1) To prepare tools to evaluate the schemes and activities conducted for the academic development of primary teachers by the department of primary education of Municipal Corporation of Greater Bombay. (2) To survey the growth and development of the department of primary education of Municipal Corporation of Greater Bombay. (3) To review the past schemes and activities conducted for the academic development of the primary teachers by the department of primary education of Municipal Corporation of Greater Bombay. (4) To study the development and demerits of the present schemes and activities being conducted for the academic development of primary teachers by the department of primary education of Municipal Corporation of Greater Bombay. (5) To ascertain the effect of the schemes and activities conducted for the academic development of primary teachers by department of primary education of Municipal Corporation of Greater Bombay. (6) To give constructive suggestions for the improvement of educational schemes and activities to be conducted in future for the academic development of primary education by department of primary education of Municipal Corporation of Greater Bombay.

The tools used for collecting data were: Questionnaire,and Interview schedule. The Test-retest reliability coefficients for various sections ranged 0.71 to 1.05. 

The sample comprised of 1023 teachers and 51 officers from 21 wards out of 23 wards of primary schools of Municipal Corporation of Greater Bombay. The sampling technique used was Incidental Sampling. 

The tools used for collecting data were: Questionnaire,and Interview schedule. 

In the study the researchers used the survey/descriptive method to study the schemes. 

The Test-retest reliability coefficients for various sections ranged 0.71 to 1.05. The techniques used for data analysis were percentages, bar, and pie diagrams. 

(1) At the school level, the follow up of the teachers work was not being done regularly by the officers organizing teachers training programs. As regards in-service training of teachers, the officers did not undertake the production of instruction materials and books. (2) The teachers who sit and read in the library were 2.91%. 92.24% did not make use of library and 4.86% did not respond with regard to this aspects. 50% of the teaches did not return the books taken from the library on the due date. (3) The topics for the seminars were decided through discussion as revealed by 35% of the total number of teachers but 65% of the teachers opined negatively. Due to inadequate funds, 76.47% officers were of the opinion that different activities connected with the production of instructional material, exhibition, projects etc. had to be cut down. (4) At the school level, the follow-up of the activities after conducting the workshop was not being done by the related officers. Students of 21% of the teachers got scholarship but students of 72% teachers were unsuccessful. 7% teachers did not respond with regard to this aspect. (5) The teachers were of the opinion that under the language development project the training in the English subject was done through the structural approach (82%), Situational approach (44%), Group approach (29%), Demonstration approach (31%) and Discussion method (38%). At the school level, the follow-up and survey of the teachers work was not being done by the project officers for language development. (6) At the teaching aid centre the percentage of teachers who prepared the instructional material for mathematics and science was 67.92% and 58.49% respectively. The percentage of teachers who prepared instructional material for language, history and geography were 46.23%, 21.7% and 50.94% respectively. At the school level, the follow-up of the use of the training given in the preparation of instructional material to teachers was not being done by the officers of the teaching aid centre. (7) Science laboratory facilities were available, according to 48% of the teachers and other 48% opine that the laboratories were not available. 4% of teachers did not respond. 48% of the teachers participated in the activities conducted with regard to the effective teaching of mathematics, 38% did not participate and 22% did not respond. (8) For orientation of teachers, 27.23% of officers prepared different type of booklets which were useful for teachers, 63.68% did and 9.09% did not respond. For the orientation, lecture method, discussion, demonstration, educational games were used but lecture method was preferred. (9) 23% of the teachers were in contact with educational research unit, whereas 73% had no contact. 21.31% of teachers participated in action research competition, 65.57% did not and 13.21% did not respond. (10) 26% of the teachers made use of the related training given in the use of audio-visual aids, 69% did not and 5% did not respond. 19% of the teachers tried to prepare audio-visual aids which were useful in teaching, 78% did not attempt and 3% did not respond.