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IMPACT OF IN-SERVICE TEACHER TRAINING UNDER SSA IN CLASSROOM INTERACTION –

A STUDY IN VISAKHAPATNAM

BY DR. B. RADHIKA

IMPACT OF IN-SERVICE TEACHER TRAINING UNDER SSA IN CLASSROOM INTERACTION –

A STUDY IN VISAKHAPATNAM

BY DR. B. RADHIKA

(This work was submitted by Dr B Radhika as PhD thesis for the partial fulfilment of Ph.D .in

Education degree in Department of physical education, Punjabi university Patiala in the year

1990)

2018

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Title: IMPACT OF IN-SERVICE TEACHER TRAINING UNDER SSA IN

CLASSROOM INTERACTION – A STUDY IN VISAKHAPATNAM

Author(s): DR. B. RADHIKA

Edition: First

Volume: I

© Copyright Reserved

2018

All rights reserved. No part of this publication may be reproduced, stored, in a

retrieval system or transmitted, in any form or by any means, electronic,

mechanical, photocopying, reordering or otherwise, without the prior permission

of the publisher.

ISBN: 978-93-86675-37-8

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CONTENTS CHAPTER NO. TITLE OF THE CHAPTERS PAGE NO. I. INTRODUCTION 1-28 II. REVIEW OF RELATED LITERATURE 29-71 III. METHODOLOGY 72-84 IV. DATA ANALYSIS AND INTERPRETATION 85-156 V. SUMMARY AND CONCLUSION 157-161 VI. BIBLIOGRAPHY 162-170 ANNEXURES

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ACRONYMS

APPEP - Andhra Pradesh Primary Education Programme

ANOVA - Analysis Variance

BEO - Block Educational Officer

BRCCs - Block Resource Center Coordinators

BRCs - Block Resource Centers

BRP - Block Resources Person

CRC - Cluster Resource Centre

CRCCs - Community Resource and Counseling Center

CRCs - Cluster Resources Centers

CRP - Cluster Resource Person

CTE - College of Teacher Education

CWSN - Child With Special Need

DEO - District Educational Officer DIET - District Institute of Education and Training

DISE - District Information on School Education

DPEP - District Primary Education Programme

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ECCE - Early Childhood Care Education

EGS - Employment Guarantee Scheme

EMIS - Education Management Information System

IASE - Institute of Advanced Studies in Education

MIS - Management Information System

MLL - Minimum Levels of Learning

NAAC - National Assessment and Accreditation Council

NCC - National Coordinating Centre

NCDS - National Child Development Study

NCERT - National Council of Educational Research and Training

NCF - National Curriculum Framework NCTE - National Council for Teacher Education

NEP - National Educational Policy

NIEPA - National Institute of Educational Planning and Administration

NSS - National Service Scheme

NUEPA - National University of Educational Planning and Administration

PMOST - Programme of Mass Orientation of School Teachers

POL - Presentation of Learning

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PRI - PanchayatiRaj Institutions

RESU - Review and Ethical Standards Unit

SCERT - State Council of Educational Research and Training

SES - Service Evaluation System

SIEMAT - State Institute of Educational Management and Training (India)

SIET - State Institute of Educational Technology

SMC - Standards Management Committee

SMDCs - Student Multimedia Design Centers

SOPT - Special Orientation Programme for Primary School Teacher

SSA - Sarva Shiksha Abhiyan

TLE - Teaching Learning Equipment

UEE - Universalization of Elementary Education

VEC - Village Educational Committee

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LIST OF CONTENTS

Sl. No.

Title of the chapters Page No.

Chapter - I Introduction

1-28

1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9

1.10 1.11

Need for In-Service Training History of In-Service Teacher Education in India Statement of the problem Title of the Study Need for the Study Rationale of In-Service Training Objectives of the Study Hypothesis of the study Limitations of the study Recommendations for pre-service programmes for teacher education Organization of the Study

2 2 23 24 24 24 25 25 26 26 27

CHAPTER - II

REVIEW OF THE RELATED LITERATURE 29-71

2.1 2.2 2.3 2.4 2.5

Introduction Purpose of Review Importance of Review of Related Studies Studies in India Studies in Abroad

29 29 30 31 65

CHAPTER - III

METHODOLOGY 72-84

3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9

3.10

Introduction Significance of the study Method of Study Selection of the Tools Tools of data collection Process and procedure of investigation Sample Variables Statistical techniques used Geographical Area of Study

72 72 73 73 73 76 76 77 78 79

CHAPTER - IV

DATA ANALYSIS AND INTERPRETATION 85-156

4.1 4.2 4.3 4.4 4.5

Trainees’ Perception about in-service training Achievement test of general studies for upper primary teachers Achievement test in Social studies for upper primary teachers Classroom observation schedule Classification level of classroom observations

85 110 126 141 149

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CHAPTER - V SUMMARY AND CONCLUSION

157-161

5.1 5.2 5.3 5.4 5.5 5.6 5.7

Need for the study Objectives Hypothesis of the study Methodology Data Major Findings Suggestions

158 158 158 158 159 159 160

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Table Title of Tables Page No. No. 2.1 Sample survey of Out of school children 2.2 Decline (%) in enrolment between class I & class II and reasons for Decline in enrolment 2.3 Reasons for leaving school after class I % 3.1 Population in Rural and Urban areas of Visakhapatnam district 3.2 Educational Profile Visakhapatnam District 3.3 Literacy rate in urban and rural areas of Visakhapatnam district 4.1.1 Distribution of the sample teachers teaching at different levels in 101 the study area 4.1.2 Age-wise distribution of the sample teachers in the selected area 4.1.3 Gender-wise distribution of the sample teachers in the selected area 4.1.4 Social category-wise distribution of the sample teachers in the selected area 4.1.5 Academic qualification-wise distribution of the sample teachers in the selected area 4.1.6 Professional qualifications-wise distribution of the sample teachers in the selected area 4.1.7 Teaching experience-wise distribution of the sample teachers in the selected area 4.1.8 Difficulties faced in attending this training programme, if any? 4.1.9 Will the in-service training improve your teaching proficiency in school? 4.1.10 Attendance in sessions of the current training programme 4.1.10.1 Reason for missing the session(s) 4.1.11 Suitability of training dates 4.1.12 Is there library facility at the training centre 4.1.12.1 If yes, how often did you use the library facility during the training 4.1.13 Did you receive any training material(s) before the training 4.1.13.1 If yes, when did you read it? 4.1.13.2 If no, write the appropriate reason 4.1.14 Did you find any deficiencies in the training material(s) 4.1.15 Did you find the training programme relevant to your needs 4.1.16 How often were the following transaction methods used 4.1.17 Were any reading/ writing assignments given during the training 4.1.17.1 If yes, were you able to complete it as required 4.1.18 Teacher’s Assessment of trainers Use of teaching aids 4.1.18.1 Presentation of topics 4.1.18.2 Interaction between trainees & Resource Person 4.1.18.3 Mastery over the subject 4.1.18.4 Presentation of concepts 4.1.18.5 Opportunities given to trainees to seek clarification 4.1.19 Did the training programme help you enrich your understanding of the contents covered? 4.1.20 Learnt things that I did not know before 4.1.20.1 Will be able to improve my teaching as a result of the training

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4.2.1 A Class Teacher should have the quality for the all round development of a student 4.2.2 Regular practice of the pledge by the students will increase the following 4.2.3 To bring out the internal skills and capacity of a student, the teacher should provide the atmosphere in the class room 4.2.4 According the constitution, what is the age group of children to provide free education by the government 4.2.5 What are loosing by the child labour 4.2.6 The total responsibility of a school based on 4.2.7 The questioning capacity increased among children 4.2.8 Severe punishments given by teacher 4.2.9 According to National lesson plan 2005 which of the following is directed for children practice 4.2.10 The cruel behaviour of the adults create among children 4.2.11 Home work given to children in many subjects 4.2.12 What do you think about the standards of students at rural areas 4.2.13 Creating natural practice atmosphere in schools 4.2.14 The important things in creation of text books 4.2.15 RBC/ NRBC/ Special Training Centers are helping to which kind of children 4.2.16 According to NCF 2005, how the children develop their knowledge individually 4.2.17 The special quality of a teacher 4.2.18 Resources to develop teachers professional skills 4.2.19 What is the view of a teacher on students 4.2.20 For the improvement of children knowledge with whom the teacher has to consultant 4.2.21 The internal capacity identify among children 4.2.22 The development activity of the school 4.2.23 Which of the following year has taken as child rights by India and UNO 4.2.24 The important thing on planning of teaching and training activities of children 4.3.1 The behaviour of children in upper primary level 4.3.2 The important things learnt by children 4.3.3 The importance given by NCF 2005 to study 4.3.4 The main aim of Social Science teaching 4.3.5 The model of Social Science according to NCF 2005 4.3.6 According to NCF 2005, the important behaviour of the Social Study 4.3.7 According to NFC 2005 the main aim of Social Science study 4.3.8 The target of Social Science teaching of upper primary level 4.3.9 Key points of value measurement in Social Science teaching 4.3.10 The laboratory of social science 4.3.11 If the lesson plan of social science is not in a proper way in feature we have to face 4.3.12 “P.A.S.S.” means 4.3.13 The skills increased by “P.A.S.S.” 4.3.14 Knowledge and information are not the same. Knowledge is 4.3.15 Maps are

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4.3.16 The important things in map Knowledge 4.3.17 According to NCF 2005 the teacher given practical to experience children 4.3.18 How would be the Social Science lesson for the development of knowledge 4.3.19 The goal of history lessons on social science 4.3.20 At primary level the teaching of environmental science will help 4.4.1 Gender-wise distribution of sample respondents 4.4.2 General education qualification-wise distribution of sample respondents 4.4.3 Professional education qualification-wise distribution of sample respondents 4.4.4 Experience-wise distribution of sample respondents 4.4.5 Did the previous knowledge experience of the students is utilized? 4.4.6 Did the teacher is specialized in subject 4.4.7 Did the teacher explain the idea satisfactorily 4.4.8 Did the practical aids have been utilized? 4.4.9 Did the students participated in practicals? 4.4.10 Did the teaching aids have shown in the classroom in time? 4.4.11 Did the teaching utilized the teaching aids 4.4.12 Are the utilized teaching aids are subject related? 4.4.13 Did the teachers created interaction among students by utilizing teaching aids? 4.4.14 Is there running board in the class room (1st class) 4.4.15 Is there friendly atmosphere among students 4.4.16 Did the students’ practicals valuated? 4.4.17 Teaching classes 4.4.18 If combined classes teaching, which are the following procedures you follow 4.4.19 Is the arrangements in the class room suitable for combined class? 4.4.20 How many classes students will practice in a combined class teaching? Significance difference between male and female teachers in classroom observation 4.5.2 Significance difference among different areas in classroom 174 observation 4.5.3 Significance difference among different education qualification teachers in classroom observation 4.5.4 Significance difference among different professional qualification teachers in classroom observation 4.5.5 Significance difference among different experience levels of teachers in classroom observation

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CHAPTER - I

INTRODUCTION

Everyone concerned with the educational system’s performance agrees that the improvement of teaching qualities is a high priority in any educational programmes. Teachers are assigned the role of change agents and are presented with new challenges, e.g. to make education global and permanent, flexible enough to serve in any environment (in or out of the classroom) for life, and reflective of the community. Teachers have to learn to adapt creatively to changes in science and technology and to prepare generations who are universal, critical, and creative and who have firm identities with their socio-cultural background. However, a realistic approach to in-service teacher training programme should consider that teachers are ordinary human beings with their virtues, defects, duties, and rights. The expression ìn-service training’ refers to training of teachers who are already in service. It must be given mostly in the teacher’s spare time or in time made free by the school authorities.

For the good teacher, every facet of his knowledge, skills, personality and interests is of potential value. Hence, every experience he/she undergoes during his/her career, however irrelevant it may appear may be described as In-Service training. In-service training include everything that happens to a teacher from the day he takes up his first appointment to the day he retires which contributes, directly or indirectly, to the way in which he/she executes his/her professional duties.

Hence, in-service training is “any activity which a teacher undertakes after he/she has begun to teach, which is concerned with his/her professional work.”For administrative convenience, in-service training is defined as: “a programme of systematized activities promoted or directed by the school system, or approved by the school system, that contributes to the professional or occupational growth and competence of staff members during the time of their service to the school system.”In General, in-service teacher training can be defined as “structured activities designed exclusively or primarily to improve professional performance. Also, the Dictionary of Pedagogy Prucha, Walterova and Mares (1995), relates the notion of in-service training mainly to potential forms and targets, defining it as Education of teachers in course of their professional career materialized in a wide range of organizational forms guidance of new teachers in practice, training, learning material preparation of educational innovations and reforms, preparation for specialized projects, functional study, re-qualification study, specialist courses…etc). In-service training is defined as a workshop for employed professionals, Para professionals and other practitioners to acquire new knowledge, better methods, etc, for improving their skills towards more effective, efficient and competent rendering of service in arious fields and to diverse groups of people. Further, such a workshop is a training designed to benefit a specific group of children at a particular school.



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1.1 Need for In-Service Training Despite of repeated reiteration is on the need to strengthen the active àgency’ of the teacher in policy documents and Commission reports over the last 30 years, Teacher Education Programmes continue to train teachers to adjust to the needs of an education system in which of education is seen as the transmission of information and learning reproduced from textbooks. This continues to be reflected in periodic revisions of curricula framework with little emphasis on revitalizing a largely stagnant teacher education sector. There has been much discussion recently on the need for teachers’ development to be continuous from initial training throughout their careers. The need to continue the acquisition of teacher skills and competencies beyond initial training into the induction year and in-service for teachers has been the subject of several Commissions and Committees on education appointed by Government of India from time to time. In-service training provides teachers with an opportunities to learn specific skills, techniques and new instructional approaches that they can be use in their own teaching. • Suggests remedies for inadequacies of existing Teacher Training Programmes; • Provides opportunities for updating the knowledge of developments in science

technology and application; • Helps to acquire improved understanding of generally applicable

pedagogical techniques and those reinforcing equitable teaching practices; • Gives an opportunity to practice in new teaching techniques and to share

experiences with other teachers; • Helps in updating knowledge of teaching techniques; and • Provides an exposure to effective new techniques and developments in

informational educational technology. 1.2 History of In-Service Teacher Education in India The in-service education of secondary school teachers at the beginning of this century consisted mainly of Refresher courses Lectures, Orientation courses and Conferences. These were generally arranged during the vacation period at a centrally located place or the teacher training institution. Most of these activities were spasmodic responses to the recommendations of the various Commissions that were appointed from time to time to study the problems of the existing educational system. Resolution on educational policy (1904) An early reference to the needs of in-service education and the role of the training collages was made in Lord Curzon’s Resolution on Education Policy. Every possible care should be taken to maintain a connections between the training college and the school, so that the student, on leaving the college and entering upon his/her career as a teacher, may not neglect to practice the methods which he/she has been taught, and may not (as sometimes happens) be prevented from doing so and forced to call into line with the more mechanical methods of his/her untrained colleagues. The trained students whom the college has sent out should be occasionally brought together again



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and the inspecting staff should cooperate with the training college authorities in seeing that the influence of the college makes itself felt in the schools. Resolution on Education Policy (1913) The Resolution on Education Policy of 1913 laid down the major principles for the expansion and improvement of primary education and also recommended in-service education for village teachers. The resolution stated: As teachers left to themselves in village are liable to deteriorate, there are great advantages in periodical repetition and improvement courses for primary school teachers during the school vacations. This trend at that time was towards an increase in the quality rather than the quantity of the teachers at the primary level. The Hartog Committee Report (1929) The Hartog committee of 1929, made further recommendations about the training as well as in-service education of primary teachers. The committee observed: Even under ideal conditions, when the right type of teacher has been selected and well trained, the primary school teacher, particularly the village teacher, is much isolated and most often in need of guidance and encouragement. Journals for teachers in the regional languages, refresher courses, conferences and meetings of teachers’ associations can do much to brighten the lives of teachers and improve their work. No active steps were taken, however, for the improvement of in-service education, as the report of the Committee raised controversial issues. The report was warmly received in official circles, as it attempted to show that a policy of expansion of education in India had proved ineffective and wasteful and that a policy of consolidation alone was suited to Indian conditions. The non-official view did not accept the opinion of the Committee that quality must have priority over quantity. As a result, the report of the Committee helped little towards the progress of primary education for the next twenty years or so, and some of the valuable suggestions of the committee such as improved salaries for teachers, improvement of curricula, progress in in-service education, and tutorial work in colleges were neglected. It is during this period that teacher training institutions developed rapidly. University Education Commission Report (1949) The Government of India appointed a University Education Commission in 1948, under the chairmanship of Dr. S Radhakrishnan, to report primarily on university education in India. In order to do this, the commission had to review the position of secondary education as well as it made certain valuable suggestions. Remarking about the utilization of the vacation period for in-service programme, the commission stated: “At present neither students nor the teachers utilize vacation: for most of them vacation is a period of want of occupation”. Stressing the need for in-service education, it recommended that the scheme of refresher courses may become a real success, the authorities of schools and intermediate colleges and the government education departments should make certified attendance at a university refresher course, once in every four or five years, or qualification for promotion. Some such stimulus would be necessary until attendance at such refresher courses becomes a tradition



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….Alternatively, teachers may be given leave of absence for six months after every five years of service and asked to attend advanced courses at their own or any other university and obtain a certificate of attendance and good work from the head of the Department of the University. Secondary Education Commission Report (1952-53) During 1952-53, the Secondary Education Commission, under the sponsorship of the Ministry of Education, made a national survey of secondary education, for the purpose of reorganizing and improving the educational system. The study was conducted by visits to the different states and by interviews and questionnaires. As a result of this study, the commission was able to emphasise that the most important factor in the contemplated educational reconstruction is the teacher’s personal qualities, educational qualifications, professional training and the place that occupies in the school as well as in the community. Regarding the in-service education, the committee was of the opinion that; However excellent the programme of teacher it can only engender the knowledge, skills and attitudes which will enable the teacher task with a reasonable degree of confidence and with the minimum amount of experience. The teacher-training institution should accept its responsibility for assisting in this in-service stage of teacher-training. International Secondary Education Project Team report (1954) An International Secondary Education Project Team was appointed in 1954 by the Government of India to study the various steps and procedures needed for implementing the major recommendations of the Secondary Education Commission. One of its points of study was the in-service education departments consider ways and means of helping teachers to obtain in-service training and recognizing the improvement in their professional and academic qualifications by suitable salary increment. The International Team suggested special in-service training courses immediately, “for teachers of technical, vocational and other special subjects, who are already in service but for those who have not been trained, we recommend short intensive courses in the theory and practice of Education”. The Team emphasized the need for the in-service programmes to be arranged in collaboration with department of education, schools teacher organizations, and teacher training institutions. Thus, it is evident that from the beginning of the twentieth century, educators have felt the importance of in-service education for improving the quality of classroom instruction as well as the professional growth of the teachers. The Education Commission (1964-66) strongly recommended that: (i) large-scale programmes of in-service education of teachers should be organized by universities and teacher organizations at all levels to enable every teacher to receive at least two or three months of in-service education in every five years of service, (ii) continuing in-service education should be based on research inputs, and (iii) training institution should work on 12 month basis and organize in-service training Programmes, such as refresher courses, seminars, workshops and summer institutes.



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National Policy on Education (1968) The Government of India was convinced that a radical reconstruction of education on the broad lines recommended by the Education Commission is essential for economic and cultural development of the country, for national integration and for realizing the ideal of a socialistic pattern of society. This would involve a transformation of the system to relate it more closely to the life of the people; a continuous effort to expand educational opportunity; a sustained and intensive effort to raise the quality of education at all stages; and emphasis on the development of science and technology; and the cultivation of moral and social values. NPE 1968 stressed the need for an educational system that would produce young men and women of character and ability committed to national service and development. This would help in promoting national progress, creating a sense of common citizenship and culture, and strengthening the national integration. The following principles propounded by NPE 1968.

Free and compulsory education: According to Article 45 of Indian Constitution education should be free and compulsory up to the age of 14. Steps should be taken to ensure that every child is enrolled in the schools should be successfully complete the course.

Education of teachers: This involved attention to enhancements of teachers emoluments, service standard, besides academic freedom to write, study and speak on national and international issues.

Language development: The policy emphasized the development of Indian as well as foreign languages in the country. The three-language formula should be introduced in which a student at the secondary level should know Hindi, English and the regional language of his state. The language Sanskrit should be included as an optional subject at the secondary level.

Education opportunity for all: Under this policy every child of the country is to be given education irrespective of caste, religion, region or whatever the case may be, Special emphasis should be given to backward classes, minority children, girls and physically challenged children to avail the education facilities.

Uniform education structure: the structure of education should be uniform throughout the country. It should be a 10+2+3 pattern from higher secondary to college level.

Opportunities for games, sports, work experience should exist in all schools. The Report of the National Commission on Teachers (1983-85) highlighted the absence of clear-cut policies and priorities for in-service education and lack of systematic identification of needs. It recommended planning ahead of time and closer scrutiny of methodologies’ adopted for In- service education of teachers. The report also recommended that strategies used for in-service education must be imaginative, bold and varied. It further stated that “the most effective among them are the services organized through the school complex. The ideal of school complex put forward by the Kothari Commission intends to link primary and secondary schools with a view to pulling resources and including the educational process.” The Commission mooted the



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idea of teachers’ centers that could function as “…a meeting place for teachers located in a school that has resources that it would like to share with others. It is a forum where workshops of very practical nature are organized for teachers of various schools who act as resource personnel for centers’ workshops and it arranges book fairs.” What teachers need most “…is a change in the climate of schools, an atmosphere conducive to educational research and enquiry (select) teachers could be given study leave and sent to advanced centers of learning for furthering their professional competence through visiting fellowships.” National policy on Education (1986) Teacher education is a continuous process, and its pre-service and in-service components are inseparable. As the first step, the system of teacher education will be overhauled. The new programmes of teacher education will emphasize continuing education and the need for teachers to meet the thrusts envisaged in this Policy. District Institutes of Education and Training (DIETs) will be established with the capability to organize pre-service and in-service courses for elementary school teachers and for the personnel working in non-formal and adult education. As DIETs get established, sub-standard institutions will be phased out. Selected Secondary Teacher Training Colleges will be upgraded to complements the work of State Councils of Educational Research and Training. The National Council of Teacher Education will be provided with the necessary resources and capability to accredit institutions of Teacher - Education and provide guidance regarding curricula and methods. Networking arrangements will be created between institutions of teacher education and University departments of education. Acharya Rammurthi Review Committee (1990) has stated that teachers will have multiple roles to perform. Initial and in-service training will be made mandatory for faculty members and adequate training resources will be provided. Staff development programmes will be integrated at the state, and coordinated at regional and national levels. It may be noted that the in-service programmes have drawn their themes from the emerging needs and concerns of education as faced from time to time. As a result, these programmes have, at best, been awareness programmes in respect of specific concerns, and not teacher development programmes, as visualized. As a sequel to the National Policy on Education (1986), orientation of school teachers gained momentum on a mass scale. Efforts have been initiated over the past few years to gradually develop network of institutions like DIETs, IASEs, and CTEs with the mandate of providing in-service education to primary and secondary school teachers respectively. So far, 500 DIETs, 87 CTEs, 38 IASEs and 30 SCERTs have been set up as teacher education resource institutions in the country. In the case of IASEs and CTEs, only a handful of institutions have started in-service education programme for secondary school teachers. During the last decade, satellite interactive television-based activities have been provided for teacher upgradation as part of SOPT



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and DOEO projects. The majority of them, however, continue to perform their legacy functions (NCERT, 2004). National Knowledge Commission (2008) stresses the need to strengthen the teaching community qualitatively. It states the following:

Provide more incentives for qualified and committed teachers.

Non-teaching official duties such as electoral activities should not be allowed to interfere with the teaching process.

Forums that allow and encourage teachers to exchange ideas, information and experiences, including a web-based portal, should be developed.

Pre-service training needs to be improved and differently regulated in both public and private institutions.

Systems for in-service training require expansion and major reform that allows for greater flexibility he major indicator of quality of training is its relevance to the needs of teachers. The potential for radical shifts in the school practice and programmes via effective in-service education programmes has been acknowledged by most education committees and commissions. They have articulated their concern regarding the neglect and inadequacies of current in-service education practice. In addition to the recommendations and programmes of the various All-India Committees that stressed the need for in-service education, several organizations such as educational institutions, teacher organizations, educational department of the state, and private organizations have arranged, from time to time, in-service education programme of one type or another. These activities have been varied in nature in the different states of India.

Professional Development According to the Educational Resources Information Centre (ERIC) database, professional development refers to “activities to enhance professional carrier growth. Such activities may include individual development, continuing education, and in-service education, as well as curriculum planning, peer collaboration, study groups, and peer coaching or mentoring. Fullan (1991) expands the definition to include “the sum total of formal and informal learning experiences throughout one’s career from pre-service teacher education to retirement”. Considering the meaning of professional development in the technological age, Grant suggests a broader definition of professional development that includes the use of technology to foster teachers growth “Professional development goes beyond the term ‘training’ with its implications of learning skills, and encompasses a definition that includes formal means of helping teachers not only to learn new skills but also develop new insights into pedagogy and their own practice, and explore new or advanced understandings of content and resources. This definition of professional development includes support for teachers as they encounter the challenges that come with putting into practice their evolving understandings about the use of technology to support inquiry-based learning Current technologies offer resources to meet these challenges and provide teachers with a cluster of supports that help them continue to grow in their professional skills, understanding, and interests.’



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When a teacher begins career, the knowledge and skills acquired in college serve only as basic necessities or minimal requirements to launch the work. The first few years of teaching will lead the new teacher to identify, re-examine and evaluate the goals of subject teaching, methods, the nature of the content and one’s own personal aspirations. An excellent education for subject teaching can merely provide the basic tools for the creative teacher to implement, supplement, and modify knowledge to meet the everyday challenges of young people in a school classroom. The Subject teacher, like any other professional, does not commence with a complete understanding of methodology of teaching the subject to the students. It is necessary to learn not only from day-to-day teaching experience but also from the many opportunities that are available. In order to remain in touch with the latest development in the field and in the world around, the teacher can take the following measures:

Attend seminars, workshops, conferences.

Pursue higher qualifications.

Exchange of teaching position, either in the same school or through exchange programmes.

Visit other schools to study different methods of teaching, the facilities, etc.

Write articles, for professional journals.

Participate in refresher courses to get acquainted with the latest developments in the field.

Participate in the National Integration camps which are being introduced for primary school teachers organized in different parts of the country. Each camp is attended by primary school teachers drawn from different states and regions.

Summer Institutes for Science Teachers

Unitary institutes: In these institutes courses are held once in 3 year in science subject to update teachers on the developments in different fields of science as well as in new techniques in teaching.

Sequential institutes: A follow-up of the unitary institutes, the purpose of the sequential institute is to prepare a team of resource persons for state level summer institutes. Hence, the best five teachers in the unitary institutes are trained in imparting instruction both in content and in methods by an intensive programme.

Special institutes: These institutes stress on improvement of textual material for the use of training colleges in science and on the development of improved techniques of teaching in educational technology.

Project technology institutes: These institutes provide intensive training in laboratory work and workshop skills. Teachers are encouraged to develop improvised aids using indigenous resource materials and audio-visual materials.

Current State of Affairs in India Most initiatives of the 1990s have focused on ìn-service’ training of teachers at the elementary stage. In-service training of teachers in the DPEP, for example, ranged from three to a maximum of twenty days and included a range of topics, with little



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focus on the teaching - learning process. Information on the education of teacher training in the eleven DPEP I and II States is fragmented and imprecise. The impact of these trainings still remains to be understood in spite of a massive infrastructure and investment that went into creating them. One of the key fallouts of the undue emphasis on sporadic, short-term training of in-service teachers has been the accentuation of the divide that already exists between pre-service and in-service teacher education. These continue to function as insular mechanisms, despite the fact that both coexist in university departments for Secondary Education (IASEs) and are also the joint responsibility of DIETs in the country. A centrally sponsored scheme to establish Institutes of Advanced Studies in Education (IASE) and upgrade university departments of Education (offering B.Ed., and M.Ed., programmes) was started post-NPE 1986 to initiate the in-service training of secondary school teachers. IASEs were mandated to work constantly on elementary education as well. This objective, however, is yet to be realized, as reiterated in the Tenth Five Year Plan for Teacher Education. One pioneering effort in this regard came into effect with the establishment of the Maulana Azad centre for Elementary and Social Education (MACESE) in the Department of Education of the University of Delhi, as a modified IASE, MACESE is the only IASE that initiated concerted work in Elementary Education, leading to the creation of the Bachelor of Elementary Education (B.EI.Ed) Programme in 1994. Under the centrally sponsored scheme DIETs were established as premier institutions to work in elementary education. Mass Orientation of School Teachers (MOST) School teachers are being given orientation on a mass programme in regard to the new perspectives under the NPE. During 1985-87, nearly a million teachers have been oriented. The objective of the scheme, known as the Programme of Mass Orientation of School Teachers, is to sensitise teachers to the emerging concerns in education, UEE, use of learner-centered approach, action research, the emerging role and responsibilities of teachers, enrichment of their knowledge in curricular areas, and other thrust areas enlisted in the NPE. The duration of training is 10 days. The programme during 1986-90 covered about 1.8 million teachers. The training programme was strengthened by media support. Films relating to various modules constituting the training print package were telecast on the national network for the benefit of teachers in different parts of the country. Each viewing session was preceded and followed by discussion. A participatory, interactive approach was followed in the training. The programme is implemented by the NCERT in collaboration with the SCERTs in different states. Special Orientation Programme for Primary School Teachers Special Orientation Programme for Primary School Teachers (SOPT) was launched in the year 1993-94 to improve the quality of primary/elementary education as part of the strategy to achieve UEE. The main focus of this programme is implementing the MLLs identified for the primary stage, training in the use of



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Operation Blackboard materials provided to primary school teachers, and encouraging teachers to adopt a child - centered approach to teaching. It envisages covering 0.45 million teachers every year. During the past few years, these two schemes of mass orientation have covered more than 2 million teachers. Like PMOST, this programme, too, is strengthened by media support. Films on various themes covering the course design are shown to teachers during training programmes. District Institutes of Education and Training (DIETs) Teachers education programmes are being revamped by the establishment of DIETs. These institutes give training and resource support to primary school teachers. Existing institutes are upgraded by provision of appropriately qualified staff to ensure professionalism. They are also being provided infrastructure support in terms of buildings and equipment. Wherever there is need, new institutes are being set up too. INTEL The Intel (R) Teach In-service Programme offers K-12 classroom teachers a curriculum designed specifically for their needs. Teachers learn how, when, and where to incorporate technology tools and resources into their teaching. They also learn how to create assessment tools and align lesson plans with provincial learning outcomes. The goal is to prepare today’s teachers and students for tomorrow’s demands. Under the programme, training has been conducted for teachers from schools of Central Board of Secondary Education (CBSE), Indian Certificate of School Examination (ICSE), State Education Boards and Project and Support Organizations under the administrative control of Union Department of Education. Intel Teach programme provides both face-to-face and online instruction to help teachers to integrate technology into their classrooms. The Intel Teach training programme emphasise on the effective use of technology in the classroom, research, communications, productivity, strategies and working in teams to solve problems. Teachers learn how, when and where to incorporate technology into their lesson plans, with a focus on developing students’ higher-order thinking skills. They experience new approaches to create assessment tools and align Lessons with educational learning goals and state syllabus outcomes. Teachers are provided with all the necessary curriculum materials. IGNOU Institute of Professional Competency - Advancement of Teachers (IIPCAT, 2009) The vision of IIPCAT encompasses improvement in the quality of education by continuously striving for competency advancement of teachers of different disciplines at all stages of education, that is, pre-school, primary, upper primary, secondary, senior secondary, and tertiary stages of education. It shall Endeavour to develop itself as an effective vehicle to transform the modality of curriculum transaction in educational institutions so as to improve the quality of education in particular and of human life in general. The mission of the IIPCAT shall include competency



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advancement of teachers of all levels and in all aspects of teachers functions and responsibilities. To accomplish this mission, the IIPCAT shall use multiple strategies, such as, organization of in-service education, preparation of quality reference material, making arrangements for practical training. There is hope that as a result of the interventions of the IPCAT, the teachers will relatively be more enlightened, professionally competent and socially responsive. Limitations of Current In-services Programmes Research points to training activities not resulting in improvement in teachers’ instructional behaviors too, reported that information imparted to teachers is insufficiently related to the specific needs and concerns of the participants. They tend to offer theory which is unrelated to practice. In consequence, they are ineffective in influencing teacher performance and school improvements. It can be effective only if it is based on the entry level capabilities of teachers. A look into the effectiveness of contemporary staff development literature reveals that teachers learn little from traditional in-service training workshops (Smylie, Mark and Miretzky, Debra (Eds), (2004).

Participants have to be persuaded to take part in summer institutes, as motivation to attend such programmes is low.

There is no follow-up programme to keep alive the knowledge and skills assimilated in the in-service programmes.

Inadequate planning by the coordinators leads to a colossal waste of time for all concerned.

Shortage of books leads to teacher having nothing to take back to their schools, where they could use what they have learned.

The examination-ridden system leaves teachers with scarcely any time to practice what they learn at the summer institutes.

There is dichotomy between what is taught at the summer institutes and other programmes conducted by the NCERT. Training programmes conducted by ill-equipped and in-experienced resource persons lead to waste of resources - both human and material. Therefore, only experience and well-equipped teachers should be selected as resource persons.

Sometimes teachers are asked through mobile phone a day before the commencement of the training programme to participate. In such a situation, teachers come to the training programme unprepared to gain experiences from training situation. They need to be informed well in advance about their participation in the training programme.

Training programmes spoil many school working days and students learning hours. Therefore, there is an urgent need to review the duration of training with a view to reducing it suitably.

In-service education and training is important. But too much of anything does not provide the desired dividends. Like this, too much of training does not result in improvement in teachers’ classroom processes.

Training sessions should be participatory and interactive; Resource persons should use transactional approaches which produce conducive environment in the



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training session for learning processes. Training approaches presently being used by facilitators are not appropriate.

Training under SSA is not useful to highly experienced teachers as they know how to teach.

Progress of Teacher Training under the Sarva Shikha Abhiyan The Sarva Shikha Abhiyan(SSA) aims to provide quality education to all children in the 6 to 14 age group across the nation. SSA has several features that seek to improve the quality of elementary education. These essentially pertain to (a) ensuring basic provisioning to enable improvement in the quality of classroom transactions (b) large scale capacity building of States, for undertaking and evaluating interventions for quality enhancement and (c) focus on assessment of learning outcomes and their improvement, as key indicators of the quality of learning. The programme places great emphasis on building the capacity of teachers for teaching, through regular training programmes. The Scheme provides for regular annual in-service training for up to 20 days per teacher. The SSA framework was amended to give more emphasis to practical classroom related teacher training by providing for a maximum of 10 days institutional training at BRCs level, and another 10 days specifically at cluster/school level in order to ensure follow-up, peer learning and experience practical classroom truncations. SSA also provides for 30 day induction training for newly recruited trained teachers to orient them to their roles and responsibilities, the expectation of the SSA programme and specific state/district priorities in quality education. 60 day training is also provided for teachers that have not received pre service training in order to provide customized distance mode programmes for such teachers to acquire progressive qualifications in service mode. All trainings funded from SSA cover several pedagogical issues, including content and methodology, improving teaching learning transactions at class room level. States have started exploring several innovative means of imparting these trainings, including use of distance, self-learning mode and use of educational technology. Teacher training under SSA emphasizes child-centered pedagogy and activity based teaching learning. NCERT has prepared fresh guidelines for in service teacher training under SSA in January 2007 that has been shared with all Sates. Norms for teacher training are as follows:

Provision of up to 10 days in-service training for all teachers each year, at BRC level and above, @ 100 per teacher per day.

Up to 10 monthly cluster level meetings and peer group training sessions, for all teachers each year @ 50 per teacher per day at CRC level.

@ 100 per day for 30 days induction training of newly recruited teachers.

@ 100 per day for 60 days for on the job, untrained teachers to acquire professional qualifications through in-service/distance programmes.

Training of BRC & CRC co-ordinators & resource persons for up to 10 days each year @ 100 per person per day.



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These ceilings of unit cost should not be allowed automatically as a default costing norm. Actual unit costs would need to be budgeted. The number of days of trainings would be based on the State norms for training as approved by the State SSA’s executive Committee.

Assessment of capacities for effective training during appraisal will determine extent of coverage.

Support for SCERT/DIET under existing Teacher Education Scheme. Progress of annual in-service teacher training

Session Physical Target Achievement % of achievement

2004-05 3466268 200318 58%

2005-06 3053285 2347017 77%

2006-07 3405615 2952395 87%

2007-08 3573735 2588970 72%

2008-09 4069694 3161105 78%

Source: PMIS, MHRD Salient features of the guidelines for annual in-service training under SSA (Developed by National Council for Educational Research & Training): These guidelines in the name of “The Reflective Teacher” have been developed by NCERT in 2006, through the first edition has been printed in January 2007. The key features are

It takes into account the `Constructivist’ approach, as advocated in NCF 2005. This means that the teacher should act as a `facilitator’, and should work towards creating a variety of learning experiences in and out of the classroom that enable children to construct knowledge from activities and experiences in day to day life. The teacher is not to be a `transmitter’ of knowledge to passive recipients (the children).

This approach requires teachers to be reflective, that is they need to become ‘mindful enquirers’ into their own experiences, to guide children meaningfully.

The guidelines advocate a `spilt up’ model of in service training, in which 6-8 days training is provided at the BRC/DIET level and 2 days training through actual observation of classroom situations. Thereafter, teachers are expected to return to their school setting for 2-3 months, to try out the recommended methodologies and ideas. At the end of the training programme, they once again return to the BRC/DIET for 2 days to share their experience and reflect on the new ideas before they complete the training.

The guidelines recommend a formal training duration of 10 days, as evident from above.

In keeping with NCF 2005, the guidelines recommend training of teachers in areas such as art and heritage crafts health and physical education, work education and education for peace, besides training in basic subjects like language, EVS and Mathematics.

The guidelines stress identification of training needs and development of appropriate training modules through BRGs/DEGs/SRGs. It is also recommended



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that the training design should emphasize local contextuality and specificities in the teaching learning situation.

A list of suggested readings, educational audio and video programmes for teachers have also been provided in the guidelines. States have reported a variety of follow-up mechanisms to monitor the impact of the training programs, including:

School visits and interaction with teachers

Classroom observations.

Pre-test and post-test during training programme, evaluation sheets to test content knowledge and aptitude

Orientation of school principals for conducting follow-up

Peer-sharing during monthly cluster level meeting

Monitoring through Quality Monitoring Tools and ADEPTS

Exposure of child’s learning through Community Participation

Baseline and Terminal Assessment of LEP

Feedback forms during training

Video conferencing

Conducting Impact Studies.

Basic Features of Sarva Shiksha Abhiyan Sarva Shiksha Abhiyan is an effort to universalise elementary education by community-ownership of the school system. It is a response to the demand for quality basic education all over the country. The SSA programme is also an attempt to provide an opportunity for improving human capabilities to all children, through provision of community-owned quality education in a mission mode.

A programme with a clear time frame for universal elementary education.

A response to the demand for quality basic education all over the country.

An opportunity for promoting social justice through basic education.

An effort at effectively involving the Panchayat Raj Institutions, School Management Committees, Village and Urban Slum level Education Committees, Parent-Teacher Associations, Mother-Teacher Associations, Tribal Autonomous Councils and other grass root level structures in the management of elementary schools.

An expression of political will for universal elementary education across the country.

A partnership between the Central, State and the local government.

An opportunity for States to develop their own vision of elementary education.

Objectives of Sarva Shiksha Abhiyan

All children in school, Education Guarantee Centre, Alternate School, Back-to-School' camp by 2003;

All children complete five years of primary schooling by 2007;

All children complete eight years of elementary schooling by 2010;

Focus on elementary education of satisfactory quality with emphasis on education for life;



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Bridge all gender and social category gaps at primary stage by 2007 and at elementary education level by 2010;

Universal retention by 2010. Sarva Shiksha Abhiyan as a Framework and as a Programme: Sarva Shiksha Abhiyan (SSA) has two aspects

It provides a wide convergent framework for implementation of Elementary Education schemes;

It is also a programme with budget provision for strengthening vital areas to achieve universalisation of elementary education. While all investments in the elementary education sector from the State and the Central Plans will reflect as part of the SSA framework, they will all merge into the SSA programme within the next few years. As a programme, it reflects the additional resource provision for UEE.

Broad Strategies of SSA Programme

Institutional Reforms: As part of the SSA, the central and the State governments will undertake reforms in order to improve efficiency of the delivery system. The states will have to make an objective assessment of their prevalent education system including educational administration, achievement levels in schools, financial issues, decentralisation and community ownership, review of State Education Act, rationalization of teacher deployment and recruitment of teachers, monitoring and evaluation, status of education of girls, SC/ST and disadvantaged groups, policy regarding private schools and ECCE. Many States have already carried out several changes to improve the delivery system for elementary education.

Sustainable Financing: The Sarva Shiksha Abhiyan is based on the premise that financing of elementary education interventions has to be sustainable. This calls for a long -term perspective on financial partnership between the Central and the State governments.

Community Ownership: The programme calls for community ownership of school-based interventions through effective decentralisation. This will be augmented by involvement of women's groups, VEC members and members of Panchayati Raj institutions.

Institutional Capacity Building: The SSA conceives a major capacity building role for national, state and district level institutions like NUEPA / NCERT / NCTE / SCERT / SIEMAT / DIET.

Improvement in quality requires a sustainable support system of resource persons and institutions.

Improving Mainstream Educational Administration: It calls for improvement of mainstream educational administration by institutional development, infusion of new approaches and by adoption of cost effective and efficient methods.

Community Based Monitoring with Full Transparency: The Programme will have community based monitoring system. The Educational Management Information System will correlate school level data with community-based information from micro planning and surveys. Besides this, every school will be encouraged to share



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all information with the community, including grants received. A notice board would be put up in every school for this purpose.

Habitation as a Unit of Planning: The SSA works on a community based approach to planning with habitation as a unit of planning. Habitation plans will be the basis for formulating district plans.

Accountability to Community: SSA envisages cooperation between teachers, parents and PRIs, as well as accountability and transparency to the community.

Priority to Education of Girls: Education of girls, especially those belonging to the scheduled castes and scheduled tribes and minorities, will be one of the principal concerns in Sarva Shiksha Abhiyan.

Focus on Special Groups: There will be a focus on the inclusion and participation of children from SC/ST, minority groups, urban, deprived children disadvantaged groups and the children with special needs, in the educational process.

Pre-Project Phase: SSA will commence throughout the country with a well-planned pre-project phase that provides for a large number of interventions for capacity development to improve the delivery and monitoring system. These include provision for household surveys, community-based microplanning and school mapping, training of community leaders, school level activities, support for setting up information system, office equipment, diagnostic studies, etc.,

Thrust on Quality: SSA lays a special thrust on making education at the elementary level useful and relevant for children by improving the curriculum, child-centered activities and effective teaching learning strategies.

Role of teachers: SSA recognizes the critical and central role of teachers and advocates a focus on their development needs. Setting up of Block Resource Centres/Cluster Resource Centres, recruitment of qualified teachers, opportunities for teacher development through participation in curriculum-related material development, focus on classroom process and exposure visits for teachers are all designed to develop the human resource among teachers.

District Elementary Education Plans: As per the SSA framework, each district will prepare a District Elementary Education Plan reflecting all the investments being made and required in the elementary education sector, with a holistic and convergent approach. There will be a Perspective Plan that will give a framework of activities over a longer time frame to achieve UEE. There will also be an Annual Work Plan and Budget that will list the prioritized activities to be carried out in that year. The Perspective Plan will also be a dynamic document subject to constant improvement in the course of Programme Implementation. Norms for interventions under SSA Teacher.

One teacher for every 40 children in Primary and upper primary;

At least two teachers in a Primary school;

One teacher for every class in the upper primary. School / Alternative schooling facility

Within one Kilometer of every habitation;

Provision for opening of new schools as per State norms or for setting up EGS like schools in unserved habitations.



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Upper Primary schools/ Sector

As per requirement based on the number of children completing primary education, up to a ceiling of one upper primary school/section for every two primary schools.

Classrooms

A room for every teacher in Primary & upper Primary, with the provision that there would be two class rooms with verandah to every Primary school with at least two teachers;

A room for Head-Master in upper Primary school/section.

Free textbooks

To all girls/SC/ST children at primary & upper primary level within an upper ceiling of 150/- per child.

State to continue to fund free textbooks being currently provided from the State Plans.

Civil works

Ceiling of 33% of SSA programme funds.

For improvement of school facilities, BRC/CRC construction.

CRCs could also be used as an additional room.

No expenditure to be incurred on construction of office buildings.

Districts to prepare infrastructure Plans.

Maintenance and repair of school buildings

Only through school management committees/VECs.

Upto 5000 per year as per specific proposal by the school committee.

Must involve elements of community contribution.

Upgradation of EGS to regular school / setting up of new Primary school as per State norm

Provision for TLE @ 10,000/- per school.;

TLE as per local context and need.

Involvement of teachers and parents necessary in TLE selection and procurement.

VEC/school-village level appropriate body to decide on best mode of procurement.

Requirement of successful running of EGS centre for two years before it is considered for upgradation.

Provision for teacher & classrooms.

TLE for upper-primary

@ 50,000 per school for uncovered schools.

As per local specific requirement to be determined by the teachers/school committee.



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School committee to decide on best mode of procurement, in consultation with teachers.

School Committee may recommend district level procurement if there are advantages of scale.

Schools grant

2000/- per year per primary/upper primary school for replacement of non functional school equipment.

Transparency in utilisation.

To be spent only by VEC/SMC.

Teacher grant

500 per teacher per year in primary and upper primary.

Transparency in utilisation.

Teacher training

Provision of 20 days In-service course for all teachers each year, 60 days refresher course for untrained teachers already employed as teachers, and 30 days orientation for freshly trained recruits @ 70/- per day.

Unit cost is indicative; would be lower in non residential training programmes.

Includes all training cost.

Assessment of capacities for effective training during appraisal will determine extent of coverage.

Support for SCERT/DIET under existing Teacher Education Scheme. State Institute of Educational Management and Training (SIEMAT).

One time assistance up to 3 crore.

States have to agree to sustain.

Selection criteria for faculty to be rigorous. Training of community leaders

For a maximum of 8 persons in a village for 2 days in a year - preferably women.

@ 30/- per day. Provision for disabled children

Up to 1200/- per child for integration of disabled children in inclusive education programme, as per specific proposal, per year.

District Plan for children with special needs will be formulated within the 1200 per child norm.

Involvement of resource institutions to be encouraged. Research, Evaluation, supervision and monitoring

Up to 1500 per school per year.

Partnership with research and resource institutions, pool of resource teams with State specific focus.

Priority to development of capacities for appraisal and supervision through resource/research institutions and on an effective EMIS.

Provision for regular school mapping/micro planning for updating of household data.



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By creating pool of resource persons, providing travel grant and honorarium for monitoring, generation of community-based data, research studies, cost of assessment and appraisal terms & their field activities, classroom observation by resource persons.

Funds to be spent at national, state, district, sub district, school level out of the overall per school allocation.

100 per school per year to be spent at national level.

Expenditure at State/district/BRC/CRC/ School level to be decided by State/UT, This would include expenditure on appraisal, supervision, MIS, classroom observation, etc. Support to SCERT over and above the provision under the Teacher Education scheme may also be provided.

Involvement of resource institutions willing to undertake state specific responsibilities.

Management Cost

Not to exceed 6% of the budget of a district plan.

To include expenditure on office expenses, hiring of experts at various levels after assessment of existing manpower, POL, etc.

Priority to experts in MIS, community planning processes, civil works, gender, etc. depending on capacity available in a particular district.

Management costs should be used to develop effective teams at State/District/Block/Cluster levels.

Identification of personnel for BRC/CRC should be a priority in the pre-project phase itself so that a team is available for the intensive process based planning. Innovative activity for girls' education, early childhood care & education, interventions for children belonging to SC/ST community, computer education especially for upper primary level.

Up to 15 lakh for each innovative project and 50 lakh for a district per year will apply for SSA.

ECCE and girls education interventions to have unit costs already approved under other existing schemes.

Block Resource Centres/ Cluster Resource Centres

BRC/CRC to be located in school campus as far as possible.

6 lakh ceiling for BRC building construction wherever required.

2 lakh for CRC construction wherever required - should be used as an additional classroom in schools.

Total cost of non-school (BRC and CRC) construction in any district should not exceed 5% of the overall projected expenditure under the programme in any year.

Deployment of up to 20 teacher in a block with more than 100 schools; 10 teachers in smaller Blocks in BRCs/CRCs.

Provision of furniture, etc. @ 1 lakh for a BRC and 10,000 for a CRC.

Contingency grant of 12,500 for a BRC and 2500 for a CRC, per year.



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Identification of BRC/CRC personnel after intensive selection process in the preparatory phase itself.

Interventions for out of school children

As per norms already approved under Education Guarantee Scheme & Alternative and Innovative Education, providing for the following kind of interventions.

Setting up Education Guarantee Centres in unserved habitations.

Setting up other alternative schooling models.

Bridge Courses, remedial courses, Back-to-School Camps with a focus on mainstreaming out of school children into regular schools.

Preparatory activities for microplanning, household surveys and studies, community mobilization, school-based activities, office equipment, training and orientation at all levels, etc.

As per specific proposal of a district, duly recommended by the State. Urban areas, within a district or metropolitan cities may be treated as a separate unit for planning as required.

Universalisation of Elementary Education The Sarva Shiksha Abhiyan articulated the following specific goals for realizing the objectives of NPE and the Fundamental Right for free and compulsory education:

All 6-14 age children in schools/EGS by 2005.

Bridge all gender & social category gaps at primary stage by 2007.

Bridge all gender & social category gaps at primary stage by 2007 & upper primary by 2010.

Universal retention by 2010.

Focus on elementary education of satisfactory quality. Universal Retention by 2010

As presented earlier dropout rates are declining, though they are still very high. The dropout rate as per SES is “gross dropout rate”. NUPEA has calculated “average dropout rate” based on average repetition rates and average promotion rates of classes 1 to V based on common schools for two successive years 2003-04 and 2004-05. Based on this methodology the average primary dropout rate was 10.64% in 2003-04. DISE data is not consistent across years and therefore calculation of flow rates is fraught with risk. Several States are also conducting sample or 100% “true cohort” studies following a cohort for 5 years. Thus there are serious methodological and conceptual issues around the calculation of dropout rates. The Department has proposed a national sample study on dropout rates to arrive at better estimates comparable across States. The low completion rate results in a reduced number of children at the upper primary stage. One of the outcome indicators for reporting of SSA progress in the outcome budget is reduction of dropout rates by 5 percentage points each year. It is expected that the dropout rates of children for the elementary cycle would be reduced from 50-39% in 2004-05 to less than 20% by 2011-12, during the 11th plan period, even in a conservative scenario.



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Pattern of teacher training in India The pattern of education in India shows that students can opt to become teachers with a B.Ed. after a graduate degree which they can acquire through regular courses or through distance learning programmes. For admission, it is mandatory that they fulfill the 10+2+3 requirement. However, they can after 10+2 years of schooling opt to do a primary teacher training programme which will give them a diploma in teaching. This course is of two-years duration. This is conducted by DIET and self-financing institutes of education. The diploma is awarded by the respective state governments. The different ways of getting a B.Ed. degree, One can follow the regular stream and after graduation.

Enroll for a B.Ed in a training college, or

Do a distance education/correspondence/open university course.

Teacher trainees are the stakeholders:

Teacher trainees - who aspire to be teachers

Teacher educators - who are motivated, interested in student development and are through professionals.

Provider - Colleges of education, institutes or universities

Society - community at large - local, national and global.

Funders - students, universities, other philanthropists, industries, schools and colleges.

Employers - schools, colleges, industries, district and local governments.

Awarding bodies - universities, NCTE which grants recognition, and NAAC which accredits and assesses the output.

Stakeholders in Teacher Education Stakeholders are “individuals or entities who stand to gain or lose from the success or failure of a system or an organization”. Gross and Godwin (2005) identify education’s stakeholders as parents, students, alumni, administrators, employers and communities. In our Indian set-up, we could include religious groups, youth services such as NSS and NCC community organizations such as Rotaract club, senior citizens as we have a culture of respect for elders, government agencies, NGOs, and so on. Most of the stakeholders agree that teacher education needs to change to meet the needs of digital age learners and the challenges of a rapidly changing knowledge and technology, based global society. But diverse policy contexts and a lack of shared vision pose barriers to collaborative action among the stakeholders to effect changes. Although there are isolated islands of innovation and excellence in educator professional development, concerted and coordinated action by all stakeholder groups is needed to take them to scale. Productive partnerships have drawn together previously disparate groups which recognize that - the `shared interest’ is in the name of the learners in the schools - the key stakeholders-whose lives will change if exposed to a well-structured and



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meaningful curriculum in a humane and socially balanced environment. The partnerships evolving between schools, teacher educators, employers and society are ones that are moving beyond consultation and advice towards genuine reciprocity. According to Ground water-smith et.al (2001), reciprocity between the partners is obtained in the following cases:

A recognition of interdependence and the unique contribution the various partners bring to the relationship.

Constructive and imaginative problem solving;

A will to work for improvement;

A working relationship which permits risk taking;

Tolerance to ambiguity and dilemmas;

Joint responsibility for the planning, implementation and evaluation of outcomes;

Joint benefits of a commensurable kind;

Organizational structures which facilitate the enactment of decisions;

Well-managed communication.

For teacher educators, forging such partnerships has given many benefits to their institutions. There is increased relevant and up-to-date knowledge of stakeholders’ agendas in relation to education, knowledge that can be translated into appropriate responses and actions in teacher education programmes. Stakeholders and Responsibilities The stakeholders who need to be involved in decisions about the profession of teacher educator include: government/educational authorities, perspectives of teacher trainees, employers of teacher educators, teacher educators themselves, employers of teachers, teachers, professional associations of teacher educators, external quality agencies, unions, university administrators, school boards and legislators. Expectations of Key Stakeholders The expectations of key stakeholders are listed below.

Society wants to educate children in order to ensure that its various economical and cultural institutions are perpetuated and expanded. Its aim is to mould students into the next generations of producers and consumers.

Government wants to educate children to ensure a stable, productive and powerful nation in keeping with national goals.

Religious groups want to educate children in order to bring them in line with their cultural norms.

Parents want their children to have education, so that they are equipped with skills that will allow them to leave home and flourish and do them credit.

Students expect to be educated, so that they have plenty of choices in ways in which to comfortably realize the autonomy they so envied in their parents.

Some essential features of Teacher Education in the 21st Century Many assert that the existing system of educator preparation is not equipping teachers with the skills needed to enable their students to be successful in the 21st



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century. Teacher candidates continue to be impressed in antiquated preparation programmes that equip them to deliver primarily traditional stand-alone, text-based instruction in traditional classrooms. If schools of education and alternative education systems continue to prepare teachers for only traditional teaching, the future is already over. By focusing only on teacher preparation, the nation risks losing sight of the fact that schools also must change to keep pace with globalization. The necessary skills in 21st century teacher trainee should have on leaving the portals of the teacher education institution. These are dependent on the following systems:

Learning environments;

Professional development;

Curriculum and instruction;

Standards and assessments;

The essential features of teacher education in the 21st century are listed below:

In many ways, teacher educators are working with one foot in the future and the other in the past. Their graduates will serve the most digitally confidence, socially networked generation in history.

Today’s youth have a clear vision of what the 21st century education should provide. They participate in online communities with a wealth of learning resources that extend far beyond the bounds of their schools and well beyond the limits of a single teacher’s knowledge and skill.

Teachers of the future will pursue careers in a globally integrated knowledge economy that rewards teamwork, continuous learning and constant innovation.

Higher benchmarks for traditional teaching have to be set to meet the needs of digital age learners.

Schools of education must go beyond the present paradigm of teacher preparation. They must take on the exciting challenge of developing 21st century educators for 21st century schools. The time is right to reinvent teacher education.

1.3 Statement of the problem The challenges faced by the mushrooming teacher education institutions pose questions for both the school systems and the state governments. On the one hand, the school system has to deal with poor teacher quality and increasing student and societal expectations, on the other, state and national governments have to make arrangements to provide the teacher education system with an environment encouraging innovation and meeting the needs of the school. Therefore, the in-service training programmes for teachers in education system have great impact on the outcome of development of teacher skills and the purposes of learning, thus, affecting how they structure educational institutions, define learning, and understand the nature of the students. These can be appear to be mutually exclusive. Teacher education is a complex system. Many contributors are involved, including state legislatures, state certification, boards, national and regional accreditation associations, educational professional associations, teacher unions, teacher education institutions, schools, and the federal government. Hence, the



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present study is focused on the impact of In-service Teacher Training Programme under Sarva Shiksha Abhiyan in Classroom Interaction. 1.4 Title of the Study On the basis of above discussion the present study has entitled - “Impact of In-Service Teacher Training Programme under Sarva Shiksha Abhiyan in classroom Interaction” - A study in Visakhapatnam. 1.5 Need for the Study The goal of the teacher education programme is to develop highly qualified teachers who are as knowledgeable, effective leaders, will be innovative, action-oriented role models in classrooms, schools, districts and communities throughout the country. The teacher education programme should be at the forefront in preparing competent, self-confident leaders who are committed to educating children in rural and urban multicultural and international communities. Teacher trainees should be inspired to be motivated change agents, advocates for all children, creative energetic and risk takers to touch the future through teaching. School is a formal organization within which Principal, Supervisors, Teachers, Pupils and others co-operate to carry out various activities so as to achieve the organizational goals of educating the young children. For the good teacher, every facet of knowledge, skills, personality and interests is of potential value. In-service training includes everything that happens to a teacher from the day of appointment to the retirement contributes, directly or indirectly in way which he/she executes his/her professional duties. It suggests memories for inadequacies of existing teacher having programmes, provides opportunities for updating the knowledge of developments in science, technology and application, helps to acquire compared understanding of applicable pedagogical techniques and gives an opportunity to practice new teaching technique. Therefore, the investigator thought that in-service teacher training programme under Sarva Shiksha Abhiyan is responsible and enhance the academic achievement in classroom interaction. 1.6 Rationale of In-Service Training In-service teacher training may be understood as professional development, or sometimes as part of wider professional development or growth. The career development is understood as growth through natural promotion, from one stage of teacher’s professional career to another. The notion of the experiential growth is usually anchored in a succession of a few clearly delimited stages. This category is directly related to the professional and personal maturing of the teacher. In -service teacher training is usually defined as the provision of organized programmes for practicing teachers, meant to help them as one of the possible systematic steps to support their development. These systematic steps, or planned situations, offers, possibilities and events supporting teachers’ professional development have been becoming more and more varied in the last two decades. New information technologies, modern learning theories, a much better mobility of teachers, and many more factors, is what makes for a variety of in-service teacher training programmes



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expanding study of texts and other documents in the Internet, e-learning discussion forums, international visits, student exchange programmes and mainly in-school activities, such as action researches, project work, supervision, visits, team teaching, discussion groups, and so on. Peretti et al (1998) includes the following options of in-services training into the “plan of education”.

Visits to colleagues’ classes;

Education through meetings with colleagues from other schools;

Exchange of experience, excursions, and joint events;

Internal formation at school, organized for teacher teams by external instructors;

Team formation at school through work on specifically school-targeted projects or studies;

Self-study;

Individual or team formation of school, in line with external offers (Seminars, courses, Visits);

Internal formation at school, organized by the staff;

Open formation at school for groups of teachers, parents, and pupils (e.g. on perspectives, professional orientation, work methods, etc.).

So, besides their own study, teachers can participate in events organized outside their schools or within. The options of in-service teacher training have a lot of internal forms, differing in how thoroughly organized or how much formal they are. A lot of attention is devoted to activities arranged by external subjects. 1.7 Objectives of the Study The main objective of this study is to investigate the impact of in-service teacher training programme under SSA in classroom interaction. Therefore, this study focused on the following objectives: 1. To study the perceptions of trainees about in-service training programme under

SSA. 2. To measure the achievement levels of upper primary teachers under in-service

training programme under SSA. 3. To analyse the knowledge of upper primary teachers in social study subject. 4. To observe and analyse the changes in classroom situation after implementation

of inputs provided to trainees during the training programme under SSA.

1.8 Hypothesis of the study In order to investigate the research questions cited in Chapter 4 of the study, the following hypothesis were formulated. They are presented in the form of null hypotheses below. 1. In-service teacher training programmes can be helpful in increasing the teachers’

effectiveness in classroom particularly in terms of the teachers’ performance. 2. Teacher training programme under SSA can be made more result oriented in

making them useful and need based which could change the approach and personality of the teachers.



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1.9 Limitations of the study This study is limited to the in-service training teachers working in secondary schools of Visakhapatnam Districts. It is limited to social study teachers works both in rural and urban areas. The opinions obtained from the teachers to study only to find out the impact of in-service teacher training programme under Sarva Shiksha Abhiyan in classroom interaction. 1.10 Recommendations for pre-service programmes for teacher education

Name of Committee/ Board/commission

Year Major recommendations regarding teacher education

Hartog Committee 1929 Primary teacher training Lengthening the duration of training courses Provision of adequate staff for training institutions.

Central Advisory Board of Education

1943

Duration of training programmes for teachers Two years for pre-primary and junior basic Three years for middle school Two years for non-graduates in high schools One year for graduates in high school

Sargent committee 1944 Need to strengthen practice teaching

Memorandum on the further action taken by the Provincial Governments on the Post-War Educational Development Report

1946-47 Emergency secondary grade training course of one year to bridge the gap between supply and demand

First Five Year Plan 1950s Paradigm shift of teacher education as a process of total development of the individual personality

Second Conference of All India Training Colleges

1951 Realization that teacher education had a broader canvas than envisaged Need for redesigning curricula

Secondary Education Commission Report

1953

Professionalism in teacher education Reorientation of syllabus and evaluation techniques Need to integrate subject content and transactional strategies

University Grants Commission report of the Review Committee on Education

1960s

Shift in stress from secondary to primary teacher education No untrained teacher to be recruited Setting up of correspondence courses for B.Ed. at Regional Colleges of Education. (1964-65)

Education Commission Report

1964-66

For those who have passed the school leaving certificate or higher secondary leaving certificate, the period of training is to be two years. For graduates, the training to be one academic year Training colleges to conduct research in pedagogy. Only trained graduates with three years experience to be admitted to M.Ed. courses



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NCERT 1975 Publication of curriculum framework for school education

NCERT 1978 Publication of curriculum framework for teacher education Chattopadhyaya 1983-85 The minimum length of training for a secondary

committee

teacher should be five years following the completion of Class XII Reiterated the need to enable general and professional education to be pursued concurrently Need for an integrated four-year programme…

National Policy on Education

1986 Reiterate that teacher education is a continuous process and pre-service and in service components are inspirable

The Acharya Ramamurti Committee - Review of the NPE 1986

1990

Need for an internship model as it is based on the primary value of actual field experience in a realistic situation, on the development of teaching skills by practice over a period of time.

The Yashpal Committee Report Learning without Burden

1993

The content of the programme should be restructured to ensure its relevance to the changing needs of school education. The emphasis should be on enabling the trainees to acquire the ability for self-learning and independent thinking.

NCTE 1995 Approved norms and standards for teacher training institutions at the preschool, elementary and secondary level.

NCFTE 2009-10 Guidelines for all aspects of teacher education with the focus on preparing humane teachers.

1.11 Organization of the Study The study is divided into five chapters namely introduction, review of related literature, methodology, analysis and interpretation, findings and conclusions. The first chapter introduction consists of the brief information regarding various parameters in the study. Statement of the problems, title of the study, need for the study, objective of the study, hypotheses of the study, scope and limitations of the study and organizations of the study. The second chapter review of related literature consists of the various studies which are related to this topic. These reviews were collected by the investigator from various journals and through internet. The reviews were categorized into two different sessions like Studies in India and Studies in abroad. The third chapter methodology is related to the area of study, the population and sample of the study and the method of study sampling technique, the research for used, various statistical techniques used in the analysis of the data and the strategy of scoring the data.



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The fourth chapter analysis and interpretation deals with the data collected. Tabulation of data and the interpretation of the various statistical results. The fifth chapter findings and conclusions furnishes the results obtained by the various interpretation. Interpretations are given according to the hypothesis mentioned. Implications of study here provided. Suggestions for the further study are also given in this chapter. At the end appendix the total used for the study is provided. In bibliography various reports and journals that were used for the reference are mentioned separately.



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CHAPTER - II

REVIEW OF RELATED LITERATURE

2.1. Introduction The purpose of this literature review was to convey to the reader what knowledge and ideas have been established on a topic and what are the strengths and weaknesses. The literature review allowed the reader to be brought up to data regarding the state of research in the field and familiarizes the reader with any contrasting perspectives and viewpoints on the topic. The survey of related literature is an integral part of any research study and time spent in such an endeavor results in careful planning and meticulous execution of the research. The review of literature enables the researcher to perceive the gap, avoid the duplication of work, scrutinize the methodology already used, co-ordinate the study with others, get the right direction, view the problem from as many angles as possible and prepare the framework. For the present research, the investigator had made extensive review of research reports, articles of the journals, dissertations and theses, and survey documents. The investigator has consolidated those reviews related to the present investigation in this chapter. Studies done related to In-service Teacher in Education both in India and abroad were reported as follows: 2.2 Purpose of Review The review of related literature is an important step in research. Often the insights gained through the review save the research worker as much time in conducting his project as the review itself required. Although the general purpose of the review is to help the researcher to develop a through understanding and insight into previous work and the trends that have emerged. Borg and Gall (1983) mentioned that the review can also help in researching a number of important specific goals namely, delimiting the research problem, seeking new approaches, avoiding sterile approaches, insights into methods and sampling. Review of related literature is a crucial step, which invariably minimizes the risk of dead ends, rejected topics, rejected studies, wasted effort, and trial and error activity oriented towards approaches already discarded by previous investigators. Practically all human knowledge can be found in books and libraries. Unlike other animals that must start a new with each generation man builds upon the accumulated and recorded knowledge of the past. (Best 1999) According to Mouley (1984), review of literature also provides comparatives data on the basis of which evaluate and interpret the significance of one's findings. In addition it contributes to the scholarship of the investigator. Having understood the importance of review of related literature a systematic procedure was followed by the investigator in reviewing the related literature for the present study. The investigator listed key works related to the topic and used preliminary sources such as research in education, current index to journals in



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education, psychological abstracts and educational index to locate sources of information. After locating the sources the investigator carefully included in this chapter the various literature and research studies related to the present study. 2.3 Importance of Review of Related Studies Aggarwal (1975) has listed eleven important reasons for which review of related studies should be made.

The review of literature is the basis of most of the research projects in the physical sciences, natural sciences and humanities.

A review of related literature given the scholar an understanding of the precious work that has been done.

The results of the review actually provide the date used in the research.

It enables the researcher to know the means of getting to the frontier in the field of our problem. Until we have learnt what others have done and what still remains to be done in our area, we cannot develop a research design that will contribute to furthering knowledge in our field.

A review of literature would develop the insight of the investigator. The information thus, gained will save the researcher's much time.

The importance of the review is quite obvious in delimiting the research problem and in defining it better.

The review of literature will give the student the insight he/she needs to convert his/her tentative research problem to a specific and concise one.

A review of literature can help the research worker in making him alert to research possibilities that have been overlooked.

In the process of reviewing the literature the student is on the alert for finding out research approaches in his area that have proved to be sterile.

The review of literature provides with an opportunity of gaining insight into the methods, measures; subjects and approaches employed by other research workers, this in turn will lead to significant improvement of research design.

A Careful consideration of the chapter entitled 'Recommendations for further research' in various research studies guides us regarding the suitability of a problem and in assisting the researcher delimiting the research problems.

In the words of Brog (1965), "The literature in any field forms the foundation upon which all future work will be built". The author further observes that of we fail to build this foundation of knowledge provided by the review of literature, our work is likely to be shallow and native, and will often be duplicate work that has already been done better by someone else. Good had said, "The keys to the vast storehouse of published literature may open doors to sources of significant problems and explanatory hypotheses, and provide helpful orientation for definition of the problem, background for selection of procedure, and comparative data of interpretation of results. In order to be truly creative and original, one must read extensively and critically as stimulus to think". This chapter contains the review of related literature, was broadly categorized into two categories. Each category consists of Indian and foreign studies.



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2.4 Studies in India All India Sample Survey for estimation of Dropout Rates (2009). The study aims at providing estimates of grade-wise repetition and dropout rates, cohort dropout rate, completion rate as well as transition rate from primary to upper primary based on the data of 2006-07 and 2007-08. This study was also expected to provide information on other indicators such as rates of transfer between schools and mainstreaming of children from Alternative and Innovative Education Centres to Schools. The study was conducted in all the 21 major states of the country. The study was commissioned to Development and Research Services. The sampling design was prepared centrally and a sample of schools in all 21 states was drawn, tools were developed, field tested and finalized at national level. In all these activities RESU was actively involved and provided advice and help to the agency at every stage. Data was collected from a sample of 8,016 schools with total enrolment in these schools being 10, 69,417. Data was collected on grade wise enrolment and retention of students for two years 2006-07 & 2007-08. Information on school leavers as well as of students remaining absent for over 15 days, was obtained from each school and the homes of these children were visited to verify whether these children were still in the educational system or had dropped out. In all 47,095 households of school leavers and 5,386 households of students who were absent for over 15 days were visited. The percentage of students who were absent for over 15 days was only 0.51 %. The study estimated percentage of school leavers as well as percentage of dropouts amongst school leavers (2007-08) on the bias of visits to the homes of school leavers. Cohort dropout rate was also computed from the data on school leavers for the years of 2006-07 & 2007-08 by the Reconstructed Cohort method. However, since the dropout rates were found to be very low in some states, a committee of experts was appointed to examine the soundness of the methodology and veracity of the findings. The committee found the methodology adopted for the study quite satisfactory but in view of the large difference between dropout rates given by this study and the dropout rates from other sources of data, recommended that a repeat survey in a sub-sample should be conducted for validation of the findings of this survey. The repeat survey is proposed to be conducted in 2010-11. All India Sample Survey to estimate number of Out of school children (2009) A major sample survey was conducted in 2009 for assessing the number of out of school children in the age group 6 to below 14 in the country. Research, Evaluation & Studies unit of Technical Support Group of Ed.CIL (India) Ltd for Sarva Shiksha Abhiyan provided technical guidance and helped in selection of samples of villages and urban blocks and in estimation of the percentage and number of out-of-school children. The survey was conducted by Social & Rural Research Institute -IMRB International (SRI-IMRB) in all the states and Union territories covering rural and urban areas of 588 districts. Data were collected from a sample of 99,226 households in 3234 villages and 1856 urban blocks covering all the districts. The findings of the survey indicated that the country had about 19.1 crores children in the age group 6-13 (i.e. below 14 years), of whom 4.3% children were out of school, in



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2005 this figure was 6.9%. Amongst the out of school children, 3.2% children had never attended school and 1.1% were dropouts. Among boys 3.9% children were out of school and among girls 4.6 % children were out of school. Table - 2.1: Sample survey of Out of school children

Out of School Children (%) 2005 2009

All (6-13 Years) 6.9 4.3

Dropouts 2.2 1.1

Never Attended 4.7 3.2

Age group 6-10 Years 6.1 3.7

11-13 Years 8.6 5.2

By area Rural 7.8 4.5

Urban 4.6 3.2

By gender Male 6.2 3.9

Female 7.9 4.7

By Social Groups

SC 8.2 6.0

ST 9.5 5.6 Muslim 10.0 7.7

OBC+ others 5.6 2.7

Percentage of disabled children amongst Out of school children (6-13 years)

38.1 34.8

Amongst the states which had relatively high percentage of Out of school children are Arunachal Pradesh (10.6%), Delhi (5.0%), Orissa (7.0%) Rajasthan (8.4%), Uttarakhand (7.6%) and West Bengal (5.25%). The above Table 2.1 analyses the comparative picture of results obtained from the 2005 and 2009 surveys for estimating percentage of Out of school children. The report of the survey was published by Ed.CIL in 2010. Reasons forlarge decline in enrolment between class I and class II (2009) The main objective of the study was to find out the reasons for large decline in enrolment from class I of one year to class II of the following year. It was conducted in samples of 100 primary and upper primary schools in four states -West Bengal, Bihar, Assam & Meghalaya, in which the decline was sharp. Child tracking method was used to find out where the children admitted in class I in a given year are in the following year. It was conducted with the help of State Councils of Educational Research & Training, District Institutes of Education & Training, Block Resource Centres and Cluster resources Centres. While SCERTs prepared state reports, a synthesis report prepared by RESU covering all the four states. This report was published by Ed.CIL in 2009. Main findings: The following table shows the percentage decline in enrolment between class I & class II and reasons for decline in enrolment in the year 2005 & 2006 as per school records. The most common reason is that many children enrolled in class I repeat the class and do not get promoted to the next class in the following year.



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Table-2.2: Decline (%) in enrolment between class I & class II and reasons for Decline in enrolment.

Student status Assam Bihar Meghalaya West Bengal

2005 2006 2005 2006 2005 2006 2005 2006

No. of pupils in class I 5568 4892 15322 14647 2964 3023 10925 10991

Decline % 15.4 15.0 34.5 31.9 22.9 24.8 36.4 37.3

Repeater (%) 8.4 8.2 27.3 27.0 14.4 14.2 28.2 28.3

Joined other Govt. schools (%)

1.1 1.3 1.0 1.3 1.4 1.6 1.9 2.4

Joined Pvt. Schools (%) 0.7 0.9 2.0 1.5 3.6 5.5 0.8 1.0

Discontinued studies (%) 1.9 1.8 1.9 0.9 2.1 1.9 3.4 3.5

No response (%) 3.3 2.8 2.3 1.2 1.4 1.6 2.1 2.1

The study reported that percentage of repeaters was higher among children admitted late. Table 2.2 shows that 3% to 4% children of grade I left school in Assam, Bihar & West Bengal, whereas this percentage was higher in Meghalaya (9.8%) The most common reasons for leaving the school and shifting to another school were (i) the other school was nearer home and (ii) another sibling was already studying in the other new school. Unsatisfactory teaching and inadequate facilities in schools were also significant reasons in some cases. Table-2.3: Reasons for leaving school after class I %

Assam Bihar Meghalaya West Bengal

Student who left school (%) 3.4 3.5 9.8 3.1 Reasons for leaving schools

New school was nearer home 25.0 16.2 39.2 36..0

Sibling already studying in the new school

23.1 29.7 24 7.1

Unsatisfactory teaching in School

13.5 16.2 6.1 14.9

Inadequate facilities in school 7.7 18.5 8.8 13.7

No response 30.7 22.4 21.9 28.3

Role of VECs1PTAs1SMDCs1urbarr local bodies etc. in School Management and Supervision in the context of SSA (2009) The purpose of this study was to make an assessment of community and school management bodies in management and supervision of schools and to find out to what extent they have achieved their objectives and what kind of problems or difficulties they have been experiencing in their work. The study was undertaken in Bihar, Delhi, Haryana, Jharkhand, Kerala, Karnataka, Madhya Pradesh, Maharashtra, Mizoram, Nagaland, Punjab, Rajasthan, Uttarakhand and West Bengal. While National University of Educational Planning and Administration coordinated this study, RESU was actively involved in developing the research design, tools and data analysis plan. For each state an institution was selected to conduct the study



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within the state. State reports were prepared by the concerned agencies and a draft synthesis report was prepared at national level. S. Eswaran & Ajit Singh. A study of Effectiveness of In-service Education of Teachers (2008) Under Sarva Shiksha Abhiyan, significants inputs are being made to achieve the Education for all. One of these inputs is the in-service education of teachers on a continuing basis every year. The main objective of this study was to determine the effectiveness of in-service education being imparted to primary teachers and to study the functioning of Cluster and Block Resource Centres. The dropout and school completion rate at the primary level were also studied. The study was conducted in two states. Bihar and Tamil Nadu. In each of these states, one district was selected. Two blocks were selected in each district. Further in each block, two clusters were selected. Ten per cent of schools in each of the selected blocks were covered in the study. The main findings of the study are the following:

The students dropout rate at the primary level in Bihar is very high. It is 52.9 per cent. The dropout among girls is slightly higher than those of boys. In the state of Tamil Nadu, the dropout rate is very low i.e. 1.13 percent.

The students dropout rate at the primary level in Bihar is very high. It is 52.9 per cent. The dropout among girls is slightly higher than those of boys. In the state of Tamil Nadu, the dropout rate is very low i.e. 1.13 per cent.

Primary school completion rate is quite low in the state of Bihar. It is about 42 per cent. It is quite high i.e. about 84 per cent in the state of Tamil Nadu.

In the state of Tamil Nadu, nearly 72 per cent teachers reported that the training content of the training programmes they underwent was relevant to their professional learning needs. The remaining teachers (28%) expressed that it was not relevant to their professional learning needs. Of the teachers who perceived the training content relevant to their needs, nearly 94 per cent expressed that it was relevant to some extent. Only six per cent expressed that it was relevant to a great extent. Further only 61 per cent of the teachers expressed that training content can be implemented in the classroom. Of these, nearly 93 percent further expressed that it can be implemented to some extent only.

Teachers from Tamilnadu by and large further reported that no substitute teacher was posted against their position in the school during the period of their in-service training. As a consequence, learning of their students was affected adversely. They further reported that their image among parents / guardians of their students also declines because of their absence from the school due to their in-service training.

Only 2.9 per cent teachers from Tamil Nadu reported that their teaching process improved to a large extent as a result of their in-service training under SSA. Nearly 73 per cent reported that it improved to some extent only. The remaining teachers (23.7%) reported that they do not perceive any improvement in their teaching process as a result of their in-service training.

Nearly 74 percent teachers reported that transactional approaches followed by facilitators/ resource persons were appropriate to some extent only. About ten per cent reported that the approaches were appropriate to a great/large extent.



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Seventy five per cent teachers from Bihar reported that the training content was relevant to their professional learning needs. Further 23.7 per cent teachers reported that the training content can be implemented in the classroom to a great extent. Nearly 49 teachers reported that it can be implemented to some extent only.

Nearly 24 per cent teachers from Bihar reported that training received by them was useful to them to large extent. About 58 per cent teachers reported that it was useful to some extent only. The rest (18.4 per cent) reported that it was not useful at all.

Only 28 per cent teachers reported that the transactional approaches followed by resource persons/facilitators were appropriate to a great/large extent. More than 60 percent reported they were appropriate to some extent only.

In both the states of Bihar and Tamilnadu, in-service training programmes for teachers are designed by the state level agency/District Institute of Education and Training. BRCs/CRCs do not have any role in this regard. As a consequence, local specific needs of teachers are not addressed appropriately.

In both the states, BRCs/CRCs have not conducted any study to determine the impact of in-service education on teachers classroom processes.

BRCS are ill-staffed.

Teachers are imparted training during working days. This affects adversely learning of students. This is because their learning hours are reduced. State authorities should review the duration of training of teachers in a year and reduce it suitably as desired by teachers.

State authorities should examine the possibilities of providing school based training to teachers as desired by them.

Training programmes should lay a great deal of emphasis on developing among teachers skills such as preparing working models and puppets.

Study on effectiveness of Block Resource Centres and Cluster Resource Centres in providing academic support and supervision to elementary schools (2008) The purpose of the study was to find out how effective the Block Resource Centres and Cluster Resource Centres are, in discharging their designated role and responsibility to improve and maintain academic performance in primary and upper primary schools. The study is expected to provide insights to Ministry of Human Resources Development and State Governments on how these centres are functioning and what more needs to be done to make them effective for delivering the services expected of them. The study was conducted in 14 states (Assam, Haryana, Himachal Pradesh, Jammu and Kashmir, Jharkhand, Kerala, Madhya Pradesh, Mizoram, Orissa, Punjab, Rajasthan, Tamil Nadu, Uttar Pradesh and West Bengal). Seven agencies including 3 Indian Institutes of Management were selected to conduct the study in different states. Data analysis plan developed at RESU was discussed with the agencies. Final analysis plan was supplied to all the agencies. Data analysis plan was prepared by RESU. Draft reports of the 14 states were received. Comments were sent on the Draft reports. Final state reports were received after necessary modification from IIM, Bangalore (Karnataka and Kerala); NCDS, Bhubaneshwar



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(Orissa and West Bengal), IIM, Lucknow (Utta Pradesh); SPRI, Jaipur (Madhya Pradesh, Rajasthan and Himachal Pradesh), XLRI, Jamshedpur (Jharkhand and Haryana); NIAR, Mussorrie (Jammu & Kashmir and Punjab) and IIM, Calcutta (Assam and Mizoram). S. Nayana Tara of IIM, Bangalore prepared a synthesis report but excluded Assam and Mizoram as the reports of these two states were submitted late by IIM, Calcutta. The synthesis report was, however, revised later to include the findings for Assam and Mizoram. A presentation on the study was made at MHRD and also at the 10th JRM. The synthesis report was published by EdCIL in 2009. Main findings: The academic structures BRC and CRC, set up for SSA are discharging their duties and responsibilities as defined in the framework for implementation of SSA. The core structures of SSA at the district, block and sub-block levels were generally well established for administrative purposes. Most of the states under study have retained the generic nomenclatures of positions at the district and block levels. However, it was noted that in West Bengal and Haryana, there were no regular BRPs and some experienced teachers were deployed during training programmes. In the case of Karnataka, a post of Cluster Assistant Educational Officer was created to off-load some administrative tasks of BEO. The views of District Project Coordinators were that the BRCS were overloaded with administrative work, had inadequate infrastructure and were burdened with too many training programmes. They had insufficient official power and suffered from lack of recognition for good work. Also lack of transport facilities affected the performance of BRC and CRC functionaries. Some of the perceived problems at the CRC level included insufficient capacity building of CRCCs, lack of job knowledge, non-acceptance of teachers to adopt innovative teaching methods and of CRCCs themselves by teachers. SSA is envisaged as a decentralized programme but in most cases the power vested with the BEOs undermined the BRCCs' position. By and large, BRCCs, BRPs and CRCCs were satisfied with regard to most of the aspects but some discontent was found in respect of physical infrastructure, existing emoluments and balancing between administrative and academic work. Training received by BRCCs, BRPs and CRCCs was inadequate both qualitatively and quantitatively. Training received by teachers appeared to be satisfactory quantitatively barring a few exceptions. A significant proportion of teachers appeared to be satisfied with training effectiveness across all the states, though there were some areas which reportedly needed to be addressed. Areas in which training was relatively less effective or deficient according to the respondents included less focus on needs of CWSN and multigrade teaching methods. Training received by VEC members was woefully inadequate and practically defunct in many cases. Some of the problems stated by CRCCs were infrequent visits by BRC personnel, difficulty in contacting the BRC personnel, poor leadership displayed by them in addressing various issues, poor training capability and lack of emphasis on quality. A few critical areas of concern as reported by BRPs were: planning, monitoring and supervision, introducing need-based training programmes,



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developing infrastructure, addressing shortage of staff and need to introduce IT. The major educational issues at the cluster level included migration of parents, clamor for English medium schools, poor participation of VECs, inappropriate teaching methods, inadequate teaching staff, deployment of teachers for non-teaching activities and prevalence of child labour. Heads of schools stated that periodic review and planning of academic activities, more visits by BRC/CRC functionaries and frequent training activities would improve school functioning. They also emphasized the need for providing additional nutrients to students in MDM, generating awareness among community members and good school infrastructure. VEC forms the weakest link in the organizational structure of SSA in all the states covered. Training of VEC members was a neglected area. VEC members suggested that frequent visits by BRC functionaries to interact with them, guide them regularly on different issues and take prompt action on complaints lodged by the VEC would improve the situation. Time-on-task study of students (2008) The study aimed at finding out how the students spend their time in school and how much of their time is spent on different types of learning activities in the classroom. The study provides to estimate of the average time spent by them on broad patterns of curricular, co-curricular and other activities inside and outside the class-room. The study was conducted in Assam, Haryana, Karnataka, Orissa and Maharashtra state with the help of State Councils of Educational Research & Training. Development of tools and sampling plan was undertaken centrally. Lecturers of District Institutes of Education & Training worked as observers in classrooms and helped in collection of the data. They were given training of 4 to 5 days in observation of classes and recorded their observations. Classes of grades II, IV and VI were observed for the study. The sample consists of 100 schools in each state. Teachers' and student's activities in the class were observed by an observer using a modified version of classroom observation method developed by Jane A. Stallings. For this purpose language and mathematics class of grade II, language, mathematics and EVS of grade IV and Language, Mathematics, Science and Social Studies of grade VI were observed. Each class of 30 minutes duration was split into 10 equal parts each of three minutes duration. The first minute of the three minutes were used for observing students' and teachers' activities and the remaining two minutes were used for recording the observation. SCERTs sent the data on CD and data analysis was done centrally by RESU. Data analysis results were sent for report writing to SCERTs of the 5 states. A synthesis report prepared by RESU on the basis of data analysis done at RESU was published by EdCIL in 2009. Major findings: The 17 possible activities which teachers generally undertake in a classroom were broadly classified as i) students centric activities, ii) teacher centric activities, iii) supportive instructional activities, iv) class management and v) Off task activities. Similarly, 19 students' activities undertaken by students were also classified as (i) active learning activity (ii) passive learning activity, (iii) mechanical learning activity, (iv) class management, (v) being off task. Less than one third (an



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average of 29%) of the teachers' time in classroom was spent on students' centric activity. It was 27.6% for grade II, 26.2% for grade IV and 30.8% for grade VI. Percentage of time spent by teachers' in classroom on teachers' centric activity for grades II, IV and VI was 53.3, 56.3 and 55.9% respectively. Percentage of time spent by teachers on supportive instructional activities was 14.1 % in grade II, 13.6% in grade IV and 10.5 in grade VI. Percentage of time spent by teachers' on 'class management' activities and 'being off task' was 2.1% and 2.9% for grade II, 1.5% and 2.4% for grade IV, 1.5% and 2.1 % for grade VI respectively. Overall, students' time spent on active learning activities was about 25% of total students’ time. Students' time spent on active learning gradually declined from 26.4% in grade II to 22.0% in grade VI. Of the total time of students' classroom activities, time spent on passive learning activities was 46.9% on an average. The average student-time spent on learning activities of mechanical type was 15.4% of total students’ time. It was highest (20.4%) in Haryana and lowest (11.6%) in Maharashtra. Overall, the time of students spent on class management was about 5%. It was lowest (2.4%) in Assam and highest (6.5%) in Haryana. Students' time spent on class management activities increased marginally from 4.8% in grade II to 5.3% in grade VI. The average time when students were off- task was 7% of total student-time. It was least (6.5%) in Haryana and highest (10.4%) in Karnataka. Off- task activities of students also indicate the same pattern as that of class management, i.e. maximum time was in grade II (9.1%) which declined to (6.3%) in grade VI. Evaluation of National Programme for girls at elementary level (NPEGEL) Gender Unit TSG- Ed.CIL, (2008) The study was undertaken in 12 states of Assam, Chhattisgarh, Haryana, Jammu & Kashmir, Maharashtra, Manipur, Meghalaya, Mizoram, Punjab, Tripura, Uttarakhand and West Bengal to assess whether the objectives of the NPEGEL scheme are being met in educationally backward blocks where the scheme had been operationalised. Evaluation was conducted by six teams of 2 members each. Each team visited 2 states. Data was collected through observation, discussion with stakeholders and study of related documents. After the field visits the entire team met to discuss the findings and developed a national synthesis report based on the state reports. Major findings: The basic purpose of this scheme does not seem to have been met in the states. But evidence of planning with a detailed annual calendar of activities developed at block level for activities around the cluster schools, was visible in Chhattisgarh. In some states the infrastructure development is of good quality - the MCS room and toilets well constructed with the requisite equipment being in place. While the infrastructure was there, its proper use was not being made in some cases. The library books and TLM had been provided in the majority of states, but usage is a critical factor. The use of library and supplementary reading material in classroom transactions was not yet being made. Under the NPEGEL scheme sports events, symposiums, debates and cultural programmes were carried out at zone, district, block,



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and even cluster level in 4 states. These competitions instilled a sense of achievement and confidence in the girls. Provision of cycles has been quite popular and where (like in Tripura, Chhattisgarh) it is targeted towards girls who live more than 2 to 3 km away, in non-hill regions, it is also being perceived as an intervention to improve attendance. Cycling to school really improves the self confidence level of girls. Vocational training inputs, despite being gender stereotypical, somewhat helped in improving retention of girls, parents, teachers, communities and girls themselves were very happy with them. In a couple of states like Jammu & Kashmir and Chhattisgarh remedial teaching and student evaluation for learning outcomes was carried out at block and cluster levels to raise the learning capacity of girls. Remedial teaching and private tuitions were fairly common as parents and girls are eager to do well in examinations once they are in school. In none of the states, the SSA state offices had established any formal linkage with Open School system, perhaps because of a lack of vision. This is a major lacuna in the scheme which needs to be addressed by all the states so that the efforts of the scheme are not in vain.l Evalaution of Kasturba Gandhi Balika Vidyalaya scheme Gender Unit TSG- Ed.CIL, (2008). The second phase of the above study was undertaken in another 12: states Assam, Chhattisgarh, Haryana, Jammu & Kashmir, Maharashtra, Manipur, Meghalaya, Mizoram, Punjab, Tripura, Uttarakhand and West Bengal. Evaluation was conducted by six teams of 2 members each. Each team visited 2 states. Data was collected through observation, discussion with stakeholders and study of related documents. After the field visits the entire team met to discuss the state findings and developed a national synthesis report based on the state reports. Major findings: In the 12 states, only 67.7% of the approved KGBVs were operational. Reasons for shortfall ranged from difficult terrain, high cost of building (J & K) to delay in selection of NGO for running the KGBV. Majority of girls studying in KGBVs were ST (44%), SC (21%), OBC (19%), Muslims (8%) and from poor families (9%). In Meghalaya, management of KGBV was given to a missionary institution where only catholic girls were being enrolled, which is a violation of the guidelines. In Punjab and West Bengal, these Vidyalayas were being used as hostel facility for girls enrolled in regular schools. Most of the States especially Mizoram, Haryana, Maharashtra, Uttarakhand & Jammu & Kashmir, had not imparted training to KGBV teachers/ wardens. There was a need to impart training to sensitize the functionaries in all the states on gender issues. Presence of female co-ordinator at state/district level ensures sensitivity to various physical/medical needs of adolescent girls. Hygiene, sanitation and physical environment emerged as a serious issue in some of the KGBVs in Chhattisgarh and Maharashtra. National Evalaution of Kasturba Gandhi Balika Vidyalaya scheme Gender Unit TSG- Ed.CIL, (2007) The major aim of the study was to asses whether the objectives of the KGBV scheme were being met in operationalised KGBV schools. The study was undertaken in 12 states of Andhra Pradesh, Arunachal Pradesh. Bihar, Gujarat, Himachal Pradesh,



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Jharkhand, Karnataka, Madhya Pradesh, Orissa, Rajasthan, Tamil Nadu & Uttar Pradesh. Evaluation was conducted by six teams of 2 members each. Each team visited 2 states. Data was collected through observation, discussion with stakeholders and study of related documents. After the field visits the entire team met to discuss the state findings and developed a national synthesis report based on the state reports. Major findings: In all states, as new buildings were coming up at the time of evaluation, most KGBVs were in temporary places (rented or otherwise). In eight of the 12 States visited all the KGBVs sanctioned were functioning. In remaining States like Bihar (18), Jharkhand (19), Orissa (7) and Uttar Pradesh (27), KGBVs were yet to be set up. KGBVs in most of the states had a high proportion of older girls who had dropped out. In States like Arunachal Pradesh, Bihar, Gujarat, Rajasthan and Uttar Pradesh never enrolled girls were also admitted in the KGBVs. Their proportion varied from 69% in Gujarat to 11 % in Rajasthan. Across the States, girls in most of the KGBVs seemed to have settled down well, were happy and confident. By and large, the retention of girls was fairly good in most of the KGBVs visited. Curriculum in many KGBVs was quite enriched. The teachers were not familiar with techniques for accelerated learning. There was need for a policy/guideline for the recruitment and training of KGBV teachers and some kind of forward planning for the teachers to motivate them. Many of the part-time teachers were young with a lot of potential. In most KGBVs the local community seems to be playing an active/positive role. All the state governments have paid special attention to the security and safety of the students. In almost all the KGBVs, the real guardians were the cooks, helpers and in some they were wardens/part-time teachers. The teachers and all those involved in the management of the KGBVs showed a high level of commitment. Parents want KGBVs to be extended to class X. Some states like Andhra Pradesh have already extended the programme to class X. National Evaluation of Civil Works under SSA (2006-2007) The National Evaluation of civil works was carried out by Ed.CIL (India) Ltd. on behalf of Ministry of Human Resources Development, Govt. of India by engaging an independent agency. This study was conducted in selected eleven (11) states representing all the regions throughout the length and breadth of the country. The purpose of the study was to assess an overall performance of the states in terms of quality of works completed and in progress, problems faced by implementing bodies, responses of village/ward committees as regards to financial and technical support provided to them, implementation of child friendly elements and cost effective measures, provisions for children with special needs, addressing environment friendly aspects etc. and hence to ascertain strengths, weaknesses of the concerned states along with suggestions/ recommendations for improvement.



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Major findings: It was observed that generally in all states VECs plan to provide additional facility for school premises in consultation with State Project Director. Some training has been imparted to the VECs on the various aspects of construction, record keeping etc. New building have been placed in the compound of the old school building in most of the schools. VECs took interest in the SSA works and were actively involved with the development activities. All the material related to the building construction was being procured from the local market at the lowest available price with the combined efforts of the VEC and the head teachers of the school. Building construction work was being carried out as per the specifications prescribed in the building estimates. Construction activities in schools were implemented through the Village Education Committee; purchase record/vouchers or stock registered maintained at site by the head teacher. Site in-charge had powers to stop or amend the poor construction, if undertaken at site by the VECs. Electricity connections were there in the school building in all urban schools and some rural school in all States. VECs were involved in the yearly maintenance of the buildings in the school complex. In all states, building maintenance funds were not adequate for annual maintenance of the school complex. No special provisions were made to ensure the safety and security of the girl students. Teachers made students aware of the need to keep their school and surrounding clean and made efforts to develop a sense of belonging to the school amongst students. In Gujarat, Bihar, Maharashtra and Uttar Pradesh, the SPD office has prepared various options of building for the VECs to enable them to select the best possible option for their site as per the site conditions and land availability etc; some building models or pictures of constructed buildings were available to be shown to the VECs for their better understanding. Building construction supervision was carried out by the authorized representatives in Gujarat, Maharashtra, Assam, Bihar, Andhra Pradesh and Tamil Nadu. In Gujarat, Chhattisgarh, Madhya Pradesh, Maharashtra, parts of Andhra Pradesh and Bihar some form of Third Party independent evaluation was being undertaken for the building construction and material in the state; some form of laboratory testing was also being carried out by the monitoring agencies in the State. Measurement book (MB) and other financial records were properly maintained, audited and kept in all states. Some form of cost effectiveness process was being implemented by the states to use locally available material for the construction activities in Gujarat, Jammu and Kashmir, Andhra Pradesh and Assam. The new constructed buildings were ventilated and lighted as observed during the field visits in all states. There was provision of compound walls in the school building in Gujarat and in urban schools of all states. Proper earthquake prevention techniques were being provided in the school buildings in Gujarat, Bihar, Uttar Pradesh, Assam and Chattisgarh. In Tamil Nadu and Gujarat, schools took initiatives to develop and maintain provisions for Children with Special Need. In Gujarat, deviations in the basic planning and the construction activity were reported to the SPD for the sites where such activities took place, deferred maintenance was carried out through contributions in kind and cash in villages and Water harvesting technique was also present in the school premises. Some form of fire fighting provisions in the school buildings were available in Maharashtra.



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Study of Teachers' absence in primary & upper primary schools (2006) The study was conducted in the state of Andhra Pradesh, Madhya Pradesh and Uttar Pradesh by covering 400 schools in each state. The study proposed to estimate teaching days lost due to teachers remaining absent from school and to ascertain the reasons for absence. Besides studying teachers' attendance from school records for the academic session 2005-06, teachers' attendance was observed during two unannounced visits to schools with a gap of 5 to 6 weeks between the two visits. Effect of teachers' absence on students' attendance and achievement, grade repetition and dropping out from school was also studied. The schedules for data collection were developed centrally and samples of schools were also drawn centrally by RESU. The study was conducted by three different agencies, one in each state, using common methodology and tools. An abridged report of the study based on the states' reports has been prepared and distributed. A synthesis report of the study was published by Ed.CIL in 2009. Major findings: In the year 2005-06, on an average day the teachers not present in schools constituted 24% in Andhra Pradesh, 15.4% in Madhya Pradesh and 11.0% in Uttar Pradesh. These included 14.9%, 10.6% and 5.4% teachers respectively who were on legitimate leave in these states. Some were not present due to being on official duty elsewhere or on training. The percentage of teachers who were absent without intimation was only between 2.3% to 2.6%. Absence rate for teachers was almost the same for male and female teachers. Also the absence rate of teachers in rural and urban schools and teac hers belonging to different social groups (SC, ST etc.) did not differ much. Twenty four predictor variables plus teachers' absence rate were used to study their relationship with language and mathematics achievement across in class V and class VII/VIII. The regression analysis indicated that teacher' absence rate was not significantly related with students' achievement either subject in class V in the case of each of the three states. Students' language achievement scores for class VII/VIII also failed to confirm the said relationship. However, Mathematics achievement for class VII/VIII did provide statistically significant contribution of teachers' absence rate but that too is not substantial. Study of Students' attendance in primary and upper primary schools (2006) The study was conducted in 20 major states including Delhi. The sample size in each state varied between 300 and 400 schools. The attendance of students was separately estimated for different groups of students from school records as well as head counting during 3 unannounced visits of schools. Estimation of effect of students' attendance on students' achievement, repetition rate and dropout rate were also the part of the study. The schedules for data collection and sampling plan were finalized centrally. The study was conducted by different agencies in different states, using common methodology and tools. An abridged synthesis report of the study based on the state reports was prepared and distributed. Full synthesis report was published by Ed.CIL in 2009. Major findings: It was found that overall average attendance rate of students was 68.5% at primary and 75.7% at upper primary levels. For teachers, the average attendance rate was 81.7% in primary schools and 80.5% at upper primary schools. The



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attendance rate of girls was a little higher than that of boys. The average attendance rate of boys and girls at primary level in the first hour was 69% and 70.6% respectively, and at upper primary level, 75.2% and 78.7% respectively. The average attendance rate in first hour was a little lower for SC and Muslim students at primary level (68.7% and 66.4% respectively) compared with that of all students but at upper primary level there was not much difference between attendance rates of different social groups; these were between 76% and 79%. The lowest attendance rate was in class 1 (65.6%); it increased gradually after that by 2 percentage points from one class to the next; however, there was no such increase from class IV to V. The overall average attendance was a little lower in rural schools than urban schools (68.0% and 71.2% respectively at primary level), but in some states, the opposite was the case. Similar was the trend at upper primary level (73.7% in rural schools and 79.7% in urban schools). The main reasons for children absenting from schools given by head teachers, teachers and VEC members were (a) lack of adequate facilities in school, (b) teacher shortage and overcrowded classrooms, (c) children being required for household work or sibling care at home and (d) children required to help parents in agriculture or occupational work or participation in other income generating activity and (e) parents' indifference or lack of interest in child's education. Parents mostly felt that lack of facilities in school and child's unwillingness to go to school were main reasons for child's frequent absence from school. All India Sample Survey to estimate number of Out of school children (2005) A major sample survey was conducted in 2005 for assessing the number of out of school children in the country in the age group 6-14. While Research, Evaluation & Studies unit of Technical Support Group of Ed.CIL (India) Ltd. For Sarva Shiksha Abhiyan provided technical guidance and helped in selection of samples of villages and urban blocks and in estimation of the percentage and number of out-of-school children, the survey was actually conducted by Social & Rural Research Institute -IMRB International (SRIIMRB) in all the states and Union territories covering rural and urban areas of 588 districts. Data were collected during the months of July to October 2005 from a sample of 87874 households in 3178 villages and 1823 urban blocks covering all the districts. The findings of the survey indicated that the country had about 19.4 crores children in the age group 6-13 (i.e. 6 to below 14 years), of whom 6.9% children were out of school. Amongst the out of school children, 68.3% children had never attended school and 31.7% were dropouts. Further, out of those children who were attending school, 97.3% studied in Government or Private recognized schools (including recognized Madarsas/Sanskrit Pathshalas) and another 1.8% attended unrecognised schools. The remaining 0.9% children attended Education Guarantee schools, Alternative & Innovative Education centres or recognized Madarsas/Sanskrit Pathshalas. The report of the survey was published by Ed.CIL in 2006. Study of Scholastic achievement and literacy level of children at the end of primary stage (2005)



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This study was conducted in four states — Uttar Pradesh, Orissa, Karnataka and Maharashtra. In each state, two District Primary Education Project's (DPEP) districts were selected for testing the students of terminal grade of primary stage (grade V in Uttar Pradesh and Orissa and grade IV in Karnataka and Maharashtra). The main objective of the study was to find out how various school and teacher variables affect students' achievement. The samples of schools selected for the study were the same as selected for Terminal Assessment Survey (TAS) of DPEP. The tests in language and Mathematics that have been used for testing students were the same as used in TAS, since the second objective of the study was to find out what the achievement level of students is after two to three years of termination of DPEP. A third objective of the study was to assess the level of literacy and numeracy attained by students who were about to complete their primary education, using appropriate tests of literacy and numeracy. Final reports were received from all the states. A short national report of the study was also prepared. Major findings: The average achievement (average of two districts) could be considered as satisfactory in Uttar Pradesh but quite poor in Karnataka and Orissa. The mean scores expressed as percentage of maximum marks in language and mathematics respectively, being 60.1 and 54.5 in Uttar Pradesh, 28.8 and 27.1 in Karnataka; and 50.1 and 38.9 in Orissa. It is noticed that the achievement level assessed by TAS tests in language and mathematics had declined in all the three states after two years of termination of DPEP except in the language test in Orissa, in which it had increased Achievement in literacy tests indicate that around only one-fourth of the students in Karnataka (27.1%) and Orissa (27.6%) could be deemed as literate. In Uttar Pradesh, the picture was better with more than half (54.2%) of students belonging to this group. Very few students were found to be fully literate i.e. scoring 75% and above. Only 0.5% in Karnataka and Uttar Pradesh and 1.3% in Orissa scored over 75% marks in literacy test. In all the three states, students' achievement in reading comprehension was higher than that in reading aloud and writing. Development of numeracy skill was observed to be inadequate with more than half of the students scoring below 40% marks in the numeracy test in Karnataka (60.7%) and Orissa (53.7%). However, in Uttar Pradesh only 15% of the students scored below 40% marks. Study on teaching of English at primary level This study attempts to provide an understanding of the way English is being taught in government primary schools across the country. The focus was on assessing the appropriateness of material included in English textbooks of primary classes; to identify the lacunae in the existing textbooks, to find out how English in taught in the classes in which it is introduced for the first time; to make an assessment of training programmes for preparing teachers of English, and to assess their competence of teaching English at the primary level. National Council of Educational Research and Training was entrusted with the task of conducting this study in 8 states (Gujarat, Uttar Pradesh, Chandigarh, Nagaland,



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Maharashtra, Tamil Nadu, Orissa and Jammu & Kashmir). The study has been completed and its draft report is ready. Chacko (2000) has conducted a study on ‘Availability and Utilization of Educational Media during in-service training imparted by educational technology (ET) faculty of DIETs in Kerala’. The objectives of the study were: (i) to investigate the existing staff strength in ET faculty of DIETs. (ii) to investigate the training acquired by imperse in ET faculty of DIETs. (iii) to investigate the availability of physical facility in ET faculty of DIETs. (iv) to investigate the availability of technological equipments in ET faculty of DIETs. (v) to investigate the extend of training imparted in operating during in-service training of DIETs. (vi) to investigate the extend of training imparted in the preparation of software during in-service. (vii) to investigate the extend of utilization of the educational media (Graphic media, display media. 3-D media, project media, Audio media, Audio-visual media, activity media print media) during in-service training. (viii) to identify the problems faced by E.T faculty of DIETs. The findings of the study were: (1) The existing strength in ET faculty of DIETs is not satisfactory. (2) The members of ET faculty are not trained in the main areas of ET. (3) Physical facilities are not adequate as the D IET guideline. (4) DIETs are not equipped with Hardware and Software. (5) Training provided to teachers in operating technological equipment during in-service training in ET faculty was far below the expected level. (6) Technological training imparted by E.T faculty preparing software was not satisfactory. (7) Utilization of Graphic media was satisfactory. (8) Blackboard, Bulletin board, Flannel Board etc. Are used in all ET faculty and (9) Activity media and print media are utilized in in-service training. Mrunalini (2000) in her study, ‘The indicators of learning at early childhood for better future education’, observed that majority of the teachers were not interested in supporting the early education because of unable to communicate those children with their teaching skills. They need some more education skills through which they can education or communicate the children who are in early childhood. NCTE (2000) in its report pointed out the issues and weakness of DIETs in Kerala. All DIETs possess qualified principals, senior lecturers and lecturers with M.A. M.Ed. having minimum of three years teaching experience. They are good at organizing camps processions and other similar programmes. But their professional capacity as teacher educators needs to be improved in respect to teaching ability and doing research. Competencies expected of a teacher educator need to be improved in certain cases as many of them have acquired their professional degrees (B.Ed./M.Ed.) through correspondence courses. Teachers are recruited on the basis of merit and interview by a special board constituted by the Government. All DIETs are run by the Government of Kerala.



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Most of the staff in the DIETs are deputed for seminars, workshops, conferences and also orientation programmes organized by NIEPA, NCERT, SCERT etc. A few teachers participate in the development of instructional materials and teaching aids. The DIETs organize various programmes of the Department of Education and District Primary Education. They have provision to orient teachers in Operation Black Board. Minimum Levels of Learning and establishing a relationship with community. The staff are entitled to join schemes such as provident fund, insurance etc and have the benefits of availing. House building advance, vehicle advance and medical assistance. Five DIETs have quarters for Principals, teachers and administrative staff. The overall percentage of such facilities varies between 40-60. Inculcating professionalism among the staff training, DIET staff in the use of hardware and software of educational technology for in-service and pre-service teacher education are some of the main issues. The weaknesses of DIETs include lack of books for libraries, computer operators, statistician etc. So far they are not in a position to ensure co-operation of the community in all their activities. Intensive training in teacher education curriculum construction and transaction is very essential. Certain teachers in DIETs among the cast majority feel that they are capable of doing everything even the preparation of curriculum without an understanding of the principles of curriculum development through tasks like text book preparation is of serious nature. At present, there are no programmes for institutional development. But some programmes such as financial autonomy for DIETs provision of infrastructure facilities, co-ordination with local bodies making staff more resourceful to meet the challenges of primary education have been suggested. NCTE (1998) objectives of competency based in-service Teaching Education. An in-service competency based teacher education course will enable the teacher to (a) understand the cultural and socio-economic background of elementary school pupils (b) develop an insight into the problems of elementary education and acquire competence to solve them. (c) comprehend the importance and concept of Minimum Levels of Learning for improving quality in school education (d) understand the concepts of cognitive and subject structure and their relationship with children’s learning (e) compare the ways and means of promoting learning under traditional and competency based teaching and make changes wherever necessary (f) evaluate planning and implementation of co-curricular and other educational activities and modify the same (g) develop understanding about the ways of procuring and using teaching learning materials to encourage guided/independent self learning among pupils (h) use evaluation for continuous feedback of pupils with a view to assisting them in achieving expected level of mastery: (i) understand principles and practices in getting others cooperation inside and outside the school (j) develop partnership with parents in facilitating development of pupils (k) seek co-operation from the community and various other developmental agencies to make school a centre of development of the locality. (l) strive to attain professional excellence and follow basic values (m) make sincere efforts to practice a value based approach.



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ARORA et al. (1997) has conducted a study about E.K.Lavya’s Content Specific Activity Based Training of primary Teachers. E.K. Lavya, a non-governmental organization started training of primary teachers from 1986. The main objectives of training were to:

Fine - tune the skills of learning by doing approach

Enrich teachers knowledge in different subjects;

Develop teacher’s capability in undertaking action research;

Salient features of the training methodology are mentioned below;

The training of primary teachers is through 3 tier cascade model. Training is first imparted to key persons who is in turn provide training to resource persons. These persons provide training to primary teachers;

The training of key persons and the Resource Persons is as rigorous as of primary teachers. The duration of training of key persons and resource persons is of 10 days and that of primary teachers is 15 days;

In order to minimize the transmission loss, the gap between training of key resource persons and that of resource persons and between the training of resource persons and that of primary teachers is almost zero;

The training is activity based. This is achieved by use of waste materials, local resources.

Asking teachers to read aloud the training materials one by one and also encouraging them to explore activities which they can perform in the class room;

Providing training in simulated conditions;

Encouraging individuals for effective thinking. Agarwal and Kamlesrao (1997) conducted a study on “the quality of in-service teacher training programmes for primary school teachers-An appraisal study’. It attempts to study the quality of in-service training programme in relation to coverage of content and transactional studies and ascertain the extent of transmission loss in teacher training programmes. Objectives of the study were: (i) To study the quality of in-service teacher training programmes in relation to coverage of content and transactional strategies and (ii) to ascertain the extent of transmission loss in teacher programmes. Two groups of resource persons training and four groups of teachers of teachers trained under Special Orientation Programme for Primary Teachers (SOPT) and District Primary Education Programme (DPEP) projects in the State of U.P. and Haryana were randomly selected. Coverage of content and the mode of transactional strategies were observed using observation schedules. Major outcomes of the study were: (i) Considerable amount of content was not transacted in the training programmes for resource persons under DPEP and SOPT programmes. (ii) Further loss was observed at teachers level as more content were left out. (iii) Emphasis was on transmission of information and knowledge rather than on instructional strategies and activities. (iv) Transactions during training were mainly through lectures and discussions. Group work activities were too less. (v) The loss of information was more in SPOT than in DPEP training programme. (vi) DPEP training



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programme compared to the SOPT programme provided better quality of training in terms of more coverage adoption of child centred activities and less loss of information. Bhattacharjee (1997) conducted a study on conceptual model of teachers empowerment at primary level: Contextual issues emerging paradigms and parameters. The focus of this study is on teacher empowerment issues at primary level. It attempts to highlight the emerging paradigms of primary education and identify an agenda for tomorrow’s child. Objectives of the study were: (i) to identify the teacher empowerment issues at primary level. (ii) to highlight the emerging paradigms of primary education and implications for teacher empowerment. (iii) to identify agenda for tomorrow’s child. (iv) to highlight teacher empowerment strategies derived from empirical research findings on teachers’ empowerment issues at primary level and (v) to develop a conceptual model of teacher empowerment highlighting its parameters. The teacher empowerment issues and empowerment strategies at primary level have been derived from Baseline Assessment Studies in various districts of Assam, Madhya Pradesh, Maharashtra and Orissa and findings of empirical studies on training needs of teachers, teacher quality, teacher education curriculum, teacher’s role, teacher effectiveness and teacher’s motivation at primary stage. Major outcomes of the study were that the conceptual model of teacher empowerment at primary level will help build capacities in DIETs/ CTE/ BRCs / CRCs to empower the teacher with modalities / tools / techniques / designs / guidelines to operationalize the multiple strategies to finally empower the learner. The teaching learning process, the parents, the learning conditions, the community and to enlarge the canvas of institutional capabilities. Khader (1997) conducted a study on ‘A model for strategic planning of in-service training inputs for teachers” Objective of the study was to outline a model for using strategic planning approach in choosing training inputs in the in-service training programmes for teachers. The model is formulated based on the evidence emerging from the analyses of field reality and available research studies. By critically examining the field reality in terms of the prevailing patterns of training entry level qualification duration size of teachers pupil teacher ratio, multi-grade and non-multi-grade system of schools. The paper points out the need for adopting planning approach in designing training inputs. Major findings of the study were: (i) There are evidences to the effect that systematic planning of training inputs-pedagogy and management strategies-facilitates teachers to perform their professional roles effectively. It means planning of training inputs did make a difference. (ii) Indicators provided the framework for planning training inputs by facilitating the selection of training inputs, developing materials executing training and verifying whether they make any difference. Obviously, indicators provided a framework for formulating a data based model in training by integrating development training and research.



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Kulkarni (1997) conducted a study on ‘An investigation into the classroom management behaviours of teachers and its implications for the teacher training’. Objectives of the study were: (i) to identify factor structure of teaching behaviour in special context of classroom management. (ii) to study the classroom behaviour of teachers having effective and ineffective classroom management. (iii) to identify factors facilitating and hindering classroom management behaviours of teachers and (iv) to enlist components of classroom management skill and draw implications of the same for teacher training. The sample of the study comprised 840 students and 168 teachers of the higher secondary stage from Kolhapur city. The students were selected randomly. The tools used to collect data were Classroom Teaching and Managerial Behavioural Analysis battery (CTMBAB) by the researcher in Marathi. Teacher Behaviour Marathi, Teacher Behaviour Scale, Students Overt Behaviour Scale and Student. Covert Behaviour Scale. The collected data were treated using factor analysis. Major findings of the study were: (i) It was found that the various factors served purely instructional function were (a) General Lecturing Competency (GLC) covering questioning for feedback. Closure, blackboard work, reacting, teacher’s interacting personality, mastery over plan and content (b) teacher’s solicitation and reacting. (c) the linguistic competency deficiency. (d) the strict content building tendency. (e) teacher’s mastery over plan and content and (f) modulating gestures and speech. (ii) It was found that the various factors served purely managerial functions were: (a) general classroom management competency (b) instructive momentum (c) controlled smoothness and (d) teacher’s status maintenance (iii) It was found that the various factors served both managerial and instructional were: (a) GLC covering, set induction, explaining and stimulus variation (b) B.B work for originated pacing (c) socio-emotional permissiveness (d) timely use of non-verbal media (e) teacher’s purposive physical movement and (f) teaching flow management deficiency. Lakshmi Narayana (1997) conducted a study on the Impact of in-service training on teacher empowerment with special reference to professional skills of primary teachers’. Objectives of the study were: (i) to identify essential professional skills for teacher empowerment (ii) to develop professional skill scale (PSS) and observation checklist for measuring professional skills of primary teachers (iii) to identify professional skills of resource persons and teachers (iv) to find out the discrepancy of professional skills between resource persons and teachers and (v) to find out the differences of professional skills between Andhra Pradesh Primary Education Project trained and untrained teachers. The sample of the study consisted of 200 teachers drawn randomly from five coastal districts of Andhra Pradesh. Forty-six resource persons, 115 APPEP trained teachers and 30 teachers not trained under APPEP were also included in the sample. Tools used to collect the data included Professional Skills Scale and Observation Check-list. The collected data were treated with ‘t’ value.



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Major findings of the study were: (i) It was found that resource persons and trained teachers did not differ in the professional skills such as questioning, storytelling, using different cards, investigating and experimentation using real objects, working with different cards, making models, recording individual work, group work, whole class work, identifying student potential, assigning tasks based on student potential, involving all students in teaching-learning activity, formation of heterogeneous groups, using local environment and display of teaching-learning materials (ii) It was found that there was a significant difference between resource persons and trained teachers in respect of skill of comparison, observing and generating ideas through questioning (iii) Classroom observation results showed that there was significant difference between trained and untrained teachers in the skills such as questioning, story telling using different cards, investigating and experimentation, using real objects, working with different cards, making models, recording, individual work, group work, whole class work, identifying student potential assigning tasks based on student potential involving all students in teaching-learning activity, formation of heterogeneous groups, using local environment and display of teaching learning material (iv) It was found that trained and untrained teachers did not differ in the skills of comparison, observing and generating ideas through questioning. Trained teachers, due to lack of proper inputs during in-service training did not differ in these skills from their counterparts without training. (v) it was revealed that in-service teacher training helped many teachers in acquiring seventeen professional skills out of twenty skills. But in-service training did not empower primary teachers in these professional skills, viz., comparison, observing and generating ideas through questioning. Mishra and Kishore (1997) conducted a study on Teacher empowerment issues related to development of local specific competencies based curriculum at Primary level. It attempts to study the effect of module to empower the primary school teacher in developing local specific competencies based curriculum. Objectives of the study were: (i) to assess the training need of primary school teachers in Environmental Science. (ii) to know the impact of training module in Environmental Studies based on local specific MLL based curriculum development. (iii) to judge the competencies of teachers in the application of MLL based curriculum after the administration of the module and (iv) to know the school effectiveness through learning achievements after the application of MLL based strategies. Fifty two primary school teachers from three Blocks and one Municipality under Jeypore Education District constituted the sample of the study. Tools used included a module, worksheet and an observation schedule. The collected data were treated with percentages. Major findings of the study were: (i) Prior to the implementation of MLL based curriculum it was highly essential to orient the primary school teachers to know how to develop local specific competencies based different activities. (ii) There was a positive



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impact of module to empower primary school teachers in developing competency based local specific curriculum (iii) There was appreciable empower of primary school teachers to enhance the achievement level of students in EVS after the orientation. Paranjpe and Sandhya (1997) conducted a study on ‘Developing partnership for teacher empowerment: A focus on INSET’. Objectives of the study were: (i) to examine the present status and use of partnerships in INSET programmes (ii) to assess teachers; perception on the need for partnership development in INSET and (iii) to identify partnership pattern for improving INSET and its application in primary schools. The study was conducted in four randomly selected rural blocks from four educationally backward districts of Maharashtra, Within each of the blocks a list of primary schools was drawn up. From each of the four lists 20 schools were randomly selected. The total sample comprised 8-schools and 200 teachers. Interview was the major tool. The collected data were analyzed qualitatively. Major findings of the study were: (i) Most of the INSET programmes did not use partnerships as a strategy for promoting education and training of primary school teachers, either as a part of the overall training strategy or specific INSET programmes (ii) Teachers strongly expressed the need to establish and promote different kinds of partnerships particularly tripartite between the community (Panchayat VECs) parents, business/factory owners and other organizations at different levels in the district. For the realization of INSET inputs a support system of teacher peer groups along with an expert facilitation/guide, was categorically emphasized as necessary basic prerequisites, both crucial mechanisms for achieving continuity and applicability of new INSET practices. INSET needed to be viewed as a continuous ongoing activity and not a one time input. Venkataiah (1997) conducted a study on Impact of inputs provided in District Institutes of Education and Training (DIETs) on teaching competency. Objective of the study was to study the impact of inputs such as adequacy of staff, student personal services, academic and auxiliary facilities, co-curricular activities and practice teaching provided in DIETs on teaching competency of student-teachers. A sample of 600 student-teachers from six DIETs in A.P. was drawn following multistage stratified random sampling. The data gathering tools were Teaching Competency Scale and a questionnaire. The collected data were treated with mean, SD, ‘t’ test and ANOVA. Major findings of the study were: (i) Student teachers belonging to DIERs with partially adequate staff were superior in their teaching competency compared to their counterparts in DIETs with inadequate staff. (ii) Individual guidance in subject knowledge improvement and tutorial system had significantly influenced the teaching competency of student-teachers (iii) More the academic facilities provided in DIETs the higher was the teaching competency of student-teachers. Pushpanathan (1997) conducted a study on Discovering teacher potential through the capacity building programme: An experiment in primary education. The objectives of the study were: (i) to identify teachers’ potential in organizing the educational activities in



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primary schools (ii) to foster teacher potential, skills through teacher initiated programmed (iii) to find out the difficulties faced by the primary school teachers in teaching different school subjects (iv) to study the effectiveness of the programmes and (v) to train the teachers on pedagogic skills through the teacher initiated programme. Major findings were: (i) It was found that the primary school teachers having various skills and talents which were useful for educational activities made learning more joyful. The specific talents of the primary school teachers were story telling, singing, preparing low cost and creative teaching aids, writing humours poems, basic content mastering in primary school subjects and public speaking/communication (ii) Sensitizing teachers in social issues was found to be effective to boost teachers’ professional commitments (iii) Teachers’ participation in the capacity building programme was maximum Teacher initiated programmes were found interesting and appropriate in-service training programme for primary school teachers (iv) Teachers showed interest in participatory programme (v) Teachers found difficulty in teaching mathematics and science (vi) recognition and appreciation were found to be most effective motivational factors for the teachers (vii) Teachers opined that the teacher initiated in-service programmes were interesting and useful to the teachers as they were need-based. Anjaneyulu (1996) attempted a study on ‘An investigation into the impact of Training on teachers in the implementation of six learning principles of APPEP’. The objective of the study was to find out the changes in APPEP schools after training and the difference between children is learning in APPEP and non-APPEP schools. The sample consisted of 10 teachers and 100 children from same APPEP schools for experimental group and same number of teachers and children from non-APPEP schools for controlled group. The study showed a lot of difference in the activities of teachers and children’s learning in experimental and control groups. That difference in experimental schools was due to the impact of training. Ajit Sing and Anil Kumar (1996) studied about the “training needs for primary teachers”. The objectives of the study were: (i) To analyze state policy on teachers- their training, transfer policy, service conditions, incentives for effective performance etc. (ii) To assess adequacy of facilities for in-service education of teachers. (iii) To determine training needs of teachers. (iv) To study perceptions of teachers with regards to their promotional prospects. Survey method was adopted for this study. The main tool of this study was an interview schedule. The major findings of the study are given below:

In the most of the states the minimum academic qualification for the post of primary school teacher is 12 years schooling. As such 59% matriculate teachers are under qualified.

The transfer policy of a State has a significant influence on the level of teachers motivation.

Only 12% of teachers have attended short-term in-service training programme.



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Teachers were asked to mention the areas in which they need training. Teachers reported that they need training in the content of school subjects method of teaching and multi-grade teaching play way techniques for teaching.

The following were the important implications which emerged from the study.

The DIET need to be urged to conduct studies to asses in service training needs of teachers working in area.

Further the organizers of in-service training should consider the conditions of work place of teachers while designing in service programmes.

Studies need to be undertaken to determine the impact of in-service education on teachers class room practices and pupils learning achievements.

The state should formulate in service education policy. Elahi (1996) conducted a study on ‘A Critical study on in-service training of State Council of Educational Research and Training. This study related to evaluate the different aspects of in-service teacher education programmes of various educational functionaries organized by State Council of Educational Research and Training, Delhi. The sample comprised of 350 educational functionaries like principals, vice-principals. PGTs and TGTs who were selected by random method of sampling from the five districts of Directorate of Education, Delhi. The tools used to collect data were questionnaires and information black proforma. The collected data were treated with percentages and frequencies. Major findings of the study were: (i) It was found that 44 percent each PGTs and TGTs, 40 percent Principals and 72 percent Vice Principals were not satisfied with the weightage given to the general awareness aspects. (ii) 41.33 percent PGTs and 37.33 percent TGTs considered that the pedagogical aspects was one of the weaker areas in the programmes. (iii) 74 percent PGTs and 62.67 percent TGTs observed that the resource persons were dominating the proveedings. (vi) 72.67 percent PGTs, 64.67 percent TGTs, 72 percent Principals and 60 percent Vice-principals opined that they were satisfied to some extent with the approaches adopted by the resource persons. (v) 59.33 percent PGTs and 33.33 percent TGTs, considered that the material distributed was irrelevant and 64 percent principals and 72 percent vice-principals observed that some of the material distributed were useful (vi) 42% PGTs and 46.67 percent TGTs, 52 percent principals and 64 percent vice-principals considered the duration of the programme was too short. (vii) 76.67 percent PGTs, 70 percent TGTs, 52 percent principals and 72 percent vice-principals were happy with four sessions held in a day. (viii) Regarding the duration of lecture, 81.33 percent PGTs, 78 percent TGTs, 60 percent principals and 52 percent vice-principals considered one hour and twenty minutes time as appropriate. (ix) 83.33 percent PGTs, 95.33 percent TGTs, 88 percent principals and 52 percent vice-principals suggested that emphasis should be laid on group discussion and panel discussion respectively. (x) Regarding overall rating of the programmes 34.67 percent PGTs, 52 percent principals and 60 percent vice-principals opined average quality while 43.33 percent TGTs observed good quality. (xi) With regard to follow up of in-service education programme, 92 percent PGTs, 96 percent TGTs, 52 percent principals and 64 percent vice-principals realized that they would be using new ideas/techniques learnt in the programmes.



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Govinda (1996) described the importance of teacher education and professional development. According to his study out comes the teacher educators should help teachers to develop their insights into the practical theories, which structure their practices. Professionalism could only be developed on an ongoing basis through experiences and experimentation. Training only help one to feel more confident as a teacher. Teachers’ professional development, within and out side classroom is a product of their reflectiveness and participation in educational opportunities, that will enhance and extend their growth and development. In addition, professionalism among teachers is built through a support system from colleagues. Sarada (1996) conducted a study on ‘Effectiveness of Strategies Used in Developing Information Processing Skill Involving Thinking In Teaching of History’. The following conclusion may be drawn on the basis of findings. The strategies used in developing information processing skill involving are more effective than using traditional approach in teaching History. These strategies deepen the imagination and understanding of the students. These strategies also help the students in processing and organizing information in meaningful compact structures which are in easily readable form. Verma, Pushpa and Chabra (1996) conducted a study on ‘Application of pedagogical knowledge and skills acquired in teacher training to school teaching by primary school teachers of Mathematics’. The study attempts to assess teachers’ perceptions on the need to reform existing classroom instructional practices in small size primary schools problems faced in doing so and way to resolve them. The objectives of the study are (i) to find out the extent of familiarity with the skills, strategies and devices during the pre-service teacher training and the extent to which teachers are able to employ the training competencies in their classroom practices and (iii) to enquire them into the difficulties and limitations of teachers in using their pedagogical skills and competencies in actual teaching of mathematics. The sample of the study comprised 100 primary school teachers teaching mathematics. Schools were selected on the basis of the representative sampling keeping in view both rural and urban zones. Questionnaire and interview were used for the collection of data. The collected data were treated qualitatively. Major findings of the study were: (i) Teachers had sufficient knowledge of subject matter and they did make an initial preparation for the course in advance. (ii) Teachers tended to use predominantly one or two teaching techniques namely illustrations and problem skills. (iii) Most of home work given by the teachers originated from the assigned textbook and was checked by teachers. (iv) Majority of the teachers were found having high professional qualifications than required which led to the difficulties of handling all subjects by a single teacher. Aiholli and Sahoo (1995) studied ‘Nature and forms of In-service Education for Secondary Teachers in the Karnataka State by 2005 A.D. The objectives of the study were (i) To forecast the types and forms of in-service education towards 2005, (ii) To study inter-relationship among different training technology for in-service education towards 2005 and (iii) To study the in-service training for teachers to change their personality and behaviour in positive ways.



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Major findings were: (i) The respondents expect the change in method of in-service education. The methods were focused on ‘Brain Storming’ with 70.5 percent probabilities where as to use the desirable methods with high probabilities read as workshop, project, symposium, self-study instructional materials. (ii) With respect to acquaintance with new educational technology of in-service education 59.3 probabilities such as computer programming. Jangira et al. (1995) conducted “a study on Teacher policy, Training needs and perceived status of Teachers”. The specific objectives of the study were (i) document and analyze state policy on teacher training, their recruitment procedure, transfer policy, demand and supply initial and in-service training etc, (ii) document and analyze infrastructure facilities available at the district level for initial and in-service training, (iii) study perception of teachers about their social economic and professional status, (iv) identifying training needs of teachers and (v) survey was the method of the study. The important findings of the study indicates that the teacher’s perceptions about their initial training programmes were ascertained. About 30 percent teachers in Haryana and 40 percentage in Kerala expressed that the initial training which they received was not satisfactory. In most of the districts less than 50 percent teachers could get an opportunity to undergo in-service education once during the last five years. The low coverage of in-service training programmes in the districts is due to funds and the absence of a conscious policy. The following areas were mentioned by the teachers for in-service training. (a). content of school subjects (b) method of teaching (c) multi-grade teaching (d) play way techniques for teaching (d) preparation and use of improvised teaching aids. Most of the head teachers expressed that they need training in the following areas: (a) General administration (b) Providing instructional support to teachers (c) Team building (d) Seeking community support. Menon (1993) has conducted a study about selected DIETs in Kerala. The specific objectives of the study were (i) to study the overall scenario of implementation of the scheme of DIET in Kerala, (ii) to identify areas of educational intervention selected by the DIET in the socio-economic and educational context of the district, (iii) to survey the activities undertaken by the DIET since its inception through training research and resource support, (iv) to study the administrative financial and academic support received by DIET from other agencies and (v) to formulate recommendations for making DIETs more effective. Methodology of this appraisal was survey. The tool employed for this study was an information schedule. She visited DIETs of Kasaragod, Wayanad, Trissur and Ernakulam for this study. The major recommendations were suggested for improving the situation of teacher education in Kerala shows (i) Government of India assistance to DIETs should go directly to autonomous institutions. Funding also should be given directly to the concerned agencies. (ii) Constitution and activation of state level and district level steering committee for teacher education projects. (iii) Creation of a cell in the SCERT and designation of a Nodal Officer in the State Secretariat to look after teacher education.



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Mohana Chandran (1993) has conducted a study on the priority of training needs in management development for Heads of Primary Schools in Kerala. The objectives of this study were (i) to identify areas in which the heads of primary schools, (ii) to assess the perceived gap in the competencies on various aspects of planning and management and (iii) to determine the training priorities on the basis of the felt need in actual work situation. According to the author, training programmes are arranged without paying much attention to find out what a group of learners needs to learn. Actually this leads to wastage of resources and the trainees do not get any desired benefit. Some trainers give major emphasis to conduct the training program than its preparation. The design of attaining programme is the preliminary blue print which becomes basis for its actual conduct. National Advisory Committee headed by Yashpal (1993) enlisted about pre-service and in-service teacher education. In the context of constructing a new self-image of the teacher pre-service training is a key but elusive area of reform. Past attempts to improve teacher training programmes and institutions have met with rather limited success. By and large teacher training continues to be isolated from mainstream academic areas related to education. In-service training too in most of the place, has assumed the character, a ritual devoid of academic substance or the capacity to stimulate. The current efforts to provide statutory status of the NCTE may perhaps make some impact on the weak training that is generally available in the country to people, who want to work with children, especially young children. Sharma (1992) has developed “An appraisal of accountability of Teacher Educators in DIETs in Haryana”: The objectives of the study were (i) to identify the area of accountability of the teacher educators in DIETs in Haryana, (ii) to study the difference between the perception about accountability and their actual performance and (iii) to establish the teacher-educators attribution for the performance. Hence, it had been hypothesized that teacher-educator working in these pace setting ‘teachers’ training institution have been performing their job as per required and there is incompatibility between the perception about accountability of their actual performance. Jangira and Ahuja (1990) studied the “effectiveness of co-operative learning based training in an in-service training programme for teachers”. They concluded that the ultimate effectiveness of the training would be determined by the change in perception of children about teacher and teaching and improvement in their attainments. DIET (Namakkal, Salem District, Tamil Nadu). (1992) studied through Research Project on Developing a Plan for In-service Education of Elementary Teachers at District Level. (This research project was submitted in part-fulfillment of the requirements for the diploma in Educational / Planning and Administration of the NUEPA). The main objectives of the study were: (i) to identify the expectation of a DIET at grass root for in-service education of teachers, (ii) to review the present status of in-service



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education in the selected DIET since its establishment, (iii) to identify the gaps between the planned, targeted and the actual situation, (iv) to study the possible reasons for the lapses and (v) to develop a plan for in-service education of teachers with the existing frame-work. The major findings of the study were: (i) Most of the teachers desired to have continuing education / refresher course in school. (ii) Little importance was attached to national goals like UEE and MLLs. (iii) No effort was made to involve teachers in the planning, evaluation and follow-up of in-service programmes. (iv) Educational administrators were not convinced by the quality improvement in teachers after in-service programmes. (v) There is no difference in teachers’ attitude towards teaching profession after training as per administrator’s opinion. (vi) DIET too cannot meet the demand for in-service education at district level. (vii) Funds provided were inadequate for DIET. (viii) There are no attempts so far at the state level in training all the teachers at elementary schools within five years. (ix) So far no attempt was made to identify the teacher’s need at district level. Regional Institute of Education, Bhopal (1990) developed an Evaluation Report of the Programme of Mass Orientation of School Teachers of Madhya Pradesh State. The main objectives of the report were: (i) to study the programme inputs (key persons, resource persons, physical facilities of training camps, curriculum transaction, use of media and quality of guest lecturers) (ii) to study the effectiveness of learning packages including awareness of NPE components learner-centred approach use of media and continuous comprehensive evaluation (iii) to study the various innovative practices followed by the resource faculty and participating teachers (iv) the study the follow-up study of the teachers oriented and opinion survey of Principals with regard to the performance of teachers oriented (v) to study implications of the evaluation study with a view to re-designing and restructuring the in-service training in the subsequent years. The main findings of the study were: (i) The younger participants were found to be more active, resourceful and participating in the programme. (ii) The physical facilities like toilet, water, light, seating arrangements were satisfactory only at some of the centres. (iii) All the modules were not self-explanatory. They were unable to generated motivation and develop competencies and skills in the teachers. The resource persons did not discharge their duties and responsibilities with the needed sense of commitment, devotion and involvement. (iv) ‘Lecture’ and ‘Discussion’ methods were largely followed. (v) Telecasts from Delhi Doordarshan were not used profitably by the teachers. (vi) Selection of guest lectures and deliberations was found to be ineffective. (vii) Accommodation facilities for the teachers in the hostels were inadequate. (viii) There was a significant change in the perception of teachers in respect to general awareness topics. (ix) There was a considerable increase in the awareness with respect to salient features of NPE-1986 and modalities of curriculum transaction etc. (x) In the area of competency and skill development in curriculum transaction modalities, there was no significant increase in outside classroom activities. (xi) There was increase in the activities and functions of the oriented teachers in the school.



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Butala (1987) conducted a Critical Inquiry into In-service Educational Programmes conducted by Secondary Teachers Training Colleges of Gujrat State. The objectives of the study were: (i) to study the existing position of in-service educational programmes in secondary teachers training college classified by types organization and factors affecting planning (ii) to study the usefulness of in-service educational programmes for teachers and (iii) to study in-service educational programmes according to the assessments of the participants resource personnel and coordinators. Some of the major findings were: (i) On an average a college conducted about 33 programmes. The maximum number of programmes were conducted in 1982-83 and the minimum in 1984-85. (ii) A majority of the teachers were not covered under any in-service programme. (iii) Secondary teachers from Bharuch, Banaskantha, Amreli, Bhavnagar, Surendranagar and Kachchha districts were not covered by in-service programmes in a systematic way. (iv) In one year the average time spent by the secondary teachers training colleges for in-service education programmes was 231.4 hours. Programme-wise the time allotted was 6.9 hour per programme. (v) The main modes employed in the programme were lecturers, seminars and workshops. No audio-visual aids were employed. (vi) The in-service educational programmes concentrated mainly on school curriculum. Very few training colleges focused on areas like educational technology, administration, management and modern trends in education. (vii) The programmes of in-service education were planned by the advisory committee of the centre. (viii) The teachers were in favour of in-service training programmes being organized on working days only. The second preference was summer vacations. Working on weekends was their last preference. (ix) The training colleges did not have adequate facilities for conducting the programmes. (x) Teacher-participants considered an attendance certificate to be a proper incentive for participating in in-service programmes. They, however desired that such attendance should be considered a necessary qualification for the purpose of promotion (xi) Most of the resource persons felt that a monetary allowance was the best incentive. Purkar (1986) attempted a study on “The Effect of Microteaching on the training competence of In-service teachers and its Impact on pupils’ attainment and pupils’ liking”. The study was designed with the following objectives.

To study the effect of microteaching (MT) training on the development of selected skills, viz. Probing Questions (PQ). Reinforcement (RE). Explain with Examples (EX) and Stimulus Variation (SV) among in-service teachers.

To study the effect of MT training on the development general teaching competency (GTC) of in-service teachers.

To study the effect of MT treatment of pupils’ liking for their teachers. The sample included 36 teachers and their 729 pupils from 17 schools. The pre test post-test control experimental group design was employed in this study. The findings were (i) microteaching treatment had a positive significant effect on the development of skills. Viz. PQ, RE, EX and SV. (ii) M.T. treatment had a positive significant effect on the development of GTC. (iii) M.T. treatment had a positive significant impact on pupils attainment. (iv) M.T. treatment had positive significant impact on pupils liking for their



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teachers. The implications are (i) M.T. should find a place in in-service teachers education programme (ii) The procedure of M.T. training should consist of general orientation of M.T. technique. Singh (1985) investigated into the programmes and perspective of in-services Teacher Education. He concluded that many areas where the course was weak like lack of follow-up studies and evaluation of courses. The new dimensions included Mastery Learning Approach. Development of values working the community Self-study skills etc. Training strategies need to be based on the variety of training situations including face to face interaction and distance learning to exploratory problem solving experiences arising out the role performance. Syag (1984) conducted a study on “Teaching competence of pre-service and in-service Teachers trained through different treatments of Microteaching”. The main objectives of the study were: (i) to find out the relative effectiveness of three different training approaches: peer feed back in the Standard, Microteaching Group (SMT) peer-cum-audiotape feedback in the Modified Microteaching Group (MMT) and college supervisor feed back in the Traditional Student Teaching Group (TSP) upon General Teaching Competence (GTC) of teachers measured at different occasions during their pre-service and in-service stages. The samples of the student-teachers was drawn from secondary school trainees studying in B.Ed. The major findings were that peer feed back in the SMT group and peer-cum-audiotape feed back in the MMT group produced equal effect but superior to that of TST group on the development of general teaching competence and competencies in specified skills. Nagaraju (1982) conducted a study on Evaluation of Radio correspondence-cum-contact in-services Training programme in Kerala. The project was undertaken with the objectives of (i) examining the plan of the training programme. (ii) ascertaining the existence of coordination among the organizations involved in the training programme. (iii) diagnosing the bottle-necks in the process of training particularly with reference to the administration of the programme. (iv) identifying the trend of the programme in terms of its utilization by teachers in different subjects. (v) getting feedback from the trained teacher/teachers undergoing training regarding different aspects of the programme and on the needs problems and perception. (vi) ascertaining the relative use of different components of the training (vii) evaluating the contribution of radio and correspondence part of the training on the performance of teachers and (viii) evaluating the entire programme in the light of the findings and to suggest improvement. The findings reported under specific aspects included: 1. Planning: (i) There was need for in-service training programmes in Kerala. (ii) The majority of the trained teachers were not satisfied with the training they received. (iii) The training course in Malayalam was fast deteriorating (iv) There was no comprehensive planning and implementation of the programme. (v) There was no scope for using the feedback from trained teachers to improve the programme from year to year. II. Organization: (i) The



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coordination among the State Institute of Education (SIE) and the All India Radio (AIR) for science and mathematics and the SIE the AIR and the Central Institute of Indian languages (CIIL), Mysore for Malayalam courses was deteriorating. (ii) The organization of contact courses also suffered from lack of planning. (iii) The duration of the contact programme was inadequate (iv) There was considerable delay in the supply of learning packets to the trainees and there was no monitoring effect on the training programme. (v) The trainees were left to themselves for clearing their doubts. III. Learning Materials: (i) Learning packets, especially in science were the most useful part of the programme but they needed a lot of improvement (ii) Though radio lessons were interesting and useful all the trainees did not listen to all the programmes and the participants felt that the learning experiences in the contact programmes were inadequate. IV. Evaluation: (i) There was no effort to evaluate the project periodically. (ii) The grades awarded to the trainees were independent of the radio lessons resulting in the redundancy of radio components. The majority of the trainees felt that there should be a proper examination at the end of the course. V. Responses of the Trainees: (i) A majority of them to learn the topics which they had not studied earlier. (ii) They felt that it improved the academic achievement of their students. (iii) They wanted that the learning packets should contain diagrams, figures, charts, illustrations, examples and more units of learning (iv) They felt that the duration was too short though the programmes were interesting and useful (v) They wanted that arrangements should be increased and should be interspersed during the training period rather than at the end of the programme. SCERT (Andhra Pradesh) (1982) Conducted an evaluation Study of In-service Training of Secondary School Science Teachers in Improvisation Techniques in Science Teaching Courses of the Colleges of Education (1982). The objectives of the study were (i) to study the relevance of course content of the in-service training programme. (ii) to study the relevance of activities of the in-service training programme to the objectives of the training programme. (iii) to study the relevance of improvisation techniques being taught in the in-service training programme and (iv) to study the attitude of in-service teachers towards improvisation of science equipments for science teaching in secondary schools. The findings of the study were: (i) More than 60 percent of the participants felt that the course was good and acquainted the teachers with new developments in science. (ii) Most of the participants felt that there adequate staff and individual attention were not given during the course. (iii) The participants felt that they could not attend the course properly because of too much interference from the education officers and other supervisors. (iv) The participants felt that the course was theoretically relevant but practically many of the problems of science teaching in the classroom were not taken into account. (v) The participants felt that the teacher-educators did not consider then as equals but treated them as students. (vi) The participants had a feeling that even the teacher-educators were not fully acquainted with modern concepts and development in science. (vii) Most of the teaching activities being practiced by the participants in one way or another. (viii) Improvisation of the science apparatus was a



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good activity but it was not fully relevant to the environmental set-up of the schools in which they worked. Raina (1981) has conducted a study on “A factorial study of the personality, attitudes to teaching and creativity of in-services and student teachers belonging to three subject areas.” The pre-service science arts and commerce teachers differed significantly in their attitude to teaching. The in-services teachers were highest on the factors of intellectuality self-strength environmental sensitivity individuality initiative and artistry as measured by the test of creative potential. The pre-service teachers were highest on intellectuality self-strength, environmental sensitivity individuality initiative and artistry. SCERT (1980) (Andhra Pradesh) conducted a study on Evaluation of In-service Training of Secondary School Teachers in Science Teaching Centres attached to the Colleges of Education in Content and Methodology. The study was done to evaluate the in-service training programme run by the science teaching centres with respect to academic and administrative aspects. The training programme of one month duration. The findings of the study were: (i) The proportion of participants who understood the concept principles and facts was 50 percent in physics, 64 percent in chemistry and 45 percent in biology teaching. (ii) Participants indicated that many of the concepts were dealt with in an impressive manner in physics and biology. (iii) The demonstrations were conducted in different units satisfactorily. (iv) The explanatory aids were not used satisfactorily in the classroom in biology teaching. (v) Many of the participants felt that the laboratory techniques employed during the training programme were useful to improve professional competence. (vi) The course was useful in teaching in the classroom and many simple techniques were given to make improved apparatus for teaching science. (vii) The duration of the course was quite short. (viii) According to participants time devoted to practical was not satisfactory. (ix) Though the course had high academic value, the syllabus prescribed for teaching in the schools was very heavy. Some of the topics prescribed in the syllabus in biology were not relevant to the age group of the students. (x) Several activities and projects undertaken during the training programme made many participants enthusiastic to undertake such projects in their schools also. Mama (1980) conducted a study of the impact of In-service Education on Teachers in the State of Maharashtra. The main objectives of the study were (i) to examine the concept of in-service education (ii) to find out the academic and recreational reading habits of teachers (iii) to find out the opinion of teachers on in-service programmes (iv) to examine the facilities offered to teachers to attend in-service education programmes. The survey method was used for the study. The tools used for data collection were questionnaires prepared for the principals of Colleges of Education and the principals and teachers of secondary schools and an interview schedule for experts in education and principal and teachers of secondary schools. The final sample included fifty principals of colleges of education with 5 percent of the principals in secondary schools and 50 percent of the teachers in each of the selected schools.



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The main findings of the study were: (i) of the fifty-one teacher education colleges in the State, twenty-six ran extension centres (ii) Little importance was attached to in-service education (iii) The colleges of education conducted a variety of programmes most of which dealt with subject matter, planning of tests, evaluation and audio-visual aids (iv) No effort was made to involve teachers in the planning evaluation and follow-up of in-service programmes (v) The school teachers had no access to the college libraries except while participating in-service programmes. (vi) in-service programmes were run as weekend courses (vii) Adequate communication did not exist between the colleges of education and the secondary schools (viii) Control of in-service programmes was in the hands of the school principals (ix) The teachers were sometimes prevented from attending in-service programmes by the principals (x) The concept of in-service education was not clear to the teachers. Singh (1980) conducted a critical study about the programme of the pre-service and In-service Education of Teachers of Higher Education in India. The objectives of the study were: (i) to study the needs of pre- service and in-service education programmes as felt by the university teachers. (ii) to study the objectives of the pre- service and in- service education programmes as they were being conducted by various institutions (iii) to study the pre- services and in-service programmes in terms of their types duration syllabi and methods of teaching (iv) to seek the opinions of the participants regarding the evaluation of their performance in the programmes and the usefulness of the programmes and (v) to develop a syllabus for training teachers of higher education. The major findings of the investigation were: (i) the programme was helpful for the pre-service, in-service and untrained teachers. (ii) The main aspects helpful to them in their situation. (iii) Student desired more autonomy for decision-making and interpersonal cooperation of support for effective group action in the teaching learning situations. (iii) Three basic elements which emerged into a characteristic pattern of tenth grade actual classroom could be described as (a) the individually interpersonal meaningful quest for personal cognitive outcomes rather than emphasizing on group achievement in the imposed formal group structure. (b) the teacher defind learning directions for group actions and (c) the apathetic attitude towards the reality orientation of social ideological awareness which was not conducive to striking a balance between theory and practice during the teaching-learning process. (iv) The classrooms of mathematics were generally characterized as co-operative supportive milieu interpersonally: The classrooms were oriented to the desired accomplishment of group takes and the clarification of personnel experience. (v) The authenticity aspect of tenth grade actual classroom was significantly related to autocratic-democratic has kindly evading responsible etc. characteristics of the teachers classroom behavior. (vi) An attempt was made to study the fourteen dimension of the teacher’s morale in general. Out of the 42 relationships tested only one between productivity and material and equipment dimension of the teacher’s moral was significant. Gupta (1979) has conducted a study of the in-service Training needs of the Secondary Teacher Education. The objectives of the study were: (i) to study the relationship between the qualification and the in-service education proneness of secondary teacher-



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educators (ii) to study the relationship between the professional experience and the in-service education proneness of secondary teacher educators (iii) to identify the type of in-service education courses preferred by secondary teacher-educators in view of the emerging curriculum changes at the school level and the corresponding changes in the teacher-education curriculum and (iv) to identify the specific units under each of the curricular areas identified at (iii) above and (v) to study the congruence between the qualifications and the instructional allocation. The findings of the investigation were: (i) There was some measure of association through not very strong between the qualifications of secondary teacher-educators and their in-service education proneness (ii) There was a small measure of association between the teaching experience and the in-service education proneness of teacher-educators (iii) In view of the emerging curricular changes at the school level and subsequently at the teacher-education level the in-service education course required by secondary teacher-educators were identified: (a) socially useful productive work (b) vocationalization (c) working with the community (d) non-formal education and (e) pedagogical and methodological subjects (iv) By and large there was congruence between the qualifications and the instructional allocation except in the case of those secondary teacher-educators who were involved in the teaching of Methodology of Teaching Geography as they did not have any degree in geography. Devaraj and Pavanasam (1972) conducted a study on the In-service educational needs of secondary school teachers. The objectives of the study were: (i) to find various In-service educational activities in which the teachers participated, (ii) to find the reactions of the teachers to the various programmes and (iii) to get the suggestions they have to offer with regard to the conduct of such programmes. The findings were that majority of the teachers preferred seminars as the means of In-service training Programmes for teachers. Other Programmes receive only secondary rank. Only four programmes-seminars, courses, workshops, audio-visual services were popular among the teachers. Summer holidays seem to be the best period for In-service education. Teachers prefer short terminal vacation period and week ends also for this work. Headmasters should supervise the follow up work undertaken by teachers who had undergone training. Some preferred changing the methods according to the classroom situation and facilities available in the school. According to the views expressed In-service education in the teaching of language should get highest priority. Next in rank came elective subjects and science. State Institute of Education (Maharashtra) conducted a study of the in-service training needs of Headmasters of rural primary schools in Poona District Poona (1971). The main objectives of the study were to find out the in-service training needs of headmasters in their academic and administrative work and to collect data for preparing a programme of in-service education and training for Headmasters. The importance of the study was that more than 50% of the Headmasters needed practical knowledge in general science. One third of them desired to have knowledge in mother tongue grammar and Mathematics. The percentage of teachers desiring to get knowledge of



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special methods in Hindi was higher than that of other subjects. The Headmasters were asked to denote the areas in which they needed sufficient knowledge so as to guide their assistants. The four areas were given in the order of preference (i) Improvement of present examination system (ii) Problems of schools discipline (iii) Methods of teaching different subjects and (iv) Presentation of teaching aids. The Headmasters thought that the knowledge regarding the maintenance of the five records were essential (i) General (ii) Examination results (iii) School repair records (iv) Log book (v) Annual report. The Headmasters felt that these subjects should be included in the in-service teacher education programme. (i) HM’s powers and duties (ii) Relation between the Headmaster and his assistants (iii) School inspection and its methods (iv) Relation between school community and workers in educational field (v) School organization: To an open ended question regarding their difficulties more than 10% Headmasters reported the difficulties such as (i) Inadequate school equipment (ii) Inadequate building (iii) Non-cooperation of parents (iv) In-adequate staff (v) Non-cooperation of local leaders (vi) Non-cooperation of assistants and (vii) Non-availability of subject teachers. Shankar (1969) Conducted a study on the impact of extension services department on school improvement in Haryana department of Education. The study revealed that (i) 70% of headmasters and teachers thought that the extension services proved useful in making the knowledge up to date and increasing the efficiency of teachers and in changing their attitudes and outlook towards teaching (ii) The extension Services work enabled the teachers to start experimental projects and also to coordinate the work of different schools (iii) A fair majority felt that the various activities undertaken were organized by keeping the needs of schools in view and thereby helping heads and teachers in making classroom teaching effective (iv) As a result of extension programmes, heads and teachers started taking more interest in school work by organizing subject clubs, projects (v) Teachers generally did not use teaching aids available in the extension department (vi) Teachers read publications of the extension department with interest and found them useful (vii) Teachers were not interested in seminars (viii) The extension department failed in ‘follow up’ work as they were unable to chalk out any concrete programme to assess their activities (ix) Heads, teachers and coordinators felt that the expenditure of the extension service work did yield sufficient return in terms of improvement in schools (x) With regard to making the department more useful and effective many felt that heads and teachers should be made aware of the facilities available and programmes drawn keeping in view the needs of local schools which could be known from heads and teachers (xi) There was a greater need for more follow up programmes to assess the implementation of new ideas, methods and techniques. In his study on Growth and Organization of In-service Programmes in India and its Impact on Secondary Schools (1966) Srivastava tried to focus on the history of in-service teacher education in India from its inception till date and gathering its material from scattered sources. It had revealed that the attitude of the teachers towards the profession as well as towards the extension programmes stabilized after attending four extension programmes. The improvement was rapid. Layug (1961) revealed in his



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normative study of the five year in-service education programme of public elementary school that administration and supervision, teacher-pupil relationship and public relations were among the most important subjects treated in the in-service education programmes. Among the different techniques used were teacher’s meetings, inter-school visitations, informal discussions, demonstration classes, seminars and open forums etc. 2.5 Studies in Abroad In early work on teacher productivity, researchers estimated education production functions by regressing aggregate student achievement levels on measures of teacher training and various other controls using cross-sectional data. A subsequent generation of studies used student-level two-year test-score gains and richer sets of teacher training variables to evaluate the impact of teacher training on student achievement. The state of the literature through the year 2000 has been extensively reviewed by Wayne and Youngs (2003) as well as by Rice (2003), Wilson and Floden (2003), and Wilson, et al. (2001). Rather than duplicate previous surveys we highlight new research findings over the last half-dozen years. While some recent studies of the determinants of teacher productivity continue to employ the gain score approach (Aaronson, et al. (2007), Hill, et al. (2005), Kane, et al. (2006)), the bulk of recent research has shifted away from this methodology. The gain-score studies rely on observed student characteristics or “covariates” to account for student heterogeneity. However, they cannot control for unobserved characteristics like innate ability and motivation. There is evidence that better trained and more experienced teachers tend to be assigned to students of greater ability and with fewer discipline problems (e.g., Clotfelter et al. (2006), Feng (2005)). Given this positive matching between student quality and teacher training, the gain-score studies’ inability to control for unobserved student characteristics would tend to upwardly bias estimates of teacher value-added associated with education and training. The recent availability of longitudinal administrative databases has brought forth a new generation of studies that seek to ameliorate selection bias by controlling for time-invariant unobserved student heterogeneity via student fixed effects. In the last six years, eight studies of teacher productivity in the U.S. have employed this approach. An alternative method of avoiding selection bias is to either randomly assign teachers to students (as in the Tennessee class size experiment) or to exploit situations where there is an exogenous change in student assignments to teachers or in teachers to training. Five other recent studies exploit either experiments with random assignment, situations where there is “apparent random assignment” or “natural” experiments where assignment is based on exogenous factors. No matter what the methodology, nearly all of the recent studies of teacher productivity include some measure of teacher experience, which serves as a proxy for on-the-job training.



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Results for elementary math are about evenly split between positive and insignificant effects of teacher experience on student achievement. In contrast, all but one of the eight recent studies that separately analyze elementary reading find that student achievement is positively correlated with teacher experience. At the middle school level the findings are essentially reversed. Angela Paladino (2008) has studied ‘Creating an interactive and responsive teaching environment to inspire learning’. Teaching students to understand, disable and solve problem is one of the largest challenges educators face in under graduate marketing education. By teaching philosophy is controlled on the creation of an interactive learning environment. This encompasses problem - based teaching and collaborative learning to forster discussions between students and between faculty members and students. This setting is largely supported by the creation of technological resources and the design of feedback system. Feedback provides students with the opportunity to range their understanding of the course and to improve. Douglas N. Harris and Tim R. Sass (2007) have studied ‘Teacher training, Teacher quality and student achievement’. In this they investigated the effects of various types of education and training on the ability of teachers to promote student achievement. Previous studies on the subject have been hampered by inadequate measures of teacher training and difficulties addressing the non-random selection of teachers to students and of teachers to training. We address these issues by estimating models that include detailed measures of pre-service and in-service training, a rich set of time-varying covariates, and student, teacher, and school fixed effects. Our results suggest that only two of the forms of teacher training we study influence productivity. First, content-focused teacher professional development is positively associated with productivity in middle and high school math. Second, more experienced teachers appear more effective in teaching elementary math and reading and middle school math. There is no evidence that either pre-service (undergraduate) training or the scholastic aptitude of teachers influences their ability to increase student achievement. Studies that include middle school consistently find positive effects of teacher experience on math achievement whereas the findings for the effects of experience on middle school reading achievement are evenly split between positive and insignificant correlations. The three studies of high school teachers yield conflicting results. Aaronson, et al. (2007) and Betts, et al. (2003) find no significant correlation between teacher experience and student achievement while Clotfelter, et al. (2007) find strong positive effects. One difference in these studies is that Clotfelter et al. utilize course-specific end-of-course exams while the other studies rely on more general achievement exams. As discussed by Rockoff (2004) and Kane, et al. (2006), the estimated effects of experience may be biased if sample attrition is not taken into account. For example, less effective teachers might be more likely to leave the profession and this may give the appearance that experience raises teacher value-added when, in reality, less



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effective teachers are simply exiting the sample. Alternatively, selection could work in the opposite direction; more able teachers with higher opportunity costs may be more likely to leave the profession, leading to a spurious negative correlation between teacher experience and student achievement. One method of addressing the attrition issue is to include a teacher-specific effect, to control for unmeasured teacher ability, along with the experience measures. The teacher-specific effect should purge the influence of teacher time-invariant ability on experience, yielding unbiased estimates of the specific effect, only two of the eight panel data studies, Hanushek et al. (2005) and Rockoff (2004), employ teacher fixed effects in addition to student fixed effects. Both of these studies analyze only a single school district. In our work we are able to include to include both student and teacher fixed effects using data for the entire state of Florida. In addition to experience, the other commonly measured aspect of teacher training is the attainment of graduate degrees. Nearly all of the recent panel-data and random-assignment studies include a measure of post-baccalaureate degree attainment, typically whether a teacher holds a master’s degree. Except for positive correlations between possession of a masters degree and elementary math achievement found by Betts et al. (2003), Dee (2004) and Nye, et al. (2004), recent research indicates either insignificant or in some cases even negative associations between possession of graduate degrees by a teacher and their students’ achievement in either math or reading. In contrast to experience and possession of advanced degrees, the pre-service undergraduate training of teachers has received much less attention in the recent literature. Two studies, Aaronson, et al. (2007) and Betts et al. (2003) consider the effect of college major on later teacher productivity, but fail to find a robust relationship between undergraduate major and the impact of teachers on student achievement. Three studies, Kane et al. (2006), Clotfelter et al. (2006, 2007a) consider general measures of the quality of the undergraduate institution attended and find little or no relationship to teacher productivity in elementary or middle school. A fourth study, Clotfelter, et al. (2007b) does find a positive and significant relationship between the prestige of the undergraduate institution and productivity of high school teachers. Kane et al. (2006) also analyze the relationship between undergraduate grade point average (GPA) and teacher productivity in elementary and middle school. As with the other measures of undergraduate education, they find no significant relationship between GPA and subsequent teacher performance. There are at least two shortcomings of recent estimates of the impact of undergraduate education on teacher productivity. First, recent work has relied on relatively gross measures, like college major, which may obscure significant variation in college coursework. Second, none of the recent studies that include measures of under-graduate training control for the pre-college ability of future teachers. Thus, for example, a positive observed correlation between undergraduate institutional prestige and future teacher productivity could mean that institutional quality enhances the productivity of



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future teachers or simply that more able students are accepted into elite institutions and individual ability is determinative of productivity as a teacher. Chang P.T. and John P. Downes (2002), in their study ‘In-Service Training for the Math Teacher of the 21st Century’ observed that traditional teaching methods are inadequate to effectively educate a changing student population. The effective mathematics teacher of the 21st century must have a ready grasp of both basic and advanced mathematical concepts so as to be able to educate the advanced and the remedial student, a functional understanding of technology, be adept at instructional methods, have a ready knowledge of the applications of mathematics in numerous fields and disciplines, and be able to establish a relationship with the student, so as to create an atmosphere of trust and friendly study environment. Saeed (2000) discussed the various aspects of initial and in-service training of school teachers in Federal Republic of Germany, France and United Kingdom According to him, in-service training helps teachers to meet efficiently the contemporary demand on their knowledge of subject matter. Teaching skills and to ensure that schools can fulfill their mandate to educate children. In United Kingdom, the aims of in- services training as laid down in the legislation are: (a) to enable teachers to reflect and develop their teaching practice throughout their professional life. (b) to support teachers in the preparation and implementation of their individual school development plan. (c) to support teachers in the implementation of curricular and other reforms in the education services and (d) to prepare teachers to assume additional responsibilities associated with specific posts for which they may wish to apply. In England and Wales teachers take part in-service training at any time in their career. The statutory conditions of service provide for all full time in their career. The statutory conditions of service provide for all full-time teachers to have at least five working days a year when they are not required to teach pupils. The major areas of in-services training courses of federal Republic of Germany were (a) a subject area (b) a type of school (c) particular functions (d) particular individuals. Some topics of special emphasis include: nature conservancy and environmental protection intercultural learning, health education, new technologies and career counseling. Schools sometimes assess in-school in-service training programmes on the basis of questionnaires completed by participants. In France in-service training programmes are assessed in a variety of ways depending on their content. They affect the careers of the participants in different ways. The participants have to appear in an examination after each in-service training which entitle them to a qualification. Joint Innovative Project on In-service Training of Primary Teachers undertaken by the UNESCO Regional Officer for Education in Asia and the Pacific (ROEAP). Bangkok under the APEID during 1980-81, analyzed differences in the objectives of in-service education and grouped them in the following categories:

Improvement of personal skills. It covered communication skills content of learning areas, attitude and values towards teaching and the teaching process: commitment and performance standards, knowledge of current issues, broad knowledge of one’s mission in life as a citizen and as a professional.



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Upgrading of professional competence. Those related to the teaching/learning process, research orientation, problem solving, curriculum development, planning and development of educational programmes, evaluation and others.

Knowledge and teaching of learning areas. Ethics education, social studies, agriculture, value education and others:

Curricular modifications. Changes due to rising demand brought about by social and technological change:

Problem solving. Areas such as drop-outs, low achievement repetition rates:

Developing familiarity with innovative projects:

Operation of management and in-service education programmes and

Advancement of individual teacher’s experience as a professional. Myers and Simpson (1997) discussed about revising teaching and professional growth. According to them teaching as professional practice and teachers as professional practitioners and the school as the centre for teacher learning and teaching as investigative problem identification problem solving and a culture of inquiry. According to him teacher education needs to be re-conceptualized. Instead of being the delivery of ideas, competencies and values to teachers, it needs to be thought of as the helping of to educate they are pledged to serve. To the extent that teaching is professional practice. Kiwia (1994) describes and discusses in-service training course conducted in Tanzania 1984, with the objectives.

To keep abreast with the developments in the teaching profession

To cope with knowledge explosion in the teachers’ respective subject areas.

To fill in the knowledge explosion in the teachers’ professional teaching.

To refresh teachers in their areas of specialization and indeed to relate their experience and any other interesting development in the course of their individual and group careers.

To advance the horizons and competence level of those practicing teachers of the sake of not only better performance in the field but also for higher academic awards.

Eraut (1977) has referred to a British Government committee, which suggested that the

aims of in-Service teacher education are to enable teachers:

To develop their professional competence, Confidence, and relevant knowledge.

To evaluate their own work and attitude to conjunction with their professional colleagues in other parts of the educational services:

To develop criteria which would help them to assess their own teaching roles in relation to a changing society for which schools must equip their pupils; and

To advance their careers. On the basis the various reports on in-service teacher education submitted in various international conferences and workshops organized by Commonwealth secretariat.



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UNESCO and its Asian programme for Educational Innovation and Developing countries of Asia including India have been developed.

Providing professional training and qualifications to untrained working teachers. Although majority of our teachers are inducted after obtaining a specified initial teacher training still there are some teachers in certain states who were appointed without any prior training for teaching. For them, there is a legitimate need for providing a first level in - service teacher education program.

Upgrading the qualifications or serving teachers whose original qualification may have been rendered out of date by educational change and by reforms in the teacher education process. No country in the world can afford to ignore this purpose of in-service teacher education. The process of improvement and change in teacher preparation programmers is continuous It demands that in- service teacher education activities should always continue to pay attention on this objective.

Arranging refresher courses particularly to familiarize teachers with modern practices being encouraged in the schools. Every school seeks to improve the competence of teachers in their teaching subject and in practical teaching skills. The need to update teachers in production of teaching materials. Use of audio - visual aid and application of evaluation techniques is widely felt across country.

Disseminating specific educational innovation such as curriculum change. Introduction of socially useful productive activity and work in schools. Population education and teacher participation in non - formal education of children in deprived sections of society etc.

Amelioration of quality of educational management and administrations at all levels is an important goal of in - service teachers’ education. This may involve retraining of teachers to enable them to take up new responsibilities outside the classrooms for which their earlier training an experience may not have prepared them.

Improving the quality of teacher education. There is growing emphasis on the needs for continuing training of the teacher educators themselves.

Chilana (1971) conducted a study on the Practices and Trends relating to in-service Education of teachers in Asia. The objectives of the study were to examine the various Programmes related to the in-service course and to find out the problems of untrained teachers. The findings were that the Programmes of in-service education of teachers in Indonesia have so far been grated to solve the problem of untrained teachers. There was a need to organize courses for all types of teachers in future. The existing teacher training institutions should discharge their functions in the form of extension service to nearby schools. Pires (1962) conducted a study on of the in-service Training of Primary School Teachers in Asia. He found out that following objectives are in view one or the other country while organizing in-service education programmes: (i) Upgrading the



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professional knowledge and competence of teachers. (ii) Extending the general education of teachers. (iii) Enhancing the qualification of teachers in-service. (iv) Providing opportunities for teachers to obtain increments in salary (v) Raising the morale of teachers (vi) Improving public relations (vii) Providing training in community living. Rellin (1949) in his study found out the following five as most important objectives of the in-service teacher education programmes (i) To promote professional growth for efficient teaching (ii) To familiarize teachers with subject matter and sources (iii) To stimulate self improvement among teachers (iv) To equip teachers for leadership in the community (v) To orient new teachers to be effective on their jobs. Therefore, the previous studies have been concentrated on the teacher education and its impact on their performance, the teacher training and its impact on their skills, the teacher training and the impact on the students’ achievement levels etc.



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CHAPTER-III

METHODOLOGY

3.1 Introduction An attempt has been made in this chapter to present the methodology of the study. In fact, the level of educational achievements in a particular society can only be evaluated on the basis of the performance of teachers at both institutional as well as societal levels. There has been common consensus among the intellectuals and the policy makers that there is an urgent need to give due consideration to the issues related to teachers so as to provide quality education to children. Keeping this fact in mind, there has been series of inputs in the state. It is probably for the first time in the history that the elementary education has been given the shape of National Movement in the form of Sarva Shiksha Abhiyan (SSA). It is through this programme that the dream of qualitative comprehensive education is being realized in the state. In this regard the role of a teacher is of paramount importance. There have been number of Teachers’ Training Programmes being organized in the state mainly through District Institute of Education & Training (DIETs) under SSA. The present study mainly emphasizes on the overall impact of in-service training programmes being organized under Sarva Shiksha Abhiyan with classroom transaction, particularly in terms of implementation of new and innovative teaching techniques at classroom level by the teachers after getting such trainings. In view of this, the present study has been tilted as “Study on impact of in-service teacher training Under SSA classroom transaction”. In order to assess the performance output of the teachers, the researcher adopted standardized education methodology of eliciting the perceptions of teachers and observations from the institutions. The method followed for sampling is stratified random sampling; the researcher also covered different variables for measurement of perceptions of teachers regarding the impact of in-service training under SSA classroom transaction in Visakhapatnam district. 3.2 Significance of the study According to the Ministry of Education (2007), one of the world’s most important issues concerning educational systems is preparing the students to get the highest possible achievement. The significance of this issue arises from the relationships between the educational system and other social, political and cultural organizations. The issues of achievements and underachievement among students have been depends on the performance of the teachers in those schools. However, not much attention has been paid to the aspect of the productivity of teachers. Since the teacher training aspect plays an important role in influencing productivity, the present study aims at examining the impact of in-service teacher training under SSA in classroom interaction and at the same time it analyses the effect of teacher training course on the productivity skills of teachers. It has been known for more than 20 years that the effects of training on performance skills of teachers vary



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widely as a function of differences in teachers’ personal attributes and the contexts in which implementation occurs, this study employs the personal attribute of self esteem as a trainees performance variable to the relationship with classroom transaction. In-service teacher training is an important programme for two main reasons. Firstly, considering the vast resources which are being spent on education, and particularly training itself, it is essential to ensure that these financial resources are well utilised. Secondly, the quality and quantity of the output in the form of well educated students with good attitudes will determine the type of leadership, management and workforce. So, since the teacher training aspect plays an important role in influencing productivity, the present study aims at examining the effect of in-service teacher training course on the productivity skills of teachers and its reflections on the classroom interaction. 3.3 Method of Study The study aims at knowing the perceptions of the teachers on the impact of in-service teacher training under SSA and its classroom interaction. For this the investigator followed the Random Sampling Method for data collection. This method gathers data from a relatively large number of cases at a particular time. It is not concerned with characteristics of individuals. It must not be confused with the more clerical routine of gathering and tabulating figures. It involves a clearly defined problem and definite objectives. It requires expert and imaginative planning, careful analysis and interpretation of the data gathered, logical and skillful reporting of the findings. After identifying the areas for the study, the required data collected with the help of pre-designed questionnaire and other sources. 3.4 Selection of the Tools Tool is an important instrument for any socio-demographic researches. The schedule based questionnaire is the important tool for the present investigation. Here there are four questionnaires were employed for the current study. Each one is used for different purpose which is related to the present investigation. After collecting the necessary information about the study and supporting literature, the following tools have been applied for collecting data by random sampling method. The researcher collected the required data through two instruments i.e., interview schedules and questionnaires for survey. The questionnaires and schedules of the present investigation were adopted from the one of the famous study NCERT-2009. The necessary data was collected from the target groups/stakeholders i.e., teachers. 3.5 Tools of data collection The purpose of this research is to know the opinion of the teachers on the impact of in-service teacher training under SSA classroom interaction. This type of study demands direct answer from the subjects without any ambiguity will determine the factors contributing positively or negatively for assessing the functioning and the effect of the SSA programme among rural, urban and tribal area primary and secondary schools. Hence the tool of questionnaire was selected for collecting the data.



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In the present study the researcher has used both schedules and questionnaires. Each one used for a different purpose. These are 1) Schedule is used to analyse the Trainees perception about in-service training, 2) Questionnaire use to conduct an achievement test on general subjects, 3) Questionnaire used to conduct an achievement test on social studies subject for social science teachers and 4) Schedule-cum-Questionnaire used as classroom observation tool. The total process of preparation of the questionnaire was divided into three phases. Phase - I: Preparation of the schedules and questionnaires After discussing with the guide and gone through some earlier studies of NCERT, the researcher developed schedules and questionnaires, with some modifications for the present investigation and visited the schools under study. Then the investigator acquired a clear idea of the schools and teachers working in those institutions that are to be figured in this study. This exercise helped much in the designing of the schedules and questionnaire for the present study. Since, the researcher adopted the schedules and questionnaires from the study NCERT-2009, the statements are containing with objective type answers, yes/no, rating scales with five-point scale. Each statement in the questionnaire has alternatives. The respondent requested to give their opinion by putting a tick(√) mark on any one of the alternatives. The investigator collected the information from teachers with the help of four types of tools. In the Schedule-1 there are 30 statements relating to SSA training programme, problems and prospects of the in-service training to teachers. In the Questionnaire 2, there are 24 statements relating to general subjects by which the teachers express their opinions on different aspects of in-service training programme. The questionnaire-3 deals with the opinions of the teachers on the social science subject and the Schedule-cum-Questionnaire-4 analyses the classroom observation by the researcher. Each statement followed by alternative answers and some statements followed by rating with scales. The options for responding to each item were observed according to their respective answers. The following derails pertaining the tools used in the present study for data collection. 1) Trainees Perception about In-Service Training Schedule: This schedule is used to obtain personal information about teachers i.e., age, sex, caste, area, academic/ professional qualification and teaching experience, training programmes attended and classroom situation etc. A well structured questionnaire-cum-schedule, is designed to assess the teachers’ perception applied to collect the data from the respondents (teachers). The questionnaire is based on the following aspects like training needs, physical facilities, training modules, training material, resource persons, comments on training programmes, strengths and weakness of trainings. 2) Achievement Test of Upper Primary Teachers Questionnaire: In this questionnaire there are 24 questions relating to the general knowledge on school, students and teaching. In this questionnaire each statement is having four alternatives and the respondent (teacher) has to put a tick (√) mark against one of the alternatives.



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3) Achievement Test on Social Studies for Upper Primary Teachers Questionnaire: In this questionnaire there are 20 questions relating to the social science subject. In this questionnaire also each statement is having four alternatives and the respondent (teacher) has to put a tick (√) mark against one of the alternatives. 4) Classroom Observation Schedule-cum-Questionnaire: A classroom observation schedule is developed to see the extent of impact of teacher training on actual classroom practices. The schedule comprised of the following components. The first part of the schedule is Primary information - In this the details of the school, class and teacher has to presented by the observatory. The second part of the schedule is divided by three sections. Section - I: In this section there are two components, they are - a) Introduction of Lesson/lesson plans b) Combined class teaching Section - II: In this section there are five statements and each one having number components. The response will be based on the five point scale method. These statements are - 1. The practical activities performed for the students given by teachers; 2. The condition of the teaching aids used by the teacher in the classroom; 3. Class room performance; 4. Guidelines to correct the faults; 5. Valuation added planning. Section - III: In this section there are two statements and each one having number components. The response will be based on the five point scale method. These statements are - 1. Environmental observation; 2. The level of planning in teaching. Phase - II: Administration of the tools After preparing the tools and subjecting it for the Research Guide approval, the final schedules and questionnaires were accepted and administered for data collection. Belonging that a mailed questionnaire would bring unsatisfactory results, the researcher personally visited the schools (upper primary) and administered the schedules and questionnaires from the selected school of the selected mandals in Visakhapatnam district. The researcher has collected 200 samples of ‘Trainees Perception about In-service Training’ schedules, 200 samples of ‘General achievement test of upper primary teachers’ questionnaires, 60 samples of ‘Achievement test in Social Studies for upper primary teachers’ questionnaires and finally 20 classroom observation schedules for this present study. These samples were collected with the help of teachers from the sample schools in the selected four mandals on the basis of equal sampling method. The same method of sampling is presented in the following tables and charts.



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3.6 Process and procedure of investigation The method of investigation depends upon the purpose of the study. The present investigation aims to evaluate the impact of in-service teacher training under SSA in classroom interaction in Visakhapatnam district. It attempts to ascertain the factors from teachers and classroom observations for the successful functioning of upper primary schools and their impact on the performance of the teachers and finally evaluate the development of upper primary education in the study area. The teachers are coming to the schools, which are located in urban and rural areas where the functioning of teaching is performed for the improvement of literacy levels of those areas. The main aim of the study is to investigate the impact of the in-service training through SSA in classroom interaction of the upper primary education at grass root levels of the education system study areas. The study also focuses on the performance of upper primary school teachers on achievement of classroom transaction. In this connection the researcher has taken up four mandals viz. Visakhapatnam (urban), Gajuwaka (semi-urban), Anakapalli (rural), and Paderu (tribal) in Visakhapatnam district as the areas for investigation. The varied nature of the study demands at least a semi-cultural group, which is in touch with the literacy rather than a sample from remote rural areas. Apart from this, the areas selected for the study were accessible to the investigator, which in turn provided facility for data collection. The investigator collected the views from teachers who are related to the topic “Study on impact of in-service teacher training under SSA in classroom interaction”. The nature of the study required personal participation of the researcher for collecting the required information from the teachers and schools. A random sampling method of research after careful consideration is chosen to study the problem. This research study includes four phases: (1) Method of Investigation (2) Measurement of Variables for the Study (3) Data Collection and (4) Data Analysis. 3.7 Sample Random Sampling Method: Of all the methods of sampling procedure, the commonly used method in surveys is random sampling. This technique is used to reduce the population heterogeneity and to increase the efficiency of the estimates. Stratification means divisions into groups. In this method the population is divided into a number of subgroups or strata. The strata should be so formed that each strontium homogeneous as far as possible. Then from each stratum a simple random sample may be selected and these are combined together to form the required sample from the population. A sample is a small proportion of a population selected for observation and analysis. Much care has been taken while selecting the sample for the study. The size of the sample is 200 upper primary school teachers for trainees’ perception about in-service training, 200 teachers for achievement test, 60 social study teachers for achievement test in social study subject and 20 schedules for classroom observation sample which are situated in the selected area. This sample was selected from four mandals from different localities in Visakhapatnam district. These sample mandals are selected randomly in four areas, viz. Visakhapatnam mandal (urban area), Gajuwaka mandal



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(semi-urban area), Anakapalli mandal (rural area) and Paderu mandal (tribal area). The schools and teachers were identified and the required sample was drawn using a stratified random selection. The researcher visited continuously to distribute and collect the questionnaires and necessary information from the teachers of the study schools were collected and documented. Figure 3.1 Trainees’ Perception about In-Service Training and Achievement Test.

Teachers 200

Visakhapatnam Gajuwaka Anakapalli Paderu 50 50 50 50

Male Female Male Female Male Female Male Female

30 20 30 20 30 20 30 20

Figure 3.2 Classroom Observation Schedule.

Observations 20

Visakhapatnam Gajuwaka Anakapalli Paderu 5 5 5 5

Male Female Male Female Male Female Male Female

3 2 3 2 3 2 3 2 3.8 Variables Analysis of data on the basis of variables will certainly provide an opportunity to arrive at an accurate and authentic conclusion. So for studying the present problem in detail, the following Independent and dependent variables were studied. A. The independent variables The following independent variables were studied for teachers. They are location of the school, age, gender, social category, academic qualification, professional qualification and teaching experience. B. The dependent variables The opinions of the respondents were collected with the help of questionnaire relating to in-service training. The response of the teachers regarding in-service training, training facilities, difficulties at training and classroom interaction are measured as dependent variables. Along with these the results of achievement test conducted to the teachers are also taken as dependent variables in this study. These



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statements are with alternative answers for easy response and according to the response of the teachers the results were constructed. Some of the statement in the teacher’s questionnaire measured with the help of a five-point rating scale i.e. 5 through 1, where 5 indicate highest rating and 1 indicate lowest rating against the statement. In addition to this, in the observation questionnaire, there are some questions are related to performance of the teachers in the view of students, some are to know the performance of the teacher in the view of investigator, some are relating to observations of the investigator about the students’ response towards the teaching lessons. Through these statements the investigator wanted to identify:

The opinion of the teachers on the in-service training facilities and merits and demerits of the training programme under SSA for quality improvement in secondary education.

Impact of in-service training on classroom interaction at upper primary level.

Views of the respondents on the in-service training programme under SSA.

Advantages and disadvantages of the SSA Programme.

3.9 Statistical techniques used The data collected on the basis of the tools administered to respondent was analyzed statistically. In this study the conclusions have been drawn on the basis of results deciphered after applying the tools of statistical analysis so as to make the study empirical. Percentage and average scores for various indicators were calculated. The analysis of the data has been done with the help of appropriate diagrams and graphics. It can be stated with fair degree of authenticity that this study is free from personal prejudices and an utmost care has been taken to establish the conclusions. Primary data were entered using SPSS (Statistical Package for Social Sciences) software and STATISTICA. Uni-variate and bi-variate tables were generated and F-tests and t-tests were carried out for testing the hypotheses. A. The F-test or the variance ratio test The F-test is named in honor of the great statistician R.A. Fisher. The object of the F-test is to find out whether the two independent estimates of population variance differ significantly, or whether the two samples may be regarded as drawn from the normal populations having the same variance. For carrying out the test of significance, the F ratio is calculated. F is defined as It should be noted that S12 is always the larger estimate of variance, i.e., S12 > S2

F = Larger estimate of variance Smaller estimate of variance V1 = n1 - 1 and V2 = n2 - 1 V1 = Degrees of freedom for sample having larger variance. V2 = Degree of freedom for sample having smaller variance. The calculated value of F is compared with the table value for V1 and V2 at 5% or 1% level of significance. If the calculated value of F is greater than the table value, then the



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F ratio is considered significant and the null hypothesis is rejected. On the other hand, if the calculated value of F is less than the table value the null hypothesis is accepted and it is inferred that both the samples have come from the population having the same variance. Since F test is based on the ratio of two variances, it is also known as the variance ratio test. The ratio of two variances follows a distribution called the F distribution named after the famous statistician- R.A., Fisher B. The t-test The student’s t-distribution is an important statistical tool as number of application in statistics. The following are some of them; 1. t-test for significance for single means, population variables being unknown. 2. t-test for the significance of the difference between two sample means the

population variance being equal but unknown. 3. t-test for significance of an observed sample correlation coefficient. In this analysis the investigator has used the t-test for testing the significance of the difference between two sample means. The formulae used for this test is

1 2 2

1 2

1 1n n

X Yt t

Sn n

where

2 2

2

1 2 1 2

, ,2

X X Y YX YX Y S

n n n n

Analysis of data means studying the tabulated material in order to determine inherent facts or meanings. The acquired data was given simple statistical treatment and presented in the form of cross tables. The interpretations of tables are given under each table with Chi-square values. The following chapters of the study contain the tabulations of data, analysis and their interpretation. 3.10 Geographical Area of Study Visakhapatnam is a rare mixture of a city with a magical past and vibrant present. Emerald waters, cerulean skies, long sandy beaches set against a backdrop of low hills and creeks, Visakhapatnam is truly a gemstone on the East coast of India. A flourishing industrial natural harbor, the nation’s largest shipbuilding yard, the largest beach road, India’s most powerful lighthouse and the world’s highest broad gauge railway track can be found here. Visakhapatnam is named after a temple deity Lord Visakha. In the 11th Century, a Hindu King built a monument called ‘Visakheswara’ at the south of Lawson’s bay, dedicated to Lord Visakha, on his way to Benarus. Later, this place became to known as



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Visakheswarapuram, which ultimately changed as Visakhapatnam. The history of this beautiful town can be traced back to the early days. It was a small fishing village in the Kalinga Empire during the reign of Ashoka the Great (272-232BC). Later on this port town passed successively from the Andhra Kings of Vengi to the Pallavas, Cholas and the Gangas, before it became a part of the Vizayanagar Empire in the 15th Century. But it was ultimately the British who converted it into a flourishing port town on the Eastern Coast. Geographical Area Situated among a “Picturesque amphitheatre of hills”, the port city of Visakhapatnam is the second largest city in Andhra Pradesh. It is situated at Latitude of 170 - 15’ north and longitude of 830 -31 East on the east coast of India along the Bay of Bengal. It is equidistant from Chennai (840km) and Kolkata (866km). It is delimited on the north partially by Orissa state and by Vizianagaram district, on the South by the East Godavari district, on the West by Orissa state and on the east by the Bay of Bengal. The geographical area of Visakhapatnam district is 11, 161 sq km, which occupies 4.1 per cent of the gross area of the State. It has 452 sq km of urban area and 10709 sq km of rural area. The district is covered with 132Km length of coastline. The Visakhapatnam district is segregated into Three Revenue divisions as Narsipatnam, Paderu and Visakhapatnam for administrative accessibility. There are 43 mandals, 929 non-notified panchayats and 47 notified gram panchayats. There are 3108 inhabited villages and 186 uninhabited villages. There are 10 towns, 4 municipalities including corporation. Visakhapatnam District



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Mandal Code

Mandal Name Mandal Code

Mandal Name Mandal Code

Mandal Name

1 Munchingiputtu 15 Golugonda 29 Visakhapatnam (U)

2 Pedabayalu 16 Nathavaram 30 Gajuwaka

3 Hukumpetau 17 Narsipatnam 31 Pedagantyada

4 Dumbriguda 18 Rolugunta 32 Paravada

5 Arakuvalley 19 Ravikamatham 33 Anakapalli

6 Ananthagiri 20 Butchayyapeta 34 Munagapaka

7 Devarapalle 21 Chodavaram 35 Kasimkota

8 Cheedikada 22 K Kotapadu 36 Makavarapalem

9 Madugula 23 Sabbavaram 37 Kotauratla

10 Paderu 24 Pendurthi 38 Payakaraopeta

11 Gangaraju 25 Anandapuram 39 Nakkapalli S.

12 Chintapalle 26 Padmanabham 40 Rayavaram

13 Gudemkothaveedhi 27 Bheemunipatnam 41 Yelamanchili

14 Koyyuru 28 Visakhapatnam 42 Rambilli

43 Atchutapuram

Climate: The district has deferring climatic conditions in the different parts of it. Near coast, the air is moist and relaxing but gets warmer towards the interior and cools down in the hilly areas on the account of elevation and vegetation. April to June are the warmest months. The temperature (at Visakhapatnam Airport) gets down with the onset of South-East Monsoon and tumbles to a mean minimum of 19.8oC by January, after which there is reversal trend till the temperature reaches mean maximum of 34.7oC by the end of May. Rivers: The chief rivers in the district are Machkund, Sarada, Varaha and Tandava. The rivulets are Meghadri Gedda and Gambheeram Gedda. Since no major irrigation system exists in the district, no significant sub-regional variations are apparent here. Rainfall: The district receives annual normal rainfall of 1,202 mm. South- West Monsoon accounts for 70.9 % of the normal rain fall while North-East Monsoon contributes 8.6% of the normal rain fall during 2003-2004. The rest is shared by the summer showers and winter rains. Agency and inland mandals receive larger rainfall from the South-West. Population: The population of the district is 4,288,113 as per recent census reports and this constituted 5.00 % of the population of the state. The total male population of the district is 2,140,872, which is 5.26% of the state male population. There are 2,147,241 females in the district, which comes to 5.31% of the state female population. The district constitutes 49.91 % of male and 50.09% of female. The sex ratio in the district is 1019 females per 1,000 males. The district has a density of population of 386 per sq km. Agency areas show lesser density whereas the plain area shows higher density and 39.88% of the population resides in the 10 hierarchic urban settlements while the rest is distributed in 3,082 villages. The district has a workforce of 13.15 lakhs constituting about 40.02 % of the population besides the marginal workers to the tune of 1.01 workers.



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Table-3.1: Population in Rural and Urban areas of Visakhapatnam district

Region Male Female Total

Rural 1,113,637 1,137,018 2,250,655

Urban 1,027,235 1,010,223 2,037,458

Total 2,140,872 2,147,241 4,288,113

Source: Director of census operations, Hyderabad. Educational Facilities: There are 3020 primary schools with 2.94 lakh children on enrolment, 345 Upper Primary schools with an enrolment of 0.97 lakh pupils, and 385 high schools with 1.94 lakh pupils on rolls. Apart from this there are 122 Junior/Degree colleges and professional Institutions with 0.85 lakh student enrolment. An overall there are 3,946 schools including elementary, upper primary and high schools in Visakhapatnam district. Besides this 148 junior colleges, 74-degree colleges and 11 post graduation collages. There is one university in this district, which produced eminent persons to the country, which established in 1926. Table - 3.2 Educational Profile Visakhapatnam District

Type of Institutions No. of Educational Institutions

Primary 3020

Upper Primary 345

UGME 236

High School 385

Colleges (junior+degree+PG) 233

C.T.School 1

Technical School 1

B.Ed.College 1

Central School 1

Blind School 2

Deaf & Dumb school 1

Literacy: There are 59.45 per cent of literates from the total population of the district. Male literacy rate is 68.85 per cent whereas female literacy rate is 49.99 per cent. State average literacy rate is 61.11 percent. Visakhapatnam stands below the literacy rate with 59.45 percent. When compared with other districts of Andhra Pradesh Hyderabad secured first position with 79.04 percent and Mahbubnagar is in last position with 45.53 percent.

Table-3.3: Literacy rate in urban and rural areas of Visakhapatnam district.

Male Female Total

Rural 5800399 (58.70)

364891 (36.78)

6165290

Urban 5706887 (83.46)

465237 (69.59)

622624 (76.60)

Total 1151086 (68.85)

830128 (49.99)

1981214 (59.45)



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Source: 2010 Handbook of statistics Andhra Pradesh.



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CHAPTER - IV

DATA ANALYSIS AND INTERPRETATION

The present study primarily aims at assessing the content and impact of in-service teacher training programmes under SSA classroom transaction by teachers and the impact of the same on student’s performance. The study will specifically focus on teacher training programmes in selected study area in Visakhapatnam district of Andhra Pradesh state in India. It will specifically examine how the recent training has affected teachers’ understanding on matters covered in their training modules, how they are translating it in the classroom situation, how the follow up is being implemented as envisaged in the training module and what is its impact on classroom transaction. Hence, in this chapter the investigator has designed the tables and performed some tests on the data collected from the sample study area through questionnaire based method. The main objects for this study were teachers working in primary and upper primary schools of Urban, semi-urban, rural and tribal areas of the selected district. The opinions and response of the sample teachers have been taken into consideration to measure the impact of in-service teacher training under SSA on classroom transaction. This chapter is divided into four sections. The Section-A deals with the trainees’ perceptions about in-service training, the Section-B deals with the achievement test to upper primary school teachers on general subjects, the Section-C deals with achievement test for the upper primary school teachers on social science subject and finally the Section-D is represent for observations of the investigator about the classroom transactions in the study schools.

SECTION - A

4.1 Trainees’ Perception about in-service training One of the main intension of this study is to analyse the perceptions of the sample respondents (teachers) on the in-service training to the teachers in the study area. The Government used to conduct training to in-service teachers for their better performance and improvement of their teaching skills. In this regard the following tables analyses the perceptions of in-service teachers on the performance of training and its impact on their personality development and skills improvement.



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Table-4.1.1: Distribution of the sample teachers teaching at different levels in the study area.

Teaching level Location of School Total

Urban Semi-urban Rural Tribal

Primary Stage 22 (44.0)

23 (46.0)

23 (46.0)

22 (44.0)

90 (45.0)

Upper Primary Stage 20 (40.0)

19 (38.0)

19 (38.0)

20 (40.0)

78 (39.0)

Both primary and upper primary stages

8 (16.0)

8 (16.0)

8 (16.0)

8 (16.0)

32 (16.0)

Total 50 (100.0)

50 (100.0)

50 (100.0)

50 (100.0)

200 (100.0)

The table analyses the distribution of the sample teachers teaching are different levels of classes in the selected four areas. It shows that out of total teachers from the urban area more than forty percent (44.0) of teachers are teaching to primary stage, forty percent teachers teaching upper primary stage and 16.0 percent teach for both primary and upper primary classes. It explains about semi-urban area that 46.0 percent are teaching to primary stage, 38.0 percent are teaching to upper primary stage and 16.0 percent of both primary and upper primary stages. It indicates about rural area, 46.0 percent are teachers teaching primary stage, 38.0 percent are teachers teaching upper primary stages, and 16.0 percent to both primary and upper primary stages. From the above table explains tribal area, 44.0 percent to teachers teaching primary stages, 40.0 percent to upper primary stages, and 16.0 percent to teachers teaching primary and upper primary stages. Therefore, the above analysis infers that the distribution of the teachers found almost equal in all the selected four areas in teaching classes. Figure 4.1: Teaching levels

Teaching levels 25 23 23 20 22 20 19 19 22 20 15 10 8 8 8 8 5 0 Urban Semi-urban Rural Tribal

Primary Stage Upper Primary Stage Both primary and upper primary st ages



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Table-4.1.2: Age-wise distribution of the sample teachers in the selected area

Age Location of School Total


20-35 years 23 (46.0)

21 (42.0)

24 (48.0)

23 (46.0)

91 (45.5)

36-45 years 20 (40.0)

23 (46.0)

19 (38.0)

20 (40.0)

82 (41.0)

Above 45 years 7 (14.0)

6 (12.0)

7 (14.0)

7 (14.0)

27 (13.5)

Total 50 (100.0)

50 (100.0)

50 (100.0)

50 (100.0)

200 (100.0)

The above table explains that age-wise distribution of the sample teachers in the selected four areas. It presents that out of total sample from urban area, a highest of 46.0 percent are in the age group of 20-35 years followed by 40.0 percent of teachers in the age group of 36-45 years, and from the remaining 14.0 percent are in the age group of above 45 years. It explains from the semi-urban area, 46.0 percent of teachers are in the age group of 20-35 years, 42.0 percent are in 20-35 years and 12.0 percent of teachers are having above 45 years. Among the total sample from rural area, a highest group of 48.0 percent teachers are in the age group of 20-35 years, 38.0 percent of teachers are in 36-45 years, and 14.0 percent of teachers are in the age group of above 46 years. From the above table it shows that out of the total sample from tribal area, 46.0 percent of teachers are in the age group of 20-35 years, 40.0 percent are in 36-45 years, and 14.0 percent of teachers are in the age group of above 46 years. An overall there is no much difference in the distribution of teachers working in four different areas by their age-group. Figure 4.2: Age

Age 25 24 23 23 23 21 20 20 20 19 15 10 7 7 7 6 5 0 Urban Semi-urban Rural Tribal

20-35 years 36-45 years Above 45 years



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Table-4.1.3: Gender-wise distribution of the sample teachers in the selected area.

Gender Location of School

Total Urban Semi-urban Rural Tribal

Male 30

(60.0) 30

(60.0) 30

(60.0) 30

(60.0) 120

(60.0)

Female 20

(40.0) 20

(40.0) 20

(40.0) 20

(40.0) 80

(40.0)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The table indicates about the gender-wise distribution of the sample teachers in the selected four areas. Here the investigator has observed to maintain equal sampling method for data collection from the four selected areas of the study. It is clear from the above table that from all the selected four areas he investigator has collected data from the sixty percent male and forty percent female teachers for the present study. Figure 4.3: Gender

Gender 30 30 30 30 30 25 20 20 20 20 20 15 10 5 0 Urban Semi-urban Rural Tribal

Male Female Table-4.1.4: Social category-wise distribution of the sample teachers in the selected area

Social Category

Location of School Total


SC 11 (22.0)

11 (22.0)

12 (24.0)

11 (22.0)

45 (22.5)

ST 11 (22.0)

12 (24.0)

11 (22.0)

11 (22.0)

45 (22.5)

OBC 11 (22.0)

12 (24.0)

11 (22.0)

12 (24.0)

46 (23.0)

Other 17 (34.0)

15 (30.0)

16 (32.0)

16 (32.0)

64 (32.0)

Total 50 (100.0)

50 (100.0)

50 (100.0)

50 (100.0)

200 (100.0)



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The above table analyses the distribution of the sample teachers by social category in the selected four areas. It shows that out of total urban area sample 34.0 percent of teachers are others and 22.0 same percent of teachers are SC, ST, OBC categories. It explains about semi-urban area 30.0 percent of teachers are others, 24.0 same percent of teachers are ST, OBC and 22.0 percent of teachers are SC category. Among the total sample from rural area, 32.0 percent of teachers are others, 24.0 percent of teachers are SC and 22.0 percent of teachers are ST, OBC categories. About tribal area 32.0 percent of teachers are others, 24.0 percent of teachers are OBC and 22.0 percent of teachers are SC and ST categories. The above analysis of data indicates that there is no specific categorization of the teachers in their distribution in the selected four areas of study. Figure 4.4: Social Category

Social Category 20 17 15 16 16 15 111111 111212 121111 111112 10 5 0 Urban Semi-urban Rural Tribal

SC ST OBC Ot hers



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Table-4.1.5: Academic qualification-wise distribution of the sample teachers in the selected area.

Academic Qualifications

Location of School

Total


Secondary 9

(18.0) 7

(14.0) 8

(16.0) 8

(16.0) 32

(16.0)

Higher Secondary

11 (22.0)

11 (22.0)

12 (24.0)

11 (22.0)

45 (22.5)

Graduate 11

(22.0) 12

(24.0) 11

(22.0) 11

(22.0) 45

(22.5)

Post Graduate 8

(16.0) 8

(16.0) 8

(16.0) 8

(16.0) 32

(16.0)

Any Other 11

(22.0) 12

(24.0) 11

(22.0) 12

(24.0) 46

(23.0)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The table presents the academic qualification-wise distribution of the sample teachers in the selected four areas. It indicates that out of total teachers from urban area, 22.0 percent each group have qualified higher secondary and Graduate, 18.0 percent are having secondary qualification, 16.0 percent of teachers are post graduates and the remaining 22.0 percent are having other qualification. Among the total semi-urban area sample, 24.0 percent are having graduation, 22.0 percent of teachers are having higher secondary, 16.0 percent of teachers are having post graduation, 14.0 percent of teachers are having secondary qualification and 24.0 percent are with other qualifications. Among the total sample from rural area, 24.0 percent of teachers having higher secondary, 22.0 percent of teachers are graduate and other, 16.0 percent of teachers having secondary and post graduate qualification. It presents about tribal area 24.0 percent of teachers are others, 22.0 percent of teachers having higher secondary and graduate qualification, and 16.0 percent of teachers having secondary and post graduate qualification. Hence, the above discussion on the table indicates that the teachers working in the selected four areas of study are almost equally distributed by the literacy levels.



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Figure 4.5: Academic Qualification

Academic Qualifications 12 12 12 12 12 1111 11 11 11 11 1111 10 9 8 8 8 8 8 8 8 7 6 4 2 0 Urban Semi-urban Rural Tribal

Secondary Higher Secondary Graduat e Post Graduat e Any Ot her



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Table-4.1.6: Professional qualifications-wise distribution of the sample teachers in the selected area.

Professional Qualifications



No-pre-service training 11

(22.0) 12

(24.0) 11

(22.0) 12

(24.0) 46

(23.0)

Diploma in Education (D.Ed.) or equivalent

11 (22.0)

12 (24.0)

11 (22.0)

11 (22.0)

45 (22.5)

B.Ed. (Elementary Education)

11 (22.0)

11 (22.0)

12 (24.0)

11 (22.0)

45 (22.5)

B.Ed. (General) 8

(16.0) 8

(16.0) 8

(16.0) 8

(16.0) 32

(16.0)

M.Ed. 9

(18.0) 7

(14.0) 8

(16.0) 8

(16.0) 32

(16.0)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The above table explains that professional qualification-wise distribution of the sample teachers in the selected four areas. It indicates that out of total from urban area, 22.0 percent of teachers are no-pre-service training, diploma in education (D.Ed.) or equivalent, B.Ed. (Elementary Education), 18.0 percent of teachers are M.Ed., and 16.0 percent of teachers are B.Ed (general). It presents about semi-urban area 24.0 same percent of teachers are no-pre-service training, diploma in education (D.Ed.) or equivalent, 22.0 percent of teachers are B.Ed. (Elementary education), 16.0 percent of teachers are B.Ed. (General), 14.0 percent of teachers are M.Ed. It indicates about rural area, 24.0 percent of teachers are B.Ed. (Elementary education), 22.0 same percent of teachers are no-pre-service training and diploma in education (D.Ed.) or equivalent, 16.0 same percent of teachers are B.Ed. (General) and M.Ed. It shows about tribalarea 24.0 percent of teachers are no-pre-service training, 22.0 percent of teachers are diploma in education (D.Ed.) or equivalent and B.Ed. (Elementary education), 16.0 percent of teachers are B.Ed. (General) and M.Ed. The above analysis of data shows that in all the selected four areas of study, the teachers are with B.Ed., M.Ed., D.Ed. and a significant number of teachers are without any special qualifications are working in the sample schools.



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4.6 Professional Qualifications.

Professional Qualifications 12 11121112 11121111 11111211 10 9 8 8888 88 7 6 4 2 0 No-pre-service Diploma in Education B.Ed. (Elementary B.Ed. (General) M.Ed. Training (D.Ed.) or equivalent Education)


Table-4.1.7: Teaching experience-wise distribution of the sample teachers in the selected area.

Teaching Experience



1-5 years 22 (44.0)

21 (42.0)

21 (42.0)

22 (44.0)

86 (43.0)

6-10 years 19 (38.0)

20 (40.0)

20 (40.0)

19 (38.0)

78 (39.0)

Above 10 years 9 (18.0)

9 (18.0)

9 (18.0)

9 (18.0)

36 (18.0)

Total 50 (100.0)

50 (100.0)

50 (100.0)

50 (100.0)

200 (100.0)

The above table presents that teaching experience-wise distribution of the sample teachers in the selected four areas. It presents that out of total from urban area, a highest of 44.0 percent teachers having 1-5 years experience, 38.0 percent teachers having 6-10 years experience, and 18.0 percent of teachers having above 10 years experience. It explains about semi-urban area 42.0 percent of teachers having 1-5 years experience, 40.0 percent of teachers having 6-10 years experience, and 18.0 percent of teachers having above 10 years experience. Among the total sample from rural area, 42.0 percent of teachers having 1-5 years, 40.0 percent of teachers having 6-10 years experience, 18.0 percent of teachers having above 10 years. It presents about tribal area 44.0 percent of teachers having 1-5 years, 38.0 percent of teachers having 6-10 years experience, and 18.0 percent of teachers having above 10 years experience. The above discussion of the tables infers that there is no significant difference in the distribution of teachers working in the selected four areas of study by their level of teaching experience.



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Figure 4.7: Teaching Experience

Teaching Experience 25 22 21 21 20 20 20 19 15 10 9 9 9 5 0 Urban Semi-urban Rural

1-5 years 6-10 years Above 10 years

Table-4.1.8: Difficulties faced in attending this training programme, if any?

Training programme



No difficulty 17 (34.0)

15 (30.0)

16 (32.0)

16 (32.0)

64 (32.0)

Notice given was too short

11 (22.0)

12 (24.0)

11 (22.0)

12 (24.0)

46 (23.0)

Long distance to commute from home

11 (22.0)

12 (24.0)

11 (22.0)

11 (22.0)

45 (22.5)

Any other 11 (22.0)

12 (24.0)

11 (22.0)

11 (22.0)

45 (22.5)

Total 50 (100.0)

50 (100.0)

50 (100.0)

50 (100.0)

200 (100.0)

The table explains about difficulties faced in attending this programme in selected four areas. It shows that out of total from urban, 34.0 percent of teachers are no difficulty, and 22.0 same percent of teachers are notice given was too short, long distance to commute from home and other. It presents about semi-urban area 30.0 percent of teachers are no difficulty, 24.0 same percent of teachers are notice given was too short, long distance to commute from home and other. Among the total sample from rural area, 32.0 percent of teachers are no difficulty, 22.0 percent of teachers are notice given was too short, long distance to commute from home and other. It presents about tribal area 32.0 percent of teachers are no difficulty, 24.0 percent of teachers are notice given was too short, 22.0 same percent of teachers are long distance to commute from home and others. Therefore, the analysis shows that more than twenty percent of the teachers are facing difficult to attend training classes because of notice given was too short, the venue of training place was long distance from their home and some other



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difficulties like lack of time, health problems etc. but more than thirty percent of the teachers felt there was no difficult in attending the training. Table-4.1.9: Will the in-service training improve your teaching proficiency in school?

Teaching proficiency



To a great extent 22

(44.0) 23

(46.0) 23

(46.0) 23

(46.0) 91

(45.5)

To some extent 28

(56.0) 27

(54.0) 27

(54.0) 27

(54.0) 109

(54.5)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The above table analyses about the in-service training improve your teaching proficiency in selected four areas. It shows that out of total from urban, 56.0 percent of teachers are to some extent and 44.0 percent of teachers are to a great extent. It shows about semi-urban area 54.0 percent of teachers are to some extent and 46.0 percent of teachers are to a great extent. It indicates from rural area, 54.0 percent of teachers are to some extent and 46.0 percent of teachers are to a great extent. It explains about tribal area 54.0 percent of teachers are to some extent and 46.0 percent of teachers are to a great extent. Hence, the above analysis indicates that more than forty percent of the respondents said the in-service training improve the teaching proficiency in the schools, whereas, more than fifty percent of the teachers felt the in-service training improve the teaching proficiency to some extent only. Table-4.1.10: Attendance in sessions of the current training programme.

Attendance Location of School


Yes 31

(62.0) 30

(60.0) 31

(62.0) 31

(62.0) 123

(61.5)

No 19

(38.0) 20

(40.0) 19

(38.0) 19

(38.0) 77

(38.5)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The table indicates about attend all sessions of the current training programme in selected four areas. It shows about urban area 62.0 percent of teachers are responded positively and 38.0 percent of teachers are responded negatively. It explains about semi-urban area 60.0 percent of teachers are positively responded and 40.0 percent of teachers are negatively responded. It explains about rural area 62.0 percent of teachers are responded positively and 38.0 percent of teachers are responded negatively. It presents about tribal area 62.0 percent of teachers are positively responded and 38.0 percent of teachers are negatively responded. It shows that irrespective of their working



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area, more than sixty percent of the teachers are attending the current training sessions but more than thirty percent are not attending the current training sessions. Table-4.1.10.1: Reason for missing the session(s).

Reason for

missing



Yes No Yes No Yes No Yes No Yes No

Family problem

17 (89.5)

2 (10.5)

19 (95.0)

1 (0.5)

19 (100.0)

- 19

(100.0) -

74 (96.1)

3 (3.9)

Illness - 19

(100.0) -

19 (100.0)

- 19

(100.0) -

19 (100.0)

- 77

(100.0)

Urgent work

11 (57.9)

8 (42.1)

12 (60.0)

8 (40.0)

11 (57.9)

8 (42.1)

11 (57.9)

8 (42.1)

45 (58.4)

32 (41.6)

According to the above table it shows that most of the teachers said the family problems and urgent work are the main reasons for missing the training sessions of training programme. Whereas no body had opined about the illness is the reason for mission the sessions. Table-4.1.11: Suitability of training dates

Suitability Location of School Total


Yes 19 (38.0)

19 (38.0)

20 (40.0)

19 (38.0)

77 (38.5)

No 31 (62.0)

31 (62.0)

30 (60.0)

31 (62.0)

123 (61.5)

Total 50 (100.0)

50 (100.0)

50 (100.0)

50 (100.0)

200 (100.0)

The table explains about the suitable training dates in selected four areas. It presents that out of total teachers from the urban area, 62.0 percent of teachers are responded negatively and 38.0 percent of teachers are responded positively. It analyses about semi-urban area 62.0 percent of teachers are negatively responded and 38.0 percent of teachers are positively responded. It indicates about rural area 60.0 percent of teachers are responded negatively and 40.0 percent of teachers are responded positively. It shows about tribal area 62.0 percent of teachers are negatively responded and 38.0 percent of teachers are positively responded. It can be concluded from the above analysis that more than sixty percent of the teachers from the sample study stated the training dates are not suitable to them, only less than forty percent felt the dates are suitable for them.



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Table-4.1.12: Is there library facility at the training centre?

Library facility



Yes 31

(62.0) 31

(62.0) 30

(60.0) 31

(62.0) 123

(61.5)

No 19

(38.0) 19

(38.0) 20

(40.0) 19

(38.0) 77

(38.5)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The above table analyses about the library facility at the training centre in selected four areas. It shows about urban area 62.0 percent of teachers are responded positively and 38.0 percent of teachers are responded negatively. It explains about semi-urban area 62.0 percent of teachers are positively responded and 38.0 percent of teachers are negatively responded. It explains about rural area 60.0 percent of teachers are responded positively and 40.0 percent of teachers are responded negatively. It presents about tribal area 62.0 percent of teachers are positively responded and 38.0 percent of teachers are negatively responded. The table analysis shows that more than sixty percent of the sample teacher said there is library facilities at the training centres. Whereas, nearly forty percent of the respondents said that there is no library facilities at the training centres. Table-4.1.12.1: If yes, how often did you use the library facility during the training?

Use the library facility



Quite often - - - - -

Sometimes 11

(35.5) 12

(38.7) 11

(36.7) 12

(38.7) 46

(37.4)

Not at all 20

(64.5) 19

(61.3) 19

(63.3) 19

(61.3) 77

(62.6)

Total 31

(100.0) 31

(100.0) 30

(100.0) 31

(100.0) 123

(100.0)

The table presents about use the library facility during the training in different areas are urban, semi-urban, rural and tribal. It explains that out of total from urban area, 64.5 percent of teachers are not used the library facility and 35.5 percent of teachers are use some times only. It shows about semi-urban area 61.3 percent of teachers are not used the library facility and 38.7 percent of teachers are use some times only. Among the total sample from rural area, 63.3 percent of teachers are not used library facility and 36.7 percent of teachers are use some times only. It explains about tribal area 61.3 percent of teachers are not used library facility and 38.7 percent of teachers are use some times only. It can be concluded from the above analysis that more than sixty percent of the respondents from all the selected four areas not at all visited the library at the true of training. But, less than forty percent of the teachers agreed that same times they utilized the library facilities during the training period.



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Table-4.1.13: Did you receive any training material(s) before the training?

Training material



Yes 31 (62.0)

30 (60.0)

31 (62.0)

31 (62.0)

123 (61.5)

No 19 (38.0)

20 (40.0)

19 (38.0)

19 (38.0)

77 (38.5)

Total 50 (100.0)

50 (100.0)

50 (100.0)

50 (100.0)

200 (100.0)

The above table shows that receive any training material(s) before the training in different areas are urban, semi-urban, rural and tribal. It indicates that out of total teachers from the urban area 62.0 percent of teachers are responded positively and 38.0 percent of teachers are responded negatively. It explains about semi-urban area 60.0 percent of teachers are positively responded and 40.0 percent of teachers are negatively responded. It explains about rural area 62.0 percent of teachers are responded positively and 38.0 percent of teachers are responded negatively. It presents about tribal area 62.0 percent of teachers are positively responded and 38.0 percent of teachers are negatively responded. The above analysis infers, out of the total sample teachers from the selected four areas, more than sixty percent agreed that they have received training materials before the training. Table-4.1.13.1: If yes, when did you read it?

When did you read Location of School


Before the commencement of training

-

-

-

-

-

During the training 22

(71.0) 23

(76.7) 23

(74.2) 23

(74.2) 91

(74.0)

Did not find time to read it 9

(29.0) 7

(23.3) 8

(25.8) 8

(25.8) 32

(26.0)

Total 31

(100.0) 30

(100.0) 31

(100.0) 31

(100.0) 123

(100.0)

The above table presents that read the training material in different areas are urban, semi-urban, rural and tribal. It shows that out of total from urban area, 71.0 percent of teachers are during the training and 29.0 percent of teachers are did not find time to read it. It explains about semi-urban area 76.7 percent of teachers are during the training and 38.7 percent of teachers are did not find time to read it. Among the table sample from rural area 74.2 percent of teachers are during the training and 25.8 percent of teachers are did not find time to read it. It presents about tribal area 74.2 percent of during the training and 25.8 percent of teachers are did not find time to read it. It can be conclude from the above analysis that most of the teachers have read the training material during the training period.



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Table-4.1.13.2: If no, write the appropriate reason

Appropriate reason Location of School Total


Did not find time to read it 9 (47.4)

8 (40.0)

8 (40.0)

8 (40.0)

33 (42.9)

The package was not interesting

- - - - -

It was difficult to understand

10 (52.6)

12 (60.0)

11 (57.9)

11 (57.9)

44 (57.1)

Total 19 (100.0)

20 (100.0)

19 (100.0)

19 (100.0)

77 (100.0)

It shows out of total teachers from urban area, a highest of 52.6 percent of teachers it was difficult to understand and 47.4 percent did not find time to read it. It infers about semi-urban area 60.0 percent of teachers it was difficult to understand and 40.0 percent did not find time to read it. It explains about rural area 57.9 percent of teachers are it was difficult to understand and 40.0 percent did not find time to read it. It indicates about tribal area 57.9 percent of teachers it was difficult to understand and 40.0 percent did not find time to read it. The analysis indicates that out of the total respondents a significant number of teachers did not read the training methods because of its difficult to understand and lack of time to read the material. Table-4.1.14: Did you find any deficiencies in the training material(s)?

Deficiencies in the training material

In none of the modules/ materials

In some modules/ materials

In most modules/ materials

Total

Difficult language 74

(37.0) 58

(29.0) 68

(34.0) 200

(100.0)

Content too theoretical 62

(31.0) 60

(30.0) 78

(39.0) 200

(100.0)

Lack of examples 66

(33.0) 52

(26.0) 82

(41.0) 200

(100.0)

No illustrations 61

(30.5) 74

(37.0) 65

(32.5) 200

(100.0)

No practical exercises 91

(45.5) 45

(22.5) 64

(32.0) 200

(100.0)

No proper sequential presentation of content

59 (29.5)

65 (32.5)

76 (38.0)

200 (100.0)

Concepts not properly clarified

59 (29.5)

51 (25.5)

90 (45.0)

200 (100.0)

The table indicates that find any deficiencies in the training material(s) are difficult language 34.0 percent was in most modules/ materials, 29.0 percent was in some modules/ materials and 37.0 percent was none of the modules/materials. It shows 39.0 percent in most modules/ materials, 31.0 percent in some modules/ materials and 31.0 percent in none of the modules/ materials that content too theoretical. It infers 41.0



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percent was most modules/ materials, 33.0 percent was some modules/ materials and 26.0 percent was none of the modules/ materials that lack of examples. It indicates more than thirty percent (37.0) are some modules/ materials, 32.5 percent are most modules/ materials and 30.5 percent are none of the modules/ materials that no illustrations. It explains 45.5 percent in none of the modules/ materials, 32.0 percent in most modules/ materials and 22.5 percent in some modules/ materials that no practical exercises. It presents 38.0 percent are most modules/materials, 32.5 percent some modules/ materials and 29.5 percent none of the modules/ materials. It explains 45.0 percent in most modules/ materials, 29.5 percent in none of the modules/ materials and 25.5 percent in some modules/ materials that concepts not properly clarified. The table analysis can be conclude with major deficiencies identified at training centres by the teachers are no practical exercises, difficult language, lack of examples and other problem like improper presentation of content, content was too theoretical etc. Table-4.1.15: Did you find the training programme relevant to your needs?

Training programme

relevant

Location of School


To a large extent 22

(44.0) 23

(46.0) 23

(46.0) 23

(46.0) 91

(45.5)

To some extent 11

(22.0) 12

(24.0) 11

(22.0) 11

(22.0) 45

(22.5)

Not at all 17

(34.0) 15

(30.0) 16

(32.0) 16

(32.0) 64

(32.0)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The above table presents that find the training programme relevant to your needs in different areas are urban, semi-urban, rural and tribal. It explains that out of total from urban area, a highest of 44.0 percent of teachers to a large extent, 34.0 percent of teachers not at all and 22.0 percent of teachers to some extent. It shows about semi-urban area 46.0 percent of teachers to a large extent, 30.0 percent of teachers not at all and 24.0 percent of teachers to some extent. From the total sample from rural area, 46.0 percent of teachers to a large extent, 32.0 percent of teachers not at all and 22.0 percent of teachers to some extent. It indicates about tribal area 46.0 percent of teachers to a large extent, 32.0 percent of teachers not at all and 22.0 percent of teachers to some extent. The analysis can be concluded that a major group of teachers felt the training programme was relevant to their needs to a large extent and a significant number of teachers opined the relevancy of the training programmes to some extent. Whereas more than thirty percent of the sample respondents felt the training programme was not are for this needs.



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Table-4.1.16: How often were the following transaction methods used?

Transaction methods Least useful

Useful to some extent

Most useful

Total

Lecture/ Discussions 65

(32.5) 60

(30.0) 75

(37.5) 200

(100.0)

Demonstrations 94

(47.0) 45

(22.5) 61

(30.5) 200

(100.0)

Practical work 60

(30.0) 63

(31.5) 77

(38.5) 200

(100.0)

Group discussions 60

(30.0) 62

(31.0) 78

(39.0) 200

(100.0)

Peer learning 59

(29.5) 88

(44.0) 53

(26.5) 200

(100.0)

Panel discussion 77

(38.5) 46

(23.0) 77

(38.5) 200

(100.0)

Self-study 73

(36.5) 50

(25.0) 77

(38.5) 200

(100.0)

Guided study 65

(32.5) 46

(23.0) 89

(44.5) 200

(100.0)

Project work 78

(39.0) 46

(23.0) 76

(38.0) 200

(100.0)

The table indicates that use the following transaction methods are lecture/discussions method was used more than thirty percent (37.5) are most useful, 32.5 percent of teachers are least useful and 30.0 percent of teachers are useful to some extent. It explains that 47.0 percent of teachers are least useful, 30.5 percent of teachers are most useful and 22.5 percent of teachers are useful to some extent that demonstrations method. It indicates from the table, 38.5 percent of teachers are most useful, 31.5 percent of teachers are useful some extent and 30.0 percent of teachers are least useful that practical work method. It explains that 39.0 percent of teachers are most useful, 31.0 percent useful to some extent and 30.0 percent least useful the group discussions. Among the table explains 44.0 percent of teachers are useful to some extent, 29.5 percent least useful and 26.5 percent most useful peer learning method. It presents 38.5 same percent of teachers are most useful and least useful and 23.0 percent useful to some extent that panel discussion. It infers 38.5 percent of teachers are most useful, 36.5 percent least useful and 25.0 percent useful to some extent that self-study. It shows 44.5 percent of teachers are most useful, 32.5 percent least useful and 23.0 percent useful to some extent that guided study. It presents 39.0 percent of teachers are least useful, 38.0 percent most useful and 23.0 percent useful to some extent that project work. It shows from the above analysis that nearly forty percent of the respondents felt lecture/discussions, practical work, group discussions, self-study and guided study are most useful in the transaction methods used at training programme. Whereas, majority group of teachers said demonstrations and project works are least useful transaction methods.



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Table-4.1.17: Were any reading/ writing assignments given during the training?

Reading/ writing

assignments

Location of School


Yes 28

(56.0) 27

(54.0) 27

(54.0) 27

(54.0) 109

(54.5)

No 22

(44.0) 23

(46.0) 23

(46.0) 23

(46.0) 91

(45.5)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The above table shows that any reading/ writing assignments given during the training in selected four areas. It infers about urban area 56.0 percent of teachers are responded positively and 44.0 percent of teachers are responded negatively. It explains about semi-urban area 54.0 percent of teachers are positively responded and 46.0 percent of teachers are negatively responded. It explains about rural area 54.0 percent of teachers are responded positively and 46.0 percent of teachers are responded negatively. It presents about tribal area 54.0 percent of teachers are positively responded and 46.0 percent of teachers are negatively responded. The analysis indicates that more than fifty percent of the sample teachers said the reading and writing materials have given at training centres during the training period. Table-4.1.17.1: If yes, were you able to complete it as required?

Complete it as required



Yes 11 (39.3)

12 (44.4)

11 (40.7)

11 (40.7)

45 (41.3)

No 17 (60.7)

15 (55.6)

16 (59.3)

16 (59.3)

64 (58.7)

Total 28 (100.0)

28 (100.0)

27 (100.0)

27 (100.0)

109 (100.0)

The table presents able to complete it as required in selected four areas. It shows that out of total teachers from the urban area, 60.7 percent of teachers are responded negatively and 39.3 percent of teachers are responded positively. It analyses about semi-urban area 55.6 percent of teachers are negatively responded and 44.4 percent of teachers are positively responded. It indicates about rural area 59.3 percent of teachers are responded negatively and 40.7 percent of teachers are responded positively. It shows about tribal area 59.3 percent of teachers are negatively responded and 40.7 percent of teachers are positively responded. According to the analysis it can be conclude that more than fifty percent of the teachers did not completed the reading and writing assignments as required by the training centre.



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Table-4.1.18: Teacher’s Assessment of trainers (Use of teaching aids)

Use of teaching aids



Poor 10

(20.0) 8

(16.0) 10

(20.0) 9

(18.0) 37

(18.5)

Some what satisfactory

10 (20.0)

9 (18.0)

9 (18.0)

9 (18.0)

37 (18.5)

Average 11

(22.0) 11

(22.0) 10

(20.0) 12

(24.0) 44

(22.0)

Good 9

(18.0) 10

(20.0) 9

(18.0) 9

(18.0) 37

(18.5)

Excellent 10

(20.0) 12

(24.0) 12

(24.0) 11

(22.0) 45

(22.5)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The above table shows that use of teaching aids in different areas are urban, semi-urban, rural and tribal. It presents that out of total from urban area, a highest of 22.0 percent of teachers are used average, 20.0 same percent of poor, some what satisfactory, excellent, 18.0 percent good. It analyses about semi-urban area 24.0 percent of teachers are excellent, 22.0 percent average, 20.0 percent good, 18.0 percent some what satisfactory and 16.0 percent poor. Out of the total table from rural area, a highest of 24.0 percent of teachers is excellent, 20.0 same percent of average and poor, and 18.0 same percent of some what satisfactory and good. It shows about tribal area more than twenty percent (24.0) are average, 22.0 percent excellent and 18.0 same percent of poor, some what satisfactory and good. The opinions of the teachers on use of teaching aids shows only forty percent felt good and excellent, but the remaining felt average and below average. Table-4.1.18.1: Presentation of topics

Presentation of topics



Poor 10 (20.0)

12 (24.0)

12 (24.0)

11 (22.0)

45 (22.5)


11 (22.0)

11 (22.0)

10 (20.0)

12 (24.0)

44 (22.0)

Average 10 (20.0)

9 (18.0)

9 (18.0)

9 (18.0)

37 (18.5)

Good 9 (18.0)

10 (20.0)

9 (18.0)

9 (18.0)

37 (18.5)

Excellent 10 (20.0)

8 (16.0)

10 (20.0)

9 (18.0)

37 (18.5)

Total 50 (100.0)

50 (100.0)

50 (100.0)

50 (100.0)

200 (100.0)



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The table indicates that presentation of topics in selected areas. It shows that out of total from urban area, a highest of 22.0 percent of teachers are some what satisfactory, 20.0 same percent of poor, average, excellent, and 18.0 percent good. It infers about semi-urban area 24.0 percent of teachers are poor, 22.0 percent some what satisfactory, 20.0 percent good, 18.0 percent average and 16.0 percent excellent. Among the table from rural area, a highest of 24.0 percent of teachers is excellent, 20.0 same percent of some what satisfactory and excellent, and 18.0 same percent of average and good. It infers about tribal area more than twenty percent (24.0) are some what satisfactory, 22.0 percent poor and 18.0 same percent of average, good, excellent. Therefore, the response of the sample teachers on the participation of topic shows that more than fifty percent opined average and below average. Table-4.1.18.2: Interaction between trainees & Resource Person

Trainees & Resource Person



Poor 10

(20.0) 8

(16.0) 10

(20.0) 9

(18.0) 37

(18.5)


10 (20.0)

9 (18.0)

9 (18.0)

9 (18.0)

37 (18.5)

Average 11

(22.0) 11

(22.0) 10

(20.0) 12

(24.0) 44

(22.0)

Good 9

(18.0) 10

(20.0) 9

(18.0) 9

(18.0) 37

(18.5)

Excellent 10

(20.0) 12

(24.0) 12

(24.0) 11

(22.0) 45

(22.5)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The above table explains that interaction between trainees & resource person. It shows that out of total from urban area, a highest of 22.0 percent of teachers are average, 20.0 same percent of poor, some what satisfactory, excellent, and 18.0 percent good. It shows about semi-urban area 24.0 percent of teachers are excellent, 22.0 percent average, 20.0 percent good, 18.0 percent some what satisfactory and 16.0 percent poor. It indicates about rural area, 24.0 percent of teachers is excellent, 20.0 same percent of poor and average, and 18.0 same percent of some what satisfactory and good. It analyses about tribal area more than twenty percent (24.0) are average, 22.0 percent excellent and 18.0 same percent of poor, good, some what satisfactory. It can be concluded that more than forty percent of sample teachers felt the interaction between trainees and resource persons found good and excellent. Whereas, more than fifty percent opined the interaction was average and below average.



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Table-4.1.18.3: Mastery over the subject

Mastery over the subject



Poor 10

(20.0) 12

(24.0) 12

(24.0) 11

(22.0) 45

(22.5)


11 (22.0)

11 (22.0)

10 (20.0)

12 (24.0)

44 (22.0)

Average 10

(20.0) 9

(18.0) 9

(18.0) 9

(18.0) 37

(18.5)

Good 9

(18.0) 10

(20.0) 9

(18.0) 9

(18.0) 37

(18.5)

Excellent 10

(20.0) 8

(16.0) 10

(20.0) 9

(18.0) 37

(18.5)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The table indicates that mastery over the subject. It shows that out of total from urban area, a highest of 22.0 percent of teachers are some what satisfactory, 20.0 same percent of poor, average, excellent, and 18.0 percent good. It infers about semi-urban area 24.0 percent of teachers are good, 22.0 percent some what satisfactory, 20.0 percent good, 18.0 percent average and 16.0 percent excellent. It explains about rural area, 24.0 percent of teachers is poor, 20.0 same percent of some what satisfactory and excellent, and 18.0 same percent of average and good. It shows about tribal area more than twenty percent (24.0) are some what satisfactory, 22.0 percent poor and 18.0 same percent of average, good and excellent. Regarding mastery over the subject it can be conclude that more than fifty percent of the respondents felt average and below average. Table-4.1.18.4: Presentation of concepts

Presentation of concepts



Poor 10

(20.0) 8

(16.0) 10

(20.0) 9

(18.0) 37

(18.5)


10 (20.0)

9 (18.0)

9 (18.0)

9 (18.0)

37 (18.5)

Average 11

(22.0) 11

(22.0) 10

(20.0) 12

(24.0) 44

(22.0)

Good 9

(18.0) 10

(20.0) 9

(18.0) 9

(18.0) 37

(18.5)

Excellent 10

(20.0) 12

(24.0) 12

(24.0) 11

(22.0) 45

(22.5)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)



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The above table explains that presentation of concepts. It indicates that out of total from urban area, 22.0 percent of teachers are average, 20.0 same percent of poor, some what satisfactory, excellent, and 18.0 percent good. It shows about semi-urban area 24.0 percent of teachers are excellent, 22.0 percent average, 20.0 percent good, 18.0 percent some what satisfactory and 16.0 percent poor. It presents about rural area, 24.0 percent of teachers is excellent, 20.0 same percent of poor and average, and 18.0 same percent of some what satisfactory and good. It explains about tribal area more than twenty percent (24.0) are average, 22.0 percent excellent and 18.0 same percent of poor, some what satisfactory and good. Therefore, the above analysis indicates that forty percent of the teachers felt the presentation of concepts are good and excellent. Wherever a dominated group are not satisfied with the presentation of concept. Table-4.1.18.5: Opportunities given to trainees to seek clarification

Opportunities given to trainees



Poor 10

(20.0) 12

(24.0) 12

(24.0) 11

(22.0) 45

(22.5)


11 (22.0)

11 (22.0)

10 (20.0)

12 (24.0)

44 (22.0)

Average 10

(20.0) 9

(18.0) 9

(18.0) 9

(18.0) 37

(18.5)

Good 9

(18.0) 10

(20.0) 9

(18.0) 9

(18.0) 37

(18.5)

Excellent 10

(20.0) 8

(16.0) 10

(20.0) 9

(18.0) 37

(18.5)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The above table presents that the opportunities given to trainees to seek clarification. It shows about urban area, a highest of 22.0 percent of teachers are some what satisfactory, 20.0 same percent of poor, average, excellent, and 18.0 percent good. It infers about semi-urban area 24.0 percent of teachers are poor, 22.0 percent some what satisfactory, 20.0 percent good, 18.0 percent average and 16.0 percent excellent. Among the table sample from rural area, 24.0 percent of teachers are poor, 20.0 same percent of some what satisfactory and excellent, and 18.0 same percent of average and good. It indicates about tribal area more than twenty percent (24.0) are some what satisfactory, 22.0 percent poor and 18.0 same percent of average, good, excellent. It can be concluded from the above analysis that more than forty percent of the respondents are not satisfied with opportunities given to trainees to seek clarification.



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Table-4.1.19: Did the training programme help you enrich your understanding of the contents covered?

Training programme



To a large extent 19 (38.0)

19 (38.0)

20 (40.0)

19 (38.0)

77 (38.5)

To some extent 11 (22.0)

12 (24.0)

11 (22.0)

11 (22.0)

45 (22.5)

Not at all 20 (40.0)

19 (38.0)

19 (38.0)

20 (40.0)

78 (39.0)

Total 50 (100.0)

50 (100.0)

50 (100.0)

50 (100.0)

200 (100.0)

The table indicates that the training programme help you enrich your understanding of the contents covered. It explains that out of total from urban area, a highest of 40.0 percent of teachers is not at all, 38.0 percent to a large extent and 22.0 percent to some extent. It shows about semi-urban area 38.0 same percent of teachers to a large extent and not at all and 24.0 percent to some extent. From the total sample from rural area, a highest of 40.0 percent of teachers to a large extent, 38.0 percent not at all and 22.0 percent of teachers to some extent. It indicates about tribal area 40.0 percent not at all, 38.0 percent to a large extent and 22.0 percent to some extent. Therefore, the analysis infers that nearly forty percent of the teachers felt the training programme help them and enrich training understanding of the contents covered to a large extent and a significant number of teachers opined it areas to some extent. Table-4.1.20: Learnt things that I did not know before

Learnt things Location of School


Least useful 17

(34.0) 15

(30.0) 16

(32.0) 16

(32.0) 64

(32.0)


22 (44.0)

23 (46.0)

23 (46.0)

23 (46.0)

91 (45.5)

Most useful 11

(22.0) 12

(24.0) 11

(22.0) 11

(22.0) 45

(22.5)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The above table explains that learnt things. It shows that out of total from urban area, a highest of 44.0 percent of teachers is useful to some extent, 34.0 percent least useful and 22.0 percent most useful. It infers about semi-urban area 46.0 percent useful to some extent, 30.0 percent least useful and 24.0 percent most useful. Among the table sample from rural area, 46.0 percent of teachers are useful to some extent, 32.0 percent least useful and 22.0 percent most useful. It shows about tribal area 46.0



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percent useful to some extent, 32.0 percent least useful and 22.0 percent to most useful. Hence, the analysis indicates that teachers learn things that they did not know before and it was useful to some extent, and a significant number of respondents felt it was most useful to them. Table-4.1.20.1: Will be able to improve my teaching as a result of the training

Improve my teaching

Ratings Location of School


Making it more interactive in the

class

Least useful 28

(56.0) 26

(52.0) 28

(56.0) 27

(54.0) 109

(54.5)


11 (22.0)

12 (24.0)

11 (22.0)

11 (22.0)

45 (22.5)

Most useful 11

(22.0) 12

(24.0) 11

(22.0) 12

(24.0) 46

(23.0)

Explaining some topics in a better

way

Least useful 22

(44.0) 24

(48.0) 22

(44.0) 23

(46.0) 91

(45.5)


19 (38.0)

19 (38.0)

20 (40.0)

19 (38.0)

77 (38.5)

Most useful 9

(18.0) 7

(14.0) 8

(16.0) 8

(16.0) 32

(16.0)

Paying attention to the children with learning

difficulties in the class

Least useful 19

(38.0) 20

(40.0) 19

(38.0) 19

(38.0) 77

(38.5)


11 (22.0)

11 (22.0)

12 (24.0)

11 (22.0)

45 (22.5)

Most useful 20

(40.0) 19

(38.0) 19

(38.0) 20

(40.0) 78

(39.0)

Giving more appropriate

assignments and homework to

children

Least useful 9

(18.0) 7

(14.0) 8

(16.0) 8

(16.0) 32

(16.0)


22 (44.0)

23 (46.0)

23 (46.0)

23 (46.0)

91 (45.5)

Most useful 19

(38.0) 20

(40.0) 19

(38.0) 19

(38.0) 77

(38.5)

Testing students and using results for improvement

of teaching

Least useful 19

(38.0) 19

(38.0) 20

(40.0) 19

(38.0) 77

(38.5)


20 (40.0)

19 (38.0)

19 (38.0)

20 (40.0)

78 (39.0)

Most useful 11

(22.0) 12

(24.0) 11

(22.0) 11

(22.0) 45

(22.5)

The above table shows able to improve my teaching as a result of the training in different areas are urban, semi-urban, rural and tribal areas. It explains that out of total teachers from urban area, a highest of 56.0 percent of teachers are least useful, and 22.0 the same percent of useful to some extent and most useful. It infers about semi-urban area 52.0 percent least useful and 24.0 same percent of useful to some extent and most useful. It explains about rural area 56.0 percent least useful, 22.0 same percent useful to some extent and most useful. It presents about tribal area 54.0



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percent least useful, 24.0 percent most useful and 22.0 percent useful to some extent that making it more interactive in the class. Among the table sample from urban area, 44.0 percent of teachers are least useful, 38.0 percent useful to some extent and 18.0 percent most useful. It shows about semi-urban area 48.0 percent least useful, 38.0 percent useful to some extent and 14.0 percent most useful. It infers about rural area 44.0 percent least useful, 40.0 percent useful to some extent and 16.0 percent most useful. It indicates about tribal area 46.0 percent least useful, 38.0 percent most useful and 16.0 percent useful to some extent that explaining some topics in a better way. From the total sample from urban area, 40.0 percent of teachers are most useful, 38.0 percent least useful and 22.0 percent useful to some extent. It shows about semi-urban area 40.0 percent least useful, 38.0 percent most useful and 22.0 percent useful to some extent. It indicates about rural area 38.0 same percent of least useful, most useful and 24.0 percent useful to some extent. It explains about tribal area 40.0 percent most useful, 38.0 percent least useful and 22.0 percent useful to some extent that paying attention to the children with learning difficulties in the class. According to the total sample from urban area, 44.0 percent of teachers are useful to some extent, 38.0 percent most useful and 18.0 percent least useful. It explains about semi-urban area 46.0 percent useful to some extent, 40.0 percent most useful and 14.0 percent least useful. It presents about rural area 46.0 percent useful to some extent, 38.0 percent most useful and 16.0 percent least useful. It infers about tribal area 46.0 percent of teachers are useful to some extent, 38.0 percent most useful and 16.0 percent least useful that giving more appropriate assignments and homework to children. Out of the total sample from urban area, 40.0 percent of teaches are useful to some extent, 38.0 percent least useful and 22.0 percent most useful. It shows about semi-urban area 38.0 same percent of least useful and useful to some extent and 24.0 percent most useful. It indicates about rural 40.0 percent of teachers are least useful, 38.0 percent useful to some extent and 22.0 percent most useful. It analyses about tribal area 40.0 percent of teachers are useful to some extent, 38.0 percent least useful and 22.0 percent most useful that testing students and using results for improvement of teaching. From the above analysis it can be concluded that major group of teachers felt making it more interactive in the class and explaining some topics in a better way are learnt useful in improve the teaching. Whereas, giving more appropriate assignments and have works to children and testing students and using results for improvement of teaching are useful to some extent. Nearly forty percent of the respondents felt that paying attention to the children with learning difficulties in the class is most useful to improve teaching.



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SECTION - B

4.2 Achievement test of general studies for upper primary teachers This section deals with the achievement test of general studies for upper primary teachers. Here response of the sample respondents (upper primary teachers) in the study area about their awareness on the general studies has been tabulated in the form of observations and percentages. These coefficients of the results are discussed and analysed under each table. Table-4.2.1: A Class Teacher should have the quality for the all round development of a student.

Quality of a teacher



Domination 6

(12.0) 8

(16.0) 5

(10.0) 8

(16.0) 27

(13.5)

Class room administrator

11 (22.0)

10 (20.0)

9 (18.0)

11 (22.0)

41 (20.5)

Welfare of a student

23 (46.0)

25 (50.0)

28 (56.0)

25 (50.0)

101 (50.5)

Democracy 10

(20.0) 7

(14.0) 8

(16.0) 6

(12.0) 31

(15.5)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The above table analyses response of the sample teachers regarding the quality of a teacher for the all round development of a student. In urban area 46.0 percent said welfare of a student is the main quality of a teacher, 22.0 percent said teacher is a class room administrator, 20.0 percent said democracy and 12.0 percent said domination is needed for all round development of students. In semi-urban area, fifty percent of the respondents opined welfare of a student id main quality of a teacher for all round development of a student, and from the remaining 20.0 percent said class room administrator, 16.0 percent said domination and 14.0 percent said democracy is the main quality. Among the rural area respondents 56.0 percent felt welfare of a student, 18.0 percent said class room administrator, 16.0 percent said democracy and 10.0 percent opined domination is the main quality of a teacher for all round development of a student. From the total respondents of tribal area, fifty percent opined welfare of a student, 16.0 percent said domination and 12.0 percent felt democracy is the main quality of a teacher. Therefore, the above analysis infers that fifty percent of the teachers opined a teacher should have a quality to look after the welfare of a student for their all round development.



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Table-4.2.2: Regular practice of the pledge by the students will increase the following

Regular practice of the pledge



Personality development 35

(70.0) 34

(68.0) 38

(76.0) 39

(78.0) 146

(73.0)

Educational development

6 (12.0)

8 (16.0)

5 (10.0)

3 (6.0)

22 (11.0)

Devotional development 9

(18.0) 8

(16.0) 7

(14.0) 8

(16.0) 32

(16.0)

Physical development - - - - -

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The table explains about the benefits from regular practice of the pledge by the students. It shows that 70.0 percent of urban area teachers felt the regular practice of pledge will increase personality development and from the remaining 18.0 percent felt devotional development and 12.0 percent said educational development. It infers about semi-urban area respondents that 68.0 percent said personality development will be increased by regular practice of pledge, and 16.0 percent each felt educational and devotional development. Among rural area respondents, 76.0 percent opined regular pledge will increase personality development, 14.0 percent said devotional development and 10.0 percent said educational development. From the tribal area 78.0 percent respondents said personality development, 16.0 percent said devotional development and 6.0 percent said educational development will happened due to regular pledge. It can be concluded from the above analysis that most of the teachers from all the selected areas of the study felt regular practice of the pledge by the students will increase their personality development. Table-4.2.3: To bring out the internal skills and capacity of a student, the teacher should provide the atmosphere in the class room

Inner strongest and capacity



Free atmosphere 30

(60.0) 32

(64.0) 33

(66.0) 36

(72.0) 131

(65.5)

Give freedom to student 15

(30.0) 15

(30.0) 13

(26.0) 9

(18.0) 52

(26.0)

Provide good teaching material

5 (10.0)

3 (6.0)

4 (8.0)

5 (10.0)

17 (8.5)

The teacher should have official atmosphere

-

-

-

-

-

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The opinion of the teachers about the atmosphere in the classroom to bring out the internal skills and capacity of the students has been presented in the above table. In urban area 60.0 percent felt free atmosphere, 30.0 percent felt give freedom to student



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and 10.0 percent said provide good teaching material need to bring out the internal skills and capacity of the students. In semi-urban area 64.0 percent of free atmosphere, 30.0 percent of give freedom to student and 6.0 percent of provide good teaching material. In rural area 66.0 percent of free atmosphere, 26.0 percent of give freedom to student and 8.0 percent of provide good teaching material. It tribal area 72.0 percent of free atmosphere, 18.0 percent of give freedom to student and 10.0 percent of provide good teaching material. The above analysis indicates that more than sixty percent of the teachers opined to bring out the internal skills and capacity of a student, the teacher should provide free atmosphere on the class room. Table-4.2.4: According the constitution, what is the age group of children to provide free education by the Government.

Free education by the government



5-10 years 12

(24.0) 3

(6.0) 6

(12.0) 11

(22.0) 32

(16.0)

5-11 years 6

(12.0) 12

(24.0) 7

(14.0) 9

(18.0) 34

(17.0)

6-14 years 31

(62.0) 34

(68.0) 35

(70.0) 27

(54.0) 127

(63.5)

5-13 years 1

(2.0) 1

(2.0) 2

(4.0) 3

(6.0) 7

(3.5)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The table analyses the response of the sample teachers about the age group of children to provide free education by the government according to the constitution. In urban area 62.0 percent felt between 6 to 14 years, 24.0 percent felt between 5 to 10 years, 12.0 percent felt between 5 to 11 years and 2.0 percent said between 5 to 13 years is the age group to provide free education by the Government. In semi-urban area 68.0 percent said between 6 to 14 years, 24.0 percent said 5 to 11 years, 6.0 percent said 5 to 10 years and 2.0 percent said 5 to 13 years is the age group to provide free education by the Government. In rural area 70.0 percent of the respondents opined between 6 to 14 years, 14.0 percent felt 5 to 11 years, 12.0 percent felt 5 to 10 years, 4.0 percent said 5 to 13 years is the age group to provide free education by the Government. In tribal area 54.0 percent expressed between 6 to 14 years is the age group to provide free education by the Government, and from the remaining 22.0 percent said 5 to 10 years, 18.0 percent said 5 to 11 years and 6.0 percent opined 5 to 13 years. Therefore, it can be concluded from the above analysis that most of the teachers from all the areas of the study opined 6-14 years of the age group of children is eligible for free education which has given by the constitution of Indian government.



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Table-4.2.5: What are loosing by the child labour?

Loosing by the child labour



Health 4

(8.0) 6

(12.0) 4

(8.0) 9

(18.0) 23

(11.5)

Rights 24

(48.0) 26

(52.0) 24

(48.0) 23

(46.0) 97

(48.5)

Individuality 7

(14.0) 5

(10.0) 6

(12.0) 5

(10.0) 23

(11.5)

Child life 15

(30.0) 13

(26.0) 16

(32.0) 13

(26.0) 57

(28.5)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The response of the sample teachers about what the children are loosing by the child labour is presented in the above table. Among the urban area respondents 48.0 percent opined the children will lose rights, 30.0 percent said child life, 14.0 percent said individuality and 8.0 percent felt the children will lose health because of child labour. It explains about semi-urban area respondents that 52.0 percent said rights, 26.0 percent said child life, 12.0 percent said health and 10.0 percent said individuality will be lose by child labour. Out of the rural area respondents, 48.0 percent opined rights, 32.0 percent opined child life, 12.0 percent opined individuality and 8.0 percent opined health of the children will lose by child labour. It explains about tribal area respondents that 46.0 percent felt rights of the child will lose by child labour, and from the remaining 26.0 percent said child life, 18.0 percent said health and 10.0 percent said individuality of the child will lose by child labour. Hence, the above analysis infers that most of the teachers opined the children will lose rights and child life by the child labour. Table-4.2.6: The total responsibility of a school based on

Total responsibility of a school



Head Master 11

(22.0) 9

(18.0) 9

(18.0) 8

(16.0) 37

(18.5)

Mandal Educational Officer

11 (22.0)

10 (20.0)

9 (18.0)

8 (16.0)

38 (19.0)

Voluntary Organizations

6 (12.0)

5 (10.0)

4 (8.0)

6 (12.0)

21 (10.5)

Society 22

(44.0) 26

(52.0) 28

(56.0) 28

(56.0) 104

(52.0)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The opinions of the teacher respondents about the total responsibility of school presented in the above table. In urban area 44.0 percent of the teachers opined society is the total responsibility of a school, 22.0 percent each group felt head master and mandal educational officer, 12.0 percent said voluntary organizations are responsible. In



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semi-urban area 52.0 percent felt society, 20.0 percent felt mandal educational officer, 18.0 percent felt head master and 10.0 percent felt voluntary organizations are responsible of a school. Among the rural area respondents, 56.0 percent expressed society is responsible of a school, and from the remaining 18.0 percent each felt head master and mandal educational officer and 8.0 percent felt voluntary organizations is responsible. In tribal area, 56.0 percent opined society, 16.0 percent each said head master, mandal educational officer and 12.0 percent said voluntary organizations are responsible of a school. Hence, the analysis shows that more than fifty percent of the teacher from all the areas felt that society is total responsibility of a school. Table-4.2.7: The questioning capacity increased among children

By Location of School


Encouragement 7

(14.0) 10

(20.0) 11

(22.0) 13

(26.0) 41

(20.5)

Scientific Knowledge

24 (48.0)

24 (48.0)

24 (48.0)

22 (44.0)

94 (47.0)

Create Knowledge 8

(16.0) 7

(14.0) 7

(14.0) 8

(16.0) 30

(15.0)

Clear doubts 11

(22.0) 9

(18.0) 8

(16.0) 7

(14.0) 35

(17.5)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The sources through which the questioning capacity increased among children is presented in the above table. Among the urban area respondents, 48.0 percent opined scientific knowledge, 22.0 percent said clear doubts, 16.0 percent felt creating knowledge and 14.0 percent said encouragement will increase the questioning capacity among children. From the semi-urban area respondents, 48.0 percent felt scientific knowledge, 20.0 percent felt encouragement, 18.0 percent felt clear doubts and 14.0 percent felt create knowledge will increase the capacity of questioning among children. Out of total rural area respondents, 48.0 percent said scientific knowledge, 22.0 percent said encouragement, 16.0 percent said clear doubts and 14.0 percent said create knowledge will increase the questioning capacity among children. It explains about tribal area respondents that 44.0 percent opined scientific knowledge, 26.0 percent said encouragement, 16.0 percent opined create knowledge and 14.0 percent said clear doubts will increase questioning capacity among children. Therefore the above analysis indicates that majority of the teachers felt the questioning capacity increased among children by scientific knowledge and also by encouragement.



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Table-4.2.8: Severe punishments given by teacher

Severe punishments



Injustice 12

(24.0) 10

(20.0) 14

(28.0) 20

(40.0) 56

(28.0)

Inevitable 10

(20.0) 15

(30.0) 6

(12.0) 3

(6.0) 34

(17.0)

Mentally disorder

17 (34.0)

13 (26.0)

16 (32.0)

13 (26.0)

59 (29.5)

Culture 11

(22.0) 12

(24.0) 14

(28.0) 14

(28.0) 51

(25.5)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The table explains about the action of severe punishments given by teacher to children in the schools. In urban area 34.0 percent of the teachers felt it is a action of mentally disorder, 24.0 percent said injustice, 22.0 percent opined it as a culture, and 20.0 percent felt it is inevitable. In semi-urban area 30.0 percent said it is inevitable, 26.0 percent felt a action of mentally disorder, 24.0 percent said culture and 20.0 percent it is a injustice. In rural area 32.0 percent of the respondents said it is a action of mentally disorder, 28.0 percent each group felt injustice and culture, and 12.0 percent felt it inevitable action. In tribal area 40.0 percent of the teachers felt it is injustice, 28.0 percent said culture, 26.0 percent said a action of mentally disorder and 6.0 percent opined it inevitable action. Hence, the above table analysis infers that the severe punishment given to students by the teacher is an action of mentally disorder and injustice. Table-4.2.9: According to National Lesson Plan 2005 which of the following is directed for children practice?

National lesson plan 2005



Text Books 8

(16.0) 6

(12.0) 8

(16.0) 7

(14.0) 29

(14.5)

Meaningful practices and child behaviour

25 (50.0)

25 (50.0)

27 (54.0)

29 (58.0)

106 (53.0)

Children expressions 6

(12.0) 8

(16.0) 5

(10.0) 3

(6.0) 22

(11.0)

Discipline 11

(22.0) 11

(22.0) 10

(20.0) 11

(22.0) 43

(21.5)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The response of the teachers about the objects directed for children practice according to National Lesson Plan 2005 is presented in the above table. It shows that from urban area teachers, fifty percent felt the meaningful practices and child behavior are directed for children practice, and from the remaining 22.0 percent said discipline, 16.0 percent



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said text books and 12.0 percent said children expressions are the directions by National Lesson Plan. It infers about semi-urban area respondents also fifty percent opined meaningful practices and child behaviour, 22.0 percent said discipline, 16.0 percent felt children expressions and 12.0 percent opined text books are directed for children practice. It presents about rural area respondents that 54.0 percent said meaningful practices and child behaviour, 20.0 percent said discipline, 16.0 percent said text books and 10.0 percent felt children expressions are directed for children practice. It explains about tribal area that 58.0 percent of the respondents said meaningful practices and child behavior are directed for National Lesson Plan 2005, and from the remaining 22.0 percent said discipline, 14.0 percent said text books and 6.0 percent said children expressions. According to the above table it can be conclude that the national lesson plan 2005 has directed meaningful practices and child behaviour for children practice. Table-4.2.10: The cruel behaviour of the adults create among children

Cruel behaviour of the adults



Anxiety 11

(22.0) 12

(24.0) 12

(24.0) 1

(2.0) 36

(18.0)

Fear 21

(42.0) 16

(32.0) 20

(40.0) 22

(44.0) 79

(39.5)

Excite 9

(18.0) 14

(28.0) 12

(24.0) 19

(38.0) 54

(27.0)

Surprise 9

(18.0) 8

(16.0) 6

(12.0) 8

(16.0) 31

(15.5)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The table shows the response of the teachers about the impact of cruel behaviour of the adults on children. In urban area 42.0 percent of the teachers said the cruel behavior of the adults create fear among the children, and from the remaining 22.0 percent said anxiety, and 18.0 percent each group said excite and surprise will be created by the cruel behavior of the adults. In semi-urban area 32.0 percent said fear, 28.0 percent said excitement, 24.0 percent said anxiety and 16.0 percent said surprise will be created among children by the cruel behavior of the adults. In rural area 40.0 percent of the teachers opined that cruel behavior of the adults will create fear among children, and from the remaining 24.0 percent each group felt anxiety, excitement and 12.0 percent said surprise will create among children. In tribal area 44.0 percent of the respondents opined fear, 38.0 percent opined excitement, 16.0 percent opined surprise and 2.0 percent opined anxiety will be created among children by cruel behavior of the adults. Therefore, the above analysis infers that majority group of teachers opined that the cruel behavior of the adults will create fear, excitement and anxiety among children.



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Table-4.2.11: Home work given to children in many subjects

Giving homework to children



Help to better practice

19 (38.0)

21 (42.0)

18 (36.0)

20 (40.0)

78 (39.0)

Children read well 7

(14.0) 6

(12.0) 7

(14.0) 4

(8.0) 24

(12.0)

Help to exercise more

17 (34.0)

15 (30.0)

17 (34.0)

16 (32.0)

65 (32.5)

One kind of punishment

7 (14.0)

8 (16.0)

8 (16.0)

10 (20.0)

33 (16.5)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The impact of homework given to children in many subjects is explained in the above table. It shows from urban area respondents 38.0 percent said that home work given to children in many subjects will help to better practice, 34.0 percent said help to exercise more, 14.0 percent each group felt children read well and it is one kind of punishment. It shows from semi-urban area respondents, 42.0 percent said the home work in many subjects will help to better practice, 30.0 percent said help to exercise more, 16.0 percent said it is one kind of punishment and 12.0 percent opined children read well. It presents from rural area respondents that 36.0 percent opined the home work in many subjects will help to better practice, 34.0 percent said help to exercise more, 16.0 percent felt it is one kind of punishment, and 14.0 percent said children read well. Among the tribal area respondents 40.0 percent said the home work in many subjects will help to better practice, 32.0 percent said help to exercise more, 20.0 percent opined it is one kind of punishment, and 8.0 percent said children read well. Therefore, from the above analysis it can be concluded that homework given to children on many subjects will help them to better and more practice. Table-4.2.12: What do you think about the standards of students at rural areas.

Standards of students



High 11

(22.0) 12

(24.0) 7

(14.0) 11

(22.0) 41

(20.5)

Average 16

(32.0) 19

(38.0) 20

(40.0) 21

(42.0) 76

(38.0)

Low 10

(20.0) 8

(16.0) 8

(16.0) 4

(8.0) 30

(15.0)

Equal to urban area students

13 (26.0)

11 (22.0)

15 (30.0)

14 (28.0)

53 (26.5)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(00.0)

The opinions of the sample teachers about the standards of students at rural areas are presented in the above table. In urban area, 32.0 percent of the teachers felt the



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standards of students at rural areas are average, 26.0 percent felt equal to urban area students, 22.0 percent said high and 20.0 percent said low. In semi-urban areas 38.0 percent of the respondents said the standards of rural area students are average, 24.0 percent said high, 22.0 percent said equal to urban area students and 16.0 percent said low. In rural area 40.0 percent of the teachers opined that the standards of rural area students are average, 30.0 percent opined equal to urban area students, 16.0 percent felt low, and 14.0 percent said the standards are high. In tribal area 42.0 percent of the teachers felt the standards of rural area students are average, 28.0 percent said equal to urban area students, 22.0 percent said high, and 8.0 percent said low. According to the above analysis the opinions of the teachers inferred that the standards of rural area students are average and equal to urban area students. Table-4.2.13: Creating natural practice atmosphere in schools

Natural practice atmosphere



Children study well 6

(12.0) 8

(16.0) 5

(10.0) 3

(6.0) 22

(11.0)

Internal strengths will came out

27 (54.0)

24 (48.0)

23 (46.0)

26 (52.0)

100 (50.0)

Disturb the class discipline

11 (22.0)

9 (18.0)

9 (18.0)

9 (18.0)

38 (19.0)

Unnatural atmosphere will

create

6 (12.0)

9 (18.0)

13 (26.0)

12 (24.0)

40 (20.0)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The opinions of the sample teachers on result of creating natural practice atmosphere in schools are presented in the above table. Among urban area teachers 54.0 percent opined that internal strengths will came out by creating natural practice atmosphere in the school, 22.0 percent said disturb the class discipline, and 12.0 percent each felt children study well and unnatural atmosphere will create. It infers from semi-urban area respondents that 48.0 percent felt internal strengths will came out by creating natural practice atmosphere in the school, 18.0 percent each felt disturb the class discipline and unnatural atmosphere will create, and 16.0 percent said children study well. It explains from rural areas respondents that 46.0 percent said internal strengths will came out by creating natural practice atmosphere in the school, 26.0 percent opined unnatural atmosphere will create, 18.0 percent said disturb the class discipline and 10.0 percent felt children study well. It explains from tribal area respondents that 52.0 percent felt internal strengths will came out by creating natural practice atmosphere in the school, 24.0 percent felt unnatural atmosphere will create, 18.0 percent said disturb the class discipline, 6.0 percent said children study well. Hence, it can be conclude from the above analysis that fifty percent of the teachers from the study area felt the internal strengths will come out from the students by creating natural practice atmosphere in schools.



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Table-4.2.14: The important things in creation of text books

Important things Location of School


Add more information 5

(10.0) 3

(6.0) 4

(8.0) 5

(10.0) 17

(8.5)

Create coordination in different language

cultures among children

21 (42.0)

24 (48.0)

25 (50.0)

24 (48.0)

94 (47.0)

Leads to mental pressure

13 (26.0)

12 (24.0)

12 (24.0)

12 (24.0)

49 (24.5)

Source to give more home work

11 (22.0)

11 (22.0)

9 (18.0)

9 (18.0)

40 (20.0)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The table analyses about the opinions of teachers on the important things in creation of text books. In urban area 42.0 percent of the teachers opined the important things in creation of text books is create coordination in different language cultures among children, 26.0 percent felt leads to mental pressure, 22.0 percent said source to give more home work and 10.0 percent opined insert more thing in creating of tent works felt interest among children. In semi-urban area 48.0 percent of the respondents felt the important things in creation of text books is create coordination in different language cultures among children, 24.0 percent opined to mental pressure, 22.0 percent felt source to give more home work and 6.0 percent said insert more thing. In rural area 50.0 percent of the teachers felt the important things in creation of text books is create coordination in different language cultures among children, 24.0 percent felt leads to mental pressure, 18.0 percent said source to give more home work, and 8.0 percent opined insert more thing. In tribal area 48.0 percent of the respondents opined the important things in creation of text books is create coordination in different language cultures among children, 24.0 percent felt leads to mental pressure, 18.0 percent said chance to give more home work, and 10.0 percent said children study well. Therefore, the analysis indicates that the important things in creation of textbooks are create coordination in different language cultures among children.

Table-4.2.15: RBC/NRBC/Special Training Centers are helping to which kind of children

RBC/ NRBC/ Special Training Centers



Children at school 9

(18.0) 8

(16.0) 8

(16.0) 8

(16.0) 33

(16.5)

Dropout children 26

(52.0) 25

(50.0) 28

(56.0) 31

(62.0) 110

(55.0)

Children backward in studies

6 (12.0)

8 (16.0)

4 (8.0)

2 (4.0)

20 (10.0)

Low age group children

9 (18.0)

9 (18.0)

10 (20.0)

9 (18.0)

37 (18.5)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)



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The table analyses about which kind of children are getting help from RBC/NRBC/ Special training centers. It shows about urban area 52.0 percent are dropout children, 18.0 same percent are children at school and low age group children, and 12.0 percent are children backward in studies. It infers about semi-urban area 50.0 percent are dropout children, 18.0 percent are low age group children, and 16.0 same percent are children at school and children backward in studies. It explains about rural area 56.0 percent are dropout children, 20.0 percent are low are group children, 16.0 percent are children at school and 8.0 percent are children at school. It presents about tribal area 62.0 percent to dropout children, 18.0 percent are low age group children, 16.0 percent are children at school and 4.0 percent is children backward in studies. According to the above analysis it can be conclude that drop out children and low age group children are getting help from RBC/NRBC/Special training centres. Table-4.2.16: According to NCF 2005, how the children develop their knowledge individually.

Children develop their knowledge



Special coaching by the teacher

11 (22.0)

9 (18.0)

7 (14.0)

9 (18.0)

36 (18.0)

Study the text books 7

(14.0) 13

(26.0) 12

(24.0) 8

(16.0) 40

(20.0)

Children personally participating in

practices

21 (42.0)

16 (32.0)

19 (38.0)

26 (52.0)

82 (41.0)

Home works given on different subjects

11 (22.0)

12 (24.0)

12 (24.0)

7 (14.0)

42 (21.0)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The above table indicates the response of the teachers about how the children develop their knowledge individually according to NCF 2005. In urban area 42.0 percent of the teachers said that the children develop their knowledge individually by personally participating in practices, 22.0 same percent said special coaching by the teacher and home works given on different subjects, and 14.0 percent said study the text books. In semi-urban area 32.0 percent of the respondents opined the children develop their knowledge individually by personally participating in practices, 26.0 percent said study the text books, 24.0 percent felt home works given on different subjects and 18.0 percent said special coaching by the teacher. In rural area 38.0 percent of the teachers felt children develop their knowledge individually by personally participating in practices, 24.0 percent each group opined study the text books and home works given on different subjects, and 14.0 percent said special coaching by the teacher. In tribal area 52.0 percent of the teachers said the children develop their knowledge individually by personally participating in practices, 18.0 percent felt special coaching by the teacher, 16.0 percent opined study the text books and 14.0 percent expressed that home works given on different subjects. Therefore, the above analysis infers that majority of the



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teacher opined NCF 2005 indicates the children develop their knowledge individually by personally participating in practices and home works given on different subjects. Table-4.2.17: The special quality of a teacher

The special quality of a teacher



Provide the subject from the text book

10 (20.0)

11 (22.0)

6 (12.0)

6 (12.0)

33 (16.5)

Exhibit self skills and experience in front of

children

6 (12.0)

3 (6.0)

6 (12.0)

6 (12.0)

21 (10.5)

Close of every children and make then

intelligent

26 (52.0)

28 (56.0)

29 (58.0)

29 (58.0)

112 (56.0)

Expert in study subjects 8

(16.0) 8

(16.0) 9

(18.0) 9

(18.0) 34

(17.0)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The table analyses the opinions of the sample teachers on special quality of a teacher. In urban area, 52.0 percent of the teachers felt that closeness to every children and make them intelligent is the special quality of a teacher, 20.0 percent said providing the subject from the text book, 16.0 percent said expert in study subject and 12.0 percent said exhibit self skills and experience in front of children. It infers about semi-urban area respondents that 56.0 percent of teachers opined closeness to every children and make then intelligent is the special quality of a teachers, 22.0 percent said provide the subject from the text book, 16.0 percent said expert in study subject, and 6.0 percent said exhibit self skills and experience in front of children. It explains about rural area teachers that 58.0 percent felt close of every children and make then intelligent is special quality of a teacher, 18.0 percent felt expert in study subject, and 12.0 percent each group felt provide the subject from the text book, exhibit self skills and experience in front of children. It presents about tribal area respondents that 58.0 percent of teachers felt the special quality of a teachers is closeness to every children and make then intelligent, 18.0 percent said expert in study subject, and 12.0 percent each group said provide the subject from the text book, exhibit self skills and experience in front of children. According to the table and analysis, the special quality of a teacher is closeness to every children and make then intelligent and they should be expert in study subject assigned from the text books.



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Table-4.2.18: Resources to develop teachers’ professional skills

Teachers professor skills



Teacher associations

12 (24.0)

18 (36.0)

16 (32.0)

16 (32.0)

62 (31.0)

In-service 16

(32.0) 17

(34.0) 14

(28.0) 19

(38.0) 66

(33.0)

Develop academic carrier

5 (10.0)

3 (6.0)

4 (8.0)

5 (10.0)

17 (8.5)

Pre-service training

17 (34.0)

12 (24.0)

16 (32.0)

10 (20.0)

55 (27.5)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The opinion of the teachers about resources to develop their professional skills is presented in the above table. In rural area more than thirty percent of the respondents felt pre-service training (34.0) and In-service training (32.0) are the resources to develop their skills and from the remaining 24.0 percent said teacher association and 10.0 percent said developing academic carrier. In semi-urban area 36.0 percent said teacher association, 34.0 percent said In-service, 24.0 percent said pre-service training and 6.0 percent said developing academic carrier are the resources to develop the teachers’ professional skills. In rural area 32.0 percent each group said teacher association and pre-service training are the important resources to develop their professional skills, and from the remaining 28.0 percent felt In-service and 8.0 percent felt developing academic carrier. In tribal area 38.0 percent of the respondents opined In-service, 32.0 percent said teacher association, 20.0 percent felt pre-service training and 10.0 percent said develop academic carrier are the resources to development of teachers’ professional skills. Therefore, the analysis indicates that In-service training, teacher association and pre-service training are the resources for the development of professional skills of a teacher. Table-4.2.19: What is the view of a teacher on students

Opinion Location of School


Affection between father and children

14 (28.0)

14 (28.0)

14 (28.0)

11 (22.0)

53 (26.5)

Respect the children as an individual

9 (18.0)

8 (16.0)

9 (18.0)

10 (20.0)

36 (18.0)

Point out the mistakes of the children

9 (18.0)

10 (20.0)

10 (20.0)

9 (18.0)

38 (19.0)

Providing equal opportunities to the

children

18 (36.0)

18 (36.0)

17 (34.0)

20 (40.0)

73 (36.5)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)



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The table indicates the opinion of the sample teachers about their view on the students. In urban area 36.0 percent of the teachers opined that providing equal opportunities to the children is their view on the students and from the remaining 28.0 percent said affection between father and children, 18.0 percent each group felt respect the children as an individual and point out of the mistakes at necessary. From semi-urban area 36.0 percent of the teachers said providing equal opportunities to the children is their view on the students, whereas, 28.0 percent said affection between father and children, 20.0 percent each group said point out the mistakes of the children and respect the children as an individual. Out of the total rural area respondents, 34.0 percent said providing equal opportunities to the children is the important view on the students, 28.0 percent opined affection between father and children, 20.0 percent said point out the mistakes of the children and 18.0 percent said respect the children as an individual. Among the total tribal area respondents, 40.0 percent of the teachers opined providing equal opportunities to the children is the main view on the students, 22.0 percent said affection between father and children, 20.0 percent said respect the children as an individual and 18.00 percent felt point out the mistakes of the children. Hence, the above analysis can be concluded that the view of a teachers must be provide equal opportunities to all students and treat the children like a father. Table-4.2.20: For the improvement of children knowledge with whom the teacher has to consultant

Improvement of children knowledge



Mandal Education Officer 10

(20.0) 11

(22.0) 9

(18.0) 8

(16.0) 38

(19.0)

Co-teachers 6

(12.0) 10

(20.0) 11

(22.0) 13

(26.0) 40

(20.0)

Head Master 14

(28.0) 10

(20.0) 9

(18.0) 14

(28.0) 47

(23.5)

Academic monitoring committee/ parents teachers association

20 (40.0)

19 (38.0)

21 (42.0)

15 (30.0)

75 (37.5)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The above table presents the opinion of the teachers with whom they have to consultant for the improvement of children knowledge. In this regard from the urban area, 40.0 percent of the teachers said academic monitoring committee/parents teachers association, 28.0 percent said head master, 20.0 percent said mandal education officer and 12.0 percent said co-teachers. In semi-urban area 38.0 percent said academic monitoring committee/ parents teachers association, 22.0 percent said mandal education officer, and 20.0 percent each group said co-teachers and head masters. In rural area also majority group (42.0%) of the teachers said academic monitoring committee/ parents teachers association, 22.0 percent said co-teachers and 18.0 percent each opined mandal education officer and head master. In tribal area 30.0 percent said academic monitoring committee/ parent teachers association, 28.0 percent said head master, 26.0 percent said co-teachers and 16.0 percent said mandal education officer. Hence, the above analysis indicates that the teachers should consult



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with academic monitoring committee, parents and head masters for the improvement of knowledge of children.

Table-4.2.21: The internal capacity identify among children

The internal capacity identify



Think individually and freely

31 (62.0)

22 (44.0)

25 (50.0)

23 (46.0)

101 (50.5)

Having more talent 4

(8.0) 10

(20.0) 8

(16.0) 9

(18.0) 31

(15.5)

Follow the instructions 6

(12.0) 10

(20.0) 8

(16.0) 10

(20.0) 34

(17.0)

Obedient to teacher 9

(18.0) 8

(16.0) 9

(18.0) 8

(16.0) 34

(17.0)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The table explains about the opinions of the teachers sources through which the internal capacity among will be identified. It shows about urban area, a major group of teachers (62.0%) opined that think individually and freely, 18.0 percent said obedient to teacher, 12.0 percent felt follow the instructions and 8.0 percent opined having more talent for internal capacity identification. In infers to semi-urban area 44.0 percent opined think individually and freely, 20.0 percent each said having more talent and follow the instructions, and 16.0 percent said obedient to teacher is necessary to identify the internal capacity among children. It explains about rural area respondents that fifty percent said think individually and freely, 18.0 percent said obedient to teacher, and 16.0 percent each group said having more talent and follow the instructions are necessary to indentify the internal capacity of the children. It presents about tribal area 46.0 percent said think individually and follow, 20.0 percent said do with instructions, 18.0 percent said having more talent and 16.0 percent said obedient to teacher. Hence, it can be conclude from the above analysis that more than fifty percent of the teacher opined the internal capacity among children can be identified by think individuality and freely.

Table-4.2.22: The development activity of the school

The development activity



Total children development plan with the help of society

16 (32.0)

16 (32.0)

17 (34.0)

14 (28.0)

63 (31.5)

Annual institutional plan 8

(16.0) 10

(20.0) 10

(20.0) 13

(26.0) 41

(20.5)

Time table schedule 11

(22.0) 12

(24.0) 11

(22.0) 12

(24.0) 46

(23.0)

General facilities 15

(30.0) 12

(24.0) 12

(24.0) 11

(22.0) 50

(25.0)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)



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The response of the teachers on the development activity of the school is presented in the above table. In urban area 32.0 percent said the total children development plan with the help of society is the development activity in their schools, and from the remaining 30.0 percent said general facilities, 22.0 percent said time table schedule and 16.0 percent said annual institutional plan. In semi-urban area 32.0 percent of the teachers opined total children development plan with the help of society, 24.0 percent said time table schedule, 24.0 percent said general facilities and 20.0 percent said annual institutional plan is the development activity in their school. In rural area 34.0 percent said total children development plan with the help of society, 24.0 percent said general facilities, 22.0 percent said time table schedule and 20.0 percent said annual institutional plan is the development activity in their school. In tribal area 28.0 percent of the teachers said total children development plan with the help of society, 26.0 percent said annual institutional plan, 24.0 percent said time table schedule and 22.0 percent said general facilities are the development activities in their schools. Therefore, the analysis infers that development activities of the schools are planes on the total children development with the help of society, annual institutional plan, time table schedule and general facilities provided to the children in the schools. Table-4.2.23: Which of the following year has taken as child rights by India and UNO

Child rights by India



1986 6

(12.0) 10

(20.0) 11

(22.0) 12

(24.0) 39

(19.5)

1969 14

(28.0) 17

(34.0) 12

(24.0) 11

(22.0) 54

(27.0)

1983 13

(26.0) 8

(16.0) 12

(24.0) 13

(26.0) 46

(23.0)

1992 17

(34.0) 15

(30.0) 15

(30.0) 14

(28.0) 61

(30.5)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The above table shows the knowledge about the year of child rights consider by India and UNO. Among urban area respondents 34.0 percent said 1992, 28.0 percent said 1969, 26.0 percent said 1983 and 12.0 percent said 1986 is the year of child rights. From the semi-urban area 34.0 percent of the teachers said 1969, 30.0 percent said 992, 20.0 percent said 1986 and 16.0 percent said 1983 year of child rights. In rural area 30.0 percent of the respondents said 1992, 24.0 percent each group said 1969 and 1983, and the remaining 22.0 percent said 1986 is the year of child rights. Out of the total tribal area respondents, 28.0 percent said 1992, 26.0 percent said 1983, 24.0 percent said 1986 and 22.0 percent said 1969 is the year of child rights. It can be conclude from the above analysis that the teachers are not having a clear idea about the year of child nights considered by India and UNO because there is no identical response from the teachers.



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Table-4.2.24: The important thing on planning of teaching and training activities of children

Planning of children Teaching



Physical fitness of students

6 (12.0)

8 (16.0)

5 (10.0)

3 (6.0)

22 (11.0)

Text Books 13

(26.0) 15

(30.0) 19

(38.0) 17

(34.0) 64

(32.0)

Emotions 5

(10.0) 3

(6.0) 3

(6.0) 5

(10.0) 16

(8.0)

General skills 26

(52.0) 24

(48.0) 23

(46.0) 25

(50.0) 98

(49.0)

Total 50

(100.0) 50

(100.0) 50

(100.0) 50

(100.0) 200

(100.0)

The table indicates about the important thing on planning of teaching and training activities of children opined by the sample teachers. In urban area 52.0 percent said general skills, 26.0 percent said text books, 12.0 percent said physical fitness of students and 10.0 percent said emotions are the important thing on planning of teaching and training activities of children. In semi-urban area 48.0 percent opined general skills, 30.0 percent felt text books, 16.0 percent said physical fitness of students and 6.0 percent said emotions are the important thing on planning of teaching and training activities of children. In rural area 46.0 percent felt general skills, 38.0 percent felt text books, 10.0 percent felt physical fitness of students and 6.0 percent felt emotions are the important thing on planning of teaching and training activities of children. In tribal area 50.0 percent of the teachers said general skills, 34.0 percent said text books, 10.0 percent said emotions and 6.0 percent said physical fitness of students are the important thing on planning of teaching and training activities of children. Therefore, it shows from the response of the teachers that the important things in planning of teaching and training activities of children are remembering things of general skills.

SECTION - C

4.3 Achievement test on Social Studies for upper primary teachers In this section the achievement test on social studies for upper primary teachers is presented. Here the response of the sample respondents (upper primary teachers) in the study area about their opinions on the social study related statements has been tabulated in the form of observations and percentages. These coefficients of the results are discussed and analysed under each table.



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Table-4.3.1: The behaviour of children in upper primary level

Behaviour of children



Desire recognition 4

(26.7) 4

(26.7) 3

(20.0) 5

(33.3) 16

(26.7)

Pay attention on new things

4 (26.7)

4 (26.7)

5 (33.3)

5 (33.3)

18 (30.0)

Try to control emotional feelings

4 (26.7)

3 (20.0)

4 (26.7)

1 (6.7)

12 (20.0)

All the above 3

(20.0) 4

(26.7) 3

(20.0) 4

(26.7) 14

(23.3)

Total 15

(100.0) 15

(100.0) 15

(100.0) 15

(100.0) 60

(100.0)

The table analyses response of the teachers about the behaviour of children in upper primary levels in selected four areas. It shows that out of total teachers from the urban area, 26.7 percent each felt cha child behavior in upper primary level should be desire recognition, pay attention on new things and try to control emotional feelings, and the remaining 20.0 percent said all the options. It indicates about semi-urban (26.7) are ame percent of desire recognition, pay attention on new things, all the above, and (20.0) percent try to control emotional feelings. Among the total sample from rural area, (33.3) percent are pay attention on new things, 26.7 percent of try to control emotional feelings, and 20.0 same percent of desire recognition and all the above. According to the total sample from tribal area, 33.3 same percent are desire recognition and pay attention on new things, 26.7 percent to all the above, and 6.7 percent to try to control emotional feelings. It has been from the above analysis that the teachers from all the selected areas opined the behaviour of children in upper primary level should pay attention on new things and desire reorganization by others. Table-4.3.2: The important things learnt by children

Important things learnt Location of School


Do reactions with instruments

4 (26.7)

3 (20.0)

3 (20.0)

4 (26.7)

14 (23.3)

Do reaction with co- children

4 (26.7)

5 (33.3)

3 (20.0)

2 (13.3)

14 (23.3)

Reactions between children and teachers, information reaction

1 (6.7)

3 (20.0)

5 (33.3)

5 (33.3)

14 (23.3)

All the above 6

(40.0) 4

(26.7) 4

(26.7) 4

(26.7) 18

(30.0)

Total 15

(100.0) 15

(100.0) 15

(100.0) 15

(100.0) 60

(100.0)

The table analyses the opinions of the teachers about important things learnt by children like do reactions with instruments, do reactions with co-children and reaction



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between children and teachers, information reaction. It shows about urban area teachers response that 40.0 percent opined all the reactions mentioned above are the important things learned by the teachers, whereas, 26.7 percent each group felt do reactions with instruments and do reaction with co-children are important things. From the semi-urban area 33.3 percent of the teachers opined reaction with co-children, 26.7 percent are all the above reactions are the important things learnt by children. Out of the total rural area respondents 33.3 percent said reactions between children and teachers, information reaction, 26.7 percent said the above mentioned reactions are important things. Among the total sample of tribal area, 33.3 percent felt reactions between children and teachers, information reaction, 26.7 percent said do reactions with instruments are the important things learnt by the children. Hence, the above analysis concludes that most important things learnt by children are do reactions with instruments, reaction with co-children, reactions between children and teachers, information reaction. Table-4.3.3: The importance given by NCF 2005 to study

The importance in study of NCF 2005



Learning 4

(26.7) 4

(26.7) 2

(13.3) 4

(26.7) 14

(23.3)

Testing 4

(26.7) 4

(26.7) 4

(26.7) 3

(20.0) 15

(25.0)

Knowledge building 3

(20.0) 3

(20.0) 5

(33.3) 4

(26.7) 15

(25.0)

Analyse 4

(26.7) 4

(26.7) 4

(26.7) 4

(26.7) 16

(26.7)

Total 15

(100.0) 15

(100.0) 15

(100.0) 15

(100.0) 60

(100.0)

The response given by sample teachers on importance given by NCF 2005 to study is presented in the above table. It shows that from both urban and semi-urban areas, a dominated group (26.7%) felt learning, testing and analyse are given more importance by NCF 2005. Whereas, among the total sample form rural area, 33.3 percent of the teachers felt knowledge building, 26.7 percent each group said testing, analyse are the most important things given by NCF 2005. But, from tribal area, 26.7 percent of teachers each said learning, knowledge building and analyse are given more importance by NCF 2005. It has identified from the above analysis that the importance given to study was learning, testing and knowledge building by NCF 2005.



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Table-4.3.4: The main aim of Social Science teaching

The main aim of Social Science teaching



To make students as a good citizen

3 (20.0)

3 (20.0)

2 (13.3)

4 (26.7)

12 (20.0)

Improve the skills of social life

4 (26.7)

3 (20.0)

4 (26.7)

2 (13.3)

13 (21.7)

Designing the study material according to

children behavior

3 (20.0)

4 (26.7)

5 (33.3)

5 (33.3)

17 (28.3)

All the above 5

(33.3) 5

(33.3) 4

(26.7) 4

(26.7) 18

(30.0)

Total 15

(100.0) 15

(100.0) 15

(100.0) 15

(100.0) 60

(100.0)

The table presents the opinions of the sample teachers about the main aim of social science teaching among make students as a good citizen, improve the skills of social life and designing the study material according to children behavior. It analyses out of total sample from urban and semi-urban areas, a dominated group of teachers (33.3%) felt that all the factors mentioned above are the main aim of social science teaching. Whereas, from rural and tribal area a significant number of teachers (33.3%) opined that designing the study material according to children behavior is the main aim of social science teaching. Therefore, the above analysis indicates the main aim of social science teaching is to make students as a good citizen, improve the skills of social life and to improve the behaviour of children. Table-4.3.5: The model of Social Science according to NCF 2005

Social Science according Location of School


Discuss above the local National and international

relations

5 (33.3)

5 (33.3)

2 (13.3)

4 (26.7)

16 (26.7)

Critical discuss the present, past and future events

2 (13.3)

2 (13.3)

4 (26.7)

1 (6.7)

9 (15.0)

Discuss the societies of present problems with solver

3 (20.0)

4 (26.7)

5 (33.3)

4 (26.7)

16 (26.7)

All the above 5

(33.3) 4

(26.7) 4

(26.7) 6

(40.0) 19

(31.7)

Total 15

(100.0) 15

(100.0) 15

(100.0) 15

(100.0) 60

(100.0)

The table indicates the response of the teachers on model of social science according to NCF 2005. The options are given like discuss above the local National and international relations, critical discuss the present, past and future events, discuss the societies of present problems with solver and all the three. It presents that out of total from urban area, 33.3 same percent are discuss above the local national and



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international relations and all the above, 20.0 percent are discuss the societies of present problems with solver and 13.3 percent are critical discuss the present past and future events. It shows about semi-urban area 33.3 percent are discuss above the local national and international relations, 26.7 percent of both discuss the societies of present problems with solver, all the above, and 13.3 percent are critical discuss the present, past and future events. Among the total sample from rural area, 33.3 percent are discuss the societies of present problems with solver, critical 26.7 same percent are discuss the present, past and future events and all the above, and 13.3 percent are discuss above the local National and international relations. According to the total sample from tribal area, a highest of 40.0 percent are all the above, 26.7 same percent of discuss above the local National and international relations, discuss the societies of present problems with solver, and critical 6.7 percent of discuss the present, past and future events. Therefore, the above analysis infers that according to NCF 2005, the model of social science should discuss about local, national and international relations and also discuss the present, past and future events. If also discuss the problems of present society and suggest the solution. Table-4.3.6: According to NCF 2005, the important behaviour of the Social Study

Behaviour of the Social Study



Discuss above the local National and International

relations

3 (20.0)

4 (26.7)

4 (26.7)

3 (20.0)

14 (23.3)

Critical discuss the present, past and future

events

3 (20.0)

2 (13.3)

1 (6.7)

4 (26.7)

10 (16.7)

Discuss the societies of present with solver

3 (20.0)

4 (26.7)

5 (33.3)

4 (26.7)

16 (26.7)

All the above 6

(40.0) 5

(33.3) 5

(33.3) 4

(26.7) 20

(33.3)

Total 15

(100.0) 15

(100.0) 15

(100.0) 15

(100.0) 60

(100.0)

The opinions of the teachers on important behaviour of the social study given NCF 2005 are presented in the above table. The important behaviours are like discuss above the local National and International relations, critical discuss the present, past and future events and discuss the societies of present with solver. It indicates that out of total from urban area, a highest of 40.0 percent felt all the options, and 20.0 percent each said discuss above the local national and international relations, critical discuss the present, past and future events, discuss the societies of present with solver. It shows about semi-urban area respondents that 33.3 said all the options, 26.7 percent felt discuss above the local National and international relations and discuss the societies of present with solver, and 13.3 percent said critical discuss the present, past and future events.



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It indicates about rural area, 33.3 percent felt all the three options and the same number of respondents opined discuss the societies of present with solver, 26.7 percent said discuss above the local national and international relations and 6.7 percent said critical discuss the present, past and future events. From the above table explains tribal area, 26.7 same percent of critical discuss the present, past and future events, discuss the societies of present with solver, all the above, and 20.0 percent are discuss above the local national and international relations are the important behaviour of the social study. From the response of the teachers, it can be conclude that the important behaviour of the social study, according to NCF 2005 is discuss about the local, National and International relations, critical discuss the present, past and future events, and also discuss the societies of present with solver. Table-4.3.7: According to NFC 2005 the main aim of Social Science study

Main aim of social science



Information about the structure of Local, State

and National Government

2 (13.3)

3 (20.0)

3 (20.0)

4 (26.7)

12 (20.0)

Information about the development of

Geographical, Economical resources

4 (26.7)

3 (20.0)

4 (26.7)

3 (20.0)

14 (23.3)

Creating good citizen by proper utilisation of natural

resources

5 (33.3)

4 (26.7)

4 (26.7)

3 (20.0)

16 (26.7)

All the above 4

(26.7) 5

(33.3) 4

(26.7) 5

(33.3) 18

(30.0)

Total 15

(100.0) 15

(100.0) 15

(100.0) 15

(100.0) 60

(100.0)

The opinions of the sample teachers about which of the factors found the main aim of social science presented in the above table. It shows that out of total from urban area, a highest of 33.3 percent felt creating good citizen by proper utilisation of natural resources, 26.7 percent said both information about the development of geographical, economical resources and 13.3 least percent said information about the structure of local, state and national government are the main aim of social science study. It explains about semi-urban area that 33.3 percent of all the options given in the table are the important things in the aim of social science study, and from the remaining 26.7 percent felt creating good citizen by proper utilisation of natural resources, and 20.0 percent each group said information about the structure of local, state and national government and information about the development of geographical, economical resources. Among the total sample from rural area, 26.7 percent each group said information about the development of geographical, economical resources, creating good citizen



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by proper utilisation of natural resources and all the options given above are the main aim of social science study, and 20.0 felt information about the structure of local, state and national government. According to the above analysis, the main aim of social science study is information about the structure of Local, State and National Governments, information about the development Geographical, Economical resources and also creating good citizen by proper utilisation of natural resources. Table-4.3.8: The target of Social Science teaching at upper primary level

The target of Social Science



Create human being to react on social problems

1 (6.7)

3 (20.0)

2 (13.3)

3 (20.0)

9 (15.0)

Create idea about our culture is a mixed

5 (33.3)

5 (33.3)

4 (26.7)

4 (26.7)

18 (30.0)

Help to develop knowledge on protect

democracy, observation, enquiry

5 (33.3)

3 (20.0)

4 (26.7)

3 (20.0)

15 (25.0)

All the above 4

(26.7) 4

(26.7) 5

(33.3) 5

(33.3) 18

(30.0)

Total 15

(100.0) 15

(100.0) 15

(100.0) 15

(100.0) 60

(100.0)

The opinions of teachers on the target of social science teaching at upper primary level are presented in the table. It shows that out of total urban area respondents, 33.3 percent each group felt create idea about our culture is a mixed and help to develop knowledge on protect democracy, observation, enquiry are the targets of social science teaching at upper primary level. It shows about semi-urban respondents, 33.3 percent said create idea about our culture is mixed one, 20.0 each group said percent of create human being to react on social problems and help to develop knowledge on protect democracy, observation, enquiry, and 26.7 percent said all the factors given in the tables are the targets of social science teaching at upper primary level. Among the total sample from rural area, 33.3 percent of the teachers said all the options given in the table are the targets, and from the remaining 26.7 same percent said create idea about our culture is mixed one and help to develop knowledge on protect democracy, observation, enquiry, 13.3 least percent of create human being to react on social problems. From the tribal area respondents, 33.3 percent said all the options given in the table are the targets of social science teaching at upper primary level, and from the remaining 26.7 percent said create idea about our culture is mixed one, and 20.0 percent each group opined create human being to react on social problems and help to develop knowledge on protect democracy, observation, enquiry. Therefore, the above analysis can conclude that the target of social science teaching at upper primary level is to create ideas about our culture and to develop knowledge on protect democracy and remove inequalities on the society.



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Table-4.3.9: Key points of value measurement in Social Science teaching

Value measures of Social Science



Regular value measurement

3 (20.0)

3 (20.0)

2 (13.3)

4 (26.7)

12 (20.0)

Bio-value measurement 4

(26.7) 2

(13.3) 3

(20.0) 4

(26.7) 13

(21.7)

Estimate the intelligence & ideology

4 (26.7)

6 (40.0)

4 (26.7)

4 (26.7)

18 (30.0)

All the above 4

(26.7) 4

(26.7) 6

(40.0) 3

(20.0) 17

(28.3)

Total 15

(100.0) 15

(100.0) 15

(100.0) 15

(100.0) 60

(100.0)

The table analyses about the opinions of the teachers on the key points of value measurement in social science teaching. It indicates that out of total urban area sample, 26.7 percent each group opined bio-value measurement, estimate the intelligence & ideology, 20.0 percent said regular value measurement and 26.7 percent said all the options given in the table are the key points of value measurement in Social Science teaching. It explains about semi-urban area, a dominated group of respondents (40.0% felt estimate the intelligence & ideology, 20.0 percent said regular value measurement, 13.3 percent said bio-value measurement and 26.7 percent felt all the three options given in the table are the Key points of value measurement in Social Science teaching. It indicates about rural area teachers that 40.0 percent of all the options are the Key points of value measurement in Social Science teaching, and from the remaining 26.7 percent said estimate the intelligence & ideology, 20.0 percent said bio-value measurement and 13.3 percent said regular value measurement. According to the total sample of tribal area, 26.7 percent each group felt the Key points of value measurement in Social Science teaching are regular value measurement, bio-value measurement, estimate the intelligence & ideology. It can be conclude from the above analysis that key points of value measurement in social science teaching are estimate the intelligence & ideology, bio-values measurements and regular values measurement. Table-4.3.10: The laboratory of social science

Laboratory for the Social Science



Classroom 3

(20.0) 3

(20.0) 3

(20.0) 3

(20.0) 12

(20.0)

School 3

(20.0) 4

(26.7) 2

(13.3) 4

(26.7) 13

(21.7)

Society 7

(46.7) 3

(20.0) 5

(33.3) 5

(33.3) 20

(33.3)

Family 2

(13.3) 5

(33.3) 5

(33.3) 3

(20.0) 15

(25.0)

Total 15

(100.0) 15

(100.0) 15

(100.0) 15

(100.0) 60

(100.0)



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The above table explains about the laboratory of social science treat by the sample teachers among classroom, school, society and family. In urban area 46.7 percent of the teachers said society, 20.0 percent each group said classroom, school and 13.3 ercent said family is the laboratory of social science. In semi-urban area 33.3 percent said family, 26.7 percent said school and 20.0 each group said classroom and society are the laboratories of social science. In rural area 33.3 percent each group felt society, family, 20.0 percent said classroom and 13.3 percent said school is the laboratory of social science. In tribal area 33.3 percent said society, 26.7 percent said school and 20.0 percent each group said classroom and family are the laboratories of social science. According to the opinions the sample teacher, the laboratory of social science are society, family, school and classroom. Table-4.3.11: If the lesson plan of social science is not in a proper way in feature we have to face

Lesson plan of social science



Cannot estimate the social changes

4 (26.7)

2 (13.3)

4 (26.7)

3 (20.0)

13 (21.7)

Prevailing of insecurity 2

(13.3) 4

(26.7) 3

(20.0) 4

(26.7) 13

(21.7)

Cannot imagine feature changes

4 (26.7)

5 (33.3)

4 (26.7)

4 (26.7)

17 (28.3)

All the above 5

(33.3) 4

(26.7) 4

(26.7) 4

(26.7) 17

(28.3)

Total 15

(100.0) 15

(100.0) 15

(100.0) 15

(00.0) 60

(100.0)

If the lesson plan of social science is not in a proper way, then what are the problems we face in feature is presented in the table by the farm of opinions of teachers. It explains that out of total teachers from urban area, 26.7 percent each group felt cannot estimate the social changes and cannot imagine feature changes, 13.3 percent said prevailing of insecurity and 33.3 percent said all the three opinions mentioned in the table have to face. It infers about semi-urban 33.3 percent said cannot imagine feature changes, 26.7 percent said prevailing of insecurity and 13.3 percent said cannot estimate the social changes. From the rural area respondents 26.7 percent each group said cannot estimate the social changes, cannot imagine feature changes and 20.0 percent said prevailing of insecurity. It shows about tribal area 26.7 percent each group opined prevailing of insecurity, cannot imagine feature changes and 20.0 percent said cannot estimate the social changes that we have to face. From the above analysis it can be conclude from the response of the teachers that if the lesson plans of social science not in a proper way we cannot imagine future changes, prevailing of insecurity and cannot estimate the social changes.



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Table-4.3.12: "P.A.S.S.” means

P.A.S.S. means Location of School


Programme for Acquisition of Social Skills

3 (20.0)

4 (26.7)

3 (20.0)

2 (13.3)

12 (20.0)

Programme for Acquisition of Science Skills

4 (26.7)

3 (20.0)

4 (26.7)

5 (33.3)

16 (26.7)

Programme for Acquisition of Survival Skills

4 (26.7)

4 (26.7)

4 (26.7)

4 (26.7)

16 (26.7)

All the above 4

(26.7) 4

(26.7) 4

(26.7) 4

(26.7) 16

(26.7)

Total 15

(100.0) 15

(100.0) 15

(100.0) 15

(100.0) 60

(100.0)

The above table presents about meaning of P.A.S.S. It explains about 26.7 same percent are programme for acquisition of science skills, programme for acquisition of survival skills and all the above and 20.0 percent are programme for acquisition. It infers about semi-urban area 26.7 same percent are programme for acquisition of social skills, programme for acquisition of survival skills and all the above and 20.0 percent are programme for acquisition of science skills. Among the table indicates about rural area, 26.7 same percent are programme for acquisition of science skills, programme for acquisition of survival skills and all the above and 20.0 percent are programme for acquisition of social skills. It indicates about tribal area, a highest of 33.3 percent are programme for acquisition of science skills, same percent 26.7 percent are programme for acquisition of survival skills and all the above and 13.3 percent are programme for acquisition of social skills. According to the response of the teachers the meaning of P.A.S.S is programme for acquisition of social skills, programme for acquisition of science skills and programme for acquisition of survival skills. Table-4.3.13: The skills increased by “P.A.S.S.”

Capacities increased Location of School


Knowledge on techniques 3

(20.0) 4

(26.7) 4

(26.7) 3

(20.0) 14

(23.3)

Analysis on information gathering

3 (20.0)

3 (20.0)

4 (26.7)

4 (26.7)

14 (23.3)

Project works 4

(26.7) 4

(26.7) 3

(20.0) 4

(26.7) 15

(25.0)

All the above 5

(33.3) 4

(26.7) 4

(26.7) 4

(26.7) 17

(28.3)

Total 15

(100.0) 15

(100.0) 15

(100.0) 15

(100.0) 60

(100.0)

The table analyses that the capacities increased by P.A.S.S. In urban area 33.3 percent all the above, 26.7 percent are project works, and the same percent 20.0 percent are knowledge on techniques and analysis on information gathering. In semi-urban area



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26.7 same percent are knowledge on techniques, project works, all the above and 20.0 percent are analysis on information gathering. According to the total sample from rural area 26.7 same percent are knowledge on techniques, analysis on information gathering, all the above and 20.0 percent are project works. In tribal area 26.7 same percent are analysis on information gathering, project works and all the above and 20.0 percent are knowledge on techniques. It can be conclude from the above analysis that the skills increased by P.A.S.S are knowledge on techniques, analysis on information gathering and project works.

Table-4.3.14: Knowledge and information are not the same. Knowledge is

Knowledge and information



Create 2

(13.3) 3

(20.0) 2

(13.3) 3

(20.0) 10

(16.7)

Solved 4

(26.7) 3

(20.0) 3

(20.0) 3

(20.0) 13

(21.7)

Constructed 5

(33.3) 5

(33.3) 5

(33.3) 5

(33.3) 20

(33.3)

Invented 4

(26.7) 4

(26.7) 5

(33.3) 4

(26.7) 17

(28.3)

Total 15

(100.0) 15

(100.0) 15

(100.0) 15

(100.0) 60

(100.0)

The above table indicates that knowledge and information are not the same. It shows that out of total teachers from urban area, a highest of 33.3 percent are constructed, 26.7 same percent are solved and invented, and 13.3 percent are create. It explains about semi-urban area 33.3 percent are constructed, 26.7 percent are invented, and the same percent 20.0 are create and solved. Out of total sample from rural area, 33.3 same percent are constructed and invented, 20.0 percent are solved, and 13.3 percent are create. It analyses about tribal area 33.3 percent are constructed, 26.7 percent are invented and 20.0 percent are create and solved. From the above analysis it can be conclude from the response of teachers that knowledge and information are not the same but knowledge is constructed.

Table-4.3.15: Maps are

Maps Location of School


Sketch of sky 3

(20.0) 4

(26.7) 3

(20.0) 3

(20.0) 13

(21.7)

Sketch of lands surface

4 (26.7)

6 (40.0)

2 (13.3)

3 (20.0)

15 (25.0)

Sketch of sea 4

(26.7) 3

(20.0) 5

(33.3) 4

(26.7) 16

(26.7)

All the above 4

(26.7) 2

(13.3) 5

(33.3) 5

(33.3) 16

(26.7)

Total 15

(100.0) 15

(100.0) 15

(100.0) 15

(100.0) 60

(100.0)



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The table explains about meaning of maps given by the teachers, now we telling about urban area 26.7 same percent said sketch of lands surface, sketch of sea and 20.0 percent are sketch of sky and 26.7 felt all the options given in the table. It infers about semi-urban area 40.0 percent said sketch of lands surface, 26.7 percent said sketch of sky, 20.0 percent said sketch of sea and 13.3 percent said all the above are the meaning of maps. Among the total sample from rural area, 33.3 percent said sketch of sea, 20.0 percent said sketch of sky and 13.3 percent said sketch of lands surface and 33.3 percent said all the above indicate meaning of maps. It indicates about tribal area 26.7 percent said sketch of sea, 20.0 percent each group said sketch of sky, sketch of lands surface and 33.3 percent said all the above options refer to meaning of maps. According to the response of the teachers that maps are sketch of sky, sketch of lands surface and sketch of sea. Table-4.3.16: The important things in map knowledge

Map Knowledge Location of School


Read the map 2

(13.3) 2

(13.3) 3

(20.0) 2

(13.3) 9

(15.0)

Write the map 3

(20.0) 3

(20.0) 3

(20.0) 3

(20.0) 12

(20.0)

Identify in map 4

(26.7) 4

(26.7) 4

(26.7) 5

(33.3) 17

(28.3)

All the above 6

(40.0) 6

(40.0) 5

(33.3) 5

(33.3) 22

(36.7)

Total 15

(100.0) 15

(100.0) 15

(100.0) 15

(100.0) 60

(100.0)

The table analyses the important things in map knowledge among sample teachers in the study area. In urban area 26.7 percent said identify in map, 20.0 percent said write the map, 13.3 percent said read the map and 40.0 percent said all the above are the important things in the map knowledge. In semi-urban area 26.7 percent said identify in map, 20.0 percent said write the map, 13.3 percent said read the map and 40.0 percent said all the above options are the important things in the map knowledge. From the total from rural area, 26.7 percent said identify in map, 20.0 percent each group said read the map and write the map and 33.3 percent said all the above options are the important things in the map knowledge. In tribal area 33.3 same percent said identify in map, 20.0 percent said write the map, 13.3 percent said read the map and 33.3 percent said all the above are the important things in the map knowledge. Therefore, the above analysis can conclude that the important things in map knowledge are read the map, write the map and identify in map.



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Table-4.3.17: According to NCF 2005 the teacher given practical to experience children

Teacher given practical



Books 2

(13.3) 1

(6.7) 2

(13.3) 4

(26.7) 9

(15.0)

Lessons 2

(13.3) 4

(26.7) 3

(20.0) 4

(26.7) 13

(21.7)

Lesson plan 7

(46.7) 5

(33.3) 4

(6.7) 4

(26.7) 20

(33.3)

Subject knowledge

4 (26.7)

5 (33.3)

6 (40.0)

3 (20.0)

18 (30.0)

Total 15

(100.0) 15

(100.0) 15

(100.0) 15

(100.0) 60

(100.0)

According to NCF 2005 what are the things that teacher given practical to experience children is presented in the above table. It explains that out of total from urban area, 46.7 percent said lesson plan, 26.7 percent said subject knowledge and 13.3 percent each group said books and lessons. It presents about semi-urban area 33.3 percent each group said lesson plan and subject knowledge, 26.7 percent is lessons and 6.7 percent said books. From the rural area, 40.0 percent said subject knowledge, 20.0 percent said lessons, 13.3 percent said books and 6.7 percent said lesson plan. It explains about tribal area 26.7 percent each group said books, lessons, lesson plan and 20.0 percent said subject knowledge. It can be concluded that according to NCF 2005 the teacher has given practical to experience children are the part of lesson plan and subject knowledge. Table-4.3.18: How would be the Social Science lesson for the development of knowledge?

Development of knowledge



Search, investigate and analyse

3 (20.0)

2 (13.3)

3 (20.0)

3 (20.0)

11 (18.3)

Discuss and analyse 2

(13.3) 4

(26.7) 3

(20.0) 4

(26.7) 13

(21.7)

Speech and History explanation

4 (26.7)

5 (33.3)

5 (33.3)

4 (26.7)

18 (30.0)

Pre & post procedure

6 (40.0)

4 (26.7)

4 (26.7)

4 (26.7)

18 (30.0)

Total 15

(100.0) 15

(100.0) 15

(100.0) 15

(100.0) 60

(100.0)

The above table presents the options given by the sample teachers about the social science lesson for the development of knowledge. It indicates about urban area 40.0 percent said pre & post procedure, 26.7 percent said speech and history explanation, 20.0 percent said search, investigate and analyse, and 13.3 percent said discuss and



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analyse. It shows about semi-urban area respondents that 33.3 percent said speech and history explanation, 26.7 percent each group said discuss and analyse and pre & post procedure, and 13.3 percent said search, investigate and analyse. Among the rural area 33.3 percent said speech and history explanation, 26.7 percent said pre & post procedure, and 20.0 percent each group said search, investigate and analyse and discuss and analyse. It infers about tribal area 26.7 percent each group said discuss and analyse, speech and history explanation and pre & post procedure and 20.0 percent said search, investigate and analyse are the social science lesions for development of knowledge. Hence, the above analysis shows that the social science lesson for the development of knowledge are speech, history and pre & post procedures. Table-4.3.19: The goal of history lessons in social science

Goal of history lessons



Create interest and awareness among children on local history,

culture and civilization

3 (20.0)

4 (26.7)

2 (13.3)

3 (20.0)

12 (20.0)

Analysis on olden days wars 2

(13.3) 3

(20.0) 4

(26.7) 4

(26.7) 13

(21.7)

Kings and their ruling system 5

(33.3) 4

(26.7) 4

(26.7) 4

(26.7) 17

(28.3)

Kingdom and religions amendments

5 (33.3)

4 (26.7)

5 (33.3)

4 (26.7)

18 (30.0)

Total 15

(100.0) 15

(100.0) 15

(100.0) 15

(100.0) 60

(100.0)

The goal of history lessons in social science identified by the sample teachers has been presented in the above table. In urban area 33.3 percent each group said kings and their ruling system, kingdom and religions amendments, 20.0 percent said create interest and awareness among children on local history, culture and civilization and 13.3 percent said analysis on olden days wars. In semi-urban area 26.7 percent each group said create interest and awareness among children on local history, culture and civilization, kings and their ruling system, kingdom and religions amendments and 20.0 percent said analysis on olden days wars. According to rural area respondents, 33.3 percent said kingdom and religions amendments, 26.7 percent each group said analysis on olden days wars, kings and their ruling system and 13.3 percent said create interest and awareness among children on local history, culture and civilization. It explains about tribal area 26.7 percent each group said analysis on olden days wars, kings and their ruling system, kingdom and religions amendments and 20.0 percent said create interest and awareness among children of local history, culture and civilization. From the response of teachers, it can be conclude that the goal of history lesson in social science are kingdom and religions amendments and kings and their ruling system.



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Table-4.3.20: At primary level the teaching of environmental science will help

Environmental Science



Integration in differentiation 4

(26.7) 4

(26.7) 4

(26.7) 3

(20.0) 15

(25.0)

Analysis on social resources 5

(33.3) 4

(26.7) 4

(26.7) 4

(26.7) 17

(28.3)

Protection of natural resources and awareness

on utilization

3 (20.0)

3 (20.0)

3 (20.0)

4 (26.7)

13 (21.7)

Knowledge on socio- economic factors

3 (20.0)

4 (26.7)

4 (26.7)

4 (26.7)

15 (25.0)

Total 15

(100.0) 15

(100.0) 15

(100.0) 15

(100.0) 60

(100.0)

The benefits with teaching of environmental science at primary level identified by the sample teachers are presented in the above table. It explains that out of total urban area respondents, 33.3 percent said analysis on social resources, 26.7 percent said integration in differentiation, and 20.0 percent each group said protection of natural resources, awareness on utilization and knowledge on socio-economic factors. It infers about semi-urban area 26.7 percent each group felt integration in differentiation, analysis on social resources, knowledge on socio-economic factors and 20.0 percent said protection of social resources and awareness on utilization. Among rural area respondents 26.7 percent each group said integration in differentiation, analysis on social resources and knowledge on socio-economic factors and 20.0 percent said protection of natural resources and awareness on utilization. It shows about tribal area 26.7 percent each group said analysis on social resources and protection of natural resources and awareness on utilization, knowledge on socio-economic factors and 20.0 percent said integration in differentiation. Therefore, the above analysis infers at primary level the teaching of environmental science will help the following are analysis on social resources.



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SECTION - D

4.4 Classroom observation schedule In this section the classroom observations made by the researcher has been collected with the help of a pre-designed schedule. Here the objects are the teachers who are performing their class work in the sample schools of the study area. The classroom observation schedule has covered by three parts. Each part of the schedule is represent for one kind of classroom observation. The details of the classroom observation by the researcher have been presented in the form of tables and the analysis and discussions of the coefficients of the table contents discussed under the table. A) Preliminary Information Here the information of the school, location, teacher and the demographic characters of the teachers are presented. These characteristics of schools and teachers are treated as independent variables for the classroom observation. The following tables are representing about the distribution of these independent variables among the selected four areas of the study. Table-4.4.1: Gender-wise distribution of sample respondents

Gender Locality of school

Total Urban

Semi- urban

Rural Tribal

Male 3

(60.0) 3

(60.0) 3

(60.0) 3

(60.0) 12

(60.0)

Female 2

(40.0) 2

(40.0) 2

(40.0) 2

(40.0) 8

(40.0)

Total 5

(100.0) 5

(100.0) 5

(100.0) 5

(100.0) 20

(100.0)

The table shows about the gender-wise distribution of the sample teachers in the selected four areas taken for the classroom observation. Here the investigator has observed to maintain equal sampling method for data collection from the four selected areas of the study. It is clear from the above table that from all the selected four areas the investigator has collected data from the sixty percent classes of male teachers and forty percent classes of female teachers for the observation study.



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Figure 4.8 Table-4.4.2: General education qualification-wise distribution of sample respondents

General qualification

Locality of school Total

Urban Semi- urban

Rural Tribal

Inter 1

(20.0) 1

(20.0) -

1 (20.0)

3 (15.0)

Degree 3

(60.0) 2

(40.0) 1

(20.0) 4

(80.0) 10

(50.0)

Post Graduation

1 (20.0)

2 (40.0)

4 (80.0)

- 7

(35.0)

Total 5

(100.0) 5

(100.0) 5

(100.0) 5

(100.0) 20

(100.0)

The table presents the general education qualification-wise distribution of the sample teachers in the selected four areas. It indicates that out of total teachers from urban area, 60.0 percent of teachers are qualified with graduation and 20.0 percent are intermediate and post graduates. Among the total semi-urban area sample, 40.0 percent are graduates and post graduates, 20.0 percent of teachers are intermediate holders. Among the total sample from rural area, 80.0 percent of teachers are post graduates and remaining 20.0 percent are graduates. It presents about tribal area 80.0 percent of teachers are graduates and 20.0 percent of teachers are intermediate holders. Hence, the above discussion on the table indicates that most of teachers are post graduation holders.



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Table-4.4.6: Did the teacher is specialized in subject?

Specialized in subject



Yes 2

(40.0) 2

(40.0) 3

(60.0) 2

(40.0) 9

(45.0)

No 3

(60.0) 3

(60.0) 2

(40.0) 3

(60.0) 11

(55.0)

Total 5

(100.0) 5

(100.0) 5

(100.0) 5

(100.0) 20

(100.0)

The above table analyses about the observation of subject specialization of the teacher in the study area. It shows from the above table that forty percent of classrooms in urban, semi-urban and tribal areas have been observed the teacher in specialized in the subject. Whereas, in rural area sixty percent of the teachers in the classroom observed as specialized in subject. Therefore, the above analysis infers that more than fifty percent of the teachers in the study area are not specialized in subject. Table-4.4.7: Did the teacher explain the idea satisfactorily?

Explains satisfactorily



Yes 3

(60.0) 2

(40.0) 3

(60.0) 3

(60.0) 11

(55.0)

No 2

(40.0) 3

(60.0) 2

(40.0) 2

(40.0) 9

(45.0)

Total 5

(100.0) 5

(100.0) 5

(100.0) 5

(100.0) 20

(100.0)

The classroom observation about the satisfaction level of teachers’ explanation idea is presented in the above table. It shows from the above table that sixty percent of classrooms in urban, rural and tribal areas have been observed that the teacher explain the idea satisfactorily. Whereas, in semi-urban area forty percent of the classrooms observed that teacher explain idea satisfactorily. Therefore, the above analysis infers that more than fifty percent of the teachers in the study area are explaining idea satisfactorily. Table-4.4.8: Did the practical aids have been utilized?

Practical classes



Yes 2

(40.0) 2

(40.0) 3

(60.0) 2

(40.0) 9

(45.0)

No 3

(60.0) 3

(60.0) 2

(40.0) 3

(60.0) 11

(55.0)

Total 5

(100.0) 5

(100.0) 5

(100.0) 5

(100.0) 20

(100.0)



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The above table presents the classroom observation of utilization of practical aids. It infers from the above table that forty percent of classrooms in urban, semi-urban and tribal areas have been observed the practical aids are utilized. Whereas, in rural area sixty percent of the classrooms observed that the practical aids are utilized. Therefore, the above analysis infers that more than fifty percent of the classrooms in the study area are utilizing practical aids. Table-4.4.9: Did the students participate in practical?

Participated in practical



Yes 3

(60.0) 3

(60.0) 2

(40.0) 3

(60.0) 11

(55.0)

No 2

(40.0) 2

(40.0) 3

(60.0) 2

(40.0) 9

(45.0)

Total 5

(100.0) 5

(100.0) 5

(100.0) 5

(100.0) 20

(100.0)

The table indicates the classroom observation about students’ participation on practical. It can be noticed from the above table that sixty percent of classrooms in urban, semi-urban and tribal areas have been observed the students are participating in practical. Whereas, in rural area only forty percent of the classrooms observed that the students participate in practical. Hence, the above analysis indicates that more than fifty percent of the classrooms in the study area have been observed that the students are attending practical. Table-4.4.10: Did the teaching aids have shown in the classroom in time?

Teaching aids



Yes 2

(40.0) 2

(40.0) 2

(40.0) 3

(60.0) 9

(45.0)

No 3

(60.0) 3

(60.0) 3

(60.0) 2

(40.0) 11

(55.0)

Total 5

(100.0) 5

(100.0) 5

(100.0) 5

(100.0) 20

(100.0)

The above table explains about the visibility of teaching aids in the classroom in time. It has been observed that forty percent of classrooms in urban, semi-urban and rural areas have shown the teaching aids in the classroom in time. Whereas, in tribal area sixty percent of the classrooms observed that teaching aids have been shows in time. Therefore, the above analysis infers that less than fifty percent of the classrooms in the study area have been shown teaching aids in time.



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Table-4.4.11: Did the teacher utilized the teaching aids?

Teaching utilized



Yes 2

(40.0) 3

(60.0) 2

(40.0) 2

(40.0) 9

(45.0)

No 3

(60.0) 2

(40.0) 3

(60.0) 3

(60.0) 11

(55.0)

Total 5

(100.0) 5

(100.0) 5

(100.0) 5

(100.0) 20

(100.0)

The classroom observation about the utilization of teaching aids by the teachers is presented in the above table. It has been identified from the table that forty percent of classrooms in urban, rural and tribal areas have been observed the teacher utilized teaching aids. Whereas, in semi-urban area sixty percent of the teachers observed as utilized teaching aids in the classrooms. Therefore, the above analysis shows that less than fifty percent of the teachers in the study area are utilizing teaching aids in the classroom. Table-4.4.12: Are the utilized teaching aids are subject related?

Utilized teaching aids



Yes 3

(60.0) 2

(40.0) 3

(60.0) 3

(60.0) 11

(55.0)

No 2

(40.0) 3

(60.0) 2

(40.0) 2

(40.0) 9

(45.0)

Total 5

(100.0) 5

(100.0) 5

(100.0) 5

(100.0) 20

(100.0)

The above table analyses the observation of utilized teaching aids in the classroom subject related or not. It shows from the above table that sixty percent of classrooms in urban, rural and tribal areas have been observed that they are utilizing subject related teaching aids. Whereas, in semi-urban area forty percent of the classrooms observed that they are utilizing subject related teaching aids. Hence, the above analysis indicates that more than fifty percent of the classrooms in the study area have been observed that they are utilizing subject related teaching aids. Table-4.4.13: Did the teachers created interaction among students by utilizing teaching aids?

Response from the students



Yes 2

(40.0) 1

(20.0) 2

(40.0) 3

(60.0) 8

(40.0)

No 3

(60.0) 4

(80.0) 3

(60.0) 2

(40.0) 12

(60.0)

Total 5

(100.0) 5

(100.0) 5

(100.0) 5

(100.0) 20

(100.0)



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The observation of interaction among students created by the teaching with utilization of teaching aids in the classroom is presented in the table. According to the above table it shows that sixty percent of classrooms in tribal area have been observed that interaction among students created by the teaching with utilization of teaching aids. Whereas, in urban and rural areas, forty percent of the classrooms observed the same. But in semi-urban area only twenty percent of the classrooms observed that the interaction among students created by the teaching with utilization of teaching aids. Hence, the above analysis indicates that less than fifty percent of the classrooms in the study area have been observed that interaction among students created by the teaching with utilization of teaching aids. Table-4.4.14: Is there running board in the class room?

Running board Location of School


Yes 2

(40.0) 3

(60.0) 3

(60.0) 2

(40.0) 10

(50.0)

No 3

(60.0) 2

(40.0) 2

(40.0) 3

(60.0) 10

(50.0)

Total 5

(100.0) 5

(100.0) 5

(100.0) 5

(100.0) 20

(100.0)

The above table analyses the observation of running board in the classroom or not. It shows from the above table that sixty percent of classrooms in semi-urban and rural areas have been observed that they are running boards in the classrooms. Whereas, in urban and tribal areas forty percent of the classrooms observed that there are running boards. Therefore, the above analysis infers that fifty percent of the classrooms in the study area having running boards and the remaining fifty percent of the classroom are nor having running boards in the classrooms. Table-4.4.15: Is there friendly atmosphere among students?

Friendly atmosphere



Yes 2

(40.0) 1

(20.0) 2

(40.0) 2

(40.0) 7

(35.0)

No 3

(60.0) 4

(80.0) 3

(60.0) 3

(60.0) 13

(65.0)

Total 5

(100.0) 5

(100.0) 5

(100.0) 5

(100.0) 20

(100.0)

The observation on friendly relations among students in the classroom is presented in the above table. According to the above table it is clear that forty percent of classrooms in urban, rural and tribal areas have been observed that they is friendly atmosphere among the students. Whereas, in semi-urban area only twenty percent of the classrooms observed that there is friendly atmosphere among students. Therefore, the above analysis infers that more than fifty percent of the classrooms in the study area are not having friendly atmosphere among students.



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Table-4.4.16: Did the students’ practical valuated?

Exercise the practical



Yes 3

(60.0) 4

(80.0) 3

(60.0) 3

(60.0) 13

(65.0)

No 2

(40.0) 1

(20.0) 2

(40.0) 2

(40.0) 7

(35.0)

Total 5

(100.0) 5

(100.0) 5

(100.0) 5

(100.0) 20

(100.0)

The above table analyses about the observation on the valuation of students’ practicals. It shows from the above table that sixty percent of classrooms in urban, rural and tribal areas have been observed that they are utilizing subject related teaching aids. Whereas, in semi-urban area forty percent of the classrooms observed that they are utilizing subject related teaching aids. Hence, the above analysis indicates that more than fifty percent of the classrooms in the study area have been observed that they are utilizing subject related teaching aids. C) Combined class teaching Table-4.4.17: Teaching classes

Teaching classes



Class-wise 3

(60.0) 3

(60.0) 3

(60.0) 4

(80.0) 13

(65.0)

Combined classes

2 (40.0)

2 (40.0)

2 (40.0)

1 (20.0)

7 (35.0)

Total 5

(100.0) 5

(100.0) 5

(100.0) 5

(100.0) 20

(100.0)

The table presents about classroom observation of teaching classes from different areas are urban, semi-urban, rural and tribal areas. In urban area, a highest of 60.0 percent is class-wise and 40.0 percent are combined classes. In semi-urban area 60.0 percent is class-wise and 40.0 percent are combined classes. In rural area 60.0 percent is class-wise and 40.0 percent are combined classes. In tribal area 80.0 percent is class-wise and 20.0 percent are combined classes. Hence, the above analysis indicates that from all the selected four areas most of the teachers are teaching class-wise. Therefore, the above table indicates that sixty five percent of teachers are teaching classes by class-wise.



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Table-4.4.18: If combined classes teaching, which are the following procedures you follow

Combined Classes teaching



Combined all classes

1 (20.0)

1 (20.0)

- 1

(20.0) 3

(15.0)

Grouping 2

(40.0) 2

(40.0) 1

(20.0) 1

(20.0) 6

(30.0)

Individual activities 1

(20.0) 1

(20.0) 2

(40.0) 2

(40.0) 6

(30.0)

Others 1

(20.0) 1

(20.0) 2

(40.0) 1

(20.0) 5

(25.0)

Total 5

(100.0) 5

(100.0) 5

(100.0) 5

(100.0) 20

(100.0)

The table indicates about combined classes teaching, which are the following procedures you follow. It explains that out of total teachers from urban area, a highest of 40.0 percent of teachers is grouping, and 20.0 same percent are combined all classes, individual activities, and others. It presents about semi-urban area 40.0 percent of teachers are grouping, and 20.0 same percent are combined all classes, individual activities and others. It infers about rural area 40.0 same percent of teachers are individual activities and others, and 20.0 percent are grouping. It analyses about 40.0 percent of teachers are individual activities, and same percent 20.0 are combined all classes, grouping and others. Hence, the above table infers that most of the teachers combined classes for group and individual activities. Table-4.4.19: Is the arrangements in the class room suitable for combined class?

Suitable for combined class



Yes 3

(60.0) 3

(60.0) 3

(60.0) 4

(80.0) 13

(65.0)

No 2

(40.0) 2

(40.0) 2

(40.0) 1

(20.0) 7

(35.0)

Total 5

(100.0) 5

(100.0) 5

(100.0) 5

(100.0) 20

(100.0)

The above table analyses the observation of suitable arrangements for combined classes in the classroom. It shows from the above table that sixty percent of classrooms in urban, semi-urban and rural areas have been observed that there are suitable arrangements available for combined classes in the classroom. Whereas, in tribal area eighty percent of the classrooms observed that there are suitable arrangements for combined classes in the classroom. Therefore, the above analysis indicates that more than sixty percent of the classrooms in the study area have been observed that there are suitable arrangements for combined classes.



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Table-4.4.20: How many classes students will practice in a combined class teaching?

Suitable for combined class



Two 4

(80.0) 5

(100.0) 3

(60.0) 3

(60.0) 15

(75.0)

Above two 1

(20.0) -

2 (40.0)

2 (40.0)

5 (25.0)

Total 5

(100.0) 5

(100.0) 5

(100.0) 5

(100.0) 20

(100.0)

The above table analyses the observation of number of classes students are participating in combined class teaching. It shows from the above table that sixty percent of classrooms in rural and tribal areas, eighty percent from urban area and cent percent from semi-urban area have been observed that two classes are combined to teach as combined teaching Whereas, forty percent of classrooms in rural and tribal areas, twenty percent from urban area have observed more than two classes are participating for combined class teaching. Therefore, the above analysis indicates that more than seventy percent of the classrooms in the study area have been observed participation of two classes for combined class teaching. 4.5 Classification level of classroom observations Table-4.5.1: Significance difference between male and female teachers in classroom observation

Statement Sex N Mean Std.

Deviation Mean

Difference t-value Sig.

Practical activities performed

Male 12 23.25 5.529 1.13 0.529 0.603

Female 8 24.38 2.774

Condition of teaching aids Male 12 23.00 7.604

0.00 0.000 1.000 Female 8 23.00 8.000

Class room performance Male 12 29.83 9.074

0.67 0.166 0.870 Female 8 30.50 8.315

Instructions of correcting the faults

Male 12 13.92 5.089 2.21 1.051 0.307

Female 8 16.13 3.720

Valuation planning Male 12 25.67 7.377

4.29 1.251 0.227 Female 8 21.38 7.726

Environmental science Male 11 14.36 4.822

2.26 0.691 0.498 Female 8 16.63 3.114

Environmental science the level of planning by the teachers

Male 11 11.09 3.780 1.91 1.048 0.309

Female 8 13.00 3.117

* Significant level at 0.05, ** Significant level at 0.01 The above table explains the significance difference between Male and Female teachers in classroom observation. Regarding practical activities observed in the



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classroom, the average performance of the female teachers (24.38) shows little higher than the male teachers (23.25) and the respective standard deviations are 2.774 and 5.529. The calculated t-value 0.529 found 0.05% significant level. Regarding the condition of teaching aids observed in the classroom, the average scale scored by male and female teachers are found same (60.00). The respective standard deviations are 7.604 and 8.000. The tested t-value 0.000 there is no significant value. The observation in classroom performance of female teachers was 30.50 and the male teachers was 29.83. The standard deviations are 8.315 and 9.074. Hence, the derived t-value is - 0.166 found not significant value. About the classroom observations on instructions of correcting the faults, the average performance of female was 16.13 and male was 13.92, and the respectively standard deviations are 3.720 and 5.089. The tested t-value 1.051 there is no significant value. Regarding valuation planning observations in the classroom, the average performance of male was 25.67 and female was 21.38. The standard deviations are 7.377 and 7.726 respectively. The tested t-value is 1.251 found not significant. The classroom observation on environmental science indicates the average performance of female teachers was 16.63 and male teachers was 14.36. The standard deviations are 3.114 and 4.822 respectively. The calculated t-value is 0.691 found not significant. The observations of environmental science and level of planning by the teachers in classroom found female teachers was 13.00 and male teachers was 11.09, and the respectively standard deviations are 3.117 and 3.780. The tested t-value is 1.048 there is no significant value. Hence, the above analysis indicates that there is no significant difference between the classroom observation carried out of male and female teachers in the study area on Practical activities performed, Condition of teaching aids, Class room performance, Instructions of correcting the faults, Valuation added planning, Environmental science and Level of planning of environmental science by the teachers. Table-4.5.2: Significance difference among different areas in classroom observation

Statement Location of school

N Mean Std.

Deviation Std. Error

F-value Sig.

Practical activities

performed

Urban 5 23.60 5.595 2.502

0.421

0.740

Semi-urban 5 23.80 5.495 2.458

Rural 5 22.00 4.848 2.168

Tribal 5 25.40 2.608 1.166

Total 20 23.70 4.566 1.021

Condition of teaching aids

Urban 5 22.00 8.485 3.795

0.393

0.760

Semi-urban 5 26.00 10.100 4.517

Rural 5 20.80 7.155 3.200

Tribal 5 23.20 5.215 2.332

Total 20 23.00 7.553 1.689

Class room performance

Urban 5 29.20 11.713 5.238

0.378

0.770 Semi-urban 5 27.00 10.954 4.899

Rural 5 32.20 6.181 2.764



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* Significant level at 0.05, ** Significant level at 0.01 The above table explains the significance difference among different areas in classroom observation. Regarding practical activities observed in the classroom, the average performance of urban area was 23.60, semi-urban area was 23.80, rural area was 22.00 and tribal area was 25.40, and the standard deviations are 5.595, 5.495, 4.848 and 2.608. The calculated f-value 0.421 there is no significant level. Regarding the condition of teaching aids observed in the classroom, the average scale score of urban area was 22.00, semi-urban area was 26.00, rural area was 20.80 and tribal area was 23.20. The respective standard deviations are 8.485, 10.100, 7.155 and 5.215. The tested f-value 0.393 there is no significant value. The observation in classroom performance of urban area was 29.20, semi-urban area was 27.00, rural area 32.20 and tribal area 32.00 respectively. The standard deviations are 11.713, 10.954, 6.181 and 5.431. Hence, the derived f-value is 0.378 found not significant value. About the classroom observations on instructions of correcting the faults, the average performance of urban area was 12.80, semi-urban area was 15.80, rural area was 13.40 and tribal area was 17.20, and the respectively standard deviations are 4.919, 5.762, 3.647 and 3.834. The tested f-value 0.993 there is no significant value. Regarding valuation planning observations in the classroom, the average performance of urban area was 24.80, semi-urban area was 26.80, rural area was 21.20 and tribal area was 23.00. The standard deviations are 4.712, 8.643, 8.044 and 9.644 respectively. The tested f-value is 0.453 found not significant. The classroom

Tribal 5 32.00 5.431 2.429

Total 20 30.10 8.559 1.914

Instructions of correcting the

faults

Urban 5 12.80 4.919 2.200

0.993

0.421

Semi-urban 5 15.80 5.762 2.577

Rural 5 13.40 3.647 1.631

Tribal 5 17.20 3.834 1.715

Total 20 14.80 4.618 1.033

Valuation planning

Urban 5 24.80 4.712 2.107

0.453

0.719

Semi-urban 5 26.80 8.643 3.865

Rural 5 21.20 8.044 3.597

Tribal 5 23.00 9.644 4.313

Total 20 23.95 7.626 1.705

Environmental

science.

Urban 5 13.40 3.578 1.600

3.479*

0.041

Semi-urban 5 17.80 3.114 1.393

Rural 5 17.40 3.647 1.631

Tribal 5 11.60 4.159 1.860

Total 20 15.05 4.298 0.961

Environmental Science the

level of planning by the teachers

Urban 5 10.80 4.494 2.010

2.701*

0.080

Semi-urban 5 14.20 1.483 0.663

Rural 5 13.60 2.881 1.288

Tribal 5 9.40 2.793 1.249

Total 20 12.00 3.494 0.781



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observation on environmental science indicates the average performance of urban area was 13.40, semi-urban area was 17.80, rural area was 17.40 and tribal area was 11.60. The standard deviations are 3.578, 3.114, 3.647 and 4.159 respectively. The calculated f-value is 3.479 found significant at 0.05% level. The observations of environmental science and level of planning by the teachers in classroom found urban area was 10.80, semi-urban area was 14.20, rural area was 13.60 and tribal area was 9.40, and the respectively standard deviations are 4.494, 1.483, 2.881 and 2.793. The tested t-value is 2.701 found significant 0.05% value. Hence, the above analysis indicates that there is no significant difference between the classroom observation carried out of male and female teachers in the study area on Practical activities performed, Condition of teaching aids, Class room performance, Instructions of correcting the faults, Valuation added planning, Environmental science and Level of planning of environmental science by the teachers. Table-4.5.3: Education qualification-wise distribution of the sample teachers in the selected area

Statement Education

Qualification N Mean

Std. Dev.

Std. Error

f-value Sig.


Inter 3 24.33 7.234 4.177

0.074

0.929

Degree 10 23.30 3.683 1.165

Post Graduation

7 24.00 5.260 1.988

Total 20 23.70 4.566 1.021

Condition of teaching

aids

Inter 3 26.67 5.033 2.906

0.509

0.610

Degree 10 21.60 8.884 2.810

Post Graduation

7 23.43 6.604 2.496

Total 20 23.00 7.553 1.689


Inter 3 27.00 9.539 5.508

0.300

0.745

Degree 10 29.90 7.824 2.474

Post Graduation

7 31.71 10.095 3.815

Total 20 30.10 8.559 1.914

Instructions of correcting the faults

Inter 3 14.67 5.132 2.963

0.517

0.606

Degree 10 15.80 5.245 1.659

Post Graduation

7 13.43 3.690 1.395

Total 20 14.80 4.618 1.033

Valuation planning

Inter 3 20.00 4.583 2.646

1.049

0.372

Degree 10 26.30 7.514 2.376

Post Graduation

7 22.29 8.499 3.212

Total 20 23.95 7.626 1.705

Environmental Inter 3 14.00 4.359 2.517



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science. Degree 10 14.40 4.351 1.376 0.536 0.594

Post Graduation

7 16.43 4.504 1.702

Total 20 15.05 4.298 0.961

Environmental Science the level of

planning by the teachers

Inter 3 13.00 3.606 2.082

0.640

0.540

Degree 10 11.10 2.998 0.948

Post Graduation

7 12.86 4.259 1.610

Total 20 12.00 3.494 0.781

* Significant level at 0.05, ** Significant level at 0.01 The above table analyses the significant differences in education qualification from different areas are urban, semi-urban, urban and tribal areas. The practical activities performed, the average performance of Intermediate holders are 24.33, Post graduates are 24.00 and Degree holders are 23.30 respectively, the standard deviations are 7.234, 5.260 and 3.683. Hence, the derived f-value is 0.074 found not significant because of the table value is 0.929. Among the total sample from condition of teaching aids, Intermediate holders are 26.67, Post graduations are 23.43 and Degree holders are 21.60, the respective standard deviations are 5.033, 6.604 and 8.884. Therefore the derived f-value is 0.509 there is no significant because of the table value is 0.610. Out of the total sample from class room performance, the average performance of Post graduates are 31.71, Degree holders are 29.90 and Intermediate holders are 27.00, the respective standard deviations are 10.095, 7.824 and 9.539. Hence, the derived f-value is 0.300 found not significant value because of the table value is 0.745 From the total sample from instructions of correcting the faults, the average performance of Degree holders are 15.80, Intermediate holders are 14.67 and Post graduates are 13.43. The respective standard deviations are 5.245, 5.132 and 3.690. Therefore the derived f-value is 0.517 there is no significant value because of the table value is 0.606. According to the total sample from valuation planning, the average performance of Degree holders are 26.30, Post graduation holders are 22.29 and Intermediate holders are 20.00 respectively. The standard deviations are 7.514, 8.499 and 4.583. Hence, the derived f-value is 1.049 found not significant level because the table value is 0.372. Out of the total sample from environmental science, the average performance of Post graduates are 16.43, Degree holders are 14.40 and Intermediate holders are 14.00 respectively. The standard deviations are 4.504, 4.351 and 4.359. Therefore the tested f-value is 0.536 there is no significant value because of the table value is 0.594. In the total sample from environmental science the level of planning by the teachers, the mean score of Intermediate holders are 13.00, Post graduates are 12.86 and Degree holders are 11.10 respectively, the standard deviations are 3.606, 4.259 and 2.998. Hence, the observed f-value is 0.640 found not significant value because of the table value is 0.540.



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Table-4.5.4: Special education qualification-wise distribution of the sample teachers in the selected area

Statements Special

Qualification N Mean

Std. Dev.

Std. Error

f-value Sig.


TTC & D.ED 7 24.00 4.655 1.759

0.054

0.947

B.ED 6 23.17 6.911 2.822

M.ED 7 23.86 2.035 0.769

Total 20 23.70 4.566 1.021


TTC & D.ED 7 23.71 8.519 3.220

0.392

0.682

B.ED 6 20.67 8.262 3.373

M.ED 7 24.29 6.576 2.485

Total 20 23.00 7.553 1.689


TTC & D.ED 7 28.14 8.552 3.232

0.800

0.466

B.ED 6 28.50 9.503 3.879

M.ED 7 33.43 7.976 3.015

Total 20 30.10 8.559 1.914


faults

TTC & D.ED 7 15.57 4.826 1.824

0.412

0.669

B.ED 6 13.33 3.266 1.333

M.ED 7 15.29 5.678 2.146

Total 20 14.80 4.618 1.033

Valuation planning

TTC & D.ED 7 22.43 6.604 2.496

0.334

0.720

B.ED 6 26.00 9.252 3.777

M.ED 7 23.71 7.889 2.982

Total 20 23.95 7.626 1.705

Environmental science.

TTC & D.ED 7 12.43 3.409 1.288

2.364

0.124

B.ED 6 16.00 4.817 1.966

M.ED 7 16.86 3.848 1.455

Total 20 15.05 4.298 0.961

Environmental Science the level of planning by the

teachers

TTC & D.ED 7 12.29 3.147 1.190

0.131

0.878

B.ED 6 12.33 3.266 1.333

M.ED 7 11.43 4.392 1.660

Total 20 12.00 3.494 0.781

* Significant level at 0.05, ** Significant level at 0.01 The above table indicates the significant differences in special education qualification from different areas are urban, semi-urban, urban and tribal areas. The practical activities performed, the average performance of TTC & D.Ed holders are 24.00, M.Ed holders are 23.86 and B.Ed holders are 23.17 respectively, the standard deviations are 4.655, 2.035 and 6.911. Hence, the derived f-value is 0.054 found not significant because of the table value is 0.947. According to the total sample from condition of teaching aids, M.Ed holders are 24.29, TTC & D.Ed holders are 23.71 and B.Ed holders are 20.67, the respective standard deviations are 6.576, 8.519 and 8.262. Therefore the derived f-value is 0.392 there is no significant because of the table value is 0.682. Out of the total sample from class room performance, the mean score of M.Ed holders are 33.43, B.Ed holders are 28.50 and TTC & D.Ed holders are 28.14, the respective



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standard deviations are 7.976, 9.503 and 8.552. Hence, the derived f-value is 0.800 found not significant value because of the table value is 0.466. Among the total sample from instructions of correcting the faults, the average performance of TTC & D.Ed holders are 15.57, M.Ed holders are 15.29 and B.Ed holders are 13.33. The respective standard deviations are 4.826, 5.678 and 3.266. Therefore the derived f-value is 0.412 there is no significant value because of the table value is 0.669. According to the total sample from valuation planning, the average performance of B.Ed holders are 26.00, M.Ed holders are 23.71 and TTC & D.Ed holders are 22.43 respectively. The standard deviations are 9.252, 7.889 and 6.604. Hence, the derived f-value is 0.334 found not significant level because the table value is 0.720. Out of the total sample from environmental science, the average performance of M.Ed holders are 16.43, B.Ed holders are 16.00 and TTC & D.Ed holders are 12.43 respectively. The standard deviations are 3.848, 4.817 and 3.409. Therefore the tested f-value is 2.364 there is no significant value because of the table value is 0.124. In the total sample from environmental science the level of planning by the teachers, the mean score of B.Ed holders are 12.33, TTC & D.Ed holders are 12.29 and M.Ed holders are 11.43 respectively, the standard deviations are 3.266, 3.147 and 4.392. Hence, the observed f-value is 0.131 found not significant value because of the table value is 0.878. Table-4.5.5: Experience-wise distribution of the sample teachers in the selected area

Statement Experience

N

Mean Std.

Deviation Std. Error

F - Value

Sig.


Below 5 years 5 27.20 1.924 .860

1.844

0.180

5 to 10 years 5 21.00 6.633 2.966

11 to 15 years 5 22.80 4.438 1.985

Above 16 years 5 23.80 2.490 1.114

Total 20 23.70 4.566 1.021


Below 5 years 5 20.80 4.382 1.960

0.251

0.859

5 to 10 years 5 25.20 8.672 3.878

11 to 15 years 5 23.20 8.672 3.878

Above 16 years 5 22.80 9.445 4.224

Total 20 23.00 7.553 1.689


Below 5 years 5 30.20 8.319 3.720

0.022

0.995

5 to 10 years 5 29.20 13.609 6.086

11 to 15 years 5 30.60 7.197 3.219

Above 16 years 5 30.40 6.348 2.839

Total 20 30.10 8.559 1.914


faults

Below 5 years 5 12.80 2.588 1.158

1.160

0.356

5 to 10 years 5 13.00 4.899 2.191

11 to 15 years 5 16.60 4.278 1.913

Above 16 years 5 16.80 5.848 2.615

Total 20 14.80 4.618 1.033



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Valuation planning

Below 5 years 5 23.80 7.563 3.382

0.071

0.975

5 to 10 years 5 22.80 6.419 2.871

11 to 15 years 5 24.00 10.149 4.539

Above 16 years 5 25.20 8.438 3.774

Total 20 23.95 7.626 1.705

Environmental science.

Below 5 years 4 12.75 3.775 1.887

0.628

0.608

5 to 10 years 5 16.60 4.827 2.159

11 to 15 years 5 15.60 4.615 2.064

Above 16 years 5 15.80 4.087 1.828

Total 19 15.32 4.243 0.973

Environmental Science the level of planning by the

teachers

Below 5 years 4 10.00 2.160 1.080

1.033

0.406

5 to 10 years 5 10.80 4.658 2.083

11 to 15 years 5 12.80 3.421 1.530

Above 16 years 5 13.60 3.209 1.435

Total 19 11.89 3.557 0.816

* Significant level at 0.05, ** Significant level at 0.01 The above table indicates the significant differences in teaching experience from the different areas are urban, semi-urban, urban and tribal areas. The practical activities performed, the average performance of below 5 years was 27.20, above 16 years was 23.80, 11 to 15 years was 22.80 and 5 to 10 years was 21.00 respectively, the standard deviations are 1.924, 2.490, 4.438 and 6.633. Therefore the derived f-value is 1.844 found not significant. Among the total sample from condition of teaching aids, the performance of 5 to 10 yeas is 25.20, 11 to 15 years is 23.20, above 16 years is 22.80 and below 5 years is 20.80, the respectively standard deviations are 8.672, 8.672, 9.445 and 4.382. Hence, the derived f-value is 0.251 there is no significant level. Out of the total sample from class room performance, the average performance of 11 to 15 years is 30.60, above 16 years is 30.40, below 5 years is 30.20 and 5 to 10 years is 29.20 respectively, the standard deviations are 7.197, 6.348,13.609 and 8.319. Therefore the derived f-value is 0.022 found not significant. From the total sample from instructions of correcting the faults, the average performance of above 16 years was 16.80, 11 to 15 years was 16.60, 5 to 10 years was 13.00 and below 5 years was 12.80 respectively. The standard deviations are 5.848, 4.278, 4.899 and 2.588. Hence, the derived f-value is 1.160 found not significant. In the sample from valuation planning, the average performance of above 16 years is 25.20, 11 to 15 years is 24.00, below 5 years is 23.80 and 5 top 10 years is 22.80, the respectively standard deviations are 8.438, 10.149, 7.563 and 6.419. Therefore the derived f-value is 0.071 there is no significant level. In the total sample from environmental science, the average performance of 5 to 10 years is 16.60, above 16 years is 15.80, 11 to 15 years is 15.60 and below 5 years is 12.75 respectively. The standard deviations are 4.827, 4.615, 4.087 and 3.775. Hence, the derived f-value is 0.628 there is no significant value. According to the total sample from environmental science the level of planning by the teachers, the average performance of above 16 years was 13.60, 11 to 15 years was 12.80, 5 to 10 years is 10.80 and below 5 years was 10.00, the respectively standard deviations are 3.209, 3.421, 4.658 and 2.160. Therefore the derived f-value is 1.033 found not significant value.



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CHAPTER - V

SUMMARY AND CONCLUSION

The level of educational achievements in a particular society can only be evaluated on the basis of the performance of teachers at both-institutional as well as societal levels. There has been common consensus among the intellectuals and the policy makers that there is an urgent need to give due consideration to the issues related to teachers so as to provide quality education to children. Keeping this fact in mind, there has been series of inputs in the state. It is probably for the first time in the history that the elementary education has been given the shape of National Movement in the form of Sarva Shiksha Abhiyan (SSA). It is through this programme that the dream of qualitative comprehensive education is being realized in the state. In this regard the role of a teacher is of paramount importance. There have been number of Teachers’ Training Programmes being organized in the state mainly through District Institute of Education & Training (DIETs) under SSA. One of these programmes is in-service training, which is given to the teachers who are working under state or local Government in the respective management schools. In-service teacher training may be understood as professional development, or sometimes as part of wider professional development or growth. The career development is understood as growth through natural promotion, from one stage of teacher’s professional career to another. The notion of the experiential growth is usually anchored in a succession of a few clearly delimited stages. This category is directly related to the professional and personal maturing of the teacher. In-service teacher training is usually defined as the provision of organized programmes for practicing teachers, meant to help them as one of the possible systematic steps to support their development. These systematic steps, or planned situations, offers, possibilities and events supporting teachers’ professional development have been becoming more and more varied in the last two decades. New information technologies, modern learning theories, a much better mobility of teachers, and many more factors, is what makes for a variety of in-service teacher training forms expanding study of texts and other documents in the Internet, e-learning discussion forums, international visits, student exchanges, and mainly in-school activities, such as action researches, project work, supervision, visits, discussion groups, and so on. The present study mainly emphasizes on the overall impact of training programmes being organized under Sarva Shiksha Abhiyan in Visakhapatnam district, particularly in terms of implementation of new and innovative teaching techniques at classroom level by the teachers after getting such trainings. In this regard the investigator has reviewed many books, articles and research papers in connection with the study. They were mainly related to teacher education, in-service training, in-service teacher training, learning techniques and functions of DIET & SSA. Majority of the studies reviewed, focused on the quality of training programmes. Research journals on education were referred to collect information regarding new



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trends in the field of in-service teacher education. The reviews helped the investigator to develop an insight in planning the modus operandi of the present study. In order to assess the performance output of the teachers, the researcher adopted standardized education methodology of eliciting the perceptions of teachers and observations from the institutions. The method followed for sampling is stratified random sampling; the researcher also covered different variables for measurement of perceptions of teachers regarding the impact of in-service training under SSA classroom transaction in Visakhapatnam district. 5.1 Need for the study One of the most important issues concerning educational systems is preparing the students to get the highest possible achievement. The significance of this issue arises from the relationships between the educational system and other social, political and cultural organizations. The issues of achievements and underachievement among students have been studied by various studies. Various studies found training has a significant effect on teacher productivity in education system. So since the teacher training aspect plays an important role in influencing productivity, the present study aims at examining the effect of in-service teacher training course on the productivity of teachers. Therefore, the teacher training aspect plays an important role in influencing productivity, the present study aims at examining the effect of in-service teacher training course on the productivity of teachers. The in-service training course consists with five professional competencies to be achieved by all pre-service training teachers in order to be certified. These professional competencies will be employed as predictors to the dependent variables. Hence, the main objective of this study is to investigate the impact of in-service teacher training under SSA classroom interaction. Therefore, this study focused on the following objectives: 5.2 Objective 5.3 Hypothesis 5.4 Methodology The present investigation aims to evaluate the impact of in-service teacher training under SSA classroom transaction in Visakhapatnam district. It attempts to ascertain the factors from teachers and school observations for the successful functioning of upper primary schools and their impact on the performance of the teachers and finally evaluate the development of upper primary education in the study area. The main aim of the study is to investigate the impact of the in-service training through SSA on classroom transaction of the upper primary education at grass root levels of the education system study areas. The study also focuses on the performance of upper primary school teachers on achievement of classroom transaction. In this connection the researcher has taken up four mandals viz. Visakhapatnam (urban), Gajuwaka (semi-urban), Anakapalli (rural), and Paderu (tribal) in Visakhapatnam district as the areas for investigation. The varied nature of the study demands at least a semi-cultural group, which is in touch with the literacy rather than a sample from remote rural areas. Therefore, the investigator has use survey method for data collection.



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Since, the purpose of this research is to know the opinion of the teachers on the impact of in-service teacher training under SSA classroom transaction, the study demands direct answer from the subjects without any ambiguity will determine the factors contributing positively or negatively for assessing the functioning and the effect of the SSA programme among rural, urban and tribal area primary and secondary schools. Therefore, the questionnaire is the main tool for collection of data from the respondents. In the present study the researcher has used four types of questionnaires. Each one used for a different purpose. The questionnaire-1 is used to analyse the Trainees perception about in-service training, questionnaire-2 use to conduct an achievement test on general subjects, questionnaire-3 used to conduct an achievement test on social studies subject for social science teachers and the questionnaire-4 used as classroom observation schedule. 5.5 Data In order to acquire the primary data, the researcher visited the District Education Office at District Head Quarters of Visakhapatnam to identify the list of schools and list of teachers working at those schools. After collecting the necessary information the investigator personally visited the selected school and contacted the teachers for administer questionnaires from the respondents. The researcher has conducted the achievement test to the teachers on general and social subjects to find out the performance of the teachers in relation to in-service training under SSA. Requisite additional data was gathered from the books, journals and internet. After collecting the necessary information from the teachers and school committee members, the data was administered for statistical treatment in order to arrive at conclusions. In the process of data and testing of results the following findings were derived. 5.6 Major Findings It is undoubtedly true that the in-service teacher training under SSA constitute the cornerstone of the entire education system in Andhra Pradesh. The teachers need the proper platform where they could get latest information mainly about the latest teaching techniques and strategies. The modern methods and approaches to interact with the students effectively being devised by various scholars of modern time should be brought down to the level of the teachers associated with elementary education. The quality of any research is judged on the basis of its utility and healthy suggestions for the futuristic vision. Keeping this factor in mind, here are some findings drawn out on the bases of field survey and data analysis made in the study. The study was designed to assess the impact of in-service training programme under SSA on classroom transation. The analysis and interpretation of data lead to highlight the following ground realities related to teachers’ in-service training -

As many as more than thirty percent of the teachers responded that there is no difficult in training, but a significant number of respondents opined the commence period was very short and the location of training programme was long distance from their working place.

More than fifty percent of the teachers felt the impact of in-service training improved their teaching profession to some extent, but more than sixty percent of the



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respondents said that they have attend the sessions training programme. Whereas, a dominated group of teachers felt the dates of the programme was not suitable to them.

More than sixty percent of the respondents expressed that there is library facility at training centre, but very few number of teachers visit the library. Even they are provided training materials and they studied at the time of training period. Some of the teachers said that the material was difficult to understand.

The training component has been judged useful for teachers to a large extent in the areas of; use of Teaching Learning Material (TLM) in classroom situation, activity based teaching and child centered approach followed by subject enrichment.

Training material was made available to 98 % trainees /participants as and when the training programmes were organized.

By and large the training modules in the subjects in teacher training, Co-curricular activities, Physical and health education, English, Gender were appropriate for teachers and fulfilled their needs except modules on IE and Art education.

The Resource Persons stressed mainly on lecture-cum-discussion approach while communicating with the trainees instead of demonstration techniques, which were rarely used during the training programmes.

Usefulness of resource material in the actual classroom situation is not as effective as it should have been.

The data clearly shows that the gender gap in the distribution of teachers in aforementioned number of schools selected for the study is more and needs to be leveled off.

Majority of the teachers serving at primary level in the selected schools are not possessing higher academic qualifications. However 94% possess the desired professional educational qualifications.

5.7 Suggestions

The training should normally be in relation to the needs and requirements of teachers and schools, taking into consideration emerging trends and concerns in education. The emerging concerns need to be essentially incorporated both in pre-service and in-service training programmes including short duration of orientation of teachers.

To make teachers professionally competent they need to be trained in ten vital areas as suggested by NCERT (2009) namely: contextual, conceptual, content, transactional, educational activities, developing teaching learning material, evaluation, management, working with parents, community and other agencies.

Teachers need to study variety of books for ensuring effective delivery system in the classrooms situation.

It needs also to be recognized that to develop competency to perform functions effectively at the school level depends significantly on teachers themselves, through assessment of their own deficiencies and by seeking information and resource support from different educational institutions and other sources.

Training input must reflect in the actual classroom teaching process. It should be activity based and not lecture-cum-discussion based.



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Strong monitoring mechanism need to be developed at the institution level in particular, block and the cluster level in general to identify and resolve the issues on the spot.

Training to in-service teachers must be imparted with the sole objective of qualitative improvement in the skill, knowledge, communication and handling of real classroom situation.

Training of teachers is also needed in the areas of Co-scholastics/ Co-curricular activities i.e., drawing/painting, music/dance/ drama, sports/games, cultural activities, social service activities, beautification/ cleaning of school, scouts and guides, observation of healthy habits (nails, teeth, washing hands before meal), health checkup, so that teachers could explore the hidden talent of the children at the early stage.

Group discussion and practical work should be made the part and parcel of the training programmes so that the doubts in the minds of the trainees could be removed on the spot.

Effective feedback should be collected for future improvement in training programmes.

The resource persons at all levels wherever training is imparted should have mastery over the subject of their respective field. The selection criteria for the appointment of these persons should be very rigorous and transparent.



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About the Author:

Being an author of this book I B.Radhika, graduated from Andhra University I have been awarded the distinction in during my M.Phil course I have been awarded with the national level Rajiv Gandhi National fellowship for the research scholars which is for the tenure of five years. I joined the PhD course under the guidance of Prof. R. Ranganathan, Andhra University, and Visakhapatnam and awarded the PhD in the year 2013. I have also acquired the other post graduation courses which are M.A in English language and Literature and M.A in philosophy along with B.Ed degree and PG diploma in Functional English. Along with the research qualifications I have published 7 articles with various national and international publications. Participated and presented the papers in 16 workshops and conferences which are organized by different organizations.

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