CHAPTER- 1

INTRODUCTION

“A student spends 25,000 hours in the campus. The school must have the best of teachers who

have the ability to teach, love teaching and build moral qualities”.

- A.P.J. Abdul Kalam

Education contributes to national development significantly. Education is the main instrument of

change, modernization and production. Education in the largest sense is any act or experience

which has a formative effect on the mind, character or physical ability of an individual. In its

technical sense, education is the process by which society deliberately transmits its accumulated

knowledge, skills and values from one generation to another. The word "Education" has been

derived from the Latin term "Educatum" which means the act of teaching or training and

"Educare" which means "to bring up" or "to raise ". Education in its general sense is a form of

learning in which the knowledge, skills, values, beliefs and habits of a group of people are

transferred from one generation to the next through storytelling, discussion, teaching, training,

and or research. Education may also include informal transmission of such information from one

human being to another. Education contributes significantly to national development. Education

frequently takes place under the guidance of others, but learners may also educate themselves.

Any experience that has a formative effect on the way one thinks, feels, or acts may be

considered educational. By educating an individual we attempt to give him some desirable

knowledge, understanding, skills, interests, attitudes and critical 'thinking. That is, he acquires

knowledge of history, geography, arithmetic, languages and sciences. He develops some

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understanding about the deeper things in life, the complex human relations, and the cause and

effect relationship and so on. He gets some skills in writing, speaking, calculating, drawing,

operating some equipment etc. He develops some interests in and attitudes towards social work,

democratic living, co-operative management and so on. As an individual in the society, he has to

think critically about various issues in life and take decisions about them being free from bias

and prejudices, superstitions and blind beliefs. Thus, he has to learn all these qualities of head,

hand and heart through the process of education.

Acc to Aristotle, “Education is the creation of a healthy mind in a healthy body”.

Acc to Socrates, “The aim of education is to dispel error and discover truth”.

Acc to Dewey, “Education is the process of remaking experience, giving it a more socialized

value through increased individual experience, by giving the individual better control over his

own powers”.

In modern time, science based technological education is successful in giving momentum to the

process of economic development. Education helps to make the thinking, understanding, and

attitude of the citizens, comprehensive wide, scientific and objective. It enables to solve the

multifarious problems and bear responsibilities as a healthy and cultured citizen. Education is

necessary for the society. Man cannot be conceived merely in terms of his biological existence.

Education brings about integration of these separate entities.

In the report of UNESCO, “….human beings keeps on learning and training themselves

throughout their lives, above all through the influence of the surrounding environments and

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through the experiences which mould their behaviour, their concept of the life and concept of

their knowledge”.

TEACHER

No system of education can rise higher than its teacher. The way to child-centered education can

only be through teacher-centered schools. The teacher stands at the most important point in the

educational process.

“We are conceived that the most important factor in the contemplated educational reconstruction

is the teacher- his personal qualities, his educational qualifications, his professional training and

the place that he occupies in the school as well as in the community”.

- Mudaliar Commission

The teacher has a major role in the educational development. He has the greatest responsibility

on his or her shoulders in building the nation. The teaching is the fundamental duty of a teacher

and it has to be made effective in order to make a successful teacher. So the major role of

teacher in education are below:

1 Teacher- single vital factor: The well equipped teacher is a supreme factor on education.

The change in educational process is governed by the extent of his receptivity and initiative.

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2 Teacher - backbone of society: The teacher is a national integrator and the backbone of the

society to develop the potentialities of the students and lead to the development. Also we can

say that teacher is a friend, philosopher and guide to direct the right way.

3 Teacher- the social engineer: The teacher actively shares the responsibility for

reconstructing a social order, the values and the traditional beliefs of which are being eroded

by the surge of new ideals and practices.

4 Teacher- a superior guide: A good teacher is that which is kindly enthusiastic, fostered

confidence and guided him to the way of progress. A superior guide can only lead to the

development in society.

5 Teacher- nation builder: The teacher is always concerned with the children who are

potential leaders of tomorrow. Tomorrows nation depends upon the types of citizen trained

and educated today in the temple of learning.

The main function of a teacher is to create a good learning environment that motivates the

students to learn enough more and more. It is obvious that teachers who are capable enough to

and flexible fill in new roles in working with students and who are dedicated and active in

seeking better educational opportunities for students are very much regarded. An effective

teacher may be understood as one who helps in a development of basic skills, understanding,

proper habits, desirable attitudes, value judgment and adequate personal adjustment of students.

Effective teachers also lead to best academic performance and optimal all-round development of

the students.

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The ultimate goal of education is the harmonious and progressive development of the child. It

can be achieved only when teachers have certain characteristics and qualities in them. A scholar

may properly be devoted to his special subject, but the teacher must always think of subject

matter in relation to its value in life and its use for children. The great teacher is concerned with

what the pupil can do with subject matter and how knowledge affects the learner, and not

primarily with the mastery of a subject for its own sake. The teacher begins with the innate

capacities of the child, his experience in the home and in the outside world, his physical, moral

and spiritual potentialities and work with him to develop a person who can meet the problems of

life in an intellectual way. Thus the teacher is potentially the integrator of personalities, the

counselor and guide to learners, the developer of citizens and the servant of the state as guardian

of the individual.

Secondary Education Commission (1952), “The most important factor in the contemplated

educational reconstruction is the teacher, his personal qualities, his educational qualifications, his

professional training and the place that he occupies in the school as well as in the community”.

EFFECTIVENESS

Effectiveness is an extent to which stated objectives we met what it intended to achieve. The

goal can be broad or narrow as it deemed appropriate - a continuum exists ranging from

achieving very specific output to very general output. Moreover, effectiveness is a level of result

from the actions of teacher and the teachers demonstrate effectiveness in workplace which helps

them to produce a high quality result. The term effectiveness covers a number of terms and

concepts will include efficiency, improvement, quality, development, evaluation, monitoring,

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reviewing, professional, appropriateness, accountability, performance, etc. This shows us that the

effectiveness is very broad, ranging over purpose, effort and accomplishment. Effectiveness is

often divided into four components:

1. Leading.

2. Controlling.

3. Functional performance.

4. Measuring and improving process.

Fraser (1994): Effectiveness is a measure of the match between stated goals and their

achievement. It is always possible to achieve ‘easy’, low-standard goals. In other words, quality

in higher education cannot only be a question of achievements ‘outputs’ but must also involve

judgments about the goals (part of ‘inputs’).

Erlendsson (2002): Effectiveness is the extent to which objectives are met (‘doing the right

things’).

The UNESCO definition: Effectiveness (educational): An output of specific review/analyses

(e.g., the WASC Educational Effectiveness Review or its Reports on Institutional Effectiveness)

that measure (the quality of) the achievement of a specific educational goal or the degree to

which a higher education institution can be expected to achieve specific requirements. It is

different from efficiency, which is measured by the volume of output or input used. As a primary

measure of success of a programme or of a higher education institution, clear indicators,

meaningful information, and evidence best reflecting institutional effectiveness with respect to

student learning and academic achievement have to be gathered through various procedures

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(inspection, observation, site visits, etc.). Engaging in the measurement of educational

effectiveness creates a value-added process through quality assurance and accreditation review

and contributes to building, within the institution, a culture of evidence.

Wojtczak (2002): Effectiveness is a measure of the extent to which a specific intervention,

procedure, regimen, or service, when deployed in the field in routine circumstances, does what it

is intended to do for a specified population. In the health field, it is a measure of output from

those health services that contribute towards reducing the dimension of a problem or improving

an unsatisfactory situation. The effectiveness of instruction in schools depends vitally upon the

quality of the teacher and teacher effectiveness is the competence and ability of a teacher to teach

effectively and effective teaching involves a set of teaching behaviours which are specially

effective in bringing about desired changes is an effective manner and the class room learning

demands the actions of a leader on the part of a teacher. A successful teacher becomes better and

better because his actions are not based simply on intuition but on careful analysis, reflection and

planning. A good working view point is that the successful teacher is not a perfect one, but one

with aptitude for teaching and favorable attitude towards teaching who stays busy at the job of

self improvement.

"Teaching is certainly one of the oldest professions. In modern formally situations especially

with young ones the teacher builds up instruction, trains, moulds and guides for healthy growth

and stable adult life. The teacher is the main dynamic force in the school; everything else is

meaningless in school situations unless associated with the teachers".

- Mahasan (1995)

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TEACHER EFFECTIVENESS

“We are however convinced that the most important factor in the contemplated educational

reconstruction is the teacher, his personal qualities, his educational qualifications, his

professional training, and the place that he occupies in the school as well as in the community”.

- Secondary Educational Commission (1952-1953)

“The success of any system of education depends on the quality of its teachers, who shape the

classroom by sharpening younger generations. It is no exaggeration to say that any system of

education can never rise above the level of the quality of its teachers”.

- Education Commission (1964-1966)

Teaching is a series of events through which teacher attempts to bring desired behavioural

changes in students. It imparts useful information to the students and develops harmonious

relationship between the teacher, the students and the subject. The art of teaching also includes

presenting the subject matter in an attention–catching manner through simple language, pleasing

gestures and soft voice. It is a step to bring about greater opportunity for the students to become

educated. It is a complex situation with a wide range of activities wherein the teacher is the focal

point. Teaching is the establishment of a situation conditioned to bring effective learning and

good teachers are the ones that are capable human engineers. Most of them are effective molders

of learners behavior. Teacher effectiveness concerns only those outcomes that reflect the

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efficiency of the teacher and the objective of the education. It is therefore, quite accurate to say

that the school effectiveness depends directly on the effectiveness of its teachers.

Teacher effectiveness is the competence and ability of a teacher to teach effectively. Teacher

effectiveness is a matter of central importance to all educational institutions as it affects the

process of learning and classroom management. Numerous theorists and researchers identified a

variety of individual factors essential for facilitating students achievement in terms of cognitive,

affective and psychomotor 'learning or in promoting effective learning'. Teacher effectiveness

involves a set of teaching behaviors which are especially effective in bringing about desired

changes in students learning. Effectiveness of the teacher depends on the ability of the teacher to

get along with the pupils in inter-personal relationship. There is another assumption that the

effective teacher is one who is, to some degree, satisfied with teaching as a profession i.e. his

attitude towards profession.

The term “teacher effectiveness” is mainly used to the results a teacher gets or to the amount of

progress the pupils make towards some specified goal of education. The implication of this is

that teacher effectiveness must be defined, and can only be expressed in terms of behaviour of

pupil and not behaviors of teachers, for this reason, because the amount that pupil learns is also

strongly affected by factors, not under the teachers control. Teacher competence prefers to the set

of knowledge, abilities, aptitudes and beliefs that teacher possesses and brings to the teaching

situation.

Barr (1952) explains the teacher effectiveness as a relationship between teacher, pupils and the

other persons concerned with the educational undertaking.

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Kulsum (2000) emphasizes on role perception and says that the main factor of teacher

effectiveness in:

1. Preparation and planning for teaching.

2. Classroom management.

3. Knowledge of subject matter its delivery.

4. Presentation including B.B. summary.

Teacher personality make-up and it behavioural ministrations that their own level of acceptability

and unacceptability in the teaching profession; Cordial relations with his/her colleagues pupils

their parents and other persons in the community.

Several assumptions are implicit for teacher effectiveness:

1. Effective teacher tends to be aware of and actively pursue goals. These goals guide their

planning as well as their behaviour and interactions in the classroom.

2. The second assumption is that the vast majorities of teacher goals are or should be concerned

either directly or indirectly with the learning of their students.

3. Third assumption is that no teacher is effective all the time. The degree to which a given

teacher, elementary school teacher and secondary school teacher is effective depends to a

certain extent on the goals being pursued by that teacher.

4. The most critical component for fostering classroom enthusiasm, however, is student

success. Accordingly, it is the teacher's responsibility to establish a classroom environment

that allows for a high degree of student achievement. Ultimately, high levels of student

achievement serve as a powerful motivator for both student and teacher.

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The characteristics of effective teachers are:

1. He can teach using different methods of teaching employing a variety of audio-visual aids.

2. He should have moral prestige.

3. He should have intellectual depth.

4. He should have a sense of humor.

5. He should be man of all round personality.

6. He should be confident and at ease when teaching.

7. He has a good relation with the pupils.

“Effective Teaching” study conducted for Department of Education and skills by the

consultancy firm. Hay McBer (DIEE 200) found three main elements relating to effectiveness of

the teacher . These elements are shown as:

1. Professional characteristics: It includes teacher leadership qualities, their ability to relate to

others, their analytic and conceptual thinking skills, their professionalism and expecting

setting abilities.

2. Classroom climate: It measures through interviews with pupils that included pupils

perceptions of the clarity of each lesson, an orderly climate, clear behaviour standards, a

perception of teacher fairness, the opportunity for pupils to participate feeling emotionally

supported in class, the perception that classroom is a safe, comfortable, interesting and

exciting place well organized and attractive physical environment.

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3. Teaching skills: It includes time on task, high expectations, effective planning, varied

teaching, classroom and behavioural management and effective use of assessment and

homework.

These three main factors within teacher that significantly influence pupil progress. The three

factors are different in nature. Each factor provides distinctive and complementary ways to the

contribution the teacher makes. Two of them are professional characteristics and teaching skills,

factors which are related to what a teacher brings to the job.

Clark and Walsh’s (2002) model of an effective teacher emphasis not only the domains of

effective teaching which receive most of the attention in teacher education and evaluation,

namely content knowledge, pedagogical knowledge and more recently, pedagogical content

knowledge but also takes into a account the teachers personal knowledge and knowledge of

content. It suggests that it is not just this knowledge that teachers have in these domains but the

way this knowledge overlaps and interacts both, within the teacher and with the teacher’s

physical, social, intellectual and emotional environment. It was shown as:

1. Discipline Knowledge: Discipline knowledge encompasses an understanding of the salient

concepts, relating concepts, ideas and skills of the subject. Content knowledge or discipline

knowledge is first pre-requisite of ability to effectively teach a particular discipline.

2. Pedagogical Knowledge: The art and science of teaching is pedagogy. It includes the

knowledge about classroom management, organization of classroom activities, methods for

motivation of students, personal knowledge about particular student and his family and social

interactional skills.

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4. Knowledge of Context: Context includes the knowledge of classroom, school, culture,

community, educational system and students.

5. Personal Knowledge: Components of personal knowledge are moral code of behaviour such

as honesty, integrity, teachers personal philosophy and self belief.

Overall effectiveness is an aspect of total personality of good teacher and the contributing factors

are: emotional stability, a good disposition, democratic and co-operative attitudes, kindliness,

empathy, patience, humor and fairness. In addition, there is a need for professional competence,

for ability to make effective use of sound personality patterns and professional insight in relating

to children and in promoting their all-round growth.

To sum up we can say teacher effectiveness involve three closely related steps which beginning

teachers take slowly and cautiously. First step is to clarify what you will do for pupils what you

want to help them. You need to know your actual purposes. The second step is that of selecting

the material and method which promise to be of most help in accomplishing these purposes. The

third step is that of evaluation, of accurately assessing the results of your effects.

“Teacher knowledge, clarity and organization and warmth and enthusiasm are the core elements

in explaining effective teachers”.

-Woolfolk (2004)

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 CHAPTER- 2

REVIEW OF RELATED LITERATURE

“The review of related literature forms the foundation stone upon which the future research work

will be stated. The study of literature implies locating, recording and evaluating the relevant

research”.

- Borg (1965)

The review of literature plays an important role in the field of research work involves locating,

reacting to and evaluating the researches, carried out causal observations and opinions that are

related to any research problem being explored. The major purpose of reviewing the literature is

to determine what has already been done that relates to the topic. The results can be discussed in

terms of whether and how they agree with previous findings. If the results contradict previous

findings, you can describe differences between your study and the others. There are various

studies related to the teacher effectiveness by researchers:-

Rao (1995) studied the relationship between teacher effectiveness, creativity and inter-personal

relationship of teachers. The findings of the study revealed that there was no significant

relationship between teacher effectiveness and the income or years of service of the teachers.

However, significant relationship was found between teacher effectiveness, creativity and

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inter-personal relationships of teachers and significant differences existed between rural and

urban teachers with reference to inter-personal relationships.

Tisclale (1996) determined that self-perceived teacher effectiveness was congruent with teacher

effectiveness as measured by three areas; teaching plans and materials, position skills and

interpersonal skills. From the study it was concluded that from that the evaluation of career

teachers using the teacher assessment instrument does not discriminate between levels of teacher

effectiveness. The majority of teachers were rated at extremely high levels, both by teachers and

administrators.

Wilhem (1996) attempted a study focused on students and teachers perceptions of teacher

effectiveness. The sample of 41 full-time faculty and 560 students at a community college were

taken. The results revealed that there is significant difference in perception between students,

between students and faculty and between types of course.

Indra (1997) conducted a study on relationship between teacher effectiveness, work orientation

and stress of college teachers. The sample of 220 lecturers working in degree and junior colleges

situated in Vizianegaram district taken. It was found that the general level of teacher

effectiveness prevailing among college teachers was far greater than the mid-point of the scale.

Treder (1998) attempted to compare the attitude of effectiveness and typical teachers towards

inclusion of students with special needs in regular education classroom. The result of the study

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revealed that more effective teacher indicated greater interaction with special needs students and

also indicated higher level of promotion of inclusive practice at their schools.

Kumar (1999) studied the teacher effectiveness among scheduled caste and nonscheduled caste

teachers in relation to their teaching aptitude and self-concept. The sample of 502 school

teachers (206 SC and 296 NSC teachers) selected from government/high/senior secondary school

of 8 districts of Punjab. Stratified randomization technique was employed. The findings of the

study are: 1. Caste has no significant effect upon teacher effectiveness irrespective of teaching

aptitude and ideal self concept. 2. There was significant difference exists in the teachers

belonging to different levels of teaching aptitude. 3. Teachers having high teaching aptitude as

well as ideal self concept are more effective. 4. There was no significant interaction among the

variables of caste, teaching aptitude and social concept on teachers’ effectiveness.

Pandey and Maikhuri (1999) conducted a study on attitude of effective and ineffective teachers

towards teaching profession. The major findings of study are: 1.There was no significant

difference between effective teachers having high or low experience in terms of their attitude

towards the profession. 2. High experienced effective teacher attitude was positive towards

teaching profession than low experienced ineffective teachers. 3. Age of effective teachers was

not a differentiating factor in their attitude towards teaching profession. 4. Young ineffective

teachers had a negative attitude towards teaching than ineffective old teachers.

Hammond (2000) studied the teacher effectiveness and student achievement using data from a

50-state survey of policies, state case study analyses, the 1993-94 Schools and Staffing Surveys

(SASS), and the National Assessment of Educational Progress (NAEP). This study examines the

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ways in which teacher qualifications and other school inputs are related to student achievement

across states. The findings of both the qualitative and quantitative analyses suggest that policy

investments in the quality of teachers may be related to improvements in student performance.

Quantitative analyses indicates that measures of teacher preparation and certification are by far

the strongest correlates of student achievement in reading and mathematics, both before and after

controlling for student poverty and language status. State policy surveys and case study data are

use to evaluate policies that influence the overall level of teacher qualifications within and across

states. This analysis suggests that policies adopted by states regarding teacher education,

licensing, hiring, and professional development may make an important difference in the

qualifications and capacities that teachers bring to their work. The implications for state efforts to

enhance quality and equity in public education are discussed.

Allington and Johnson (2000) observed and interviewed fourth grade teachers in the United

States who had been identified as excellent teachers. These excellent teachers used a variety of

materials at different levels, including relevant and meaningful resources beyond text books.

Results also highlighted the nature of classroom talk, which was personalized and personal.

There teachers found what was productive about a response or behaviour, supported the partially

correct words, turned attention to the process and encouraged further thinking and reflection.

Raj (2000) conducted a study on teacher effectiveness of secondary school teachers in relation to

motivation to work and job satisfaction. The study was conducted on 100 secondary school

teachers from 22 schools (both rural and urban) of Shimla District of Himachal Pradesh. The

findings of the study showed that teacher motivation to work has significantly effect upon

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teacher effectiveness, i.e. those having higher level of motivation to work do effective teaching.

The conclusions drawn from the study were that teacher effectiveness was positively correlated

with the level of motivation to work and teacher effectiveness was not significantly related to job

satisfaction.

Quandahl (2001) conducted a study to differentiate the instructional practices of Kindergarten

teachers who were more effective, effective and less effective in producing high student

achievement. The teacher sample consisted of nine Kindergarten teachers. The sample of 208

student from four schools with ethnically diverse students. These findings suggested that it was

possible to discern some common characteristics of teachers who are more effective, effective or

less effective producing high kindergarten achievement. Teachers who were identified as

effective generally self-reported a more developmental philosophy 52 and practices.

Interestingly, the effective teacher students had high first grade academic achievement. Students

of one teacher who was classified more effective and self-reported a developmental approach

maintained high achievement in first grade.

Ford (2002) attempted a study to determine the relationship among teachers induction program

variable, namely content, personnel and delivery modes employed and the perceived

effectiveness and satisfaction of first year teachers of the 279 surveys sent to beginning teachers

in twenty six randomly selected public school system throughout the state of Alabama and 63

subjects responded to most or all of the question is the survey. The findings revealed that there

was a positive correlation between new teacher induction content addressed during teachers first

years and their levels of self-perceived effectiveness. Next, direct input on a specific task was the

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most common way new teachers were supported and produced a strong correlation with

effectiveness and satisfaction while lectures, although used seldom, produced the least effect on

teacher effectiveness and satisfaction. Finally, principals were most frequently involved in the

induction of new teachers, while other teachers were also highly involved. The principles

involvement produced the strongest relationship with effectiveness and satisfaction.

Kagathala (2002) conducted a study on effectiveness of teachers in relation to their educational

qualifications and personality characteristics. The sample comprised of 1800 school teachers

from secondary schools of Gujarat. Data were analyzed with the help of mean, S.D. and t- ratio.

The findings of the study revealed that the effectiveness of teachers of secondary schools in

Gujarat found to be of average. The sex of the teacher does not affect the teacher effectiveness

and significant effect of qualification was found on the teacher effectiveness, the teachers with

the masters degree possess more teacher effectiveness than the teachers with the bachelor degree.

Allison (2002) conducted a study to compare the teaching effectiveness of part time and full time

clinical nursing faculty. The sample included two groups: clinical nursing students in Associate

Degree Nursing programme at schools in a mid-Atlantic state and the part time and full time

faculty who taught those students. Results of the study indicated that student’s rank part time

faculty as significantly less effective than full time faculty on each of the five categories

measured by effectiveness inventor as important in clinical nursing instruction i.e. Teaching

ability, Nursing competence, Evaluation, Interpersonal relationship and Personality traits. The

findings support the result that there is no significant difference in the ways that the students rate

the effectiveness of teachers and the self-ratings of the teachers themselves.

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Castle (2003) attempted a study to develop a transformative critical pedagogy for work with

current state standards and skills that teachers are currently required to teach. The multisen serial

component is designed to assist teachers in developing the experimental learning is part of

effective learning and pedagogy. The findings revealed that a rigorous academic programme

combined with a critical socially constructed teaching/learning environment based on interaction,

discovery and problem solving contributes to teacher effectiveness and student learning was

effective.

Selsor (2003) sought to examine differential importance in primary dimensions of effective

teaching as perceived by a sample of rural and suburban community college students and to

analyze the teaching had learning implications. Students from 4 community colleges (N = 337)

were asked to rate 31 descriptive statements which encompass 9 dimensions of effective teaching

and respond to one open- ended question as sated on the student’s evaluation of educational

quality (SEEM), an instrument developed by Dr Herbert Marsh. The results indicate that rural

and suburban community college students rate dimensions related to communications skills

highest; instructor enthusing, individual rapport and group interaction in that order. Conversely,

students rated dimensions related to learning and content among the lowest; learning value,

breath of coverage and assignment/ readings, in that order.

Vandana and Punia (2004) attempted to study intuitive abilities and human resource effectiveness

of educational managers. The findings indicated that educational managers are well aware of the

need to find problems and setting the objectives before reaching at the solution through their

effective implementation. Here in the entire process of goal setting the intuitive abilities of the

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administrators have a great role to play. In fact in a situation when everything seems to be going

out of control, intuitive abilities come alive in the reactions and decisions of those capable of

crisis management leading to human resource effectiveness. Thus, the ability to diagnose

problems created by rapid, complexity and conflict may require an intuitive frame of mind to

achieve the best results meaning thereby that the term intuition does not denote something

contrary to reason, but something outside the province of reasons.

Amandeep and Gurpreet (2005) concluded that female teachers are more effective in their

teaching than male teachers; male and female teachers do not differ significantly as far as their

teaching competency is concerned; and variable of teaching competency plays significant role in

teacher effectiveness of teachers.

Kishan (2005) studied the teacher effectiveness in relation to stress, coping strategies and

personality factors. Normative survey method was used to conduct the study on 260 secondary

school teachers selected as sample by using stratified random sampling method. Teacher

Effectiveness Scale, Teacher Stress Scale, 16 P.F. Questionnaire and Coping Strategies Scale

were used to collect the data. All the tools used are standardized and adopted for the present

study through pilot study. The major findings of study are; 1. There was no significant

relationship was found between stress and teacher effectiveness. 2. Teachers of high

effectiveness have better score on Personality Factor B than their counter parts. 3. There was a

significant relationship between the coping strategies and teacher effectiveness. 4. Teachers of

31-40 years of age were found to have better teacher effectiveness than other age groups of

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teachers. 5. There was no significant difference in teachers' effectiveness with reference to

certain variables.

Bansibihari and Surwade (2006) in their study on effect of emotional maturity on teacher

effectiveness found that female teachers were emotionally more mature/ stable than male

teachers, and emotionally more mature/stable teachers were more effective.

Newa (2007) studied teacher effectiveness in relation to work satisfaction, media utilization and

attitude towards the use of information and communication technology among secondary school

teachers of Nepal. The sample of the study consisted of 300 government and private school 59

teachers of Kathmandu valley. Results of the study show that for the total sample of government

and private schools, teacher effectiveness was found to be positive related with work/job

satisfaction, media utilization and attitude towards information and technology. No significant

interaction was found between school type and teachers of academic stream with regard to

teacher effectiveness; More effective teachers exhibited better work satisfaction, attitude towards

media utilization and attitude towards information and technology; More effective teachers and

less effective teachers of science, math, language, social sciences, of secondary school exhibited

comparable work/job satisfaction, media utilization and attitude towards information and

technology.

Schulte et al. (2008) analyzed the characteristics of effective high school teachers as perceived

by 615 college students in relation to gender, ethnicity, student status and generational status.

Qualitative analyses revealed the presence of 24 themes: caring, communication, creative,

disciplinarian, fairness, flexible, friendly, fun, knowledgeable, listening, manages classroom,

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uses different modalities, involving, motivating, organized, 61 passion for teaching, patience,

builds relationships, shows respect to others, challenges, service, teaches well and good

personality.

Rockoff et al. (2008) in their in-depth survey on new Math teachers in New York City, collected

information on a number of non-traditional predictors of effectiveness including teaching

specific content knowledge, cognitive ability, personality traits, feeling of self-efficacy, and

scores on a commercially available teacher selection instrument. They found that individually

only a few of these predictors had statistically significant relationship with student and teacher

outcomes. However, when all of these variables were combined into primary factors

summarizing cognitive and non-cognitive teacher skills, they found that both factors had a

modest and significant relationship with student and teacher outcomes, particularly with student

test scores. These results suggest that while there may not be a single factor that can predict

success in teaching, using a broad set of measures can help schools improve the quality of their

teachers.

Shaller (2008) studied the teacher effectiveness of teacher educators in relation to cognitive and

non cognitive variables. Descriptive survey method of investigation was employed. Study was

conducted on teacher educators of colleges of education affiliated to P.U. Chandigarh in five

districts of Punjab. Random sampling of 200 teacher educator was done. She concluded that on

the basis of significant t ratio (F-16.41), the cognitive variable of emotional intelligence was

found to be a good predictor of teacher effectiveness. Result also supported by the significant

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co-relation between the cognitive variable of emotional intelligence and dependent variable of

teacher effectiveness (r-0.277) at 0.01 level.

Dhillon and Navdeep (2009) studied the teacher effectiveness in relation to their value patterns.

The sample of 200 teachers (100 male & 100 female) was employed for study. The study

revealed that there was no relationship between teacher effectiveness and value patterns of

teachers. Also there was no significant difference in the level of teacher effectiveness of male

and female teachers.

Abduilahi and Onasanya (2010) attempted to study the effects of teacher effectiveness on student

achievement in mathematics. Here the result of ANOVA revealed that apart from teacher

qualification, there was significant difference in all the variables of teacher effectiveness

considered in research. Furthermore, the results of multiple regression analysis showed clearly

that subjective independent variables predicted considerably the objective measures of student

achievement in mathematics. It was therefore, suggested that the secondary school students poor

achievement in mathematics could be improved if only qualified and experienced teachers

handle mathematics at senior secondary school level but such teachers need be adequately

provided with relevant instructional facilities.

Kaur (2011) studied the effectiveness of school teachers in relation to their gender and locale.

The aim to study teacher effectiveness in relation to their gender and locale of 600 government

school teachers from 70 government schools of three district namely Jalandhar, Bathinda,

Muktsar of Punjab. Teacher effectiveness scale by Umme Kulsum was used. The results of study

found that more than half (53.3%) school teachers are highly effective. Female school teachers

24
were more effective (t=5.63, P<0.01) than male school teachers. Teacher effectiveness of urban

school teachers were more (t=3.52, P<0.01) as compared to rural school teachers.

Anil & Munish (2012) studied the teacher effectiveness in relation to their experience and

gender. The study was concerned with all the post graduate teachers teaching in senior secondary

schools of Delhi government. The sample of 150 teachers were taken from 30 government senior

secondary schools of Delhi. Keeping in view objectives, the time and resources available, the

sample included 90 males and 60 female teachers from government and government aided

schools of Delhi. The sample for the present study was selected through stratified random

sampling technique. The schools were selected through random sampling and teachers were

selected through incidental and purposive sampling. The result revealed that there is no

significant difference in teacher effectiveness in relation to experience and gender.

Gholamitooranposthi (2012) studied the comparison of mental health and retarded students’

teachers. The population of this study was all teacher of normal and retarded (educable mentally

retarded) students in Rajasthan city using census model. Measurement tools in this research were

(Mental health and religious attitude) questionnaires which has sufficiently reliability and

validity. The result showed that in mental and physical scales, retarded students’ teachers face

with less mental health. Also results of independent t-test showed that there was significant

difference between teachers of normal and retarded students in loneliness and fatigue scale

(P<0.001). But there aren’t significant difference among of anxiety, restlessness, nervousness,

hopelessness, anger, headache, sleep disorder, indigestion and heart burn scales. Also there is

significant relation between religious attitude and mental health.

25
Akiri (2013) studied the effects of teacher effectiveness on students academic performance in

public secondary school. This study determined the effects of teacher classroom effectiveness on

students academic performance in public secondary schools in Delta State, Nigeria. The design

was descriptive in nature and it involved 300 teachers, Academic performance records of 50

students per teacher, which is 1690 students scores were also used. Questionnaires and rating

scale were used to collect data for the study. Three hypotheses were tested at the 0.05 level of

significance using correlation, t-test, and single factor analysis of variance. The results showed

that effective teachers produced better performing students. However, the observed differences in

student performance were statistically not significant. This could be due to the influence of

student and school environment related factors which were not included in this study. It was

concluded that teachers’ effectiveness is not the only determinant of students academic

achievement.

Choudhary (2013) conducted a study on emotional intelligence and teacher effectiveness of

secondary school teachers. This is a brief survey which aimed at evaluating the emotional

intelligence and teacher effectiveness of secondary school teachers and exploring the relationship

between the two, reveals a moderate positive relationship. It, however, indicates that both

emotional intelligence and teacher effectiveness are influenced by gender but not by the medium

of instruction.

Goel (2013) studied the teacher effectiveness in relation to gender and locale. The objective

of the present study is to investigate the teacher effectiveness of government primary school

teachers. The sample for the study consisting of 120 teachers selected from different primary

schools of Sangrur district of Punjab state was selected randomly. For analysis and interpretation

26
of data, the investigator used Mean, Median, S.D and t test. Teacher effectiveness scale by

Umme Kulsum was used for the collection of data. It is observed that there was a significant

difference in the mean score of teacher effectiveness of rural male and rural female and urban

male and urban male primary school teachers. Study also revealed that there was no significant

difference in the mean score of teacher effectiveness of rural and urban male and rural and urban

female primary school teachers.

Borkar (2013) conducted a study on teacher effectiveness of secondary school teachers in

relation to teacher stress. This study was aimed to study the Effectiveness of Secondary School

Teachers in Relation to Teacher Stress. The objectives were to study and compare teacher

effectiveness of Secondary School Teachers of Mumbai region and to ascertain relationship

between Teacher effectiveness of Secondary School teachers and the Teacher Stress. The

Descriptive method of the comparative and co- relational type of research was employed for this

study. The multistage sampling technique was used to select 1000 teachers from Secondary

schools situated in different regions of Mumbai, Thane and Raigad areas of Maharashtra for the

study. The researcher made tool was used to collect data for this study. Findings of this research

indicate that less effective teachers are under a higher level of stress than the highly effective

teachers. The findings further revealed that the Teacher Stress is negatively correlated with

Teacher Effectiveness. The study also revealed that Teacher Stress also varied in male teachers

and female teachers despite the fact that both were equally placed in terms of salary and

workload.

27
Bhullar (2014) attempted a study to find out relationship between teacher effectiveness and

emotional maturity of secondary school teachers. A sample of 160 secondary school teacher

from different schools of Amritsar district was studied using Teacher Effectiveness Scale (TES)

by Dr. Umme Kulsum and Emotional Maturity Scale by Dr. Yashvir Singh and Dr. Mahesh

Bhargava. The results of the study revealed that: 1. There exists significant difference in teacher

effectiveness and emotional maturity of male and female secondary school teachers. 2. Female

secondary school teachers are more effective teachers as well as more emotionally mature than

male secondary school teachers. 3. There exists no significant difference in teacher effectiveness

and emotional maturity of urban and rural secondary school teachers. 4. There exists significant

relationship between teacher effectiveness and emotional maturity of secondary school students.

Pachaiyappan and Ushalaya (2014) studied the teacher effectiveness of secondary and higher

secondary school teachers. Survey method of research has been used in the present study.

Teacher Effectiveness Scale developed by Umme Kulsum, was used for collecting the data. The

investigator randomly selected one hundred and thirty secondary and higher secondary school

teachers in and around chennai and Tiruvannamalai Districts of Tamilnadu. The data was

analyzed using mean, standard deviation, t- test and one way ANOVA. The major findings of the

study are: 1. The male and female school teachers do not differ significantly in their teacher

effectiveness. 2. The study reveals that there was a significant difference in teacher effectiveness

among the school teachers with respect to locale, arts and science stream, secondary and higher

secondary level, teaching experience and type of school management.

Singh and Babita (2014) studied to predict burnout of male secondary school teachers on the

basis of teacher effectiveness and self-confidence. The sample of the study consists of 300 male

28
teachers of Government secondary schools of Punjab, India. Maslach burnout inventory (Form

Ed) by Maslach and Jackson (1986) was used to collect data of burnout, Kulsum teacher

effectiveness Scale (KTES) by Kulsum (2000) and Self-confidence inventory (ASCI) by

Agnihotri (1987) were used to collect data of teacher effectiveness. The results of the study

showed significant negative relationship between teacher effectiveness and the two dimensions

of burnout i.e. emotional exhaustion and depersonalization of teachers where as significant

positive relation between teacher effectiveness and personal accomplishment (third dimension of

Burnout).

Toor (2014) attempted the study to compare teacher effectiveness, general intelligence and

creativity of secondary school teachers in relation to gender and type of school. The sample for

the study consisted of 850 secondary school teachers of Punjab. The findings of the study

revealed that: 1. There was no significant difference in teacher effectiveness of male and female

secondary school teachers. 2. There was significant effect that type of school is independent of

gender groups, i.e. government school teachers are effective both in case of male and female

groups of school teachers. 3. There was significant difference in general intelligence of male and

female secondary school teachers, female teachers being more intelligent as compared to male

teachers, both in case of government and private schools. 4. The results also show that male

teachers of private secondary schools are more creative than female teachers of private

secondary schools but not in case of government secondary schools. 5. Government school

teachers are significantly high on creativity than private school teachers only in case of female

29
group and not in case of male teachers. 6. Teacher effectiveness is positively and significantly

related with general intelligence and creativity among secondary school teachers.

After reviewing the related literature the investigator has come to the conclusion that the teachers

plays an important role in the framing the career of the student that lead to the success. Teacher

can facilitate the learning and development of child which only depends upon the effectiveness

of the teacher i.e. the way of teaching. It was found that a researchers done a several studies on

teacher effectiveness of school teachers and explore new generalizations in consideration. So,

the investigator felt interest to indulge in study for forming an adequate results.

NEED AND IMPORTANCE OF STUDY

Everyone, every parent, grandparent and young person would like to have the assurance that all

our children are being taught and prepared for college, for future work and for life in the twenty

-first century. Teachers play a pivotal role in shaping the students not only academically but also

are skilled and intellectually enlightening and this can only achieved through the effectiveness of

a teacher.

In a competitive world, it’s very essential to meet the growing demands of teach community

which is depend s upon active, competent, resourceful and effective teachers. Teacher has to be

keep abreast with the knowledge exposure and dynamism so that teacher can be one or two steps

ahead from knowledgeable learners. The quality of teaching depends upon the efficiency of

teachers and it is assessed not only from academic pursuits and classroom teaching but also from

the sum total influences exerted by the teacher upon the students which results to the persistent

30
outcomes. Effectiveness of teacher lie not only in presentation and subject matter in an effective

way but ensuring the all round development of children. An effective teacher strives to motivate

all their students in learning and help them to develop their potentials, skills, abilities and

aptitudes.

Effective teachers teach in a way that encourages students to take greater responsibility for their

own learning and make sure that students are known to their goals. Teachers can materialize

policies and plans of education in classroom at grass root level. The effective attitude and the

actions employed by the teacher can directly affect the student behaviour. Moreover, it develops

the productive relationship with students in path of their progress. There is a need of systematic

study on teacher effectiveness and professional competency among secondary school teachers for

the analyzing the context of teacher effectiveness and professional competency exhibited by

teachers. ‘The Star Teachers’ of the future will be those who work to what is now the best

become the standard for all. The most fundamental way to improve the quality of education

through the improvement in teacher performance. Therefore, it is required to identify the factors

influencing teacher competence. The role of teacher is to concentrate on the facilitation of

learning and development of all students to the practical abilities of the teacher. They should

have deep understanding of the students, the subject they teach, the nature of learning and the

world around them. The emergence of a globalised world in a frame work of competitions

together with the pressure of an exploding knowledge base has given rise to new challenging

roles for the higher secondary teachers. Therefore, the present study conducted to see the

whether there is a difference in the teacher effectiveness of private and Government, rural &

31
urban male and female teachers. Also to investigate the teacher effectiveness with respect to their

streams.

STATEMENT OF THE PROBLEM

The problem has been stated as:

TEACHER EFFECTIVENESS AMONG SECONDARY SCHOOL TEACHERS

OBJECTIVES OF THE STUDY

The present investigation has been undertaken to achieve the following objectives:

1. To study the teacher effectiveness among secondary school teachers.

2. To compare the teacher effectiveness among male secondary school teachers and female

secondary school teachers.

3. To compare the teacher effectiveness among government secondary school teachers and

private secondary school teachers.

4. To compare the teacher effectiveness among rural secondary school teachers and urban

secondary school teachers.

5. To investigate the teacher effectiveness among secondary school teachers with respect to

their stream (science & arts).

HYPOTHESES OF THE STUDY

32
 In order to achieve the objectives of the study, the investigator has formulated following

hypothesis:

1. There will be no significant difference in teacher effectiveness among male secondary school

teachers and female secondary school teachers.

2. There will be no significant difference in teacher effectiveness among government secondary

school teachers and private secondary school teachers.

3. There will be no significant difference in teacher effectiveness among rural secondary school

teachers and urban secondary school teachers.

4. There will be no significant difference in teacher effectiveness among secondary school

teachers with respect to their stream (science & arts).

DELIMITATION OF THE STUDY

The present problem has been delimited as:-

1. The study has been confined to 140 secondary school teachers (both male & female).

2. The study has been confined to secondary schools of Hoshiarpur city only.

33
 CHAPTER- 3

PLAN AND PROCEDURE

As per the objectives of the study, the investigator has planned the entire process of research

work in terms of research design suited to the present study. It helps the researcher in acquiring

the results of the study. Planning is the important part on which the entire research depends. So,

to accomplish the purpose of the study, the design has been systematically presented and

explained in this chapter.

R.C Ross “Consideration must be given to the nature of the objectives to be measured, the

purpose is to serve and the conditions under which, it will be used”.

The present study falls under the domain of descriptive survey method. The descriptive research

method has undoubtedly been the most popular and widely used research method in field of

education. It helps to explain the educational phenomenon in terms of the conditions or

relationships that exist, opinions that are held by teachers, students, parents and experts. It also

provides the background ideas and data from which many more refined or controlled studies of

34
casual relations made. It clearly defined the problems and has definite aim. It requires

imaginative planning, a careful analysis and interpretation of data.

DESIGN

The present study includes the sample of 140 secondary school teachers (both male and female)

drawn from different schools of Hoshiarpur city only. It is further classified into 70 government

secondary school teachers and 70 private secondary school teachers (both male and female).

SAMPLE

A sample of 140 secondary school teachers (both male and female) was drawn from different

schools of the Hoshiarpur city.

Table 3.1 – showing the description of sample

NAME OF SCHOOL TYPE OF SCHOOL CITY

SR NO

1. Govt. Sr. Sec. school Govt. Hoshiarpur

Kamalpur

2. GHS purhiran Govt. Hoshiarpur

3. Govt. Sr. Sec. school Nai Govt. Hoshiarpur

Abadi

4. Govt. Sr. Sec. school Govt. Hoshiarpur

Railway Mandi

35
5. GSS school Clock Tower Govt. Hoshiarpur

6. Govt. Sr. Sec. school Clock Govt. Hoshiarpur

pipliwala

7. GHS jahan khelan Govt. Hoshiarpur

8. Balmandir Sr.Sec. School Private Hoshiarpur

9. Cambridge international Private Hoshiarpur

school

10. GMA city public school Private Hoshiarpur

11. Mount Camel School Private Hoshiarpur

12. Shri Guru Harkrishan Public Private Hoshiarpur

School

13. Manavta Mandir Private Hoshiarpur

14. Toddler studyHall Private Hoshiarpur

TOOLS USED

Keeping in view the variables, the following tool was used to collect the desired data:

1. Teacher Effectiveness Scale (PGTES) by Dr. Shallu Puri and Prof. S.C. Gakhar.

DESCRIPTION OF TOOL

36
Teacher effectiveness scale has been used for the fulfilment of my research work. Teacher

Effectiveness scale (TES) consisting of 68 multiple choice questions. These statements

belonging to teacher behaviour categories:-

1. Academic and professional knowledge.

2. Preparation and presentation of lesson plan, classroom management.

3. Attitude towards students, parents, colleagues and head of institution.

4. Use of motivation reward and punishment and interest in all round development.

5. Result, feedback, accountability.

6. Personal qualities.

The test-retest reliability was found to be most suitable for the scale. The coefficient of reliability

of this test is found to be 0.76. The scale is validated against the criteria of “content validity ”.

The content validity is concerned with the adequacy of sampling of a specified universe of

content.

ADMINISRTATION

The test was administered to the secondary school teachers of the Hoshiarpur city only. The

investigator itself visited to the various schools of the Hoshiarpur city for the collection of data.

First of all, when visit to the school there investigator take permission of the respected principal

of the school and then further proceed. Then in each school the questionnaire of teacher

37
effectiveness is distributed and purpose of the test is being explained to teachers. Then teacher

was asked to read the instructions thoroughly before starting the test. The information collected

should be kept confidential and would used for the research work. The time limit for the test is

40 minutes.

When the teachers had completed the test the questionnaire were taken from the teachers. The

same procedure is followed to the different schools of the Hoshiarpur city. With this, investigator

got information about the effectiveness of teachers in the government and private schools.

SCORING

All the statements scored in same way and scores for all alternatives were mention in scoring key

as shown in the table 3.1.

Table-3.1- Scoring table for teacher effectiveness scale

Categories Score

Strongly Agree 5

Agree 4

Undecided 3

Disagree 2

Strongly disagree 1

STATISTICAL TECHNIQUES USED

38
Statistics is a mathematical technique or process of gathering, describing, organizing, analyzing

and interpreting numerical data. The statistical techniques are employed to give a concise picture

of whole data to that it can be easily comprehend. To build a meaningful picture for

interpretation of data and testing the hypothesis, the help of following statistical techniques was

employed:

Use of graphic statistics

In order to visualize the nature of score distribution of data, numerical determinants of normality

like mean, median and standard deviation were worked out bar graphs were plotted to have a

view of the mean scores.

t-test

To study the teacher effectiveness of secondary school teachers, the significant differences of

means of male and female were computed.

PROCEDURE

Procedure to be the present study involves following steps:

1. First of all, the problem was selected.

2. Investigator reviewed the related literature.

3. A Standardized tool named Teacher Effectiveness scale by Shallu Puri and S.C Gakhar was

used to collect information.

39
4. Sample size was selected that consist of 70 government secondary school teachers and 70

private secondary school teachers.

5. Data was collected by Descriptive survey method.

6. Data collected was then analyzed and interpreted by using different statistical techniques.

7. Finally the conclusions were drawn.

CHAPTER- 4

ANALYSIS AND DISCUSSION

Data analysis is considered to be important step and heart of the research in research work. A

good research is characterized by the care taken in the analysis and interpretation of data. The

investigator has analyzed the data and interpreted it in the form of table and figures. After

collection of data with the help of relevant tools and techniques, the next logical step, is to

analyze and interpret data with a view to arriving at empirical solution to the problem. The data

analysis for the present research was done quantitatively with the help descriptive statistics. The

descriptive statistical techniques like mean, standard deviation and critical ratio.

NATURE OF SCORE DISTRIBUTION

40
 To study the nature of score distribution of variable involved in the present study and justify the

parametric statistical techniques, the numerical determination of normalcy i.e. mean and standard

deviation are computed. The results are being reported in tables 4.1, 4.2, 4.3 and 4.4 respectively.

Table 4.1 – Showing mean, median, mode, standard deviation, variance, skewness and

kurtosis of teacher effectiveness among male and female secondary school teachers

Gender N Mean Median Mode SD variance Skewness Kurtosis

Both
male
and 140 279.6071 281.00 281.00 14.32 205.104 -.308 .205
female

Table 4.1 shows that the mean, median and mode of scores of male and female teacher are

279.60, 281.00 and 281.00 while the standard deviation is 14.32. So, mean, median and mode

having same values which implies that the scores were normally distributed. Hence, its follows

the normal probability curve and further t-test was applied to the scores.

Table 4.2 – Showing mean scores and standard deviation of teacher effectiveness among

male and female secondary school teachers

Gender N Mean SD

Male 70 276.00 14.50

Female 70 283.21 13.21
Table 4.2 shows that the mean scores of teacher effectiveness of male secondary school teachers

is 276.00 while that of female secondary school teachers is 283.21. The standard deviation value

41
 of teacher effectiveness of male secondary school teachers is 14.50 while that of female

secondary school teachers is 13.21.

Table 4.3 - Showing mean scores and standard deviation of teacher effectiveness among

government and private secondary school teachers

SCHOOL N Mean SD

Govt. 70 279.82 11.63

Private 70 279.38 16.66

Table 4.3 shows that the mean scores of teacher effectiveness of government teacher is 279.82

while that of private teachers is 279.38. The standard deviation value of teacher effectiveness of

government teachers is 11.63 while that of private teachers is 16.66.

Table 4.4 - Showing mean scores and standard deviation of teacher effectiveness among

rural and urban secondary school teachers

Locale N Mean SD

Rural 68 278.73 15.75

Urban 72 280.43 12.88
Table 4.4 shows that the mean scores of teacher effectiveness of rural secondary school teachers

are 278.73 while that of urban secondary school teachers is 280.43. The standard deviation value

of teacher effectiveness of rural secondary school teachers is 15.75 while that of urban secondary

school teachers is 12.88.

Table 4.5 - Showing mean scores and standard deviation of teacher effectiveness among

42
 secondary school teachers with respect to streams (science & arts)

Stream N Mean SD

Science 68 282.88 12.77

Arts 72 276.51 15.08

Table 4.5 shows that the mean scores of teacher effectiveness of science teachers is 282.88 while

that of arts teacher is 276.52. The standard deviation value of teacher effectiveness of science

teachers is 12.77 while that of arts teacher is 15.08.

HYPOTHESIS – 1

There will be no significant difference in teacher effectiveness among male secondary school

teachers and female secondary school teachers.

Table 4.6 -Showing t-test applied to the differences in mean scores of teacher effectiveness

among male and female secondary school teachers

Gender N Mean SD SEmean SEDifference df t-value Level of

significance
Male 70 276.00 14.50 1.73 2.350 138 3.06 Significant
Female 70 283.21 13.21 1.58 at 0.05 and
0.01 level

From the table 4.6, mean scores of teacher effectiveness of male secondary school teachers is

276 and the mean scores of teacher effectiveness of female secondary school teachers 283.21.

43
The standard deviation comes out to be 14.50 and 13.21 for male and female secondary school

teachers respectively. The standard error mean scores are 1.73 and 1.58 respectively. The

standard error difference in male and female secondary school teachers is 2.350. The calculated

‘t’ value is 3.06, which is significant at 0.05 and 0.01 level for df 138(N-2). Hence, above stated

hypothesis that there will be no significant difference in teacher effectiveness among male

secondary school teachers and female secondary school teachers is rejected. The graphical

representation of means of teacher effectiveness of male secondary school teachers and female

secondary school teachers is shown in figure 4.6

Figure 4.6

44
Bar graph between mean scores of teacher effectiveness among male and female secondary

school teachers

DISCUSSION

From the table 4.6, it is clear that there exists significant difference in teacher effectiveness

among male secondary school teachers and female secondary school teachers. The study found

that female teachers are more effective because of its caring nature, empathetic attitude, have

very strong disciplinarian tendencies and be able to keep teenagers in check, in context of

language, better command, likely to try out alternative methods. All above factors affects the

teacher effectiveness among male and female teachers. Hence, the female teachers having high

effectiveness than the male teachers.

HYPOTHESIS – 2

45
 There will be no significant difference in teacher effectiveness among government secondary

school teachers and private secondary school teachers.

Table 4.7 -Showing t-test applied to the differences in mean scores of teacher

effectiveness among government and private secondary school teachers

SCHOOL N Mean SD SEmean SEDifference df t-value Level of

significance
Govt. 70 279.82 11.63 1.39 2.42 138 0.182 Not
Private 70 279.38 16.66 1.99 significant
at 0.05 and
0.01 level

From the table, mean score of teacher effectiveness of government secondary school teacher is

279.82 and mean score of teacher effectiveness of private secondary school teachers is 279.38

respectively. Standard deviation comes out to be 11.63 and 16.66 for government secondary

school teachers and private secondary school teachers. The standard error mean scores are 1.39

and 1.99 respectively. The standard error difference among government and private secondary

school teachers is 2.42. The calculated ‘t’ value is 0.182 which is neither significant at 0.05 nor

at 0.01 level for df 138(N-2). Therefore, the above stated hypothesis states that there will be no

significant difference in teacher effectiveness among government secondary school teachers and

private secondary school teachers is retained. The graphical representation of teacher

effectiveness among government secondary school teachers and private secondary school

teachers is show in figure 4.7.

46
 Figure - 4.7

Bar graph between mean scores of teacher effectiveness among government and private

secondary school teachers

DISCUSSION

Table 4.7, it is clear that there exists no significant difference in teacher effectiveness among

government secondary school teachers and private secondary school teachers. This is because

there would organize many seminars, workshops for the teachers that help them to make their

teaching and teaching strategies more effective. Also the radio programmes like ‘suno sunayo’

enhance the effective teaching in government secondary school teachers and private secondary

school teachers.

47
 HYPOTHESIS – 3

There will be no significant difference in teacher effectiveness among rural and urban secondary

school teachers.

Table 4.8 -Showing t-test applied to the differences in mean scores of teacher

effectiveness among rural and urban secondary school teachers

Locale N Mean SD SEmean SEDifference df t-value Level of

significance
Rural 68 278.73 15.75 1.91 2.42 138 .699 Not
Urban 72 280.43 12.88 1.51 significant
at 0.05 and
0.01 level

From the table, mean score of teacher effectiveness of rural secondary school teachers is 278.73

and mean score of urban secondary school teachers is 280.43 respectively. Standard deviation

comes out to be 15.75 and 12.88 for rural and urban secondary school teachers. The standard

error mean scores are 1.91 and 1.51 respectively. The standard error difference in rural and

urban secondary school teachers is 2.42. The calculated ‘t’ value is .699 , which is neither

significant at 0.05 level nor at 0.01 level for df 138(N-2). Therefore, the above stated hypothesis

states that there will no significant difference in teacher effectiveness among rural and urban

secondary school teachers is retained. The graphical representation of teacher effectiveness

among rural and urban secondary school teachers is show in figure 4.8.

48
 Figure – 4.8

Bar graph between mean scores of teacher effectiveness among rural and urban secondary

school teacher

DISCUSSION:

From the table 4.8, it is clear that there exists no significant difference in teacher effectiveness

among rural secondary school teachers and urban secondary school teachers. This is because of

competence of the teachers, dedication toward teaching, accommodations, better facilities,

different techniques used to enhance the learning, salaries of teachers, congenial environment,

49
 good administration, relationship among student teachers. All such factors lead to effectiveness

of rural and urban secondary school teachers.

HYPOTHESIS – 4

There will be no significant difference in teacher effectiveness among secondary school teachers

with respect to their streams (science & arts)

Table 4.9 -Showing t-test applied to the differences in mean scores of teacher

effectiveness among secondary school teachers with respect to their streams (science & arts)

Stream N Mean SD SEmean SEDifference df t-value Level of

significance
Science 68 282.88 12.77 1.54 2.36 138 2.68 Significant
Arts 72 276.51 15.08 1.77 at 0.05 and
0.01 level

From the table, the mean score of teacher effectiveness of science teachers is 282.88 and mean

score of teacher effectiveness of arts teachers is 276.51 respectively. Standard deviation comes

out to be 12.77 and 15.08 for science and arts secondary school teachers respectively. The

standard error mean scores is 1.54. The standard error difference in rural and urban secondary

school teachers is 2.36. The calculated ‘t’ value is 2.68, which is significant at 0.05 level and

0.01 level for df 138(N-2). Therefore, the above stated hypothesis states that there will be no

significant difference in teacher effectiveness of secondary school teachers with respect to their

50
streams (science & arts) is rejected. The graphical representation of teacher effectiveness among

secondary school teachers with respect to their stream is shown in figure 4.9.

Figure - 4.9

Bar graph between mean scores of teacher effectiveness among secondary school teacher

with respect to their streams (science & arts)

DISCUSSION

From the table 4. 9, it is clear that there exists significant difference in teacher effectiveness

among secondary school teachers with respect to their streams (science & arts). The study

51
revealed that science teachers are more effective because they have more practical knowledge of

child psychology and of the learning process, trained in the modern methods and techniques,

basic academic requirements, scientific temper, rational in approach to problems, free of bias and

superstitions, innovative, inquisitive about the world around him. A Science teacher should

regularly evaluate his teaching so that he can keep improving and also help him identify his

weakness which made them more effective than others.

CHAPTER -5

CONCLUSIONS AND SUGGESTIONS

After analyzing the data with different statistical techniques, the conclusions were drawn on the

basis of result thus obtained. So the present study laid the conclusion as follows:

1. There exists significant difference in teacher effectiveness among male and female secondary

school teachers and it is concluded that female secondary school teachers are more effective

than male secondary school teachers. The results of the studies conducted by Amandeep and

Gurpreet (2005), Jasraj Kaur (2011) are in line with the findings of the present study.

2. There exists no significant difference in teacher effectiveness among government secondary

school teachers and private secondary school teachers.

3. There exists no significant difference in teacher effectiveness among rural and urban

secondary school teachers and concluded that urban secondary school teachers are more

effective than rural secondary school teachers. The results indicated by Goel (2014) also

revealed the same findings.

4. There exists significant difference in teacher effectiveness among secondary school teachers

52
 with respect to their stream (science & arts). The results of study conducted by Pachaiyappan

and Ushalaya (2014) are also in tune with the finding of present study.

SUGGESTIONS FOR FURTHER STUDY

Following suggestions are given for further study by the investigator:-

1. In the present study, an investigator has taken 140 teachers as sample. This sample can be

increased in further studies.

2. The present study is confined to Hoshiarpur City only. This study can be conducted further

at the district and state level.

3. The study can be conducted to senior secondary school teachers, higher secondary school

teachers.

4. Teacher effectiveness is can be associated with variables like emotional intelligence,

academic and professional achievement level, socio-economic status, job satisfaction,

creativity, work orientation, self-confidence, relation to motivation, mental health etc.

5. The study can be extended to male and female lecturers of degree colleges or teacher

educators.

6. The study can be conducted on the basis of years of experience i.e. low or high experience.

7. The study can be conducted on the permanent or temporary lecturers of degree college or

teacher educators.

8. Study can be conducted on the lecturers of degree college or teacher educator of different age

group.

9. A comparative study on teacher effectiveness in different boards i.e. P.S.E.B, C.B.S.E and

53
 I.C.S.E can be conducted.

EDUCATIONAL IMPLICATIONS OF THE STUDY

The finding of the work can be useful in the following ways:

1. Teachers should be encouraged to use the novel ways to teaching and also should be

encouraged learning traditional approaches.

2. Use of ICT i.e. latest hardware, educational CDs help in making effective teaching.

3. Atmosphere must be provided to teachers, so that they can develop various teaching skills

that help them to do their responsibilities in efficient manner.

4. It has got educational implication for researchers to find out the relation of various streams

with teacher effectiveness.

5. Proper training is necessary to teachers to be the effective in teaching for the betterment of

future.

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 SUMMARY

INTRODUCTION

The World Declaration on Education for all states that the primary education must be universal to

ensure that the basic needs of all children are met. Basic learning needs are defined in terms of

the essential learning tools and the basic learning content that people require in order to survive,

to live and work with dignity, to improve the quality of their lives, to make informed decisions,

and to continue learning. But the quality of education has been suffering. Education for all is all

very well, but good quality education for all is another story.

Teachers and the instruction given to their students are only two of a complex set of factors that

have an impact on student learning. One of the fundamental truth in education is that the

knowledge, skills, aptitudes, attitudes and values with which students leave school or a particular

teacher’s classroom are influenced to a great extent by the knowledge, skills, aptitudes, attitudes

and values that students possessed when they entered the school or classroom. In addition, the

55
knowledge, skills, aptitudes, attitudes and values that students possess when they enter a school

or classroom are the result of some intricate and complex combination of their genetic

composition and the environment to which they have been exposed in their homes.

TEACHER EFFECTIVENESS

Across the nation, policymakers and education leaders share growing agreement that must do

better job in measuring the effective teaching and identifying effective teachers. It was believed

that effective teachers contribute to the higher performance and tenure. An effective teacher has

been considered, sometimes, as a perfectionist, encouraging, approachable and caring, other

times as intelligent, but above all, as enthusiastic, funny, clever, affective and understanding,

open, and with a relaxed style while teaching. Learning is enhanced by the teachers knowledge,

enthusiasm and responsibility towards creating a warm class climate enhancing the students

desire to learn and to accept the challenges of thinking and enquiring into all that is offered by

the teacher. An effective teacher is always in a constant learning process due to changes in terms

of the students’ characteristics, the curriculum, the community, and finance among many others.

Effective teachers are those who achieve the goals which they set for themselves or which have

been set for them by others such as ministries of education, legislators and other government

officials, school / college administrators. Effective teachers must possess the knowledge and

skills needed to attain the goals, and must be able to use that knowledge and those skills

appropriately if these goals are to be achieved.

In Medley’s terms, the possession of knowledge and skills falls under the heading of ‘teacher

competence’ and the use of knowledge and skills in the classroom is referred to as ‘teacher

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performance’. Teacher competence and teacher performance with the accomplishment of teacher

goal, is the ‘teacher effectiveness’.

Four major assumptions are implicit in this definition of teacher effectiveness.

The first is that “Effective teachers tend to be aware of and actively pursue goals.” These goals,

in turn, guide their planning as well as their behaviors and interactions with students in the

classroom. This assumption does not mean that effective teachers are always aware of goals; in

fact, awareness is particularly likely to be lacking when goals have been established for teachers

by others. Using current educational terminology, these goals established by others are referred

to as ‘standards’ (sometimes ‘content standards’ or ‘curriculum standards’). That is, standards

are externally imposed goals that indicate what students should know and be able to do as a

result of the instruction that they receive.

The second assumption is that “The teaching is an intentional and reasoned act.” Teaching is

intentional because we always teach for some purpose, primarily to facilitate learning. Teaching

is reasoned because what teachers teach their students is judged by them to be worthwhile.

The third assumption implicit in this definition of teacher effectiveness is that “The vast majority

of teachers’ goals are, or should be, concerned either directly or indirectly with their students’

learning.” An example of direct teacher concern with learning is a teacher who states that he or

she intends to help students develop the ability to differentiate facts from opinions, or reality

from fantasy. An example of indirect teacher concern with learning is a teacher who sets out to

decrease the level of disruptive behavior in the classroom because he or she believes that

learning cannot occur before the level of disruptive behavior is reduced. It should be obvious that

57
if teachers goals are stated in terms of their students learning, then the teacher effectiveness must

be defined and can only be assessed in terms of behaviors and learning of students, not behaviors

of teachers.

A fourth assumption underlying this definition of teacher effectiveness is that “No teacher is

effective in every aspect of their profession”. For example a primary school teacher may be

highly successful in teaching reading comprehension to his or her students while struggling to

teach them the elements of rudimentary problem-solving in mathematics. Likewise a secondary

literature teacher may be quite able to teach students an appreciation of poetry, but have some

difficulty in teaching them how to interpret the symbolism in a series of novels. Thus, the degree

to which a given teacher is effective depends, to a certain extent, on the goals being pursued by

that teacher.

Joshi (1984) gave 5 major characteristics of an effective teacher which are:-

➢ Proficiency in content and general knowledge.

➢ Good techniques of teaching.

➢ Unbiased nature.

➢ Qualities of a counsellor.

➢ Regard of discipline.

MEASURES OF TEACHER EFFECTIVENESS

There are three main factors within teacher’s control that significantly influence pupil

achievement that are:

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 ➢ Teaching skills.

➢ Professional characteristics.

➢ Classroom climate.

DEFINITIONS OF TEACHER EFFECTIVENESS

In the Dictionary of Education teacher efficiency has been defined as the degree of the success

of a teacher in performing the instructional and other duties specified in his contract and

demanded by the nature of position.

According to Anderson, “An effective teacher is one who quite consistently achieves goals

which either directly or indirectly focus on the learning of their students”.

According to Dunkin, “Teacher effectiveness is a matter of the degree to which a teacher

achieves the desired effects upon students. He defined teacher competence as the extent to which

the teacher possesses the requisite knowledge and skills, and teacher performance as the way a

teacher behaves in the process of teaching”.

According to Ryans, “An effective teacher may be understood as one who helps the

development of basic skills, understanding, proper work habits desirable attitudes and adequate

personal adjustments of the students”.

According to Balchandran, “Teacher effectiveness is increased by a number of factors such as

subject mastery, communicating ability and commitment to teaching”.

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REVIEW OF RELATED LITERATURE

Reddy and Srinivas (1999) attempted to study the sources of teacher stress, the nature of its

association with teacher effectiveness and to find out the efficiency of behavioral programme to

manage stress and improve effectiveness in primary male teachers in age range 30-40 years. It is

concluded that job satisfaction and behavioral programmes helps in teacher effectiveness.

Mohanasundaram (2000) prepared suggestion on its study about the introduction of

communication, interaction, multimedia packages, educational telecast and web based learning

activities to make teacher education programme more effective.

Shakunthala (2001) studied the adjustment of secondary school teachers in relation to their

teaching competence, mental health and emotional maturity. It is found that there was a high,

positive and significant correlation among emotional maturity, adjustment, teaching competence,

mental health among teachers .The findings of study were: 1. There was no significant difference

in emotional maturity of secondary school male and female teachers. 2. There was significant

difference in mental health of teachers working in government and private secondary schools. 3.

There was a significant relationship between adjustment and mental health of teachers working

in government and private secondary schools, there was a significant difference in age

adjustment and mental health of secondary school male and female teachers. 4. There was

significant difference in age, adjustment and mental health of teachers working in government

and private secondary schools. 5. There was significant difference in mental health of secondary

school male and female teachers.

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Srivastava (2003) has studied the mental health, values and job satisfaction among teachers of

Hindi and English Medium schools. The sample consisted of 268 teachers (114 male and 154

female) selected by stratified random sampling technique from nine Hindi medium and five

English medium schools of Mathura District (U.P). Results revealed that the mental health level

of both the Hindi and English Medium teacher is normal and satisfactory on the whole, but there

is still more scope for its improvement, particularly in the case of English medium male teacher

groups. Male English Medium teachers are significantly higher on mental health value. Job

satisfaction of these teachers is quite normal and satisfactory, but there is still some scope for its

improvement. Female teachers of English medium show significantly higher job satisfaction than

male counterparts. They record highest job satisfaction among all other groups. Economic and

Health values are negatively correlated with job satisfaction among these Hindi medium

teachers. Aesthetic values are also negatively correlated with job satisfaction in Hindi medium

female teacher group.

Sandhya Ojha, Urmila Rani(2004) made a comparative study of level of the stress and various

dimensions of mental health among working and nonworking Indian women. The present study

was conducted on 60 Indian woman’s belonging to two categories: working women (N=30) and

non-working women (N=30). Tools used are: A) Presumptive stressful life events scale (PLSE,

Singh, Kaur & Kaur, (1981). B) Mental health inventory developed by Jagdish & Srivastava

(1983). Major findings of study were: 1. Working women significantly scored higher on life

stress (no. of stressful events and amount of the stress) compared to non-working women. 2.

employed women experience greater stress than both non-employed women and men because of

several unique stressors faced by employed women.

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Amandeep and Gurpreet(2005) concluded that female teachers are more effective in their

teaching than male teachers. The study also revealed that Male and Female teachers do not differ

significantly as far as their teaching competence is concerned and variable of teaching

competence plays significant role in teacher effectiveness of teachers.

Kalia (2007) conducted a study on teacher effectiveness in relation to emotional intelligence. The

random sampling was employed for the study. It consisted of 200 senior secondary school

teachers of government and private schools of Chandigarh. The co-relation between emotional

intelligence and teacher effectiveness was found to be 300. Thus he conclude that there is

positive and significant relationship between two variables i.e. teacher effectiveness and

emotional intelligence.

Puri Shaller (2008) studied the teacher effectiveness of teacher educators in relation to cognitive

and non cognitive variables. Descriptive survey method of investigation was employed. Study

was conducted on teacher educators of colleges of education affiliated to P.U. Chandigarh in five

districts of Punjab. Random sampling of 200 teacher educator was done. She concluded that on

the basis of significant t ratio (F-16.41), the cognitive variable of emotional intelligence was

found to be a good predictor of teacher effectiveness. Result also supported by the significant

co-relation between the cognitive variable of emotional intelligence and dependent variable of

teacher effectiveness (r-0.277) at 0.01 level.

Jasraj Kaur (2011) studied the effectiveness of school teachers in relation to their gender and

locale. The aim to study teacher effectiveness in relation to their gender and locale of 600

government school teachers from 70 government schools of three district namely Jalandhar,

62
Bathinda, Muktsar of Punjab. Teacher effectiveness scale by Umme Kulsum was used. The

results of study found that more than half (53.3%) school teachers are highly effective. Female

school teachers were more effective (t=5.63, P<0.01) than male school teachers. Teacher

effectiveness of urban school teachers were more (t=3.52, P<0.01) as compared to rural school

teachers.

Marzieh Gholamitooranposthi (2012) studied the comparision of mental health and retarded

students’ teachers. The population of this study was all teacher of normal and retarded (educable

mentally retarded) students in Rajasthan city using census model. Measurement tools in this

research were (Mental health and religious attitude) questionnaires which has sufficiently

reliability and validity. The result showed that in mental and physical scales, retarded students’

teachers face with less mental health. Also results of independent t-test showed that there are

significant difference between teachers of normal and retarded students in loneliness and fatigue

scale (P<0.001). But there aren’t significant difference among of anxiety, restlessness,

nervousness, hopelessness, anger, headache, sleep disorder, indigestion and heart burn scales.

Also there is significant relation between religious attitude and mental health.

Sunita Goel (2013) studied the teacher effectiveness in relation to gender and locale. The

objective of the present study is to investigate the teacher effectiveness of government primary

school teachers. The sample for the study consisting of 120 teachers selected from different

primary schools of Sangrur district of Punjab state was selected randomly. For analysis and

interpretation of data, the investigator used Mean, Median, S.D and t test. Teacher effectiveness

scale by Umme Kulsum was used for the collection of data. It is observed that there is a

significant difference in the mean score of teacher effectiveness of rural male and rural female

63
and urban male and urban male primary school teachers. Study also revealed that there is no

significant difference in the mean score of teacher effectiveness of rural and urban male and rural

and urban female primary school teachers.

EMERGENCE OF THE PROBLEM

Everyone, every parent, grandparent and young person would like to have the assurance that all

our children are being taught and prepared for college, for future work and for life in the Twenty

-first century. In order to achieve this, we need to ensure that those who teach our children

incorporate the qualities of effective teaching in their professional lives. In essence, we need

every teacher in our schools to be an effective teacher. An effective teacher strives to motivate

all their students in learning and help them to develop their potentials, skills, abilities and

aptitudes. Effective teachers teach in a way that encourage students to take greater responsibility

for their own learning and make sure that students are known to their goals. Teachers can

materialize policies and plans of education in classroom at grass root level. The effective attitude

and the actions employed by the teacher can directly affect the student’s behavior. Moreover, it

develops the productive relationship with students in path of their progress. For the fulfilment of

this purpose teacher effectiveness is must. In order to find out the teacher effectiveness there is

need to explore the field more scientifically and with great vigor. Effective teachers in the future

will need to deal with a climate of continual change in which distance learning and other

teaching media will come more prevalent. ‘The Star Teachers’ of the future will be those who

work to what is now the best become the standard for all. The most fundamental way to improve

the quality of education through the improvement in teachers performance. Therefore, it is

64
required to identify the factors influencing teacher competence. The effectiveness of teacher

becomes vital to face the emerging challenges of globalization & liberalization and also

mushrooming of educational institution. Only the effective teacher can explode the capacities of

students and mould their behaviors into desirable education. Despite the expansion in research,

relatively little is known about teacher effectiveness The investigator expects that the results of

the study would have its far reaching implications for teachers and students at secondary level.

STATEMENT OF THE PROBLEM

TEACHER EFFECTIVENESS AMONG SECONDARY SCHOOL TEACHERS

OPERATIONAL DEFINITIONS

TEACHER EFFECTIVENESS

Teacher effectiveness means a collection of characteristics, competencies, and behaviour of

teachers at all educational level that enables students to solve problem, think critically, develop

skills, attitudes and adequate personal adjustment of student to reach the desired goal. Teacher

effectiveness is a relationship between teachers, pupils and other persons concerned with the

educational understanding.

SCHOOL TEACHER

65
The teacher is a dynamic force of the school. A school without teacher is just like a body without the

soul, a skeleton without flesh and blood, a shadow without substance. School teachers develop

schemes of work and lesson plans in line with curriculum objectives. They facilitate learning by

establishing a relationship with pupils and by their organization of learning resources and the

classroom learning environment.

OBJECTIVES OF THE STUDY

6. To study the teacher effectiveness of secondary school teachers.

7. To compare the teacher effectiveness of teacher effectiveness among male secondary

school teachers and female secondary school teachers.

8. To compare the teacher effectiveness among government secondary school teachers and

private secondary school teachers.

9. To compare the teacher effectiveness among rural secondary school teachers and urban

secondary school teachers.

10. To investigate the teacher effectiveness among secondary school teachers with respect to

their stream (science & arts).

HYPOTHESES OF THE STUDY

5. There will be no significant difference in teacher effectiveness among male secondary

school teachers and female secondary school teachers.

6. There will be no significant difference in teacher effectiveness among government

secondary school teachers and private secondary school teachers.

66
 7. There will be no significant difference in teacher effectiveness among rural secondary

school teachers and urban secondary school teachers.

8. There will be no significant difference in teacher effectiveness among secondary school

teachers with respect to their stream (science & arts).

DELIMITATION OF THE STUDY

The delimitation of the present study are :-

3. The study was confined to 140 secondary school teachers (both male & female).

4. The study was confined to schools of Hoshiarpur city only.

TOOLS OF THE STUDY

To conduct the study following tool are used:-

➢ Teacher Effectiveness Scale (PGTES) by Dr. Shallu Puri & prof. S.C. Gakhar.

METHODOLOGY

The present problem falls under the domain of survey research.

SAMPLE

A sample of 140 secondary school teachers from different secondary schools of Hoshiarpur city

was selected for the collection of data.

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 DESIGN OF THE STUDY

STATISTICAL TECHNIQUES

Statistical techniques like Mean, Standard deviation and t-test was used for analyzing data as per

objectives of the study.

CONCLUSIONS

After analyzing and interpreting the data, following conclusions are made:-

1. There exists significant difference in teacher effectiveness among male and female secondary

school teachers.

2. There exists no significant difference in teacher effectiveness among government and private

secondary school teachers.

3. There exists no significant difference in teacher effectiveness among rural and urban

secondary school teachers.

4. There exists significant difference in teacher effectiveness among secondary school teachers

with respect to stream (science & arts).

It is concluded that male and female teachers were differ in effectiveness of teaching and streams

68
also affects the teacher effectiveness. But there is no significant difference in teacher

effectiveness of government & private teacher and rural urban secondary school teachers.

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