The objectives of study were: (1) To compare the achievement motivation of students studying in different types of schools. (2) To compare the study habits of students studying in different types of schools. (3) To compare the parental attitude in different types of school. (4) To compare the attitude in different types of school. (5) To compare the level of achievement of standard X in English as first language of the students studying in different types of schools. (6) To compare the teachers qualification and experience in different types of schools. (7) To compare the job satisfaction of teachers teaching in different types of schools. (8) To compare the strategy of teaching in different types of schools. (9) To compare the co-curricular activities arranged by different types of schools. (10) To compare the library resources in different types of schools. (11) To study and compare the relationship between achievement in English and the context variables (achievement motivation, study habits, parental attitude, teachers attitude, teachers qualification, and experience, job satisfaction of teachers) in different types of schools. (12) To study and compare the relationship between achievement in English and the input variables (strategy of teaching, co-curricular activities and library resources) in different types of schools. 

The hypotheses of study were: (1) There is no significant difference among the mean scores of (a) achievement in English, (b) achievement motivation, (c) study habits, (d) parental attitude, (e) teachers attitude (f) teachers qualification and experience, (g) job satisfaction, (h) strategy of teaching, (i) co-curricular activities arranged by school, and (j) library resources. In case of following pairs of schools managed by (a) Aided Missionary (AM) and Unaided Missionary (UM), (b) Aided Missionary (AM) and Aided Trust (AT), (c) Aided Missionary (AM) and Unaided Trust (UT), (d) Unaided Missionary (UM) and Aided Trust (AT), (e) Unaided Missionary (UM) and Unaided Trust (UT), and (f) Aided Trust (AT) and Unaided Trust (UT). (2) There is no significant difference among the relationship between achievement and (a) achievement in English, (b) achievement motivation, (c) study habits, (d) parental attitude, (e) teachers attitude (f) teachers qualification and experience, (g) job satisfaction, (h) strategy of teaching, (i) co-curricular activities arranged by school, and (j) library resources. In case of following pairs of schools managed by (a) Aided Missionary (AM) and Unaided Missionary (UM), (b) Aided Missionary (AM) and Aided Trust (AT), (c) Aided Missionary (AM) and Unaided Trust (UT), (d) Unaided Missionary (UM) and Aided Trust (AT), (e) Unaided Missionary (UM) and Unaided Trust (UT), and (f) Aided Trust (AT) and Unaided Trust (UT).

A sample selected by using Stratified Random Sampling Technique comprised of 500 students of X standard from 50 schools, ten students from each school were selected. Two teachers from each school teaching English, 100 teachers were selected and 500 parents of selected students were also the units of sample.

Tools used were achievement motivation scale by Beena Shah, Study habits by Palsane, job satisfaction inventory by Jayalakshmi along with this personal data sheet, teacher attitude scale, parental attitude scale, strategy of teaching English, co-curricular activities arranged by school, and check list for library resources were constructed by investigator.

Data was analyzed by using t-test and Correlation. 

The findings of study were: (1) Achievement in English depends on all the context and input variables selected for the study. (2) Unaided schools managed by trust show very low mean scores for all the context and input variables. The achievement of the students in English is low. This strengthens the view that these variables influence the dependent variables. (3) The mean score on achievement of the students of Aided Missionary schools is significantly higher than the students of other schools. (4) There is no significant difference between the mean achievement motivation scores of the student from AM and UM schools. Other five groups differ significantly with each other (6) Mean score of study habits of AM schools is the highest, followed by UM, AT, UT schools. But there is no significant difference between AM and UM schools. The same results are observed in respect of parental attitude. (7) The mean score of teacher attitude of different schools are significantly different from each other. (8) AM schools mean score of  teachers qualification and experience is significantly higher than UM and UT schools’ mean scores. But not significantly higher than AT schools’ mean score. (9) Mean score of job satisfaction of AM schools is significantly higher than the UM, AT, and UT schools. But there is no significant difference between the mean score of UM and AT schools. (10) Mean score of strategy of teaching of AM is higher than the UM, AT and UT school but there are significant differences among all pairs of school. (11) The same patters is maintained in the mean score of co-curricular activities of different schools. (12) The mean scores of library resources of AM is significantly higher than AT and UT but not significantly higher than the UM schools. (13) The correlation values of AM and UM schools in relation to achievement motivation are very high and there is no significant difference between the two schools. But these two schools are significantly higher than the AT and UT schools. (14) Same pattern of correlation has been found in case of study habits and parental attitude. (15) In case of teachers attitude, all the schools show high consistency and there are no significant difference among schools. (16) Regarding teachers qualification and experiences, AT schools show average consistency and lowest among all the schools whereas,  mean scores indicate that it is nearly as same as in AM schools. But the groups do not differ significantly with each other. (17) AM and AT, and UM and UT schools, the correlation values regarding job satisfaction are not significantly different. But other four pairs are significantly different. (18) All the schools show high consistency in strategy of teaching and there are no significant differences among school in this regard. (19) The same pattern has been found in case of co-curricular activities. (20) In case of library resources, the correlation value of AM, UM and AT are high but UT schools have low consistency which makes significant difference among AM and UT, UM and UT, and AT and UT.