A STUDY OF TEACHING EFFECTIVENESS AMONG THE SECONDARY SCHOOL TEACHERS

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A STUDY OF TEACHING EFFECTIVENESS AMONG THE SECONDARY

SCHOOL TEACHERS

*Dr. R. Yasoda, ** D.P. Narasimhulu

* Asst. Professor & Head I/c, Dept. of Education & HRD, Dravidian University, Kuppam – 517426.

** Research Scholar, Dept. of Education and HRD, Dravidian University, Kuppam – 517 426

Introduction

Teaching is a composite activity, involving teachers, pupils and subject matter in

dynamic interaction that is obviously too complex to be defined in terms of a simple set of

teachers traits or procedures. Resent research reveals that most variation in overall school

effectiveness is due to classroom level factors rather than school level factors. It is important to

try to identity what makes an effective teacher. Aspects of Effective Teaching include the

following:

 Having a positive attitude.

 The development of a pleasant social/ psychological climate in the classroom.

 Lesson clarity.

 Effective time management.

 Strong lesson structuring.

 The use of a variety of teaching methods.

 Using and incorporating pupils ideas.

 Using appropriate and varied questioning.

However, effective teaching methods are context specific.What is needed for a teacher to

be effective can vary depending upon factors such asThe type of activity in the lesson, The International Research Journal of Human Resources and Social Sciences

ISSN(O): (2349-4085) ISSN(P): (2394-4218) Impact Factor- 5.414, Volume 4, Issue 11, November 2017 Website- www.aarf.asia, Email : editor@aarf.asia , editoraarf@gmail.com

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subject matter, The pupils background such as age, ability, sex, social economic, Status and

ethnicity, The pupils personal characteristics (such as personality, learning style, motivation and

self esteem). The culture/ organization of the department/ school.

Teaching is a composite activity involving teachers, pupils and subject matter in dynamic

interaction that is obviously too complex to be defined in terms of a simple set of teachers traits

or procedures. Half a century of search into the distinctive features and characteristics of good

and poor teachers has consistently failed to provide a universal profile are undoubtedly better

than others. Probably this is not one single kind of good teaching that fits universally all

teaching situations, all teachers and all pupils. It may even be that teaching is so complex, so

intangible, so subjective and so bound up with the nature of teachers as unique individuals as

opposed to production machines that it will never be possible to reduce its components to

identifiable patterns. A more productive approach centers on the relationship between teacher

characteristics and student characteristics as it affects student performance. The basic premise

isthat teachers effectiveness can only be defined in terms of “effective for whom” and upto a point, the prospective teachers might concern with the question “whom and what can I teach

being the person that I am?

Concept of Teaching Effectiveness

Teachers endure success in teaching.Successful teaching is effective teaching. By

standards of current achievement, human potential and human productivity questionably

represents the greatest waste of natural resources. Part of trouble, obviously, lies with ineffective

techniques, faculty strategies, inadequate tools etc. The fact students seen to have difficulty in

mastering what they consider important suggest that motivation is early critical in classroom.

The teacher‟s effectiveness in teaching is to manipulate the total classroom situation in such a way that it is personally meaningful and maximally enhancing to students. The teacher‟s task is

to set assignments that are within the learners to pleasure of success. This does not mean the

indiscriminate assignment of easy tasks, since easy tasks offer no challenge and give no feeling

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best able to create lively conditions, which would have to be task oriented and reflect a high

degree of personal organization. The importance of meaningfulness to the operation of the

school and learning is obvious. The human brain is extremely limited in its ability to grasp and

retain arbitrary associations.

Definition of Teaching Effectiveness

Teaching Effectiveness means is of a place for construction are presentation which causes

a desire change in the learner behavior. Effective study techniques are teachable and are

important part of equipment of efficiency learning which is the outcome of effectiveness in

teaching.

Need of the Study

The innate and inborn qualities are conditioned and results in a definite and unique

personality of an individual due to interaction within himself and with his classroom

environment. Effective teaching is a part of our human adaptability. Daily survival and success

are not easy in our fast information age and strengthening our own teaching helps the students

improve common sense, emotional health and survival strategies. Educators can teach and

students can learn common sense necessary for social acceptance, rule compliance, motivation,

confidence, intellectual efficiency, interactive communication, responsible leadership and

personal relations.

They can use the vocabulary to reinforce those feelings and beliefs that support

effectiveness in teaching to guide their own and their options for acting in ways that help

students meet the crisis in their lives with strength and hope.Students who learn the vocabulary

are better able to recognize the teaching effectiveness in themselves and others. They become

increasingly aware of how to protect.Many teachers are at risk for teacher freezing, burnout in

their teaching profession. These teachers are not reaching their potential in life and in their

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Objectives of the Study

1) To examine the level of Teaching Effectiveness of Secondary School Teachers.

2) To find-out the significant difference if any in the teaching effectiveness of secondary

school teachers due to variation in their personal and demographic variables.

Hypotheses of the Study

1. There is no significant difference between Rural and Urban Secondary School Teachers

in their Teaching Effectiveness.

2. There is no significant difference between Married and Unmarried Secondary School

Teachers in their Teaching Effectiveness.

3. There is no significant difference between Graduate and Post-graduate Secondary School

Teachers in their Teaching Effectiveness.

Methodology

The nature of the present study involves both explorative and descriptive survey. A total

of 900 High School Teachers from Kadapa District constitute the sample fo the study. A

teaching effectiveness inventory was adopted for collecting the relevant data. The items in the

scale are given under eight dimensions viz., motivation, interactive communication, curiosity,

confidence, involvement, intellectual efficiency, responsible leadership and personal relations.

A pilot study was conducted on a sample of 100 teachers. The reliability and validity of the

scale were established as 0.76 and 0.87 respectively. The summated score of all the items

provided the total Teaching Effectiveness score of the subjects. The data thus collected were

analyzed using appropriate descriptive and inferential statistical techniques.

Results of the Study

To study the influence of background variables such as locality, marital status, academic

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Table-1: Showing N, Mean, SD and „t‟ values of Rural and Urban Teachers

Dimensions of Teaching

Effectiveness Locality N Mean SD t-test

P

value

Level of

Significance

Motivation Rural 450 81.56 7.51 6.11 0.00 **

Urban 450 78.58 7.14

Interactive

Communication

Rural 450 81.46 7.07

11.19 0.000

**

Urban 450 76.36 6.52

Curiosity Rural 450 83.08 7.38 6.81 0.00 **

Urban 450 79.79 7.06

Confidence Rural 450 84.51 9.22 11.64 0.00 **

Urban 450 77.55 8.71

Involvement Rural 450 78.38 7.57 29.43 0.00 **

Urban 450 64.76 6.25

Intellectual Efficiency Rural 450 85.60 8.13 15.47 0.00 ** Urban 450 77.62 7.32

Responsible-Leadership Rural 450 80.94 9.18 0.63 0.52 @ Urban 450 80.56 9.21

Personal Relations Rural 450 81.41 7.16 15.71 0.00 ** Urban 450 73.62 7.69

Overall Teaching

Effectiveness Scores

Rural 450 82.03 5.82

17.88 0.00 ** Urban 450 75.48 5.14

Note@ Not Significant; ** Significant at 0.01 level.

Table-1 shows the mean attitude scores of Rural and Urban Teachers on these factors.

From the table-1 it could be seen that out of 8 dimensions, there is significant influence of

locality on all the factors namely motivation, interactive communication, curiosity, confidence

involvement, intellectual efficiency, personal relations except responsible-leadership. The

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Hence, the null hypothesis stating that Rural and Urban teachers do not differ

significantly in their attitude towards teaching effectiveness is rejected on the whole and

dimensions wise but accepted in the case of responsible leadership.

Table-2: Showing N, Mean, SD and „t‟ values of Married and Unmarried teachers towards

Teaching Effectiveness and the results of t/F tests.

Dimension Marital

Status N Mean SD t-test P value

Level of

Significance

Motivation Married 676 80.34 7.59 1.90 0.05 @

Unmarried 224 79.25 7.65

Interactive

Communication

Married 676 79.23 7.44

2.20 0.02 *

Unmarried 224 78.00 6.62

Curiosity Married 676 81.56 7.59 0.87 0.38 @

Unmarried 224 81.06 6.81

Confidence Married 676 81.39 9.67 1.93 0.05 @

Unmarried 224 79.96 9.39

Involvement Married 676 72.58 9.61 5.51 0.00 **

Unmarried 224 68.51 9.45

Intellectual

Efficiency

Married 676 82.00 8.75

2.33 0.02 *

Unmarried 224 80.44 8.52

Responsible-Leadership

Married 676 80.68 9.29

0.39 0.69 @

Unmarried 224 80.96 8.90

Personal Relations Married 676 77.81 8.39 1.87 0.06 @ Unmarried 224 76.61 8.33

Teaching

Effectiveness

Married 676 79.13 6.48

3.06 0.00 **

Unmarried 224 77.63 5.96

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efficiency only and not on the other factors. The calculated „t‟ values in the case of above three

factors are significant at 0.01 and 0.05 levels.

Hence, the null hypothesis stating that, married and unmarried teachers do not differ

significantly in their teaching efficiency is accepted with respect to motivtation, curiosity,

confidence, responsible-leadership and personal relations only, but rejected with respect to

interactive communication, involvement, intellectual efficiency and overall teaching

effectiveness.

Table-3: showing N, Mean, SD and „t‟ values of Graduate and Post-graduate Teachers towards

teaching effectiveness and the results of t/F tests.

Dimension of

Teaching

Effectiveness

Educational

Qualifications N Mean SD t-test

P

value

Level of

Significance

Motivation Graduate 406 80.08 7.54 0.02 0.97 @

Post-graduate 494 80.06 7.42

Interactive

Communication

Graduate 406 78.35 7.21

2.15 0.03 *

Curiosity Graduate 406 81.40 6.81 0.14 0.88 @

Confidence Graduate 406 80.40 9.35 1.77 0.07 @

Involvement Graduate 406 70.10 9.72 4.14 0.00 **

Intellectual

Efficiency

Graduate 406 80.49 8.45

3.52 0.00 **

Responsible

Leadership

Graduate 406 80.95 9.35

0.58 0.55 @

Personal

Relations

Graduate 406 76.93 8.10

1.90 0.05 @

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Effectiveness

Scores

Note: @ Not Significant; * Significant at 0.05 level; ** Significant at 0.01 level.

The above table shows the mean attitude score of Graduate and Post-graduate

teachers.From the table, it could be seen that out of 8 dimensions there is significant influence of

educational qualifications on three factors only, namely interactive communication, involvement

and intellectual efficiency and not on the other factors. The calculated „t‟ values in the case of

above three factors are significant at 0.01 level and 0.05 level.

Hence, the null hypothesis stating that graduate and Post-graduate teachers do not differ

significantly in their attitude towards teachers effectiveness.

Findings of the Study

1. There is a significant difference in the overall teaching effectiveness of rural and urban

Secondary School Teachers. Thus it may be concluded that locality is an influencing

factor of overall teaching effectiveness and different dimensions of teaching effectiveness

except responsible-leadership.

2. There is a significant difference in the overall teaching effectiveness of married and

unmarried secondary school teachers and different factors of teaching effectiveness

namely interactive communication, involvement, intelectuall efficiency only.

3. There is a significant difference between graduate and post-graduate teachers in their

teaching effectiveness with respect to interactive communication, involvement and

intellectuall efficiency.

References

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 Singh, S.K. (1976) „A study of some personality variables related to Teaching Effectiveness‟, Ph.D. (Edn). Pat. University.

 Shahid (2004) „Influence of resilience characteristics on effectiveness of teaching among secondary school teachers of Bangalore city‟, Unpublished Ph.D. thesis, Bangalore