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CHAPTER 1
INTRODUCTION
The Teacher is not an instructor or taskmaster; he is a
helper and a guide. His business is to suggest and not to impose. He does not
actually train the pupils mind, he only show him to perfect is instrument
knowledge and helps and encourages him in the process he does not impart
knowledge to him, he show how to acquire knowledge for himself. He does
not call forth the knowledge that is within, he only shoes him where it lies
and how it can habituate to rise to the surface.
The role of teacher importance in advancing the plains and
programs of national development is becoming increasingly important.
Practically every education commission which have examined the
educational problems of the country had drawn attention to his most
important educational system.
The crucial role of teacher in the educational process has been
recognized and stressed by all evaluation of the educational set up in the
country. The educational commission (1964-1966) reports “of all the
different factors which influence the quality of education and it contribution
1
to national development to the quality, competence and characters of teacher
are undoubtedly the most significant. Nothing is more important than
securing a sufficient supply of high quality recruits to the teaching
professional, providing than with the best possible professional preparation
and Creating satisfactory condition at works in which they can be fully
effective”.
The repost of the university education commission (1948-49)
also described the role of the teacher is very eloquent language. “why
profession is the teacher is dedicated to the search the truth. He is the pilgrim
on the path which leads to the goals of intellectual satisfaction and he is
traveler in goodly company which eddies of through spread, on his ingestion
and discoveries depend much of the progress and welfare of the nation and
developed”.
The secondary education commission (1952-63) accepted the key role
of the teacher and reported that “ we are, however convinced that the most
important factors in the contemplated educational reconstruction is the
teacher, his personal qualities, his educational qualifications, his personal
training and the place that the he occupies in the school as well as committee
invariable depends on the kind of teacher working in it”.
2
In the second five year plan (1956-61), it had been quoted “At all
times teachers is the pivot of the system of education. This is especially the
case in a period of basic change and reorientation”
Teacher effectiveness plays a pivotal role in the teaching learning
process. It being the hub of the whole programmer needs close observation
and critical analysis, as the enrichment in effectiveness may have a direct
bearing on the learning outcome of the pupils. .
Teacher effectiveness has been taken as an integrated force produced by
some extrinsic or both factors deriving to involve in their expected roles in
educational institutions.
1.1 EDUCATION:
The process of developing the potentials of man to the optimum level in
order to enable him to lead a productive and happy life in society. Learning,
is the psychological process that enables man to acquire the competencies
required to develop his potentials. Learning, in other words, is the proves
that produces permanent behavior changes in man when he undergoes
experience. The permanent behavior that occur when an individual is
exposed to an experience, can be either desirable or undesirable, socially and
for the individual. Education is concerned with the production of behavior 3
changes that are only desirable. Teaching is the proves of providing proper
learning experiences to the children, so that they acquire desirable
competencies in cognitive, psychomotor and affective domains- i.e.
knowledge, skills, values, attitudes and appreciations.
DEFINITION:
All to UNESCO “Organized and sustained instruction designed to
communicate a combination of knowledge, skills and understanding
valuable for all the activities of life.”
According to trade. “The casting of false pearls before real seine.”
According to A. Bierce, “That which discloses to the wise and
disguises from the foolish their lack of understanding
Education ensures the preservation and continuity of every thing good in the
culture of the people and simultaneously prepares them of program
prosperity. Education is, thus the most powerful instrument of social change
and national integration. It is due recognition of this fact the kothari
education commission assigned the subtle ‘Education and development.’ To
their Report. The report beings with the aphoristic statement “the destiny of
India is being shaped in her class room”,- a statement which sounds
4
platitudinous, what nevertheless, totally true and remind everyone that a
country progress beyond its schools.
1.2 TEACHER:
Literally, one who teacher, the professional personnel employed in schools
for implementation of the curriculum. Teaching is a profession which
requires its practitioners to possess specialized knowledge and specific skills
acquired thorough interstice training. They are also bound by a set of ethical
rules and code of conduct specific to the profession.
The teacher’s job is not simply the transmission of knowledge to the
pupil; instead they are expected to help in
Developing the competencies of the optimum and in making him fir for well.
Adjusted life in society. For this the pupil has to posses a well-integrated
personality and sound moral and ethical values.
In summary, the children have to be prepared for taking up the
challenges of life. School is the agency to achieve this deal and society
maintains the school on the basis of this hope.
5
So the teacher has to equip himself with the essential theoretical
knowledge and practical skills as well as develop and integrated personality
himself. He should work with the belief that he is accountable to the children
and to the society. As quantification of the results of teacher’s work is not
possible objectively as can be done as in the case of manufacturing units
which produce commodities that can be assessed by quality control
measures, many teachers who do very badly, escape unhurt easily.
The most reliable means of building up an efficient system of
education is by maintaining a team of competent and devoted teachers. It is
in recognition of this fact that the crowther Report remarks that the most
potent single factor in education is the teacher. Many of the deficiencies in
the other components of the educational machinery can be made up by the
efforts of the teacher, to a considerable degree.
1.3 MENTAL HEALTH:
The concept of mental health is as old as human beings. In recent
years clinical psychologists as well as educationists have started giving
proper attention to the study of mental health. However, in India, relatively
very few work has been conducted.
6
Mental health as defined by Kornhaused (1965) connatated those
behavriors, perceptions and feelings that determine a person’s overall level
of personal effectiveness, success, happiness and excellence of functioning
as a person. It depends on the development and retention of goals that are
neither too high not too low to permit realistic successful maintenance of
belief in one’s self areas worthy, effective human-being (Lakshminarayanaa
& Prabhkaran 1993). So a mentally healthy person is firm in his intentions
and is least disturbed by strains and stresses of day to day life.
Thus the concept of mental health takes a ‘Gestalt’ view of the
individual. It incorporated the concepts of personality characteristic and
behavior all in one. It may also be understood as the behavioral
characteristic of the person. A mentally healthy personal shows a
homogeneous organization of desirable attitudes, healthy values and
righteous organization of desirable attitudes, healthy values and righteous
self-concept and scientific perception of the world as a whole. Several
psychologists like Erickson (1936), Rogers (1969), Hurlock (1972) have
expressed their view in a similar tone. A mentally sound or healthy person
should also be understood as a dynamic and conscientious person who is
found to be reasonably rational in the choice of means for the realization of
his pr per pious ends (Anand, 1988). So mental health is an attitudinal
7
concept toward ourselves and others (Lehner & Kubs, 1962). It also presents
a humanistic approach towards the understanding and assessment of the self,
positive feeling, attitudes towards self and other.
After reviewing the literatyure in this field (Jahoda, 1959; Maslow &
Mittleman, 1951; Rogers, 1961; Whitaker, 1970)
Following six popular indices of mental health were finally selected for my
work.
1. Emotional Stability
2. Over-all Adjustment
3. Autonomy
4. Security-Insecurity
5. Self-concept
6. Intelligence
A brief description of each of these indices is as under:-
(1)Emotional Stability :- It refers to experiencing subjective stable
feelings which have positive values or the individual.
(2)Adjustment:- It refers to individual’s achieving a overall harmonious
balance between the demands of various aspects of environment, such as
home, health, social, emotion and school on the one hand and cognition
the other.
8
(3)Autonomy :- It refers to a stage of independence and self-determination
in thinking.
(4)Security-Insecurity:- It refers to a high (or low) sense of safety,
confidence, freedom from fear, apprehension or anxiety particularly with
respect to fulfilling the person’s present or future needs.
(5)Self-Concept:- It refers to the sum total of the person’s attitudes and
knowledge towards himself and evaluation of his achievements.
(6) Intelligence:- It refers to general mental ability which helps the person in
thinking rationally.
Mental health is the adjustment of individuals to themselves and the
world at large with a maximum of effectiveness, satisfactions,
cheerfulness and socially considerate behavior and the ability of facing
and accepting the realities of life. Every individual, therefore should
posses good mental health to keep one’s life smooth and moving nicely.
Unless the teacher’s mental health is sound, he cannot teach effectively
and the quality of teacher effectiveness will always lack him. “Mental
health” is the mental status of the teacher. If the mental status is high, the
teacher will be successful in his teaching. The students, society and the
nation will be then more benefited.
Weng (1991) suggested that work overload and fluctuation of
workload were rated most stressful. In general, perceived level of work
stress and percentage of total life strees resulting from work were found
to be positively related to mental ill health and job dissatisfaction.
Mohanty and Mohapatra (1992) explained that one could develop
appropriate coping patterns, which would shape better cognitive
appraisals of the occupational environment, reduce job streams and
increases positive mental health status of individuals, Kamau and Gupta 9
(1994) reported that male teachers are emotionally over extended,
exhausted, internally controlled, more anxiety ridden, callous towards
students, more personally accomplished and less capable of coping with
ordinary demands or stress of life as compared to their female
counterparts. Sharma (1995) in his study explained the (1) recent life
experiences influenced the mental health of teacher. (2) stress made the
teachers pre-disposed to mental disorders. (3) male teachers were more
inclined towards the mental illness. Panda, pradan and Senapaty (1996)
in their study observed that (1) mentally Healthy teachers were
significantly more satisfied with their jobs as compared to mentally
unhealthy effect teachers. (2) Mental health and age had significant
interaction effect on teachers job satisfaction. (3) There was no
significant difference between male and female teacher in their job
satisfaction. Choudhary (2001) in here study found that (1) mental health
showed significant main effect on depersonalization and personal
accomplishment of teachers. (2) Mental health and social-economic
status showed interactional effect on depersonalization. (3) Mental health
revealed significant effect on emotional exhaustion.
1.4 TEACHING EFFECTIVENESS:-
Education is a tripolar process. At the one end stands the (educator)
teacher, on the second, learner, (educand) and on the third, the contain.
What transpires between the teacher and thaught is education. It basically
effects modification in the natural endowment of the child, who is the
learner. Modification as a net result or out come of education required to
factors:-
10
One who beings out the modification; and
The other in whom this modification is beings out.
While engaged in the process of education, the educator or teacher, not only
transmit some curricular contains but transfer his own personality. This
transference is either automatic or deliverate. Generally the transference of
personal it is unintentional and unplanned, what there is little denying the
fact that it does take place. Thus an educative process the communication
between the two the teacher and learner both forming two pieces of the
triangle. There is certainly some contain value transpiring between these
two. The outcome of this academic exercise is the modification or change
for the better in the learner.
The teacher is obliged to transplant the best in him on the people in
other to make him a better human being, who can suitabky fit himself to
socio-cultural milieu of the country. One who does it more usefully and
forcefully. Can claim to be an effective teacher and who fails to does so is of
little consideration as such. Thus , a teacher to claim effectiveness in his
calling, must pass on the contains to the target group to see that the modus
operending passing the learning matter gets in to the learner and shows its
result in an obvious manner. It causes changing the overt and convent in
behavior of the learner, for learning is nothing but a changed in the behavior
of the people suiting the social and culture expectations and norms of the
society of which he is a member. The better and more manifested this
change in the students, the more effective is the teacher.
11
Society want to have teachers who are capable to developing sense of
responsibility in children besides imparting knowledge to them. It is
essential to have knowledge qualities (personal, academic and professional
etc.) which make a teacher effective.
The importance of a teacher in the educational process in
unquestionable. However, entire edifice of education is shaky if the teacher
is weak and ineffective. An effective teacher is amongst the foremost factors
contributing to educational improvement, which we are trying hard to
achieve.
In the world of Ryans, “If competent teachers can be obtained the
likelihood of attaining desirable educational outcomes is substantial. On the
other hand, although schools may have excellent material resources in the
from of equipment, building and text books and although curricula may be
appropriately adopted to committee requirement, it the teacher are misfit or
are indifferent to their responsibilities , the whole programme is likely to be
ineffective and largely wasted.
Gandhi, (1970) has also accepted teachers as custodian of future” no
educational system can thrive well without the help of competent teachers.
Soners and southern, (1974), have discussed teachers effectivenss in
terms of contain qualities, according to them and effective teachers and their
problems, ability to explain things clearly so that students can easily
understand what is being thought, ability to make any subject interesting to
learn, ability to control the class, ability to ready and willing to help to
students when, they need and ability to fair as possible in dealing with
students.12
On the basis of opinion by the educator and expect in the field of
education the definition of teacher’s effectiveness which among as an
effective teacher is he who has clear concept of the subject-matter, ability to
write clear objectives for his courses, ability to organize learning materials,
ability to communicate his knowledge to the students successfully and to
deal with class room situations.
So, the importance of a teacher in the educational process is
unquestionable. The success and standard of any school depends directly in
the effectiveness of its teachers. There is an unprecedented need of effective
teachers to level the multitudes of school children and adolescents.
1.5 RATIONALE OF THE STUDYTeacher acts as a bridge between educational system and pupils. The
impact of any educational programme of innovation on the pupils operates
through the teacher. The success and standard of any school depends directly
occupy an important and crucial place in the doubt education system in
shaping an the destiny of any country. This is the reason that at the time
teachers are called as social engineers.
An effective teacher succeeds in producing desired changes among
the students through his teaching. He is satisfied with teaching as a
professional and able to accomplish the prefixed goals of teaching
effectively. Effectively teacher can contribute significantly in improving the
education.
13
Teachers effectiveness may depends on many variables. When a
teacher is satisfied with his hob and is motivated, he may try to use new
strategies, ideas etc, thereby affecting his effectiveness.
So, the present study is in aimed primarily at studying the level of
teachers effectiveness and mental health of and pvt & Govt. school teachers
relationship of the two variables with effectiveness teachers working in
school of Haryana.
1.6 TITLE OF THE STUDY:-
A study the effect of Mental health on teacher effectiveness of a Govt. and
Pvt. Primary School Teachers.
1.7 OPERATIONAL DEFINITIONS
i) Teaching Effectiveness:-
An effective teacher may be understood as one who helps in the
developments of basic skills, understanding of proper work habits, desirable
attitudes, value judgement and adequate personal adjustment of the students
9Ryan, 1969).
ii) Mental health as defined by kornhaused (1965) connotates those
behaviors, perceptions and feelings that determine a person’s overall level of
personal effectiveness, success, happiness and excellence of functioning as a
person.
14
1.8 OBJECTIVES OF THE STUDY 1. To study the level of teaching effectiveness of Pvt. & Govt. School
Teachers.
2. To study the level of mental health of Pvt. & Govt. School teachers.
3. To study the relationship between teaching effectiveness and mental
health of Pvt. & Govt. School teachers.
4. To compare the mental health of Pvt. & Govt. School teachers.
5. To find out the difference in teacher effectiveness scores of Pvt. &
Govt School teachers.
6. To study the effect of types of institution on teaching effectiveness of
teachers.
7. To study the effect of mental health on teaching effectiveness.
8. To study the two factors interactional effect of types of institution and
mental health on teaching effectiveness.
1.9 HYPOTHESES
Following null hypotheses will be tested:-
1. There is no significant relationship between teaching effectiveness
and mental health of pvt. school teachers.
2. There is no significant relationship between teaching effectiveness
and mental health of govt school teachers.
3. There is no significant difference in teaching effectiveness and mental
health of govt and pvt. Primary school teachers.
4. There is no significant effect the types of institute on teaching
effectiveness.
15
5. There is no significant effect of mental health on teaching
effectiveness.
6. There is no significant interactional effect of the mental health and
types of institutional on teaching effectiveness of primary school
teachers.
1.10 THE RESEARCH DESIGN
The research design sets up the frame work for the whole study. It
tells us what observations to make, how to make them and how to analyze
the quantitative representation of the observation. It suggest the direction of
observation making and analysis.
1.11 THE METHODIn accordance with the nature of present study, normative survey
method will be used for the collection of data. The tools will be administered
upon the sample and the date will be collective the investigator.
1.12 POPULATIONThe population for the present study comprises of al the teachers teaching in
Govt. & Pvt. Primary Schools of Haryana.
1.13 SAMPLE Sample for the present study comprises of 25 Pvt. & 25 Govt.
Teachers of Ten randomly selected Govt and Pvt. Primary schools of
Faridabad, Haryana.
16
1.14 TOOLS USED IN THE STUDY
Selection of tools is very important in any research study. If
appropriate tools are not used the investigator may be mislead and the efforts
of the investigators would go waste as he would not be able to achieve the
objective of the study. The following tools will be used in the present study
for the collection of the data.
S.No. Variables Tools used
1. Teachers effectiveness “ Teacher
effectiveness scale”
developed by Dr.
Promod Kumar and
Dr. D.N. Mutha
2. Mental health Mental health
inventory By Jagdish
& shirvastva
1.15 ANALYSIS OF DATA:-The data has been analyzed quantitatively by using following statistical
techniques:-
1. Mean
2. Standard Deviation
3. T. Ratio & F. Ratio
17
1.16 DELIMITATION1. The study has been confirmed to faridabad District Haryana.
2. The study has been further confined to 25 teachers of Govt. Schools of
Faridabad.
3. The study has been further confirmed to 25 teachers of Pvt. School of
Faridabad.
4. The study is delimited to 3 variable teachers effective and mental
health types of school. 9Pvt. & Govt Schools).
18
CHAPTER II
REVIEW OF THE RELATED LITERATURE
The search for related literature is one of the important steps in the research
process. It servers as a valuable guide in defining the problems, recognizing
its significance, suggesting promising data. Its gathering devices,
appreciating study design and sources of data. Its also helps to eliminate the
duplication of what has been done and provides useful hypotheses and
helpful suggestion for significant investigation.
The researcher has made an extensive study for reviewing the related
literature. Some of the important reports of research study, related to the
problems under investigation, to which the investigator was able to the lay
hands have been placed in three different categories and are reviewed here in
this chapter in relation to three variables taken for the present study.
The variables are:
(a) Teaching Effectiveness
(b) Mental Health
WANGOO n( 1984) Studied the personality and scholastic competence of
teacher as related to their effectives. The findings revealed that the
personality, adjustment, democratic leadership, a high degree of intelligence
and emotional control are the main characteristics that go whit teacher
effectiveness.
19
SUBBARAYAN (1985) Studies the relationship between teacher
effectiveness, Research and publication, and self-concept. He developed and
standardized a teacher effectiveness battery, compared the ratings of
students, colleagues and self, and students. The finding and self-concept.
Male and female teachers who have more years of experience do not differ
from those of less experience in general actors of teacher effectiveness.
PRAKASHRAM (1986) Studies the effect of school organizational climate
on teacher effectiveness, and the effect of school organizational climate on
teaching competency. The relevant. The relevant data were collected by
employing the school organizational climate description questionnaire by
Sharma, the general teaching competency scale by passi and lalitha, and
teacher effectiveness scale by Kumar and Mutha. The finding revealed that
better school climate affects teaching competency and teacher efftiectiveness
of the teacher.
SINGH (1987) Studies the teachers effectiveness and its correlates at higher
secondary stage in eastern U.P he compared teacher Effectiveness of male
and female teachers of urban and rural areas, their intelligence, scio-
economic status, attitude towards teaching profession and adjustment. He
found the relationship between teacher effectiveness and the selected
correlates, viz, intelligence, adjustment , attitude and SES and determined
the combined effect of the significant difference between male female
teachers are significantly related with intelligence, socio-economic status
and adjustment of the urban teachers, irrespective of sex.
SINGH (1993) Examined the effectiveness in relation to their sex, area, and
adjustment. He found that there exists a significant difference between male
20
and female teachers, the rural and urban teachers do not differ significantly
on their adjustment was significant.
AGGARWAL (1994) investigated the teachers effectiveness sof secondary
school teachers in terms of their disciplinary parental participation and
negligence in their own children’s academic activities. The findings revealed
that the teacher effectiveness of secondary school teacher is significantly
influenced by the extreme autonomous participation as parents in their own
children’s academic activities. Both effective as well as ineffective teachers
equally render disciplinary behaviour in their children academic activities.
BISWAS AND DE TINKU (195) studied the effectiveness of secondary
school teache in Tripura. The finding revealed that only male and female
teachers differed significantly on teacher effectiveness scale. It indicated that
the teachers belonging to the open climate differs significantly from those of
the autonomous, controlled and closed climate.
RAW (1995) studied teachers effectiveness in relation to creativity and
interpersonal relationship. There as on significant relation between
effectiveness and the income or years or service of the teachers whereas
significant difference are found between rural and urban teachers with
reference to interpersonal relationships.
SAXENA (1995) Studied the teacher effectiveness in relation to adjustment,
jab satisfaction and attitude towards teaching profession. Teacher
effectiveness scale and job satisfaction questionnaires by kumar and Mutha
(1985) were used for the collection of datas, related to teacher effectiveness
and job satisfaction. The finding revealed that both effective and ineffective 21
teachers are well adjusted, revealed that both effective and ineffective
teachers are well adjusted, derive satisfaction from their work and had
favorable attitude towards teaching profession.
SHAH (1995) undertook a study the determinants of teachers effectiveness.
The finding revealed that teachers effectiveness is influenced and effective
by different -2 independent variables. These variable are significant related
with the effectiveness in teaching.
SUGIRTHAM AND KRISHAN (1995) studied the effectiveness of teachers
of girls higher secondary schools in tuticorin. It was concluded that there is
significant difference among the different classed handled by the
respondents, there is significant difference among different qualification of
respondents on teacher effectiveness.
MENDIRATTA (1999) studied the effectiveness of assistant teachers in
relation to school climate. School organization climate description
questionnaire by Halpin and croft and teachers effectiveness scale by kumar
and Mutha were used for collection of data. The finding revealed that the
effectiveness of assistant teachers is positively related to the factors of
school climate.
PANDEY AND MAIKHURI (1999) Studied the effective and ineffective
teachers sttitudes towards teaching profession with references to their age
and experience by kumar and Mutha and attitude towards teaching scale by
Katti and Bannur. The findings revealed that there is no significant
difference between effective teacher attitude is positive towards teaching
22
profession than low experience ineffective teachers, age of effective teacher
is not a differentiating factor in their attitude towards teaching profession.
ACHINTA YAJNIK (1997) Dept. of Psychology, B.D. Arts College,
Ahmedabad, She worked on mental health of Saints and artiste. Artists
scored significantly higher on MHI than saints and controls. Saints had
minimum score on mental health. However, Frined’s contention was not
substantiated as further multivariate analysis of the components of mental
health suggested that saints lowest scoring on mental health was due to their
significantly low scoring on positive self evaluation which implied theunder
evaluating about themselves underlying their perfectionist ideas of Divine
Discontent.
ANJU L. SINGH , INDRAMANI L. SINGH AND TRAYAMBAK
TIWARI (1997), Department of psychology, Banaras Hindu University,
Varanasi. She worked on effect of feedback on mental health workload and
monitoring performance in flight simulation task. In sum the obtained results
suggest that feedback of performance does not reduce mental workload
across sessions causing automation – induced complacency.
B.T. LABHANE (1998), Department of Psychology vidyawardhini sabha’s
Arts. Sci and Com. College, Dhule maharashtra. She worked on the effect of
school environment on mental health among school going children. The
study revealed that there was significant difference between Boy’s and girls
school environment and mental health. It is found that there was difference
between poor school environment and best environment in mental health.
23
DAS, MAHAPATRA J. (1989) A study of the mental health of teachers
serving in the primary schools of Puri town.
(1) The School- load on a large section of teachers was heavy,
(2) Their relationship with authority was not good.
(3) Student’s respected teachers.
D.J. DAREKAR AND PRADNYA DAREKAR (1998), department of
psychology, waghire college. Saswad, Dist Puna. He worked on se and
effect with reference to Konkan region of Maharaswhtra.
1) There is no difference the mental health of the two group of farmers.
2) Small farmers from SEZ affected group are having high stress and poor
mental health.
3) Marginal farmers of both the group are very poor on their mental health.
4) Non SEZ farmer are showing fear and emotional instability for their
mental health.
5) Somatic mental health is severely poor among both the group.
6) SEZ policy is responsible for their poor mental health.
ICMR, worked on integration of mental health care with general health care
facilitated the formulation of the notional mental health programme and
contributed directly to the implementation of the national programme by
developing suitable modules for integration of basic mental health.
ICMR, worked on the study of acute psychosis led to inclusion of a new
diagnostic category in ICD -10 the council has developed measurement tools
for health such as for assessment of quality of life at the individual, family
and community level and also developed measures of psychosocial stress.
24
ICMR worked on the centre for advance research on health consequences of
earthquake disaster with special reference to mental health found that there
was excess psychiatric morbidity in earthquake affected marathwada region
as compared to control areas.
JITENDRA V. PATEL, REKHA MEHTA AND DINESH PANCHAL
(1998) Arts college, Lawana, Gujarat, Sheth K.J. Pates Mahila sankar arts
college Nanikadi, Gujarat, Dept of Psychology, Gujarat University,
Ahmedabad. He worked a study of mental helath and death anxiety of
institutionalized and non instituonalized aged male and female on mental
health and death anxiety score. Significane difference was also found
between non-institutionalized aged male and female on mental health and
death anxiety score.
JOSHI, R.S. (1979) A study of mental helath movement in education and its
implications for secondary schools in Greater Bombay.
(1) To give a retrospect of the community’s changing attitude to mental
health.
(2) To Describe the mental health movement abroad and in India.
KAMAU, Catherine WANJIKU (1992) Burn-out, locus of control and
mental health of teachers in the eastern province of Kenya.
1) Male teacher were emotionally over extended, exhausted, internally
controlled, anxious callous towards student’s and personally
accomplished but less capable of establishing constructive
relationship, however they were more capable of coping with stresses
than female teachers.
2) Urban teachers were emotionally over extended, exhausted, internally
controlled, anxious and had a low level of mental health.25
KATHARINA WINKELMANN BERLIN SCHOOL PSYCHOLOGY,
GERMANY (1999), He Worked enhancing teacher’s mental well-being in
dealing with class room behavior problems. The study examined the
potential advantages and possible disadvantages of such a training course
for teachers. It is based on a group of eight teachers who reflected and
assessed the daily problems they experienced as individuals, in such a way
that they gained knowledge and personal relief and in particular, gained
greater competence in their day-to –day teaching routines.
MAHAMOOD S. KHAN BAHMAN KARD TAMINI, MALIK ROSHAN
ARA AND MAHAMOOD ALI MAHMOOD FAR (1999), Department of
Psychology A.M.U Aligarh, he worked mental health and life satisfaction
among Iranian Indian university students’ A comparative study. The
findings suggest that further research should be done on student’s mental
health and life satisfaction, especially cross-cultural studies.
NARENDRA DESHMUKH L.V.H. COLLEGE
PANCCHAVATI,NASHIK-3, (1999), He worked life satisfaction and
mental health. Physical health of CHD patients. It was found that parameter
life satisfaction mental health ended aspects work significant for this
purpose researcher used the univariate analysis of co-variance statistical
technique.
SARIKA NIGAM, PAYAL SINGH, NEHA VERMA (2000). Depatment
guideless & counseling, J.N.M.M.C., Kanpur. She worked the study of
mental health of adolescence of working and non-working mother the living
with spouse and living Alone : a comparative study.
The finding that the results indicate that adolescents whose mothers are
living with spouse and are working differ significantly on mental health 26
from these adolescents whose mothers are working and are working differ
significantly from the mental wealth of adolescents whose mothers are not
working. Possible causes of the results are discussed.
SINGH, HGARINAM (1989) A Study of factors influencing buen-out in
teachers.
(1)The various burn-out factors were positively related.
(2)Same of the demographic factors were related to different factors of
born-out.
SUSHANT SANDEEP VAIDYA (2000), Post graduate department of
psychology.. bhonsala military college, nashik, Maharashtra. He
worked a comparative study iof mental health of HIV infected and
non-infected individuals it was found that the HIV infected males had
better adjustment-abilities in relation to mental health than HIV
infected females, HIV non-infected females had better adjustment-the
HIV non-infected males and to mental health than HIV non-infected
individuals.
27
CHAPTER -III
THE REASEARCH DESIGN
The research design sets up the frame work for the whole study. It tell
us what observation to make, how to make how to make them and how to
analyses the quantititative representation of the observation. It suggest the
direction of observation making and analysis.
According to Johanda and cook , a research design is the arrangement
of conditions for collection and analysis of data in manner aims to combine
the relevance to the research purpose with economy in procedure.
In this chapter, a brief outline of the method used in condition the
research, population ,sample , tool used , the procedure adopted for the
collection of the data along with the statiscal techniques applied is given.
3.1 THE METHOD :-
In accordance with the nature of present study, normative survey
method will be
used for the collection of data. The tools will be administered upon the
sample and the date will be collective the investigator.
3.2 POPULATION :-
The population for the present study comprises of all the teachers
teaching in Govt. & Pvt. Primary school of Haryana.
28
3.3 Description of the Population:-
For the efficient administration and supervision of twelve hundred
Govt. Primary School in Haryana , the Haryana Govt. has divided Haryana
in to twelve block, each block block has it’s block office headed by Block
Education Officer and has on an average eighty primary school mean there
about 46,500 Govt. Primary School an there about 1,16,000 Private School
in Haryana and each school have among average 5-8 teachers.
3.4 SAMPLE :-
Sample for the present study comprises of 25 Pvt. & 25 Govt. teachers
of ten randomly selected Govt. and Primary School of Faridabad, Haryana.
3.5 Selection of the School:-
For drawing about the sample the investigator proceeded the
following manner:-
Of the twelve block in haryana the investigator selected faridabad
block, haryana for the study.
From faridabad block , Haryana Five Govt. Primary School and Five
Pvt. Primary School selected randomly.
29
Table no- of 3.5: List of selected School :-
Sr. No Name of the Primary Schol1. Govt. Primary School , Tigon , Faridabad
2. Govt. Primary School , Sadpura , Faridabad3. Govt. Primary School , Neemka , Faridabad4. Govt. Primary School , Navada , Faridabad5. Govt. Primary School , Bhuapur , Faridabad6. Pvt. Primary School , Tigon , Faridabad7. Pvt. Primary School , Sadpura , Faridabad8. Pvt. Primary School , Neemka , Faridabad9. Pvt. Primary School , Navada , Faridabad10. Pvt. Primary School , Bhuapur , Faridabad
Five teachers from each of the selected ten schools, teaching classes
from
1-5th, where choosing. Wherever there ware more then one section of any
class, only one teacher of any section was considered for the data collection.
Each teacher was administered teaching Effectiveness Scale (TEST), Mental
health (MH). Thus, in all fifty were selected for the present study.
3.5 TOOLS USED IN THE STUDY:-
Selection of tools is very important in any research study. If
appropriate tools are not used the investigor may be mislead and the efforts
of the invertigator would go waste as he would not be able to achieve the
objectives of the study. The following tools will be used in the present study
for the collection of the data.Sr. No Variables Tools used1. Teacher Effectiveness “Teacher Effectiveness Scale”
developed by Dr. Promod Kumar and Dr. D.N. Mutha
2. Mental Health Mental Mealth inventory By Jagdish
& Shrivastva.
30
3.6 DESCRIPTION OF THE TOOLS USED :-
The following tools have been used in the study.
3.6.I Teachers Effectiveness Scale
Teacher Effectiveness scale (TES) developed by kumar and Mutha
(1974). The present likert types scale has been developed for identifying
effective and ineffective teachers. The teacher effectiveness Scale (TES)
consists of 69 highly discriminating items related to eleven teaching aspects
as follows:-
Information Source
Motivator
Disciplinarian
Advisor and Guide
Relationship with pupils, Fellow , teachers and
Principals.
Teaching skill
Co-curricular Activities
Professional knowledge
General appearance and habits in relation to
classroom.
Classroom management
Personal Characteristics
Reliability
The split half reliability (Correlating the odd even items) the scalw,
applying the spearman- Brown firmula has been found to be 0.67.
31
Validity
For answering the items of Teacher effectiveness questionnaire there
were 5 alternative namely: Strongly Agree , Agree, undecided, Disagree and
Strangely Disagree . The respondents were asked to choose one of the
alternatives which they considered most appropriate and put a ( ) in the
space provided for it against each item.
3.6.2 MENTAL HEALTH:-
The concept of mental health is a old as human being. In recent years
clinical physiologists as well as educationists have started giving proper
attention to the study. To the study of mental health. How ever , in India,
relatively very few work has been conducted.
Mental health as defined by Kornhauser (1965) connotates those
behavior , Perceptions and feeling that determine a person’s overall level of
personal effectiveness, success, happiness and excellence of functioning as a
person. It depends on the development and retention of goald that are
neither too high nor too low to permit realistic successful maintenance of
belie in one’s self worthy, effective human-being person is firm in his
intentions and is least disturbed by strains and stresses of day-to-day life.
Thus the concepts of mental health takes a ‘Gestalt’ view of the
individual. It incorporates the concepts of personality characteristics and
behavior all in one. It may also be understood as the behavioral
characteristics of the person. A mentally healthy person shows a
homogenous organization of desirable attitudes, healthy values and
righteous self-concept and scientific perception of the world as a whole. 32
Several psychologists like Erickson (1936), Rogers ( 1969) , Hurlock ( 1972)
have expressed their view in a similar tone. A mentally sound or healty
person should also be understood as a dynamic and conscientious person
who found to be reasonably rational in the choice of means for the
realization of this or per pious ends (Anand 1988). So mental health is an
attitudinal concepts towards ourselves and others (lehner & kubs, 1962). It
also present a humanistic approach towards the understanding and
assessment of the self, positive feeling, attitudes towards self and others.
After reviewing the literature in this field (Jahoda, 1959
Maslow & Mittleman , 1951; Rogers, 1961; Whitaker, 1970)
Following six popular indices of mental health were finally selected
for my work.
(1) emotional Stability
(2)Over-all Adjustment
(3)Autonomy
(4)Security-Insecurity
(5)Self-concept
(6) Intelligence.
A Brief description of each of these indices is a under:
1) Emotional stability :-
It refers to experiencing subjective stable feeling which have
positive or negative
Values or the individual.
33
2) Adjustment ;-
It refers to individual’s achieving a overall harmonious alance
between the demands of various aspects of environment, such as home,
health, social, emotion and school on the one hand and cognition on the
other hand.
3) Autonomy :-
It refers to a stage of independence and self-determination in
thinking.
4) Security-Insecurity :-
It refers to a high (or low) sense of safety, confidence, freedom
from fear, apprehension or anxiety particularly with respect to fulfilling the
person’s present or future needs.
5) Self-Concept:-
It refers to the sum total of the person’s attitudes and
knowledge towards himself and evaluation of his achievements.
6) Intelligence :-
It refers to general mental ability which helps the person in
thinking rationally.
7) Reliability :-
Both temporal stability reliability and internal consists
reliability of MHB were computed. The details are given in table 1:-
34
TABLE 1
Reliability Coefficient of MHB
Mean Age N Test-Retest odd-even
Reliability (Whole Length)
Reliability
Part 1: Emotional sability rtt=876 rtt=.725Part 2: Overall Adjustment rtt=.821 rtt=.871Part 3: Autonomy 1.5.6 yrs 102 rtt=.767 rtt=.829Part 4: Security-Insecurity rtt= .826 rtt=.829Part 5: Self-Concept rtt=.786 rtt=.861Part 6: Intelligence rtt=.823 rtt=.892
Note :- All correlation values were significant (P<.01)
35
Validity :-
MHB was validated against the tests developed earlier. Part 1 of
MHB was validated against Emotional Stability test developed high school
Adjustment Inventory (HSAI) developed earlier by Singh and Sen Gupta
( 1987) and Hindi adaptions of Bell’s adjustment inventory by Mohsin.
Shamshad and Jehan (1967) for Part III and part V construct validity was
computed. Part IV was validated against Neuroticism Scale of MPI as
adapted by Jalota & Kapoor (1975) like, Part VI was validated against
Jalota Group General Mental ability Test(1976). Only relevant parts of MHB
with suitable criteria were given to the random sample of 12. the standard
instructions of the test criteria were followed. The details are given in table
2.
TABLE 2
Validity co-efficient of MHB
Part of MHB N Concurrent Validity Parts of MHB NConstruct Validity
Part I : ES .673*Part II:QAPart III:SI 102 .704* Part III :AY 102
.681*Part IV: IG Part V :SC
.821* .601*
.823*
*P< .01.
36
3.7 Scoring Procedure of the Tools
3.7.1 Teaching Effectiveness Scale
All the 69 items of the scale are positively worded. Each items
alternative is assigned a weight ranging from [ Strongly agree (5) ]
Agree (4) undecided (3), Disagree (2), strongly disagree (1) to 1. The
teaching effectiveness score of a subject is the sum total of item scores of the
items. The theoretical range of scores is from 69 to 345 with the higher score
indicating the greater degree of effectiveness.
MENTAL HEALTH SCALE
The scoring of MHB comprises of two sections-section A and Section B.
SECTION A-
Item Nos. 1 to iv of preliminary information should be given weight to
determine socio-economic status (SUS) of the examinee A, B, C, and D of
item No. II, III each should be given the score 1,2,3, and 4, respectively
whereas A,B,C,D, and E, of item No.1 should be given a score 5,4,3,2, and
1 respectively.
SECTION-B
The answer of those times (in each part) which tally with the answers given
in the scoring key would be given a score if +1. If they don’t tally they will
be given a score of zero.
37
ADMINISTATION OF THE TOOLS
The investigator visited each school. She took the permission of Director of
education and took permission of principals for the collection of data. To
ensure better response, co-operation, genuine interests and personal contact,
the investi-gator contacted the personnel of each school. The investigator
had to ensure the teachers that their responses would be kept confidential.
Instructions were read out to the teachers regarding filling the questionnaires
schedules teachers effectiveness Sscie, the investigator will administrator the
two tools i.e. teaching effectiveness scale and M.H.B. to the sample and
collect of data.
ANALYSIS OF DATA
The data has been analyzed quantitatively by using following statistical techniques.
MEAN OF AVERAGE
It is the sum of all observations divided by the total number of observations
with the help of mean we can analyze that whether the performance of an
individual is above average of below average:
Mathematically it is intercepted as
X = ∑X/N
X = denotes mean
∑X = Sum of observations38
N= No. of Observations
ii) Standard Deviation
It is used to find the degree of dispersion of items from the central value.
SD.
X- denotes deviation from the actual mean denotes standard deviation.
N = denotes No. of observations.
iii) Correlation:
The co-efficient of correlation is that one ratio which express the extent to
which changes in one variable are accompanied by or are dependent upon
changes in the other variable.
For the present study the investigator has computed co-efficient of
correlation using person’s product moment method.
R = ∑XY/ ∑X2. ∑Xy2
Which X and Y are the deviations from the actual mean and ∑X2 an ∑X2 the
sums of the squred deviation in the X and Y taken from two mean.
39
TEST:- ‘t’ test for measuring the significance of difference was also used the
following formula was used for the purpose:
“T” = D/SED
(Where ) D = > Difference between two means.
SED- = > Standard error of mean difference
Now SED
S1 = > Standard deviation of first sample group.
N1= > Total no. of frequencies of first sample group.
S2= > Standard deviationof second sample group.
N2= > Total no. of frequencies of second sample group.
F- TEST
The analysis of variance is an important method of dividing the variation
observed in experimental situation into different part each part assignable to
know source, cause of factor. This method is devised by R.A. Fisher in
1928. It is also know as F-test, the F stands for fisher. This F-test on analysis
of variance method is an improvement over ‘t’ test. The ‘t’ test is used for a
ascertaining the significance of difference of two means while F-test is used
for testing the significance of difference more than two means
simultaneously. The ‘t’ test evaluates the significance of difference between
variances only while F-test examines both between or among variance as
well as within variances. The analysis of variances is associated with the
40
design of experiments. Since R.A. Fisher time it has found wide application
in many areas of experimentation.
F-TEST as improvement over ‘t’ test:-
The ‘t’ test is used for evaluation the significance of the difference between
two means. It this type of test between variance of two means is taken into
consideration only. The difference between two group may be attributable to
within variance not only by between variances.
Advantages of Analysis of variances technique:-
This statistical technique has the following advantage in research and
measurement.
(1) It is an improved technique over the ‘t’ test or z-test. It evaluates both
types of variance between and within.
(2) This technique is used for ascereral group of treatment at a time. It is
an economical device.
(3) It involves more than one independent variance in studying the main
effects and interaction effects.
(4) The experiemental designs-simple random design and levels x
treatment designs are based on two way analysis of variance
technique.
(5) It ‘t’ is not significant, F-test must be followed to analysis the
difference between two means. It may be due to with in variance
difference.
41
Formula of F-ratio
F = MSB/MSW
Where
MSB = > Mean sum of square between group.
MSW= > Mean sum of square within group.
42
CHAPTER IV
ANALYSIS AND INTERPERTATION OF THE DATA
The data as such has no meaning unless these are analyzed and
interpreted. Analysis of the data means studying the tabulated material in
order to determine the inherent facts or meaning. It involves breaking up of
complex factor into simplest part and putting them in new arrangement for
the purpose of interpretations. The analysis helps the investigator to interpret
the data correctly and precisely and to draw conclusion.
Statistical operations are a major bid for the data analysis and
interpretation. Robert Burgers defines the utility of statistics as follows: “the
fundamental goal of statistics is to push back the domain of ignorance,
prejudice, rule of thumb, arbitrary and pre-mature decision, traditions and
dogmatism and to increase the domain in which decisions and principles are
formulated on the basis of analyzed quantitative facts.”
There is large number of statistical procedure that one can use
to analyze the data. For the present study also the investigator has use a
number for statically measure namely, mean, weight mean, standard
deviation and co-efficient correlation for analyzing the data obtained from
the administration of in ht present chapter and interpretation has been
presented in three parts as follows :-
Part 1:- This parts deals with finding out the table of teaching
effectiveness and mental health of the Govt. and Pvt. Primary School
teachers.
43
Part 2:- This part deals with finding out the relationship between
teaching effectiveness and mental health of the Govt. and Pvt. Primary
School teachers.
Part 3:- Study of mean difference in teaching effectiveness score
in relation to mental health and types of institution.
The sample under study consist of 50 teachers, division of
sample according to variable is as given below :
A)
Types of Institution
Pvt. School Govt. School
B) Mental Health
Poor mental Health Good Mental Health
44
Teachers
Private School Teacher Govt. School Teacher
Good Mental Poor Mental Good Mental Poor Mental Health Health Health Health
PART- I
LEVEL OF TEACHING EFFECTIVENESS AND MENTAL HEALTH PVT. AND GOVT. PRIMARY SCHOOL TEACHERS:
4.1 LEVEL OF TEACHING EFFECTIVENESS OF PVT. AND GOVT. PRIMARY SCHOOL TEACHERS:
Objective – 1 st To study the level of teaching effectiveness of Pvt. And Govt. Primary school teachers.
For finding the level of teaching effectiveness of Pvt. And Pvt. Primary School teacher, means & Standard Deviation were calculated value are shown in the table(1).
45
TABLE (1)Level of teaching effectiveness of Pvt. And Govt. primary school
teacher:
Sr. no Variable N Mean S.D1
A.
B.
Teaching Effectiveness
Govt. Teachers
Pvt.. Teachers
25
25
340
312
16.27
19.84
From the table (1), IT May be Percived that the mean score of Pvt.
And Govt. Primary School teachers for the variable effectiveness is
312 & 340and S.D is 19.84 &16.27, it may interpreated that the level
of effectiveness of the teaching effectiveness on the Govt. and Pvt.
Primary School teachers it above average. It implies that the Govt.
and Pvt. Primary School teachers are effective, in their task of
teaching and related aspects.
For further analysis of the data related to effectiveness, in accordance
withindividual scores of the respondents on the variable,
The teachers were classified in fie different catogaries, namely, very
effective, effective, average, ineffective and very ineffective
46
Table (2)The distribution of pvt. Primary school teacher, according to their teaching
effectiveness
FIG. 1 : Pie-diagram showing the distribution of pvt. Primary school Teachers. According to their Teaching Effectiveness.
Sr. No.
Categories of Effectiveness Number of pvt. Teachers
Percentage of teachers
1 Very Effective 20` 802 Effective 04 163 Average 01 044 Ineffective 00 005 Very ineffective 00 00
47
TABLE 3
The Distribution of Govt. Primary School teachers, according to their teaching effectiveness
FIG. 2: Ple-Diagram Showing the Distribution of Govt.Primary School
Teaches. According to their teaching Effectiveness.
4.2 LEVEL OF MENTAL HEALTH OF GOVT. AND PVT. PRIMARY
SCHOOL TEACHERS-
Objective (2) : To study the level of mental health Pvt. And Govt. Primary
School teachers.
For finding the level of mental health of pvt. And Govt. primary school
teacher, mean and standard deviation were calculated were calculated. The
calculated value are shown in the table.4.
Sr. No.
Categories of Effectiveness Number of pvt. Teachers
Percentage of teachers
1 Very Effective 25 1002 Effective 00 003 Average 00 004 Ineffective 00 005 Very ineffective 00 00
48
Table (4)
LEVEL OF MENTAL HEALTH OF PVT. AND GOVT. PRIMARY SCHOOL TEACHERS-
Sr. No. Variable N Mean S.D1
A
B
Mental Health
Govt. Teachers
Pvt. Teachers
25
25
93
89
7.48
8.30
From the tabl;e (4) it may be perelved that the mean score of pvt. And Govt.
Primary School teacher for the variable mental health is 89 & 93 and S.D is
8.30 & 7.48 it may be interpreted that the level of mental health of the pvt.
And Govt. Primary school teacher is above average.
It implies that the Govt. and Pvt. Teachers working in Pvt. And Govt.
School are effective, in their task of mental health and related aspects.
For further analysis of the data related to mental health in accordance with
individual score of the respondent on the variable bwlow p50-poor and
above p50-good.
49
TAVLE (5)THIS DISTRIBUTION OF PVT. PRIMARY SCHOOL TEACHER ACCORDING TO THEIR MENTAL HEALTH.
Sr. No. Level of Mental health
No. of Pvt. Primary school teacher
Percentage of teacher
1.
2.
Good Mental Health
Poor Mental health
12
13
48
52
From the table (5) it is found that out of 25 Pvt.
Primary School teachers 12 have good mental health and 13 have poor mental health.
TABLE (6)
THIS DISTRIBUTION OF GOVT. PRIMARY SCHOOL TEACHER ACCORDING TO THEIR MENTAL HEALTH.
Sr. No. Level of Mental health
No. of Govt . Primary school teacher
Percentage of teacher
1.
2.
Good Mental Health
Poor Mental health
13
12
52
48
From the table (6) , it is found that our of 25 Govt. Primary School Teachers 13 have good mental health and 12 have poor mental health.
50
PART-II
4.3 RELATIONSHIP BETWEEN TEACHING EFFECTIVENESS AND
MENTAL HEALTH.
Objective (3) :- To study the relationship between teaching effectiveness and
mental health.
To test the hypothesis the co-efficient of correlation was computed Between
teaching effectiveness and mental health. Scores using product moment
method. The calculated value is shown in the table.
TABLE (7)
RELATIONSHIP BETWEEN TEACHING EFFECTIVENESS AND MENTAL HEALTH OF GOVT. PRIMARY SCHOOL TEACHERS.
.Sr. No. Variable N Mean S.D r-
TE & M1 Mental Health 25 340 16.27 0.834
(Govt.) mental
2. Health (Govt.)
25 93 7.48 (S)*
*S Significant at 0.05 Level.
It may be perceived from table (7) that the value of coefficient of correlation
between teaching effectiveness and mantel health. It is clear that “r” is
significant at both level. Therefore Hypotheses that there is no significant
relationship between Teaching Effectiveness and Mental Heath of Govt.
Primary School Teachers is rejected and it is concluded that Hence their
exist positive relationship between teaching effectiveness and mental health.
51
TABLE (8)
RELATIONSHIP BETWEEN TEACHING EFFECTIVENESS AND
MENTAL HEALTH OF PVT. PRIMARYY SCHOOL TEACHERS.
Sr. No. Variable N Mean S.D r- TE & M
1 Teaching Effectiveness (Pvt.)
25 312 19.84 0.751
(mental 2. Health (Pvt.) 25 89 8.30 (S)*
*S Significant at 0.05 Level.
It may be perceived from table (8) that the value of coefficient of correlation
between teaching effectiveness and mantel health. It is clear that “r” is
significant at both level. Therefore Hypotheses that there is no significant
relationship between Teaching Effectiveness and Mental Heath of Govt.
Primary School Teachers is rejected and it is concluded that Hence their
exist positive relationship between teaching effectiveness and mental health.
52
PART-III
4.4 (1) TO COMPARE THE MANTAL HEALTH OF PVT. AND GOVT. PRIMARY SCHOOL TEACHERS.
Objective (4) :-
To compare the mantel health of pvt. And Govt. primary School teachers.
TABLE (9)Sr. No.
Variable N Mean S.D r- TE & M
Significant
1
(A)
(B)
Mental Health
Pvt.
Govt.
25
25
84
93
8.30
93
2.015
7.48
Significant
From the table (9), it is clear that “t” value is significant. Hence the null
Hypotheses that the is no significant difference in mental Health of Govt.
and Pvt. Primary School Teachers is rejected and it is conclude that there is
exist difference between the Mental Health of Govt. and Pvt. Primary School
Teachers.
(2) To COMPARE THE TEACHING EFFECTIVENESS OF PVT. AND GOVT. PRIMARY SCHOOL TEACHERS.
OBJECTIVE (4) :- To compare the teaching effectiveness of Pvt. And Govt. school teachers.
53
TABLE (10)
Sr. No.
Variable N Mean S.D r- TE & M
Significant
1
(A)
(B)
Teaching Effectiveness
Pvt.
Govt.
25
25
312
340
19.84
16.27
4.006 Significant
From the table (10), it is clear that “T” value is significant. Hence the null
Hypotheses that there is no significant difference in Teaching Effectiveness
of Govt. and Pvt. Primary School Teachers is rejected and it is conclude that
there is exit difference between the Teaching Effectiveness of Govt. and Pvt.
Primary school Teachers .
PART-IV
4.5 STUDY OF MEAN DIFFERNCE IN TEACHING EFFECTIVENESS
SCORE IN RELATION TO MENTAL HEALTH AND TYPES OF
INSTITUTIONAL
Objectives:-
to study the effect of types of institution on teaching effectiveness of
teachers.
5. To study the effect of types of institution on teaching effectiveness of
teachers.54
6. to Study the effect of mental health on teaching effectiveness.
7. To Study the two factors international effect of types of institution and
mental health on teaching effectiveness.
Sources DF S.S M.S F Significant`
Types of
institution
(A) Teaching
Effectiveness
(b) Mental
health
(2-1) =1
(2-1) = 1
120813.16
116343.26
120813.16
116343.26
204.47
196.90
S*
S*
AXB (2-1)
(2-1)
=1x1=1
119495.56 119495.56 202.23 S*
Between (4-1) =3 117660.86 39220.29 66.38 S*
Within 46 27144 590.87 - -
1). From table (11),it is clear that caluclauted value of F to study the main
effct of A, i.e. type of institution on teaching effectiveness is significant at
both levels. Hence null hypotheses there is no significant effect the type of
institution on teaching effectuveness is rejected and it is concluded that type
of institution has effect on teaching effectiveness.55
2) From table (11), it is clear that calculated value of F to study the main
effect of B, i..e. Mental health on teaching effectiveness is significant
at both levels. Hence null hypothess there is no significant effect of
mental health on teaching effectiveness is rejected and it is concluded
that type of institution has effect on teaching effectiveness.
3) From the table (11) it is clear that calculated value of F for interaction
effect of A*B, i.e. type of institution & mental halth is significant at
both levels. Hence null hypotheses there is no significant international
effect of the mental Health and type of institution on teaching
effectiveness of primary school teachers is rejected and it is concluded
that type of institution and mental health in interaction.
56
CHAPTER (V)
SUMMARY & CONCLUSIONS
The teacher Is not an instructor or taskmaster, he is a helper and a guide. His
business is to suggest and not to impose. He does not actually train the
pupils mind, he only shows him to perfect his instruments of knowledge and
helps and encourages him in the process. He does not impart knowledge to
him, he shows how to acquire knowledge for himself. He does not call forth
the knowledge that is within, he only show him where it lies and how it can
habituated to rise to the surface.
Teachers cooupy a palace of paramount importance in any system of
education and hold a great responsibility of shaping the destiny of the
nation. This is the reason that at times teachers are called social engineers.
Infact, the quality of school education is the direct consequences and
out come of the quality of teachers as whatever policies may be laid down in
the ultimate. Analysis they have to be interpreted and implemented by
teachers a such through teaching learning process. Thus an effective or
efficient teacher is amongst the foremost factor contributing to educational
refinement and improvement. It is the teacher around whom the whole
system of education resolves.
The importance of teacher in the educational process is unquestionable. How
ever, he entire edifice of education is shaky if the teacher is weak and
ineffective. An effective teacher is amongst the foremost factors contributing
to educational improvement which we are trying hard to achieve. There is
57
and unprecedented need for effective teacher to level the multitudes of
school children and adolescent.
5.1 TEACHING EFFECTIVENESS:-
Education is a tripolar process. At the one end stands the (Educator) teacher,
on the second, learner, (educand) and on the third, the contain. What
transpires between the teacher and taught is education. It basically affects
modification in the natural endowment of the child, who s the learner.
Modification as a net result or out come of education required to factors:
One who beings out the modification; and
The other in whom this modification is beings out
While engaged in the process or educating, the educator or teacher, not only
transmit some curricular contains but transfer his own personality . This
transference is either automatic or deliverate. Generally the transference of
personal it is unintentional and unplanned, what there is little denying the
fact that it does take place. Thus an educative process the communication
between the two the teacher and learner both forming two pieces of the
triangle. There is certainly some contain value transpiring between these
two. The outcome of this academic exercise is the modification or change
for the better in the learner.
The teacher is obliged to transplant the best in him on the people in
other to make him a better human being, who can suitably fit himself to
socio-cultural milieu of the country. One who does it more usefully and
forcefully. Can claim to be an effective teacher and who fails to does as is of
little consideration as such. Thus, a teacher to claim effectiveness in his 58
calling, must pass on the contains to the target group to see that the modus
operendi passing the learning matter gets in to the learner and shows its
resulting an obvious manner. It causes changing the overt and convent
behaviour of the learner. It causes changing the overt and convent behaviour
of the learner, for learning is nothing but a change in the behaviour of the
people suiting the social and culture expectations and norms of the society of
which he is a member. The better and more manifested this change in the
students, the more effective is the teacher.
Teaching effectiveness has been taken as an integrated force produced
by some extrinsic and intrinsic or both factors deriving the teachers to
involve in their expected roles in educational. The teacher is obliged to
transplant the best in him on the pupil in order to make him a better human
being, who can suitably fir himself to scoiocultural millie of the country.
One who does it more usefully and forcefully can claim to be an effective
teacher and who fails to be so is of little consideration as such.
Thus a teacher to claim effectiveness in his calling, must pass on the
contents to the target roup to see that the modus operandi passing the
learning matter gets into the learner and shows its result in an obvious
manner. It causes change in the overt and convert behaviour of the learners,
for learning is nothing but a change in the behaviour of the pupil suiting the
social and cultural expectations and norms of the society of which he is a
member. The better and more manifest this change in the students, the more
effective is the teacher.
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5.2 MENTAL HEALTH
The concept of mental health is as old as human beings. In recent years
clinical psychologists as well as educationists have started giving proper
attention to the study of mental health. However, in India, relatively very
few work has been conduted.
Mental health as defined by Kronhauser (1965) connotates those behaviors,
perceptions and feelings that determine a person’s overall level of personal
effectiveness, success, happiness and excellence of functioning as a person.
It depends on the development and retention of goals that are neither too
high not too low to permit realistic successful maintenance of belief in one’s
self as worthy, effective human-being (Lakshminarayanaa & Prabhakaran
1993). So a mentally healthy person is firm in his intentions and is least
disturbed by strains and stresses of day-to-day life.
Mental health takes a Gestalt view of the individual. It incorporates
the concepts of personality characteristic and behaviour all in one. It may
also be understood as the behavioural characteristic of the person. A
mentally healthy personal shows a homogeneous organization of desirable
attitudes, halthy values and righteous self concept and scientific perception
of the world as a whole. A mentally sound or healthy. Person should also be
understood as dynamic and conscientious person who is found to be
reasonably rational in the choice of means for the realization of his or per
pious ends so mental health is an attitudinal concept toward ourselves. It
also presents a humanistic approach towards the understanding and
assessment of the self, positive feeling, attitudes towards self and others.
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5.3 RATIONALE OF THE STUDY
Teacher acts as bridge between educational system and pupils.
The impact of any educational programme of innovation on the pupil
operates through the teacher. The success and standard of any school
depends directly on the quality of it’s teachers. There is no doubt that
teachers occupy an important and crucial place in the education system in
shaping the destiny of any country. This is the reason that at time teachers
are called as social engineers.
An effective teacher succeeds in producing desired changes among
the students through through his teaching. He is satisfied with teaching as a
profession and able to accomplish the prefixed goals of teaching effectively.
Effectively teacher can contribute significantly in improving the education.
The teachers effectiveness may depends on many variables. When a teacher
is satisfied with his hob and is motivated, he may try to use new strategies
methods, ideas etc. thereby affecting his effectiveness.
So, the present stud is in aimed primarily at studying the level if
teachers effectiveness and mental health of and Pvt. & Govt, School teachers
relationship of the two variables with effectiveness teachers working in
school of Haryana.
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5.4 TITLE OF THE STUDY
A Study the effect of Mental health on teacher effectiveness of Govt. and Pvt. Primary school teachers.
5.5 OPERATIONAL DEFINITIONS:-
1) Teaching Effectiveness
An effective teacher may be understood as one who helps in the
development of basic skills, understanding of proper work habits,
desirable attitudes, value judgment and adequate personal adjustment
of the students (Ryan, 1969)
In the world of Ryans, “ if competent teachers can be obtained
the likelihood of attaining desirable educational outcomes is
substantial. On the other hand, although schools may have excellent
material resources in the from of equipment, building and excellent
material resources in the from of equipment, building and text books
and although curricula may be appropriately adopted to committed
requirement, it the teacher are misfit or are indifferent to their
responsibilities, the whole programme is likely to be ineffective and
largely wasted.
Soners and Siuthern, (1974) have discussed teachers effectiveness in
terms of contain qualities, according to them, an effective teacher is
who has a sense of humour, ability to understands the students and
their problems, ability to explain things clearly, so that students can
easily understand what is being thought, ability to make any subject
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interesting to learn, ability to control the class, ability to fair as
possible in dealing with students.
II) MENTAL HEALTH
Mental health as defined by kornhauser (1965) cannotates those behaviors,
perceptions and feelings that determine a person’s overall level of personal
effectiveness, success, happiness and excellence of functioning as a person.
It depends on the development and retention of goals that are neither too
high nor too low to permit realistic successful maintenance of belief in one’s
self as worthy, effective human being (lakshminaryanna & Probhakaran
193). So a mentally person is firm in his intentions and is least disturbed by
starins and stresses of day to day life.
The concept of mental health takes a “Gestalt view of the individual. It
incorporates the concepts of personality characteristic and behaviour all in
one. It may also be understood as the behavioural characteristic of the
person. A mentally healthy person shows a homogeneous organization of
desirable attitudes, healthy values and righteous self-cencept and scientific
perception of the world as a whole.
5.6 OBJECTIVE OF THE STUDY
To study the level of teaching effectiveness of Pvt. & Govt. School teachers.
To study the level of mental health of Pvt. & Govt. school teachers. To study the relationship between teaching effectiveness and mental
health of Pvt. & Govt school teachers. To compare the mental health of Pvt. & Govt School teachers. To find out the difference in teacher effectiveness scores to Pvt. &
Govt. School teachers. To study the effect of mental health on teaching effectiveness. To study the two factors interactional effect of types of institution and
mental health on teaching effectiveness.63
5.7 HYPOTHESES
Following null hypotheses will be tested:-
1. There is no significant relationship between teaching effectiveness
and mental health of Pvt. School teachers.
2. There is no significant relationship between teaching effectiveness
and mental health of Govt School teachers.
3. There is not significant relationship between teaching effectiveness
and mental health teachers. There is no significant effect the types of
institution on teaching effectiveness.
4. There is no significant effect of mental health on teaching
effectiveness.
5. There is no significant interactional effect of the mental health and
types of institutional on teaching effectiveness of primary school
teachers.
5.8 THE RESEARCH DESIGN
The research design sets up the frame work for the whole study. It
tells us what observations to make, how to make them and how to analyse
the quantative representation of the observation. It suggest the direction of
observation making and analysis.
5.9 THE METHOD
In accordance with the nature of present study, normative survey method will be used for the collection of data. The tools will be admistered upon the sample and the date will be collective the investigator.
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5.10 POPULATION
The population for the present study comprises of all the teachers teaching in
Govt & Pvt. Primary Schools of Haryana.
5.11 SAMPLE
Sample for the present study comprises of 25 Pvt. & 25 Govt teacher of Ten
randomly selected Govt and Pvt. Primary Schools of Faridabad, Haryana.
5.15 TOOLS USED IN THE STUDY
Selection of tools is very important in any research study. If appropriated
tools are not used the investigator may be mislead and the efforts of the
investigators would go waste as he would not be able to achieve the
objectives of the study. The following tools will be used in the present study
for the collection of the data.
Sr. No. Variables Tools used 1. Teacher Effectiveness “ Teacher Effectiveness
Scale” developed by Dr. Parmod kumar and Dr. D.N. Mutha.
2. Mental health Mental health Inventory ByJagdish & Shrivastva
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5.13 DELIMITAION
1. The study has been confirmed to Faridabad block, Haryana.
2. The study has been further confined to 25 Teacher of Govt. School of
Faridabad.
3. The study has been further confirmed to 25 Teachers of Pvt. School of
Faridabad.
4. The study is delimited to 3 variables teacher effective and Mental
health and types of school. (Pvt. & Govt. School)
5.14 MAJOR FINDING
1. It is found that Teaching Effectiveness of Govt. Primary school
teachers is far better than that of Pvt. Primary school teachers,
2. It is found that although Mental Health of Govt. primary school
teachers is better than that of Pvt. Primary school teachers but spread
of scores is almost same in both
3. It is found that there exist positive relationship between Teaching
Effectiveness on Mental Health of Pvt. Primary school teacher.
4. It is found that there exist positive relationship between Teaching
Effectiveness on Mental health of Govt. Primary school teacher.
5. It is found that Teaching Effectiveness of Govt. Primary school
teacher is markedly different form that of Pvt. Primary school teacher.
6. It is found that difference is Teaching Effectiveness of Pvt. And Govt.
primary school teacher is affected by the type of institution ( Pvt. And
Govt. school) they work in.
7. It is found differences in teaching Effectiveness is because of
difference in their Mental Health value.
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8. It is found difference in Teaching Effectiveness of Pvt. And Govt.
primary school teacher is contributed because the combined effect of
type of institution and Mental Health of teachers.
5.15 SUGGERSTIONS FOR FURTHER STUDIES
1. Present study is conduct on two levels of Mental Health more levels
of Mental Health could be taken for further study.
2. Present study is limited to Pvt. To Govt. Primary school teacher the
work same work could be done for Govt. aided and other types of
primary school teacher.
3. Present study is on primary school teachers other higher levels like
T.G.T could be worked on.
4. The same work could be done for area other then distt. Faridabad.
5. Other variables like motivation the Job satisfaction could be used for
further study.
6. T- Test is here ‘T’- Test is used , Mann Whitney test could be used to
see the difference.
7. In present study two way ANOVA is used , There way ANOVA could
be worked upon by include one more variable in study.
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EDUCATIONAL IMPLICATIONS:-
Educated nation is a progressive nation. The onus of educated nation lies
on its teacher . The responsibility of the teaching work force is to
transplant the best in him to the pupil in order to make him a better
human being , who can suitably fit himself to social cultural in lieu of
the country . A teacher who can it more usefully can claim to be an
effective teacher and who fails to do is little consideration as such.
Such act of Effectiveness can be expected only from a mentally healty. A
Mentally Healty teacher is capable of delivering his duties and
responsibilities in a more effective manner.
Mental Health is taken as an expression of Mentally healthy Individuals
helps perception of one job fulfilling or allowing the fulfillment of one’s
important job values provides these value are compatible with one’s
needs.
Types of institution present an environment to work. A Healthy
environment is required for efficiency in a particular work. So level of
Teaching Effectiveness varies with the type of institution.
Teaching Effectiveness depends upon his will and ability to drive
teaching Effectiveness is the result of his working at optimum level
Mental Health is Healthy environment.
So, and expect experienced an effective teacher is who has the developed
solution for common class from problems . Then Knowledge of Teaching
process and contained is exclusives and well organized, Who is
motivated and satisfied and to do his work and job.
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