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INTERNATIONAL JOURNAL OF INFORMATIVE & FUTURISTIC RESEARCH An Enlightening Online, Open Access, Refereed & Indexed International Journal of Multidisciplinary Research

Volume -1 Issue -11, July 2014

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Perspectives of Basic Science and Social Science

Teachers Working In Secondary Schools With

Reference To In-Service Education

Abstract

In the context of present day science and technology there is a tremendous explosion of

knowledge and skills in all the branches of social sciences and natural sciences. Teachers are

the caterers and catalysts of knowledge and skills. In various stages, it is necessary to enrich

the knowledge and skills of teachers through In-Service Education. That is why? In-Service

Education (ISE) is also called as lifelong education and aims at providing the teacher with the

knowledge, skills and competencies that could not be given in the initial training programme.

Such lifelong In-Service Teacher Education is essential for the secondary school teachers in

order to enable them to cope up with the changing conditions and increasingly multifarious

tasks that are entrusted to school. This lifelong learning should be the motto of every teacher.

If a teacher stops learning, he degenerates into a bad teacher. This realization is at variance

with the belief that education is formal activity being conducted in the four walls of the

classroom, and also against the belief considering the end of education with the termination

of schooling. In order to improve quality invariably education has to depend on teacher. This

is because, ‘The strength of an educational system must largely depend upon the quality of its

teachers. However, enlightened the aims, however up to date and generous the equipment,

however efficient the administration, value of the children is determined by the teachers’.

Hence, there is a need of some sort of provision which may make the teachers up to date with

respect to the knowledge of his subject of teaching, methods and techniques and innovative

ideas in each sphere of his academic life. For the sake of this reason, the idea of In-Service

Education has emerged.

Key Words: In-Service Education, Basic Science & Social Science School Teachers, Lifelong

Learning, Knowledge Apprising, Teaching Skills Improvement, Competency, North-Karnataka

1 Introduction

Service Education prepares the teachers to face the challenges and take the adventures in changes. In-

Service Education develops the ability to think and apply new ideas constantly and creatively. It helps

Dr. Jyoti S. Pattanshetti B.L.D.E.A’s J.S.S. College of Education,

P.G. Department of Studies and Research Centre in Education BIJAPUR, Karnataka

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Dr. Jyoti S. Pattanshetti : Perspectives of Basic Science and Social Science Teachers Working In Secondary Schools With Reference To In-Service Education www.ijifr.com Email: [email protected] © IJIFR 2014 This paper is available online at - http://www.ijifr.com/searchjournal.aspx

PAPER ID: IJIFR/V1/E11/040

ISSN (Online): 2347-1697

INTERNATIONAL JOURNAL OF INFORMATIVE & FUTURISTIC RESEARCH

Volume -1 Issue -11, July 2014 Author’s Research Area: Education, Page No. 174-182

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to search for alternative way in achieving objectives of better education. Different agencies of

advanced educational technology are adopted for this purpose. The above goal has to be fulfilled

through different resources of In-Service Education of secondary schools.

1.1 In-Service Education

The teacher who attends the training programmes such as workshops, seminars, orientation courses,

refresher courses and so on, during her/his service to develop her/his professional and personal

growth. Such a programme is known as In-Service Education. It may be defined as continuing

education of teachers and other educators which commences after initial professional education is

over and which leads to the improvement of professional competence of all throughout their careers.

In other words, In-Service Education is designed to promote the continuous growth of profession of a

teacher after she/he enters to the teaching profession by providing planned and systematic instructions

within an educational setting. It refers to the education, a teacher receives her/his education in a

teachers’ institute or college of education. But the teacher continues her/his education and should

possess three types of competence as follows:

1. Competency in academic field

2. Competency in teaching methodology

3. Competency in classroom interaction analysis and application

It includes the entire refresher courses in which that she/he receives at different institutes. The

programmes may be of different types namely full time, part time, evening, and vacation and so on.

According to M.B. Buch, a Former Director of the Department of field services, “In-Service

Education is a programme of activities aiming at the continuing growth of teachers and educational

personnel in-service. It may be regarded as the sponsoring and pursuing of activities which will bring

new insight, growth, understanding, and co-operative practices to the members of teaching profession

and arouse them to action to improve them in every possible manner.

Cane summed up to define In-Service Education as ‘all those activities and courses which aim at

enhancing and strengthening the professional knowledge, interests and skills of serving teachers’.

This definition has the following significant components:

1. Professional knowledge 2. Skill aspect 3.Attitude towards profession 4. A code of conduct on

ethics of profession 5. Professional skills, such as administrative skills, management skills,

organizing skills and leadership skills 6.Interest towards teaching profession 7.Activities- such as

seminars, symposium, workshops and discussion

Teacher education is primarily meant for regular serving teachers. It includes such new courses

whose fruitfulness and validity have been tested. It subjects the serving teachers to such activities

which may enhance their professional knowledge, interest and attitude so that they derive maximum

inner satisfaction and sense of achievement.

The following general points explain the need for In-Service Education,

Education of the educator continues all throughout his professional career in a planned

manner.

Education extension will contribute to the qualitative improvement of education.

The pre service training provided to the teacher is not adequate for the rest of his professional

career for discharging his duties efficiently.


mailto:[email protected]







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1.2 Rationale for the Study

Of late, very recently, an alternative strategy was evolved for in-service training of teachers. In

United States and Israel, it is very much popular to impart education and training programmes at a

distance through the use of a variety of telecommunication technologies. These technologies provide

access to learning opportunities to groups and individuals who were deprived of education owing to

distance and other life circumstances. The teleconferencing approach to education uses one way video

and two way interactions via satellite, pre-recorded videotaped instruction, computer systems, cable

television, telephones, radio and television broadcasts.

In India, NCERT (1998) employed satellite based in-service training to train a large number of

teachers of a single large group by creating a ‘state-wide classroom’. The interaction between the

teachers and experts was coordinated by an anchor person. Teachers undergoing the training used

Straight Trunk Dialing (STD) on telephone to ask questions to expert panelists. Their answers were

transmitted live from the studio of Indira Gandhi National Open University (IGNOU) New Delhi,

which had an uplink with transponder on an INSAT satellite operated by the Indian Space Research

Organisation (ISRO). This transponder is dedicated to communication and training. The TV uplink

Earth Station basically configured for TV Broadcast Service is ext.C band. It uses one 6.8m diameter

solid antenna, High Power Amplifier (HPA, up-converter, wide band FM modulator and audio video

container. In this NCERT experiment, the faculty of District Institute of Education and Training

(DIET) who actively involved in conducting training in a face to face mode for the teachers.

All these new developments, innovations and changes to be brought about in educational

objectives, curriculum, textual content, teaching methods, instructional materials, and so forth without

delay so education remains dynamic, up to date and responsive. Educational extension is capable of

preparing in-service teachers and other educators in the best possible manner for bringing these

required changes in education.

The National Policy on Education (1986)-opined that pre-service and In-Service Education is

inseparable for the development of teachers. The broad aims or rationale beyond the

continuing professional development programmes or In-Service Education are

1. To explore, reflect on and develop one’s own practice.

2. To deepen one’s knowledge of and update oneself about one’s academic discipline or

other areas of school curriculum.

3. To research and reflect on learners and their education.

4. To understand and update oneself on educational and social issues.

5. To prepare for other roles professionally linked to education or teaching such as

teacher education, curriculum development and counseling.

6. As far as National Curriculum Framework 2005 is concerned the entire secondary

school curriculum is redesigned and restructured on the principle of structuralism. It

leads to training for in-service teachers.

7. Due to implementation of Rastriya Madhyamika Shiksha Abhiyan (RMSA) - there is

a structural change in the primary and secondary, and intermediate education.

8. As course content becomes more complicated and specialized into subjects such as

physics, chemistry, life sciences, history, geography, language and mathematics, the

quality of teaching and learning is increasingly dependent on the ability of teachers to

understand these subjects and facilitate students’ learning.









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Keeping all the above points in the mind, the research investigator has undertaken the study of In-

Service Education especially in some districts of North-Karnataka. Thus the above discussion

establishes need for the present study.

Thus the research investigator has formulated the problem for the present study in the following way.

Perspectives of Basic science and Social science teachers with reference to in-service education.

2 Objectives of the Study

1. To compare the difference between basic science and social science teachers of secondary

schools with respect to their perspectives towards In-Service Education and its dimensions

namely,

Need for In-Service Education

Main objectives of In-Service Education

Models of In-Service Education

Alternative courses or programmes of In-Service Education

Nature of activities of In-Service Education

Different methods of In-Service Education

Resource persons and centers of In-Service Education

Evaluation system of In-Service Education.

2. To compare the interaction effect of divisions (Belgaum, Gulbarga), gender (Male, Female)

and faculty (Basic Science, Social Science) of secondary school teachers’ perspectives

towards In-Service Education.

3 Delimitations of the Study

The present study was confined only to the secondary school teachers that have attended In-

Service Education.

Only those teachers who were teaching Basic Science and Social Science subject streams

were included in the study.

The present study was limited to Belgaum and Gulbarga divisions of Karnataka.

The present study confined only to Belgaum and Bijapur, Gulbarga and Yadgir districts of the

divisions of Belgaum and Gulbarga respectively.

The present study was limited only to the selected variables of secondary school teachers.

4 Methodology of the Study

Population: The population of the present study is secondary school teachers that have

attended In-Service Education.

Sample: Questionnaire on In-Service Education for Secondary School Teachers was

standardized by the research investigator. r=0.87 was Reliability coefficient of the tool and

content validity was established. Survey method was employed to gather data from 500

samples with Stratified sampling technique









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5 Analysis of the Data Table 1: Mean and SD -perspectives of secondary school teachers towards In-Service Education and its dimensions

according to faculty

Variable Summary Basic Science Social Science Total

N 242 258 500

Perspectives towards In-Service

Education

Mean 293.86 285.57 289.58

SD 17.78 18.81 18.77

Dimensions

Perspectives towards needs of In-Service

Education

Mean 87.27 84.63 85.91

SD 7.24 8.01 7.75

Perspectives towards main objectives of

In-Service Education

Mean 33.80 32.51 33.13

SD 3.30 3.29 3.35

Perspectives towards models of In-Service

Education

Mean 30.96 29.19 30.05

SD 4.75 4.10 4.51

Perspectives towards alternative courses

or programmes of In-Service Education

Mean 31.69 31.07 31.37

SD 4.67 4.12 4.40

Perspectives towards nature of activities

of In-Service Education

Mean 37.34 35.07 36.17

SD 4.69 4.14 4.56

Perspectives towards different methods of


Mean 12.17 11.59 11.87

SD 1.72 1.59 1.68

BELGAUM DIVISION

BELGAUM DISTRICT BIJAPUR DISTRICT

(N= 130) (N=120)

GULBARGA DIVISION

GULBARGA DISTRIT YADGIR DISTRICT

(N=130) (N=120)

KARNATAKA

(N=500)









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Perspectives towards resource persons

and centers of In-Service Education

Mean 43.40 42.85 43.11

SD 5.30 4.50 4.91

Perspectives towards evaluation system of


Mean 17.39 18.61 18.02

SD 3.77 3.49 3.68

6 Results and Discussion

The above table represents the Mean and SD of perspectives of secondary school teachers towards In-

Service Education and its dimensions according to faculty. The total mean perspectives scores

towards In-Service Education of secondary school teachers is 289.58±18.77, in which the science

teachers of secondary schools have higher Perspectives towards In-Service Education (293.86±17.78)

as compared to arts teachers of secondary schools 285.57±18.81). The details of mean and SD scores

of dimensions of Perspectives towards In-Service Education according to faculty of teachers of

secondary schools are also presented in the above table.

6.1 Research Hypothesis: There is interaction effect of divisions (Belgaum, Gulbarga), gender

(Male, Female) and faculty (Basic Science, Social Science) secondary school teachers’ perspectives

towards In-Service Education.

6.2 Null Hypothesis: There is no significant interaction effect of divisions (Belgaum, Gulbarga),

gender (Male, Female) and faculty (Basic Science, Social Science) secondary school teachers’

perspectives towards In-Service Education.

To achieve this hypothesis, the 3-way ANOVA with interaction effects design was performed and

the results are presented in the following table.

Table 2: Results of 3-way ANOVA with interaction effects of divisions (Belgaum, Gulbarga), gender (Male, Female)

and faculty (Basic Science, Social Science) of secondary school teachers’ perspectives towards In-Service Education.

SV DF SS MSS F-value P-value Signif

Main effects

Divisions 1 4268.84 4268.84 13.1239 <0.05 S

Gender 1 743.00 743.00 2.2842 >0.05 NS

Faculty 1 8042.87 8042.87 24.7266 <0.05 S

3-way interactions

Divisions x Gender 1 85.57 85.57 0.2631 >0.05 NS

Divisions x Faculty 1 18.72 18.72 0.0575 >0.05 NS

Gender x Faculty 1 780.85 780.85 2.4006 >0.05 NS

3-way interactions

Divisions x Gender x

Faculty

1 80.47 80.47 0.2474 >0.05 NS

Error 492 160033.56 325.27

Total 499 174053.87

From the above table it is evident that

The main effect of divisions (Belgaum and Gulbarga) on secondary school teachers’ perspectives

towards In-Service Education is found to be significant at 5% level of significance. Since the

obtained F value 13.1239 is greater than the F table value 3.8400, the null hypothesis is rejected









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and alternative hypothesis is accepted. It means that the secondary school teachers’ perspectives

towards In-Service Education are different in Belgaum and Gulbarga divisions.

The main effect of gender (Male, Female) of secondary school teachers’ perspectives towards In-

Service Education is found to be not significant at 5% level of significance. Since the obtained F

value 2.2842 is smaller than the F table value 3.8400, the null hypothesis is accepted and

alternative hypothesis is rejected. It means that the male and female teachers of secondary

schools have similar perspectives towards In-Service Education.

The main effect of faculty (Basic Science, Social Science) of secondary school teachers’

perspectives towards In-Service Education is found to be significant at 5% level of significance.

Since the obtained F value 24.7266 is greater than the F table value 3.8400, the null hypothesis is

rejected and alternative hypothesis is accepted. It means that the secondary school teachers

teaching basic science and social science subjects have different perspectives towards In-Service

Education.

The interaction effect of divisions (Belgaum and Gulbarga) and gender (Male, Female) of

secondary school teachers’ perspectives towards In-Service Teacher Education is found to be not

significant at 5% level of significance. Since the obtained F value 0.2631 is smaller than the F

table value 3.8400, the null hypothesis is accepted and alternative hypothesis is rejected. It means

that the male and female teachers serving in the divisions of Belgaum and Gulbarga have similar


The interaction effect of divisions (Belgaum and Gulbarga) and faculty (Basic Science, Social

Science) of secondary school teachers’ perspectives towards In-Service Education is found to be

not significant at 5% level of significance. Since the obtained F value 0.0575 is smaller than the F


that the secondary school teachers of the divisions Belgaum and Gulbarga, teaching basic science

and social science subjects have different perspectives towards In-Service Education.

The interaction effect of gender (Male, Female) and faculty (Basic Science, Social Science) of

secondary school teachers’ perspectives towards In-Service Teacher Education is found to be not

significant at 5% level of significance. Since the obtained F value 2.4006 is smaller than the F


that the secondary school male and female teachers teaching basic science and social science

subjects have similar perspectives towards In-Service Education.

The interaction effect of divisions (Belgaum and Gulbarga), gender (Male, Female) and faculty

(Basic Science, Social Science) of secondary school teachers’ perspectives towards In-Service

Education of teachers of secondary schools is found to be not significant at 5% level of

significance. Since the obtained F value 0.2474 is smaller than the F table value 3.8400, the null

hypothesis is accepted and alternative hypothesis is rejected. It means that the secondary school

male and female teachers of the divisions Belgaum and Gulbarga, teaching science and arts


7 Conclusion

The present study intended to explore the perspectives of the secondary school teachers

towards In-Service education in the present context.The present study is supported by some of the

important similar studies undertaken by Lazarus Ndiku Makewa, Baraton (Dec 2011), Fayyaz Ahmad

Faize and Muhammad Arshad Dahar (2011), S.Sabu(2010), Kim Agatha Ramatlapana (2009),









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M.Mathekga (2008), Jane Courtney (2007), Amy S. C. Ha, John C. K. Lee, Daniel W. K. Chan &

Raymond K. W. Sum, (2004) and A N. Maheshwari and V. K. Raina(1998) have found that different

In-Service Education are relevant to the teachers’ own subject area.

The basic science teachers of secondary schools have higher perspectives towards In-Service

Education as compared to social science teachers of secondary schools.

The secondary school teachers’ perspectives towards In-Service Education are different in

Belgaum and Gulbarga divisions.

The male and female teachers of secondary schools have similar perspectives towards In-

Service Education.

The male and female teachers serving in the divisions of Belgaum and Gulbarga have similar


The secondary school teachers of the divisions Belgaum and Gulbarga, teaching basic science

and social science subjects have different perspectives towards In-Service Education.

The secondary school male and female teachers teaching basic science and social science


The secondary school male and female teachers of the divisions Belgaum and Gulbarga,

teaching basic science and social science subjects have similar perspectives towards In-

Service Education.

As the more experienced and old age teachers possess negative attitude towards In-Service

Education, so it is recommended that some psychosocial adjustment programmes should be

arranged to maintain the teaching interest at an expected level.

It is emphasized by the teachers that the evaluation system of In-Service Education is in the

present context is not being done properly. So the care should be taken at the time of planning

such In-Service Education to evaluate at each session.

The teachers are required to participate in more and more In-Service Education conducted by

government and educational institutions, organizations and associations.

8 References

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[2] Amy S. C. Ha, John C. K. Lee, Daniel W. K. Chan & Raymond K. W. Sum, (2004), ‘Teachers’

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http://www.classroom.net

http://www.classteacher.com

http://www.educationworld.com

http://www.yahoo.com/in-service education.

http://www.google.com/secondary school education




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