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A STUDY OF TEACHER EFFECTIVENESS AS PERCEIVED BY THE STUDENTS Of SENIOR SECONDARY LEVEL

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Development of a country in general and of a man in particular depends on the quality of education. The importance of a teacher in the educational process is unquestionable. According to Radha Krishan (1962)-The Teacher place in society is of vital
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  IRJMSH YEAR [2013] Volume 4 Issue 3 Online ISSN 2277  –  9809   International Research Journal of Management Sociology & Humanities http:www.irjmsh.com  Page 1218 “  A STUDY OF TEACHER EFFECTIVENESS AS PERCEIVED BY THE STUDENTS Of SENIOR SECONDARY LEVEL”  Dr. Mamta Sharma Assistant Professor Noida College Of 9Physical Education Dadri, G.B.Nagar. (U.P) Development of a country in general and of a man in particular depends on the quality of education. The importance of a teacher in the educational process is unquestionable. According to Radha Krishan (1962) ―The Teacher place in society is of vital import ance. He acts as a pivot for the transmission of traditions and technical skills from generation to generation and helps to keep the lamp of civilization burning. He not only guides the individual, but also so as to say, the destiny of the nation. Teachers have therefore to realize increasingly their special responsibility to the society‖   A teacher can be described from different perspective‘s historical, comparative, philosophical, sociological and psychological. Different schools of philosophy stress on different aspects of the teaching-learning process and the role of the teacher differently. A teacher can be described from different perspective‘s historical, comparative, philosophical, sociological and psychological. Different schools of philosophy stress on different aspects of the teaching-learning process and the role of the teacher differently. Teacher means a person who possess teaching competence and certain professional qualities and is also employed in an official capacity, for the purpose of guiding and directing the learning experiences of students in an educational institutions. The word ―Teacher‖ refers to a person who is Truthful [T], Efficient [E], Affectionate [A]. Cooperative [C], Humble [H], Energetic [E] and Resourceful [R].The second word effectiveness has been explained by Cuba and Bidwell as a function of the congruence of expectations and behaviour. In view of this definition, teacher effectiveness is also a congruence between the expected teacher behaviour and perceived behavior of teacher. Thus, the concept of an teaching effectiveness as perceived by the children of different personality traits may different. The researcher from this above cumulative details got interested in studying the teaching effectiveness as perceived by extrovert and introvert students of senior secondary level.  IRJMSH YEAR [2013] Volume 4 Issue 3 Online ISSN 2277  –  9809   International Research Journal of Management Sociology & Humanities http:www.irjmsh.com  Page 1219 SIGNIFICANCE OF THE STUDY An effective teacher is amongst the foremost factors contributing to educational improvement, which we are trying hard to achieve. After independence, crores of rupees have been spent to open new schools and provide them with adequate equipment and other facilities. Lakhs of rupees have been spent on committees and commissions in deliberate and recommended method of bringing about qualitative improvement in education. As a result, workers in the educational field have endeavoured to develop better curriculum, textbooks and teaching aids, considerable effort has been made to devise better means of assessing student‘s achievement and techniques of teaching. But, all this of no use and the developmental target are bound to remain unachieved unless schools are staffed with effective teachers. It is they who influence and shape the competence and characteristics of boys and girls. Determination and measurement of teaching effectiveness is bound to help in better selection of prospective teachers. This study may be significant for teacher education, as teacher education become meaningful only when it is based upon the promotion and development of qualities which are essential for success in teaching. Also as chamberlain and kindered (1950) have said, “it is important that the individual who is considering teaching as a life carrier should understand what is required of him and know whether he possess the interest and competencies b asic to success in this field of work”. A number of studies use the teacher‟s  attitude and personality as a point of departure for determining what he is and how his feelings and reactions affect those of his pupils. Teachers are role models of their pupils. There is a substantive body of research that shows that children acquire their attitudes and values, as well as their motives, through identification with role models, both adult and peer. The personality of teacher had direct and cumulative impact on the lives and learning habits of pupils. It is neither expected nor desired that some ideal model of a teacher be established. Each teacher has his unique combination of experiences, interests, perceptions and attitudes and he must use them in ways most appropriate to him. The personality of the teacher is a significant variable in the classroom. Indeed some would argue it is he most significant variable. The impact of a teacher is surely not due solely to what he knows or even what he does, but in a very real sense to what he is? That is why the question who should teach, has always been a matter of major concern to college and school officials. It is generally agreed that effectiveness in dealing with children is a matter of teacher‟s sound personality. Several studies have been, conducted on the characteristic of teacher or teacher effectiveness. But the researcher, in India did not find a single study, which would have shown, whether the characteristic perceived by the students of different personality traits differ. Hence one attempt in this direction is made in the present study. In the present study the researcher has tried to show different dimensions of teaching effectiveness and how the students of senior secondary level bearing introvert and  IRJMSH YEAR [2013] Volume 4 Issue 3 Online ISSN 2277  –  9809   International Research Journal of Management Sociology & Humanities http:www.irjmsh.com  Page 1220 extrovert dimension of personality differ. It also reveals that whether the teacher effectiveness perceived by extrovert and introvert students differ or not. Objectives of the study 1. To identify the introvert students of senior secondary level. 2. To identify the extrovert students of senior secondary level. 3. To find out the significant difference between opportunity to learn dimension of teacher effectiveness as perceived by introvert and extrovert students of senior secondary level. HYPOTHESIS 1. There is no significant difference between socio-emotional climate dimension of teacher effectiveness as perceived by introvert and extrovert students of senior secondary level. 2. There is no significant difference between competence dimension of teacher effectiveness as perceived by introvert and extrovert students of senior secondary level. 3. There is no significant difference between opportunity to learn dimension of teacher effectiveness as perceived by introvert and extrovert students of senior secondary level. POPULATION and sampling The population for the present study has been defined as all the students of class XII studying in colleges of U.P. Board in the Ghaziabad City. the sample of 100 students from class XIIth belonging to age group of 16-18 years were taken from the school randomly. TOOL USED 1 . Student rating of teaching Effectiveness is prepared by Dr. Shashi Kala and Deshpande has been used to obtain data on Teaching Effectiveness. 2. MAUDSLEY PERSONALITY INVENTORY (MPI) H.L. Eysenck Hindi version by S.S. Jalota and S.D. Kapoor Analysis the data  IRJMSH YEAR [2013] Volume 4 Issue 3 Online ISSN 2277  –  9809   International Research Journal of Management Sociology & Humanities http:www.irjmsh.com  Page 1221 Table No. 1 Showing study of the frequency of responses on the socio-emotional dimension of teacher effectiveness as perceived by introvert and extrovert students Dimension of Teacher Effectiveness Category of Students Extrovert N1-31 Introvert N2-31 Level of significance M1 SD1 M2 SD2 Socio emotional climate 42.58 10.64  37.37 7.74 2.207 Table-1 shows a significant difference between the socio-emotional climate dimension of teacher effectiveness as perceived by interovert and extrovert students. Minimum significant ‗t‘ value is 2.00 at 0.05 level of confidence and 2.66 at 0.01 level of con fidence for df (degree of freedom) 60 obtained value of ‗t‘ is 2.207 which is significant at 0.05 level. The inference can be drawn from the above table is that there is significant difference between the socio emotional climate dimension of the teacher effectiveness as perceived by introvert and extravert students of higher secondary level. Thus, the null hypothesis is rejected. The hypothesis- 2 states, ―There is no significant difference between the competence dimension of Teacher effectiveness as perceived by introvert and extravert students of higher secondary level.‖ Dimension of teacher category of students ‘t’ level of significane Effectiveness Extrovert N31 Introvert N32 M1 SD1 M2 SD2 Competence 20.33 2.95 18.56 3.29 2.24 insignificant Minimum significant ‗t‘ value is 2.00 at 0.05 level of confidence and 2.6 at 0.01 level of confidence for df 60. The obtained calculated value 2.24 is not significant at 0.01 level of confidence as illustrated by the table. The inference can be drawn from the above table is that there is significant difference between the competence dimension of the teacher‘s effectiveness as perceived by the extravert and introvert students. Thus, the null hypothesis are accepted.  IRJMSH YEAR [2013] Volume 4 Issue 3 Online ISSN 2277  –  9809   International Research Journal of Management Sociology & Humanities http:www.irjmsh.com  Page 1222 Table No. 3 Showing study of the frequency of responses on the communication dimension of teacher effectiveness as perceived by introvert and extravert students Dimension of Teacher Effectiveness Category of Students ‗ t ‘  Level of significance Extravert (N 1 =31) Introvert (N 2 =31) (M 1 ) (SD 1 ) (M 2 ) (SD 2 ) Communication 16.5 3.04 13.19 2.66 4.56 * ** FINDINGS OF THE STUDY AND THEIR CONCLUSION Hypothesis- 1 was tested by ‗t‘  test for significant difference. The finding was obtained that the extravert students differ significantly in their perception regarding the socio-emotional climate dimension of the teacher effectiveness from the introvert students. Thus the Hypothesis is rejected. Hypothesis-2 was tested  by‗t‘  test for significant difference. The finding was obtained that there is significant difference. The finding was obtained that there is significant difference between the competence dimension of teacher effectiveness as perceived by introvert and extravert students of senior secondary level. The null hypothesis was accepted. Hypothesis-3 was tested  by‗t‘  test for significant difference. The finding was obtained that there is no significantly difference between the opportunity to learn dimension of the teacher effectiveness as perceived by the introvert and extravert students. IMPLICATION The dimension of teacher effectiveness will be helpful for teacher education, as teacher education becomes meaningful only when it is based upon the promotion and development of qualities which are essential for success in teaching. More emphasis should be given to those qualities that are perceived by the students to be an effective teacher.
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