacher education as a
continuous process and its pre-service and in-service components are
inseparable”.
1.2.1. Pre-service Teacher Education Programme
Pre-service professional teacher education is a process of
transformation of a layperson into a competent and committed professional
practioner. According to R.H. Dave (1980) “Teacher education is a process
of initial empowerment and continuing re-empowerment of professional
practitioners for the purpose of generating competency based teaching at
the level of mastery in practically for all the children by adopting suitable
aids, activities, motivational devices and evaluation procedure”. This
definition highlights all the critical ingredients of teacher education, general
as well as specific. In operational terms, pre-service teacher education would
lead to professionalism of a high degree and if translated into action in letter
and spirit at the implementation stage, it would lead to the development of
requisite skills, attitudes and values for imparting successful learning and
teaching experiences characterized by practicability, relevance and
acceptability.
The student-teacher brings to the teacher education institution on the
basis of his / her experiences as a student in primary and secondary schools
has to be re-examined and modified in the process of pre-service teacher
education. Further, teacher educators themselves are expected to provide a
role model, which acts as an important influencing factor in the
transformation of the layperson into a trained professional.
When teachers are prepared for elementary or secondary school
level, there are certain specific tasks for the student teachers, relevant to the
stage concerned, which deserve special consideration and attention in the
process of their preparation as teachers during pre-service teacher

7
education, which in term, need to be continually stressed as part of their in-
service education later on a regular school teacher as well.
1.2.2. In-service Teacher Education Programme
The term in-service teacher education is self-explanatory. It refers to
the education a teacher receives after he has entered the teaching
profession and after he has his education in teacher training college. It
includes different programmes, educational, social or others, in which the
teacher takes a vital part. All the extra education which he receives at
different institutions in the form of orientation, refresher, workshops, and
seminars are in-service teacher education programme. All the travel and
visits which he undertakes during in-service enlarge his experience and
vision.
The International Encyclopedia in Education states that in-service
training refers to those education and training activities engaged in by
primary and secondary school teachers and principals following their initial
professional certification and intended exclusively to improve their
professional knowledge, skill and attitude in order that they can educate
children more effectively.
Broadly conceived, in-service education includes all activities
engaged in by the professional personnel during their service and designed
to continue on experience initiated by teachers themselves by the
supervisory staff, by the public, by any combination of these or by
miscellaneous groups in community (C.Gien Hass, 1958)
Cane (1969) opined that in-service teacher education programme
include ‘all these activities and courses, which are at enhancing and
strengthing the professional knowledge, interest and skills of service
teachers’.
The New Encyclopedia Britanica remarked that “In-service teacher
education involves more than courses, conferences and other organized

8
study programmes. It is a broader system of communication where all those
who are involved in the educational enterprise; teachers, administrators,
research workers, curriculum development specialist, teacher trainers keep
touch with one another and with development in their respective fields”.
Kapur (1993) has defined in-service teacher education as the
professional development of a teacher that consists of three components-i)
development of pedagogic skills of the teacher ii) development of mastery of
a subject by the teacher and iii) development of teacher as a member of a
teaching profession.
In-service teacher education programme is a continuation of pre-
service programmes. They can be visualized as necessary collaborates,
although different in their purpose and substance. The main difference is
that the knowledge base has pre-eminence over the practice component in a
pre-service teacher education programme. But in-service teacher education
programme, is to enhance teachers understanding and have scope for ‘on
field’ experience. It must further have the capability to cater to different
needs of teachers working under distinctly different conditions, facing
peculiar with varying degrees of technical wearing out.
Teachers can never be finished products. The attainment of
permanent feature marks the aerial at self-responsibility for continual growth,
not the end of education attainment.
National Curriculum Framework (2005) pointed out that in-service
teacher education cannot be an event but rather is a process, which includes
knowledge, development and changes in attitudes, skills, disposition and
practice through interaction both in workshop settings and in the schools. It
does not consist only of receiving knowledge from experts: promotion of
experiential learning, incorporating teachers as active learners and peer
group-based review of practices can also become a part of the overall
strategy. Self-reflection needs to be acknowledged as a vital component of
such programmes.

9
1.3. Historical Development of In-service Teacher Education
1.3.1. In-service Teacher Education during Pre-independence Period
The history of teacher education began from the later part of 18th
century. The first teacher training school was established at Sree Rampore
near Calcutta in Bengal by William Carrey. These schools were named as
Normal schools. In these schools the teacher used to select intelligent and
active students in the higher classes. The teacher used to train these
students in teaching skills along with general education, after school hours.
Teacher Education Institute was first set up in 1856 in Madras state
followed by 1889 in Madhya Pradesh. Later teacher-training institutes were
established in other presidency states. These teacher training institutes
mainly meant for preparing teachers for elementary and secondary schools
and pre-service service in nature.
The systematic programme of in-service teacher education is of
recent one; still it was present in remote past in the form of community
discourses (katha), pilgrimages (yatra), fairs and festivals which were means
of providing social, religious and moral education to the whole community
including teachers.
For the first time importance of in-service teacher education and role
of training was highlighted by Lord Curzon’s Resolution on Educational
Policy in 1904.It stated, “ Every possible care should be taken to maintain a
connection between the training college and the school so that the student
on leaving the college and entering upon his career as a teacher may not
neglect to practice the methods which he has been taught, and may not be
prevented from doing so and forced to fall into line with more mechanical
methods of his untrained colleaques.The trained students whom the college
has sent out should be occasionally brought together again and the
inspecting staff should co-operate with the training college authorities in
seeking that the influence of the college make itself felt in the school”.

10
The next hallmark in the history of in-service teacher education was
the Government of India’s Resolution on Educational Policy, 1913.The
resolution states, “As teachers left to themselves are liable to deteriorate,
there are great advantage in periodical repetition and improved courses
during school vacations”.
In the year 1929, the Hartog Committee in its recommendations
exclusively stated the need for in-service education of teachers. It
recommended, “Even under ideal conditions where the right type of teachers
have been selected and well trained, the teachers are much isolated and
must often be in need of guidance and encourgement. Journals, refresher
courses, conferences and meeting can do much to brighten the lives of the
teachers and improve their work”.
Following the recommendation of Hartog committee, some provincial
government like Central province, North province etc started courses and
vacational courses for teachers, but later these were abandoned for financial
difficulties.
In the year 1939, the report on Vocational Education in India by A.
Abbot and S.H. Wood stated, “We are of the opinion that the training of
teachers should consist of two distinct parts. First, a pre-employment training
of students in normal schools and later refresher courses for practicing
teachers………..The second part of training has not developed in India to the
extent which conditions of life and the service, particularly of rural teachers
demand………If the spirit of those who have had something before entering
upon their work is to be kept alive and if their skill as teachers is to be
improved, it is vital that they should have opportunities from time to time to
attend refresher courses”.
The Government of India Act 1935 shifted the responsibility of
education to provincial government and granted provincial autonomy to
states for which status and the spread of education in general and in-service
teacher education in particular in India improved. While discussing the need

11
for an improved organization of teacher preparation, the report on “Post
War Educational Development in India” 1944 stated, “In addition to the
provision for the actual training of teachers, refresher courses in accordance
with the recommendations of the board should be provided at frequent
intervals in order to keep trained teachers up to date. Such courses should
cover all the subjects of the curriculum as well as new ideas and methods of
general interest”.
During the year 1944-48, different states organized programme of
refresher courses in the country by the agency like teachers training college,
universities, public institutions and professional associations.
1.3.2. In-service Teacher Education during Post-independence Period
After independence, Government of India gave emphasis on school
education in general and teacher education in particular. Government of
India appointed different commissions and committees for assessing existing
status of education and recommending for improvement of the status. The
University Education Commission (1949) accentuated the need of in-
service education of teachers. It stated, “It is extra ordinary that our school
teachers learn all of whatever subject they teach before the age of 24-25
and then all their further education is left to experience which is another
name for stagnation. We must realize that experience needs to be
supplemented by experiments before reaching its fullness and that a teacher
to keep alive and fresh becomes a learner from time to time. Constant out
pouring needs constant in-taking, practice tested by the new”.
The first conference of the Principals’ of Training College met at
Borada in 1950, recommended short courses for untrained teachers,
refresher courses for trained teachers and special courses for those
teachers who wanted to have any advanced training in a specific field.

12
In 1951, correspondence courses as another medium for in-service
teacher education were suggested by the Joint Secretary of the Association
of Training College.
Secondary Education Commission (1952-53) observed, “However
excellent the programme of teacher training may be, it does not by itself
produce an excellent teacher. Increased efficiency will come through
experience critically analyzed and through individual and group efforts at
improvement. The teacher training institution should accept its responsibility
for assisting this in-service stage of teacher training. Among the activities
which the training colleges should provide are i) refresher courses ii)
practical training in workshop iii) short intensive courses in special subjects
iv) seminar and professional conferences. It should allow its staff where
possible to serve as consultant to a school or group of schools conducting
some programme of improvement”.
The recommendation of the commissions and committees resulted in
establishment of All India Council for Secondary Education (AICSE) in
1955.This organization entrusted with the work of giving guidance and
assistance, financial as well as academic through establishment of
Extension Centers in various training colleges.
In 1959, the character of AICSE changed into an advisory body as
result the onus of in-service teacher education went to ministry of education,
Government of India which implemented the programmes through the
Directorate of Extension Programme for Secondary Education (DEPSE)
which gave a severe jolt in the progress of in-service education.
Finally in 1961, a new autonomous organization National Council of
Educational Research & Training (NCERT) was stared and the DEPSE
became one of the departments of this new office. A number of extension
departments were established through out India for providing in-service
teacher education.

13
Kothari Commission (1964-66) stated, “The professional preparation
of teachers, being crucial for the qualitative improvement of education,
should be treated as a key area in educational development and adequate
financial provision should be made for it, both at the state and national
levels”. It also strongly recommended, “A large scale and co-coordinated
programme of in-service education for teachers should be organized by
universities, training institutions and teacher organizations for the teachers at
all levels. The target should be that every teacher will receive at least two or
three month in-service education in every five years of his service”.
National Council for Teacher Education (NCTE) 1976
recommended followings by the report ‘Teacher Education, Problems and
Perspectives’. i) The present net work of extension services existed in school
and college should be strengthened ii) Teacher centers may be established
in each district or region, for building human resources, so that professional
consciousness is developed among teachers iii) Correspondence-cum-
contact programmes should be started (as started in RCE) for in-service
education, correspondence lesions should be mailed on important topics to
be taught in schools. iv) The modern technological aids i.e. videotapes, TV
sets, films stripe, etc should be exploited for this purpose.
The report ‘Learning To Do’ (1978) under the chairmanship of
Malcom S.Adiseshiah also highlighted the need of in-service education for
teachers as, “Besides pre-service education, in-service courses for existing
teachers in schools will be organized on a mass scale. The varsities, the
teachers training college, SCERT, SIE, State Institute of Science, NCERT,
Board of Secondary Education, Agricultural Universities, CAR and all other
who are engaged in the programme of orientation of teachers should be
actively involved in this task”.
The National Policy on Education (NPE) 1986 and revised NPE
1992 recommended, “In-service training will be made mandatory for faculty
members and adequate training reserves will be provided. Staff development

14
programmes will integrate at the state and co-ordinated at regional and
national levels. Special training programmes for in-service teachers in work
experience, art education and physical education and orientation of teachers
will give special attention to new evaluation methodologies, setting of
question papers, measurement of performance etc”.
It also recommended that teacher education is a continuous process,
and its pre-service and in-service components are inseparable. The new
programmes of teacher education will emphasise continuing education and
the need for teachers to meet the trusts envisaged in this policy.
Programme of Mass Orientation of School Teachers
(PMOST) was conceived in 1986 aiming to cover about 5 lakh school
teachers. The programme was planned as an orientation course in the form
of training camp of ten days duration. In the context of the NPE (1986), the
government of India formulated a national schedule in in-service training of
teachers to reach out the primary and secondary school teachers. This
scheme was designed to sensitize the teachers to the emerging concerns in
education like Non-formal Education, use of learner centered approach,
action research, the emerging role and responsibilities of teachers
environment of their knowledge in curricular areas and other thrust areas
enlisted in NPE.
This programme ran between 1986 & 1989 in cascade format in a
series of ten-day camps, 50 teachers of each. Basic orientation material for
primary teachers was provided in separate form, each is giving enough
information to provide discussion and activities on the chosen theme. The
training programme was also strengthened by media support on the national
network for the benefit of teachers in the different parts of the country. A
participatory interactive approach was followed in the training. About 1.8
percent teachers in the country were covered through this programme. The
programme was implemented by the NCERT in collaboration with the
SCERT in the states.

15
Special Orientation Programme for Primary Teachers (SOPT) was
a centrally sponsored scheme under the activity of Ministry of Human
Resources Development (MHRD). Government of India launched this
programme from the year 1993–94 in the country on a massive scale with a
target of covering 4.5-lakh primary school teachers every year. The
responsibility for its planning, programming, organizing, conducting and
monitoring besides providing academic inputs have been entrusted to
NCERT. The Department of Teacher Education and Extension (DTEE) in
NCERT was co-ordinating the programme in collaboration with other
constituent departments i.e. Department of Pre-school and Elementary
Education (DPSEE), Central Institute of Educational Technology (CIET),
Regional Institute of Education (RIE) and the Field Offices located at
different state capitals. The objectives of the SOPT were: i) Providing
competencies as envisaged in the national report on Minimum Levels of
Learning (MLL) ii) Develop competencies in the use of Operation Blackboard
(OB) material supplied to primary schools. iii) Encourage teachers to adopt
child-centered approach to learning. iv) Encourage participation of trainees
through interactive model of training with a focus on skill and activity-based
teaching learning process. In planning, preparation and implementation of
this programme institutions and organizations at national, state, district and
local level were involved.
National Curriculum Framework (2005) brought out by NCERT also
emphasized in-service teacher education programmes. It has said “in-
service teacher education can play a significant role in the professional
growth of teachers and function as an agent for change in school related
practices. It helps teachers to gain confidence by engaging with their
practices and reaffirming their experiences. It provides opportunities to
engage with other teachers professionally and up date knowledge”.
In 2006, NCERT with collaboration of SCERT, DIET, CIET, RIEs,
ISRO is organizing in-service teacher education programmes for teachers of
different level and different subjects through Tele-conferencing mode to

16
orient teachers to different New text books and National Curriculum
Framework-2005.The programme is being organized and telecasted from
CIET, NewDelhi and participants observed it through TV conneted by
Satelite, located at different parts of India.NCERT is also organizing another
programme for Master Trainers of different subjects at different levels trough
direct contact at different RIEs located at Bhubaneswer, Bhopal, Ajmeer,
Mysore and Shillong.
From the above discussion, it is discern that in-service teacher
education is not a new phenomenon to India. It was in practice in a very old
age of human history in different forms to orient and refresh teachers with
latest developments in society in general and education in particular. But
formally in-service teacher education was emphasized after independence
with the recommendations of University Education Commission (1948-49),
Secondary Education Commission (1952-53) and Kothari Commission
(1964-66). Then Government of India set up organizations like NCERT,
NCTE, NIEPA, UGC, RIE at central level with intention to provide better
quality pre-service and in-service teacher education and train backlog of
untrained teachers in phased manner. In the same way State Governments
started organizations like SCERT, SIE, SIET, DIET etc to provide better
teacher training in particular and maintain standard of school education in
states.
The programmes like PMOST, SOPT, and CLASS etc were designed
by Central Government to provide in-service teacher education to teachers
with co-ordination of SCERT, IASE, CTE, DIET, SIE, RIEs etc with intention
to familiarize teachers with latest educational innovations and practices and
enrich their content knowledge.
Presently in-service teacher education programmes are organized by
IASE, CTE, DIET, RIEs, BRC, CRC, School Boards, Teachers Organizations
etc to enrich content knowledge of teachers in different school subjects,
orient teachers to new pedagogy, and prepare teachers for new roles.

17
After completion of PMOST and SOPT programmes in 1995, NCERT
had undertaken a study to find out to what extent the purpose of PMOST
and SOPT programmes are achieved. It found that teachers gain confidence
in using new educational innovations and practices like-OB, MLL, CLASS etc
in their day-to-day teaching.
1.4. Need and Importance of In-service Teacher Education
“In all professions there is a need to provide further training and
special courses of study, on a continuing basis, after initial professional
preparation. The need is most urgent in the teaching profession because of
the rapid advance in all fields of knowledge and continuing evolution of
pedagogical theory and practice”, pointed by Education Commission,
1964-66.
As emphasized above, to equip teachers with changing national
goals, revision of school curricula, additional inputs in teaching learning
system and emergence of new concepts due to researches being conducted
in the field of education, teacher have to go for in-service training.
A number of educationists have laid emphasis on in-service education
as professional growth. In the words of Corey (1958), the demand now is
being made upon schools make it practicable to place full dependence upon
pre-service preparation and the initiative of the individual to better him in
service.
A teacher can never truly teach, unless he continues to learn himself.
This statement throws light on the in-service teacher education programmes,
which is being provided to the teachers already in service, with the explicit
purpose of up-dating and renewing their knowledge, technical skills etc, for
maintaining and enhancing their efficiency. Teaching being creative and
individualistic requires periodic rejuvenation of teacher’s attributes and
upgrading of their technical know- how.

18
Advance in knowledge and technology often makes professional
competencies obsolete, no matter how good the knowledge and training
received before entry into a job is, to remain abreast of advancement in
knowledge and professional skills continuously, there is need for in-service
education and training. Teaching profession is no exception to this. It has
become particularly vulnerable due to explosion of knowledge and
development of communication technology.
Curriculum for the Ten-year School-A Framework (1975) clearly
pointed the need of in-service teacher education programmes in the form of
short term & long-term orientation courses for teachers. These courses are
to be planned to acquaint teachers with the proposed changes in various
subject area and other school programmes and to orient them to the new
content and method as also materials in divergent curricular areas. Teachers
may be also acquainted with various strategies, which they could try for
implementing by exploiting the available community resources. It will be
necessary to train teachers for the task of continuous internal assessment.
National Curriculum for Teacher Education (1988) also highlighted
the need of continuing education for teachers. It stated, “In-service teacher
education becomes all the more necessary in view of the advances in
knowledge in the subjects. The teachers have to acquaint themselves with
such new developments. Besides, there are experiments and innovations in
the field of pedagogy, which ought to be brought to the notice of the teachers
and if necessary required skills to adopt the innovative practices needs to be
developed. Periodical adoption of new educational policies and consequent
changes in the curriculum and instructional materials also order to enable
them to handle the new material with case and effectiveness. A teacher can
make his teaching more interesting and effective with help of teaching aids.
Teachers need to be trained and retrained periodically in the production and
use of appropriate audio visual aids”.

19
In-service education for teachers is vitally important for the growth of
teacher, in the improvement of teaching and consequently in the progress of
education and national development. The inefficient service rendered by
teachers is largely due to marked lack of in-service education programmes
and lack of proper incentives to the teachers. The former is due to the belief
that once a teacher goes through a teachers training college, he has
secured all the education, equipment and experience needed for the
prosecution of his profession, if teaching defects are to be removed,
teachers must continuously grow in the process of service. The quality of
teachers in service should always be a matter of concern.
The effective teachers must keep up themselves with educational
improvement. If teachers don’t improve their knowledge, skills and
techniques after entering into the profession, they become poor teachers.
One strange idea is that as teachers have been long in service, are
experienced and get good salaries, they are therefore superior teachers. It is
important to realize that the teacher who studied in a teachers college
around 1975 now teaches students in the year 2006.These teachers must
not become a back number or an old fogy. They must maintain the spirit of a
learner. They must catch the spirit of Thomas Arnold, that eminent 19th
century teacher at Rughy, who said, “I prefer that student should drink from a
running stream rather than a stagnant pool”. This indicates that teacher
should be brought face to face with new and latest ideas in educational
thought and practice, educational psychology and sociology, mental
hygiene, new skills in the fine art of teaching, and new understanding of
educational principles and ideals. Only, then can professional growth in
service for all teachers become a reality.
The lack of cooperative actions among teachers, administrators,
students and teacher training colleges is another factor, which stresses the
need for the continuous education of teachers in service. Lack of this
cooperation is one reason why teacher growth does not take place. It is not
unusual for teachers and professors who labour in isolation and in complete

20
ignorance of what their fellow workers in the same school or nearby schools
are doing. This is unsatisfactory for both students and teachers and
programmes are needed which will bring teachers together, so that they may
consider common problems and thrash them out on a common platform.
Unless a mingling of minds, a cross-fertilization and exchange of ideas take
place, teachers will never grow, they will be a dull lot, eternally wanting in
optimism, inspiration, professional growth, skill and happiness. Professional
growth will speeded up only if teachers pull their resources and energy
towards the solution of common problems. New educational schemes and
approaches will be successful in so far as teachers are brought face to face
with new ideas in a spirit of cooperation.
In independent India, teachers growth in-service is vital. The stimulus
provided by changed political conditions in India requires growing and better-
equipped teachers in service to serve youth in a free and democratic nation.
Teachers are expected to become better teachers, to educate themselves
more and more while in service. The reorganization of the education at all
levels makes new demand upon teachers. A new spirit, new evolution of
values and new approach are demanded of them.
In order to contribute towards national development, teacher
education has to keep pace with the changing times and continuous learning
evolved itself to meet the future challenge. So teacher orientation
programme may have to be geared to the change in socio-cultural
environment.
In the in-service teacher education programme, the improvement of
the quality of the teachers is perhaps the most significant. In-service teacher
education programmes are concerned with the teachers humanistic
development, development of his behavioral skills, competencies, the
organizational setting in which he performs his role in expanding school-
university relation. Jacbson and Rosenthal (1998) stated that although
effective performance of such tasks is in large measure dependent on the

21
teachers own personality, little has been done by college of education in pre-
service courses, by school system during in-service training to help the
teacher to understand his own nature, motives and behaviors. Future in-
service teacher education programmes should provide more opportunities
for teacher to explore their attitude, value and beliefs through small group
counseling, sensitivity training and individual guidance. In-service training of
teachers should cover the techniques of remedial teaching as well as. The
in-service teacher training programmes should acquaint the teacher with
methodology of teaching, psychology of the pupils, new innovations in
teaching, management of class and techniques of continuous and
comprehensive evaluation.
In the present day context where Universalisation of Elementary
Education is given the highest priority, certain educational and administrative
measures have been taken up at the national level, percolating down to the
regional, state and district level. Amidst of many problems that have been
associated with the low standard or low competency of teachers was highly
stressed. This was supported by many research observations made by
macro and micro studies for which in service teacher training programme
needs to be a continuous programme for teachers.
1.5. Institutions Offering In-service Teacher Education
It is a fact that in-service teacher education is necessary for betterment
of education system in general and teacher community in particular. In-
service teacher education is organized both at the school level and outside
the school. At the school level in-service teacher education programmes are
organized relating to different issues and trends of school education and
practical problems of school; maintaing discipline in school and classroom,
evaluating answer script of students, organizing co-curricular activities etc.In-
service teacher education programmes are organized by institutions like
SCERT, IASE,CTE,RIE,NCERT,CIET,DIET,BSE etc on different themes of
school education and on different hard content of school text books.

22
National Council of Educational Research and Training (NCERT)
The National Council of Educational Research and Training (NCERT)
was established in 1961 as an autonomous body sponsored by the central
government. It works as the academic wing of the Ministry of Human
Resources Development. It conducts educational research to improve school
education system in the country and solves various problems related to
school education. It assists the ministry in the formation and implementation
of its policies and major programmes in the field of school education. It
conducts in-service training for teachers of all school stage in different
subjects and teacher educators working in teacher training institutions for
primary and secondary education. It mainly concerned with preparation of
state Key Resource persons/Master Trainers for different educational theme
that in turn will train school teachers in respective states.
Central Institute of Educational Technology (CIET)
Central Institute of Educational Technology is concerned with
development of educational innovations and use of various media in school
education to improve the quality of education. It is a constituents of the
NCERT located at New Delhi. It is concerned with training of teachers in
specialized areas like radio, audio, television video presentation and
preparation of low cost teaching aids. It works as co-ordinating agency with
SIET, DIET, IGNOU, and ISRO for development and use of educational
technology for school education.
Regional Institute of Education (RIE)
The NCERT maintains five Regional Institute of Education located at
Ajmer, Bhopal, Bhubaneswar, Mysore and Sillong. RIEs are concerned with
pre-service as well as in-service teacher training programmes. The main
objectives of RIEs are i) to prepare teachers for technical subjects, science,
crafts, agriculture, commerce, home science and fine arts ii) to provide in-
service training for the existing teachers of the practical subjects in the multi-
purpose schools iii) to function as regional centre for programmes of in-

23
service education and field services for all school level and iv) to undertake
pilot studies and research projects relating to significant problems of school
education.
National Council for Teacher Education (NCTE)
National Council for Teacher Education is a national level institution. It
was established as a statutory body by an Act of the Parliament with the
intention to ensure teacher education programmes are of adequate quality
and relevant to educational needs. NCTE has following roles to play for
teacher education; i) Preparation of model curriculum based on the needs of
national education system ii) Preparation of the rules and regulations
regarding facilities of teacher training colleges iii) Sanctioning permission to
open new teacher training colleges iv) Reviewing the progress of the plan
schemes by conducting conferences, discussions on matters of teacher
education and v) It also time to time conduct some in-service teacher
education programmes on different themes in various parts of India through
its regional centers.
State Council of Educational Research and Training (SCERT)
In 1963 the central government established State Institutes of
Education (SIE) in each state. Most of these functions for training, extension,
research and publication limited to elementary education. In 1973 central
Ministry of Education recommended to co-ordinate all these wings with SIE
and renamed it as State Council of Educational Research and Training. It
conducts in-service training in each state to improve the quality of teacher by
meeting their needs and also provides extension services to teacher training
institutions at all levels.
College of Teacher Education (CTE)
College of Teacher Education (CTE) organizes both in-service and
pre-service teacher-training programmes for school teachers. It organizes in-
service training programmes for secondary and primary school teachers

24
through its Extension department. It caters the need of local school teachers
by organizing various need based in-service training programmes.
District Institute of Education and Training (DIET)
District Institutes of Education and Training is the resource institution
at the grass root level. DIET serves as pace-setting institutions with the
capability to organize pre-service and in-service teacher training
programmes for elementary school teachers. It also conducts research and
experimentation to deal with the elementary educational problems of the
district and helps in Universalizing Elementary Education.
University Department of Education (UDTE)
Higher-level training is essential for teachers for their professional
development. The departments of education can cater this need. The
University Departments of Teacher Education provides solid programmes for
teacher education by giving awareness of new methodology and technology
to upgrade the standard of teacher education.
Besides above said organizations, other organizations like National
Institute of Planning and Administration (New Delhi), Central Institute of
Indian Languages (Mysore), Central Institute of English and Foreign
Languages (Hyderabad), All India Institute of Speech and Hearing (Mysore),
Technical Teachers Training Institute, Central School Organisation,
Noavoday School Organisation, Central Board of Secondary Education,
State Institute of Educational Technology, Regional Institute of English,
Board of Secondary Education, Teachers Union, Cluster Resource Centre
and Block Resource Center etc also organizes different in-service training
programmes for school teachers.
1.6. Various Forms of In-service Education for Teachers
Generally the programmes of in-service teacher education in our
country are organized by the CTE, SCERT, DIET, RIEs and NCERT. These
programmes are also initiated even at the individual school level and school

25
complex level. Hadsal (1963) pointed out that, ‘publications, extramural
classes, correspondence classes, clubs, personal visits and radio
programmes are different forms of in-service teacher education’. According
to Dawson (1958) ‘local workshop, visits by a group of teachers to campus
demonstration school, the granting of credits for local work shops, planning
of curriculum’ are forms of in-service teacher education’. Cushman (1983)
viewed ‘work of the school policies, study groups, work shops, school
curriculum development, inter system development programme, country
wide studies and personal practices’ are also part of in-service teacher
education. Different forms of in-service teacher education programmes or
activities are as follows.
Seminars
Seminars can be organized on problems, trends & issues of
education. Different aspects of the problems are discussed in detail by the
participant and various groups are formed to think over the different aspects.
Seminars can be organized at school level to provide friendly and informal
atmosphere to discuss and exchange views among staff members.
Seminars can be organized on themes like internal assessment, assignment
to students, participatory and cooperative learning and action research etc.
Seminars provide a platform where teacher can share their experience and
innovative practice to fellow teachers. It also enhances the spirit of
cooperation and group discussion.
Workshop
A workshop is conducted to think over more practical problems of
school education. Here ample time is given to individuals to work in groups
and give their experiences and practical suggestions on problem under
study. Workshop provides practical, real and lively experience to teachers on
various educational problems & issues like developing a Model lesson plan,
preparing low cost teaching aids, writing script for recording, shooting
educational films etc.

26
Refresher Course
Refresher courses are conducted to enable the teachers to keep pace
with the latest developments in their subject, theory and practice of teaching.
Refresher course is an important source of orientation to teachers in the new
courses, textbooks and methods of teaching.
Study Groups
Study groups are formed by SCERT at state level and NCERT at
national level consisting of teachers, teacher educators and expert in
particular field to understand practical problems of school education and
think of its solution in a practical way. A study group functions under the
expert guidance of field advisors of State Institutes of Education. The topics
chosen for discussion are usually concerned with the practical needs.
Personal experience of the members of the study groups can prove useful in
the formation of educational plans.
School Programmes
Different school programmes are conducted to serve the purpose of
in-service teacher education programmes such as faculty meetings, club-
meetings, exhibitions, experimental projects, demonstration lessons etc.
Study of Professional Writings
By the study of professional writings, teachers can know about the
latest developments in the various fields of education. The teachers in a
school can discuss the suitability of such material and its implications in the
school practice.
Conference
Conference of teachers, educators, experts from the state or outside
and educationists can be organized by the school for the discussion of
educational subjects like revision of school curriculum, selection of
textbooks, adoption of new methods etc.

27
In-service teacher education programmes are organized in different
themes of education like-Continuous and comprehensive evaluation, School
based evaluation, Semester system in school, Preparation and use of low
cost teaching aids in school, Child centered and activity based education,
Information and communication technology, Orientation to new textbook,
School management and administration etc. Some times, it may be content
enrichment programme in different school subjects or content-cum-
methodology in different school subjects
Thus in-service teacher education programmes may be classified into
two; i) Theme based programme ii) Content enrichment programme. In-
service teacher education programmes can be of short duration like one day
to one week and longer duration like 15 days, 21 days and even one month
depending on the contents and purpose of in-service training.
1.7. Concept of Teacher Effectiveness
The concept of Teacher effectiveness (TE) is basically a value
judgment (Garner, 1973). Effective teacher does not exist pure and serene
available for scientific scrutiny but is instead a fiction of the minds of man. No
teacher is more effective than another except as some one so decides and
designates (Rabinowitz and Travers, 1953).
Teacher effectiveness constitutes two terms; teacher and
effectiveness. The ‘teacher’ refers to a person who teaches in school or
college and ‘effectiveness’ as the quality of being effective. It is the power to
realize socially valued objectives agreed for teachers work, especially but
not exclusively, the work concerned with enabling pupils to learn (Oxford
English Dictionary). This definition points five possible dimensions of
differential effectiveness. These are difference in activity, difference in
subject or components of subject, difference in pupil’s background factors,
difference in pupil’s personal characteristics, and difference in cultural and
organizational context.

28
Ryans, (1950) defines “Teaching is effective to the extent that the
teacher acts in ways that are favorable to the development of the basic skills;
understanding, work habits, desirable attitude, value judgment and adequate
personal adjustment of the pupils”. He also supports teacher effectiveness
as the making students useful for the society.
According to Barr (1952) “Teacher effectiveness as a relationship
between teachers, pupils and other persons concerned with the educational
undertaking, all affected by limiting and facilitating aspects of the immediate
situations”.
Another way of defining teacher effectiveness is product and process
of teaching. As Remmers (1952) said, “Teacher Effectiveness is a degree to
which a teacher produce effects. The question immediately arises what
effects and on what. Visually, these categories of effects in terms of the
objects affected are; pupils, school operation and school and community”.
Teacher produces the students. These products are the agent to
modify the community. Very similar definition has been given by Combs
(1961) as, “A good teacher is a person who has learned to use himself as an
effective instrument. He has defined effective teacher as a unique human
being who has learned to use his self effectively and efficiently for carrying
out his own and society purpose”.
However Gupta and Kapoor (1998) pointed out that, “ Teacher
effectiveness as a repertoire of efficacy exhibited by a teacher in i)
instructional strategies ii) classroom management iii) personal disposition,
temperament and tendencies iv) evaluation and feedback v) interpersonal
relations vi) job involvement vii) initiative and enthusiasm viii) professional
values and ix) innovativeness in the everyday teaching learning situation”.
The term Teacher Effectiveness is used to refer to the result a teacher
gets or to the amount of progress the pupils make towards some specified
goal of education. Teacher Effectiveness is not stable characteristics of

29
teacher but product of the interaction between certain teacher characteristics
and other factors that vary according to the situation in which the teacher
works.
In operational term an effective teacher is he who has clear concept
of subject matter, ability to write clear objectives for his course, ability to
organize learning materials, ability to communicate his knowledge to
students successfully and deal with classroom situations.
A teacher to become an effective has to develop his competencies
and keep on these competencies through out his carrer. This is possible not
only by pre-service teacher education programmes but also through in-
service teacher education programmes. In-service teacher education
programmes are arranged with an objective to develop the competencies of
teachers so that they will become effective and continues to remain effective
with the changes in the society in general and educational system in
particular.
1.8. Characteristics of an Effective Teacher
Arora (1970) points out that an effective teacher is who; joins early in
profession, takes up personal decision to join the profession, lives near the
school, satisfied with additional duties given in the school, interested in in-
service education, satisfied with job, and favorable attitude towards teaching,
students, democratic practices in schools.
Charter and Waples (1999) find out characteristics of an effective
teacher as buoyancy, considerateness, co-operativeness, dependability,
emotional stability, ethicalness, expressiveness, flexibility, forcefulness,
judgment, mental alertness, objectivity, personal magnetism, physical energy
and drive and scholarliness.
Barr, etal (1953), pointed out that environmental factor, personal and
mental factors, general state of mind, efficiency of learning factors,
leadership factors etc are related to teacher effectiveness.

30
Mitzels (1960) recognized variables related to teacher effectiveness.
These are i) Presage criteria; which included both pre-existing teacher
characteristics and teacher competencies, ii) Process criteria; which is
related to teacher performance variables, iii) Product criteria; which is related
to pupils performance and iv) Environmental variable; which includes variety
of situational factors that affect pupil learning but are not controlled by the
teacher.
An effective teacher possesses the qualities of effective teaching
(Medley, 1979). These are i) knowledge-about terms, concepts, facts,
procedures of his/her academic subject. ii) Organization and clarity-clear
presentation and explanation of subject matter to students iii) warmth and
enthusiasm-in personal and social life.
Common Wealth Teacher Training Study (1988) propounded the
characteristics of effective teacher as adaptability, considerateness,
enthusiasm, good judgment, honesty and magnetism.
Hart (1968), reported followings as the traits of an effective teacher; i)
has teaching skill ii) is cheerful, good natured, patient not irritable, is friendly,
companionable not aloof iii) is interested in pupils, understands them and iv)
is impartial does not have teachers pets and v) is fair in grading and
marking.
Kemp and Hall, (1992), reported that effective teachers use
systematic feedback with students about their performance; run more orderly
classroom; adjust difficulty level of material to student’s ability; provide a
variety of learning opportunities to students to apply and use knowledge and
skills in different learning situations. Tylor, Pearson and Walpole (1999)
pointed that effective teacher spends more time working with small groups
throughout day, have higher rates of communication with parents and more
students in their class. Seldin (1999), suggested the following qualities of an
effective teacher; treats students with respect and caring, provides relevant
information to be learned, use active hands on-students learning, vary

31
instructional modes, provide frequent feedback to students, offer real word,
practical examples, draw inference from models, and use analogies, provide
clear expectations for assignments, create a class environment which is
comfortable for students, communicate in a way that is understandable to
their students,peresent themselves in class as real people, use feedback
from students and others to assess and improve their teaching and reflect on
their own classroom performance in order to improve. David and Jane
(2001), reported that effective teacher placed great emphasis on children’s
knowledge.
Robinson (2004) pointed out five propositions for effective classroom
teacher; meticulous planning and preparation based on strong subject
knowledge, an understanding of the different modes of interaction between
teachers and taught, the logical and systematic construction of a single
lesion, core teaching skills such as questioning, exposition, narration
illustration and the personal power and presence of the teacher.
To be an effective teacher, a teacher should possess variety of
qualities i.e. personal, social, emotional, intellectual and academic. An
effective teacher possesses sound personality, self confidence,
innovativeness, inquisitiveness, interest, balance mental health and physical
health, intelligence, commonsense and imagination, good academic
background and satisfactory emotional adjustment etc.A teacher who aspire
to become successful and effective can try to imbibe these qualities and
make constant efforts to be successful and effective.
Teacher can continue to enhance these qualities when he is in
service. It can be done at individual teacher level by reading professional
writings, self-examination or introspection of own teaching, conducting action
research, observation and discussion with fellow teachers and participating
seminars etc. These qualities can also be developed by attending in-service
teacher education programmes on different educational themes and content-

32
cum methodology in various school subjects, organized by SCERT, RIES,
IASE, DIET and School Board.
1.9. Concept of Academic Achievement
The term academic achievement consists of two terms; Academic and
Achievement. The word academic is related to scholastic or mental ability of
individual, which are usually expressed in terms of knowledge,
understanding, application, analysis, synthesis and evaluation in relation to
particular subject of study. The word achievement refers to what a person
has acquired or achieved after the specific training or instruction has been
imparted. Generally, achievement refers to the successful reaching of a goal,
used particularly to refer to real life successes and when evaluating a
persons life. It can be defined as successful accomplishment or performance
in particular subjects, areas or courses, usually by reason of skill, hard work
and interest, typically summarized in various type of grades, marks, scores
or descriptive commentary. It is the performance of the students in school or
college in a series of educational test. The term is used more generally to
describe performance in different subjects of the curriculum.
Academic achievement can be conceived as mastery over a number
of facts, competency in a number of skills, deepening of understanding,
acquisition of interest and attitudes; all of which are beneficial to the
individual and to the society in which he/she lives.
The achievement can be judged by the extent the individual makes
use of the ideas learnt to solve the subsequent problems or at least
recognize the applicability or inapplicability of an idea to a new situation. It
can be defined as the sum total of information a student has at his/her
command when he/she completes a year of academic instruction. The
academic achievement refers to the identifiable operations a student is
expected to perform on the materials used in a course during the years. In
other words, it is the difference between the number and kinds of operations
a student can do and does perform at the number and kind of operations he

33
can do and does perform at the end of an academic year. Good (1963)
defined, “Achievement is the degree of level of success attained in some
general or specific area of success. It is as an accomplishment or proficiency
of performance in a given skill or body of knowledge”. Eysenck (1966) and
others stated that achievement is a general term for the successful
attainment of some goal requiring certain efforts. The degree of success
attained in a task is the result of certain intellectual/physical activity defined
according to an individual and or objective pre-requisite that is proficiency.
Wolman (1969) stated that, achievement is the degree or level of success in
some specified area or in general. It is the level of proficiency attained in
scholastic or academic work.
Achievement is the change that takes place in the cognitive structure
and is observable phenomenon, which can be predicated, explained and
altered in a variety of ways. Achievement in a given subject is a change that
takes place in the cognitive structure in that subject. But such changes are
due to multiplicity of factors resulting from the learner and context.
According to Anastasi, (1968) an achievement test is primarily
designed to measure the effects of a specific programme of instruction or
training. Tuckman, (1975), said achievement test is also known as
proficiency test, which measure the extent to which a person has acquired or
achieved certain information or proficiency as function of instruction or
training. Ebel, (1979) defined achievement as assessment of the outcomes
of formal instruction in cognitive domain, with instruction defined as subject
matter that explicitly taught. Achievement testing is often thought as a
sample of indicators of student’s knowledge taken at a point in time.
Achievement test is the assessment devices used to measure pupils
attainment of the intended cognitive out comes of schooling. This term most
often refers to individually administered paper and pencil examination, which
may include objective questions, problems or problem sets, essay questions
or mixture of these forms. These written tests certainly cannot measure

34
attainment of the goals that schools espouse, but the learning outcomes
they are designed to measure are among the most important that schools
strive to attain.
Academic achievement is a mental ability of students, expressed in
terms instructional objectives of teaching relating to different school subjects.
Academic achievement is an indicator of students’ success or attainment in
different subjects of study, usually expressed in form of marks or grades. It is
also one of the significant indicators of success of teaching or effectiveness
of teacher. The effectiveness of teacher can be find out by analyzing, their
students academic achievement in subjects which he taught. Because
academic achievement is an effect that teacher produces on students by act
of teaching or instruction. So there is a very good relationship between
teacher effectiveness and students academic achievement. On the other
hand the academic achievement of students are influenced by various
factors.
1.10. Factors Influencing Academic Achievement
There are number of factors related to academic achievement. Mainly
it can be divided into two factors; Internal and External. Internal factors like
intelligence, self-concept, need for achievement, test anxiety, interest, study
habits, attitude towards study, educational and vocational aspiration,
maturity, motivation, perseverance, emotion, sensory and perceptual
capacity, concept formation ability, memory and language comprehension
etc do influence achievement. The external factors influencing achievement
are socioeconomic status, parental encouragement and their interest in the
education of their offspring, conducive home environment, availability of
learning materials, the school environment, teacher, peer groups etc.
There are number of research studies that found out the effect
of various factors on the achievement of students. A few of these research
findings are discussed below.

35
Bloom, (1964) Kengan, (1970) Appelbaum, (1973) Watson, (1975)
Nanson, (1975) Crow and Crow, (1977) and Siddique and Tiwari (1983)
reported that home factor significantly related to academic achievement of
students.
Husen, (1978) found neither clear nor consistent, significant
relationships among teachers training, several other school-related variables
and achievement. Simmon and Alexander (1980) found that teacher’s
certification and academic qualifications were not so important at primary
and lower secondary as at upper secondary levels and in certain subject
area. Avalos, (1980) reported that neither higher academic qualification nor
longer pre-service preparation of teachers were in themselves important in
explaining variation in students achievement. Ganguly, (1989) reported that
library facilities, student teacher ratio influence student’s achievement.
Dube, (1989) reported that teacher positively influence students academic
achievement. Veeraghavan and Bhattacharya, (1989) reported that
teacher effectiveness and type of school is positively related with
achievement of students. Thamilmani, (1990) found teacher competency is
related to student’s academic achievement. Carlo, Norm, Young and
Deirdraj, (2000) found that teacher behaviour is related to achievement.
Intelligence has sufficient relationship with achievement, (Naik, 1977,
Maqushd, 1980, Shah and Krishnan, 1981 and Srivastav, 1983,
Chauhan, 1984 and Das 1986). Attractiveness and good physical health
has relationship with achievement (Zahar, 1986 and Vats 1983). Self-
concept had been found to be conducive for high achievement, where as
self-concept of physical appearance and attributes had inverse relationship
(Sharma 1981, Verma and Chaturvedi, 1988). Anxiety was found to be
negatively correlated with achievement (Siddiqu and Altar). Study habits
and achievement are significantly related (Simpson and Hogrebe 1986).
Academic achievement of students is influenced by number of factors;
both school related and out of school related. Teachers are one of the

36
significant school related factor that influence students academic
achievement. Research studies also proved that teacher’s personal qualities,
duration of pre-service training, academic qualification, teacher’s
competency and participation in in-service training programmes influences
students’ academic achievement.
1.11. Relationship among In-service Teacher Education, Teacher
Effectiveness and Student’s Achievement
Figure-1.1 (Relationship among INTE, TE and students achievement)
The figure-1.1 clearly shows that in-service teacher education
contributes to teacher effectiveness and students academic achievement. It
also points that teacher effectiveness and student’s achievement are related
to each other. That means effective teacher leads to better academic
achievement in students.
1.12. Rationale of the Study
In Orissa a large number of in-service education programmes are
being organized for teachers of different levels of education by SCERT,
College of Teacher Educations, Institute of Advanced Study in Education,
Regional Institute of Education, Regional Institute of English, National
Institute of Education, Central Institute of Educational Technology, Board of
Secondary Education etc in different school subjects. In-service education
In-service
teacher
education
Teacher
Effectiveness
Students
Achievement

37
for English teachers is also organized by above organizations from time to
time. These programmes are meant to help the teachers to update their
knowledge and competency in both content and methodology of teaching
English. This kind of in-service training programmes are also intended to
enhance teaching competency in different hard spots, new contents, prepare
for new roles, increase teacher effectiveness and student’s achievement
.The Education Commission (1964-66) pointed out that, “In all professions
there is a need to provide further training and special course of study on a
continuing basis, after initial professional preparation. The need is most
urgent in the teaching profession because of the rapid advance in all fields of
knowledge and continuing evolution of pedagogical theory and practice”.
The study of the effects and impacts of in-service teacher education
is one of the important areas of research. Many research studies were
conducted to find out the benefits, utilities, effects and impacts of in-service
teacher education on teachers and students. But it was observed that these
research findings were not agreeable to each other, many of the findings are
contradictory to each other.
Most of the teachers are dissatisfied with the in-service teacher
education, which is clearly indicated by Nagaraju.C.S. (1982). Contradicts
the findings i.e. In-service education and training had significantly
contributed to the development of professional competency in teachers as
revealed by Kaur, (1988). Again Mama. K, (1990) pointed out that little
importance was given to in-service education and training programmes were
not adequate enough for meeting the exact needs of the teachers. On the
other hand the programme of mass orientation of school teachers was found
effective on the performance of teachers as found by Vyas, (1991). Mishra,
(1992) found that in-service teacher education had a positive impact on
teachers behaviour and pupils active participation in the class. However
Sharma, (1992) reported that 85% of teachers could not get their concept
clear, 85% felt more competent and confident, 75% could not find a
measurable change in the performance of their students due to in-service

38
education. Kar, (2001) observed positive impact of in-service teacher
education programmes on teacher effectiveness.
Thus there is a need for further verification. Again all these studies
were conducted out side Orissa and these researches on in-service teacher
education programmes were in the subjects like science, social studies and
mathematics. There is no research study on in-service teacher education in
English in Orissa.Many studies were conducted on teacher effectiveness.
But no study has been reported which relates teacher effectiveness to in-
service teacher education, particularly on English subject. Many researches
were undertaken on achievement and its correlates. But no study has been
reported that relate in-service teacher education in English to students
achievement.
There fore, the researcher raised the following questions for
investigation.
1. Is there any impact of in-service teacher education programme in
English on teacher effectiveness of secondary school teachers?
2. Is there any impact of in-service teacher education programme in
English on student’s achievement in English?
3. Is there any relation between teacher effectiveness of English
teachers and their student’s achievement in English at secondary
level?
Thus the investigator wants to find out the impact of in-service teacher
education programmes on teacher effectiveness and students achievement
in English at secondary level. The statement of the problem is as follows.
1.13. Statement of the Problem
The present study was stated as “Impact of In-service Teacher
Education Programme on Teacher Effectiveness and Student’s
Achievement in English”.

39
1.14. Objectives of the Study
The followings were the objectives of the present study.
1. To find out the teacher effectiveness of secondary school English
teachers with and without in-service teacher education.
2. To compare the teacher effectiveness of secondary school English
teachers with and without in-service teacher education with reference
to their gender, region, age, teaching experience and educational
qualification.
3. To obtain achievement of secondary school students in English taught
by the sampled teachers with and without in-service teacher
education.
4. To compare achievement in English of secondary school students
taught by these sampled teachers with and without in-service teacher
education in relation to gender and region.
5. To find out achievement of secondary school students in English
taught by effective, average and ineffective teachers.
6. To compare achievement in English of secondary school students
taught by effective, average and ineffective teachers.
1.15. Hypotheses of the Study
The following hypotheses were proposed for the present study on the
basis of above objectives.
Ho1- There is no significant difference in teacher effectiveness of secondary
school English teachers with and without in-service teacher education with
respect to gender, region, age, teaching experience and educational
qualification. This hypothesis consists of following sub-hypotheses.
Ho1.1-There is no significant difference in teacher effectiveness of male
secondary school English teachers with and without in-service teacher
education.

40
Ho1.2-There is no significant difference in teacher effectiveness of female
education.
Ho1.3-There is no significant difference in teacher effectiveness of rural
education.
Ho1.4-There is no significant difference in teacher effectiveness of urban
education.
Ho1.5-There is no significant difference in teacher effectiveness of secondary
school English teachers having age up to 40 years with and without in-
service teacher education.
Ho1.6-There is no significant difference in teacher effectiveness of secondary
school English teachers belonging to 41 to 50 years of age group with and
without in-service teacher education.
Ho1.7- There is no significant difference in teacher effectiveness of
secondary school English teachers belonging to 51 to 60 years of age group
with and without in-service teacher education.
secondary school English teachers having teaching experience up to 20
years with and without in-service teacher education.
secondary school English teachers having 21 to 30 and above years of
teaching experience with and without in-service teacher education.
Ho1.10-There is no significant difference in teacher effectiveness of
secondary school English teachers having B.A, B.Ed qualification with and

41
secondary school English teachers having M.A, B.Ed qualification with and
Ho2- There is no significant difference in achievement of secondary school
students in English taught by teachers with and without in-service teacher
education. This hypothesis consists of following sub-hypotheses.
Ho2.1-There is no significant difference in achievement of boy students in
English taught by teachers with and with out in-service teacher education.
Ho2.2-There is no significant difference in achievement of girl students in
English taught by teachers with and without in-service teacher education.
Ho2.3-There is no significant difference in achievement of rural students in
Ho2.4-There is no significant difference in achievement of urban students in
Ho3- There is no significant difference in achievement of students in English
taught by effective, average effective and ineffective teachers. This
hypothesis consists of following sub-hypotheses.
Ho3.1-There is no significant difference in achievement of students in English
taught by effective and average effective teachers.
taught by effective and ineffective teachers.
taught by average effective and ineffective teachers.

42
1.16. Operational Definition of the Key the Terms Used
In-service Teacher Education: It refers to the education a teacher
receives after he/she entered the teaching profession and after he/she has
had his/her education in a training college. It includes all the programmes,
educational, social or others, in which the teacher takes a vital part; all the
extra education he/she receives at different institutions by way of refresher
and professional courses, and all the travel and visits which he/she
undertakes. For the present study, in-service teacher education is meant as
any orientation programmes in English organized by SCERT, IASE, CTE,
RIE, ELTI and Secondary Board of education during 1998 to 2003 for
secondary school teachers.
Teacher Effectiveness: Teacher effectiveness is integration of
teacher’s qualities; personal, social, educational and professional. It is not
stable but product of the interaction between certain teacher characteristics
and other factors that vary according to the situation in which the teacher
works. For the present study, teacher effectiveness is defined in terms of
teacher effectiveness score of teachers on teacher effectiveness scale
prepared by P.Kumar and D.N. Mutha.In this scale following factors were
taken into consideration for assessing teacher effectiveness; i) information
source ii) motivator iii) disciplinarian iv) advisor and guide v) relationship with
pupils, fellow teachers, principals and parents vi) teaching skills vii) co-
curricular activities viii) professional knowledge ix) general appearance and
habits in relation to classroom x) classroom management and xi) personality
characteristics.
Academic Achievement: Academic achievement is defined as the
ability of an individual in academic aspect as a result of specific study or
training or instruction, which is generally expressed in terms knowledge,
understanding and application. For the present study, researcher taken
academic achievement as measured by achievement test in English
prepared by investigator.

43
English Teacher: Teachers who are working in secondary schools
and teaching English in class-IX.
1.17. Delimitations of the Study
The present study had following delimitations.
1. The study was conducted on 200 secondary school English teachers
having and without having in-service teacher education and 800
class-IX students taught by above teachers belonging to undivided
district of Balasore, Cuttack and Puri, Orissa.
2. This study used teacher effectiveness scale prepared by P.Kumar
and D.N Mutha for measuring teacher effectiveness of English
teachers.
3. Researcher used self-prepared English Achievement test for class-IX
students to measure achievement in English.
4. Researcher had taken into consideration any programmes in English
organized by SCERT, IASE, CTE, RIE, ELTI and secondary board for
English teachers as in-service teacher education.

REVIEW OF RELATED LITERATURE
This chapter deals with review of related research studies, which is an
important part of the research. The main purpose of this chapter is to present
different studies conducted in this area, their approaches and findings.
Review of related literature facilitates a researcher in finding the gaps in the
particular problem, defining the problem, recognizing the significance of the
problem, selecting promising data gathering devices and suitable design of
the study. Good (1971) pointed out that, “The survey of related literature
may provide guidance, hypothesis, suggestive method of investigation and
comparative data for interpretation”.
For the present study, related research studies are discussed under
four different categories as follows.
(1) Research studies relating to in-service teacher education
(2) Research studies relating to Teacher effectiveness
(3) Research studies relating to Academic achievement
(4) Research studies relating to relationship between teachers
characteristics and students academic achievement
2.1. Research Studies Relating to In-service Teacher Education
Margaret Besong and Lawrence Nchia (2005) studied, “The role of
in-service training in the advancement of STM education in Cameroon”. The
result of the study shown that the teachers acquired reflective and
collaborative capabilities necessary for higher output teaching of STM in
their schools after training in GLOBG and micro-science programmes.
Recommendations are made to exchange the teaching of STM in Cameroon
and other common wealth countries.

45
H.R. Milner, J.L. Moore (2003) studied, “ Senior’s Educational
Aspirations: Implications for pre-service and in-service High school teachers”
and found that high school seniors who reported higher levels of locus of
control were more likely to have higher educational aspirations than high
school seniors who reported lower levels of locus of control.
Margoc, O. Sullivana (2003) conducted a study on, “Needs
assessment and the critical implications of a rigid text book/ syllabus for in-
service education and training for primary English teachers in the United
Arab emirates”. The model was found to be effective in the Emirate context.
There was however, some difference between the use of the model in the
Emirate and Namibaian contexts, particularly in the effectiveness of the
strategies used to collect data concerning the actual state.
Daniel Wight and Katie Buston (2003) studied, “Meeting needs but
not changing goals; Evaluation of in-service teacher training for sex
education”. The purpose of this study was to evaluate teacher-training
component of a theoretically based behavioral sex education programme.
They found training very valuable particularly in relation to collegiate support
and reducing discomfort. The objectives of training programme were fulfilled-
to make teacher more comfortable and confident to deliver sex education.
Yong Zhao and Sheri Rop (2001) conducted, “A critical review of the
literature on electronic networks as reflective discourse communities for in-
service teachers”. They found a general lack of rigorous research on these
networks; little is known about the effectiveness of these networks on
teacher learning. Few seriously examined to what degree the networks
linked were “Communities” that promote “reflective discourses”.
B.J.Ogunkola (2000) studied, “High school science teacher’s
perception of in-service training programmes in Nigeria”. The objective was
to find the perception of high school science teachers towards in-service
training programmes in Nigeria. He found that high school science teachers
tend to find in-service training programmes in Nigeria to be preferable and

46
more appropriate than full time programmes. However, they perceived that
in-service programmes had some problems bothering on mode of operation
and facilities in terms of equipment and personnel (lecturers) available for
the programmes. The study also revealed that science teachers sex and
educational qualifications had no effect on their perception but the teacher’s
marital status had effect of their perception.
Nagaraja. M. (1999) conducted a study on, “Assessment of the
quality of in-service training programme for primary school teachers- A study
in Mysore district”. He found that i) the in-service programme has had an
effect on teacher’s performance ii) age and experience of teachers does not
have any influence in their academic awareness. iii) most of the teachers felt
that the number of classrooms in the training center were adequate and iv)
most of the teachers were found satisfied with the content knowledge and
the performance knowledge of the resource faculty.
Maheshwari, A.N. and Raina, V.K. (1998) studied, “In-service
training of primary teachers through interactive video Technology”. The
response indicates considerable potential for the exploitation of new
technology where large numbers of teacher require training.
Suneel Kumar (1996) conducted a study on, “An analysis of in-
service programmes in the KIET of East Godawari district of Andhra
Pradesh”. He found that i) the in-service programmes were formulated
according to the training objectives, which were basically to expose the
trainees to the latest techniques and methods of training ii) all the training
programmes were organized according to a fixed time table into
consideration and guidelines formulated by Andhra Pradesh Government,
based on National Policy on education and iii) the implementation of training
programme was followed by post-test given to the participants.
Rajeswar. A., (1993) studied, the “Impact of in-service educational
programmes on tribal teacher primary level of Adilabad district in Andhra
Pradesh”. He found that i) the programmes were conducted irregularly ii)

47
there existed monitoring and administrative problems iii) there was lack of
co-ordination between participants, resource persons and organizers iv) the
programmes was not up to the mark and did not match the need of the
teachers and v) the financial provision was inadequate.
Sharma (1992) conducted, “A critical study of the impact of in-service
education (INSET) on the professional efficiency of teachers of PGT scale
working in Kendriya Vidyalaya of Lucknow region”. The objective was to
investigate the impact of in-service education in the PGT scale on their
professional efficency. He revealed that i) teachers in the age group 45 to 60
or with experience of more than 15 years were having less and unproductive
impact of in-service education ii) 58% of teachers could get their concept (in
subject) clear through In-service education ii) 75% of teachers got useful
reference material during in-service programme iv) 89% of teachers could
get the opportunity to discuss the syllabus they taught v) 75% of teachers
could find a measurable change in the performance of their students vi)80%
felt more confident and competent due to the INSET vii)only 35% of teachers
adopted some new methods of teaching after INSET & viii) regarding defects
of INSET-the maximum number of teachers listed common defects-
unsuitability of time, lack of incentives, lack of reference material, lack of
expertise ,lack of follow up action etc.
Vyas, J.C. (1991) conducted a study on, “Effectiveness of
performance of teachers trained under the programme of mass orientation of
school teachers (PMOST)”. The objective was to find effectiveness of the
performance of teachers trained under PMOST. He found that i) the
performance of the teachers trained under PMOST was found to be better
than those who were not trained under PMOST in following areas-child
centered teaching, motivation and enquiry skills, efforts regarding
improvement of subjects, use of mass media, cooperation in school,
organizational and co-curricular activities, efforts for the education of the
deprived group children, efforts regarding national integration, international
understanding and value oriented education, efforts for talented and slow

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