TEACHER EFFECTIVENESS AT HIGH SCHOOL STAGE WITH RESPECT TO QUALIFICATION EXPERIENCE, AND TYPES OF SCHOOL

Abstract

The quality of education to a large extent depends upon preparation of teachers. They need to be equipped with knowledge, skills and dispositions to exceptional learning. In the process of education, teacher plays a vital role. The teacher must be quite effective to accomplish the goals of education. The present study was conducted to assess the teacher effectiveness and high school stage in Jammu city with respect to their gender, qualification and experience and types of school, Random sampling technique was used for selecting the sample. Ten schools were selected randomly. The sample consisted of 200 teachers and the survey method was adopted. In the present study, four independent variables and one dependent variable were taken for the study (a) Independent variables – gender, qualification and experience and (b) Dependent variable – teacher effectiveness. The Standardized teaching effectiveness scale developed by Dr. Umme Kul sum (200) comprising of dimensions namely; (1) Preparation and planning 2) Classroom management (3) Knowledge of subject matter (4) Teacher characteristics and (5) Interpersonal relations was used. The statistical technique of percentage, mean, standard deviation, t, test and one anova were used in analyzing data. The finding revealed that most of the teacher come under average group, number of effective teachers were less. However, no significant differences were found between male and female teacher with respect to their gender. Male teachers were higher on scales namely: Preparation and planning for teaching, Classroom management, Knowledge of subject matter and Interpersonal relations whereas female teachers were higher on, one scale namely: Teacher characteristics. No differences emerged with respect to the qualification of teachers at high school stage as well as with respect to the experience of the teachers at high school stage.