CHAPTER I

THE PROBLEM AND ITS SETTING

ABSTRACT

This study aims to establish the influence of teacher performance appraisal in

terms of measuring teacher’s effectiveness. Likewise, one of its objective is to eradicate

the inaccuracies and biases in rating errors that occurs in observing teacher’s

performance.

This research use the acquisition of information from teachers regarding their

feelings, emotions and perceptions in so far as teacher’s effectiveness is concerned.

The study employed a correlational research design. It will be conducted in Dr. Maria D.

Pastrana National High School (Grades 7 to 12) wherein stratified random sampling

technique was used to select 80 teachers from Junior and Senior High School. Relevant

data for this research will be gathered through a self-devised questionnaire.

This study has its distinct contribution in improving the system of rating teacher’s

performance equally. The output of this study is intended to be an essential material for

school heads/principals in evaluating and advocating fairness in measuring teacher’s

effectiveness.
INTRODUCTION

Before, evaluators had a hard time in measuring someone’s performance.

Unestablish performance appraisal is the reason why. Sometimes, due to improper way

of rating the performance, the “palakasan system” in the field dominates. Promotions

are sometimes based on consaguinity or friendship, moreover, relative. This is the sad

reason in ranking sytem long time ago.

Meanwhile, appraisal is defined as an act of examining someone or something in

order to judge their qualities, success and needs. In education, performance appraisal is

used to know the rating of performance of teachers. It helps in measuring the ability and

capacity of an individual into their craftsmanship or field chosen.

It is said that appraisal help teachers in job satisfaction and it gave a strong

positive influence on teachers and their work. Significantly, it help increases teachers

development.

It is believed that given enough emphasis on teacher appraisal and

feedback, the greater the change in teachers’ practices to improve their teaching. In

these instances, the system of evaluation in education appears to be effectively.

SIGNIFICANCE OF THE STUDY

The purpose of the study is to find out the influences of teachers appraisal on

teachers effectiveness through gathering teacher’s perceptions and opinions regarding

this matter.

THEORETICAL FRAMEWORK

According to Brent, goal setting theory is introduced as a key component for

effective performance appraisals. Feedback theory recognizes the need for feedback to

be interactive as well as constructive. Brent also added that "Tying these theories

together creates a research model that explains how performance appraisals can

indeed positively impact an organization instead of being perceived as a yearly exercise

imposed upon employee by supervisors".

CONCEPTUAL FRAMEWORK AND RESEARCH QUESTIONS:

This study aims to answer the following questions:

1. What are the teachers perceptions regarding performance appraisal?

2. What are the influences of performance appraisal on teachers on the following?

1.1 Self

1.2 School

1.3. Community
3. What are the advantages and disadvantages of performance appraisal?

4. Do performance appraisal have impact on teacher’s effectiveness?

Conceptual Framework

Input Process Output

 What are the teachers
perceptions regarding
performance appraisal?  Interview
 What are the influences of
performance appraisal on  Data gathering
teachers on the following? using self- devised
2.1 Self
questionnaire  Improvement of
2.2 School Performance
2.3. Community  Analysis of the Appraisal and
 What are the advantages and
gathered data from Proper Evaluation
disadvantages of
questionnaires on Teachers
performance appraisal?
 Do performance appraisal
have impact on teachers
effectiveness?

Figure1. Conceptual Paradigm showing the process that the researcher will undergo in

the conduct of the study, “Influence of Teacher Performance Appraisal on Teacher’s

Effectiveness on Dr. MARIA D. PASTRANA National High School (Grade 7 to 12) S.Y

2018-2019.”
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

REVIEW OF RELATED LITERATURE AND STUDY

To complete this action research, the researcher took hold of some related

concepts formulated by well-known educators, psychologist and researchers in the field.

The findings, conclusions and recommendations from their studies are considered and

concluded as bases of answering the need of the study.

As stated by OECD, (2013) teacher appraisal is a key lever for increasing the

focus on teaching quality. In addition, Kleinhenz and Ingvarson (2004) stressed that an

understanding of the various aspects of successful performance appraisal is essential.

According to Aguinis (2009) performance appraisal can be defined as the

ongoing process used for identifying, measuring and developing an individual’s

performance in accordance with an organization’s strategic goals. Appraisal may

involve formative aspects that focus on developing performance, such as career

development, professional learning and feedback. Summative aspects, on the other

hand, evaluate performance for career progression, possible promotion or demotion and

termination purposes.

Danielson & McGreal (2000), emphasized that when performance appraisal is

used for both accountability and instructional improvement that identifies and enhances

teaching quality that may be considered the ideal quality assurance mechanism.
 Marshall Et.al. (2007), also stated that an effective performance appraisal

system will, ideally, assist in meeting these demands by holding employee’s

accountable, addressing underperformance and enhancing performance and practice.

Aside from that, The Republic of Kenya (2008), stressed that performance

appraisal system is an important constituent of the whole human resource

management function in the civil service. The appraisal predicated upon the principle of

setting agreed performance targets, work planning, reporting, and feedback. The

general objective of the performance appraisal system is to improve and manage

performance of the civil service. Improving and managing performance of civil service

would enable advance level of staff involvement and participation in delivery,

evaluation, and planning of work performance.

Republic of Kenya (2008) also indicates that Performance Appraisal System

(PAS) programme should consist of the following; Setting of performance targets, work

planning, values, and monitoring, competency assessment, evaluation, and end of year

appraisal.

Kamiti (2014) suggested that Performance Appraisal System acts as an

important factor contributing to the motivation of employees. The more transparent and

objective the performance appraisal system is in the public service, the higher would

be the motivation of employees.

Obasi et.al. (2014) said that performance appraisal is a systematic process of

determining an employee’s performance level. It identifies the individual’s areas of

strength and weakness. It also measures skills and accomplishments with reasonable

accuracy and uniformity. It provides a way to help identify areas for performance
enhancement and to help promote professional growth. The process is to recognize

achievement, to evaluate job progress and then to design training for further

development of skills and strength.

Seanhan (2010) stated that performance appraisal is the process of evaluating

how well employers perform their jobs as compared to a set of standards and then

communicating that information to those employees. Specifically, it identifies the gap

between the expected performance level and the actual performance level.

In addition, Santiago and Benavides (2009) maintained that teacher evaluation

can be interlinked with school arrangement to improve teaching process. They further

added that results from teacher’s assessment can be used to identify teaching needs

and contribute to the definition of the school plan in order to improve the teaching

process in the school. It is integrated and embedded in the system of school quality

assurance mechanism.

Obasi (2011) emphasized that performance appraisal is one of the strategic

management functions aimed at ensuring continuous improvement of employees’

performance. Basically, it serves dual purposes: administrative and developmental,

but this study focuses on the developmental aspect of it. Performance appraisal is the

systematic process of determining employer’s performance level, and when properly

carried out, it reveals the difference between the expected performance and actual

performance levels. He also added that managing employee performance is an integral

part of the tasks that all managers and rating officials perform throughout the year. It is

as important as managing financial resources and programme outcomes because

employee’s performance or the lack thereof has a profound effect on both the financial
and programme components of any organization. Performance management therefore

is a systematic process of planning work and setting expectations, continually

monitoring performance, periodically rating performance in a summary fashion and

rewarding good performance while poor performance is remedied.

Chapman (2011) posited that performance appraisals are essential for the

effective management and evaluation of staff. It helps develop individuals, improve

organizational performance through monitoring of standards. Generally, it reviews

each individual’s performance against objectives and standards over a period of time.

It provides a formal, recorded, regular review of an individual’s performance and a plan

for future development.

Rehman (2009) stated that performance appraisal takes into account the past

performance of teachers and focuses on the improvement of the future performance.

Teacher performance appraisal system provides teachers with meaningful appraisals

that encourage professional learning and growth. Meaningful teacher evaluation

involves an accurate appraisal of the effectiveness of teaching, its strengths and areas

for development, followed by feedback, coaching, support and opportunities for

professional development.

Santiago & Benavides (2009) stressed that processes concentrate on the core

activity of teaching typically covering areas such as planning and preparation, the

classroom environment and instruction itself, contribution to school development and

professional development activities.

 Nwachukwu (2000) said that the need for performance appraisal is well

recognized in all successful organizations. It helps to determine how effectively an

employee’s performance in carrying out the general duties of his or her role, together

with specific targets with specific targets that have been set.

Dessler (2008) therefore remarked that appraisal permits the boss and

subordinates to develop a plan for correcting any deficiencies and to reinforce the

things the subordinate does right. It also serves a useful career planning purpose.

The strategy enables the manager to review the development needs of all employees.

Nolan (2010) studied The Effect of Teacher Ratings on Teacher Performance

and the results reported that low-rated teachers saw increases in their students'

English and Math test scores. With release of the ratings, high-rated teachers saw little

to no change in their student tests. From the release of teacher ratings, these

differential responses from low to high rated teachers suggest possible test score

gains. School ratings had no extra impact on student test scores.The study discovered

that there was no proof that ratings publication affected teacher turnover or classroom

composition.

Taylor and Tyler (2012) discovered that performance measures and a quality

classroom-observation-based evaluation measures could improve mid-career teacher

performance both during the period of assessment, consistent with the traditional

predictions; and in subsequent years, consistent with human capital investment.

Hadi (2006) studied the Relationship between Teachers' Performance Ratings

and the Achievement of their Students Education Organization of Zanjan. Teachers'

performance appraisal ratings are related to the achievement scores of their students.
Performance appraisal scores were negatively correlated with student achievement.

This indicates that there is no relationship between the supervisor performance ratings

of teachers and the success of the teachers' students.

Ojokuku (2015) studied the influence of performance appraisal (PA), which is a

vital HR practice, on the performance and motivation of academics in Nigerian

universities. The study acquired samples from four public universities in South western

Nigeria. Additionally, the study sourced data with the assistance of a questionnaire,

while data analysis used multiple and percentage regression analysis. Findings

depicted that the performance appraisal system exert a strong influence on overall

performance and academics motivation.

Randy (2005) explored changes in individuals' confidence for job performance

as a function of performance evaluation methods. Participants were college students

taking coursework leading toward education-related employment. Results showed

increases in participants' teacher efficacy in the low-efficacy group, but not in the high-

efficacy group. Participants with low teacher efficacy showed improvements in efficacy

following review of guidelines for either evaluation method.

Kerry (2013) confirmed that there is evidence that teacher performance is the

single most important school variable influencing student achievement.

OECD (2009) further confirms that raising teaching performance was most likely

to lead to substantial gains in student learning and academic achievement.

Stronge (2012) also asserts that student academic achievement varies

depending on which teacher the student is assigned to. It is important to note that the

policy envisioned that with up-to-date syllabus coverage coupled with effective
curriculum evaluation and well-managed student discipline performance in national

examinations would subsequently improve.

Darling-Hammond et.al. (1983) said that appraisal is a formal means for school

leaders to communicate organizational goals, conceptions of teaching, standards, and

values to teachers.

Obasi and Ohia (2014) Performance appraisal is a systematic process of

determining an employee’s performance level. It identifies the individual’s areas of

strength and weakness. Performance appraisal measures skills and accomplishments

with reasonable accuracy and uniformity. It provides a way to help identify areas for

performance enhancement and to help promote professional growth. The process is to

recognize achievement, to evaluate job progress and then to design training for further

development of skills and strength.

Seanhan (2010) Performance appraisal is the process of evaluating how well

employers perform their jobs as compared to a set of standards and then

communicating that information to those employees. This review is usually carried out

periodically.

Santiago and Benavides (2009) maintained that teacher evaluation can be

interlinked with school arrangement to improve teaching process. They further added

that results from teacher’s assessment can be used to identify teaching needs and

contribute to the definition of the school plan in order to improve the teaching process

in the school. It is integrated and embedded in the system of school quality assurance

mechanism.
 Appraisal and feedback have a strong positive influence on teachers and their

work. Teachers report that it increases their job satisfaction and, to some degree, their

job security, and it significantly increases their development as teachers. The greater

the emphasis on specific aspects of teacher appraisal and feedback, the greater the

change in teachers’ practices to improve their teaching. In some instances, more

emphasis in school evaluations on certain aspects of teaching is linked to an emphasis

on these aspects in teacher appraisal and feedback which, in turn, leads to further

changes in teachers’ reported teaching practices. In these instances, the framework for

the evaluation of education appears to be operating effectively.

OECD (2005) added that appraisal of teachers and subsequent feedback can

also help stakeholders to improve schools through more informed decision making.

School evaluations and teacher appraisal and feedback can focus on such standards,

the extent to which they are met, and the methods employed to reach, meet, or exceed

them. Identifying and setting standards can also have implications for teachers’

professional development, which, in turn, can be oriented to help teachers to better

achieve them.

Caldwell and Spinks (1998) expressed that such improvement efforts can be

driven by objectives that consider schools as learning organizations which use

evaluation to analyse the relationships between inputs, processes and, to some extent,

outputs in order to develop practices that build on identified strengths and address

weaknesses that can facilitate improvement efforts.

 Mckewen (1995) mentioned that school accountability, which often focuses on

measures of school performance, can be an aspect of this accountability and can drive

the development of School accountability may also be an important element of

standards-based reforms which emphasize standards in teaching practices or the entire

school education system. The framework for evaluating education in schools can also

be used to drive efforts aimed at teacher accountability.

OECD (2009) stressed that raising teaching performances is perhaps the policy

direction most likely to lead to substantial gains in students’ learning good schools are

essential if we are to make the most of the talents and abilities of all our young people.

According to Morphy (2013), in the UK there have already been significant

changes in the flexibilities open to academies and other schools in how they appraise

and evaluate teachers. All schools are likely to have the chance to link pay for teachers

more closely to their performance in the classroom rather than the length of service in

the future. However, the situation of teacher performance appraisal system in the UK is

different from that of Kenya due to lack of uniformity. For instance, in Kenya, there is a

uniform way of appraising all public school teachers irrespective of their regions. The

tool is also monitored by the Teachers Service Commission (TSC) as the sole teacher

employer contrary to the case in the UK where teachers are employed by different

bodies and appraisal is mostly determined by the respective employers. In addition,

mode of an appraisal varies from one school to the other.

Keintseng (2005) study on the appraisal process mainly points out two models of

appraisal, that is, the professional development model and the accountability model. He
found out that appraisal based on accountability model bore more fruits than those on

professional models among teachers in Botswana.

Gordad and Enerson (2006) and Mordock (2005) have merely expressed the

need for teacher appraisal as a tool for gauging performance.

Mordock (2005) is more concerned with the involvement of teachers in

developing of performance appraisal tool, while Gordad and Enerson (2006) simply

considers teacher appraisal as being significant in improving working relationship and

career development.

Kerry (2013) reported that to increase the focus on teaching quality, teacher

appraisal can be a key lever. He indicated that understandings of the various aspects

of successful performance appraisals are essential and equally highlighting the

importance of an enhanced understanding of performance appraisal as a discursive

approach to building teaching quality. The study was done in Australia while the

current was done in Kenya. In addition, the reviewed study only focused on the

influence of TPA on quality teaching while the present day looked at diverse aspects of

TPA hence the knowledge gap being filled by the present study.

Kermally (2014) argued that Western Australia and the Northern Territory

require teachers to undertake the same performance appraisals as all government

employees.

Jensen (2011) studied effects of teacher appraisal on effective curriculum

implementation among teachers in Australia and discovered that teachers were

delaying in fundamental areas of curriculum implementation. Additionally, the study

revealed that student performance had fallen sharply in reading and stagnated in

Mathematics. The study further revealed that more effective teachers are the key to

producing higher performing students.The study used balanced score card as a tool to

determine performance while the present study used performance appraisal guide

already developed by the Teachers Service Commission.

According to Monyatsi Styne and Kamper (2006), stakeholders cannot

overemphasize the importance of appraisal in public schools. In their study “Teacher

perceptions of the effectiveness of teacher appraisal in Botswana” they observed that

for schools to complete the prescribed syllabus in time there was need to improve on

teacher performance appraisal system. The study pointed out that many schools in

rural locales had not come up with tools to check curriculum implementation.

Participation in co-curricular activities could be jeopardizing the actual teaching of

content in classes.

Almeida (2008) said that performance standards establish the fundamentals of all

action to be executed by the teacher, aiming at professional development and

consequently the organizational development of the educational institution.

According to Mary (2010), school teachers’ performance is contingent upon

intrinsic and extrinsic motivation, if there is management of good personnel, good

infrastructure and culture climate, teaching materials, and good supervision.

Teacher appraisal is a mechanism for improving teaching and learning. We all

agree that teachers’ professional competence and conscientiousness are the keys to

the delivery of quality education in schools. In a well-designed staff appraisal system,

the instruments and procedures can constitute valuable professional development for
teachers and enable the school management to assess teachers’ performance. The

teacher appraisal system assists in recognizing and encouraging good performance,

identifying areas for development, and improving overall performance of teachers.

Teacher performance management is a continuous process for identifying,

evaluating and developing the work performance of teachers, so that the goals and

objectives of the school are more effectively achieved, while at the same time benefiting

teachers in terms of recognition of performance, professional development and career

guidance.

Performance assessments that measure what teachers actually do in the

classroom, and which have been found to be related to later teacher effectiveness, are

a much more potent tool for evaluating teachers’ competence and readiness, as well as

for supporting needed changes in teacher education.

 CHAPTER III

METHODOLOGY

RESEARCH DESIGN

This study was basically a descriptive and correlational research utilizing

qualitative approaches. This study was carried out through the conduct of survey

questionnaire to determine the enablers and constraints in the making of research of the

teacher respondents. “Influence of Teacher Performance Appraisal on Teacher’s

Effectiveness on Dr. MARIA D. PASTRANA National High School (Grade 7 to 12) S.Y

2018-2019.”

RESEARCH LOCALE

This research was conducted in Dr. MARIA D. PASTRANA National High School

(Grades 7 to 12). This school was chosen because it is the home-base of the

researcher. It is an advantage for her to easily gather updated data needed, at the

same time to find out whether double shifting system has implications on the learners.

RESEARCH POPULATION AND SAMPLE

Dr. MARIA D. PASTRANA National High School (Grades 7 to 12) was composed

of more or less 100 teachers in Junior and Senior High School.

RESEARCH INSTRUMENT

A self-devised questionnaire was used to gather the needed data of this study,

specifically it has three parts:

1. Survey Questionnaire for Teacher’s Performance

This survey questionnaire was used to determine the teacher’s feelings,

emotions and perceptions

2. Checklist on the Factors affecting the Teacher’s Effectiveness

It is a questionnaire checklist with a scale of 1 to 5 to determine the factors in

teacher’s effectiveness. 1 strongly agree, 2 is for agree, 3 undecided, 4 disagree. 5 for

strongly disagree.

STATISTICAL TREATMENT OF DATA

To measure the result of the survey questionnaire for teacher’s feelings,

emotions and perceptions, checklist on the factors affecting the teacher’s performance

and self-devised questionnaire to find out the factors affecting the teacher’s

performance, mean and percentage were used.

 QUESTIONNAIRE FOR TEACHERS

Instructions

Complete this questionnaire with openness, objectivity and accuracy. All your

responses will be treated with utmost confidentiality. Do not write your name in the

questionnaire.

SECTION A SOCIO-DEMOGRAPHIC

PROFILE

1. Which is your age bracket?

20-30yrs [ ] 31-40yrs [ ] 41-50yrs [ ] 51-60 yrs [ ]

2. What is your gender?

Male [ ] Female [ ]

3. What is your highest academic qualification?

Diploma [ ] Degree [ ] Masters [ ] Doctorate [ ]

SECTION B

APPRAISAL IN PLANNING AND PREPARATION

4. a) Do you plan lessons before you go to class?

 Yes [ ] No [ ]

b) If yes, are your lesson plans appraised before use?

Yes [ ] No [ ]

c).To what extent are the lesson plans appraised by the following officers?

EXTENT

OFFICERS Large Medium Small NA

Principals

HODs

Subject Heads

d).To what level has the appraisal assisted in improving students’ academic

performance?

Large level [ ] Medium level [ ] Small level [ ] Does not [ ]

SECTION C

APPRAISAL OF CLASSROOM ENVIRONMENT

5. a) Does the school carry out appraisal on adequacy of classroom physical space?

Yes [ ] No [ ]

b). Indicate the frequency to which appraisal on adequacy of classroom physical

space is carried out in your school?

 Monthly [ ] Termly [ ] Yearly [ ] Rarely [ ] Never [ ]

c).Does appraisal on quality of classroom environment assists in improving

Students’ academic performance?

Yes [ ] No [ ]

d).To what extent does appraisal on quality of classroom environment assist in

improving students’ academic performance?

Large extent [ ] Medium extent [ ] Small extent [ ] Does not [ ]

SECTION D

APPRAISAL OF TEACHERS’ PROFESSIONAL RESPONSIBILITIES

6.a) Are your professional records appraised by the school principals?

Yes [ ] No [ ]

b). Indicate the frequency to which the school principal appraises your professional

records?

Monthly [ ] Termly [ ] Yearly [ ] Rarely [ ] Never [ ]

c). To what extent does appraisal of your professional records assist in improving

students’ academic performance?

Large extent [ ] Medium extent [ ] Small extent [ ] Does not [ ]

 SECTION E

APPRAISAL OF CLASSROOM INSTRUCTION

7.a)Does the school carry out appraisal of classroom instruction?

Yes [ ] No [ ]

b). Indicate the frequency to which appraisal of classroom instruction is carried out in

your school?

Monthly [ ] Termly [ ] Yearly [ ] Rarely [ ] Never [ ]

c). Does appraisal of classroom instructions assist in engaging students during the

teaching and learning process?

Yes [ ] No [ ]

d). To what extent does appraisal of classroom instructions assist in facilitating the

engagement of students during the teaching and learning process?

Large extent [] Medium extent [ ] Small extent [ ] Does not [ ]

Appendix 2:

QUESTIONNAIRE FOR PRINCIPALS

Instructions
 Complete this questionnaire with openness, objectivity and accuracy. All your

responses will be treated with utmost confidentiality. Do not write your name in the

questionnaire.

SECTION A

SOCIO-DEMOGRAPHIC PROFILE

20-30yrs [ ] 31-40yrs [ ] 41-50yrs [ ] 51-60 yrs [ ]

1. What is your gender?

Male [ ] Female [ ]

2. What is your highest academic qualification?

Diploma [ ] Degree [ ] Masters [ ] Doctorate [ ]

SECTION B

APPRAISAL IN PLANNING AND PREPARATION

4. a) i) Do you appraise teachers lesson plans before they teach?

Yes [ ] No [ ]

ii) If yes, how often do you appraise teachers’ lesson plans before they embark on the

actual teaching?
 Monthly [ ] Termly [ ] Yearly [ ] Rarely [ ]

b). To what extent does appraisal of teachers’ on lesson planning and preparation

boost students’ academic performance?

Large extent [ ] Medium [ ] Small extent [ ] Does not [ ]

SECTION C

APPRAISAL IN CLASSROOM ENVIRONMENT

5. a) i) Do you appraise the adequacy of classroom environment?

Yes [ ] No [ ]

ii) How frequently do you appraise the adequacy of classroom environment?

Monthly [ ] Termly [ ] Yearly [ ] Rarely [ ]

b).To what extent does appraisal on adequacy of classroom environment aid in

boosting students’ academic performance?

Large extent [ ] Medium extent [ ] Small extent [ ] Does not [ ]

 SECTION D

APPRAISAL OF TEACHERS PROFESSIONAL RESPONSIBILITIES

6. a) i) Do you appraise teachers professional records?

Yes [ ] No [ ]

ii) How frequent do you appraise teachers professional records?

Monthly [ ] Termly [ ] Yearly [ ] Rarely [ ]

b). To what extent does appraisal of teachers professional responsibilities assist in

improving students’ academic performance?

Large extent [ ] Medium extent [ ] Small extent [ ] Does not [ ]

SECTION E

APPRAISAL IN CLASSROOM INSTRUCTION

7. a) i) Do you appraise teachers during the actual classroom instruction?

Yes [ ] No [ ]

ii) If yes, how frequently do you appraise teachers during the actual classroom

instruction?

Daily [ ] Weekly [ ] Fortnightly [ ] Monthly [ ] Termly [ ]

b) i) Does appraisal of teachers during the actual classroom instruction aid in

enhancing students’ academic performance?

Yes [ ] No [ ]

ii) If yes, to what extent does appraisal of teachers during the actual classroom

instruction (service delivery) assist in boosting students’ academic performance?

Large extend [ ] Medium extent [ ] Small extent [ ] Does not [ ]

Thank you for taking your time to participate in the study

QUESTIONNAIRE ON TEACHER EFFECTIVENESS

CONTRUCTED AND STANDARDISED BY SUJATA MISHRA

Name of Teacher: - Qualification: -

Age:- Teaching
Experience:-
Male/Female: - Name of the School:-

Monthly Income:-
Married/Unmarried:-

Sir/Madam,
You are requested to read the statement and answer truly and frankly about
each statement in the following ways. Please (√) tick against the selected answer.

Directions:-
1. Read the statement carefully.
2. Answer each statement truly and frankly.
3. There are five alternative to choose like.
i. Strongly
Agree(SA)
ii. Agree(A)
iii. Undecided(U)

iv. Disagree (DA)

v. Strongly Disagree (SDA)

Further, I assure you that the response recorded by you will be kept secret and will in no
case be used for any purpose other than research.

1. I have full authority on the subject I am teaching.

2. Besides my teaching subject. I have the ability to teach other needed subjects like
current like current events, general knowledge etc.

3. I advise the students to solve their problems according to their needs.

4. I give due opportunities to the students for proper motivation.

5. I use more rewards and lesser punishment in the classroom for achievement of
desired aims.

6. A lengthy curriculum does not allow a teacher to use teaching aids or black
board.

7. I use civilized language with the students.

8. I am well prepared when I come for teaching.

9. I always appreciate student’s opinions and demands.

10. I admit my mistakes, pointed out by students willingly.

11. I respect the head of institution as our senior most member.

12. I listen patiently, even the irrelevant, question of the student and try to solve
them.

13. I co-operate willingly in t5he daily assignment of the school.

14. A teacher cannot behave equally to all the students.

15. I have enough self-confidence.

16. I keep friendly and brotherly relationship with my teacher colleagues.

17. I have respectfully with all guardians without discriminating caste, social status
and economics status etc. .

18. One cannot be always punctual.

19. It is very cumbersome to check all homework notebooks regularly.

20. I co-operate with the guardian to solve the problem of student for their proper
development according the right opportunity.
21. I take interested in co-curricular activities organized in the school.

22. I prepare the student to in co-curricular activities according to their abilities and
interested.

23. I prepare lesson plan regularly.

24. I am fully conversant with the instructional objectives of the lesson.

25. I select proper teaching aids before hands.

26. I am creative.

27. I feel accountable.

28. I have adjustment capacity.

29. I communicate the subject matter clearly before the students.

30. I developed student’s interesting the lesson.

31. I make proper use of the blackboard.

32. I give attention to each student individually.

33. I have proper rapport with my students.

34. I use material aids in the teaching.

35. I use needed remedial measure in teaching.

36. After finishing the lesson, I review it.

37. I try my best to solve pupils problem in the classroom.

38. I have emotional stability.

39. I control the class confidently.

40. I have complete knowledge of basis of educational psychology.

41. I have complete knowledge of basis of individual differences.

42. I always try to use contemporary educational devices in the teaching.

43. While teaching, I use examples from daily life situations.

44. I am smart, active and cheerful in the school.

45. I give corporal punishment to the students.

46. I am missionary zeal.

47. I am disciplined.

48. I ensure that the students understand me when I am teaching.

QUESTIONNAIRE ON TEACHERS’ ATTITUDE TOWARDS TEACHING

1. Teaching skills is highly technical.

2. Good teaching keeps the record of position holders.

3. Teaching helps in making a person , more and more progressive.

4. Teaching helps in developing ones social circle.

5. By teaching through the principle of “Learning by doing” the teacher
develops dignity of labour in the student.

6. Classroom teaching strengthens the desire to learn.

7. Good teaching helps in fulfilling instructional objectives.

8. Good relationships between teacher and a student is essential for teaching

9. Teaching of us an opportunity to enjoy the company of intellectual people.

10. Good teaching demands effective communication abilities.

11. Classroom teaching makes the teacher more creative.

12. Teaching at primary school does not help the teacher in being research
minded.

13. Teaching at primary stage is less prestigious than teaching at high school.

14. Teaching gives an opportunity to peal superior in company of other.

15. Teaching creates a sense of co-operation among students.

16. A teacher has to be well prepared to teach satisfactorily.

17. Weak students can not progress through classroom teaching only.

18. Teaching should be mixed up with humour to make learning more interesting.

19. Trained teachers are more confident than undertrained ones in solving
students problem.

20. It is good that now a days attitude of students is given importance.

21. Teachers should be authoritative in the classroom to teach effectively.

22. There are more chances of promotion for more experienced teachers.

23. Teaching as a professional always has a bright future.

24. Teaching as a carrier is not respected in society.

25. Teaching develops noble sentiments.

26. Teaching is an art as well as a science.

27. Students should be given freedom to think.

28. Students should not be allowed to ask questions in the class.

29. There should be a distance between teachers and students for better classroom
teaching.

30. Teaching opens the door to compete for other professions.

31. People never look down upon good teachers.

32. Teaching work isolates one from higher social circle.

33. A person can serve humanity better by teaching in and outside the school.

34. Good teaching develops freedom talents and special abilities of the student.

35. Teaching makes a teacher tired and frustrated.

36. Teaching should be a participatory venture in the classroom.

37. It is a curse to remain in a teaching.

 38. Teaching does not determine the moral standard of a nation.

39. Teaching leaves a person from darkness to light.

40. Use of blackboard is an essential component of good teaching.

41. Teaching should give freedom to the students to learn according to their own
pace.

42. Remedial teaching is an essential component of effective school climate.

43. Bright and talented teachers are always creative in teaching.

44. No occupation is better than teaching.

45. Teaching is not a good vehicle to serve the humanity.

46. Teaching develops personality and character.

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