Patel, Nilesh Kumar. (2018). Effect of Integrated Feedback from Student Evaluation of Teachers and Teachers' self Evaluation in Terms of Teacher morale, Teaching Competency and Classroom climate. Unpublished. Ph.D., Education. Devi Ahilya University, Indore.

1.  To study the effect of Integrated feedback on Teacher morale considering Intelligence as covariate.

2. To study the effect Integrated feedback, Intelligence and their interaction on Teacher morale considering pre-Teacher morale as covariate.

3.  To study the effect of Integrated feedback, Gender and their interaction on Teacher morale considering pre-Teacher morale as covariate.

4.   To study the effect of Integrated feedback, Job Satisfaction and their interaction on Teacher morale considering pre-Teacher morale as covariate.

5.     To study the effect of Integrated feedback, Age and their interaction on Teacher Morale considering pre-Teacher morale as covariate.

6.     To study the effect of Integrated feedback on Teaching Competency by considering Intelligence as covariate.

7.     To study the effect of Integrated feedback, Intelligence and their interaction on Teaching Competency by considering pre-Teaching Competency as covariate.

8.     To study the effect of Integrated feedback, Gender and their interaction on Teaching Competency by considering pre-Teaching Competency as covariate.

9.     To study the effect of Integrated feedback, Job Satisfaction and their interaction on Teaching Competency by considering pre-Teaching Competency as covariate.

10.  To study the effect of Integrated feedback, Age and their interaction on Teaching Competency by considering pre-Teaching Competency as covariate.

11.  To study the effect of Integrated feedback from Student Evaluation of Teachers and Teachers' Self Evaluation in terms of Classroom Climate by considering Intelligence as covariate.

12.  To study the effect of Integrated feedback, Intelligence and their interaction on Classroom Climate by considering pre-Classroom Climate as covariate.

13.  To study the effect of Integrated feedback, Gender and their interaction on Classroom Climate by considering pre-Classroom Climate as covariate.

14.  To study the effect of Integrated feedback, Job Satisfaction and their interaction on Classroom Climate by considering pre-Classroom Climate as covariate.

15.  To study the effect of Integrated feedback, Age and their interaction on Classroom Climate by considering pre-Classroom Climate as covariate.

1.     There is no significant effect of Integrated feedback on Teacher morale considering Intelligence as covariate.

2.     There is no significant effect Integrated feedback, Intelligence and their interaction on Teacher morale considering pre-Teacher morale as covariate.

3.     There is no significant effect of Integrated feedback, Gender and their interaction on Teacher morale considering pre-Teacher morale as covariate.

4.     There is no significant effect of Integrated feedback, Job Satisfaction and their interaction on Teacher morale considering pre-Teacher morale as covariate.

5.     There is no significant effect of Integrated feedback, Age and their interaction on Teacher Morale considering pre-Teacher morale as covariate.

6.     There is no significant effect of Integrated feedback on Teaching Competency considering Intelligence as covariate.

7.     There is no significant effect Integrated feedback, Intelligence and their interaction on Teaching Competency considering pre-Teaching Competency as covariate.

8.     There is no significant effect of Integrated feedback, Gender and their interaction on Teaching Competency considering pre-Teaching Competency as covariate.

9.     There is no significant effect of Integrated feedback, Job Satisfaction and their interaction on Teaching Competency considering pre-Teaching Competency as covariate.

10.       There is no significant effect of Integrated feedback, Age and their interaction on Teaching Competency considering pre-Teaching Competency as covariate.

11.       There is no significant effect of Integrated feedback on Classroom climate considering Intelligence as covariate.

12.       There is no significant effect Integrated feedback, Intelligence and their interaction on Classroom climate considering pre-Classroom climate as covariate.

13.       There is no significant effect of Integrated feedback, Gender and their interaction on Classroom climate considering pre-Classroom climate as covariate.

14.       There is no significant effect of Integrated feedback, Job Satisfaction and their interaction on Classroom climate considering pre-Classroom climate as covariate.

15.       There is no significant effect of Integrated feedback, Age and their interaction on Classroom climate considering pre-Classroom climate as covariate.

The sample of the study comprised of 77 secondary school teachers belonging to two different schools of Indore city. These schools were selected by purposive sampling technique and all the teachers teaching in secondary classes were taken as sample. One out of these two schools was randomly selected as experimental group and other one was treated as control group.  Five  students were selected randomly from each class taught by the secondary school teachers of experimental group and control group. There were 220 students in the sample. The Group-wise and School-wise distribution of teachers is given in the table

Data were collected with respect to Teacher Morale, Teaching Competence, Classroom Climate, Intelligence and Job Satisfaction. For Teacher Morale, Teachers' Morale Scale developed by Sajid Jamal and Abdul Raheem; for Teaching Competency, General Teaching Competency Scale developed by Dr. B. K. Passi and Dr. M. S. Lalitha; For Classroom Climate, Classroom Climate Scale developed by Shefali Pandya; For Intelligence Raven’s Standard Progressive Matrices Test and for Job Satisfaction, Job Satisfaction Questionnaire developed by Dr. Pramod Kumar and Mr. D. N. Mutha were used.

The present study was Experimental in nature and Non Equivalent Control Group Design was adopted for study. As given by Campbell and Stanley (1963), the layout of which is being given below

O                   X                    O

………………..………………..

O                                           O

In this layout X indicates the treatment (i.e. integrated feedback) and O stands for observations. There were two groups of schools; one of which was randomly designated as Experimental Group and the other one as Control Group. Both the groups were pre-tasted by administering Teacher Morale Test, Teaching Competence Scale, Intelligence Test and Job Satisfaction Scale on the teachers. Classroom Climate scores were obtained by administering Classroom Climate Scale on the randomly selected 5 students of each class taught by the sampled secondary schools teacher of both schools. The treatment was provided to sampled secondary school teachers of Experimental Group in the form of Integrated Feedback based on Student Evaluation of Teachers and Teachers’ Self Evaluation. The effect of treatment was analyzed by post administered Teacher Morale Test, Teaching Competence Scale and Classroom Climate Scale.

1.                 One way ANCOVA was used for studying the effect of Integrated feedback from Student Evaluation of Teachers and Teachers' Self Evaluation on Teacher Morale considering intelligence as covariate.

2.                 A 2 X 2 Factorial Design ANCOVA was used to study the effect of Integrated feedback, Intelligence and their interaction on Teacher Morale considering pre-Teacher Morale as covariate.

3.                 A 2 X 2 Factorial Design ANCOVA was used to study the effect of Integrated feedback, Gender and their interaction on Teacher Morale considering pre-Teacher Morale as covariate.

4.                 A 2X2 Factorial Design ANCOVA was used to study the effect of Integrated feedback, Job Satisfaction and their interaction on Teacher Morale considering      pre-Teacher Morale as covariate.

5.                 A 2 X 2 Factorial Design ANCOVA was used to study the effect of Integrated feedback, Age and their interaction on Teacher Morale considering pre-Teacher Morale as covariate.

6.                 One way ANCOVA was used for studying the effect of Integrated feedback from Student Evaluation of Teachers and Teachers' Self Evaluation on Teaching Competency considering Intelligence as covariate.

7.                 A 2 X 2 Factorial Design ANCOVA was used to study the effect of Integrated feedback, Intelligence and their interaction on Teaching Competency considering pre-Teaching Competency as covariate.

8.                 A 2 X 2 Factorial Design ANCOVA was used to study the effect of Integrated feedback, Gender and their interaction on Teaching Competency considering pre-Teaching Competency as covariate.

9.                 2X2 Factorial Design ANCOVA was used to study the effect of Integrated feedback, Job Satisfaction and their interaction on Teaching Competency considering pre-Teaching Competency as covariate.

10.            A 2 X 2 Factorial Design ANCOVA was used to study the effect of Integrated feedback, Age and their interaction on Teaching Competency considering pre-Teaching Competency as covariate.

11.            One way ANCOVA was used for studying the effect of Integrated feedback from Student Evaluation of Teachers and Teachers' Self Evaluation on Classroom climate considering Intelligence as covariate.

12.            A 2 X 2 Factorial Design ANCOVA was used to study the effect of Integrated feedback, Intelligence and their interaction on Classroom climate considering pre- Classroom climate as covariate.

13.            A 2 X 2 Factorial Design ANCOVA was used to study the effect of Integrated feedback, Gender and their interaction on Classroom climate considering pre- Classroom climate as covariate.

14.            A 2 X 2 Factorial Design ANCOVA was used to study the effect of Integrated feedback, Job satisfaction and their interaction on Classroom climate considering pre- Classroom climate as covariate.

15.            A 2 X 2 Factorial Design ANCOVA was used to study the effect of Integrated feedback, Age and their interaction on Classroom climate considering pre- Classroom climate as covariate.

·               Integrated Feedback was found to be effective in terms of Teacher Morale and Classroom climate of secondary school teachers when Intelligence was taken as covariate.

·               Integrated Feedback did not have significant effect on Teaching Competency of secondary school teachers when Intelligence was taken as covariate.

·               Integrated Feedback was found to be effective in terms of Teacher Morale, Teaching Competency and Classroom Climate of secondary school teachers when respective variable at pre stage was taken as covariate.

·               Teacher morale, Teaching Competency and Classroom Climate was found independent of Intelligence of secondary school teachers when respective variable at pre stage was taken as covariate.

·               Teacher morale, Teaching Competency and Classroom Climate was found independent of interaction between Integrated Feedback and Intelligence of secondary school teachers when respective variable at pre stage was taken as covariate.

·               Teacher morale, Teaching Competency and Classroom Climate was found independent of Gender of secondary school teachers when respective variable at pre stage was taken as covariate.

·               Teacher morale, Teaching Competency and Classroom Climate was found independent of interaction between Integrated Feedback and Gender of secondary school teachers when respective variable at pre stage was taken as covariate.

·               Integrated Feedback provided to the high job satisfaction teachers was found to be effective in terms of Teacher Morale of secondary school teachers when pre-Teacher Morale was taken as covariate.

·               Teaching Competency and Classroom climate was found independent of Job Satisfaction of secondary school teachers when respective variable at pre stage was taken as covariate.

·               Teacher morale, Teaching Competency and Classroom Climate was found independent of interaction between Integrated Feedback and Job Satisfaction of secondary school teachers when respective variable at pre stage was taken as covariate.

·               Teacher morale, Teaching Competency and Classroom Climate was found independent of Age of secondary school teachers when respective variable at pre stage was taken as covariate.

·               Teacher morale, Teaching Competency and Classroom Climate was found independent of interaction between Integrated Feedback and Age when respective variable at pre stage was taken as covariate.

·               Integrated feedback from student evaluation of teachers and teachers’ self evaluation has great uses for teachers as it can be used to boost the teacher morale. It can also be used to enhance the confidence of teachers, improve the teachers’ behaviour in the classroom. It may be also helpful in professional development of teachers. Feedback based of student evaluation of teachers may also motivate the teachers to plan and use new and effective teaching methods in the classroom and ultimately teaching process may become student centered. This feedback system will give an opportunity to the teachers to identify their own strengths and weaknesses.

·               This feedback system is helpful for students in many ways. By evaluating teachers they feel a sense of responsibility towards their teachers and towards the teaching learning process. They can convey their agreement or disagreement about teachers’ classroom behaviour. This feedback system may also helpful in the establishment of good communication between students and teachers.

·               School administration should prepare a good platform for integrated feedback system, because it is beneficial for school administrators. Classroom climate gets improved by providing appropriate feedback to the teachers and this leads to better discipline in classrooms as well as in the school. Improvement in teacher morale may also create positive and working atmosphere in the school.

·               The integrated feedback system may also be helpful for the parents as students may directly communicate their agreement or disagreement about their satisfaction. There is possibility of better dialogue between the parents and teachers and also between parents and school administration, if students are given opportunity to evaluate their teachers.

Keyword(s): Student Evaluation of Teachers, Teacher Morale, Teacher Morale, Teaching Competency, Classroom Climate