1. International Indexed & Referred Research Journal, April, 2012. ISSN- 0975-3486, RNI-RAJBIL 2009/30097;VoL.III *ISSUE-31
Research Paper—Education
Effectiveness of Secondary School Teachers and Their
Attitude Towards Teaching Profession
April, 2012 * Dr. Satish A. Hiremath
* Principal, Sri Kottureshwar College of Education, Bellary (Karnataka)
Introduction Objectives of the Study
The present study is undertaken with the following
Effective teachers are those who achieve the
goals which they set for themselves or which they objectives :
1. To find out the multiple correlation between Teacher
have set for them by others (e.g. ministries of educa-
effectiveness and its dimensions and attitude towards
tion, legislators and other government officials, school
administrators). As a consequence, those who studyteaching profession and its dimensions of Secondary
school teachers. 2. To find out relationship between
and attempt to improve Teacher effectiveness must be
cognizant of the goals imposed on teachers or the Teacher effectiveness and its dimensions and attitude
towards teaching profession and its dimensions with
goals that teachers establish for themselves, or both.
Teaching Effectiveness respect to urban and rural teachers of Secondary
schools.
The dictionary of education defined teacher
Hypotheses of the Study
efficiency as the degree of success of a teacher in
1. Hypothesis : There is no significant relationship
performing instructional and other duties specified in
between Teacher effectiveness with Attitude towards
the contract and demanded by the nature of the posi-
teaching profession and its dimensions of teachers of
tion. This is not a complete definition of Teacher ef-
Secondary schools.
fectiveness. This requires a criterion. Effectiveness as
2. Hypothesis : There is no significant relationship
an attribute is not inherent in teaching but is imposed
between Teacher effectiveness with Attitude towards
upon it from outside. To establish an ultimate crite-
teaching profession and its dimensions with respect to
rion of Teacher Effectiveness. It should be based on
location (Rural and Urban) of teachers of Secondary
the goals of education. Obviously, a teacher is effec-
schools.
tive only so far as one facilitates the achievement of
Sampling Procedure
these goals. In the recent times the Teacher effective-
ness is determined in terms of pupils growth out- The sample of this study consists of all the
teacher those who were working in the Secondary
comes since behaviour of pupil is equal to function of
teacher behaviour. With the advent of the 1930's schools of Bellary District.
Tools Used for collection of Data
Teacher effectiveness became a subject of consider-
1. Students Ratings of Teaching Effectiveness by
able interest to a new group of education al research-
Deshpande 2001.
ers. These people looked at teacher training traits,
2. Attitude towards teaching profession constructed
behaviors, attitudes, values, abilities, sex weight, voice,
and standardized by the investigator.
quality etc. The Concept of Attitude towards teaching
Data Analysis
profession The conceptual definition of the attitude
See Table 1
has been given in may ways by different authors. The
The above Table shows that:
term attitude was first used to denote "the sub-total of
1.The relationship between Teacher effectiveness and
a man's inclinations and feelings, prejudice or bias,
Attitude towards teaching profession of teachers of
preconceived notions, ideas, fears, threats and con-
victions about any specific topic" (Thurstone and Secondary schools was found to be positive and sig-
Chave, 1929). nificant (r=0.6872, p<0.05) at 0.05% level of signifi-
Research Design The present study is description cance. Hence, the null hypothesis is rejected and alter-
native hypothesis is accepted. It means that the Atti-
survey method. It was meant for finding out the rela-
tude towards teaching profession increases the Teacher
tionship between (a) Effectiveness of secondary school
effectiveness. 2. The relationship between Teacher
teachers and their attitude towards teaching profes-
sion. effectiveness and dimension of Attitude toward teach-
Statement of the Problem ing profession that is teacher knowledge and under-
standing of teachers of Secondary schools was found
"Effectiveness of Secondary School Teach-
to be positive and significant (r=0.6356, p<0.05) at
ers and their Attitude towards Teaching Profession".
68 RESEARCH AN ALYSI S AND EVALU ATION

2. International Indexed & Referred Research Journal, April, 2012. ISSN- 0975-3486, RNI-RAJBIL 2009/30097;VoL.III *ISSUE-31
Table-1: Results of Correlation coefficient between Teacher Effectiveness with Attitude towards Teaching
Profession and its Dimensions of Teachers of Secondary Schools
Variable Teacher effectiveness of Total teachers
Correlation coefficient (r) t-value p-value Sign.
Attitude towards profession 0.6872 18.8731 <0.05 S
Teachers knowledge and understanding 0.6356 16.4232 <0.05 S
Effectiveness of teachers planning 0.6008 14.9935 <0.05 S
Management of pupils 0.6217 15.8352 <0.05 S
Use of time, support, staff and resources 0.5632 13.5981 <0.05 S
Methods of teaching 0.5814 14.2557 <0.05 S
Evaluation 0.6308 16.2184 <0.05 S
Table-2: Results of correlation Coefficient between Teacher effectiveness with Attitude towards teaching Profession and its
Dimensions of Teachers of Rural Secondary Schools
Variable Teacher effectiveness of teachers of rural Secondary schools
Correlation coefficient (r) t-value p-value Sign.
Attitude towards profession 0.7062 14.0370 <0.05 S
Teachers knowledge and understanding 0.6520 12.0992 <0.05 S
Effectiveness of teachers planning 0.6206 11.1366< 0.05 S
Management of pupils 0.6186 11.0793 <0.05 S
Use of time, support, staff and resources 0.5581 9.4636 <0.05 S
Methods of teaching 0.6436 11.8340 <0.05 S
Evaluation 0.6496 12.0229 <0.05 S
0.05% level of significance. Hence, the null hypoth- schools was found to be positive and significant
esis is rejected and alternative hypothesis is accepted. (r=0.5814, p<0.05) at 0.05% level of significance.
It means that the teachers knowledge and understand- Hence, the null hypothesis is rejected and alternative
ing increases the Teacher effectiveness. hypothesis is accepted. It means that the right meth-
3. The relationship between Teacher effectiveness and ods of teaching increases the Teacher effectiveness of
dimension of Attitude towards teaching profession teachers of Secondary schools. 7. The relationship
that is effectiveness of teachers planning was found to between Teacher effectiveness and dimension of At-
be positive and significant (r=0.6008, p<0.05) at titude towards teaching profession that is evaluation
0.05% level of significance. Hence, the null hypoth- of Secondary schools was found to be positive and
esis is rejected and alternative hypothesis is accepted. significant (r=0.6308, p<0.05) at 0.05% level of sig-
It means that the effectiveness of teachers planning nificance. Hence, the null hypothesis is rejected and
increases the Teacher effectiveness of teachers of alternative hypothesis is accepted. It means that the
Secondary schools.4. The relationship between fair evaluation increases the Teacher effectiveness of
Teacher effectiveness and dimension of Attitude to- teachers of Secondary schools.
wards teaching profession that is management of See Table 2
pupils of Secondary schools was found to be positive The above Table shows that:
and significant (r=0.6217, p<0.05) at 0.05% level of 1. The relationship between Teacher effectiveness and
significance. Hence, the null hypothesis is rejected Attitude towards teaching profession of teachers of
and alternative hypothesis is accepted. It means that rural Secondary schools was found to be positive and
the good management of pupils increases the Teacher significant (r=0.7062, p<0.05) at 0.05% level of sig-
effectiveness of teachers of Secondary schools. 5. The nificance. Hence, the null hypothesis is rejected and
relationship between Teacher effectiveness and di- alternative hypothesis is accepted. It means that the
mension of Attitude towards teaching profession that positive Attitude towards teaching profession increases
is use of time, support, staff and resources of Second- the teacher effectiveness of teachers of Secondary
ary schools was found to be positive and significant schools. 2. The relationship between Teacher effec-
(r=0.5632, p<0.05) at 0.05% level of significance. tiveness and dimension of Attitude towards teaching
Hence, the null hypothesis is rejected and alternative profession that is teachers knowledge and understand-
hypothesis is accepted. It means that the proper use of ing of teachers of rural Secondary schools was found
time, support, efficient staff and resources increases to be positive and significant (r=0.6520, p<0.05) at
the Teacher effectiveness of teachers of Secondary 0.05% level of significance. Hence, the null hypoth-
schools. 6. The relationship between Teacher effec- esis is rejected and alternative hypothesis is accepted.
tiveness and dimension of Attitude towards teaching It means that the teacher's knowledge and understand-
profession that is method of teaching of Secondary ing increases the teacher effectiveness of teachers of
RESEARCH AN ALYSI S AND EVALU ATION
69

3. International Indexed & Referred Research Journal, April, 2012. ISSN- 0975-3486, RNI-RAJBIL 2009/30097;VoL.III *ISSUE-31
rural Secondary schools. 3. The relationship between ary schools.
Teacher effectiveness and dimension of Attitude to- See Table 3
wards teaching profession that is effectiveness of teach- The above table shows that :
ers planning of teachers of rural Secondary schools 1. The relationship between Teacher effectiveness and
was found to be positive and significant (r=0.6206, Attitude towards teaching profession of teaches of
p<0.05) at 0.05% level of significance. Hence, the urban Secondary schools was found to be positive and
null hypothesis is rejected and alternative hypothesis significant (r-0.6707, p<0.05) at 0.05% level of sig-
is accepted. It means that the effectiveness of teachers nificance. Hence, the null hypothesis is rejected and
planning increases the teacher effectiveness of teach- alternative hypothesis is accepted. It means that, the
ers of rural Secondary schools. 4. The relationship good Attitude towards teaching profession increases
between Teacher effectiveness and dimension of At- the Teacher effectiveness of teachers or urban Second-
titude towards teaching profession that is manage- ary schools. 2. The relationship between Teacher ef-
ment of pupils of Secondary schools was found to be fectiveness and dimension of Attitude towards teach-
positive and significant (r=0.6186, p<0.05) at 0.05% ing profession that is knowledge and understanding
level of significance. Hence, the null hypothesis is of teaches of urban Secondary schools was found to be
rejected and alternative hypothesis is accepted. It positive and significant (r-0.6263, p<0.05) at 0.05%
means that the good management of pupils increases level of significance. Hence, the null hypothesis is
the teacher effectiveness of teachers of rural Second- rejected and alternative hypothesis is accepted. It means
ary schools. 5. The relationship between Teacher ef- that, the teachers' knowledge and understanding in-
fectiveness and dimension of Attitude towards teach- creases the Teacher effectiveness of teachers or urban
ing profession that is use of time, support, staff and Secondary schools. 3. The relationship between
resources of teachers of rural Secondary schools was Teacher effectiveness and dimension of Attitude to-
found to be positive and significant (r=0.5581, p<0.05) wards teaching profession that is effectiveness of teach-
at 0.05% level of significance. Hence, the null hy- ers planning of urban Secondary schools was found
pothesis is rejected and alternative hypothesis is ac- to be positive and significant (r-0.5832, p<0.05) at
cepted. It means that the proper use of time, support, 0.05% level of significance. Hence, the null hypoth-
staff and resources increases the teacher effectiveness esis is rejected and alternative hypothesis is accepted.
of teachers of rural Secondary schools. 6. The rela- It means that, effectiveness of teachers planning in-
tionship between Teacher effectiveness and dimen- creases the Teacher effectiveness of teachers or urban
sion of Attitude towards teaching profession that is Secondary schools. 4. The relationship between
methods of teaching Secondary schools was found to Teacher effectiveness and dimension of Attitude to-
be positive and significant (r=0.6436, p<0.05) at wards teaching profession that is management of pupils
0.05% level of significance. Hence, the null hypoth- of teaches of urban Secondary schools was found to be
esis is rejected and alternative hypothesis is accepted. positive and significant (r-0.6257, p<0.05) at 0.05%
It means that the better methods of teaching increases level of significance. Hence, the null hypothesis is
the teacher effectiveness of teachers of rural Second- rejected and alternative hypothesis is accepted. It means
ary schools. 7. The relationship between Teacher ef- that, the good management of pupils increases the
fectiveness and dimension of Attitude towards teach- Teacher effectiveness of teachers or urban Secondary
ing profession that is evaluation of Secondary schools schools.
was found to be positive and significant (r=0.6496, 5. The relationship between Teacher effectiveness and
p<0.05) at 0.05% level of significance. Hence, the dimension of Attitude towards teaching profession
null hypothesis is rejected and alternative hypothesis that is use of time, support, staff and resources of
is accepted. It means that the fair evaluation increases teaches of urban Secondary schools was found to be
the teacher effectiveness of teachers of rural Second- positive and significant (r-0.5676, p<0.05) at 0.05%
Table-3: Results of Correlation Coefficient between Teacher Effectiveness with Attitude towards Teaching
Profession and its Dimensions of Teacher of Urban Secondary Schools
Variable Teacher effectiveness of teachers of urban Secondary schools
Correlation coefficient (r) t-value p-value Sign.
Attitude towards profession 0.6707 12.7251 <0.05 S
Teachers knowledge and understanding 0.6263 11.3059 <0.05 S
Effectiveness of teachers planning 0.5832 10.1025 <0.05 S
Management of pupils 0.6257 11.2864 <0.05 S
Use of time, support, staff and resources 0.5676 9.7004 <0.05 S
Methods of teaching 0.5244 8.6666 <0.05 S
Evaluation 0.6144 10.9579 <0.05 S
70 RESEARCH AN ALYSI S AND EVALU ATION

4. International Indexed & Referred Research Journal, April, 2012. ISSN- 0975-3486, RNI-RAJBIL 2009/30097;VoL.III *ISSUE-31
level of significance. Hence, the null hypothesis is ing increases the teacher effectiveness of teachers of
rejected and alternative hypothesis is accepted. It rural Secondary schools. 14. The fair evaluation in-
means that, the time support, staff and resources in- creases the teacher effectiveness of teachers of rural
creases the Teacher effectiveness of teachers or urban Secondary schools. 15. The good Attitude towards
Secondary schools. 6. The relationship between teaching profession increases the Teacher effective-
Teacher effectiveness and dimension of Attitude to- ness of teachers or urban Secondary schools. 16. The
wards teaching profession that is methods of teaching teachers' knowledge and understanding increases the
of teaches of urban Secondary schools was found to be Teacher effectiveness of teachers or urban Secondary
positive and significant (r-0.5244, p<0.05) at 0.05% schools. 17. The effectiveness of teachers planning
level of significance. Hence, the null hypothesis is increases the Teacher effectiveness of teachers or ur-
rejected and alternative hypothesis is accepted. It ban Secondary schools. 18. The good management of
means that, the methods of teaching increases the pupils increases the Teacher effectiveness of teachers
Teacher effectiveness of teachers or urban Secondary or urban Secondary schools. 19. The time support,
schools. 7. The relationship between Teacher effec- staff and resources increases the Teacher effective-
tiveness and dimension of Attitude towards teaching ness of teachers or urban Secondary schools. 20. The
profession that is evaluation of teaches of urban Sec- methods of teaching increases the Teacher effective-
ondary schools was found to be positive and signifi- ness of teachers or urban Secondary schools. 21. The
cant (r-0.6144, p<0.05) at 0.05% level of significance. fair evaluation increases the Teacher effectiveness of
Hence, the null hypothesis is rejected and alternative teachers or urban Secondary schools.
hypothesis is accepted. It means that, the fair evalu- Discussion and Conclusion
ation increases the Teacher effectiveness of teachers This analysis reviews a wide range of em-
or urban Secondary schools. pirical studies that examine the impact of teachers'
Findings of the Study 1. The Attitude towards teach- attitude towards teaching profession and teacher ef-
ing profession increases the Teacher effectiveness. 2. fectiveness in order to draw conclusions about the
The teachers knowledge and understanding increases extent to which these characteristics are in fact, linked
the Teacher effectiveness. 3. The effectiveness of teach- with teacher performance. Greater clarity on the
ers planning increases the Teacher effectiveness of empirical evidence can inform the wisdom of current
teachers of Secondary schools. 4. The good manage- practice, guide state efforts as they struggle with no
ment of pupils increases the Teacher effectiveness of child left behind compliance regarding teacher qual-
teachers of Secondary schools. 5. The proper use of ity and provide direction for future teacher policy
time, support, efficient staff and resources increases decisions. It is important to note that many personal
the Teacher effectiveness of teachers of Secondary characteristics important for a good teacher are less
schools. 6. The right methods of teaching increases measured in the studies reviewed. The focus is on
the Teacher effectiveness of teachers of Secondary aspects of teacher background that can be translated
schools. 7. The fair evaluation increases the Teacher into educational recommendations and incorporated
effectiveness of teachers of Secondary schools. 8. The into teaching practice.
good Attitude towards teaching profession increases Implications of the Study
the teacher effectiveness of teachers of Secondary The present study highlights the following
schools. 9. The teacher's knowledge and understand- recommendations based on findings are as follows:
ing increases the teacher effectiveness of teachers of 1. Students' achievement will be more when teachers
rural Secondary schools. 10. The effectiveness of employ systematic teaching procedures. A disciplined
teachers planning increases the teacher effectiveness teacher always uses a variety of structures and meth-
of teachers of rural Secondary schools. 11. The good ods to teach in the classroom, which is one of the
management of pupils increases the teacher effective- components of attitude towards teaching profession.
ness of teachers of rural Secondary schools. 12. The 2. Effectiveness of teaches planning which is an im-
proper use of time, support, staff and resources in- portant component of attitude towards teaching pro-
creases the teacher effectiveness of teachers of rural fession provide a variety of opportunities for students
Secondary schools. 13. The better methods of teach- to apply and use knowledge and skills in different
learning situations.
R E F E R E N C E
Andrew, M. D. (2005) Verbal Ability and Teacher Effectiveness.
Hampshire: Journal of Teacher Education, 56, 4, Pp. 34. Change. Ohio: American Journal of Physics. 46, 4, Pp. 324-328.
Annamalai, A. R. (2000) Attitude of Teacher Towards Teaching. Medley, D. M. (1982) Teacher Competency Testing and the Teacher
Experiments in Education, XXVIII (4), Pp. 69-70. Educator. Charlottesville, VA: Association of Teacher Educators and
Aburecht, J. D. (1978) Teacher Effectiveness: Self Determined the Bureau of Educational Research, University of Virginia.
RESEARCH AN ALYSI S AND EVALU ATION
71