Jain, Deepti. (2011). A Study on Academic Orientation of Teachers of Higher Education by Academic Staff College- During Last Decade. Unpublished. Ph.D., Education. Rani Durgawati University, Jabalpur.
1. To study the impact of Academic Orientation Programme on basic skills of teaching of male and female teachers of higher education. 2. To study the efficacy of Academic Orientation Programme on acquiring latest knowledge in the field of study of male and female teachers of higher education. 3. To study the effectiveness of Academic Orientation Programme in development of personality, initiativeness and creativity of teachers of higher education of male and female teachers of higher education. 4. To study the impact of Academic Orientation Programme on promoting computer literacy and use of internet among male and female teachers of higher education. 5. To study the total impact of Academic Orientation Programme on teachers of higher education of male and female teachers of higher education. 6. To study the impact of Academic Orientation Programme on basic skills of teaching in relation to time phases of male teachers, female teachers and male/female teachers. 7. To study the efficacy of Academic Orientation Programme on acquiring latest knowledge in the field of study in relation to time phases of male teachers, female teachers and male/female teachers. 8. To study the effectiveness of Academic Orientation Programme in development of personality, initiativeness and creativity of in relation to time phases of male teachers, female teachers and male/female teachers. 9. To study the impact of Academic Orientation Programme on promoting computer literacy and use of internet in relation to time phases among male teachers, female teachers and male/female teachers. 10. To study the total impact of Academic Orientation Programme in relation to time phases of male teachers, female teachers and male/female teachers. 11. To study the gender difference in acquiring basic skills in impact of Academic Orientation Programme. 12. To study the gender difference in acquiring latest knowledge in the field of study in impact of Academic Orientation Programme. 13. To study the gender difference in development of personality, creativity and initiativeness in impact of Academic Orientation Programme. 14. To study the gender difference on promoting computer literacy and use of internet in impact of Academic Orientation Programme. 15. To study the gender difference on impact of Academic Orientation.
According to the objectives of the study, some following hypotheses are formed. 1. There will be no impact of Academic Orientation Programme on acquiring basic skills of teaching of male and female teachers. 2. There will be no improvement in the efficacy of male and female teachers on acquiring latest knowledge in the field of study through Academic Orientation Programme. 3. There will be no impact of effectiveness of male and female teachers in the development of personality, creativity and initiativeness through Academic Orientation Programme. 4. There will be no impact of Academic Orientation Programme on promoting computer literacy and use of internet among male and female teachers. 5. There will be no impact on total skills of male and female teachers of higher education through Academic Orientation Programmes. 6. There will be no impact of Academic Orientation Programme on basic skills of teaching in relation to time phases of male teachers, female teachers and male/female teachers. 7. There will be no improvement in the efficacy of male teachers, female teachers and male/female teachers on acquiring latest knowledge in the field of study in relation to time phases through Academic Orientation Programme. 8. There will be no impact of effectiveness of male teachers, female teachers and male/female teachers in the development of personality, creativity and initiativeness in relation to time phases through Academic Orientation Programme. 9. There will be no impact of Academic Orientation Programme on promoting computer literacy and use of internet in relation to time phases among male teachers, female teachers and male/female teachers. 10. There will be no impact on total skills of male teachers, female teachers and male/female teachers in relation to time phases through Academic Orientation Programme. 11. There will be no gender difference in acquiring basic skills in impact of Academic Orientation Programme. 12. There will be no gender difference in acquiring latest knowledge in the field of study in impact of Academic Orientation Programme. 13. There will be no gender difference in the development of personality, creativity and initiativeness in impact of Academic Orientation Programme. 14. There will be no gender difference on promoting computer literacy and use of internet in impact of Academic Orientation Programme. 15. There will be no gender difference on impact of Academic Orientation Programme. 16. The resource persons will be satisfied with the level, quality and impact.
The collection of data has been done on a sample of 260 teachers ( 150 female and 110 male ) of higher education who have attended Academic Orientation Programme during last ten years. The period taken was 1999-2008. the time phases has been selected clubbing teachers of two years at a time i.e. 1999-2000, 2001-2002, 2003-2004, 2005-2006 and 2007-2008. The resource persons, too, were selected from the time phases shown above, who participated as resource persons in Academic Orientation Programme during last ten years
Questionnaire for the participants of Academic Staff College prepared by the researcher, Questionnaire for the Resource persons of Academic Staff College prepared by the researcher
Normative-survey methodMean, S.D., t / CR, Analysis of variance (ANOVA)
The following conclusions are drawn from the present research on the basis of analysis and discussion of results and verification of hypothesis:- 1. There is an impact of Academic Orientation Programme on male and female teachers in acquiring basic skills, since majority of male teachers ( 80% ) and female teachers ( 81% ) along with male and female teachers ( 81% ). The Academic Orientation Programme has helped both male and female teachers in acquiring basic skills of teaching related to - skills of introduction, art of questioning, review of previous lecture, reinforcement skills and communication skills. Academic Orientation Programme has helped the teacher in a congenial learning atmosphere between teacher and taught and made teaching more effective and lasting. 2. There is an impact of Academic Orientation Programme on male and female teachers in acquiring latest knowledge in the field of study, since majority of male teachers (84%) and female teachers (81%) along with male and female teachers (83%). Academic Orientation Programme has helped the male and female teachers in modifying knowledge about teaching process and planning, methods and models of teaching, maxims of teaching, and improvised knowledge of latest teaching strategies. Academic Orientation Programme has helped them to familiar with the latest advancement in the field of study which helps in maintaining better teacher-taught relationship for making students learn in a better way. 3. There is an impact of Academic Orientation Programme on male and female teachers in developing their personality, creativity and initativeness, since majority of male teachers (86%) and female teachers (81%) along with male and female teachers (84%). Academic Orientation Programme has emphasized them the knowledge of individual differences, which helps the teacher in making cohesive groups for effective teaching. Academic Orientation Programme has initiated the teachers to help the students in participating various socio-cultural activities for the development of leadership qualities. Academic Orientation Programme has helped them in making students more creative in their academics and has enhanced the feeling of cooperation among the students as they work in a group. 4. There is an impact of Academic Orientation Programme on male and female teachers in promoting computer literacy and use of internet.
Thus, from the above conclusions, it may finally be concluded that Academic Orientation Programmes organized by academic staff colleges in the universities have significantly contributed in the enrichment of basic skills, latest knowledge, development of personality, creativity and intiativeness and promoting computer literacy to large extent. These programmes should now be modified in relation to the advancement in multimedia technology, so that the teachers of higher education will be benefitted through use of multi media in their places of posting for the ultimate total development of the students of higher education, the students of higher education are at a stage of their life in which they try to achieve their vocational goal through development and enhancement their occupational self concept which helps the students not only in improving their work values but greater job satisfaction,. this ultimately led to greater life satisfaction. the response of resource persons two concluded that as afar as the level of the course part is concerned, they are fully satisfied with it but as far as implementation part is concerned, they feel that there is something yet to be achieved. As such, it appears that some solid constructive approach is needed to make the implementation part more effective so that not only the teachers but also students are benefitted through their teaching.
Keyword(s): Academic Orientation , Higher Education