Kumar, Anil. (2015). Study of Teaching Effectiveness of Higher Secondary School Teachers in Relation to Their Self-Concept and Adjustment. Unpublished. Ph.D., Education. Banaras Hindu University, Varanasi.
The objectives of the study are as follows- 1. To find out the relationship between self-concept and adjustment of higher secondary school teachers. 2. To find out the relationship between self-concept and teaching effectiveness of higher secondary school teachers. 3. To find out the relationship between adjustment and teaching effectiveness of higher secondary school teachers. 4. To predict the teaching effectiveness of higher secondary school teachers with the help of their self-concept and adjustment. 5. To study self-concept of higher secondary school teachers in relation to- (i) gender (ii) job nature (iii) teaching experience (iv) type of institutions. 6. To study adjustment of higher secondary school teachers in relation to- (i) gender (ii) job nature (iii) teaching experience (iv) type of institutions.
7. To study teaching effectiveness of higher secondary school teachers in relation to- (i) gender (ii) job nature (iii) teaching experience (iv) type of institutions.
The null hypotheses of the study are as following- 1.There is no significant correlation between self-concept and adjustment of higher secondary school teachers.
2. There is no significant correlation between self-concept and teaching effectiveness of higher secondary school teachers. 3. There is no significant correlation between adjustment and teaching effectiveness of higher secondary school teachers.4. There is no contribution of self-concept and adjustment of higher secondary school teachers on their teaching effectiveness. 5. There is no significant difference in self-concept of higher secondary school teachers with respect to- (i) gender (ii) job nature (iii) teaching experience (iv) type of institutions. 6. There is no significant difference in adjustment of higher secondary school teachers with respect to- (i) gender (ii) job nature (iii) teaching experience (iv) type of institutions. 7. There is no significant difference in teaching effectiveness of higher secondary school teachers with respect to- (i) gender (ii) job nature (iii) teaching experience (iv) type of institutions.
The population of the study consists of all higher secondary school teachers teaching in 11th and 12th standard for academic session 2013-14 of Mau district, U.P. in Government, Government Aided and Self-Financed higher secondary schools affiliated to U.P. Board of High School and Intermediate Education, Allahabad; and Central Board of Secondary Education, New Delhi.
In this study, researcher used one-stage cluster sampling. The higher secondary schools were stratified into three groups. 30% schools as clusters from each group resulted 56 schools (2 govt., 19 govt.-aided, 35 self-financed) were selected out of 187 schools. 328 higher secondary teachers teaching in these schools were considered as a sample of the study.
Following three tools were used for data collection-
1. Teacher Self-Concept Scale (TSCS)- It was developed by Prof. Geeta Rai, Department of Education, Mahila Mahavidyalaya, B.H.U., Varanasi. Eight dimensions of self-concept were categorised as appearance and grooming, intellect, temperament, leadership, aspiration, mental health and anxiety, socio-economic status, and character. The target group was pupil-teachers. There was no time bar to complete the scale. The reliability of the scale was estimated by using the Spearman-Brown Prophecy formula and was found to be 0.82. Cross- validation of the scale was established and the intrinsic validity is 0.90.
2. Teacher Adjustment Inventory (TAI)- This inventory was developed by the researcher. There were three dimensions as personal adjustment, social adjustment and professional adjustment to assess the adjustment of teachers. There was no time bar to fill up the inventory. The reliability coefficient then calculated using following Spearman Brown formula found to be .65. The researcher established content validity with the help of experts, educationists and psychologists.
3. Teaching Effectiveness Scale (TES)- This scale was developed by the researcher. This scale consists eight dimensions as instructional technique, critical analysis of culture, creativity, method, communication, management, knowledge of students, concept of learning. There was no time bar to complete the toll. The researcher established internal consistency reliability (alfa coefficient) of each component of the scale as instructional technique (0.67), critical analysis of culture (0.63), creativity (0.60), method (0.61), communication (0.62), management (0.65), knowledge of students (0.63), concept of learning (0.72). The researcher established content validity with the help of experts, educationists and psychologists.
As per the nature of the study, the Descriptive
Survey Method was used in the present study.Descriptive statistics such as mean, median, mode, SD, kurtosis, skewness were calculated to ensure the normality of the gathered data. The nature of the data follows the normal tendency. Inferential statistics such as Pearson correlation coefficient, multiple correlation, regression analysis, t-Test and ANOVA (one way) were applied in the present study. The level of significance was decided to be .05 in the statistical analysis of the data.
1. The coefficient of correlation between self-concept and adjustment of higher secondary school teachers was found to be +0.62 which is significant (df=326). 2. The coefficient of correlation between self-concept and teaching effectiveness of senior secondary school teacher was found to be +0.449 (df=326). 3. The coefficient of correlation between adjustment and teaching effectiveness of senior secondary school teacher was found to be +0.418 (df=326). 4. The coefficient of multiple correlation (R) was seen +0.233 and coefficient of multiple determination was 5.42%. For the significance of multiple correlation, the F-ratio was computed and found to be 9.31 which is significant at 0.05 level of significance. There was significant contribution of self-concept and adjustment on teaching effectiveness. 5.The t-value 1.76 for the difference in mean score of self-concept of male and female teachers was not significant (df=326) whereas the t-value 2.34 for permanent and temporary teachers; the t-value 2.30 for more and less experienced teachers and F-ratio 11.05 for type of institutions (dfb=2 and dfw=325) was found to be significant. 6. The t-value 0.51 for the difference in mean scores of adjustment of male and female teachers was not significant (df=326) whereas the t-value 2.28 for permanent and temporary teachers; the t-value 3.78 for more and less experienced teachers and F-ratio 7.43 for type of institutions (dfb=2 and dfw=325) were found to be significant. 7. The t-value 0.74 for the difference in mean scores of adjustment of male and female teachers as well as 1.82 for temporary and permanent teachers were not significant (df=326) whereas the t-value 2.25 for more and less experienced teachers and F-ratio 6.56 for type of institutions (dfb=2 and dfw=325) were found to be significant.
The educational
implications of the study might be outlined in several aspects. There was
positive and moderate correlation between self-concept and adjustment;
self-concept and teaching effectiveness; adjustment and teaching effectiveness
of higher secondary school teachers. There was evident that both
self-concept and adjustment of higher secondary school teachers had
contribution on their teaching effectiveness. It means that if administration
and college management create and establish conducive organization climate that
will help teachers in making stable and accurate self-identity as well as in
adjustment of teachers. Likewise it will help in improvement of their
teaching effectiveness. There was no significant difference of
self-concept of male and female teachers however they differed in self-concept
from each other on their job nature, teaching experience and type of
institutions. The male and female teachers did not differ on their adjustment
behavior but not on the basis of job nature, teaching experience and type of
institutions. Teachers on their teaching effectiveness of higher secondary
school teachers did not differ on the basis of gender and job nature, but they
differed in teaching effectiveness on the basis of teaching experience and type
of institutions. Space for independence in teaching and learning process,
increased sympathy from staff and administration, felling of more confidence as
experience is earned more may cause for better self-concept, adjustment and
teaching experience. Ensuring job security, fulfillment of job
requirement (academic and administrative), adequate allowances, creation of healthy
environment should be focused area of policy planner, school management and
administration.
Keyword(s): Self-Concept, Higher Secondary School Teachers, Adjustment, Teaching Effectiveness