The objectives were: (1) To study the effectiveness of training of dramatics on teacher effectiveness of teacher trainees. (2) To compare the effectiveness of training of dramatics and the traditional method of teaching on teacher effectiveness. (3) To compare the adjusted mean gain scores of the experimental and control groups when pre-test teacher effectiveness, SES, attitude towards teaching and teaching aptitude are taken as covariates. (4) To study the effect of treatment, sex, faculty and their interactions on teacher effectiveness of teacher trainees. (5) To study the effect of treatment, sex, SES and their interactions on teacher effectiveness of teacher trainees. (6) To study the effect of treatment, sex, attitude towards teaching and their interactions on teacher effectiveness of teacher trainees. (7) To study the effect of treatment, sex, teaching aptitude and their interactions on teacher effectiveness of teacher trainees. (8) To study the effect of treatment, sex, adjustment and their interactions on teacher effectiveness of teacher trainees.

The sample consisted of 78 teacher trainees drawn from two teacher training colleges affiliated to North Gujarat University. The incidental sample of 39 teacher trainees of one college constituted the Experimental Group and was given the training of dramatics. The exact number of teacher trainees of the other college was selected by Stratified Random Sampling to constitute the Control Group.

Both the groups were administered BAI (adapted in Gujarati by Vocational Guidance Bureau, Mumbai), SES Scale by Patel & Vora, Attitude Towards Teaching Scale by H. N. Tapodhan and Teaching Aptitude Scale by R. K. Pandya. The Teacher Effectiveness Scale by Pramodkumar & Mutha (Gujarati adaptation by D.N. Patel & A. V. Patel) was administered prior to and at the end of the training programme. The Reaction Scale for Dramatics training developed by the researcher was administered to the Experimental Group at the end. 

The present investigation employed the Experimental Method with Pretest-Posttest Control Group Design.

The obtained data was analysed with the help of correlated t-test, ANOVA, ANCOVA, percentiles, CV and Chi-Square Test.

The major findings were: (1) The trainees who had undergone the training of dramatics found it effective in terms of teacher effectiveness. (2) The Dramatics training group was found to be significantly superior to the Control Group in terms of teacher effectiveness when the groups were matched statistically with respect to SES, adjustment, teaching aptitude and attitude towards teaching, separately. (3) Training of dramatics was significantly superior to conventional teacher training programme. (4) The main effects of sex, faculty, attitude towards teaching and teaching aptitude were insignificant in terms of teacher effectiveness. (5) The interactions between Treatment and Sex, Treatment and Faculty, Treatment and Adjustment, Sex and Faculty, Sex and Adjustment, Treatment and Sex and Faculty, and Treatment and Sex and Adjustment produced teacher effectiveness of teacher trainees.