S, Trivedi. (1993). Influence of Non-directive Model on Personality Factors and Adjustment of Teacher Trainees.. Unpublished. Ph.D., Education. Gujarat University, Ahmedabad, Gujarat.
The objectives of the study were: (1) To study the effectiveness of Nondirective Model (NDM) in terms of A, C, E, F, G, H, I, L, M, N, O, Q1, Q2, Q3, Q4 personality factors of teacher trainees. (2) To study the effectiveness of NDM in terms of home, health, social emotional and total adjustment of teacher trainees. (3) To study the influence of treatment, sex, marital status and their various interactions on each personality factor as well as on home, health, social emotional and total adjustment of teacher trainees. (4) To study the reaction of teacher trainees towards NDM.
The sample was selected by employing Purposive Sampling Technique. The sample comprised of 97 maladjusted teacher trainees (54 males and 43 females) selected on the basis of Bell adjustment Inventory from two education colleges of Ahmedabad city.
Both the groups were pretested and posttested by administering Gujarati adaptations of BAI (by Vocational guidance Bureau, Bombay) and Cattell’s 16 PFQ (adapted by S.Emmanuel).
It was an experimental study designed on the Pretest - Post test Control Group Design. The experimental group comprised of 43 teacher trainees who showed willingness for the treatment through NDM. The rest 54 constituted the control group. The control group was not given any kind of treatment. Each subject of the experimental group was treated through NDM individually. Eight to ten sessions of 25 to 40 minutes each were allotted per subject depending on their need.
NDM (Non-Directive Model) Reaction Scale was developed and used to measure the reactions of the experimental group towards NDM.
The major findings were: (1) The level of home, health, social, emotional and total adjustment of the teacher trainees differed significantly. (2) NDM was found to be effective in terms of each personality factor and each adjustment area. (3) Treatment produced significant influence on each personality factor and on each adjustment area. (4) Sex produced significant influence on PF Q3 only. (5) Marital status had significant influence on PF L only. (6) The interaction between treatment and sex significantly influenced PF Q2 and home and total adjustment. (7) The interaction between treatment and marital status significantly influenced PF C only. (8) The interaction between sex and marital status was not significant. (9) The interaction among treatment, sex and marital status was insignificant. (10) The teacher trainees expressed favourable reaction towards NDM.
Keyword(s): Non-directive Model , Teacher Trainees, Personality Factors