CIET | Online Survey of Research in Education

Jayaramanna, K. (2001). A Study of Teacher Effectiveness in Relation to Work Orientation and Achievement of Students at Primary Level. Unpublished. Ph.D., Education. Andhra University.

The objectives of study were: (1) To know the influence of dimensions of the aspects, namely, Personal, Professional, Intellectual, Strategies of Teaching and Social aspects on the Teacher Effectiveness and to know the total effect of all these dimensions on Teacher Effectiveness. (2) To know the Perceptions of Primary School Teachers towards Work Orientation. (3) To study Achievement levels of students of class V in relation to Teacher Effectiveness. (4) To study the significant differences of Teacher Effectiveness among Primary School Teachers with reference to Demographic and Professional variables. (5) To study the significant differences of Work Orientation among Primary School Teachers with references to Demographic and Professional variables. (6) To study the relationship between Teacher Effectiveness and Academic Achievement of the students at Primary level. (7) To study the relationship between five dimensions of Teacher Effectiveness and Academic Achievement of the students at Primary level. (8) To study the relationship between Work Orientation of Teachers and Academic Achievement of students at Primary level. (9) To study the relationship between Teacher Effectiveness and Work Orientation of Teachers at Primary level. (10) To study interrelationship among five dimensions of Teacher Effectiveness at Primary level. (11) To study the relationship between Affiliation Orientation and Achievement Orientation among Primary School Teachers. (12) To study the relationship between total mean score of Teacher Effectiveness and the mean score of individual dimensions of Teacher Effectiveness among Primary School Teachers.

The hypotheses of study were: (1) There are no significant differences among Primary School Teachers in the Demographic variables (Sex, Locality, Age) and Professional variables (Professional Cadre, General Educational Qualifications, Professional Qualifications and Teaching Experience) towards the Personal aspect of Teacher Effectiveness. (2) There are no significant differences among Primary School Teachers in the Demographic and Professional variables towards Professional aspect of Teacher Effectiveness. (3) There are no significant differences among Primary School Teachers in the Demographic and Professional variables towards Intellectual aspect of Teacher Effectiveness. (4) There are no significant differences among Primary School Teachers in the Demographic and Professional variables towards Strategies of Teaching aspect of Teacher Effectiveness. (5) There are no significant differences among Primary School Teachers in the Demographic and Professional variables towards Social aspect of Teacher Effectiveness. (6) There are no significant differences among Primary School Teachers in the Demographic and Professional variables towards total Teacher Effectiveness. (7) There are no significant differences among Primary School Teachers in the Demographic and Professional variables towards Affiliation Orientation of Work Orientation. (8) There are no significant differences among Primary School Teachers in the Demographic and Professional variables towards Achievement Orientation of Work Orientation. (9) There is no significant relationship between Teacher Effectiveness and Academic Achievement of students at Primary level. (10) There is no significant relationship between five dimensions of Teacher Effectiveness and Academic Achievement of the students at Primary level. (11) There is no significant relationship between Affiliation Orientation of Teachers and Academic Achievement of students at Primary level. (12) There is no significant relationship between Achievement Orientation of Teachers and Academic Achievement of students at Primary level. (13) There is no significant relationship between Teacher Effectiveness and Affiliation Orientation, Teacher Effectiveness and Achievement Orientation of Teachers at Primary level. (14) There is no significant relationship among five dimensions of Teacher Effectiveness, viz., Personal, Intellectual, Strategies of Teaching and Social aspects among Teachers at Primary level. (15) There is no significant relationship between Affiliation and Achievement Orientation of Teachers in Work Orientation at Primary level. (16) There is no significant relationship between mean score of five dimensions of Teacher Effectiveness and total mean score of Teachers Effectiveness among Primary School Teachers.

The study was conducted on 250 Primary School Teachers and 750 students of class V from 160 selected School of Vizianagarm District.

The Work Orientation of Teachers was measured with the help of standardized Indiresan s Work Orientation Inventory. To measure the Teacher Effectiveness and student s Academic Achievement tools were developed by Investigator.

The present study was Survey in nature.

Critical Ratio and Correlation statistical techniques were used to analyze data.

The findings of study were: (1) Regarding Teacher Effectiveness and Work Orientation among Teachers and Achievement of V class students, Rural locality scored significantly higher than Urban and Tribal localities. (2) By having a glance at the five dimensions of Teacher Effectiveness, regarding total Teacher Effectiveness and first dimensions i.e. Personal aspect locality has a say. Strangely it was noticed that Teachers who are undergraduates with T.T.C. excel well than graduate trainees. Sex, Age, Professional Cadre and Teaching Experience did not make a mark on entire Teacher Effectiveness as well as Personal aspect of Teacher Effectiveness. (3) So far as Professional aspect of Teacher Effectiveness, T.T.C. holders have an edge over B.Ed. trainees. (4) There is no influence at all to any of Demographic and Professional variables on Intellectual aspect of Teacher Effectiveness. (5) Regarding fourth dimension: Strategies of Teaching, it was noticed that Teachers working in Rural localities excel well than their Tribal counterparts. (6) So far as Social aspect, very peculiarly under graduates possess more Perception than graduate Teachers. (7) Regarding Work Orientation of Teachers as perceived under two sub scales: Affiliation and Achievement Orientation which are opposing ideologies, all Demographic variables except urban versus rural have a vital influence on Achievement Orientation and all Professional variables except Professional cadre did not possess any influence. Where as all Demographic variables did not exhibit any impact on Affiliation Orientation, while all the other Professional variables except Teaching Experience have a say on it. (8) Substantial positive relation prevails between Achievement Orientation of students and Teacher Effectiveness. (9) The positive relation between Academic Achievement of student and both the sub scales of Work Orientation of Teachers reveal that both the Work Styles of Teachers evidently influence Academic Achievement of student. (10) Values of correlation between Teacher Effectiveness and both the sub scales of Work Orientation among Teachers reveal that Achievement Orientation and Affiliation Orientation vitally influenced Teacher Effectiveness.

Keyword(s): Teacher Effectiveness, Work Orientation, Achievement of Students