SCORE

APPENDIX I

CLASSROOM CLIMATE SCALE — CCS

INSTRUCTIONS
\

This is not an examination or academic test. Hence feel relaxed in answering this test. Your
answers will be kept confidential. Therefore, be FRANK and FREE in giving your answers.

You have various experiences in your classroom. Based on these experiences you form an
opinion about your classroom. Please give your true opinion in this scale. Read the statements care­
fully and tick mark {*/) in the box, which is appropriate according to you.

An example is given below so that you will know to tick mark (\t) according to your opinion.

Statements I strongly I very I some­ I rarely I never

feel often feel times feel feel feel

1. I feel that my class is my own...

2. Going to my class is not a pleasant

experience...

Name of the student

School

Class Age Sex

Investigator Guide

Prof. S. Narasimhalu Dr. B. Ekambaram

Adapted from Sister Marite de Sales A C's Research 'CASE' M. S. University of Baroda.
 2

I I I very I some I I
Statements stronglv I often times rarely never
feel j feel feel feel feel

I
1- There is co-operation and love for work among our teachers, p

2. There are many conflicts and differences of opinion among

the pupils in our class, :

3. My teachers can maintain good discipline in my class.

4. I do not get any satisfaction from my studies during class

hours.

5
f
I feel free to express my ideas and opinions in my class.

6. We hardly get any thing else from our teachers besides the
content matter from text books.

7. Our teachers make their lessons interesting by using various

teaching aids.

8. I feel that what I learn in class is not of any practical use

to me.

9. The composition of my class is such that we take quick

decisions without any bitter conflicts.

10. In my class, pupils avoid sharing of work that is assigned

to us.

11. Our expectations of good teaching are satisfied by our

teachers.

12. I feel that my teachers should put in more effort to helf

me in my studies.

13. I like the behaviour of our teachers and feel like imitating
them.

14 In my class, the pupils show a lack of commitment during

any activity.

15. Our teachers allow us to take part in discussions.

16. In my class, our teachers are absorbed in giving us content

matter only and forget to solve our difficulties.

17. For the whole of my life my present class will have sweet
memories for me.

18. In my class each one is aloof and does not help the other.
 3

I 1 very 1 some 1 1
Statements strongly often times rarely never
feel feel feel feel feel
I
1 i

19. The furniture in our classroom is comfortable.

20. I do not get enough stimulation through classroom teaching

21. Our teachers come to class in time and enjoy teaching us.

22 I do not enjoy even a single moment in my classroom.

23. When I am in my class, I feel that time passes quickly for me

24 Our class teacher does not feel that our class is his own.

25. It gives me great pleasure to go to my class.

26. No one listens to the other when any pupil talks in my class,

27. I feel that what I learn in class will help me to face life and
its problems.

28. Our teachers do not try to understand our difficulties

29. There is unity in my class.

30. Our teachers do not use enough teaching aids.

31. During any activity in my class the pupils have a great sense
of commitment.

32. There is no discipline and order in my class

l
33. Our teachers are devoted to their work and are interested in
teaching us.

34. In my class, teachers do not care about our expectations of

better teaching.

35. Sometimes, we get engrossed in the learning process.

36. There are many conflicts in my class which do not allow us

to take any decisions.

37. Along with the lessons, our teachers tell us many things that
will be useful in life.

38. The bitterness that I experience about my class will remain

with me for my whole life
 4

1 1 very 1 some­ 1 1
Statements strongly often times rarely never
feel feel feel feel feel

39 We are so united in our class that we help each other in our

work.

40. 1 feel that time passes slowly when 1 am in class.

41, Our class teachers feel that our class is his/her own.

42, Our various teachers behave differently and hence we feel

confused.

43. We not only get rich content matter in various subjects but
also general knowledge from our teachers.

44. Our teachers are not punctual and do not have any interest
in teaching us

45. 1 am extremely happy to be in my class and wish 1 could

always study with the same companions.

46. 1 feel that my class is like a prison

47. Classroom teaching enables me to think on my own.

48 Our teacher takes all the decisions in our class without

consulting us.

49. 1 have great love for my class.

50. In my class there is no proper seating arrangement.

 SCORE

APPENDIX II

CLASSROOM TRUST SCHEDULE-CTS

INSTRUCTIONS

This is not an examination or academic test. Hence feel relaxed in answering this test. Your
answers will be kept confidential. Therefore, be FRANK and FREE in giving your answers.

In your class, you have various situations during which you may or may not feel free to interact
with your teacher and companions and to discuss with them day to day classroom problems.

Some situations are given below. One pupil is involved in each situation. Please read each
situation carefully and think how the pupil who is involved in that situation will react. Indicate your
answer by encircling any of the alternatives given below each situation.

Name of the student

School

Class Age Sex

Investigator Guide

Prof. S. Narasimhalu Dr. B. Ekarr.baram

Adapted from Sister Marite de Sales A C's Research 'CASE' M. S. University of Baroda.
 2

1. Sita complained to the teacher that her text book was lost. She said that she suspected Geeta
of taking her book. Without questioning Geeta who was an honest girl and who had not taken
the book, the teacher asked her to remain out of class till she returned Sita's text book. What will
Geeta do? Encircle one of the following statements .<

(A) Geeta will start crying.

(B) She will go out of the class without uttering a word.
(C) She will grumble against Sita.
(D) She will explain to the teacher that she has not stolen Sita's book.

2. Ganeshis a clever boy who stands first in class. During the terminal test in Science, Ramesh copies
from Ganesh and both get the same marks for the test. What will Ganesh do? Encircle one of the
following statements :

(A) Ganesh will scold Ramesh for cheating.

(B) He will tell the teacher that Ramesh copied his answers.
(C) He will request the teacher to give him more marks.
(D) He will tell himself that he will not show Ramesh his answer paper again.

3. Raju goes to participate in an inter-school debate as a representative of the school. He was a clever
boy and he comes to know that the teacher gave the class a test in Geography in his absence, which
he was very anxious to answer. What will Raju do? Encircle one of the following statements :

(AJ Raju will get angry and fight with the teacher.
(B) He will just keep quiet.
(C) He will ask the teacher to give him another test.
(D) He will request the teacher to give him marks without answering the test.

4. jagdish was a cricket player of the school team. During the cricket match held on the school day
against a neighbouring school, Jagdish played badly and his team was defeated. What will Jagdish
do? Encircle one of the following statements :

(A) Jagdish will blame his team for playing badly.

(BJ He will tell his team that he tried his best, but failed.
(C) He will encourage his team to play better next time.
(D) He will praise the rival team for having played well.

5 Hari has failed and is repeating the class. His new companions avoid his company because he is a
repeater and looks too big for the class. The teacher warns Hari before the whole class to behave
himself and to study hard this year. Hari feels humiliated. What will he do? Encircle one of the
following statements :

(AJ Hari grumbles against the teacher.

(B) He continues to neglect his studies.
(C) He tries to mix with his new companions who are good in studies.
(D) He tells his teacher that he will do his best this year.

6. Nina is a shy and timid girl. One day, she pluck up courage and asks her teacher why she never
wore clothes of green colour. The teacher told Nina that green colour did not suit her. Nina thought
that the teacher disliked green colour and felt hurt because she herself had worn a new green dress
that day which the teacher did not notice. What does Nina think? Encircle one of the following
statements :

(A) The teacher hates me.

(B) 1 will not wear this green dress again.
(C) I should have shown my new dress to the teacher.
(D) I wish the teacher had noticed my new green dress,
 3

7. Arun was a mischievous chap and did not answer his roll call on the first day of school. On the
second day when Arun did not respond, the teacher went on with the roll call. On the third day, the
teacher purposely did not call out of his name. Arun and all his companions noticed that the
teacher had ignored Arun. What did Arun feel? Encircle one the following statements :

(A) The teacher is neglecting me.

(B) I deserve this treatment from the the teacher.
(C) I will respond to my name from tomorrow.
(0) I must ask the teacher's pardon for my misbehaviour.

8. Rajesh and Shyam contested for the post of the monitor of the class, for which election was being
held. Though Rajesh was more popular than Shyam, he was not elected. How did Rajesh feel?
Encircle one of the following statements.

(A) Rajesh will feel cheated by his friends and suspected that they did not vote for him.
(B) He will feel that he should not have stood forelection.
(C) He will feel sorry, but take the result in a sporting way.
(D) He will feel that in spite of his friends having done their best, he had lost.

9. Ranjit's mother had requested his teacher to allow him to take his arithmetic workbook home, in
order that he might catch up with his work. Permission was granted. On the way home, Ranjit
threw his workbook into a ditch and went home and said that a boy had snatched the workbook
from his hand and run off with it. When Ranjit's mother asked his friend Kamal if he knew any­
thing about Ranjit's workbook, Kama! told her what had really happened. Ranjit was whipped by
his mother for not speaking the truth. How will Ranjit react? Encircle one of the following
statements :
(A) Ranjit will hit Kamal for telling his mother the truth.
(B) He will bully Kamal to tell his mother that what Kamal had said was not true.
(C) Ranjit will ask his mother to buy a new arithmetic book
(D) He will promise his mothor to do his home-work regularly.

10. On Independence Day, a noted speaker was invited to address the students. As the speech was not
understood, the students felt bored and whispered among themselves. John was the one who
whispered the most. The teacher scolded all the pupils for not behaving themselves. What will
John do? Encircle one of the following statements :

(A)John will resolve to make noice whenever the teacher was not looking at him during a
function.
(B) He will feel happy and tell his companions that fhe teacher did not catch him.
(C) He will blame himself and think that he should not have whispered.
(Dj He will iell his teacher that the speech was boring and uninteresting.

11. The foot-ball team from Mohan's school went to play a match against another school. During the
match, a quarrel arose between the team and Mohan took a laading part in the fight. A complaint
was sent from the other school to Mohan’s Principal that one of the boys quarrelled during the
match. Mohan's teacher enquired about the cause of the fight and wanted to know who took the
leading part in the fight. How will Mohan feel? Encircle one of the following statements ;

(A) Mohan feels that the teacher did right in making the enquiry in order to avoid future
quarrels
(B) He feels sorry that he took part in the fight and hopes that the teacher will not find out
that he was the leader of the fight
(C) He feels that the teacher will scold him and that he will keep quiet.
(D) He feels that he should explain to the teacher the cause of the fight and admit that he had
taken the leading part.
 4

12. Sarika was praised by the teacher for having solved a difficult problem in arithemetic which was
given for home assignment. Sarika had taken the help of her elder sister in solving that sum and
feels that the teacher should know this What will Sarika do? Encircle one of the following
statements;

(A) Sarika will not tell the teacher that her sister helped her to solve the problems.
(B) She will like to tell the truth to the teacher, but feels shy to approach her.
(C) Since she completed the home work Sarika feels that she deserves the praise and keeps
quiet.
(D) She will tell the teacher that she had sought the help of her elder sister to work out the sum

13. The teacher was distributing the English answer books after having corrected them. Deepak who
was the best boy in English was disappointed that he obtained only 60% even though his marks
were the highest in class. How will Deepak react? Encircle one of following statements :

(AJ Deepak wili throw out his answer book out of the window.
(B) He will tell the other students that the teacher was unjust in her corrections
(C) He will ask the teacher for more marks.
(B) He will remain silent because he obtained the highest marks.

14. Dilip was a playful boy and obtained very low marks in most of thesubjects. He was afraid to
show his report card to his daddy in order to obtain his signature. So Dilip signed the report
card himself. The teacher suspected Dilip and asked him if his daddy had signed the report card.
What will Dilip say ? Encircle one of the following statements :

(A) Dilip will say that his daddy had signed the report card.
(B) He will confess to the teacher that he himself had signed the report card because he
was afraid of his daddy.
(C) He will say sorry and ask the teacher for another report card.
(Dj He will admit his fault and plead with his teacher not to tell his daddy.

15. Emile was dozing in class as he had gone for the last film show the previous evening. The
teacher warned Emile to be more alert in class. Emile felt ashamed. What will he do? Encircle
one of the following statements :

(A) Emile will tell his friends that the lesson was boring and therefore he was dozing.
(Bj He will tell his teacher why he was feeling sleepy.
(C) He will make an effort to keep himself awake.
(D; He will say to himself that the teacher was right in giving him the warning.
 LEADERSHIP BEHAVIOUR DESCRIPTION QUESTIONNAIRE(LBDO)

This is a study about the leadership behaviour and Ego

State level of the Headmasters/Principals in schools. Below

are given a number of statements. Please read each statement

carefully and indicate (by checking the appropriate numb?r) to

what extent each statement characterises your school.

If the behaviour reflected in the statement occurs

always in your school check 5; if it occurs often check 4;

if it occurs occasionally check 3? if it occurs seldom

check 2; end if it never occurs check 1.

Please give the following information about yourself.

This information will be used for research purpose only.

Name i

Age

Sex t

Length of Teaching
experience(in years)

Qualifications

SIGNATURE
Guide
 2

Seldom
0) •H
>1 G W rH
flj O (U rH
£ ■P u o
1 a §
o

1. He makes his attitudes clear to the 5 4 3 2 1

staff
2. He tries out his new ideas with the 5 4 3 2 1
staff
3. He rules with an iron hand* 5 4 3 2 1

4. He criticizes poor work 5 4 3 2 1

5. He speaks in a manner not to be 5 4 3 2 1

questioned
6. He assigns staff members to particular
tasks
5 4 3 2 1

7. He works without a plan* 5 4 3 2 1

do He maintains definite standards of 5 4 3 2 1

performance

He emphasizes the meeting of deadlines 5 4 3 2 1

10, He encourages the use of uniform 5 4 3 2 1

procudures

11. He makes sure that his part in the

organisation is understood by all 5 4 3 2 1
members

12, He asks that staff members follow 5 4 3 2 1

standard rules and regulations

13. He lets staff members know what is 5 4 3 2 1

expected of them

14., He sees to it that staff members are 5 4 3 2 1

working up to capacity

15. He sees to it that the work of staff 5 4 3 2 1

members is coordinated

16. He does personal favours for staff 5 4 3 2 1

members

1- 7, He does little things to make it 5 4 3 2 1

pleasant to be a member of the staff

. He is easy to understand 5 4 3 . 2 1

49. He finds time tc listen to staffmembers 5 4 3 2 1

He keeps to himself.* 5 4 3 2 1

21, Helooks out for the -personalwelfare 5 4 3 2 1

of individual staff members
 3

22. Refuses to explain his actions* 5 4 3 2 1

23. He acts without consulting the staff* 5 4 3 2 1

24. He is slow to accept new ideas* 5 4 3 2 1

25. He treats all staff members as hisequals 5 4 3 2 1

26. He is willing to make changes 5 4 3 2 1

27. He is friendly and approachable 5 4 3 2 1

28. He makes staff members feel at else 4 3 2 1

when talking with them

29. He puts suggestions made by the staff 5 4 3 2 1

into operation

30. He gets staff approval on important 5 ( 4 3 2 1

matters before going ahead

* Scored negatively.
 rnxr - n

EGO STATE INVENTORY

Shew the extent to which you feel your Headmaster/Headmistress

displays each of the following characteristics:

■P
ro h

Ti ------ -----------
,_»M ildly

° a t a ll
o U
S. NO. STATEMENTS L »—4 *4) rH
(n <o

N ot
0)

■
< Q
3

{
!
i
My Headmaster/Headmistress
1. Comforts others

2. Does not react emotionally

3. Uses expressions like 'Wow','1 see'

1 Oho1 , 1 Yaa' .

4. Ignores leaders

5. Disapproves the ways other behave

6. Shows sympathy for others

7. Always disagrees

9. Is spontaneous with his/her

feeling

9. Acts shy
10. Likes to talk about intellectual
things, for example, politics,
economics, current affairs

11. Tries to please others

12. Stands up for others

13. Is good at solving problems

14. Is mean to others

15. Always conform to the rules

16. Argue with others

17. Laughs and jokes a 1ot

18. Gets upset easily

19. Is critical of others

20. Protects the weak

21. Is a clear thinker

22. Often acts like a big kid

23. Tells others what they should

 i
■p l l i 1
(0 l oj i | H
© l-i l M i 1 H
S. No, STATEMENTS W ro l (1) P i V 1 -P to
tn © l t? -H i HI 1 o
Q i O H » •H 1 Z -P
< a a 1 It)

3 2 i, l . 1 0

24. Acts helpless

25. Trusts others

I 26. Is stubborn
' 27. Often says or does silly things

28. Acts superior to others

29. Looks at the facts realistically

30. Is excessively polite

31. Likes to help others with their

problems

32. withholds his/her co-operation

passively

33. Acts nervously

34. Able to see both sides of the

situation

35. Is fun to be with

36. Will not do what he/she is hold

37. Tries to dominate others

38. Is very rational

39. Is a good person to talk to about

one’s personal problems

40. Refuses to do assigned work

41. Is considerate of other people's

feelings

42. Points out other's mistakes

JL______ l_______ I______ 1

 to
,

•
,

;
1
—f 9

i
l
i
1
} N e ith e r
| s tro n g | 1
A g re e m e n t

3 W rt
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^m ent

trr (Z a h
0 *

D is a g re e ­

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ft h 5
A g re e -i n o r d x s~
ft
r+
rf
to
to
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ft>

Cu
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m ent

9
a g re e m e n t
•

| m e n t| |
! 1 !
2 ! 3 4
|
L e c tu r e - d is c u s s io n i s th e m o st e f f e c tiv e
•

te a c h in g te c h n iq u e
I n s t i t u t i o n s s h o u ld s e e k a v e n u e s to w a r d s e lf-
N)
•

im p r o v e m e n t t h r o u g h a n o r d e r l y p r o c e s s
S c h o o ls a r t o b l i g a t e d t o t e a c h m o r a l t r u t h s
0J
•

S c h o o l p r o g r a m m e s s h o u ld f o c u s o n s o c i a l
M
•

p r o b le m s a n d i s s u e s
I n s t i t u t i o n s e x is t to p re s e rv e and s tre n g th e n
in
t-k

-
•

s p i r i t u a l and s o c ia l v a lu e s
S u b je c tiv e o p in io n r e v e a ls t r u t h
c\
9

T e a c h e rs a re seen as fa c ilita to rs of
•

le a rn in g
S c h o o l s s h o u ld b e e d u c a t i o n a l 'h o t e l s '
CD
•

M e m o riz a tio n i s th e k ey t o p r o c e s s s k i l l s

:- -
vO
•

! 20. R e a lity c o n s is ts o f o b je c ts
1
S c h o o ls e x i s t t o f o s t e r t h e in te lle c tu a l
ro
h*
•

p ro c e ss
S c h o o ls f o s t e r a n o r d e r l y m e a n s f o r c h a n g e
PO
N>
•
•
 - 3 -
Neither
Strong Agreement Strong
Agree­ Dis-
S. No. St tements Agree­ Nor Dis- Disagree­
ment ment agroeme nt Agreement
ment
1 f 3
f-
h f-
23. There are es:ential skills everyone must
le-’rn
24. Teaching by subject area is the most
effective approach
; 2 5. Students shcild play an active part in
2 programme design and evaluation
A functioning m unbar of society follows
rules of c nduct
2 7. Reality is .rational
28. Schools shou .d reflect the society they serve
29„ The teacher should set an example for
the same
30. The most effective learning does not take
place in a highly structured, strictly
disciplined environment
31. The curriculum should be based on
unchanging spiritual truths
32. The most effective learning is non-
structured
33. Truth is a constant expressed through ideas
f '“
 PHILOSOPHY PREFERENCE SCALE
For each item beicw reap*-'ml occoiOiny to the strength of your belief, indicating strength of belief on a five
point scale? strong agreement, agreement, neither agreement nor disagreement, dijagreement, strong aisagreemen
Nei ther
Strong Strong
Agree­ agreement Disagree
Agr ce­ m^nt Disagree-
S. No. Statements ment nor dis­
ment ' ma-nt.
agreement
"f
I
4
-
I

T --
1. Ideal trachrrs are constant questionnaires
2. Schools exist for societal improvement
3. Teaching schould canter around the inquiry
techniaue
4. Demonstration and recitation •-•'e essential
components for learning
5. Students should always be permitted to determine
their own rules in the educational process
6. Reality is spiritual and rational
7. Curriculum should be based on the laws of
natural science
8. The teacher should be a strong authority
figure in the classroom
9. The student is a receiver of knowledge
10. Ideal teachers interpret knowledge
 CLASSROOM CLIMATE SCALE (KEY)

Tools

The Classroom Climate Scale (CCS). The Classroom Climate

Scale contains three constructs viz., Authenticity, Legitimacy arid

Pruuuctivity. Each construct has eight components as described

below.

THE CLASSROOM CLIMATE SCALE

Construct : Authenticity

Components Items

1. Role coordination : 1. There is unity in my class i-rj

Maintaining effective
relationships of 2. There are many conflicts
behaviour within and differences of opinion
the classroom among the pupils in
my class. (-)

2. Openness 3. I feel free to excess

my ideas and opinions
in my class. (+)

4. No one listens to the

other when any pupil talks
in my class. (-)

3. Involve...-<it = 5. Sometimes, we get engrossed

full involvement in in the learning process. (+)
the learning process
6. In my class, pupils avoid
sharing of work that is
assigned to us. (-)

4. Expectation = 7. Our expectations of good

Looking forward to teaching are satisfied
certain behavious or by our teachers. (+)
actions to happen.
 Components
8.
Cognitive Input = 9.
The knowledge that
one absorbs through
the learning process.
10.
Affect arousal : 11.
The awakening of
feelings and emotions
in a classroom while
learning or due to
interaction with 12.
each other.
Stimulation : 13.
Activating a person
to think or to act.
14.
Unself-Conscious 15.
Absorption = Being
unaware of imbibing
certain behaviours,
values, etc. 16.
Items
In my class, the teachers
do not care about our
expectations of better
teaching. (-)
We not only get rich content
matter of various subjects
but also general knowledge
from our teachers. <+)
We hardly get anything
else from our teachers
besides the content
matter from textbooks. (-)
For the whole of my life,
my present class will
bear sweet memories
for me. <+)
The bitterness that I
experience about my
class will remain with
me for my whole life. (-)
Classroom teaching enables
me to think on my own. (+)
I do not get enough
stimulation through
classroom teaching. (-)
When I am in my class.
I feel that time passes
quickly for me. M
I feel that time passes
slowly when I am in
a class. (-)
 Construct : Legitimacy

Components Items

1. Imposed Discipline 1. My teachers can maintain good

= Authoritative discipline in my class. (+)
control of pupil
behaviours through 2. There is no discipline and
rules and regulations. order in my class. (-)

2. Utility = Usefuleness 3. I feel that what I learn

of any activity in in my class will help me to
a class.' face life and its problems. (+)

4. I fell that what I learn in

my class is not of any
practical use to me. (-)

3. Homogeneity S The composition of my class

= The degree to is such that we take quick
which pupils are decisions without bitter
similar or alike in conflicts. (+)
their behaviour traits.
6. There are many conflicts
in my class which do not
a!1'-'’” us to take any
decision. (H

4. Commitments 7. During any activity in my

= Whole-hearted class, the pupils have a
involvement in any great sense commitment. {+)
activity.
... In my class, the pupils
show a lack of commitment
during any activity. (-)

5. Democratic Behaviour 9. Our teachers allow us to

= Behaviour which take part in discussions. (+)
encourages differences
uf opinions and free 10. Our teachers take all the
discussions. decision^ in our class
without even consulting us. (-)
 Components Items

6. Group strength 11. We are so united in our

= The support class that we iisjp each
that is received other in our work. (+)
in being together
collectively. 12. In my class, each one is
aloof and does not help
the others. (-)

7. Directedness 13. Our teachers come to

= Having a direction class in tima ?.nd
for an activity so enjoy teaching us. (+)
that movement leads
progress. 14. Our teachers are no'
punctual and do not
have any interest in
teaching us. (-)
8. Identification 15. Our class teacher feels
= The appropriation that our class is her own. (+)
into one's self.
16., Our class teacher does
not feel that our class
is her own. (-)

Construct : Productivity

Components Items

1. Interpersonal support 1. There is co-operation and

= Mutual assistance love fir work among our
rendered by teachers teachers. (♦)
and pupils to one
another. 2. Our teachers do not try to
understand our
difficulties. (-)
 Components Items

2. Role satisfaction 3. It gives me great pleasure

= The pleasure a to go to my class. (+)
pupil experiences
when he performs 4. In my class, I do not get
his duty or as any satisfaction from my
expected of him. studies. (-)

3. Resource utilization 5. Our teachers make their

= Making use of
materials, aids and
talents one possesses,
in order to be more
effective. . 6.
lessions interesting by
using various teaching
aids. (+)
Our teachers do not use
enough teaching aids (-)

Role manifestation 7. Our teachers ae devoted

= The characteristic
behaviour displayed
when one performs
her duty. 8.
to their work and are
interested inteaching us. (+)
I feel that my teachers
should put in more
effort to help me in
my studies. (-)

5. Behaviour Consonance 9. I like the behaviour of

= The harmony that
exists between the
behaviour and
expectations that 10.
others have of a
person.
our teachers and feel
like imitating them. (+)
Our various teachers
behave differently and
hence we feel
confused. (-)

6. Help = 11. Along with the lessons

The right type of our teachers tell us
assistance many things that will
rendered. be useful in life. (+)

12. In my class, our

teachers are absorbed
in giving us content
matter only! and forget
to solve our difficulties. (-)
 Components Itc

7. Physical facilities 13. The furniture in our

= The class setting, classroom is
seating arrangement, comfortable. (+)
light, etc., that are
available to pupils 14. In my class there is no
in a classroom. proper seating
arrangement. (-)

8. Fulfilment 15. I am extremely happy

= The joy and to be in my class and
satisfaction, one wish I could always
obtains after one's study with the same
wishes are fulfilled. companions. (+)

16. I do not enjoy even a

single moment in my
classroom. (-)

General Statement

1. I feel that my class is like a prison. (-)

2. I have great love for my class. (+)

The above 50 statements (16 + 16 + 16 + 2) comprise the

classroom climate scale.

The classroom climate scale is given in the Appendix I.

 CLASSROOM TRUST SCHEDULE (CST) (KEY)

The Classroom Trust Schedule consists of 15 situations, with

four responses each. These four responses have scores ranging from

1 to 4. A response having a score of four, shows most trust, whereas

a response having a score of one, shows the lease amount of trust

by the pupils.

The pupil is asked to read each situation and indicate his

answer by encircling the number against the response. The responses

checked are then scored as 4,3,2 or 1, according to the degree

of trust represented by the response. The sum of all the scores

on various situations checked by the pupils, give his total score

on Classroom Trust Schedule. The maximum score obtainable in the

CTS is +60 and the minimum is +15. A pupil obtaining a score of

22 as shown below, wouldd exhibit little trust in the teacher.

Very low Medium High

Trust Trust Trust

+15 22.0 37.5 +60

The reliability of CTS was calculated by the split-half method.

The correlation was 0.73.

 Given below are the score values of the response alternatives

of each situation.

Score Value

Situation No. Alternatives

A B C D

1 2 3 14

2 12 3 4

3 13 4 2

4 12 3 4

5 12 3 4

6 12 4 3

7 12 3 4

8 12 3 4

9 2 13 4

10 12 3 4

11 3 12 4

12 13 2 4

13 12 3 4

14 14 3 2

15 1 4 3 2
 LEADERSHIP BEHAVIOUR DESCRIPTIVE QUESTIONAIRRE (KEY)

The LBDQ consists of 30 descriptive statements, 15 coming

under the dimension 1 Initiating Structure1 and 15 coming under

'Consideration'. The members of a leader's group indicate the fre­

quency with which he engaged in each form of behaviour by checking

one of five adverbs always, often, occasionally, seldom or never.

Each of the keys to the dimensions contains 15 items and each item

is scored on a scale from 4 to 0. Consequently the theoretical range

of scores, on each dimension is from 0 to 60.

Tools must be scored immediately 4 3 2 1 0

Negative Statements

3,7,20,22,23,24.
 EGO STATE INVENTORY SCALE (KEY)

The teachers are required to respond the extent to which their

headmasters displayed the behaviour indicated by each statement.

The following items illustrate the kind of statements used.

1. My teacher comforts others

2. My teacher acts shy

3. My teacher tries to please others

4. He is very rational

5. He is excessively polite

A four point response scale was provided for the respondent

to mark the strength of the behaviour, displayed by the headmaster.

The response choices are '
1. A great deal

2. Moderately

3. Mildly

4. Not at all

The score of each item is weighted from zero to three correspond­

ing to the degree of intensity represented by the choice of answer.

The teachers were asked to mark ( >/) against each statement

in agreement with their view.

 For the purpose of measuring the statements, they have been

quantified. All the statements in the Ego State Inventory are positive

and the scores given were as follows :

Degree Level Weightage

1. A great deal 3 Scores

2. Moderately 2 Scores

3. Mildly 1 Score -

4. Not at all 0 Score

The table gives the number and number of Items included in

Each Sub-groups :

S.No. Ego State Level Items Total

1. Critical Parent 5,14,19,23,28,37,42 7

2. Nurturing Parent 1,6,12,20,31,39,41 7

3. Adult 2,10,13,21,29,34,38 7

4. Adapted Child 9,11,15,18,24,30/32 7

5. Rebellious Child 4,7,16,26,33,36,40 7

6. Natural Child 3,8,17,22,25,27,35 7

TOTAL 42
 PHILOSOPHY PREFERENCE ASSESSMENT SCALE (KEY)

Philosophy Preference Assessment Scale which is based on these

five philosophiess was administered to the teachers by the investigator.

The tool is enclosed in the appendix section and the scoring key

is given below :

Philosophy Assessment Scoring

The following set of Test questions relate to the five standard

philosophies of education mentioned in this section.

Perennialism 6,8,10,13,15,31,34,37

Idealism 9,11,19,21,24,27,29,33

Realism 4,7,12,20,22,23,26,28

Experimentalism 2,3,14,17,25,35,39,40

Existentialism 1,5,16,18,30,32,36,38 .
 APPENDIX NO.11 DISTRIBUTION OF TEACHER SAMPLING

Nature No. of Teachers

Type Locality
SI. of 'observed
Name of the School of of Total
No. Manage­
School School Male Female
ment

(1) (2) (3) (4) (5) (6) (7) (8)

1 Government H.S.School
Asokapuram Govt. Boys Urban 2 1 3

2 Govt. H.S.School
Asokapuram 1! Girls II
2 2 4

3 Govt. H.S.School
II II
Kuniamuthur Mixed 2 1 3

4 Govt. H.S.School
II ft
Vellakinar Mixed 3 2 5

5 Govt. High School,

Narasimhanaicken-
II II
palayam Rural 2 1 3

6 Govt. H.S.School
II II
Karamadai Boys 1 1 2

7 Govt. High School,

II II
Pannimadai Boys 3 2 5

8 Govt. High School,

Veerapandi 11 Girls If
1 1 2

9 Govt. High School,

II II II
Vellamadai 2 2 4

10 Corporation H.S.S., Corpo­

Siddhapudur . ration Boys Urban 2 2 4

11 Corporation H.S.S., Corpo­

II
Siddhapudur ration Girls 2 1 3

12 Corporation H.School
II
Ramanathapuram Boys Urban 2 1 3

13 Corporation H.School
Ramakrishnapuram II
Girls 11 2 2 4

14 Corporation H.School
n II
R.S. Puram Boys 2 1 3

15 Corporation H.School
Ranganathapuram m If II 1 1 2
(1) (2) ( 3) (4) (5) (6) (7) (8)

16 Corporation H.School Corpo­

Udayampalayam ration Mixed Urban 2 2 4

17 Corporation H.School
Anuparpalayam
It M II
2 1 3

18 Mani H.S.School
Coimbatore Aided Mixed II
2 2 4

19 Gopal Naidu H.School

Coimbatore
II M II
2 1 3

20 Sarvajana H.S.School
Peelamedu If
Girls II
3 2 5

21 Suburban H.S.School
Coimbatore - 9. II
Boys
II
2 2 4

22 Sri Rangammal Kalvi

Nilayam H.S.School II
Girls II
2 1 3

23 Kikani H.S.School
Coimbatore (North) II
Boys 1! 2 1 3

24 Sri Rarnakrishna
Mission Vidyalaya
High School, Peria-
naickenpalayam II II
Rural 2 2 4

25 Thambu High School,

Govt. Press Colony II
Mixed II
2 2 4

26 Pioneer Mills H.S.,

Jothipuram ft II II 2 1 3

27 Sri K. Rangaswamy
Naidu H.S.School
Perianaickenpalayam II II 2 2 4
Girls

28 Kempa Nanjammal H.S. ,

Karamadai It If II 2 1 3

29 Swami Sivananda
H . S . S., Perianai­
t! tl 3 2 5
ckenpalayam Boys

30 Sowdeswari Matricu­
lation H.S.School
R.S. Puram 2 1 3
Private Mixed Urban
(1) (2) (3) (4) (5) (6) (7) (8)

31 Nehru Vidyalaya
Matric H.S.School
Coimbatore Private Girls Urban 2 2 4

32 Chinmaya Vidyalaya
Matric H.S.School
Vadavalli Boys Rural 2 1 3

33 Bharathiya Vidya
Bhavan Matric
II
H . S . S . . R.S. Puram Mixed Urban 2 2 4

34 Sri Ramakrishna
Steel Industries
Matric H.S.School
II II
Karamadai Rural 1 1 2

35 Immaculate Heart of
St. Mary's Matric.
ft M
H.S.S., Veerapandi Girls 0 2 2

36 Avila Matric H.S.S.,

Venkitapuram II
Boys 11 2 1 3

37 Kendriya Vidyalaya Govt.

Sangathan Central of
School, Sulur India Mixed Rural 2 2 4

33 K.V.S. Central
ft ft
School, Sowripalayam Urban 2 2 4

39 Angappa High School,

Saibaba Colony CBSE Mixed Urban 2 1 3
It
40 Lisieux High School CBSE Boys 2 1 3

41 Railway High School, Anglo-

Podanur Indian
(GOI) Mixed Rural 1 1 2
II II
42 Stanes High School Urban 2 1 3
 DISTRIBUTION OF PUPIL SAMPLE IN THE FINAL STUDY

Nature No. of Students

Type Locality
SI. of (' observed '
Name of the School of of Total
No. Manage­ Male'
School School Female
ment
(1) (2) (3) (4) (5) (6) (7) (8)

1 Government H.S.School
Asokapuram Govt. Boys Urban 52 52

2 Govt. H.S.School,
tf ff
Asokapuram Girls - 37 37

3 Govt. H.S.School,
Kuniamuthur H Mixed ft
25 19 44

4 Govt. H.S.School,
Vellakinar H Mixed ft
27 24 51

5 Govt. High School,

Narasimhanaicken-
tf tl
palayam Rural 21 20 41

6 Govt. H.S.School,
Karamadai M Boys tl
46 —
46

7 Govt. High School,

Pannimadai M Boys tf
_
46 46

8 Govt. High School,

ft ff
Veerapandi Girls -
45 45

9 Govt. High School,

ft ff ft
Vellamadai -
43 43

10 Corporation H.S.S., Corpo­

Siddhapudur ration Boys Urban 44 _
44
11 Corporation H.S.S.,
tl tl
Siddhapudur Girls —
40 40

12 Corporation H.School
ft ft
Ramanathapuram Girls 42 42

13 Corporation H.School
ft
Ramakrishnapuram « Girls - 41 41

14 Corporation H.School
ff ff
R.S. Puram Boys 33 33
 (1) (2) (3) (4) (5) (6) (7) (8)

15 Corporation H.School Corpo­

_
Ranganathapuram ration Boys Urban 52 52

16 Corporation H.School Corpo­

II
Udayampalayam ration Mixed 17 15 32

17 Corporation H.School
M H If
Anuparpalayam 22 16 38

18 Mani H.S. School,

Coimbatore Aided Mixed " 22 19 41

19 Gopal Naidu H.School

Coimbatore If H It 27 20 47

20 Sarvajana H.S.School
Peelamedu ti
Girls It - 51 51

21 Suburban H.S.School
Coimbatore - 9 it
Boys It
43 - 43'

22 Sri Rangammal Kalvi

Nilayam H.S.School m
Girls II - 36 36

23 Kikani H.S.School
M II
38 38
Coimbatore (North) Boys -

• 24 Sri Ramakrishna
Mission Vidyalaya
High School, Peria-
M H
naickenpalayam Rural 30 30

25 Thambu High School

11 M 24 18 42
Govt. Press Colony Mixed

26 Pioneer Mills High

11
School, Jothipuram II II
19 16 35

27 Sri K. Rangaswamy
Naidu H.S. School,
Perianaickenpalayam II
Girls 11 _ 36 36

28 Kempa Nanjammal High

School, Karamadai II II ft - 32 32

29 Swami Sivananda H.S.

School, Perianaicken­
H
palayam Boys It
42 42
 (1) (2) (3) (4) (5) (6) (7) (8

30 Sowdeswari Matricu­
lation H.S.School,
R.S. Puram Private Mixed Urban 14 18 32

3i Nehru Vidyalaya
Matric H.S.School,
tt tt
Coimbatore Girls 30 30
32 Chinmaya Vidyalaya
Matric H.S. School,
M
Vadavalli Boys Rural 28 28
33 Bharathiya Vidya
Bhavan Matric H.S.
H
School, R.S. Puram Mixed Urban 15 19 34
34 Sri Ramakrishna Steel
Industries Matric H.S.
tt
School, Karamadai " Rural 16 10 26

35 Immaculate Heart of
St. Mary's Matric.
H.S.S., Veerapandi If
Girls tt _ 27 27

36 Avila Matric H.S.S.,

tl If
Venkltapuram Boys 30 - 30

37 Kendriya Vidyalaya Govt.

Sangathan Central of
tt
School, Sulur India Mixed 13 17 30

38 K.V.S. Central School

tl H
Sowripalayam Urban 16 12 28

39 Angappa High School,

Saibaba Colony CBSE Mixed Urban 14 11 25
ft
40 Lisieux High School CBSE Boys 29 - 29

41 Railway High School, Anglo-

Podanur Indian
(GOI) Mixed Rural 16 22 38
It It
42 Stanes High School Urban 17 19 36
 COIMBATORE
MAP5H0VIIN& THE UST OF SCH06US SELECTED FOR THE STUDY.

iharathlar University
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