Objectives are as follows : 1. To study the integration between the teachers’ perceptions regarding their act of teaching and the act of students’ learning.2. To study the teachers’ overt and covert responses regarding the practice. 3. To study the classroom situations to understand the teachers’ perceptions. 4. To arrive at qualitative and quantitative conclusions about teachers’ perceptions in relation to variables like teachers’ sex, qualification, experience and discipline of study.

A three tier sample was drawn from the teachers of two districts in Gujarat. The stratified random sample of 250 teachers was initially selected. The 10% of the sample was selected for the second phase: classroom observation; and out of these 25, in the third stage, 20 teachers were selected for in-depth interviews.

The Researcher devised three tools: (i) Teaching-Learning Perception Inventory, (ii) Classroom Observation Inventory, and (iii) Interview Schedule.

A planned triangulation was devised to attack the problem. A survey was taken up to rate the perceptions of the teachers using a close ended rating scale with open ended questions in it. Thereafter following the naturalistic inquiry participatory observation was done and in the third phase in-depth interviews were taken. The investigator also used the technique of recording over-head communications in the staff- room of 12 schools.

The TLPI had 100 statements to be rated on a five point scale. The responses to this tool were converted into scores. Chi-square and t-test were used to determine the significance in relation to the dependent variables. The Classroom Observation Inventory had data in the form of frequencies and description. In-depth interview and over-head communication record generated a lot of descriptive data. To analyse and interpret these data concept analysis matrix was developed, which gave a facility to create sub-concepts and attributes leading to a gestalt of the reality. Frequency counts were also used to find the intensity of these perceptions.

1. The quantitative analysis done using Chi-square test showed that all the teachers had quite positive perceptions about their practice and students’ learning. 2. The t-test showed that there was hardly any effect of gender, area, experience or discipline of graduation on their perceptions. 3. The qualitative analysis of descriptive responses, classroom observations, interviews and over-head communication gave a quite different picture of reality.The observations revealed that (i) almost all the classes began in a dull, routine manner with no stimulation for learning or zeal of teaching. 4. The focus of the teaching was examination oriented. It was interesting to note that most of the teachers responding on the inventory by putting tick-mark opined that they aimed at values, character building and preparing good citizens for India. 5. There are very few teachers who are affectionate, care for their students and maintain an informal climate. 6. Many teachers believed that home is more important than school for development of a child. 7. Academic topics are not the subject of discussion among the school teachers. 8. Teachers were found to have very few happy moments in the class.