An analysis of attitude of secondary school teachers towards FDP of

ISSN No: 2321-5488
Vol I Issue VIII Feb 2014
ORIGINAL ARTICLE
International Multidisciplinary
Research Journal
Research
Direction
Editor-in-Chief
S.P. Rajguru
Welcome to Research Direction
ISSN No.2321-5488
Research DirectionJournal is a multidisciplinary research journal, published monthly in English, Hindi &
Marathi Language. All research papers submitted to the journal will be double - blind peer reviewed referred by
members of the editorial board readers will include investigator in universities, research institutes government
and industry with research interest in the general subjects.
CHIEF PATRON
Mr. Sanjeev Patil
Chairman :
Central Div. Rayat Shikshan Sanstha, Satara.
PATRON
Suhasini Shan
Chairman LMC & Director - Precision Industries, Solapur.
EDITOR IN CHIEF
S.P. Rajguru
Asst. Prof. (Dept. of English) Rayat Shikshan Sanstha's,
L. B. P. Mahila Mahavidyalaya, Solapur. (M.S.)
Sub Editors (Dept. Of Humanities & Social Science)
Dr.Prakash M. Badiger
Guest Faculty,Dept. Of History,
Gulbarga University,Gulbarga.
Nikhilkumar D. Joshi
Gujrat
Dr.kiranjeet kaur
Nikhil joshi
Dept.of English G.H.patel college of
Engineering and Technology,Gujrat.
Advisory Board
S. N. Gosavi
Shrikant Yelegaonkar
Punjabrao Ronge
D. R. More
T. N. Kolekar
Seema Naik
M. L. Jadhav
Annie John
Suhas Nimbalkar
Adusumalli Venkateswara Raw
Deepa P. Patil
R.D.Bawdhankar
Ajit Mondal
Guest Referee
Maryam Ebadi Asayesh
Islamic Azad University, Iran
Henry Hartono
Soegijapranata Catholic University, Indonesia
Judith F. Balares Salamat
Department of Humanities, IASPI, Philippines
Mukesh Williams
University of Tokyo, Japan
Address:-Ashok Yakkaldevi 258/34, Raviwar Peth, Solapur - 413 005 Maharashtra, India
Cell : 9595 359 435, Ph No: 02172372010 Email: [email protected] Website: www.ror.isrj.net
Research Directions
Volume 1 , Issue 8 / Feb 2014
ISSN:-2321-5488
Research Article
AN ANALYSIS OF ATTITUDE OF SECONDARY SCHOOL
TEACHERS TOWARDS FDP OF CCE
PRASHANT THOTE
Gyanodaya Vidya Mandir,Narsingarh
Abstract:
During the course of training on CCE researchers observed that teachers were
still not clear about the various aspects of CCE which further lead to ambiguity in the
school .Also may teachers complain that during the interactions the head of institution
are not able to give clear cut instructions and it results in confusion and it lead to loss of
whatever they had gained in such training programme . More ever training are attended
by only a limited number of teachers who on the return able to train rest of the teachers.
The interlinking ,overlapping of scholastic ,co-scholastic their teaching and training
and fitting in of the club in the school curriculum also a poses a serious questions. All
these hindrance could be overcome by opening the heart and sharing of the weakness
and strength. The strength of one may become the strength of all and solutions may
pooled. A Study of Attitude of Teachers towards Faculty Development Programmes of
CCE has been dealt with in this paper. The sample included 200 primary school teaches
of Central India selected by using random sampling technique, “The attitude of
secondary school teachers towards different aspects of in-service training programmes”
developed by authors was used for the collection of required data. 't-test' technique was
adopted for data analysis. It is concluded that there is no significant difference between
Rural and Urban, Male and Female and Teaching Experience (1-10 and11-20+)
teachers attitude towards in-service training programs of CCE.
KEY WORDS:
Attitude, Teachers, CCE and In-service training programme .
INTRODUCTION
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation
of students that covers all aspects of a students’ development. It is a developmental process of a child which
emphasizes on two fold objectives. These objectives are continuity in evaluation on one hand and
assessment of broad based learning and behavioral outcomes on the other.
The term ‘continuous’ is meant to emphasize that evaluation of identified aspects of students’
‘growth and development’ is a continuous process rather than an event, built into the total teaching-learning
process and spread over the entire span of academic session. It means regularity of assessment, diagnosis of
learning gaps, use of corrective measures and feedback of evidence to teachers and students for their self
evaluation.
The second term ‘comprehensive’ means that the scheme attempts to cover both the scholastic and
the co-scholastic aspects of students’ growth and development. Since abilities, attitudes and aptitudes can
manifest themselves in forms other than the written word, the term refers to application of a variety of tools
and techniques (both testing and non-testing) and aims at assessing a learner’s development in areas of
learning like:
1
AN ANALYSIS OF ATTITUDE OF SECONDARY SCHOOL TEACHERS TOWARDS FDP OF CCE
Remembering
Understanding
Applying
Analysing
Evaluating
Creating
OBJECTIVES OF CCE ARE:
To help develop cognitive, psychomotor and affective skills.
To lay emphasis on thought process and de-emphasise memorization.
To make evaluation an integral part of teaching-learning process.
To use evaluation for improvement of students’ achievement and teaching – learning strategies on the basis
of regular diagnosis followed by remedial instruction.
To use evaluation as a quality control device to maintain desired standard of performance.
To determine social utility, desirability or effectiveness of a programme and take appropriate decisions
about the learner, the process of learning and the learning environment.
To make the process of teaching and learning a learner-centered activity.
The training programmes were confronted with the critical issues of little innovation, poor
coordination, absence of objectives, unskilled resource persons, absence of evaluation of acquired skills
and knowledge as well as absence of follow-up work of training programmes. Pathania (2007) reported that
orientation programmes were more useful in updating knowledge, improving teaching methods, solving
classroom problems and developing professional competence among teachers. Sharma (2006) have also
indicated many critical points in organization administration and implementation of in-service training
programmes that need to be addressed urgently
OBJECTIVES OF THE STUDY:
The following objectives were framed for the present study
1. To study the attitude of teachers having age below 35 and above 35 years towards in-service training
programs of CCE
2. To study the attitude of Male and Female teachers towards in-service training programs of CCE.
3. To study the attitude of Urban and Rural teachers towards in-service training programs of CCE.
4. To study the attitude of Married and Unmarried teachers towards in-service training of CCE.
5. To study the attitude of Science and Arts post graduate teachers towards in-service training of CCE.
6.To study the attitude of Government and Private school teachers towards in-service training of CCE.
7. To study the attitude of 1-10 years teaching experience and 11-20+ years teaching teachers towards inservice training programs of CCE.
HYPOTHESES
In pursuance of the objectives 1- 3 following Null Hypotheses were set up.
1.There is no significant difference between teachers age below 35 years and above 35 years attitude
towards in-service training programs of CCE.
2.There is no significant difference between male and female teachers attitude towards in-service training
programs of CCE.
3. There is no significant difference between Urban and Rural teachers attitude towards in-service training
programs of CCE.
4. There is no significant difference between Married and unmarried teachers’ attitude towards in-service
training programs of CCE.
5. There is no significant difference between science and arts post graduate teachers attitude towards inservice training programs of CCE.
6. There is no significant difference between Government and Private school teachers attitude towards inservice training programs of CCE
7. There is no significant difference between 1-10 years teaching experience and 11-20+ years teaching
experience teachers attitude towards in-service training programs of CCE.
Research Directions • Volume 1 Issue 8 • Feb 2014
2
AN ANALYSIS OF ATTITUDE OF SECONDARY SCHOOL TEACHERS TOWARDS FDP OF CCE
Methodology
Normative survey method was used for the present study as it is concerned with the conditions or
relationships that exist, practices that prevails and views or attitudes that are held.
Sample Selection
The study was conducted on a total sample of 200 secondary school teaches of Central India . For
selecting the primary school teachers the random sampling method was used.
Tool
The following tool was used for the collection of required data. “The attitude of secondary school
teachers towards different aspects of in-service training programmes” developed by Authors . A three point
Likert type scale ranging from agree to neutral to disagree. The reliability was computed through “splithalf Method” which was found be 0.86 and the reliability coefficient through “Test- Retest Method” was
found to be 0.81.
Data Collection
The attitude of elementary school teachers towards different aspects of in-service training
programmes questionnaire for secondary schools teachers to obtain the required data. The investigator
personally visited to each school to collect duly filled tools. Personal data relating to name, sex, teaching
experience, and types of school were also collected through a personal data specially prepared for the
purpose.
Statistical Analysis
In order to study the difference scores of primary school teachers attitude towards in-service
training programmes ‘t’- test were computed and tested for significance as shown in Tables
RESULTS AND DISCUSSION
Table-01 The difference of Secondary school teacher’s attitude towards in-service training
programmes with Location (Rural and Urban)
Variable
Below 35
Above 35
Age
N
Mean
SD
t –value
p –value
Sign
99
101
65
62
7.98
8.40
1.35
.>0.05
NS
Decision
Accepted
(*- Significant at 0.05 level of significance)
The above table- 01 revels that the obtained t-value in the secondary school teacher's attitude
towards in-service training programmes of CCE with age below 35 years and above 35 years scores level is
less than the tabled values (1.96) at 0.05 levels of significance. Therefore the null hypothesis in this regard is
accepted. Therefore it is concluded that there is no significant difference between teacher age below 35
years and above 35 years attitude towards in-service training programs of CCE.
Table-02 The difference of primary school teacher's attitude towards in-service training
programmes with Gender (Female and Male).
Variable
Gender
Male
Female
N
100
100
Mean
SD
65
64
6.46
7.58
t –value
0.89
p –value
.>0.05
Sing
NS
Decision
Accepted
(*- Significant at 0.05 level of significance)
The above table- 02 revels that the obtained t-value in the secondary school teacher’s attitude
Research Directions • Volume 1 Issue 8 • Feb 2014
3
AN ANALYSIS OF ATTITUDE OF SECONDARY SCHOOL TEACHERS TOWARDS FDP OF CCE
towards in-service training programmes of CCE with Gender scores level is less than the tabled values
(1.96) at 0.05 levels of significance. Therefore the null hypothesis in this regard is accepted. Therefore it is
concluded that there is no significant difference between Male and Female teachers attitude towards inservice training programs of CCE
Table-03 The difference of secondary school teacher’s attitude towards in-service training
programmes with Location (Rural and urban).
Variable
Location
Rural
Urban
N
Mean
SD
t –value
100
100
65
66
7.60
7.66
0.03
p –value
.>0.05
Sing
NS
Decision
Accepted
(*- Significant at 0.05 level of significance)
The above table- 03 revels that the obtained t-value in the secondary school teacher’s attitude
towards in-service training programmes of CCE with Location scores level is less than the tabled values
(1.96) at 0.05 levels of significance. Therefore the null hypothesis in this regard is accepted. Therefore it is
concluded that there is no significant difference between Rural and Urban teachers attitude towards inservice training programs of CCE
Table-04 The difference of primary school teacher’s attitude towards in-service training
programmes with Marriage status (Unmarried and married ).
Variable
Locations
Unmarried
Married
N
Mean
SD
43
157
67.16
66.02
7.83
7.52
t –value
1.78
p –value
.>0.05
Sing
NS
Decision
Accepted
(*- Significant at 0.05 level of significance)
The above table- 04 revels that the obtained t-value in the secondary school teacher’s attitude
towards in-service training programmes of CCE with Marriage status scores level is less than the tabled
values (1.96) at 0.05 levels of significance. Therefore the null hypothesis in this regard is accepted.
Therefore it is concluded that there is no significant difference between Unmarried and Married teachers
attitude towards in-service training programs of CCE.
Table-05 The difference of primary school teacher’s attitude towards in-service training
programmes with Educational qualification (Science and Arts Post –Graduate ).
Variable
N
Mean
63.62
Educational
100
qualification Science
At Post
64.44
Graduation
Arts
100
Level
(*- Significant at 0.05 level of significance)
SD
t –value
5.69
p–
value
.>0.05
Sing
Decision
NS
Accepted
1.76
7.87
The above table- 05 revels that the obtained t-value in the secondary school teacher’s attitude
towards in-service training programmes of CCE with Educational qualification at Post –Graduation level
scores level is less than the tabled values (1.96) at 0.05 levels of significance. Therefore the null hypothesis
in this regard is accepted. Therefore it is concluded that there is no significant difference between Science
and Art Post-Graduate teachers’ attitude towards in-service training programs of CCE.
Research Directions • Volume 1 Issue 8 • Feb 2014
4
AN ANALYSIS OF ATTITUDE OF SECONDARY SCHOOL TEACHERS TOWARDS FDP OF CCE
Table-06 The difference of Secondary school teacher’s attitude towards in-service training
programmes with type of School (Gornment and Private ).
Variable
Type of
School
Government
Private
N
Mean
SD
t –value
99
101
69.43
68.45
9.65
6.66
1.64
p–
value
.>0.05
Sing
Decision
NS
Accepted
(*- Significant at 0.05 level of significance)
The above table- 06 revels that the obtained t-value in the primary school teacher’s attitude
towards in-service training programmes of CCE with Type of school scores level is less than the tabled
values (1.96) at 0.05 levels of significance. Therefore the null hypothesis in this regard is accepted.
Therefore it is concluded that there is no significant difference between Government 1- and Private teachers
attitude towards in-service training programs of CCE.
Table-07 The difference of secondary school teacher’s attitude towards in-service training
programmes with Teaching Experience (1-10 years and11-20 years).
Variable
N
Mean
56
68.61
1-10
years
144
66.26
11-20
years
(*- Significant at 0.05 level of significance)
Teaching
Experience
SD
t –value
8.98
1.73
p–
value
.>0.05
Sing
Decision
NS
Accepted
8.52
The above table- 07 revels that the obtained t-value in the primary school teacher’s attitude
towards in-service training programmes of CCE with Teaching Experience scores level is less than the
tabled values (1.96) at 0.05 levels of significance. Therefore the null hypothesis in this regard is accepted.
Therefore it is concluded that there is no significant difference between teachers with 1-10 years and 11-20
years of teaching experience attitude towards in-service training programs of CCE.
LIMITATIONS OF THE STUDY:
After retrospective view of the whole study, the investigators find that there were a few limitations
that constricted the area of generalization of this study. The limitations were as given below:
1. Due to paucity of time and resources a sample of only 200 primary school teachers was taken which
restricted the scope of generalization.
2. There are many variables which may affect the awareness of teachers towards CCE like some
socioeconomic variables, intellectual level, and maturity level and so on. Though these variables were
included in the study, they were not used in analysis in any way.
3. Since the awareness was measured on the basis of fixed responses, the students might have given socially
accepted responses instead of giving correct responses.
4. Only a very few schools affiliated to CBSE board were selected in this study.
5. Some respondents put tick mark against more than one alternative and sometimes they left some of the
items unanswered which presented difficulty in accurate analysis of data.
6. The biggest limitation was that some teachers consulted with each other while making their choice. So
the result might have got affected due to this.
7. Present study was conducted only in one state therefore more empirical evidences will be required from
more states before ample generalization may be made .In light of this , it is suggested that a similar but more
elaborate study may be conducted using a larger sample and covering more states in India
RECOMMENDATIONS
The training should normally be in relation to the needs and requirements of teachers and schools,
taking into consideration emerging trends and concerns in education. The emerging concerns need to be
Research Directions • Volume 1 Issue 8 • Feb 2014
5
AN ANALYSIS OF ATTITUDE OF SECONDARY SCHOOL TEACHERS TOWARDS FDP OF CCE
essentially incorporated both in pre-service and in-service training programmes including short duration of
orientation of teachers.
To make teachers professionally competent they need to be trained in ten vital areas as suggested by NCTE
(1998) namely: contextual, conceptual, content, transactional, educational activities, developing teaching
learning material, evaluation, management, working with parents, community and other agencies.
Teachers need to study variety of books for ensuring effective delivery system in the classrooms situation.
It needs also to be recognized that to develop competency to perform functions effectively at the school
level depends significantly on teachers themselves, through assessment of their own deficiencies and by
seeking information and resource support from different educational institutions and other sources.
Training input must reflect in the actual classroom teaching process. It should be activity based and not
lecture cum- discussion based.
Strong monitoring mechanism need to be developed at the institution level in particular, regional and the
National level in general to identify and resolve the issues on the spot.
Training to in-service teachers must be imparted with the sole objective of qualitative improvement in the
skill, knowledge, communication and handling of real classroom situation.
Training of teachers is also needed in the areas of Co-scholastics/ Co-curricular activities i.e.,
drawing/painting, music/dance/ drama, sports /games , cultural activities ,social service activities,
beautification/ cleaning of school, scouts and guides, observation of healthy habits (nails, teeth, washing
hands before meal), health check-up, so that teachers could explore the hidden talent of the children at the
early stage.
Focused group discussion and practical work should be made the part and parcel of the training
programmes so that the doubts in the minds of the trainees could be removed on the spot.
Effective feedback should be collected for future improvement in training programmes.
The resource persons at all levels wherever training is imparted should have mastery over the subject of
their respective field. The selection criteria for the appointment of these persons should be very rigorous
and transparent.
REFERENCE
1.NCERT (1986), Report of working Group on In-Serivce Education of Teachers, New Delhi.
2.NCERT (2009) Indian Educational Review, Vol. (38)
3.NCTE (2011), Indian Journal of Teachers Education, Volume 1, Dec.
4.Dash, Nirod Kumar, (2000). Impact of face to face workshop on the achievement of distance teacher
trainees, IGNOU, Maidan Garhi, New Delhi, India.
5.Grover’s. and Singh,N.H.(2002) “The Quality of Primary Education: A case study of Madhuri and
Villupuran Districts in Tamil Nadu, India” center for International Development, Harvard University.
6.Kraft, R. (1995) An International curricular perspective on decentralization: An introduction to its
problems, prospects and evaluation. Paper presented at Ethiopian curriculum policy workshop, Addis
Ababa October, 23-25,1999, Washington ,DC : ABEL 2 clearing house for Basic Education, Academy for
Educational development, abel aed. Org.
7.NCTE (1998). Policy perspective on teacher education : Critique and Discussion. New Delhi; National
Council for Teacher Education.
8.Prasad, S.N. (2005) ICT IN In-service Teacher training. India Case Study.
9.Sharma,D.P.(2002). Teacher education Programme of IGNOU: Student teachers perception, Indian
Journal of Open Learning, 11 (3), 335-46
10.Srivastava .S. 1966 “ Growth and Organization of In-Service Programme in India and its Impact on
Secondary Schools, New Delhi, Arya Book Depot
Research Directions • Volume 1 Issue 8 • Feb 2014
6
Publish Research Article
International Level Multidisciplinary Research Journal
For All Subjects
Dear Sir/Mam,
We invite unpublished Research Paper,Summary of Research Project,Theses,Books
and Books Review for publication,you will be pleased to know that our journals are
Associated and Indexed
PDOAJ
?
?
Directory of Research Journals Researchbib
?
SocioSite
?
Tjdb
Frequency: Monthly
International Research Directions Journal
Review & Advisory Board :
Research Directions Journal is seeking scholars.
Those who are interested in our serving as our volunteer Editorial Review Board, Editorial Board
and Advisory Board.
Call for editorial board:
All of faculties, experts and researchers are invited to join us as member of editorial board.
For applying, send your CV at [email protected] / [email protected].
We welcome you in research documentation.
Email: [email protected] / [email protected]
Research Direction Journal
Editor-in-Chief:
Prof. Santosh P. Rajguru
Address for Correspondence
56,'PARASHURAM' Ayodhya Nagari,Near Reliance Office,
Hydrabad Road,Dahitane,
Solapur-413006.(Maharashtra)
Email: [email protected]
cell: 9822870742

Download Report