£...H A ? T E R - Il

H~YlEW OJ? HE.Lli.VANT LITERATURE

2.1 Introduction

2.2 Dependent variable: Studies on Teacher Effectiveness

2 .3 Independent variables:

2.31 studies on SchOol Ol"g&nizational climate

2.32 Studies on Teaching Competency

2.4 Resume

43

CHAP'l'ER-Il

d!Y!EW OF RELEVANT LITgHATURh

2.1 ~ntroduction:

A brief' account o! rele·vant studies conducted

by other investigators, and a scientific analysis

there of, are necessary, for the investigator to

plan, proceed and operate the research under study,

systematically. Keeping this in view, the investi­

gator tried to review the available relevant literature

on the dependent and independent variables. Such an

approach bridges the gulf between the existing

literature and makes a systematic and regular advance­

ment in tlle body of the knowledge of the subject.

First and second surveys ot research in

education in India, upto 1978, Indian educational

reviews, upto 1985 (edited) by NCERT, Journal or

psychological researches upto 1985 published by

!V"adras psychological society, British journals of

educational psychology, American journals of psychology

and American psychol,,gical abstracts were the primary

source, for the relevant literature. The relevant

literature which sets the direction and magnitude

tv this research is based upon past twenty years

reseercr, recorded in the .t: ield under study,

The resume of available literature has been

put under the following heads, !or clarity in

presentation -

( 1) gtud1 es on teacher effectiveneas

(2) ~tudies on school organizational climate

(3) studies on teaching competency.

2.2 !fepen<lent variable:

§.!:!:ldhs on Teacher Hfec;.t;,ivenes§.:

44

ner (1948), Domu and Tide~~~an (1950), Walter

(1954), Morsh and lvilder (1954), Casletter et al.(1954)

have presented a munber of reviews, on different

factors involving teacher effectiveness. Rabinowitz

nne 1'rawers (1953), Mitul and Gross (1956), Rammer

( 1952, pp 1-30, 1949 pp 90--99, 1957) have sumn11arized

the cher£•cteristics of teacher eft'ectiveness involving

primarily either (a) teacher behaviour in process or

(b) product o£ teacher behaviour or (e) concomitants

of teacher behaviour.

The, process dimension of teacher effectiveness

takes into cor~sideration observation and assessment of

teacher behaviour. Various assessment tecnniques have

been developed, among which the more reliable appear

to be (a) graphic scales with operationally defined

poles and for units {f.iorsh and Wilder, 1954; rt.yans,

1954, 1960) (b) observation check lists (l•orsh, 1956)

and forced choice scales (Goodenough, 1957), ctyans

{1960) presents the ease for systematic observation,

and assessment and describes operational procedures.

Chaster w. Harris (1960, p. 1487) claims that only

time sampling involving replicated systematic obaer­

vation by trained observers produces autr!ciently

reliable data.

Product measurements tl"loush widely acclaimed

as de6irable criterion data, measured either by

(a) the direct observation and assessment ot student

behaviour during tUtposure to 1:tte teacher • or (b) measure­

ment of student cnan1e from before to after exposure to

the teacher producer have been relatively less frequently

used in the study of teacher e!fectiveness (Chaster w. Harris, 1969, p. 1487), l"'itzel and Groas (1956) hue

dealt c:ritic<:"lly with the development and use ot the

student change criterion of teacher effectiveness.

Measures of teacher effectiveness either

(a) concomi ta.nts such as inventory responses, biogra­

phical data, and the like or (b) concom1 tants such as

professional education courses, photographed appearance

and test and inventory scores reflecting presumably

'desirable' knowledge and personal traits frequently

have been employed (Chaster w. Harris, 1960, p. 1483).

The application of process and product measures

of teacher effectiveness have been rather evaluated as

more dependent tools in comparison to the concomitant

criterion (..::haster ll. Harris, 1950, p. 1488). These

effectiveness dimensions o:f the present study have

been elaborately pre,:;ented in Chapter l, under 'Conceptual

frame work'.

Q!Ltainin&.~jJ~~s of Pr~ietors:

Hundreds of predictors of teacher effectiveness

have been proposed often with the apparent considerations

of rationale (1} Scores on tests ot verbal and other

eognitlve abilities (ii} Scores on tests o! knowledge

ancl understanding of general anc special subject matter

(Hi) Sccl"es on the tests o! professional infor:r.ation

{lv) Course marl~s or ratings representing performance

in stvdent teaching (v) amount o! genera.l and professional

education (vi) Scores derived. from inventories, projective

devices, etc. (vii) scores on attitude scales and invanto­

ries as developed to measure teacher-student relationships,

and (viii) some biographical data have been used as

;redlctors of teacher effectiveness (Chaster lN. Harris,

1960 p. 1488). The predictability of teacher effect­

iveness is undoubtedly affected by the arultidimension­

ality of th£> criterion. Prediction can be accomplished

with better than chance results for specified dimensions

or components of the criterion. On the other iland, the

47

yrediction ot over all teacher effectiveness is possible

only tu t<le extent tnat some general agreeu1ent can be

reached reg~;rding the dimensions comprising over all

e!ff.·ctiveness; anrJ how they si,ould be combined to form

a composite (Crl:.tster w. Harris, 196o, p. 1490).

In view of the pr&ctical difficulties, prediction

of teacher effectiveness must be considered largely in

the real sense of the word; individllal prediction; as

generally is ·t;he case in attempting to predict human

behaviour is much more limi tl'ld and is accomplished with

a lesser degree of confidence (Chaster 'VI. Harris, 19~0,

p. 1490).

A summary of probable correlates of teacher

effectiveness, has been presented by Chaster w. Harris

(1960, p. 1490); however, some of the recent significant

contributions of the contemporary investigators which

set direction for research opera.tio.n, are presented by

Cbhaya (1974), Grewal (1976), .Sinhc,; (1976), Gupta {1976)

and others.

CLhaya (19/4) sti.Adiro certain psychological

ch<:.racteristics of an ei'fective school teacher by using

::..;axena' s personal! t}' adjustment inventory, the Indian

adaptation of f;:audsley personality inventory by Jalota

and Kapper, and found that: (i) effective teachers had

significantly better personality Adjustment and more

48

favourable attitudes towards teaching thBn ineffective

teachers; (11) effective teachers did not show signifi­

cantly mor<: interest in teaching than ineffective

teachers; (iii) effective teachers were aignific<mtly

more emotionally stable than ineffective teachers;

(iv) effective teachers were not more extrovert than

ineffective teachers; (v) ineffective tea:ct:ers were

more authoritarian than ei'.Li!!ctive teachers; (vi) age

and sex of a teacher had a significant relationship

with the effectiveness of teaching; (vii) rurality or

urbll.ni ty and marital status of a teacher had no

significant relationship with tlle effectiveness of

teaching.

Grewal ( 1976) studied tlle intellectual and

personality correlates of teacher .:tffectiveness at the

nigher secondary school stage by using Bell's adjust­

ment inventory, t11e 'lernnreuter 's personality inventory;

the rieven's standard matrices, and Jalota and Tandon

group~ test of mental ability and attitude scale,

interest inventory and rating scales developed by

t.imself. The• ebb findings of the study were: (i) the

four criterior1 measures of the teacher e!Jectiveness

were not orthogonal to each other an.! the obsE>rved !\

was very high; (11) the measures on intelligence and

personality traits clustered in specific constellations

with the criterion 11;easures of teach€r effectiveness;

49

(111) the hypothesis that similar types of measures

.f:,ll on one common !actor wea oon!irmedr (1v) the

hypothesis that the predictors correlate significantly

with th12 criterion measures ot teacher e.tfectiveneaa

was confirmed partly in a trivariate analysisr (v) main

predictors ot teacher e!feotiveneaa were home, health,

social emotional and tota.l adjustments, do11linance

sul:Mission, and verbal and non-verbal intelligence.

Unha (1976) studied some personality variables ~

as relat~d to teacher effectiveness, by using thematic

appreception test and rat:tng,s scale end :found that the

needs ot superior, average and interior teachers were

clearly distinct from each other. It was pointed out

that: (i) the superior teachers were distinct from other

two in their needs, viz. cognition, dominance, autonomy

and construction; (ii) the inferior teachers were

distinguishable from other two by their need of acqui­

sition; (iii) the inferior teachers were distinguished

from the average as well as the effective teachers in

not possessing the need or exhibition which was most

prominent in the average teact.ers; other most prominent

needs of the average teachers were exposition and play;

(iv) prominent needs of interior teachers were succcur­

ance, defence, and play; (v) the most prominent needs

o! superior teechers were nurturance, achievement,

counter-action and aggression; (vi) the organization

pattern of superior teachers was generally logical

and that of inferior teachers was emotional; (vii) the

inter-personal relations aa rf:gards 1 social behaviour

and adjustment were of very high degree in superior

teact.et'S, but they were very low in inferior teachers;

( viiij the inferior teachers lacked self-confidence

in t~aching and solving problema; the average teachers

had aelf-conf.idefiCe anc::J. adJustment problems; (ix) the

superior teachers had more strensth of imagination

while inferior teachers were weak in their imagination;

(x) the average teachers were more entangled in family

problems and were sensitive to them, but inferior

teachers were less sensitive to such problems; the

superior teachers were leas :~~end ti V(; to such problems

or were able to eolve them quickly; (xi) the superior

teachers used more literary language than average and

inferior teachers.

Gupta ( 1975) studied prediction of teachers •

effectiveness through personality test by administering

J ai Prall:as!J' s teachtng aptitude test and Hindi adaptation

of Cattell 16 P.f'. questionnaire by Kapoor. The findings

of the study were: (i) The high effective teac.l:ers

did."ered significantly from the general population with

respect to nine personality factors out of sixteen.

They were more affecto-thymic (A+) 1 more intelligent

(b+), having more ego-strength ( ::+ J 1 more sur.;ent (r +)

51

more self-sentiment (C3+), less suspicious (L-), less

guilt prone (0-), and leas radical ((;.!\-); (11) the low

ef!ective teachers were less intelligent (B-) and were

having lower sel!-concttpt control cc,> as compared to

general adult population; (iii) in comparison to

average e!l'ective teachers, hi&h effective teachers

were signit'icantly more intelligent (B+}, emotionally

stable ( C+), asst-rt1ve (!';+), conscientious (C+),

adventurous (H+), tenderminded (1+) and had higher self­

concept control (c.3

+) and they were also less-suspicious

(L-), less experimenting and rad.ical (0-), less sel!­

suf.ficient (o2-) and leu t&nse and frustrated (G4-},

(iv) irl comparison to low etreotive teachers, they were

more outgoing {A-r), surgent and happy-go lucky (F+),

controlled anct socially precise (Q,•) end less-imaginative

and more practical (M-).

ln the studies reviewed above, therE' seems to

be a heavy concentration on presage-process studies.

However, only one study was found available which deals

with establishing presage-process-product relationship,

that of Sharma (1971). lt aimed at studying the

relationship between characteristics possessed by teachers

and teachers' effectiveness, with a view to predicting

teachers • success. The product criterion happened to

be the pass percent;,ge of the students taught by the

teachers, the study used ii'l AC::> to observe the class room

IIIIWII II I IIIII 1m illllllm lliiiW T 7790

interaction. It was found that the teacher-talk

seemed to have negative correlation with scores on

the Pandey's teaching aptitude teat and academic

grades. The combination of five predictors, namely

teaching aptitude, academic grades, socio-economic

status, teaching experience, and age, in order of

t!1eir arrangement appeared to be sound predictors of

teact1er e!.t'ecti veness.

2.3 !ESependent V~iables;

2.31 Studies sm School orsani2ational CUmatrp

Forehand and Gilmer (1964) perceive« organi­

zational climate as a set of characteristics that

descl'ibe an organization. These characteristics

distinguish one organization from another and ;u•e

relatively enduring over a period of time. They

influence the behaviour of pi.':Ople in organi:zation.

Halpin and Croft (1964) have deVI?loped Crganizational

Climate Description Cuestionnaire (OCDQ) with a view

52

to identity organizational climate. Benjamin Schneider

and Robert A. Snyder (1975) have perceived organi:z.a­

t1onal climate as a summary perception which people

c~.rry about an org<:niz.ation, and 1 ts global impression

Barber, 'liilliam L. (191'3) studied Prinoipa.!.s 1 attitude

tow.:rds student rights and student attitudes towards

school morale, and their relation to organizational

climate.

In India the movement of identification of

organizational climate caae at the beginning of the

seventies, and it used the ideology, techniques and

testa developed in the west. The new path carver in

this field o! administrative reaearcn was Sharma

( 1969, 1974) •

Pillai (1974) studied Organhational Climate,

teacher rnorale and school quality, by using (i) the

organizational climate description questionnaire of

Halpin and Croft; (ii) the Bentley and Rampell'a

purdue teacher opinionnaire, (1ii)-selt developed

inventory scale to assess the innovative ability of

the school, and (iv) a self developed questionnaire

53

tor demographic data and pupil perf'orance data. The

major findings of the study reveal that: (1) perfor­

mance of pupils was signi!icsntly better in open and

autonomous climate schools than in other climate types,

(ii) performance of pupils in high morale schools was

superior to t,_at oi the average morale schools which in

turn was better than the low morale schools, (iii) both

climate and morale ware positively and highly related

to both the criteria namely, pupil performance and

innovative ability of the schools (111) e$pirit, thurst,

disen,;agement and hindrance were found 1~luenc1ng the

level of performance of pupils in schools, (iv) the

innovative ability o! the school was significantly

54

related to the three sub-teats namely eapirit, thrust

and disengagement; and (v) there was a high correlation

between climate and 1110rale.

Patel (1974) worked on the study o! leadership

for improving instructions in high schools of selected

districts in Gujarat by using (i) organizational climate

description questi.onnaire by Halpin and Crotts and

( 11) selt developed rating scales. The maJor findings

were that: {1) leadership, organizational climate,

teacher morale, supervisory practices, and innovation

and change were significantly rela,ed to the progressive

characteristics of l:igh schools; (ii) inatructional

leadership in high schools 'Was highly correlated with •

organiza.tronal climate; (iii) leadership and organi-

zational climate of the schools ini'luenoed the morale

o! their teachers; and ( 1 v) waere the leadership,

organizational climate, and teacher morale were ot high

quality, the supervisory practices !or the improvement

of instruction were found to be effective and the

teacr:ers were more innovative.

Shelat (1975) studied the organizational climate,

teacher morale and pupil motivation towards institutions

in secondary schocls of Baroda district, using the

Gujarati versions o! (i) organizational climate descri­

ption questionnaire by Halpin and Crofts (OCDG:);

(11) the le~dership behaviour description questionnaire

55

by Halpin and Winner; (iii) the school survey by

l{obert Coughalan; (iv) the junior index of motivation

by Jack ~'rymier. 'fhe results revealed that (i) the

organizational climate in rural schools was autonomous

and paternal, whereas in urban schools, closed and

open types were predominent; (ii) greater percentage

of small size schools had open and autonomous climate

;u1 ageinst greater percent,,ge ot large size schools

having controlled and familiar climate (iv) schools

having closed climate had lower morale ·~hereas schools

with open climate of teachers had higher 1norale ot

teachers (v) open and autonomous climate contributed

to boys 1 academic achievement, whereas controlled and

!&mil1ar climate contributed to girls • acadei!!io achieve­

ment, and paternal climate contributed to the academic

achievement of both boys and girls; (vi) no relationship

existed bE" tween the age of the teachers and school

climate; and (vii} leadership behaviour did not

influence pu;:>ils academic achievement.

Pandya (1975) studied effectiveness of super­

vision as a function of organis111ic variables and

proressional equipment o£ high school supervisors,

using (1) organizational climate description question­

naire {OGD<.) by llalpin and Crofts, (11) the leadership

be~1aviour description questionnaire> by Halpin and

kiner and (iii) self developed rating scales and found

56

that advanced dist~ct schools stood high in the open­

ness of organizational climate than the backward

district schools.

Franklin (1975) studied organizational climate

and teacher morale in colleges of education in Gu;jarat,

with the help o! three instruments, namely: (i) organi­

zational climate description questionnaire (OCIJQ) by

Halpin and Crofts, (11) leadership behaviour desc:rlption

questionnaire by Halpin and Winer (iii) purdue teaeher

opinionndre by Henley and (tv) sel.t'•devieed quel!ltion­

nairt, as • e-i-'fectiveness o£ teacher education•. findings

reveal that the openness o.f clillllil.te in contrast to

closednesa of the climate did not lead to 'high} or

'low• effectiveness of the teacher-effectiveness.

However, the dimension 'espirit' indicated a significant

effect on the low side.

Dorji (1975) studied leadership behaviour and

its correlates in the secondary schools of Panchmahals

district, using (1) OCDG (Ealpin and Croft) • (ii) Ll.lD<,:

{Halpin and 'il'iner), (iii) teacher morale (Robert

Coughlan) J he concluded that the leadership behaviour

dime~sions and patterns were critical indicators or organizational clim<ite, staff morale, acaded:c motiva­

tion, school innovativeness and status •

.Samrong fengnu ( 19'16) studied organizational

climate and teacher morale in seconcary schools in

57

central zone of l'hailand, by using self developed tools

on organizational climate, teacher morale and le<•der­

ship behaviour. The results revealed that (i) majority

ot schools (55%) belonged to the intermediate cl:t.mate

type in the central zone o.r Thailand, and the leut

{ 15'1t>) belonged to the closed climate type; and open

climtc,te scl"lO>O.l!l c~msti tuted 3cJ" of the total number

of scl1ools. .All tbe thrt>e categories oJ.' c.lim<1te

l>'er·e distributed over four regions. Further, open

climate schooh were highest in the West reiJiion and

lowest in tlle east region; in open climate category

33.33i\l wef'e boys' schools, 11.11)1; were girls' sehools,

while 55.56% were mixed schools. The open olimate

schools !lave displayed higher mean s$ores on the

dimensions ot e-spirit (69.50), intimacy (56.50),

thurst (56.17) end communication (':>5.44). He .t'urther

pointed out that 36.6% had high teacher morale, 33.3~

had average teacher ~orale, and 30.1~ schools had low

teact;er morale.

Gandhi (1977) studied school climate, as a

function of personal! ty o£ school personnel and pupil

control ideology, using (1) organizational climate

description questionnaire (OCDC-Baroda version),

(11) tr•e 16 P:· questionnaire by Cattell (1956),

(iii) the dog1~atism seale by Rokeach ( 1960) and

(iv) the pupil control ide;logy from PCli-Baroda

58

version), The major findings wert>1 (i) 3691\ of schools

belonged to closed type, 35% to intermediate type and

t!~ to open clilnate type in Gujarat state, (11) small

sized schools tended to be of open climate type,

(iii) t:,e category of schools did not bear any relation­

ship with the organizational climate, (iv) age had

significant relationship with teacher perception of

climtite but not sex, ( v) experience had s1t,niticant

relationship witll teacher perceptiorl of climate; whereas

quali.t'ication and !our SES categories did not, (vi) aigni­

ticant differences wert> found to exist among open,

interm.ediate, and closed climate schools on nine out

o! the sixteen personality factors. {vli) teachers

serving in relatively open schools were significliU'ltly

more human is tic in the control ideology of their pupils

than their counter p<.~rts; and they viewed tbe dimension

o! climate in the ,,ame way; (viii) female teachers,

young teacl•tH's, liU'ld less experienced teachers were

found to be more humanistic than their counterparts in

t~1e control id.eology o! their pupils, whereas qualifi­

cation was unrelated witi1 tbe same, (ix) belief system

of teachers in ope:1 and closed climate schools ar diii'ered signi!lcantly.

Tripathi ( 1978) studied orl',>mizational climate

and teact.er attitudes using ( i) OCDL by Halpin and

Crofts and { 11) ;.hluwalia teacher a ttl tude inventory

( 1'1\l) , .lome t> !'" the main 1'1nd1ngs were: ( i) under

rural-urban di c::botomy o! intelllgcmce, the difference

was hJghly sigdficant only on autonomous climate;

(11) the difference on open climate wes significant

under ~~overntnent-private dichotomy; {iii) whereas the

main differences between teachers of :rural and urban

colleges, governmen·t and private collef,ea and girls and

boys colleges, were not significant on professional

attitudes, (iv) there existed a moderate eil!f!i.ficsnt

positive relationship between 'thrust' and 'attitude'

tow&rd child-centred practices whereas (v) 'disengage­

ment• showed sif,nif!cant negathte relationship with

attitude towards classroom t~aohing and te~aehers.

Chopra (1902) studied oro:.nizationa,l climate

in relation to teachers' job :iw t1s1'aetion and students •

achiever~ent using (i) school ors;anizational climate

description questionnaire {h.L. ShaM'!~&), (ii) teacner

job satis:t.'action inventory (!<l.N. Wall), (iii) Raven's

:o.tandard progressive matrices, (iv) socio-economic

st~otus questionmlire (Jalota et al.} and (v) self

devPloped student achievement proforma. The main

fir.dings were: (i} Among tte six climates, the open

climate schools show the highest overall teacher job

s<:.tisfaction, which <'re followed by autonomous, controlled,

closed and paternal climate schools, respectively;

(11) over all job satisfaction of teachers in open

cl1mute 1.1chools w.;s r.ign1f1cantly dH':'erent !rom closed

and peternal climate schools at .05 level; (iii) the

schools having other t:'ive types ot:' climates dld not

show any significant difference among themselves in

respect or overall jcb satisfaction of the teschers;

(1v) students' ~Chievement did not observe any signi­

ficant d!t'ft>rence under different types or organiza­

tional climates. F1.1rther ( v) no significant relation­

ship was found between teacher•' job satisfaction and

student achievement.

2 .32 Studies on Teachine Comuetmuw:

tf:i tra { 1972) has r1 gh tly said '' 'l'he aims, process

and evolution of education are primarily associated witt>

teaching and reasonably therefore, the vi tal problem in

education cannot be solved unless we look into the

problems arid process of teaching.

Domas and Tideman (1950) and Ackerman (1954)

conducted their studies in teachers competence, whereas

Evan (1951) studied the teaching ability. Goldman,

;··orton, Reek Jonathan and O'Leary, Charles ('1960)

conducted a study on hostility reduction and per:f'or­

mc.nce in teaching. Wasselllan, Selma and .l:.g~ert, "elly

( 19'78) conducted a study on the profiles of teaching

competen-cy, w!Jich was a way of looking at a class-room

teaching perfor~ance.

Nair ( 19"/4) studied the impact of certeln

!lociological f~>ctore on teaching ability in the class

room, by us1ng eel! adminiatf'red (i) evaluation sheet

61

by head ~~sters and (ii) pupils rating scale by pupils

in terms of their teachers concerned. The main findings

revealed that (1) teachers' parental socio-economic

conditions had a negative influence on teacdng ability;

( 11) the private schools' teachers in gt!rteral were

found to have better teaching ability than government

school teachers; (iii) sex was not found to be at'fecting

tea.ching ability; ( i v) the locality of the schools had

no significant intlu~mce on teaching ability. (v) a

positive rE'lationship existt'd between age and teaching

ability; and (vi) caste and religion were not found to

b& af.'ecting teaching ability,

ii&sih ( 19'16) studied some teacher variables

and tesct,irw mE>thods associe ted with learning outcomes

in biology, using (1) non-verbal test of intelligence.

(ii) r;elson biology trost, (iii) Edwards personal

performance scl'ledule, and (iv) self developed teacher

inventory. She concluded that (1) objectives were

most effectively attained when teaching was plan!:led

for specific purpose. Relationship of pl&nned teaching

to the realization ot objectives was evident in case of

first two objectives, (11) successful teachin6 methods

and patterns of student activity were related to student

62

learning out comes; (iii) teachers with higher means

on .se-versl learning ou tee-mea emphasized mP.thoda which

were pupil centres~ ut!lizE•d t1 e laboratory, unci

project end laboratory combination methods for solving

new problelllS. They also planned to accomplish specific

t ad1na (1976) aimed at studying teaching pa~tterns

and pupils attainment us;i:ng ( 1) Shetb 1 s non-verbal group

test of intelligence. and (!i) sel!-~eveloped teat !or

measuring pre-achievement in science. She demonstrated

that: (1) 'l'l:le :four teaching patterns (?1 , P2 , P3 & P4)

were having equal ef!ects on th€ development o! appli­

c~'ltional ;obili ty when llllH;sured under surprie<' testing

conditions, (11) the four teaching patte.MlS U•1, P2 ,

<'3

& P4) wex·~ h;win& equal e!fects on the development

of li\pplic<>tionel ability when measured under planned

teactlir.g condi t.ion, (iii) in tile .first experlment which

inv()lved the Gracio-Latin .:>quare Design, it wa.s .found

tr.at the four teaching patterns had dif.ferential effects

OH ti:,e retention of ap;;licational ability. On !urt.her

an lysi::>, it wE,s found tr.at tbe mean tor pattern P3

... as significantly smaller tttan thE means of Pattern P2 •

,:·uttern i? 4 und .· attern P 1

• Thf.re ~.as rLJ evidence of

significant variability >~itbin the set patterns P2 , P4

and ? 1

•

G3

Hoka ( 1976) conceptualized to cor.duct e compa­

rative study of verbal teaching behaviour patterns ro.nd

students' achievement in terms o! ina truotional object­

ives by using (i) observational category system (OC5)

by employing & modified version of flAC.S, (11) self

develope·d previous knowledge test and. (111) self deve­

lopt<d achieveu.c,nt test in general science. l t wa111

point' d out that ( 1) the limited training as was

impa.rte1i to E1 did not result in signi!ic.ant difference

when a numbei' of verbal teaching behaviours were to be

changed, (11) signi.t'icant differences were not obl!lerved

in favour of additional training as was 81ven to !:2 •

with respect to a siting cognitive memory and convergent

questions, giv.i.ng direction and co111111and, end student

initiation. However, (111) comparison between E1 and

~ groups o£ teachers indicated signH'icant difference

at 0,05 level in favour of additional training in such

interactive behaviours as asking divergent questioni.ng,

lecturing and student response. (iv) occurrence ot

such teaching ber.aviour as accepting st~dents 1 .feelings,

and criticising and justifying authority were generally

nre in all the three groups of teachers; (v) the study

gave an indication that a~King significantly more o!

divergent and evaluative questions did not result in

significant dL't'erence in n:ean achievement at knowledge

level but resulted in significant difference at 0.05

level in mean achievement 11t understanding and appli­

cation level.

64

Lalitharnma (19'17) conducted a study and identi­

fied three major skills. They were (A) skills of

,elanninc; wch as, skill of ide>nti!ying learner's entry

bebaviour, skill o! wri Ung instructional objectives,

£>tc. (B) skils of instrt"ctlon, namely, questionn1ng

underste.ndlnf', E>valua tion, participation, 111ttent.1on

and classroom managuent. (G) skills o.r !(e!t1n~:; ~uch

as skHls of writing a variety or test items, making

?lausible interpretations ;tbout the peri'orl!<atnce o£

~upils on the teet, etc. Th~ st~dy revealed that the

exp~::r·imental group I {whlch was given training in t!le

skill of increasing pupil participation using t.he

instructional materia-ls through micre-teaching approach)

and the controlled group II I (which received crmven­

tional approach to st dent teoching) dif.f'ered sig.n.i­

!icantly ;n !nvour or the former group in the develop..

ment of skills. Fxperiment:"l group ll (which was given

trdning in tt;e skills of t:xplaining, using bh,ck board

and writing instructional objectives, in the same way

as group I, but one skill pre;cented after another) was

si;;;nifica.ntly better than the controlled group.

{oy ( 1'J77) studied tLe classroom questioning

anrl pupil achievement, The study revealed that the

tl",ree tl"act:in<; styles (lee turin!~• questioning and

response wi tl.out teed-back, <:nd questior.l.ng-response­

feedback-sN~UE:ncr) had equa 1 effl cts on the develoP­

ment of knowlc'dr,e and application abilities and total

aci:";ievement of pupils. However w1 th regard to oompre­

hensiort abllity, there were dlfferent effects.

G5

Lecturlnc~ di!'fered significantly from question-response­

feE'dback sequence, Question-response w1 thout feedback

and ouest.ion-response wl th feedback did not differ

signH icantly.

Cbakruborty (1978) made an inquiry into the

strate~ies of clussrooru teaching. For this purpo111e,

t•e divided the students o! each school into three

groups and these groups were m;Jl.tched on the bash ot

tr,e ir intelligence and pre-r.•cnievement in geography.

The three groups o:t' each school were taught through

different s trategiea viz. question-1mswering by using

be!,avioural objectives, end discussion by using instru­

ction&l rna terials. The acllieveml!'nt was measured on the

criterion tests developed bj' the investigator. Some o£

the main findint;s were: (i) lecturing end question­

answering by using behavioural objE·ctives was found to

be more ef feet~ ve than lecturing and question-answering

for knowledge, comprehension, application and total

acbievement at post test level, and for knowledge,

application and totel achievement &t retention level,

( ii) lecturing an:: qu<-stion-an:"wering w.i th be:•avioural

objective than discussion by using instructional

materials for knowledge, comprehension, application

6£

and total achievement at post teat level and for appli­

cation at retention level, {iii} discussion by using

instructional materials had shown more effectiveness,

~1an lecturing and question-answering for application

at the post-test level ami for knowledge col!lprehension,

application and total achievement at retention level;

(iv) lecturing and quution-answel'ing with behavioural

objectives and discussion by using instructional

materials werE found lliore e.fi'ective than lecturing and.

ques t.ioning-answtwing positively and conolusi vely.

2.4 ~ R~sume of RevieW§%

The relevant literature available on teacher­

effectiveness, school organizational climate and teaching

competency reviewed was observed to be lllainly descriptive

and rather slow upto sixties. It has gained momentum

since 1962, attaining_ sharper increase after 1972.

Moreover, earlier studies were isolated i.e. non­

relational. During seventies, a shift was noticed in

the trend Which was characterized by exoerimental and

correlational studies.

T Thereafter appeared numerous studies on teacher

ef!ecti veness and teachint; COlli;Jetency. Studies in both

these c;,n-as are based on teacher behaviours and teacher

skills. They have been inter-changeably used aa

dependent as well as ind•pendent variable. These . ·-· - ----. '

studies are bahed either on presage or process or

presage-process variables. Some studies are also

67

based on process-product, presage-process-product

variable. Thus some relational studies are available

on teacher efiectiveness and teaching competency.

Gut as teacher effectiveness is a wider term in

comparison to teaching competency, the later being

the process criteria of the former. It means 'competency

in teaching in class room situations'. Very insignifi­

cant work is done as such on •competency in teaching'.

Though work is done on specified areas; such as various

teaching methods, teaching strategies, various teaching

skills, language teechi.ng, science teaching, ete •• as

well as micro-teaching and 1'eedbacil: pro~rrammes, general

teaching competency has been relatively less attended

to, whereas majority o! sc.ilools in India follow general

teaching patterns only.

Studies on school organizational climate reveal

that most of them deal with identification of climates

of schools. However, relational work is done on school

organizational climate and teacher morale, teacher

attitude, teacher adjustment, teacher job-satisfaction,

leader behaviour of tr'e principal, etc. Keeping in view

the effects o! these Bhorteomings in the development of

68

educational researches on teacher ef!ectiveneaa,

school organizational climate, and teaching competency,

they have been pin-pointedly put aa underz

1. That, though numerous studies have been conducted

on teacher effectiveness, they are either

descriptive and clustured around teachers'

personality traits, or predictors of teacher

e!.fectiveness.

2. That, though much work has been conducted on

teaching methods, teaching sldllr3, mieroteaching

i>eeehing etc., very insignificant work is avail­

able on genera:l teaching competency.

3. 'I'hat, perhaps, in the present day scientifically

analytical ai tuation, where every study requires

deep specialization and intensive pin-pointedness,

teaching competency has got a wider relevance

in the evaluation oJ: teaching-potential! ties that

the teacher possesses and. the amount of teaching­

potentiality that he translates into action­

potentio.lity through actual teaching performance.

4. That, though much work is done on school organi­

zational climate, ~ut very insignificant, scattered

and scanty work is available on organizational

climate afl'ecting teacher effectiveness. From

the points of view of the gaps existing in

6B

current literature, and the direction of research

indicated by the recent dev~lopment in educa­

tional researches, analytical and relational

study ot school organizational climate specially

its impacts on teacher effectiveness is a much

needed topic for study in which the future

potential development of the society as well

as of the nation depends.

Keeping in view, these short-comings that

existed in the relevant lit~rature on teacher effective­

ness, school organizational climate and teaching

comp~'tency, it is evident that a great scope exists for

some kind of correlational and differential studies on

the above three variables particularly in the eduQational

managements located in a developing region of Chhattiagarh

which is rela t.i vely being indus triali:l:ed every day. In

fact, work on climatic et'.t"ects of schools and general

teachin~ competency and their impacts on ef!ectiveness,

constitute very si~~ificant problems ot great educational

significance. It bridges the gap between the scattered

and isolated available literE;ture thereby setting a

direction tor educational research. 2rom this point

of view, the present st~dy is undoubtedly a significant

addition in the exhtinr: literature on teacher effective­

ness and school organizational climate and teaching

competency, which could be considered to be a research

with wider scope and application, as well as of greater

social relevance and wider educotional application.