The objectives of study were: (1) To study the motives of joining B.Ed. course. (2) To study the locus of control of pupil – teachers admitted on the basis of weightage and general categories. (3) To study the teaching proficiency of pupil teachers admitted on the basis of weightage and general categories, and to predict their teaching effectiveness. (4) To study relationship between locus of control and teaching proficiency of pupil teachers admitted on the basis of weightage and general categories.
The hypotheses of study were: (1) There will be no significant
difference in the mean scores of locus of self control among pupil
teachers admitted on weightage and non-weightage. (2) There will be no
significant difference in the mean scores of future Teaching
Effectiveness / Proficiency (TP) of pupil teachers admitted on weightage
and non-weightage & locus of control. (3) There will be no
significant difference in the mean scores of Teachers Personal
Characteristics (TCP) among pupil teachers admitted on weightage and
without weightage & locus of control. (4) There will be no
significant difference in the mean scores of Teachers Vocational
Characteristics (TVC) among pupil teachers admitted on weightage and
non-weightage and locus of control. (5) There will be no significant
difference in the mean scores of Teachers Socio – Political
Characteristics (TSC) among pupil teachers admitted on weightage and
locus of control. (6) There will be no significant relationship between
scores of locus of self control and future teaching
effectiveness/proficiency among different groups of pupil teachers
admitted on weightage and non – weightage basis.
Sample comprised of 610 student teachers of five colleges of Bundelkhand.
Age, sex and education level were the controlled variables and the sample was selected only from Institutions of B.Ed. The tools used for data collection were Rotter’s Locus of Control Scale, Teacher’s Efficiency Test by M.Verma.
The present study was Ex – Post – Facto in nature.
The data were analyzed by ANOVA, ANCOVA and Correlation Co – efficient.
The findings of study were: (1) The prime motives for joining B.Ed. course among the weightage students was regard and respect for the profession. Security, proper utilization of time and economic independence were ranked in the declining order. (2) The general group (non-weightage) attaches marked importance by security followed by economic independence, proper utilization of time and regard and respect for the profession. (3) Among the difference, weightage groups mean score show differences in attitude. (4) The G–3 groups (Comprising socially protected categories) attaches highest importance to proper utilization of time followed by regard and respect for the profession, security and economic independence. (5) Socially handicapped group (G – 4) views it primarily as a security measure. (6) The motives for joining B.Ed. course among the sample population were mixed. (7) Among the external locus of control predominant category the (G – 4) group had the highest score on externals followed by G – 5, G – 3, G – 2 and G – 1. (8) Among the internal locus of control predominated category the G – 2 group has highest internally score followed by G – 1, G – 2 and G – 4. (9) All the ten groups formed on the basis of G’ and A’ differ significantly from each other, F’ being significant. (10) All inter and intra groups Comparisons of G’ and A’ are significant when internals are compared with externals. (11) After adjusting the scores of locus of control for disparities in numbers in different groups G’ & A’ as well as interaction GXA do not show any significant difference. (12) The TP scores of pupil teachers of non – weightage category with internal (A – 2) locus of control are higher than those of its counter part with external locus of control. (13) The minimum score on TP was obtained by (socially handicapped marital status) G – 4, A – 1 while its counter part G – 4, A – 2 was the highest scorer on teachers proficiency. (14) The F’ value of ANOVA show that all the ten groups constituted on the basis of G’ and A’ differ significantly from each other. (15) On the basis of T’ values for inter and intra groups comparisons it can be concluded that G – 4, A – 1 differ significantly on all comparisons. (16) The adjusted mean score of G – 5 was highest score and G – 3 was the lowest among G’ group, A – 2 was higher than A – 1 among A group. (17) All the F’ values of adjusted mean score of teachers proficiency for groups G’ and A’ as well as interaction were not significant. (18) On the basis of mean it can be concluded that G – 4 group with A – 4 LOC had the lowest score and A – 2 had the highest among ten groups. (19) The other groups on A – 1 and A – 2 were more or less identical scores for each G’ group. (20) On the basis of F’ values obtained from adjusted mean scores of TPC the F’ values between G’ groups and A’ groups were not significant indicating that the groups were at par on TPC. Only interaction value of F’ was found significant indicating that interaction of locus of control and weightage categories influenced TPC. (21) On inter and intra groups comparison of G and A, it was observed that all the t-values were not significant leaving G – 3 Vs G – 5. (22) The F’ value of ANOVA of the ten groups was not found significant indicating that all groups were at per on vocational characteristics. (23) On the basis of ANOVA of adjusted means of TVC, the F’ values were found not significant between G’ and A’ groups and interaction of G X A, indicating that all the groups were at per weightage and locus of control did not influence TVC. (24) It was found that G – 5, A – 2 had scored the highest mean score on TSC and conversely G – 4, A – 1 had score on TSC and conversely G – 4, A – 1 scored the lowest in socio – political characteristics. (25) On the basis of adjusted mean scores it can be concluded that G – 5 was highest and G – 3 lowest among G’ group, whereas A – 2 was high than A – 1 among A’ groups, in political characteristics. (26) The following values of co – efficient of correlation were found significant (a) Teacher’s proficiency in the sample of total pupil teachers and weightage category G – 4, (b) Teacher’s personal characteristics – in weightage category – 4, and (c) Teacher’s socio political pupil characteristics – in total sample of teachers in weightage category G – 2 and in weightage category G – 4. (27) No significant co – efficient of correlations were obtained in non - weightage category.
Keyword(s): Locus of Control, Pupil Teachers, Teaching Effectiveness