A STUDY OF TEACHER EFFECTIVENESS IN RELATION TO THINKING STYLE, OCCUPATIONAL STRESS AND DEMOGRAPHIC VARIABLES OF SECONDARY SCHOOL TEACHERS A REVISED SYNOPSIS Submitted to Dayalbagh Educational Institute (Deemed University) For the Partial Fulfillment Of the Requirements for the Degree of DOCTOR OF PHILOSOPHY IN EDUCATION [2014] Supervisor Researcher Dr. P.S.Tyagi Binti Dua Associate Professor, Faculty of Education Prof. Vibha Nigam, Prof. Anand Pyari Dean & Head Head Deptt. of Pedagogical Sciences Deptt. Foundation of Education Faculty of Education Faculty of Education Faculty of Education Dayalbagh Educational Institute (Deemed University), Dayalbagh, Agra
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A STUDY OF TEACHER EFFECTIVENESS IN RELATION TO
THINKING STYLE, OCCUPATIONAL STRESS AND
DEMOGRAPHIC VARIABLES OF SECONDARY SCHOOL
TEACHERS
A
REVISED SYNOPSIS Submitted to
Dayalbagh Educational Institute (Deemed University)
For the Partial Fulfillment Of the Requirements for the Degree of
DOCTOR OF PHILOSOPHY IN
EDUCATION [2014]
Supervisor Researcher Dr. P.S.Tyagi Binti Dua Associate Professor, Faculty of Education Prof. Vibha Nigam, Prof. Anand Pyari Dean & Head Head Deptt. of Pedagogical Sciences Deptt. Foundation of Education Faculty of Education Faculty of Education
Faculty of Education Dayalbagh Educational Institute
(Deemed University), Dayalbagh, Agra
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1.0.0 INTRODUCTION
The change in the human society is an indispensable phenomenon and to maintain pace with this
change in the society as a whole the most appropriate medium is education. Education has a main role
to play in personal and social development. Education cannot be considered to be as a single solution or
magical formula to drive away the evils of the society, but it definitely is the principal means available to
foster a deeper and more harmonious form of human development which ultimately gives the
technological and scientific changes. The changes have accelerated the rate at which changes occur in
the world today. In order to meet the ever growing demands of society one needs to put dynamic and
ever evolving system of education and this task of building an enlightened, strong and prosperous
society rests on the shoulders of its children nurtured and developed with tenderness and care.
Education has always contributed to the shaping of the destinies of societies in all the phases of their
development. (CASE report, 2007)
The entire humanity is the crop of a real teacher. Also, he/she is the gardener who possesses the entire
humanity and the whole nation is the building by the teacher. It is generally agreed that the quality
and success of the school environment depends on the quality and caliber of the teachers.
Teacher Effectiveness
The Secondary Educational Commission (1952-1953) has rightly stated: we are however convinced that
the most important factor in the contemplated educational reconstruction is the teacher, his personal
qualities, his educational qualifications, his professional training, and the place that he occupies in the
school as well as in the community.
Teacher‟s effectiveness is the ability and the interaction between the physical, intellectual and
psychological interest of the students, content matters, ability of the teachers and the evaluative
procedures. Teachers have the greatest potential to influence children‟s education. Students learn
more when teachers employ systematic teaching procedures. Effective teachers are those who
use systematic feedback with students about their performance. Teacher‟s effectiveness can be
defined as on “act of faith”. Teacher effectiveness is influenced by the effective teaching.
Effective teaching is one of the criteria by which someone judge the teacher effectiveness.
According to Ryans (1969) effective teaching should be relative to three major sets of
conditions:
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i) The social or cultural group in which the teacher operates, involves social values which
frequently differ from person to person, community to community, culture to culture and time to
time; ii) The grade level and subject matter taught; and iii) Intellectual and personal
characteristics of the pupils taught.
Some of the factors that could have great influence on teacher‟s effectiveness apparently would
be: Psycho-social Maturity, Locus of Control Organizational conflict, Intelligence, Academic
background, Attitude towards teaching profession, Socio-economic status, Adjustment, Age,
Teaching experience, Professional training, Gender, Level of aspiration, School climate, Job-
satisfaction.
Thinking Style
"Of one thing we can be sure. The quality of our life in the future will be determined by the
quality of our thinking" [Edward de Bono]
Thinking has a definite end or purpose. It is initiated to solve some difficulty or problem and
ends in its solution. In the solution of the problems it does not resort to motor exploration but
there is a mental manipulation of the objects, activities and experiences. According to Garrett,”
Thinking behavior which is often implicit and hidden and in which symbols like images, ideas,
concepts are ordinarily employed.
Thinking style refers to the way an individual prefers to process and manage the intellect and
knowledge (Zhang & Sternberg, 2000). Sternberg (2009) defined 5 dimensions, which are
functions, forms, levels, scopes and leanings, and 13 thinking styles grouped under these
dimensions in the theory of mental self-government. The description of these items are as
follows-
Table 1.1 shows dimensions of thinking style
DIMENSIONS OF
THINKING
STYLES
SUB DIMENSIONS
OF THINKING
STYLE
DESCRIPTION
Functions
Legislative style Executive style Judicial style
The person prefers tasks requiring creative strategies. The person is more concerned with the implementation of tasks with set guidelines. The person focuses attention on evaluating the products of others’activities.
The person prefers tasks that allow complete focus on one thing at a time. The person prefers to distribute attention across several tasks that are prioritised. The person prefers to work toward multiple objectives during the same period of time, but without setting clear priorities. The person prefers working on tasks that require no system at all.
Levels
Local style Global style
The person prefers tasks requiring working with details. The person pays more attention to the overall picture of an issue and to abstract ideas.
Scope
Internal style External style
The person prefers being engaged in tasks that allow working independently. The person prefers being engaged in tasks that provide opportunities for developing interpersonal relationships.
Leanings
Liberal style Conservative style
The person prefers novelty and ambiguity. The person adheres to existing rules and procedures in performing tasks.
Thinking styles frequently studied in educational concepts since thinking is the core of education
and considered as being one of the components which shape the learning environment. Thinking
styles are cognitive preferences, which affect how an individual behaves and feels, and selected
as a cognition representative for this study.
Occupational stress
The concept of stress was first introduced in the life sciences by Selye Hans in 1936. It was
derived from the Latin word „stringere‟; it meant the experience of physical hardship, starvation,
torture and pain. Selye Hans, 1974 defined stress as “the non-specific response of the body to
any demand placed upon it”. Stephen Robbins (1999) defined stress as “a dynamic condition in
which an individual is confronted with an opportunity, constraint or demand related to what he /
she desires and for which the outcome is perceived to be both uncertain and important.
Occupational stress is known as stress at work. It occurs when there is a discrepancy between the
demands of the workplace and that of individual‟s (Shernoff et al., 2011). Job stress, also known
as occupational stress, has been defined as the experience of negative emotional states such as
frustration, worry, anxiety and depression attributed to work related factors (Kyriacou, 2001).
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Occupational stress has become increasingly common in teaching profession largely because of
increased occupational complexities and increased economic pressure on individuals. A major
source of distress among teachers is result of failure of school to meet the social needs and jobs
demands of the teachers. The teacher must be aware of his clear role to build up the nation.
Teachers are overburdened with regular teaching load. Occupational satisfaction is a necessary
condition for a healthy growth of teacher‟s personality. In general, occupational stress arises
from the working conditions/environment of a system, when we talk of stress among teachers.
Many factors cause stress among teachers (Reddy, Poornima, 2012). With the changing socio-
economic scenario and increasing unemployment, the values of teacher and their professional
concerns associated with the job have undergone a change, increasing stresses and hassles of
teachers.
Demographic variables
Demography is the scientific study of characteristics and dynamics pertaining to the human
population. Demography requires the study of specific information that may be gathered from a
population census or vital statistic records. Demography is the statistical study of all populations.
It can be a general science that can be applied to any kind of dynamic population, that is, one that
changes over time or space. It encompasses the study of the size, structure and distribution of
populations, and spatial and/or temporal changes in them in response to birth, death, migration
and aging (Cosio-Zavala 1999).
The United Nations (UN) Demographic Dictionary (1999) describes demography as the
scientific study of human populations primarily with respect to size, their, structure and their
development. Hodgkinson (1998) describes that demography is the study of human population ─
their size, composition and distribution across place ─ and the process through which
populations change. Births, deaths and migration are „big three‟ of demography, jointly
producing population stability or change. Demographic variables greatly influenced the
education and teaching. These variables play important role in student‟s education and the
teachers teaching. These are some variables which effect the teacher effectiveness greatly or
adversely- Union Membership, Industrial sector (public or private),Age, Sex / Gender, Race/
Ethnicity, Education Location of residence, Socioeconomic status (SES),Income, Employment