Research Team for Development of Indicators for DIET Effectiveness Chairman Dr. P. PERUMALSAMY Director Directorate of Teacher Education Research & Training Chennai 600 006 Consultant Dr. S. MOHAN Dean, Alagappa University, Karaikudi, Tamil Nadu Experts Dr. P.Balasubramaniyan Former Professor & Head Department of Education University of Madras Chennai Dr. Swaminathapillai Former Director Directorate of Distance Education Bharathiyar University Coimabtore Dr. T.K. Swatantra Devi Professor Department of Educational Technology Bharathidasn University Tiruchirappali 620 023 Dr. K.N. Ilangovan Principal DIET Perundurai, Erode District Dr. V. Rengarajan Principal DIET Pudukkottai 622 004 Thiru. C. Rajapandiyan Principal DIET Triplicane, Chennai
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Research Team for Development of Indicators for DIET Effectiveness
Chairman
Dr. P. PERUMALSAMY Director
Directorate of Teacher Education Research & Training Chennai 600 006
Consultant
Dr. S. MOHAN Dean, Alagappa University, Karaikudi,
Tamil Nadu
Experts
Dr. P.Balasubramaniyan Former Professor & Head Department of Education
University of Madras Chennai
Dr. Swaminathapillai Former Director Directorate of Distance Education Bharathiyar University Coimabtore
Dr. T.K. Swatantra Devi Professor
Department of Educational Technology Bharathidasn University Tiruchirappali 620 023
Dr. K.N. Ilangovan Principal
DIET Perundurai, Erode District
Dr. V. Rengarajan Principal
DIET Pudukkottai 622 004
Thiru. C. Rajapandiyan Principal DIET Triplicane, Chennai
2
Coordinators
DTERT Thiru S. KUMAR
Assistant Professor DTERT, Chennai
DIET Dr. S. VINCNET DE APUL
Senior Lecturer DIET, Pudkkottai 622 004
Research Team Members
Dr. Dr. R. ALAVANDAR Senior Lecturer DIET, Vadalur
Cuddalore District
Tmt. P. GOLDA GRENA RAJATHI Senior Lecturer
DIET, Vanaramutty Thoothugudi District
Thiru BALASUBRAMANIYAN Senior Lecturer
DIET, Thirumoorthy Nagar Coimabtore District
Dr.S. VINCNET DE APUL Senior Lecturer
DIET, Pudkkottai 622 004
Dr. K. VAIGUNDA VASAGAM Senior Lecturer DIET, Kumulur
Tiruchirappalli District
Thiru. ANTO BOOBALARAYAN Lecturer
DIET, Manjure Ramanathapuram District
Thiru. J. INBARAJ Assistant Professor
DTERT, Chennai
Field Investigators
Tmt. Rohini, Senior Lecturer, DIET, Chennai
Dr. S .Vincent De Paul, Senior Lecturer, DIET, Pudukkottai
Dr. R. Alavandar, Senior Lecturer, DIET, Vadalur, Cuddalore Dt
Dr. K. Vaigunda Vasagam, Senior Lecture, DIET, Kumulur, Trichy Dt
What are the transactional strategies adopted in your
F. No. Item
Factor loading
13 Preparatory activities for practice teacher in the currentacademic year
0.764
SI. No.
Activities Max. No.
By the guide teachers
By teacher- educators
No. of activities done
1. Micro teaching
7
2. Demo classes
25
3. Observations 25 4. Workshops
Organized 3
Total 60 Mean:
110
Since internship programme involves the integration of theory
and practice in real classroom situations by student teachers,
preparatory activities for practice teaching namely microteaching, demo
class, observations and workshops train them to become teachers in
practice. Hence this factor is labeled 'Pre-Internship Activities'.
4.2.10 Conclusion
Seven factors have been identified and named Educational
Provisions and Products (EPP), Learning Resources and Capacity
Building (LRCB) Performance and Fieldwork (PFW), Personality
Development (PD), Innovations and Internship (II), Pedagogical Aspects
(PA) and Pre-Internship Activities (PIA). The factor loadings of all the
items in each factor from the factor analysis powerfully demonstrate
that the developed tool is highly valid.
Since the tool has been found to be reliable and valid, it can be
said to be a valid measure of one of the indicators for DIET
effectiveness.
4.3 Work Experience Effectiveness Scale (WEES) 4.3.1 Introduction
Data collected for 8 dimensions from 29 DIETs were computer
analyzed. The item-total correlations between the dimensions and the
total WE effectiveness score are significant and the values are very close
to each other. The Cronbach-alpha value is found to be 0.7792.The split
half reliability value is 0.7869. These findings show that the tool is
reliable.
The data were factor analyzed for factorial structure using
principal component analysis method and Varimax rotation. Five factors
were extracted and these factors contributed to 68.69%, the first factor
contributing to 28.23%and the last factor 7.73%. The factors are named
111
with reference to the variables (items) that load significantly with each
other. A loading of 0.3 and above is considered significantly
contributing to the factor. The extracted factors, with names assigned to
these latent variables are presented in the table (4.9) indicating the
percentage of variance explained by each factor.
Table 4.9
WEBS Total Variance Explained
Factor No.
Factor Eigen Value
% of Variance
Cumulative percentage
1 Has work experience branch identified the locally available material for preparing Teaching Learning Materials? Yes / No
2.920 22.461 22.461
2.674 20.567 43.028
activities?
(i) Weaving Yes / No
(") Craft work Yes / No (iii) Agriculture Yes / No (iv) Tailoring Yes / No (v) Embroidery Yes / No (vi) Music Yes / No (vii) Others (specify)Yes / No
Has the branch offered experienceto trainees in the following
Has the branch involved NFE / AE educational Volunteers / NGOs in Planning the orientation to work experience activities, in NFE / AIE / EGS centres ____________ Yes / No
1.517 11.669 54.697
Does the branch give stress to the following activities related to day- to-day life situations?
1. Health and hygiene Yes / No
2. Shelter, Campus cleaning Yes / No
3. Food 8B Agriculture Yes / No
4. Clothes ____________ Yes / No
1.306 10.047 64.743
112
5. School Celebration Yes / No 6. Service to others Yes / No 7. Converting waste material
into wealth Yes / No 8. Other (if any) Yes / No
Has the branch conducted training programmes in the following areas to teacher trainees? Health and hygiene Yes / No i. School environment
up keeping Yes / No ii. Daily activities Yes / No iii. Preparation of domestically
consumable articles Yes / No iv. Kitchen garden Yes / No v. Cooking & Preservation of food
vii. Domestic appliances Yes / No (repair of simple electrical gadgets)
iviii. Cultural & Recreation (music, dance, drama, etc) Yes / No
x. Community work & Social service (organizing exhibitions, participation in Social Welfare Schemes)
__________________________ Yes/ No
8.337 73.081
Has the branch conducted training to the teacher trainees under SUPW in the following skills i. Ink-making Yes / No ii. File pad making Yes / No iii. Office cover making Yes / No iv. Phenyl making Yes / No v. Soap making Yes / No vi. Candle making Yes / No vii. Wire bags making Yes / No viii. Knitting Yes / No ix. Embroidery Yes / No x. Toy making _________ Yes / No
.836 6.433 79.514
113
xi. Herbal Cosmetics Yes / No Any other (specify)
7 Have exhibition been organized to display the handicrafts and products made by student teachers? Yes / No If yes, no of items displayed
.729 5.606 85.120
8 Were training programmes conducted to Women Self Help Group members on different vocations and handicrafts? Yes / No
.512 3.942 89.061
9 Were local artisans invited to demonstrate their skill? Yes / No (eg. making pots / wood work / making clay models)
.476 3.662 92.723
10 Has the branch organized interview with small-scale industries / employment exchange officers annually to sensitize student teachers on the avenues open for employment? Yes / No
.349 2.684 95.407
11 Does the branch take the teacher - trainees out on local field trips to have direct experience of local crafts such as weaving / match works / crackers / knitting / brick making / pot making / Art work? Yes / No
.321 2.468 97.875
12 Relevance of Work Experience to Teacher Education 1. Is the infrastructure of DIET adequate to train teacher- trainees? Yes / No 2. Is the CCRT kit periodically utilized? Yes / No
.164 1.264 99.139
13 Are the following Art activities periodically carried out? i. Pictorial Art Yes / No ii. Decorative Art Yes / No iii. Plastic Arts Yes / No iv. Performing Arts Yes / No
.112 .861 100.000
Extraction Method: Principal Component Analysis.
114
4.3.2 Factor Loadings
Factors are named on the basis of significant loaded items.
Significantly loading items with each factor extracted from the data
collected from the WE faculty are listed in the table that follow with
name (address) given to the factor.
4.3.3 Training (TG)
Extraction Method: Principal Component Analysis.4.3.2 Factor Loadings
Item Factor Loading
5 Has the branch conducted training programmes in the following areas to teacher trainees? 1. Health and hygiene Yes / No 2. School environment Up keep of Yes / No 3. Daily activities Yes / No 4. Preparation of domestically consumable articles Yes / No 5. Kitchen garden Yes / No 6. Cooking 8B Preservation of food Yes / No 7. Clothing Yes / No
(Tailoring, Doll making, Embroidery, Garland, making handkerchief)
8. Domestic appliances Yes / No (repair of simple electrical gadgets)
9. Cultural & Recreation (music, dance, drama, etc) Yes / No
10. Community work 85 Social service (organizing exhibitions, participation in Social Welfare Schemes) Yes / No
0.841
8 Were training programmes conducted to Women Self-Help Group members on different vocations and handicrafts? Yes / No
-0.681
10 Has the branch organized interview with small-scale industries / employment exchange officers annually to sensitize student teachers on the avenues open for employment? Yes / No
-0.573
Table 4.10
Training (TG)
115
Are the following Art activities being carried out? 1. Pictorial Art Yes / No 2. Decorative Art Yes / No 3. Plastic Arts Yes / No 4. Performing Arts Yes / No
The Work Experience branch trains pre-service students on
various life-oriented skills from health, cooking, community and social
work to consumable articles and music. Now they conduct training
programmes for Self help Groups (SHG) on different vocations and
crafts. They work for DIET -Small Industries interface to explore the
avenues of job opportunities. Different kinds of Arts activities are
carried out by this Branch. This factor is therefore named Training'.
4.3.4 Developing Occupational Skills (DOS)
Table 4.11
Developing Occupational Skills (DOS)
F. No.
Item Factor loading
2 Has the branch offered experience to trainees in the 0.688 following activities? 1. Weaving Yes / No 2. Craft work Yes / No 3. Agriculture Yes / No 4. Tailoring Yes / No 5. Embroidery Yes / No 6. Music Yes / No 7. Others (specify) Yes V No 4 Does the branch give stress to the following activities 0.675 related to day-to-day life situations? 1. Health and hygiene Yes / No 2. Shelter, Campus cleaning Yes / No 3. Food & Agriculture Yes / No 4. Clothes Yes / No 5. School Celebration Yes / No 6. Service to others Yes / No 7. Converting waste material into wealth Yes / No 8. Other (if any) Yes / No
116
0.736
1. Ink-making Yes / No 2. File pad making Yes / No 3. Office cover making Yes / No 4. Phenyl making Yes / No 5. Soap making Yes / No 6. Candle making Yes / No 7. Wire bags making Yes / No 8. Knitting Yes / No 9. Embroidery Yes / No
10. Toys making Yes / No 11. Herbal Cosmetics Yes / No 12. Any other (specify) Yes / No
Has the branch conducted training to the teachertrainees under SUPW in the following
Were local artisans invited to demonstrate their skill? Yes / No
(eg. making pots / wood work / clay models)
0.698
The WE branch staff members impart training to student -
teachers on umpteen numbers of occupational skills in order to help
them realize the dignity of the manual labour and appreciate the value
of craft-oriented education. This would help them to teach school
children the dignity of labour. They are also exposed to craftsmanship of
artisans in their habitat. Hence the factor is assigned the name
'Developing Occupational Skills'.
4.3.5 Local Resources (LR)
F. No.
Item Factor loading
7 Have exhibitions been organized to display the handicrafts and products made by student teachers Yes / No If yes, no. of items displayed
0.890
11 Does the branch take the teacher - trainees out on local field trips to have direct experience of local crafts such as weaving / match works / crackers / knitting / brick making / pot making / Art? Yes / No
0.720
Table 4.12
117
The Branch staff members organize exhibition of handicrafts
prepared by the trainees and filed trips for them to have experiential
learning on local crafts such as weaving, brick making, pot making etc.
So this factor is named 'Local Resources*.
4.3.6 Local Coordination (LR)
Table 4.13
Local Coordination (LR)
F. No.
Item Factor loading
1 Has the work experience branch faculty members identified the locally available materials for preparing Teaching Learning Materials? Yes / No
0.774
3 Has the branch involved NFE / AE educational authorities / NGOs in Planning the orientation to work experience activities, in NFE / AIE / EGS centres Yes / No
0.711
This Branch staff coordinates with NFE / AIE / SSA officials to
impart training to AIE 8B EGS centres on work experience activities.
Hence this factor 'Local Coordination*.
4.3.7 Infrastructure (IS)
Table 4.14 Infrastructure (IS)
F. No.
Item Factor loading
12 Relevance of Work Experience to Teacher Education 1. Is the infrastructure of DIET adequate to train
teacher-trainees? Yes / No 2. Is the CCRT kit periodically utilized? Yes / No
-0.909
Availability of enough facilities for conducting work experience
activities and proper use of such facilities like CCERT kits and math
kits improve the profile of WE Branch Hence the factor is called
'Infrastructure'.
118
4.3.8 Conclusion
Out of 8 envisaged dimensions 5 factors were extracted and they
have been named Training, Developing Occupational Skills, Local
Resources, Local Co-ordination and Infrastructure. The factor loadings
of all the items in each factor from the factor analysis evidently prove
that the developed tool is valid. Since the WE effectiveness scale is valid
and reliable, it can be said to be valid for measuring one of the
indicators for DIET effectiveness.
4.4 District Resource Unit Effectiveness Scale (DRUES)
4.4.1 Introduction
The tool was canvassed on the DRC Branch faculty of 29 DIETs
and data collected for 10 dimensions were computer analyzed. The
item-total correlations between the dimensions and the total DRU
effectiveness score are significant and the values are very close to each
other. The Cronbach-alpha value is found to be 0.8039. The split half
reliability value is 0.6954. These findings show that the tool is reliable.
The data were factor analyzed for factorial structure using
principal component analysis method and Varimax rotation. Six factors
were extracted and these factors contributed to 78.67 %, the first factor
contributing to 29.98%and the last factor 6.45 %. The factors are
named with reference to the variables (items) that load significantly with
each other. A loading of 0.3 and above is considered significantly
contributing to the factor. The extracted factors, with names assigned to
these latent variables are presented in the Table (4.15) indicating the
percentage of variance explained by each factor.
119
Factor No.
Factor Eigen Value
% of Variance
Cumulative percentage
1 Whether the data about the NFE/ AE/AIE/ EGS centres and volunteers are maintained? Availability of List of NGO's. Yes / No
5.096 29.975 29.975
2 Are the centres of NFE/ AE/ AIE/ EGS being visited regularly? Yes / No If yes, do you maintain any diary for centre visits
2.517 14.808 44.783
3 If you are visiting, NFE/ AE/ AIE/ EGS centres, the periodicity of your visit (Monthly, Quarterly, Half yearly, Annually)
1.928 11.343 56.126
4 How were the needs of the Educational Volunteers identified?
1.558 9.165 65.290
5 Were DRU branch faculty members involved in the development of module for AIE / EGS volunteers? Yes / No If yes give details
1.178 6.927 72.217
6 Have the training modules for AIE volunteers prepared by other DIETs been evaluated? Yes / No
1.097 6.451 78.669
7 List out the agencies and personnel other than DIET involved in the material production
.985 5.795 84.464
8 Have you organized training programmes for AIE volunteers?
Yes / No If yes, list out the names of the training programmes
.749 4.408 88.872
9 Have you evaluated the impact of training programmes imparted to educational volunteers? Yes / No If yes, list the methods adopted
.515 3.029 91.901
10 State Whether the studies / Research Projects/Action Researches are being conducted/have been completed related to AE/NPE/AIE/EGS. Yes/No If yes, furnish the topics
.393 2.309 94.210
Table 4.15
DRUBS Total Variance Explained
120
11 Mention the linkages with other departments (NFE, SSA, Extension Wing s of Universities, NGOs, SRC)
.274 1.609 95.819
12 Have DRU branch members participated in their branch related training programmes Yes/ No If yes, furnish the details
.239 1.407 97.227
13 Whether the follow-up of training being carried out? Yes / No If yes, give details
.177 1.038 98.265
14 What methods do you follow to involve students in neo-literacy and post-literacy campaigns?
.148 .869 99.134
15 What programmes have the faculty members organized to create awareness among people about literacy?
0.0788 .464 99.598
16 Do you have a database of agencies involved in serving the interests of out of school children and non- literates If yes, list them
0.0683 .402 100.000
17 Do you have digital downloaded materials and journals relevant to child labour and other related area Yes / No If yes, give details
0.000 0.000 100.000
Extraction Method: Principal Component Analysis.
4.4.2 Factor Loadings
Factors are named on the basis of significant loaded items.
Significantly loading items with each factor extracted from the data
collected from the DRU faculty are listed in the table that follow with
name (address) given to the factor.
121
4.4.3 Field Activities (FA)
Table 4.16
Field Activities (FA)
F.No. Item Factor Loading
4 How were the needs of the Educational Volunteers identified?
0.854
9 Have you evaluated the impact of training programmes imparted to educational volunteers? Yes / No If yes, identify the methods adopted
0.705
10 Whether the studies / Research Projects / Action Researches are being conducted / have been completed related to AE / NPE / AIE / EGS Yes / No If yes, furnish the topics
0.624
13 Whether the follow-up of training being carried out? Yes / No If yes, give details
0.855
15 What programmes have the faculty members organized to create awareness among peoples about literacy?
0.508
The DRU branch as a resource centre in the district is involved in
various field activities namely assessing the training needs of
educational volunteers of AIE & EGS, evaluation of the impact of the
training of educational volunteers, research studies on AE/ AIE / and
EGS, follow up of training programmes and programmes organized by
the DRU staff to create awareness among people about literacy. The
'outreach' of the Branch to field activities is essential for resourcing the
alternative schooling facilities. Hence the factor is named 'Field
Activities'.
122
4.4.4 Material Development (MD)
Table 4.17
Material Development (MD)
F. No.
Item Factor loading
5 Were DRU branch faculty members involved in the development of module for AIE / EGS volunteers? Yes / No If yes give details
-0.967
17 Do you have digital downloaded materials and journals relevant to child labour and other related area Yes / No If yes, give details
0.967
Developing materials / modules for AIE & EGS volunteers is an
assigned work of DRU Branch for which staff are expected to access
information through electronic journals or 'down loading' particularly
on current topics like child labour, out of school children, and second
track schooling facilities. So this factor is named 'Material
Development'.
4.4.5 Capacity Building (CB) Table 4.18
Capacity Building (CB)
F. No.
Item Factor loading
8 Have you organized training programmes for AIE volunteers? Yes / No If yes, list out the names of the training programmes
0.653
12 Have DRU branch members participated in their branch related training programmes Yes / No If yes, furnish the details
0.797
14 What methods do you follow to involve studies in neo- literacy and post-literacy campaigns?
0.560
Educating AIE / EGS volunteers through training programmes,
professional development of the DRU Branch faculty and involvement of
trainees through neo- and post literacy campaigns would improve the
123 1
institutional profile of the DIET and its capacity building. Therefore this
factor is assigned the name of 'Capacity Building*.
4.4.6 Monitoring (MT)
Table 4.19
Monitoring (MT)
F. No.
Item Factor loading
2 Are the centres of NFE/ AE/ AIE/ EGS visited regularly? Yes / No If yes, do you maintain any diary for centre visits
0.653
3 If you visit, NFE/ AE/ AIE/ EGS centres, the periodicity of your visit Monthly, Quarterly, Half yearly, Annually
0.499
16 Do you have a database of agencies involved in serving the interests of out of school children and neo-literates If yes, list
0.786
Monitoring AIE / AE / EGS centres by the DRU Branch staff
through regular and frequent visits is crucial for improving the quality
of alternative schooling and sustaining it either for consolidation on the
part of adult learners and mainstreaming of neo-literates, updating of
data bases of agencies, governmental and non-governmental, involved
in non-formal literacy programmes would help the Branch in reaching
'the un-reached' section of population. Hence the factor is named
'Monitoring*.
4.4.7 Linkages (LS)
F. No.
Item Factor loading
1 Whether the data about the NFE/AE/AIE/EGS centres and volunteers are maintained? Availability of List of NGO's, Yes / No
0.905
11 Mention the linkages with other departments (NFE, SSA, Extension wing s of Universities, NGOs, SRC)
0.925
Table 4.20
Linkages (LS)
124
Maintaining data about the centres and volunteers, agencies and
the relationship with other departments (NFE, SSA, Extension Wings of
Universities, NGOs, and SRC) enhance the pro-active role of the DIET in
forging links with others in achieving overarching goals of UEE.
4.4.8 Evaluation of Materials (EM) Table 4.21
Evaluation of Materials (EM)
F. No.
Item Factor loading
6 Have the training modules for AIE volunteers prepared by other DIETs been evaluated? Yes / No
0.822
7 List out the agencies and personnel other than DIET involved in the material production
0.680
The local specific materials / modules developed for AIE
volunteers by other DIETs are evaluated by the DRU Branch staff so
that they can gain insights into the materials and activities undertaken
by other DIETs. This evaluation helps them enrich their own packages.
Other agencies like NGOs and SRC are involved in the material
production. Their contributions are valuable addition to DIET materials.
This factor is therefore is called 'Evaluation of Materials'.
4.4.9 Conclusion
Six factors out of 10 envisaged dimensions have emerged from
factor analysis and they are named Field Activities, Materials,
Development, Capacity Building, Monitoring, Linkages and Evaluation
Materials. The factor loadings of all the items in each factor from the
factor analysis powerfully demonstrate that the developed tool is valid.
Since the tool is valid and reliable, it can be said to be a valid measure
for studying one of the indicators for DIET effectiveness.
125
4.5. In-Service programmes Field Interaction Innovation &
Data collected on 10 dimensions from 29 DIETs for IFIC
effectiveness scale were computer analyzed. The item-total correlations
between the dimensions and the total IFIC effectiveness score are
significant and the values are very close to each other. The Cronbach-
alpha value is found to be 0.7046. The split half reliability value is
0.3957. These findings show that the tool is reliable.
The data were factor analyzed for factorial structure using
principal component analysis method and Varimax rotation. Five factors
were extracted and these factors contributed to 69.76 %, the first factor
contributing to 21.86%and the last factor 7.93 %. The factors are
named with reference to the variables (items) that load significantly with
each other. A loading of 0.3 and above is considered significantly
contributing to the factor. The extracted factors, with names assigned to
these latent variables are presented in the Table (4.22) indicating the
percentage of variance explained by each factor.
F.No. Factor Eigen Value
% of Variance
Cumulative percentage
1 Were the training needs of Elementary teachers identified? If yes, furnish no. Of documentary evidence?
3.717 21.862 21.862
2 Is the annual calendar of all training programmes prepared well in advance?
3.269 19.229 41.091
3 Were periodical newsletters published if yes, specify the no. of news letters published?
2.048 12.050 53.141
4 Was pre-planning for training activities carried out?
1.477 8.690 61.830
Table 4.22
IFICES Total Variance Explained
126
5 Were Educational Technology Equipments used in transactional process during the training programmes? Yes / No If yes, specify the no. of training programmes and the equipments used
1.348 7.929 69.759
6 Was the documentation done after the training? Yes / No If yes, specify the no. of documents prepared
.995 5.854 75.613
7 Were the follow-up activities undertaken for the training programmes conducted? Yes / No If yes, specify no. of visits made by DIET faculty after training at BRC and School level
.877 5.160 80.774
8 Did the faculty members of other branches of DIET contribute to the In-service training programmes? Yes / No
.719 4.229 85.003
9 Were the training modules distributed during the training? Yes /No
.664 3.908 88.911
10 Were the training modules distributed after the training? Yes / No
.551 3.243 92.154
11 Did the faculty members discuss the classroom problems faced by teachers and teacher-educators?
Yes / No If yes, specify the number of occasions with teachers, BRTEs, AIE/EGS Volunteers and CRC Coordinators
.411 2.418 94.572
12 Did you identify any innovative practices in classroom teaching in your district by the practising teachers? Yes / No If yes specify the no. Of innovative practices identified
.288 1.692 96.265
13 Were the innovative practices disseminated to schools?
Yes / No If yes, specify the number.
.258 1.519 97.784
127 1
4.5.2 Factor Loadings
Factors are named on the basis of significant loaded items.
Significantly loading items with each factor extracted from the data
collected from the IFIC faculty are listed in the table that follows with
names (address) given to the factors.
4.5.3 Training Design and Innovation (TDI)
14 Do the pre-test and post-test form the integral part of training programmes? Yes / No If yes, furnish the number of pre- tests and post-tests conducted
.182 1.069 98.853
15 Have you conducted any impact studies on the training programmes? Yes / No If yes, furnish details
.109 .641 99.495
16 Have you involved any external expertise for training programmes? Yes/ No If yes, give details
.0468 .276 99.770
17 What are the strategies / transactional strategies adopted in your training programmes
.039 .230 100.000
Extraction Method: Principal Component Analysis.
F.No. Item Factor Loading
1 Were the training needs of Elementary teachers identified? If yes, furnish no. of documentary evidence?
0.601
2 Is the annual calendar of all training programmes prepared well in advance?
0.556
7 Were the follow-up activities undertaken for the training programmes conducted? Yes / No If yes, specify no. Of visits made by DIET faculty after training at BRC and School level
0.735
Table 4.23
Training Design and Innovation (TDI)
128
12 Did you identify any innovative practices in classroom teaching in your district by the practicing teachers? Yes / No If yes specify the no. of innovative practices identified
0.879
13 Were the innovative practices disseminated to schools? Yes / No If yes, specify the no.
0.897
Preparation of Annual calendar enables DIETs design training
programmes meticulously. Training needs analysis precedes effective
training delivery so that the programmes, even if pre-packaged, can be
made more appropriate for existing classrooms contexts. Similarly, the
follow up activities are equally important to assess the impact of the
training programme on the classroom process for which visits by DIET
staff to BRC, CRC and schools are necessary. The effect of training
programme can be gauged by the number of innovative practices
adopted by the inspired teachers who attend the programme. It is the
responsibility of the DIET to widely disseminate such innovative
practices to all schools through newsletters. So this factor is named
'Training Design and Innovation'.
4.5.4 Training Process (TP)
F. No.
Item Factor loading
5 Were Educational Technology Equipments used in transactional process during the training programmes? Yes / No If yes, specify the no. Of training programmes and the equipments used
0.727
8 Did the faculty members of other branches of DIET contribute to the In-service training programmes? Yes / No
-0.688
Table 4.24
Training Process (TP)
129
11 Did the faculty members discuss the classroom problems faced by teachers and teacher educators? Yes / No If yes, specify the number of occasions with teachers, BRTEs, AIE/EGS Volunteers and CRC Coordinators
0.741
14 Do the pre-test and post-test form the integral part of training programmes? Yes / No If yes, furnish the number of pre-tests and post-tests conducted
0.703
The 'technical' support of the ET Branch and pedagogical support
of the other branches are critical to the effective in-service training.
Problems faced by teachers and teacher educators (BRTEs) and Tiard
spots' are discussed during training. Any training programme involves
the pre and post testing of the participants for assessing the Value
addition'. Hence the factor is named 'Training Process'.
4.5.5 Training Strategies and Impact (TSI)
Table 4.25 Training Strategies and Impact (TSI)
F. No.
Item Factor loading
9 Were the training modules distributed during training programmes? If yes, give details Yes / No
0.635
10 Were the training modules distributed after the training programmes? If yes, Give details Yes / No
0. .664
15 Have you conducted any impact studies on the training programmes? Yes / No If yes, furnish details
0. .762
17 What are the strategies / transactional strategies adopted in your training programmes?
0. .574
Distribution of modules during and after the training,
transactional strategies adopted and impact studies on the training
provide holistic perspective on the programme. Hence the factor is
named 'Training Strategies and Impact'.
130
4.5.6 Pre and Post Training Activities (PPTA)
Table 4.26 Pre and Post Training Activities (PPTA)
P. No.
Item Factor loading
-0.752
a. Time Table Yes No
b. Communication made through
Oral Yes No
Written Yes No
c. Resource Mobilization Yes No
Was the pre-planning for training activities carried out?
Was the documentation done after the training? Yes / No
If yes, specify the no. of documents prepared _______________ 0.762
Proper planning is necessary for the successful conduct of
training programmes. Pre-training activities include preparation of
timetable, proper communication to teachers through oral and written
modes, well in advance and mobilization of resources like human
(experts) and materials (TLM). The post training activities essentially
comprises the documentation of the programme for future reference and
feedback. Hence this factor is named 'Pre and Post training
Activities'.
4.5.7 Resourcing and Dissemination (RD)
Table 4.27 Resourcing and Dissemination (RD)
F. No.
Item Factor loading
3 Were periodical newsletters published if yes, specify the no. of news letters published?
0.866
16 Have you involved any external expertise for training programmes? Yes / No If yes, Give detail
-0.585
131
Resourcing training programmes by experts from different
institutions, other departments become important when they cover the
areas like disaster management, total health programmes. The other
innovative practices need to be also periodically disseminated through
the publication of news letters. Hence this factor is called 'Resourcing
and Dissemination'.
4.5.8 Conclusion
Out of ten envisaged factors, five factors namely Training Design
and Innovation, Training Process, Training Strategies and impact, Pre-
and Post Training Activities and Resourcing and Dissemination have
emerged from the factor analysis. The factor loadings of all the items in
each factor evidently prove that the IFIC effectiveness scale is highly
valid. Since the tool reliable and valid, it can be claimed to be a valid
measure for assessing the DIET effectiveness.
4.6 Curriculum Material Development & Evaluation Effectiveness
Scale (CMDEES) 4.6.1 Introduction
The CMDE Effectiveness Scale was administered in 29 DIETs and
Data collected for the three envisaged dimensions were computer
analyzed. The item-total correlations between the dimensions and the
total CMDE effectiveness score are significant and the values are very
close to each other. The Cronbach-alpha value is found to be
0.7792.The split half reliability value is 0.7869. These findings show
that the tool is reliable.
The data were factor analyzed for factorial structure using
principal component analysis method and Varimax rotation. Five factors
were extracted and these factors contributed to 68.69 %, the first factor
contributing to 28.23%and the last factor 7.73 % (Table 4.6.0). The
factors are named with reference to the variables (items) that load
132
significantly with each other. A loading of 0.3 and above is considered
significantly contributing to the factor. The extracted factors, with
names assigned to these latent variables are presented in the table
(4.28) indicating the percentage of variance explained by each factor.
F. No.
Factor Eigen Value
% of Variance
Cumulative percentage
1 Has CMDE branch prepared locally relevant new curricular units to supplement the prescribed curricular unit?
Yes / No If yes, list out the materials prepared
4.234 28.228 28.228
2 Has CMDE branch prepared locally relevant new curricular units to supplement the prescribed curricular unit? Yes / No If yes Name the other branches of DIET, if any, involved in the Material Development
1.869 12.459 40.688
3 What are the other materials developed by DIET (Books, Modules, Tools, Others)
1.737 11.580 52.268
4 Has CMDE branch evaluated textbooks of Std I to VIII? Yes / No a) If yes, attach copies of reports
1.304 8.693 60.961
5 Has the branch evaluated the Modules prepared by DTERT for AIE 85 EGS centres?
Yes / No If yes, furnish the details
1.159 7.726 68.686
Table 4.28
CMDEES Total Variance Explained
133
Table 4.28CMDEES Total Variance Explained6
Has the branch evaluated modules, audiocassettes, CDs, EDUSAT and Kanbom Karpom prepared by DTERT? Yes / No
.963 6.420 75.106
7 Has the branch sent any suggestion to DTERT regarding present DTE Source books?
Yes / No If yes, attach the copy of suggestions given for each subject
.882 5.882 80.988
8 Has the branch conducted any study regarding the present DTE question papers and their blue prints? Yes / No List out the subjects for which the study has been done
.708 4.723 85.711
9 Has the branch developed any material for In-service training? Yes / No If yes, list out materials
.571 3.809 89.520
10 Has the branch developed any Research materials/tools furnished below? If yes, identify the materials / books developed? Yes / No (Question banks, Rating scales, Observation Schedules, Diagnostic testing, Interview schedules, Opinionnaire)
.484 3.230 92.750
11 Has the faculty working in CMDE been involved in (a) Textbooks (DSE) Yes / No (b) Training Modules of DTERT Yes / No (c) Research Reports for DIET Yes / No
.395 2.636 95.386
12 Have CMDE branch faculty members been involved in reviewing National curriculum framework? Yes / No If yes, identify
.209 1.392 98.790
134
4.6.2 Factor Loadings
Factors are named on the basis of significant loaded items.
Significantly loading items with each factor extracted from the data
collected from the CMDE faculty are listed in the table that follow with
name (address) given to the factor.
4.6.3 Evaluation (EV)
1. National Curriculum frame work for School Education (NCFSE 2000)
2. National Environment Curriculum
3. National Curriculum Frame- work for School Education (NCFSE 2005)
13 Have the members been involved in comparative study of textbooks, curriculum and textbooks of different State Boards? If yes, Name the study conducted
.136 .906 99.696
14 Have the members of CMDE carried out studies of CCE? Yes / No If yes, List out studies
0.0456 .304 100.000
Extraction Method: Principal Component Analysis.
F. No
Item Factor Loading
6 Has the branch evaluated modules, audiocassettes, CDs, EDUSAT and Kanbom Karpom prepared by DTERT? Yes / No
0.725
8 Has the branch conducted any study regarding the present DTE question papers and their blue prints? Yes / No List out the subjects for which the study has been done
0.799
14 Have the members of CMDE carried out studies of CCE? Yes / No If yes, List out studies
0.849
Table 4.29Evaluation
135
The CMDE Branch conducts evaluation studies on question
papers and blue- prints of DTEd course. It carries out researches on
continuous and comprehensive Evaluation (CCE) focusing formative
evaluation in schools. It also evaluates the materials such as modules,
audiocassettes, CDs etc., prepared by the DTERT, the state apex body.
Hence the factor is called 'Evaluation'.
4.6.4 Curriculum and Material Development (CMD)
F. No.
Item Factor loading
2 Has CMDE branch prepared locally relevant new curricular units to supplement the prescribed curricular units? Yes / No If yes b) Name the other branches of DIET, if any, involved in the Material Development?
0.550
3 What are the other materials developed by DIET (Books, Modules, Tools, Others)
0.747
4 Has CMDE branch evaluated textbooks of Std I to VIII? Yes / No a) If yes, attach copies of reports
0.539
9 Has the branch developed any material for In-service training? Yes / No If yes, list out materials
0.553
10 Has the branch developed any Research materials/tools furnished below? If yes, identify the materials / books developed? Yes /No (Question banks, Rating scales, Observation Schedules, Diagnostic testing, Interview schedules, Opinionnaire)
0.678
Table 4.30
Curriculum and Material Development
136
The CMDE Branch staff review textbooks prescribed for I to VIII
standards to identify the gaps. They prepare accordingly, locally
relevant curricular units to supplement the prescribed textbooks in
coordination with other Branches, particularly DRU. Moreover, the
DIET faculty, in general, is involved in textbook writing and preparation
of modules for in-service training and development of evaluation tools
for schools. This factor is therefore named as 'Curricular and Material
Development'.
4.6.5 Curricular Design (CD)
Table 4.31
Curricular Design
F. No.
Item Factor loading
1 Has CMDE branch prepared locally relevant new curricular units to supplement the prescribed curricular unit? Yes / No a) If yes, list out the materials prepared
0.865
11 Are the faculty members working in CMDE involved in the preparation of (d) Textbooks (DSE) Yes / No (e) Training Modules of DTERT Yes / No (f) Research Reports for DIET Yes / No
0.794
The Branch staff not only produces locally relevant curricular
materials but also is involved in the text book writing and preparation of
in-service training modules and research reports. So the factor is called
'Curricular Design*.
137
4.6.6 Resource Support (RS)
Table 4.32
Resource Support
F. No.
Item Factor loading
12 Have CMDE branch faculty members been involved in reviewing National level curriculum? Yes / No If yes, identify 4. National Curriculum frame work for School Education
(NCFSE 2000) 5. National Environment Curriculum 6. National Curriculum Framework for School Education
(NCFSE 2005)
0.560
13 Have the members been involved in comparative study of curriculum and textbooks of different State Boards? If yes, Name the study conducted
-0.677
The CMDE branch staff has actively participated in the reviews of
national level curricula such as NFSE-2000, NCF 2005 and national
environmental curriculum. They undertake comparative studies of
curricula of different state boards to suggest suitable curriculum for the
state and develop locally relevant curricular materials. So this factor is
labeled 'Resource Support'.
4.6.7 Material Evaluation (ME)
Table 4.33
Material Evaluation
F. No.
Item Factor loading
5 Has the branch evaluated the Modules prepared by DTERT for AIE 85 EGS centres? Yes / No If yes, furnish the details
0.651
7 Has the branch sent any suggestion to DTERT regarding present DTE Source books? Yes / No If yes, attach suggestion given for each subject
0.783
The Branch evaluates the modules prepared for AIE and EGS by
the DTERT and makes suggestions to the DTERT regarding DTEd
138
source books in the light of the experience gained from evaluation
studies and text book analysis. Hence this factor is called 'Material
Evaluation'.
4.6.8 Conclusion
As many as five factors have emerged and have been named
Evaluation, Curriculum and Material Development, Curriculum Design,
Resource Supports and Material Evaluation. The factor loadings of all
the items in each factor from the factor analysis the powerfully
demonstrate that the developed tool is valid. Since CMDE effectiveness
tool is valid and reliable, it can be used as a valid instrument for
measuring the effectiveness of CMDE branch of DIETs.
Data collected for 21 dimensions from 29 DIETs were computer
analyzed. The item-total correlations between the dimensions and the
total ET effectiveness score are significant and the values are very close
to each other. The Cronbach-alpha value is found to be 0.7293. The
split half reliability value is 0.7104. These findings show that the tool is
reliable.
The data were factor analyzed for factorial structure using
principal component analysis method and Varimax rotation. Eight
factors were extracted and these factors contributed to 80.86 %, the
first factor contributing to 18.75%and the last factor 4.88 %. The
factors are named with reference to the variables (items) that load
significantly with each other. A loading of 0.3 and above is considered
significantly contributing to each factor. The extracted factors, with
names assigned to these latent variables are presented in the table
(4.34) indicating the percentage of variance explained by each factor.
139
F. No. Factor
Eigen Value
% of Variance
Cumulative percentage
1 Does the branch have the Audio Visual Equipment facilities? Yes / No
0.835 18.753 18.753
2 Does the branch have modern communication facility Yes / No
16.422 35.174
3 Has the Educational Technology branch developed low cost Teaching Learning Materials for all subjects? Yes / No
0.812 11.726 46.901
4 Are the Audio Video Equipments utilized in the classroom transactional processes by faculty members? Yes / No
0.784 9.720 56.621
5 Are the Audio Video Equipments utilized in the classroom transactional process by student-teachers? Yes / No
0.726 7.962 64.583
6 Have the Audio Video Equipments been borrowed by school teachers? Yes / No
0.844 6.245 70.828
7 Do the faculty members use computers? Yes / No
0.934 5.149 75.978
8 Do the student-teachers use the computers? Yes / No
0.612 4.883 80.861
9 Has the Education Technology branch produced educational software? Yes / No
0.673 3.382 84.242
10 Have you conducted any training programme for primary school teachers in handling Audio Video Equipments? Yes / No
.617 2.938 87.180
11 Have you prepared any module / book on Educational Technology? Yes / No
.553 2.634 89.814
12 Have you conducted any study on the use of TLM / software by school teachers? Yes /No
.460 2.192 92.006
Table 4.34
ETES Total Variance Explained
140
4.7.2 Factor Loadings
Factors are named on the basis of significant loaded items.
Significantly loading items with each factor extracted from the data
collected from the ET faculty are listed in the table that follows with
name (address) given to the factor.
ETES Total Variance Explained4.7.2 Factor Loadings
Has the Educational Technology branch contributed to Tele- conference programme? Yes / No
.390 1.855 93.861
14 Do you have linkage with the other branches? Yes / No
.332 1.583 95.444
15 Have you given any Radio programme? Yes / No
.282 1.345 96.789
16 Has the Educational Technology arranged Radio programmes and Video programmes? Yes / No
.243 1.155 97.944
17 Have the Educational Technology faculty members contributed to the production of Kanbom Karpom programme? Yes / No
.157 .747 98.691
18 Does the Institute train student- teachers to prepare at least 3 media based lesson plans making use of Microsoft Word, Power point, Encyclopedia CD, etc? Yes / No
.108 .514 99.205
19 Has the Educational Technology produced any Digital Lesson Plan? Yes / No
0.082 .391 99.595
20 Does the Educational Technology branch have Audio and Video Library? Yes / No If Yes, how often do student- teachers use Audio-Video Library?
0.055 .263 99.858
21 Do the faculty members of Educational Technology branch have knowledge on Software at the application level? Yes / No
0.029 .142 100.000
Extraction Method: Principal Component Analysis.
141
4.7.3 Utilization of ET Equipments (UETE)
Extraction Method: Principal Component AnalItem Factor No.
Loading
4 Are the Audio Video Equipments utilized in the classroom transactional process by faculty members? Yes / No If yes, mention the number of times utilized Audio Video Equipments Number of times utilized per year Faculty member 0.784 OHP Slide Projector Tape Recorder VCR/VCD/DVD 8s TV LCD
5 Are the Audio Video Equipments utilized in the classroom transactional process by student-teachers? Yes / No If yes, mention the number of times utilized Audio Video equipments Number of times utilized per year per student teacher 0.726 OHP Slide Projector Tape Recorder VCR/VCD/DVD 8s TV LCD
6 Have the Audio Video Equipments been borrowed by school teachers in the lab area? Yes / No
Audio Video Equipments 2002-03 2003-04 2004-05 0.844
OHP Yes / No Yes / No Yes / No Slide Projector Yes / No Yes / No Yes / No Tape Recorder Yes / No Yes / No Yes / No VCR/VCD/DVD 8B TV Yes / No Yes / No Yes / No LCD Yes / No Yes / No Yes / No
Table 4.35
Utilization of ET Equipments (UETE)
142
F. No.
Item Factor Loading
8 Do the student teachers use the computers? Yes / No If yes, (a) Assignment Preparation Yes / No
Number of assignment produced per student (b) Preparation of Teaching Yes / No
Number of Software prepared per faculty
0.612
Educational technology generally provides technical support to
other Branches' activities. Its effective functioning depends more on the
use of available ET equipments. They are used in the classroom
processes by the staff. The trainees use them in their demo classes and
micro-teaching. They use computers for the preparation of TLM and
assignments. Moreover, some audio-video equipments are borrowed by
the school teachers to enrich their teaching learning activities. This
outsourcing of ET equipments provides otherwise missing link between
the DIET and school in technical support. Hence this factor is named
'Utilization of ET Equipments.'
4.7.4 Resource Generation & Integration (RGI)
F. No.
Item Factor loading
14 Do you have linkage with the other branches? Yes / No If yes furnish details
0.887
17 Have the Educational Technology faculty members contributed to the Kanbom Karpom programme? Yes / No If yes, given details Year Number of programmes 2002 - 2003 2003 - 2004 2004 - 2005
0.564
Table 4.36
Resource Generation & Integration (RGI)
143
19 Has the Educational Technology produced any Digital Lesson Plan? Yes / No If yes, give details Year Number of Digital Lesson Plan produced 2002 - 2003 2003 - 2004 2004 - 2005
-0.848
20 Does the Educational Technology branch have Audio and Video Library? Yes / No
0.637
The integration of ET Branch with other Branches indicates the
effective functioning of the DIET. The Branch staff members develop
digital lesson plans and maintain audio video library. They contribute
their resources to Kanbom and Karpom programme, telecast by
Doordarshan, Chennai. Hence the factor is assigned the name of
'Resource generation & Integration*.
4.7.5 ICT Support (ICTS)
F. No.
Item Factor loading
10 Have you conducted any training programmes for primary school teachers in handling Audio Video Equipments? Yes / No if yes, mention number of training programmes conducted Year Number of training conducted 2002 - 2003 2003 - 2004 2004 - 2005
0.567
15 Have you given any Radio programme? Yes / No If yes, mention the number of programmes given Year Number of programmes given 2002 - 2003 2003 - 2004 2004 - 2005
0.808
Table 4.37
ICT Support (ICTS)
144
21 Do the faculty members of Educational Technology 0.806 branch have knowledge on Software at the application level? Yes / No
SI. No. Name Software i
I
.
3. 4. 5.
The Branch staff members train teachers periodically to handle
Audio-Video equipments. Such programmes improve their ICT efficacy.
The Branch staff themselves prepare software for classroom application.
They give radio programme for children at elementary level. This
resource and technical support improve the portfolio of the Branch
significantly. Hence the factor is named *ICT Support*.
4.7.6 Availability of Resources (AR
F. No.
Item Factor loading
1 Does the branch have the Audio Visual Equipment 0.835 and communication facilities? Yes / No If yes, give details Audio Visual Equipments Number of items and Communication facilities (in working condition) 1 OHP 2 Slide Projector 3 Tape Recorder 4 VCR / VCD / DVD 5 TV 6 Computer 9 Fax 10 16 mm Projector 11 Direct Projector 12 Camera 13 Epidiascope
Table 4.38
Availability of Resources (AR)
145
14 Multi media 15 System Networks 16 Laser Printer 17 Ink jet printer 18 Dot Matrix Printer 19 Photocopier 20 Photocopier cum printer 21 Computer Materials / CAL Materials 22 Dish Antenna 23 Cable Net Work 24 Radio 25 Sound System 26 UPS 27 LCD 3 Has the Educational Technology branch developed
low cost Teaching Learning Materials for all subjects? Yes / No If yes, (give details) mention the number of low cost teaching aids developed subject wise 2002 - 2003 2003 - 2004 2004 - 2005
0.812
The Branch has all the required audio video equipments ranging
from OHP to LCD in response to changing classroom contexts. .
EDUSAT equipments are in place to telecast videoconferencing
programme at the DIET. The Branch develops locally relevant low cost
teaching learning materials. So this factor is called 'Availability of
Resources'.
4.7.7 Development of Software Materials (DSM)
Table 4.39
Development of Software Materials (DSM)
F. No.
Item Factor loading
7 Do the faculty members use computers? Yes / No If yes, specify the purpose of usage (a) Document preparation Yes / No If yes, Number of Documents produced by each faculty
0.934
146
F. No.
Item Factor loading
7 Do the faculty members use computers? Yes / No If yes, specify the purpose of usage (a) Document preparation Yes / No If yes, Number of Documents produced by each faculty
0.934
(b) Preparation of Teaching Yes / No Learning Material If yes, Number of Software produced by each faculty
9 Has the Education Technology branch produced educational software? Yes / No If Yes, give details Subject OHP/slide/ Audio- Video CD Transparency Cassette Cassette 1. Tamil 2. English 3. Maths 4. Science 5. Social Science 6. Challenges in Education 7. Educational Management 8. Psychology 9. Physical Education 10. Health Education 11. Work Experience 12. Others
0.673
The Branch faculty develops software materials for pre-service
programme in all curricular and co-curricular subjects. They produce
audio and videocassettes, CDs and OHP transparencies as well. These
activities reflect the vibrancy of the Branch. Hence the factor is named
'Development of Software Materials'. 4.7.8 Professional Competence (PC)
Table 4.40
Professional Competence (PC)
F. No.
Item Factor loading
11 Have you prepared any module / books on 0.542
147
F. No.
Item Factor loading
7 Do the faculty members use computers? Yes / No If yes, specify the purpose of usage (a) Document preparation Yes / No If yes, Number of Documents produced by each faculty
0.934
(b) Preparation of Teaching Yes / No Learning Material If yes, Number of Software produced by each faculty
9 Has the Education Technology branch produced educational software? Yes / No If Yes, give details Subject OHP/slide/ Audio- Video CD Transparency Cassette Cassette 1. Tamil 2. English 3. Maths 4. Science 5. Social Science 6. Challenges in Education 7. Educational Management 8. Psychology 9. Physical Education 10. Health Education 11. Work Experience 12. Others
0.673
The Branch faculty develops software materials for pre-service
programme in all curricular and co-curricular subjects. They produce
audio and videocassettes, CDs and OHP transparencies as well. These
activities reflect the vibrancy of the Branch. Hence the factor is named
'Development of Software Materials'. 4.7.8 Professional Competence (PC)
Table 4.40
The ET Branch faculty with their technical as well as pedagogical
expertise produces quite a number of radio and video programmes every
year for contextually appropriate local specific curricular units and
thereby address the systemic issues of equity and quality in children's
148
learning. Hence the factor is assigned the name 'Audio Video
programmes'.
4.7.10 Resources and Research (RR)
Table 4.42
Resources and Research (RR)
F. No.
Item Factor loading
2 Does the branch have modern communication facilities? Yes / No If yes, give details Number of items Communication facilities (in working condition) 7 Internet 8 Website 8a e-mail
0.883
12 Have you conducted any study on the use of TLM / software used by school teachers? Yes / No Year 2002 - 2003 Yes / No 2003 - 2004 Yes / No 2004 - 2005 Yes / No
0.563
The ET Branches of all the DIETs have e-resources like internet,
website and e-mail for online communication facilitating faculty and
student interaction. The branch also conducts research on the use of
TLM and software by teachers in the classroom. Hence the factor is
labeled the name 'Resources and Research*.
4.7.11 Conclusion
Eight factors have emerged from the analysis and they are named
Utilization of ET Equipments, Resource Generation & Integration, ICT
Support, Availability of Resources, Development of Software Materials,
Professional Competence, Audio and Video Programmes and Resources
and Research. Factor loadings of all the items in each factor from the
factor analysis powerfully demonstrate that the developed tool is valid.
149
Since the tool is valid and reliable, it can be said to be valid measure of
Data collected from this administration of PM effectiveness scale
for 12 dimensions were computer analyzed. The item-total correlations
between the dimensions and the total P&M effectiveness score are
significant and the values are very close to each other. The Cronbach-
alpha value is found to be 0.8415. The split half reliability value is
0.6533. These findings show that the tool is reliable.
The data were factor analyzed for factorial structure using
principal component analysis method and Varimax rotation. Five factors
were extracted and these factors contributed to 68.79 %, the first factor
contributing to 31.14%and the last factor 6.73 %. The factors are
named with reference to the variables (items) that load significantly with
each other. A loading of 0.3 and above is considered significantly
contributing to the factor. The extracted factors, with names assigned to
these latent variables are presented in the Table (4.43) indicating the
percentage of variance explained by each factor.
Factor No.
Factor Eigen Value
% of Variance
Cumulative percentage
1 Is the Planning and Management Branch involved in the collection of educational data? Yes / No If Yes, do you maintain any records? Furnish the details of records you maintain
5.605 31.137 31.137
2 What methods have you adopted to collect district specific educational data? (b) Have you published it annually?
2.235 12.418 43.555
Table 4.43
PMES Total Variance Explained
150
3 List achievement tests conducted by Planning and Management Branch?
1.867 10.371 53.926
4 Is the Planning and Management branch actively involved in preparing perspective plan, annual work plan and budget for SSA Yes / No If yes, furnish details
1.464 8.133 62.060
5 Is the Planning and Management Branch involved voluntarily in conducting studies pertaining to the achievement of UEE goals Yes / No If yes, list the studies conducted.
1.211 6.726 68.786
6 Have the faculty members undergone training programmes related to planning? Yes / No If yes, list of training programmes
.970 5.386 74.172
7 Has the Planning and Management Branch provided training programmes to Headmasters and BRC personnel on planning and educational leadership? Yes / No If yes, list out training programmes imparted
.908 5.043 79.215
8 Has the Planning and Management Branch evolved an evaluation criteria for institutional assessment?
Yes /No If yes, list the tools evolved (Collect the copy)
.671 3.728 82.943
9 Does the Planning and Management Branch involve the community in achieving the goals of SSA using programmes?
.659 3.663 86.606
10 Do the Planning and Management members attend VEC Meetings? Yes / No If yes, the periodicity of visit (Monthly once, Bimonthly, Quarterly, Half yearly)
.522 2.900 89.506
151
3 List achievement tests conducted by Planning and Management Branch?
1.867 10.371 53.926
4 Is the Planning and Management branch actively involved in preparing perspective plan, annual work plan and budget for SSA Yes / No If yes, furnish details
1.464 8.133 62.060
5 Is the Planning and Management Branch involved voluntarily in conducting studies pertaining to the achievement of UEE goals Yes / No If yes, list the studies conducted.
1.211 6.726 68.786
6 Have the faculty members undergone training programmes related to planning? Yes / No If yes, list of training programmes
.970 5.386 74.172
7 Has the Planning and Management Branch provided training programmes to Headmasters and BRC personnel on planning and educational leadership? Yes / No If yes, list out training programmes imparted
.908 5.043 79.215
8 Has the Planning and Management Branch evolved an evaluation criteria for institutional assessment?
Yes /No If yes, list the tools evolved (Collect the copy)
.671 3.728 82.943
9 Does the Planning and Management Branch involve the community in achieving the goals of SSA using programmes?
.659 3.663 86.606
10 Do the Planning and Management members attend
.522 2.900 89.506
Extraction Method: Principal Component Analysis.
152
4.8.2 Factor Loadings
Factors are named on the basis of significant loaded items.
Significantly loading items with each factor extracted from the data
collected from the P&M faculty are listed in the table that follow with
name (address) given to the factor.
4.8.3 Professional Development and Support (PDS)
Table 4.44
Professional Development and Support (PDS
F. No.
Item Factor Loading
1 Is the Planning and Management Branch involved in the collection of educational data? Yes / No If Yes, do you maintain any records? Furnish the details of records you maintain
0.621
6 Have the faculty members undergone training programmes related to planning? Yes / No If yes, list of training programmes
0.778
7 Has the Planning and Management Branch provided training to Headmasters and BRC personnel on planning and educational leadership? Yes / No If yes, list out training programmes imparted
0.446
9 Does Planning and Management involve the community in achieving the goals of SSA using training programmes?
0.788
13 What are the measures adopted by Planning and Management Branch to increase the effectiveness of lab area schools?
0.820
Decentralized planning demands professional orientation of
planning and management Branch staff. Their strong grounding in
planning and management helps them train headmasters and BRC
functionaries in micro-planning and school mapping. The Branch staff
collects educational data on enrolment, dropout, stagnation and
transition from various resources to be shared with relevant
administrative offices and policy makers. They involve community in
achieving the goals of SSA. They visit lab area schools and improve their
153
functioning. Hence this factor is known as 'Professional Development
and Support'.
4.8.4 Integration / Linkages (IG / LS)
Table 4.45
Integration / Linkages (IG / LS)
F. No.
Item Factor loading
2a What methods have you adopted to collect district specific educational data? (b) Have you published it annually?
0.665
14 What are the inputs provided by Planning and Management Branch to supplement the services of PSTE Branch?
0.776
15 What are the inputs provided by Planning and Management to improve the functioning of IFIC Branch?
0.688
17 What are the inputs provided by planning and Management Branch to improve the functioning of CMDE Branch, Work Experience Branch, DRU Branch
0.510
18 What is the contribution of Statistical officer to the functioning of Planning and Management Branch? List out the activities executed by him/her.
0.665
This Branch helps other Branches in their planning of activities
and timetabling of programmes. The other Branch activities partly
depend on the P&M for their successful planning and conduct of the
trainings and other programmes. This integration is important for the
effective functioning of the DIET. Therefore this factor is assigned the
name 'Integration / Linkage'.
154
4.8.5 Planning (PN)
Table 4.46
Planning (PN)
F. No.
Item Factor loading
3 List achievement tests conducted by Planning and Management Branch
0.643
11 Does Planning and Management Branch prepare Calendar of Activities for DIET every year? Yes / No
0.845
16 Is the DIET involved Planning and Management Branch in preparation of AWP, Perspective Plan for Teacher Education?
0.722
This Branch prepares the annual calendar of Activities for DIET.
The Branch staff members are involved in the preparation of Annual
Work Plan (AWP) and Perspective Plan for Teacher Education. They
conduct achievement tests and surveys of their own as well of State and
National bodies like DTERT, RIE, NIEPA, NCERT etc., so this factor is
named 'Planning'.
4.8.6 Research and Community Participation (RCP)
Table 4.47
Research and Community Participation (RCP
F. No.
Item Factor loading
5 Is the Planning and Management Branch voluntarily involved in conducting studies pertaining to UEE goals Yes / No If yes, list the studies conducted.
-0.592
10 Do the Planning and Management members attend VEC Meetings? Yes / No If yes, the periodicity of visit (Monthly once, Bimonthly, Quarterly, Half yearly)
0.791
12 Is Planning and Management Branch involved in organizing training programmes for VEC? Yes / No If yes, list programmes conducted
0.679
155
The P&M Branch staff members conduct research studies related
to UEE goals such as problems of enrolment, dropouts and repetition
particularly of Girls and SC and ST children. They attend VEC meetings
and share their ideas on school management with VEC members. They
empower VECs by giving them training on school mapping and promote
active community participation in elementary schooling. This factor is
therefore called as 'Research and Community Participation'. 4.8.7 Evaluation of Institutions (EI)
Table 4.48
Evaluation of Institutions (EI)
P. No.
Item Factor loading
4 Is the Planning and Management actively involved in preparing perspective plan, annual work plan and budget for SSA Yes / No If yes, furnish details
0.456
8 Has the Planning and Management Branch evolved an evaluation criteria for institutional assessment? Yes / No If yes, list the tools evolved (Collect the copy)
0.802
This Branch develops various instruments for school visits and
institutional assessment at school and DIET levels. It has been actively
involved in the preparation of perspective plan of SSA and is involved in
the AWP of SSA at district level. So this factor is labeled 'Evaluation of
Institutions'.
4.8.8 Conclusion
Five factors named Professional Development and Support,
Linkage, Planning, Realizing UEE goals and Evaluating Institutions
have emerged. The factor loadings of all the items in each factor from
the factor analysis powerfully demonstrate that the developed tool is
156
valid. Since the valid and reliable, it can be said to be valid for
measuring the effectiveness of Perception on Principal's Role in DIET.
4.9 DIET Faculty Perception on Principal's Leadership (DFPPL)
4.9.1 Introduction
The DFTL Scale was administered on 232 faculties of all the 29
DIETs and Data collected were computer analyzed. The item-total
correlations between the dimensions and the scores of Perception on
Principal's Role (PPR) are significant and the values are very close to
each other. The Cronbach-alpha value is found to be 0.8979.The split
half reliability value is 0.8715. These findings show that the tool is
reliable. The data were factor analyzed for factorial structure using
principal component analysis method and Varimax rotation. Several
factors were extracted and these factors contributed to 62.63 %, the
first factor contributing to 34.22%and the last factor 3.61 %. The
factors are named with reference to the variables (items) that load
significantly with each other. A loading of 0.3 and above is considered
significantly contributing to the factor. The extracted factors, with
names assigned to these latent variables are presented in the Table
(4.49) indicating the percentage of variance explained by each factor.
F. No.
Factor Eigen Value
% of Variance
Cumulative percentage
1 The Principal uses his authority in a democratic way to get the work done from subordinates
9.581 34.218 34.218
2 The Principal organizes frequent meetings to discuss and sort out issues pertaining to DIET
1.881 6.719 40.937
3 He/she leads us by setting example both in class work and personal traits like punctuality and integrity
1.476 5.270 46.208
Table 4.49
DFPPL Total Variance Explained
157
4 The Principal is an expert in identifying talents and entrusting the responsibility to the right person
1.302 4.650 50.858
5 Principal strictly adheres to rules and disciplinary proceedings to bring erring staff back on track
1.182 4.220 55.078
6 Principal has the habit of passing his responsibility to others when the task is given by the higher officials or when ever problem arises
1.105 3.947 59.025
7 Principal keeps himself or herself in an ivory tower and wants every other staff member to realize his/ her position and keep a distance
1.009 3.605 62.630
8 Principal is sensitive to the needs of every staff member and goes out of the way to help staff in distress.
.936 3.341 65.971
9 Principal maintains good rapport with district level functionaries
.905 3.231 69.202
10 Principal ensures cordial and friendly relationship among staff members
.871 3.111 72.313
11 There is groupism among the staff
.754 2.695 75.007
12 Principal strengthens the cordial relationship among staff members
.644 2.300 77.307
13 Principal ensures cordial relationship between staff members and students
.623 2.225 79.532
14 All official communications come in written format through circulars and lecturers and senior lecturers are made to acknowledge the receipt by signing it
.585 2.088 81.620
15 Decision regarding allocation of duties to different staff members is done only after free and frank discussion by Principal with the faculty
.529 1.888 83.508
16 Circulars are sent only after arriving at a consensus during staff meetings
.513 1.834 85.341
158
4 The Principal is an expert in identifying talents and entrusting the responsibility to the right person
1.302 4.650 50.858
5 Principal strictly adheres to rules and disciplinary proceedings to bring erring staff back on track
1.182 4.220 55.078
6 Principal has the habit of passing his responsibility to others when the task is given by the higher officials or when ever problem arises
1.105 3.947 59.025
7 Principal keeps himself or herself in an ivory tower and wants every other staff member to realize his/ her position and keep a distance
1.009 3.605 62.630
8 Principal is sensitive to the needs of every staff member and goes out of the way to help staff in distress.
.936 3.341 65.971
9 Principal maintains good rapport with district level functionaries
.905 3.231 69.202
10 Principal ensures cordial and friendly relationship among staff members
.871 3.111 72.313
11 There is groupism among the staff
.754 2.695 75.007
12 Principal strengthens the cordial relationship among staff members
.644 2.300 77.307
13 Principal ensures cordial relationship between staff members and students
.623 2.225 79.532
14 All official communications come in written format through circulars and lecturers and senior lecturers are made to acknowledge the receipt by signing it
.585 2.088 81.620
15 Decision regarding allocation of .529 1.888 83.508
Extraction Method: Principal Component Analysis.
159
4.9.2 Factor Loadings
Factors are named on the basis of significant loaded items.
Significantly loading items with each factor extracted from the data
collected from the DIET faculty and student-teachers are listed in the
table that follow with name (address) given to the factor.
4.9.3 Managerial Skills (MS)
F. No.
Item Factor loading
1. The Principal uses his/her authority in a democratic way to get the work done from subordinates
0.737
2. The Principal organizes frequent meetings to discuss and sort out issues pertaining to DIET
0.757
3. He/ she leads us by setting example in academic and administrative work and personal traits like punctuality and integrity
0.814
4. The Principal is an expert in identifying talents and entrusting the assignments to the right person
0.703
5. The Principal strictly adheres to rules and disciple- nary proceedings to bring erring staff back on track
0.649
9 The Principal maintains good rapport with district level functionaries
0.745
10 The Principal ensures cordial and friendly relationship with staff members
0.756
12 The Principal strengthens the cordial relationship of staff members
0.774
13 The Principal promotes cordial relationship between staff members and students
0.791
14 All official communications are circulated to the staff members.
0.631
15 Decision regarding allocation of duties to different staff members is done only after free and frank discussion by Principal with all the faculty members concerned.
0.745
16 Circulars are sent only after arriving at a consensus during staff meetings
0.683
17 Communications are very clear and crisp 0.725
Table 4.50
Managerial Skills (MS)
160
20 The Principal consults only a few staff members while taking decisions.
0.502
21 The Principal is partial in allocating work to staff members.
0.543
23 The Principal postpones decision making to such a point that the problem solves itself
0.435
24 Accounting system is properly maintained in DIET 0.683 26 Every time when AG's Audit comes, it is a night mare
for the office 0.440
27 There is transparency in accounting every pie 0.667
The DIET principal is an able leader both in academic and
administrative domains. He directs the institute and is responsible for
improving its institutional profile and high visibility. His is a democratic
style of leadership in decision making. He discusses all the issues with
staff members and arrives at a consensus. He is a good role model to be
emulated by the staff in practising professional ethics. He maintains
good rapport with staff and ensures cordial relationship between staff
and students. He possesses excellent communication skills. He conveys
messages clearly and crisply and delegates authority. He sees to it that
financial accounting procedures are transparent in the office. He is
equally firm in making staff adhere to rules and regulations. Hence this
factor is assigned the name 'Managerial Skills'.
4.9.4 Accessibility (AL)
Table 4.51
Accessibility (AL)
F. No.
Item Factor loading
7 The Principal keeps himself or herself in an ivory tower and wants every other staff member to realize his/ her position and keep a distance
0.456
The principal is accessible to all including staff and students. He
never sits in an ivory tower and keeps distance from them. He is known
for his accessibility. Hence the factor is labeled 'Accessibility'.
161
4.9.5 Empathy and Decision Making (EDM)
Table 4.52
Empathy and Decision Making (EDM
F. No.
Item Factor loading
8 The Principal is sensitive to the needs of every staff member and regularly helps staff members in distress.
-0.479
19 The Principal follows DTERT / SCERT instructions to the letter and spirit.
0.616
22 Important and crucial decisions are always taken by the Principal himself/ herself.
0.553
28 Nobody outside a programme knows anything about the finance involved in it
0.505
The principal is sensitive to the needs of staff and empathic
towards them. At times, he takes some important and crucial decisions
himself due to the expediency of situation. This factor is therefore is
known as 'Empathy and Decision Making'.
4.9.6 Risk Taking Behavior (RTB)
Table 4.53
Risk Taking Behavior (RTB)
F. No.
Item Factor loading
6 The Principal has the habit of passing on his responsibility to others when a task is given by the higher officials or a problem arises
0.410
He is ready to take risk in solving certain problems. He takes
responsibility for the collective decision even if some problem arises
while implementing the decision. Hence this factor is assigned the name
'Risk taking Behaviour'
162
4.9.7 Inter Personal Relationship (IPR)
Table 4.54
Inter Personal Relationship (IPR)
F. No.
Item Factor loading
11 There is no groupism among the staff 0.664 18 Office staff and academic faculty do not communicate
official matters directly but only through the Principal 0.478
He never allows groupsim among staff members by his
impartiality. Moreover, official communications are passed only through
the principal not by the administrative staff. So this factor is labeled as
'Inter Personal Relationship'. 4.9.8 Financial Accountability of Subordinates (FAS)
Table 4.55
Financial Accountability of Subordinates (FAS)
F. No.
Item Factor loading
25 Lecturers and Senior Lecturers in-charge of various programmes submit accounts and vouchers soon after the final day of a programme
0.515
The principal ensures the financial accountability of staff
members by directing them to submit accounts soon after the training
programmes are over. So, this factor is named 'Financial
Accountability of Subordinates'. 4.9.9 Conclusion
Factor analysis helped the extraction of six factors namely
Inter Personal Relationship, Financial Accountability of Subordinates'.
The factor loadings of all the items in each factor powerfully
demonstrate that the developed tool is valid. Since the tool is valid and
163
reliable, it can be said to be validated for measuring the Perception on
Principal's Role in DIET. 4.10. A Scale on Professionalism (ASP) 4.10.1 Introduction
Data collected from 29 DIETs by administrating A Scale on
Professionalism were computer analyzed. The item-total correlations
between the dimensions and Professional Exposure & Linkage (PE & L)
effectiveness score are significant and the values are very close to each
other. The Cronbach-alpha value is found to be 0.5619.The split half
reliability value is 0.6119. These findings show that the tool is reliable.
The data were factor analyzed for factorial structure using
principal component analysis method and Varimax rotation. Four
factors were extracted and these factors contributed to 71.67 %, the
first factor contributing to 35.63%and the last factor 7.99 %. The
factors are named with reference to the variables (items) that load
significantly with each other. A loading of 0.3 and above is considered
significantly contributing to the factor. The extracted factors, with
names assigned to these latent variables are presented in the Table
(4.56) indicating the percentage of variance explained by each factor.
F. No. Factor Eigen Value
% of Variance
Cumulative percentage
1 Details of Staff: Staff in position: (Regular / In- charge) (Principal, Senior Lecturers, Lecturers, Junior Lecturers Other Teaching Staff and Non-teaching Staff)
4.632 35.630 35.630
2 Details of Staff Educational Qualification: Academic 8B Professional Ph.D., M.Phil, other Degrees/ Diploma
2.022 15.555 51.185
Table 4.56
ASP Total Variance Explained
164
4.10.2 Factor Loadings
Factors are named on the basis of significant loaded items.
Significantly loading items with each factor extracted from the data
collected from the DIET are listed in the table that follow with name
(address) given to the factor.
ASP Total Variance Explained4.10.2 Factor Loadings
Publications Books on Education, Textbooks, Training Modules, Articles
1.624 12.495 63.680
4 Professional Exposure (International Seminars, National Seminars, Other Seminars, Conference, Visits, Field Trips, Educational Tours, Exchange Programme)
1.038 7.988 71.668
5 Research Experience (Action Research, Projects)
.871 6.704 78.372
6 Awards: State Award, National Award, NCERT, Other Agencies
.702 5.399 83.771
7 Visits made by Faculty members to BRC
.581 4.471 88.241
8 Visits made by Faculty members to CRC
.462 3.550 91.792
9 Visits made by Faculty members to School
.369 2.839 94.630
10 Faculty members attend District Level Committee (DLC
.356 2.740 97.371
11 Faculty members attend Block Level Committee (BLC)
.201 1.547 98.917
12 Faculty members attend VEC
0.0956 .738 99.655
13 Number of Faculty members who acted as KRP / SRG in the SSA training programmes / projects under the X Five Year Plan / Textbook writing / Proficiency test
0.0481 .345 100.000
Extraction Method: Principal Component Analysis.
165
4.10.3 Professional Development (PD)
Table 4.57
Professional Development (PD)
Extraction Method: Principal Component Analysis.4.10.3 Professional Development (PD)
Item Factor loading
4 Professional Exposure (International Seminars, National Seminars, Other Seminars, Conference, Visits, Field Trips, Educational Tours, Exchange Programme)
0.611
5 Research Experience (Action Research, Projects) 0.819
7 Visits made by Faculty members to BRC 0.677
8 Visits made by Faculty members to CRC 0.692
13 Number of Faculty members who acted as KRP / SRG in the SSA training programmes / projects under the X Five Year Plan / Textbook writing / Proficiency test
0.651
The DIET staff participates in seminars and conferences and visit
to other national level and state level institutions on exchange
programme to map out new pedagogical innovations. They undertake
district level research projects. They do action research, as it is the
mandate of the DIET, for institutional agency, autonomy and
responsibility. Visits by the staff to BRCs and CRCs create feedback
loops between DIETs and resource centres so that they can identify
teachers' professional development needs to which the DIET
programmes would respond. They serve as KRPs / SRGs in training
programmes and research projects. These activities provide opportunity
for their comprehensive professional development. Hence this factor is
known as 'Professional Development*.
166
4.10.4 Linkages Academic Support (LAS)
Table 4.58
Linkages Academic Support (LAS)
F. No.
Item Factor loading
9 Visits made by Faculty members to School 0.559 10 Faculty members attending District Level Committee
(DLC) 0.732
11 Faculty members attending Block Level Committee (BLC)
0.796
12 Faculty members attending VEC? 0.892
In order to proactively promote linkages with various levels of
committees, they attend VEC, BLC and DLC meetings. They visit
schools to provide on-site academic support to teachers. This factor is
therefore called 'Linkages and Academic support*.
4.10.5 Human Resource Development (HRD)
Table 4.59
Human Resource Development (HRD)
F. No.
Item Factor loading
1 Details of Staff: a. Staff in position: (Regular / In-charge) M F (Principal, Senior Lecturers, Lecturers, Junior Lecturers Other Teaching Staff and Non-teaching Staff)
0.774
6 Publications Books on Education, Textbooks, Training Modules, Articles
0.695
9 Awards State Award, National Award, NCERT, Other Agencies
0.769
Staffing, publications and Awards improve the institutional profile
and visibility of the DIET. It becomes a resource centre only when it is
well staffed. The professional development is evidenced by books,
publications, and module preparation etc., and their professional
commitment is rewarded when they are conferred state and national
167
Awards for their outstanding service. Hence this factor is named
'Human Resource Development'.
4.10.6 Certification (CT)
Table 4.60
Certification (CT)
F. No.
Item Factor loading
2 Details of Staff Educational Qualification: Academic & Professional Ph.D., M.Phil. Other Degrees/ Diploma
0.870
Apart from generic educational qualifications the DIET staff
members acquire M.Phil., and Ph.D qualifications as part of their
professional development. Hence the name 'Certification* is assigned
to this factor.
4.10.7 Conclusion
Four factors namely Professional Development, Human Resource
Development, Academic Support, and Certification have emerged from
factor analysis. The factor loadings of all the items in each factor from
the factor analysis powerfully demonstrate that the developed tool is
valid. Since the tool is valid and reliable, it can be said to be valid for
measure of the effectiveness of A Scale on Professionalism of DIET. 4.11 Students' Perception on Functioning of DIET (SPFDIET) 4.11.1 Introduction
Data collected for SPDIET from 29 DIETs were computer
analyzed. The item-total correlations between the dimensions and the
scores of Student's Perception on the DIET (SPDIET) are significant and
the values are very close to each other. The Cronbach-alpha value is
found to be 0.8979.The split half reliability value is 0.8715. These
findings show that the tool is reliable.
168
The data were factor analyzed for factorial structure using
principal component analysis method and Varimax rotation. Seven
factors were extracted and these factors contributed to 58.01 %, the
first factor contributing to 26.28%and the last factor 3.24 %. The
factors are named with reference to the variables (items) that load
significantly with each other. A loading of 0.3 and above is considered
significantly contributing tot eh factor. The extracted factors, with
names assigned to these latent variables are presented in the Table
(4.61) indicating the percentage of variance explained by each factor.
F. No.
Factor Eigen Value
% of Variance
Cumulative percentage
1 My institute prepares me for my future life
8.410 26.282 26.282
2 I am proud of my institute. 2.215 6.920 33.202
3 The teacher educators of my institute focus more on preparing us for the profession of teaching
1.799 5.621 38.823
4 The principal evinces keen interest in the development of the institute
1.495 4.672 43.495
5 Our lecturers and senior lecturers are impartial
1.251 3.910 47.405
6 My institute gives importance to discipline
1.223 3.823 51.228
7 Teachers encourage the participation of all student teachers in learning activities.
1.135 3.546 54.775
8 Assembly proceedings are organized effectively on all the working days.
1.036 3.238 58.013
9 Classroom activities are carried out effectively
.995 3.110 61.123
10 I am given adequate training in the use of computers
.963 3.011 64.133
Table 4.61
SPFDIET Total Variance Explained
169
11 I get adequate training in microteaching
.897 2.803 66.936
12 The teacher educators take ample model classes
.860 2.688 69.624
13 I participate in observation practice with great enthusiasm
.423 2.413 72.038
14 Adequate training is given for teaching in my institute.
.732 2.288 74.325
15 Training is given to make effective use of Teaching Learning Materials relevant to the competencies.
.702 2.195 76.521
16 Co-curricular activities are organized completely in my institute.
.669 2.092 78.612
17 Internal assessment tests are conducted periodically
.655 2.046 80.658
18 There are enough sports goods in my institute
.618 1.932 82.590
19 We go in frequent field trip to gain content clarity
.583 1.821 84.411
20 All club activities are regularly conducted in the institute.
.556 1.736 86.147
21 I participate enthusiastically in all the club activities
.538 1.682 87.829
22 Enough opportunities are provided to student teachers to inculcate moral values.
.498 1.557 89.386
23 Anniversary celebration is regularly conducted
.471 1.472 90.858
24 Sports festivals are organized regularly in my DIET
.443 1.385 92.243
25 National festivals are regularly conducted in my Institute
.421 1.316 93.559
26 Adequate training is given to do project
.385 1.205 94.763
27 Under the able guidance of teacher educators student - teachers maintain the garden of the institute very well
.375 1.171 95.934
28 The Basic facilities available in the hostel are maintained properly
.338 1.055 96.989
170
11 I get adequate training in microteaching
.897 2.803 66.936
12 The teacher educators take ample model classes
.860 2.688 69.624
13 I participate in observation practice with great enthusiasm
.423 2.413 72.038
14 Adequate training is given for teaching in my institute.
.732 2.288 74.325
15 Training is given to make effective use of Teaching Learning Materials relevant to the competencies.
.702 2.195 76.521
16 Co-curricular activities are organized completely in my
.669 2.092 78.612
Extraction Method: Principal Component Analysis. 4.11.2 Factor Loadings
Factors are named on the basis of significant loaded items.
Significantly loading items with each factor extracted from the data
collected from the DIET faculty and student teachers are listed in the
table that follow with name (address) given to the factor.
4.11.3 Teacher Preparation (TP)
Extraction Method: Principal Component Analysis. 4.11.2 Factor Loadings
Item Factor loading
1 My institute prepares me for my future life 0.571
2 I am proud of my institute. 0.518
3 The teacher educators of my institute focus more on preparing us for the profession of teaching
0.540
4 The principal evinces keen interest in the development of the institute
0.611
5 Our lecturers and senior lecturers are impartial 0.511
7 Teachers encourage the participation of all student teachers in learning activities.
0.497
Table 4.62
Teacher Preparation (TP)
171
9 Classroom activities are carried out effectively 0.626
10 I am given adequate training in the use of computers 0.484
12 The teacher educators take ample model classes 0.702
14 Adequate training is given for teaching in my institute.
0.717
15 Training is given to make effective use of Teaching Learning Materials relevant to the competencies.
0.518
16 Co-curricular activities are organized completely in my institute.
0.646
17 Internal assessment tests are conducted periodically 0.493
18 There are enough sports goods in my institute 0.419
19 We go in frequent field trip to gain content clarity 0.479
20 All club activities are regularly conducted in the institute.
0.614
22 Enough opportunities are provided to student teachers to inculcate moral values.
0.547
26 Adequate training is given to do project 0.483
30 Principals' activities are conducive for the leadership development of student teachers.
0.611
31 Teacher Educators of my institute are role models for the professional development of student teachers.
0.740
32 The activities of teacher educators facilitate the development of moral values ins student teachers.
0.712
The DIET offers pre-service programmes with variety of
educational experiences for the professional development of trainees.
The branch staff members demonstrate different methods of teaching in
the class to make students competent on pedagogical understandings.
They enrich the classroom process by helping students adopt computer
aided teaching. They train them to prepare and use TLM relevant to
contexts. Activities such as games, field trips, club activities and value
inculcation programmes are organized for their all-round development.
Since the pre-service programme prepares emergent teachers to
172
respond contempory classroom situations, this factor is named
'Teacher Preparation'.
4.11.4 Co-curricular Activities (CCA)
Table 4.63
Co-curricular Activities (CCA
F. No.
Item Factor loading
21 I participate enthusiastically in all the club activities 0.537
23 Anniversary celebration is regularly conducted 0.483
24 Sports festivals are organized regularly in my DIET 0.567
Sports and club activities and annual day celebrations make the
DIET vibrant and help students become proficient in co-curricular
activities. Hence the factor is labeled 'Co-curricular Activities'.
4.11.5 Upkeep of the Hostel (UKH)
Table 4.64 Upkeep of the Hostel (UKH)
F. No.
Item Factor loading
25 National festivals are regularly conducted in my Institute.
-0.392
28 The Basic facilities available in the hostel are maintained properly
0.590
29 We maintain the cleanliness of the hostel 0.562
Keeping place of residences on the DIET campus clean and
running the mess themselves prepare trainees for managing schools
effectively in future. This factor is therefore named 'Upkeep of the
Hostel'.
173
4.11.6 Learning Experience (LE)
Table 4.65
Learning Experience (LE)
F. No.
Item Factor loading
8 Assembly proceedings are organized effectively on all the working days.
0.620
13 I participate in observation practice with great enthusiasm
0.423
Active participation in observation classes and Morning Prayer
provide meaningful learning experiences and opportunities for trainees
to prepare well for internship programmes. So this factor is named
'Learning Experience'.
4.11.7 Environmental Values (EV)
Table 4.66
Environmental Values (EV)
F. No.
Item Factor loading
27 Under the able guidance of teacher educators student - teachers maintain the garden of the institute very well
0.489
Students maintain the DIET garden properly with the guidance of
staff. This helps them realize the dignity of labour and internalize
environmental values. This factor is known as 'Environmental Values'
4.11.8 Teaching Competence (TC)
Table 4.67
Teaching Competence (TC)
F. No.
Item Factor loading
11 I get adequate training in microteaching 0.477
Micro-teaching sharpens the skills of trainees enhancing their
teaching competence in real classroom situations. Hence this factor is
called as Teaching Competence*.
174
4.11.9 Character Building (CB)
Table 4.68
Character Building (CB)
F. No.
Item Factor loading
6 My institute gives importance to discipline. 0.408
The DIET inculcates discipline among pre-service trainees leading
to the character building of prospective teachers. This factor is therefore
called 'Character Building'. 4.11.10 Conclusion
Seven factors named Teacher preparation, Co-curricular
Activities, Upkeep of the Hostel, Learning Experience Environmental
Values, Teaching Competence and Character Building have emerged
from factor analysis. The factor loadings of all the items in each factor
from the factor analysis powerfully demonstrate that the developed tool
is valid. Since the tool is valid and reliable, it can be said to be a valid
measure of students' perception on DIET.
4.12 Students' Perception on Availability and Use of Infrastructure in DIET (SPAUIDIET)
4.12.1 Introduction
Data collected students from 29 DIETs by administering
SPAUIDIET were computer analyzed. The item-total correlations
between the dimensions and the scores of Student's Perception on
Availability and Use of Infrastructure in DIET (SPAUIDIET) are
significant and the values are very close to each other. The Cronbach-
alpha value is found to be 0.8222.The split half reliability value is
0.8105. These findings show that the tool is reliable.
The data were factor analyzed for factorial structure using
principal component analysis method and Varimax rotation. Several
175
factors were extracted and these factors contributed to 62.74 %, the
first factor contributing to 16.65%and the last factor 3.29 %. The
factors are named with reference to the variables (items) that load
significantly with each other. A loading of 0.3 and above is considered
significantly contributing to the factor. The extracted factors, with
names assigned to these latent variables are presented in the Table
(4.69) indicating the percentage of variance explained by each factor.
F. No. Factor
Eigen Value
% of Variance
Cumulative percentage
1 In my institute adequate classroom facilities are there
2.409 21.898 21.898
2 There are adequate library facilities in my institute.
1.823 16.574 38.472
3 Adequate laboratory facilities are there in my institute.
1.211 11.009 49.480
4 Adequate computer laboratory facility is there in my institute.
1.043 9.483 58.963
5 There are adequate facilities in the psychology laboratory in our institute.
.885 8.045 67.008
6 There is a well furnished auditorium in my institute
.809 7.351 74.359
7 There is sufficient playing space in our play ground.
.746 6.779 81.139
8 There are adequate drinking facilities in my institute.
.610 5.547 86.686
9 There are adequate toilet facilities in my institute.
.578 5.254 91.940
10 I make best use of the library .479 4.357 96.297
11 Practice is given in the optimum use of sports materials.
.407 3.703 100.000
Table 4.69
SPAUIDIET Total Variance Explained
Extraction Method: Principal Component Analysis.
176
4.12.2 Factor Loadings
Factors are named on the basis of significant loaded items.
Significantly loading items with each factor extracted from the data
collected from the DIET faculty and student teachers are listed in the
table that follow with name (address) given to the factor.
4.12.3 Classroom, lab and Library facilities and use
Table 4.70
Classroom, lab and Library facilities and use
Item Factor Loading
1 In my institute adequate classroom facilities are there
0.749
2 There are adequate library facilities in my institute. 0.592 3 Adequate laboratory facilities are there in my
institute. 0.576
10 I make best use of the library 0.560
Classroom and science laboratory facilities are essential for
effective functioning of DIETs. Library helps them update their
knowledge in the current trends in teaching and learning process.
Effective utilization of library facilities counts more than their
availability. Hence this factor is named 'Classroom, lab and Library
facilities and use' 4.12.4 Play ground and sanitation facilities
F. No.
Item Factor loading
7 There is sufficient playing space in our play ground. 0.645
8 There are adequate drinking facilities in my institute. 0.831
9 There are adequate toilet facilities in my institute. 0.784
Table 4.71
Play ground and sanitation facilities
177
Physical development of teacher trainees depends on the
availability of play facilities in the DIET. Drinking water and toilet
facilities promote healthy and hygienic habits among them. So this
factor is labeled 'Play ground and sanitation facilities'. 4.12.5 Computer laboratory and Psychology laboratory facilities
Table 4.72
Computer laboratory and Psychology laboratory facilities
F. No.
Item Factor loading
4 Adequate computer laboratory facility is there in my institute.
0.656
5 There are adequate facilities in the psychology laboratory in our institute.
0.702
11 Practice is given in the optimum use of computer and psychology materials.
0.627
Psychology and computer labs help graduating teachers with
better grasp of behavioural and techno-pedagogical dimensions of
learning. This factor is therefore known as 'Computer laboratory and
Psychology laboratory facilities'. 4.12.6 Availability of Auditorium
Table 4.73
Availability of Auditorium
F. No.
Item Factor loading
6 There is a well furnished auditorium in my institute 0.909
The development of effective domain of student teachers'
personality depends on the art and cultural activities organized by the
DIET for which proper auditorium facilities are necessary. Hence this
factor is named 'Availability of Auditorium'.
178
4.12.7 Conclusion
Four factors named Classroom, laboratory and Library facilities
and Use, Play Ground and Sanitation Facilities, Computer Laboratory
and Psychology laboratory facilities and Availability of Auditorium have
emerged from factor analysis. The factor loadings of all the items in
each factor from the factor analysis powerfully demonstrate that the
developed tool is valid. Since the tool is valid and reliable, it can be said
to be a valid measure of Students' Perception on Availability and Use of
Infrastructure in DIET (SPAUIDIET).
4.13 Principals' Perception on DIET Infrastructure
The infrastructure plays an important role in smooth functioning
of the DIET. Well furnished and ventilated classrooms are essential for
the successful conduct of pre-service and in-service programmes.
Science labs (physical and Biological) provide practical experience for
the trainees to experiment with science concepts. Psychology lab helps
them understand the cognitive abilities of children. Computer lab is
useful for them to learn ICT as a subject and use it as tool for teaching
other subjects as well. The Branch lab such as Educational Technology
and Work Experience provide trainees with relevant skills and
experiences. Sports and games promote their physical well-being. Well-
equipped staff quarters and student's hostels improve the healthy
ambience of the DIET campus
S. No. Facilities Sufficient Insufficient
Classroom
1 Classrooms Size 2 Lighting in Classrooms 3 Ventilation in Classrooms 4 Power Connection in Classrooms
Table 4.74
Principals' Perception on DIET Infrastructure
179
Principals' Perception on DIET Infrastructure
Facilities Sufficient Insufficient
Physical Science Lab
5 Number of Rooms in Physical Science Laboratories
6 Size of Physical Science Laboratories
7 Lighting in Physical Science Laboratories 8 Ventilation in Physical Science
Laboratories
9 Power Connection in Physical Science Laboratories
10 Working Tables in Physical Science Laboratories
11 Working tables with Water sink in Physical Science Laboratories
12 Instruments in Physical Science Laboratories
13 Chemicals in Physical Science Laboratories
Biological Science
14 Number of Rooms in Biological Science laboratories
15 Size of Biological Science laboratories 16 Lighting in Biological Science laboratories 17 Ventilation in Biological Science
laboratories
18 Power Connection in Biological Science laboratories
19 Working Tables in Biological Science laboratories
20 Working tables with Water sink in Biological Science laboratories
21 Instruments in Biological Science laboratories
22 Chemicals in Biological Science laboratories
23 Dissection Box in Biological Science laboratories
Psychology Lab
24 Number of Rooms in Psychology lab 25 rooms Size in Psychology lab 26 Lighting in Psychology lab 27 Ventilation in Psychology lab
180
S. No. Facilities Sufficient Insufficient
Physical Science Lab
5 Number of Rooms in Physical Science Laboratories
6 Size of Physical Science Laboratories
7 Lighting in Physical Science Laboratories 8 Ventilation in Physical Science
Laboratories
9 Power Connection in Physical Science Laboratories
10 Working Tables in Physical Science Laboratories
11 Working tables with Water sink in Physical Science Laboratories
12 Instruments in Physical Science Laboratories
13 Chemicals in Physical Science Laboratories
Biological Science
14 Number of Rooms in Biological Science laboratories
15 Size of Biological Science laboratories 16 Lighting in Biological Science laboratories 17 Ventilation in Biological Science
laboratories
18 Power Connection in Biological Science laboratories
19 Working Tables in Biological Science laboratories
20 Working tables with Water sink in Biological Science laboratories
21 Instruments in Biological Science laboratories
22 Chemicals in Biological Science laboratories
23 Dissection Box in Biological Science laboratories
Psychology Lab
24 Number of Rooms in Psychology lab 25 rooms Size in Psychology lab 26 Lighting in Psychology lab 27 Ventilation in Psychology lab
181
S. No. Facilities Sufficient Insufficient
Physical Science Lab
5 Number of Rooms in Physical Science Laboratories
6 Size of Physical Science Laboratories
7 Lighting in Physical Science Laboratories 8 Ventilation in Physical Science
Laboratories
9 Power Connection in Physical Science Laboratories
10 Working Tables in Physical Science Laboratories
11 Working tables with Water sink in Physical Science Laboratories
12 Instruments in Physical Science Laboratories
13 Chemicals in Physical Science Laboratories
Biological Science
14 Number of Rooms in Biological Science laboratories
15 Size of Biological Science laboratories 16 Lighting in Biological Science laboratories 17 Ventilation in Biological Science
laboratories
18 Power Connection in Biological Science laboratories
19 Working Tables in Biological Science laboratories
20 Working tables with Water sink in Biological Science laboratories
21 Instruments in Biological Science laboratories
22 Chemicals in Biological Science laboratories
23 Dissection Box in Biological Science laboratories
Psychology Lab
24 Number of Rooms in Psychology lab 25 rooms Size in Psychology lab
182
S. No. Facilities Sufficient Insufficient
Physical Science Lab
5 Number of Rooms in Physical Science Laboratories
6 Size of Physical Science Laboratories
7 Lighting in Physical Science Laboratories 8 Ventilation in Physical Science
Laboratories
9 Power Connection in Physical Science
Since all the dimensions have item well designed related to
structural attributes of DIET and the tool was reviewed by experts, its
content validity is established.
The Cronbach-alpha value is found to be 0.9486.The split half
reliability value is 0.8412. These findings show that the tool is reliable.
4.14 Conclusion
In this chapter the developed battery of instruments was
validated using factor analysis. In the next chapter summary and
findings were dealt.
183
Chapter V
SUMMARY AND FINDINGS
5.1 Introduction
Since the dawn of history, education has continued to evolve,
diversify and extend its coverage. To meet the pros and cons of
globalization, privatization and the tremendous growth of information
and communication technology each and every nation needs to provide
quality education to its citizens. In India also the policy makers have
introduced so many interventions to improve the quality of education.
The first and foremost factor determining the quality in schools is the
quality teacher education which is being provided to the prospective
novice teachers. So the teacher educational institutions should be
effective in providing quality teacher education.
5.2 Institutional Effectiveness
The concept of institutional effectiveness presumes that an
institution is engaged in an ongoing quest for quality and can
demonstrate how well it fulfills its stated purpose. It is also expected to
document quality and effectiveness by employing a comprehensive
system of planning and evaluation in all major aspects of the
institution. Planning and evaluation of teaching, research, service,
administration, and educational support should be thorough, broad
based, integrated and appropriate. Institutional effectiveness provides
documentation of planning, assessment and the use of results in
decision-making across a campus/ State.
The Southern Association of Colleges and Schools defines
Institutional Effectiveness as follows: The institution identifies expected
outcomes for its educational programs and its administrative and
educational support services; assesses whether it achieves these
184
outcomes; and provides evidence of improvement based on the analysis
of those results. (Comprehensive Standard 3.3.1, Principles of
Accreditation, SACS Commission on Colleges, 2004)
Thus it is very clear that institutional effectiveness refers to the
extent to which the stated aims and objectives of the institution have
been attained which in turn help the policy makers to think of better
performance of the institution.
5.3 DIET Effectiveness
The role and responsibilities of DIET are entirely different from
the normal teacher educational institutions. In DIETs in addition to the
pre-service teacher educational programmes much concentration is
being given to professional development of elementary school teachers
and non-formal educational volunteers. It has seven branches which
are unique in their functions but at the same time interdependent in
executing each and every activity of the DIET. Hence the effectiveness of
DIET is complex and needs a detailed introspection.
5.4 Need for the Study
As a centrally sponsored scheme, DIETs have good infrastructure
with buildings and equipments. There are some DIETs in the state
whose programme is exemplary and other DIETs are carrying out the
routine activities without fail. A few are lagging behind in conducting
all the programmes as envisaged by 1989 guidelines. So it becomes
imperative to study the functioning of DIETs in general and identify the
indicators that are associated with effective functioning of DIETs. These
indicators would serve as benchmarks to upscale the functioning of
DIETs all over the state. Hence the present study has been proposed to
evolve indicators for DIET effectiveness.
185
5.5 Objectives of the study
The objectives of the present study are
1. To evolve strategies for identifying the indicators for DIET
effectiveness.
2. To identify the indicators for effective functioning of DIET.
3. To validate the identified indicators for DIET effectiveness.
4. To prepare a battery of tools based on the validated indicators for
assessing DIET effectiveness.
5.6 Development of Indicators
It has become imperative today for any organization or institution
to be competitive globally as well as locally in order to deliver quality
services to society. Teacher education institutions are the backbone of
the quality education, particularly at elementary school level. So
elementary teacher education institutes (DIETs) serving as nodal
resource centres at district level are expected to be exemplary service
providers to the schools. The functioning of DIETs reflects a wider
spectrum of quality across the country. They function as centres of
academic excellence for the professional development of teachers and
there are also certain institutes whose functioning leaves much to be
desired (Govinda, 2000). They are to be equally made vibrant and
effective for which a common, widely acceptable and statistically
quantifiable benchmarking is necessary. Indicators for measuring the
effectiveness of DIETs should be evolved applying suitable statistical
techniques. Hence a battery of Instruments has been developed for
assessing the indicators that contribute to the effectiveness of DIETs.
The research team through workshop discussed the project
objectives and research design in general and identified a limited
number of indicators and benchmarks for DIET effectiveness to assist a
comprehensive evaluation of institutions, functioning of Branches
186
together and separately and the delivery of resources and programmes
as a district nodal centre formed the basic criteria for the selection of
indicators. The MHRD guidelines on DIETs, NCERT and NCTE
documents on Teacher Education and the recent social, political and
educational discourses on quality of elementary education and their
implications for policy inputs on institutes of teacher education were
taken into consideration for evaluating 15 indicators. Later they have
been clustered to 12 important indicators. They cover broad four areas:
functions of branches, principal's leadership, professionalism,
institutional infrastructure and students' perception
5.7 Validation of Indicators
Validity indicates the degree to which a tool measures what it has
been designed to measure. To support outcomes and basic research, the
validity of any measurement and evaluation techniques employed must
be clearly established. This includes the verification of various types of
apparatus, questionnaires, and statistical procedures. By using factor
analysis all the indicators except the Principals' Perception on DIET
Infrastructure were validated. Since all the dimensions of the Principals'
Perception on DIET Infrastructure have items well designed related to
structural attributes of DIET and the tool was reviewed by experts, its
content validity is established
5.8 Tools
Thus the Indicators for DIET Effectiveness consist of 12 important
indicators focusing on four broad areas: functions of branches,
principal's leadership, professionalism, institutional infrastructure and
students' perception. The 12 identified and validated indicators for DIET
Effectiveness are:
1. PSTE Effectiveness Scale
2. WE Effectiveness Scale
187
4. DRU Effectiveness scale
5. IFIC Effectiveness scale
6. CMDE Effectiveness Scale
7. ET Effectiveness Scale
8. P&M Effectiveness Scale
9. DIET Faculty Perception on Principal's Leadership (DFPL)
10. A Scale on Professionalism
10. Tool for Students' Perception on Functioning of DIET
(SPFDIET)
11. Tool for Students' Perception on Availability and Use of
Infrastructure in DIET (SPAUIDIET)
12. Principals' Perception on DIET Infrastructure
5.9 Conclusion
As per our constitution the state has to provide free and
compulsory education for all children until they complete the age of 14
years with quality assurance. This needs a quality pre-service and in-
service education with relevant supporting branch activities as
envisaged in the DIET vision and mission. This could be achieved by
assessing the DIETs with appropriate and validated indicators. This
study has evolved 12 indicators for DIET Effectiveness which will no
doubt help the policy makers initiate interventions on effective
functioning of DIETS ensuring quality elementary education
S.No. Item 1 Has work experience branch identified the locally available
material for preparing Teaching Learning Materials? Yes / No
2 Has the branch offered experience to trainees in the following activities? i. Weaving Yes / No ii. Craft work Yes / No iii. Agriculture Yes / No iv. Tailoring Yes / No v. Embroidery Yes / No vi. Music Yes / No vii. Others (specify) Yes / No
3 Has the branch involved NFE / AE educational Volunteers / NGOs in Planning the orientation to work experience activities, in NFE / AIE / EGS centres Yes / No
4 Does the branch give stress to the following activities related to day-to-day life situations?
i. Health and hygiene Yes / No
ii. Shelter, Campus cleaning Yes / No iii. Food & Agriculture Yes / No iv. Clothes Yes / No v. School Celebration Yes / No vi. Service to others Yes / No vii. Converting waste material into wealth Yes / No viii. Other (if any) Yes / No
5 Has the branch conducted training programmes in the following areas to teacher trainees? i. Health and hygiene Yes / No ii. School environment up keep of Yes / No iii. Daily activities Yes / No iv. Preparation of domestically consumable articles Yes / No v. Kitchen garden Yes / No vi. Cooking 8& Preservation of food Yes / No vii. Clothing Yes / No (Tailoring, Doll making, Embroidery, Garland making, waving handkerchief) viii. Domestic appliances Yes / No (repair of simple electrical gadgets)
196
ix. Cultural & Recreation (music, dance, drama, etc) Yes / No
x. Community work 85 Social service (organizing exhibitions, participation in
_____ Social Welfare Schemes) __________________________ Yes / No Has the branch conducted training to the teacher trainees underSUPW in the following skills
i. Ink-making Yes / No ii. File pad making Yes / No iii. Office cover making Yes / No iv. Phenyl making Yes / No v. Soap making Yes / No vi. Candle making Yes / No vii. Wire bags making Yes / No viii. Knitting Yes / No ix. Embroidery Yes / No X. Toy making Yes / No xi. Herbal Cosmetics Yes / No
Any other (specify) Have exhibition been organized to display the handicrafts and products made by student teachers? Yes / No If yes, no of items displayed _______________________________________
8 Were training programmes conducted to Women Self Help Groupmembers on different vocations and handicrafts? ________ Yes / No Were local artisans invited to demonstrate their skill? Yes / No (eg. making pots / wood work / making clay models)
10 Has the branch organized interview with small-scale industries / employment exchange officers annually to sensitize student teachers on the avenues open for employment? __________ Yes / No
1 Does the branch take the teacher - trainees out on local field trips to have direct experience of local crafts such as weaving / match works / crackers / knitting / brick making / pot making / Art work? __________________________________________________ Yes / No
12 Relevance of Work Experience to Teacher Education 1. Is the infrastructure of DIET adequate to train teacher- trainees? Yes / No 2. Is the CCRT kit periodically utilized? _______________ Yes / No
13 Are the following Art activities periodically carried out? i. Pictorial Art Yes / No ii. Decorative Art Yes / No iii. Plastic Arts Yes / No iv. Performing Arts __________________________________ Yes / No
****
197
WEES - Scoring Key
1. If yes - 1, No - 0 1 2. If yes - 1, No - 0 (Seven Items) 7 3. If yes - 1, No - 0 1 4. If yes - 1, No - 0 (Eight Items) 8 5. If yes - 1, No - 0 (Ten Items) 10 6. If yes - 1, No - 0 (Twelve Items) 12 7. If yes - 1, No - 0 1 8. If yes - 1, No - 0 1 9. If yes - 1, No - 0 1 10. If yes - 1, No - 0 1 11. If yes - 1, No - 0 1 12. If yes - 1, No - 0 (Two Items) 2 13. If yes - 1, No - 0 (Four Items) 4
Max Total
5
198
District Resource Unit Effectiveness Scale (DRUES)
S.No Item
1 Whether the data about the NFE/AE/AIE/EGS centres and volunteers are maintained? Availability of List of NGO's, Yes / No
2 Are the centres of NFE/ AE/ AIE/ EGS being visited regularly? Yes / No If yes, do you maintain any diary for centre visits?
3 If you are visiting , NFE/ AE/ AIE/ EGS centres, the periodicity of your visit a. Monthly b. Quarterly c. Half yearly d. Annually
4 How were the needs of the Educational Volunteers identified? a. Need Based Questionnaire Yes / No b. Observation Interview / Interaction Yes / No
5 Were DRU branch faculty members involved in the development of module for AIE / EGS volunteers? Yes / No If yes give details
6 Have the training modules for AIE volunteers prepared by other DIETs been evaluated ? Yes / No If yes, list the number of modules evaluated 1. 2. 3. 4. 5.
7 List out the agencies and personnel other than DIET involved in the material production 1. 2. 3. 4. 5.
199
S.No
~8
Item
Have you organized training programmes for AIE volunteers? Yes / No
If yes, list out the names of the training programmes 1. 2. 3. 4. 5.
Have you evaluated the impact of training programmes impartedto educational volunteers ? Yes / No If yes, list the methods adopted 1. Observation schedule 2. Paper - Pencil Test 3. Interaction
10 Whether the studies / Research Projects / Action Researches are being conducted / have been completed related to AE /NPE/AIE/ EGS Yes / No If yes, furnish the topics 1. 2. 3.
12 Have DRU branch members participated in their branch related training programmes Yes / No
If yes, furnish the details
SI. No.
Name of the training programmes
Dates Organized by
1. 2. 3. 4. 5.
200
S.No
13
Item
Whether the follow-up of training being carried out If yes, give details 1. 2. 3.
Yes / No
14 What methods do you follow to involve students in neo-literacy and post-literacy campaigns? 1. 2. 3.
15 What programmes have the faculty members organized to createawareness among peoples about literacy ?
S.No Programmes organized 1 2 3 3 4 5 6 7 8 9 10
16 Do you have a database of agencies involved in serving theinterests of out of school children and non-literates
If yes, list them
17 Do you have digital downloaded materials and journals relevant tochild labour and other related area Yes / No If yes, give details
****
201
DRUES - Scoring Key
1. Yes with data 1 No 0 2. Yes with diary 1 No 0 3 Periodicity Monthly 3 Quarterly & Half yearly 2 Yearly 1 No 0 4 All the three methods 2 1 to 2 methods 1 5 Yes 1 No 0 6 4 to 5 modules 3 2 to 3 modules 2 1 module 1 7 3 to 5 agencies / personnel 2 1 to 2 1 8. 3 to 5 programmes 3 2 2 1 1 9. All the 3 methods 3 2 methods 2 1 method 1 10 4 to 5 topics 3 2 to 3 2 1 1 11. 3 to 5 3 2 2 1 1 12 3 to 5 3 2 2 1 1 13. Yes with details 1 No / Yes without details 0 14. 3 methods 3 2 2 1 1 15. 5 and above programmes 3 3 to 4 2 1 to 2 1 16. Yes 1 No 1 17. Yes 1 No 1
202
In-service Field Interaction Innovation & Coordination Effectiveness Scale (IFICES)
s. No.
Item
1 Were the training needs of Elementary teachers identifiec 2002 - 2003 Yes No
2003 - 2004 Yes No
2004 - 2005 Yes No
If yes, furnish no. of documentary evidence?
2002 - 2003
2003 - 2004
2004 - 2005
2 Is the al calendar of all training programmes prepared well in
advance? 2002 - 2003 Yes No
2003 - 2004 Yes No
2004 - 2005 Yes No
Were periodical news letters published if yes, specify the no. of news letters published?
2002 - 2003 2003 - 2004 2004 - 2005
203
S. No.
Item
Was pre-planning for training activities carried out?
a. Time Table Yes No
b. Communication made through
Oral Yes No
Written Yes No
c. Resource Mobilization Yes No
a. Time Table Yes No
b. Communication made through
Oral Yes No
Written Yes No
c. Resource Mobilization Yes No
Year Total Number of Training
Total Number Training Programmes in which ET
Were Educational Technology Equipments used in transactional process during the training programmes? Yes / No If yes, specify the no. of training programmes and the equipmentsused
Yes / No 6 Was the documentation done after the training?If yes, specify the no. of documents prepared
204
S. No. Item
Were the follow-up activities undertaken for the training programmes conducted?
Yes / No
8 Did the faculty members of other branches of DIET contribute to the In-service training programmes Yes / No
Were Educational Technology Equipments used in transactionalprocess during the training programmes?If yes, specify the no. of training programmes and the equipments
Total no. of Programmes conducted
No. of follow-up activities
2002 - 2003
2003 - 2004
2004 - 2005
If yes, specify no. of visits made by DIET faculty after trading atBRC and School level
Were the training modules distributed during the training programme? If yes, give details Yes / No
Year Total no. of Programmes conducted
Total number of programmes module distributed
2002 - 2003 2003 - 2004
2004 - 2005
10 Were the training modules distributed after the training programme? Yes / No
Year Total no. of Programmes conducted
Total number of programmes module distributed
2002 - 2003 2003 - 2004
2004 - 2005
205
S. No. 11
Item
Did the faculty members discuss the class room problems faced byteachers and teacher educators? Yes / No If yes, specify the number of occasions
Teachers BRTEs AIE/EGS Volunteers
CRC Coordinators
2002 - 2003
2003 - 2004
2004 - 2005
12 Did you identify any innovative practices in classroom teaching inyour district by the practising teachers? Yes / No If yes specify the no. of innovative practices identified
No. of innovative practices
2002 - 2003 2003 - 2004 2004 - 2005
13 Were the innovative practices disseminated to schools?
If yes, specify the no. Yes / No
No. of innovative practices disseminated
2002 - 2003 2003 - 2004 2004 - 2005
(List the names of Innovative Practices disseminated with details ina separate sheet)
206
S. No. 14
Item
Do the pre-test and post-test form the integral part of training programmes? Yes / No
SI. No. Year Pre-test Post-test
2002 - 2003
2003 - 2004
2004 - 2005
15 Have you conducted any impact studies on the training programmes? Yes / No If yes, furnish details
SI. No. Year Training Programme
No. of impact studies conducted
2002 - 2003 2003 - 2004 2004 - 2005
16 Have you involved any external expertise for training programmes? Yes / No
SI. No. Year Training Programme
Experts involved
2002 - 2003 2003 - 2004 2004 - 2005
17 What are the strategies / transactional strategies adopted in yourtraining programmes. List them
Name of the Programme Strategies 1. 2. 3. 4 5.
***
207
IFICES - Scoring Key
1. Yes 1 point No 0 mark Each carries 1 point total 3 points
2. Yes 1 point No 0 mark Each carries 1 point total 3 points
3. If number is more than 9, 4 point If number is 7-9, 3 point If number is 4-6, 2 point If number is 1-3, 1 point
4. If Time Table prepared Yes 1 point No 0 point Communication Oral Yes 1 point No 0 point Communication Written Yes 1 point No 0 point Resource mobilization Yes 1 point No 0 point
5 For all the years in total More than > 80 % 2 point 50 % to 80 % 1 point Below 50 % 0 point
6 For all the years in total 41-50 documents 5 point 31-40 documents 4 point 21-30 documents 3 point 11-20 documents 2 point 1-10 documents 1 point
7 For all the years in total More than > 80 % 5 point 6 1 % to 8 0 % 4 point 4 1 % to 6 0 % 3 point 2 1 % to 4 0 % 2 point Below 20 % 1 point
208
8 Yes 1 point No 0 point
9 For all the years in total More than 80 % 3 point 50 % to 80 % 2 point Below 50 % 1 point
10 For all the years in total More than 80 % 3 point 50 % to 80 % 2 point Below 50 % 1 point
11 For all the years in total (Find the total of all the subcomponents viz., Teachers, BRTEs, AIE Volunteers, and CRC Coordinators ) More than 160 5 point 121-160 4 point 81-120 3 point 41-80 2 point 40-1 1 point
12 5 to 10 2 point 1 to 4 1 point
13 5 to 10 3 point 1 to 4 2 point
14 For all the years in total If more 80 % 2 point 50 % to 80 % 1 point Below 50 % 0 point
15 For all the years in total If more then 80 % 2 point 50 % to 80 % 1 point Below 50 % 0 point
16 For all the years in total If more then 80 % 2 point 50 % to 80 % 1 point Below 50 % 0 point
17 If more then 3 2 point 2 to 3 1 point 0 to 1 0 point
209
Curriculum and Material Development Effectiveness Scale (CMDEES)
S.No Item
1 Has CMDE branch prepared locally relevant new curricular units to supplement the prescribed curricular unit ? Yes / No a) If yes, list out the materials prepared 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
2 Has CMDE branch prepared locally relevant new curricular units to supplement the prescribed curricular units? Yes / No If yes b) Name the other branches of DIET, if any, involved in the Material Development? 1. 2. 3. 4. 5.
3 What are the other materials developed by DIET ? (a) Books (b) Modules (c) Tools (d) Others 1. 1. 1. 1. 2. 2. 2. 2. 3. 3. 3. 3. 4. 4. 4. 4. 5. 5. 5. 5.
210
S.No Item
1 Has CMDE branch prepared locally relevant new curricular units to supplement the prescribed curricular unit ? Yes / No a) If yes, list out the materials prepared 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
2 Has CMDE branch prepared locally relevant new curricular units to supplement the prescribed curricular units? Yes / No If yes b) Name the other branches of DIET, if any, involved in the Material Development? 1. 2. 3. 4. 5.
3 What are the other materials developed by DIET ? (a) Books (b) Modules (c) Tools (d) Others 1. 1. 1. 1. 2. 2. 2. 2. 3. 3. 3. 3. 4. 4. 4. 4. 5. 5. 5. 5.
211
S.No Item
1 Has CMDE branch prepared locally relevant new curricular units to supplement the prescribed curricular unit ? Yes / No a) If yes, list out the materials prepared 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
2 Has CMDE branch prepared locally relevant new curricular units to supplement the prescribed curricular units? Yes / No If yes b) Name the other branches of DIET, if any, involved in the Material Development? 1. 2. 3. 4. 5.
3 What are the other materials developed by DIET ? (a) Books (b) Modules (c) Tools (d) Others 1. 1. 1. 1. 2. 2. 2. 2. 3. 3. 3. 3. 4. 4. 4. 4. 5. 5. 5. 5.
S.No Item
4 Has CMDE branch evaluated textbooks of Std I to VIII ?
212
S.No Item
1 Has CMDE branch prepared locally relevant new curricular units to supplement the prescribed curricular unit ? Yes / No a) If yes, list out the materials prepared 1. 2. 3. 4. 5. 6.
***
213
CMDEES - Scoring Key
1. 1-2 1 3-4 2 More than 5 3 2 All the other 6 branches 3
3 - 5 branches 2 Less than 3 branches 1 3 All the three 3
2 2 1 1 4 More than five books 3
3 - 4 2 1 - 2 1 5. More than 5 3
3 - 4 2 1 - 2 1 6 6 - 10 2
1 - 5 1 7 8 - 11 3
4 - 7 2 1 - 3 1 8 6 - 8 3
3 - 5 2 1 - 2 1 9 4 - 5 3
2 - 3 2 1 - 2 1 10 5 - 6 3
3 - 4 2 1 - 2 1 11 All three items 3
2 Items 2 1 Item 1 12. All three categories 3
2 Categories 2 1 Category 1 13. Yes with 1 1 No 0 14. Yes with 1 1
No 0
214
Educational Technology Effectiveness Scale (ETES)
S.No Item
1 Does the branch have the Audio Visual Equipment and communication facilities? Yes / No If yes, give details
Audio Visual Equipments Number of items
and Communication facilities (in working condition)
1 OHP
2 Slide Projector 3 Tape Recorder 4 VCR / VCD / DVD 5 TV 6 Computer 9 Fax 10 16 mm Projector 11 Direct Projector 12 Camera 13 Epidiascope 14 Multi media 15 System Networks 16 Laser Printer 17 Inkjet printer 18 Dot Matrix Printer 19 Photocopier 20 Photocopier cum printer 21 Computer Materials / CAL Materials 22 Dish Antenna 23 Cable Net Work 24 Radio 25 Sound System 26 UPS 27 LCD
215
S.No Item
1 Does the branch have the Audio Visual Equipment and communication facilities? Yes / No If yes, give details
Audio Visual Equipments Number of items
and Communication facilities (in working condition)
1 OHP
2 Slide Projector 3 Tape Recorder 4 VCR / VCD / DVD 5 TV 6 Computer 9 Fax 10 16 mm Projector 11 Direct Projector 12 Camera 13 Epidiascope 14 Multi media 15 System Networks 16 Laser Printer 17 Inkjet printer 18 Dot Matrix Printer 19 Photocopier 20 Photocopier cum printer 21 Computer Materials / CAL Materials 22 Dish Antenna 23 Cable Net Work 24 Radio 25 Sound System 26 UPS 27 LCD
S.No Item
216
S.No Item
1 Does the branch have the Audio Visual Equipment and communication facilities? Yes / No If yes, give details
Audio Visual Equipments Number of items
and Communication facilities (in working condition)
1 OHP
2 Slide Projector 3 Tape Recorder 4 VCR / VCD / DVD 5 TV 6 Computer 9 Fax 10 16 mm Projector 11 Direct Projector 12 Camera 13 Epidiascope 14 Multi media 15 System Networks 16 Laser Printer 17 Inkjet printer 18 Dot Matrix Printer 19 Photocopier 20 Photocopier cum printer 21 Computer Materials / CAL Materials 22 Dish Antenna 23 Cable Net Work 24 Radio 25 Sound System 26 UPS 27 LCD
S.No Item
2 Does the branch have modern communication facilities? Yes / No
If yes, give details
Communication facilities Number of items
217
S.No Item
1 Does the branch have the Audio Visual Equipment and communication facilities? Yes / No If yes, give details
Audio Visual Equipments Number of items
and Communication facilities (in working condition)
1 OHP
2 Slide Projector 3 Tape Recorder 4 VCR / VCD / DVD 5 TV 6 Computer 9 Fax 10 16 mm Projector 11 Direct Projector 12 Camera 13 Epidiascope 14 Multi media 15 System Networks 16 Laser Printer 17 Inkjet printer 18 Dot Matrix Printer 19 Photocopier 20 Photocopier cum printer 21 Computer Materials / CAL Materials 22 Dish Antenna 23 Cable Net Work 24 Radio 25 Sound System 26 UPS 27 LCD
S.No Item
2 Does the branch have modern communication facilities? Yes / No
If yes, give details
Communication facilities Number of items
(in working condition)
218
S.No Item
1 Does the branch have the Audio Visual Equipment and communication facilities? Yes / No If yes, give details
Audio Visual Equipments Number of items
and Communication facilities (in working condition)
1 OHP
2 Slide Projector 3 Tape Recorder 4 VCR / VCD / DVD 5 TV 6 Computer 9 Fax 10 16 mm Projector 11 Direct Projector 12 Camera 13 Epidiascope 14 Multi media 15 System Networks 16 Laser Printer 17 Inkjet printer 18 Dot Matrix Printer 19 Photocopier 20 Photocopier cum printer 21 Computer Materials / CAL Materials 22 Dish Antenna 23 Cable Net Work 24 Radio 25 Sound System 26 UPS 27 LCD
S.No Item
2 Does the branch have modern communication facilities? Yes / No
If yes, give details
Communication facilities Number of items
(in working condition) 1 Internet 2 Website
219
S.No Item
1 Does the branch have the Audio Visual Equipment and communication facilities? Yes / No If yes, give details
Audio Visual Equipments Number of items
and Communication facilities (in working condition)
1 OHP
2 Slide Projector 3 Tape Recorder 4 VCR / VCD / DVD 5 TV 6 Computer 9 Fax 10 16 mm Projector 11 Direct Projector 12 Camera 13 Epidiascope 14 Multi media 15 System Networks 16 Laser Printer 17 Inkjet printer 18 Dot Matrix Printer 19 Photocopier
***
220
ETES - Scoring Key
1. More than 21 - 3 Points 16-20 - 2 Points 1-15 - 1 Point
2. Each carries one point 3 - 3 Points 2 - 2 Points 1 - 1 Point 0 - 0 Point
3. Number of low cost teaching aids for all the three years More than 75 - 3 51 to 74 - 2 25 to 50 - 2 Less than 25 - 0
4. For all the items put together
More than 200 - 3 100 - 199 - 2
v 50-99 - 1 Below 50 - 0 More than 25 times - 2 1 to 24 1
a. OHP ^ b. Slide Projector c. Tape Recorder d. VCR/VCD/DVD & TV e. LCD
5. For all the items put together
a. OHP b. Slide Projector c. Tape Recorder d. VCR/VCD/DVD & TV
More than 40 - 2 ^ 20-39 - 1
below 20 - 0
6. For all the items put together
More than 7 - 2 Points 1-6 - 1 Point
7 Number of Documents
More than 5 - 2 1-4 - 1
Number of Software developedMore than 5 - 3 1-4 - 2
221
8. Number of assignment prepared More than 3 - 2 1-2 - 1
Number of Software developed More than 3 - 3 1-2 - 2
9. Number of OHP Transparency "1 More than 300 - 2 - Slide >■ 150 - 200 - 1 Audiocassettes J Below 150 - 0
Number of Videocassettes More than 10 - 2 1-10 - 1 Below 10 - 0
Number of CDs More than 20 - 3 11-20 - 2 1-10 - 1 5 to 9 - 2
10. Number of trainings conducted 2 - 2 1 - 1
11. Number of module / prepared books Yes - 1 No - 0
12. Study conducted Yes - 1 No - 0
13. Contribution of Teleconferences Yes - 1 No - 0
14. Linkage with the other branches Yes - 1 No - 0
15. Number of programmes given More than 3 - 3 2 - 2 1 - 1
16. Number of Radio programmes arranged More than 50 - 2 1-25 - 1
Number of Radio programmes arranged More than 5 0 - 3
1-25 - 2
222
17. Number of programmes participated in Kanbom Karpom programmes
2 - 2 1 - 1
18. Equipment More than 2 - 2 1 - 1
19. Number of Lesson Plan More than 3 - 3 2 - 2 1 - 1
20. Weekly twice Yes - 1 No - 0
21. Knowledge on Software at 3 and more - 4 Application Level 2 - 3
1 - 2
***
223
Planning & Management Effectiveness Scale (PMES)
S.No Item
1 Is the Planning and Management Branch involved in the collection of educational data? Yes / No If Yes, do you maintain any records? Furnish the details of records you maintain a. b. c. d. e.
2 What methods have you adopted to collect district specific educational data ? (b) Have you published it annually? a. b. c. d. e.
3 List achievement tests conducted by Planning and Management branch a. b. c.
4 Is the Planning and Management Branch actively involved in preparing perspective plan, annual work plan and budget for SSA Yes / No If yes, furnish details Year Work a. b. c. d. e.
5 Is the Planning and Management branch involved voluntarily in conducting studies pertaining to the achievement of UEE goals Yes / No
224
S.No Item
1 Is the Planning and Management Branch involved in the collection of educational data? Yes / No If Yes, do you maintain any records? Furnish the details of records you maintain a. b. c. d. e.
2 What methods have you adopted to collect district specific educational data ? (b) Have you published it annually? a. b. c. d. e.
3 List achievement tests conducted by Planning and Management branch a. b. c.
4 Is the Planning and Management Branch actively involved in preparing perspective plan, annual work plan and budget for SSA Yes / No If yes, furnish details Year Work a. b. c. d. e.
5 Is the Planning and Management branch involved voluntarily in conducting studies pertaining to the achievement of UEE goals Yes / No
S.No Item
225
16
S.No
10
Item
Do the Planning and Management membersMeetings? If yes, the periodicity of visit
a. Monthly once b. Bimonthly c. Quarterly d. Half yearly
attend VEC Yes / No
11 Does Planning and Management branch prepare Calendar of Activities for DIET every year ? Yes / No
2001 - 2002 2002 - 2003 2003 - 2004
12 Has Planning and Management branch involved in organizing training programmes for VEC? Yes / No If yes, list programmes conducted
a. b. c.
13 What are the measures adopted by Planning and Managementbranch to increase the effectiveness of lab area schools ?
a. b. c.
14 What are the inputs provided by Planning and Managementbranch to supplement the services of PSTE branch ?
Is the DIET involved Planning and Management Branch in preparation of AWP and perspective plan for Teacher Education? Yes / No
226
S.No Item
17 What are the inputs provided by planning and Management Branch to improve the functioning of CMDE Branch, Work Experience Branch and DRU Branch 1. 2. 3.
18 What is the contribution of Statistical officer to the functioning of Planning and Management Branch? List out the activities executed by him/her.
18. More than 5 activities - 3 3-4 - 2 1-2 - 1 No evidence - 0
***
229
DIET Faculty Perception on Principal's Leadership (DFPPL)
s. No.
Factor Strongly Agree
Agree to some extent
Not at all
1 The Principal uses his authority in a democratic way to get the work done from subordinates
2 The Principal organizes frequent meetings to discuss and sort out issues pertaining to DIET
3 He/she leads us by setting example both in class work and personal traits like punctuality and integrity
4 The Principal is an expert in identifying talents and entrusting the responsibility to the right person
5 Principal strictly adheres to rules and disciplinary proceedings to bring erring staff back on track
6 Principal has the habit of passing his responsibility to others when the task is given by the higher officials or when ever problem arises
7 Principal keeps himself or herself in an ivory tower and wants every other staff member to realize his/ her position and keep a distance
8 Principal is sensitive to the needs of every staff member and goes out of the way to help staff in distress.
9 Principal maintains good rapport with district level functionaries
10 Principal ensures cordial and friendly relationship among staff members
11 There is groupism among the staff 12 Principal strengthens the cordial
relationship among staff members
13 Principal ensures cordial relationship between staff members and students
14 All official communications come in written format through circulars and lecturers and senior lecturers are made to acknowledge the receipt by signing It
230
s. No.
Factor Strongly Agree
Agree to some extent
Not at all
1 The Principal uses his authority in a democratic way to get the work done from subordinates
2 The Principal organizes frequent meetings to discuss and sort out issues pertaining to DIET
3 He/she leads us by setting example both in class work and personal traits like punctuality and integrity
4 The Principal is an expert in identifying talents and entrusting the responsibility to the right person
5 Principal strictly adheres to rules and disciplinary proceedings to bring erring staff back on track
6 Principal has the habit of passing his responsibility to others when the task is given by the higher officials or when ever problem arises
7 Principal keeps himself or herself in an ivory tower and wants every other staff member to realize his/ her position and keep a distance
8 Principal is sensitive to the needs of every staff member and goes out of the way to help staff in distress.
9 Principal maintains good rapport with district level functionaries
10 Principal ensures cordial and friendly relationship among staff members
11 There is groupism among the staff 12 Principal strengthens the cordial
relationship among staff members
13 Principal ensures cordial relationship between staff members and students
14 All official communications come in written format through circulars and lecturers and senior lecturers are made to acknowledge the receipt by signing It
231
DFPPL - Scoring Key
For Positive Items
Strongly Agree 2 points
Agree to some extent 1 point
Not at all 0 point
For Negative Items
Strongly Agree 0 point
Agree to some extent 1 point
Not at all 2 points
232
A Scale on Professionalism (ASP)
Name of the DIET:
Date of Inception:
S.No Item
1 Details of Staff: a. Staff in position:
Principal
Senior Lecturers
Lecturers
Junior Lecturers
Other Teaching Staff
Non-teaching Staff
(Regular / In-charge) M F
2 Details of Staff: Educational Qualification: b.l) Academic
Qualification Principal Senior Lecturers
Lecturers Total
Ph.D. M.Phil. PG UG Other Degrees/ Diploma
b.2) Professional
Qualification Principal Senior Lecturers
Lecturers Total
Ph.D. M.Phil. PG UG Other Degrees/ Diploma
233
S.No Item
1 Details of Staff: a. Staff in position:
Principal
Senior Lecturers
Lecturers
Junior Lecturers
Other Teaching Staff
Non-teaching Staff
(Regular / In-charge) M F
2 Details of Staff: Educational Qualification: b.l) Academic
Qualification Principal Senior Lecturers
Lecturers Total
Ph.D. M.Phil. PG UG Other Degrees/ Diploma
b.2) Professional
Qualification Principal Senior Lecturers
Lecturers Total
Ph.D. M.Phil. PG UG Other Degrees/ Diploma
S.No Item
3 Publications
Type of Principal Senior Lecturers Total
234
S.No Item
6 Awards
Category Numbers awarded Total Principal Senior
Lecturers Lecturers
State Award National Award
NCERT Other Agencies
7 Visits made by Faculty members to BRC
BRC Number of faculty
Number of times
2002 - 2003 2003 - 2004 2004 - 2005
8 Visits made by Faculty members to CRC
CRC Number of faculty
Number of times
2002 - 2003 2003 - 2004 2004 - 2005
Visits made by Faculty members to School
School Number of faculty
Number of times
2002 - 2003
2003 - 2004 2004 - 2005
235
S.No
To Item
Faculty members attend District Level Committee (DLC
DLC Number of faculty
Number of times
2002 - 2003 2003 - 2004 2004 - 2005
11 Faculty members attend Block Level Committee ( BLC)
BLC Number of faculty
Number of times
2002 - 2003 2003 - 2004 2004 - 2005
12 Faculty members attend VEC?
13
VEC Number of faculty
Number of times
2002 - 2003 2003 - 2004 2004 - 2005
Number of Faculty members who acted as KRP / SRG in the SSA training programmes / projects under the X Five Year Plan / Textbook writing / Proficiency test
Expert KRP Projects Text Book Proficiency Test
Nu
mber
of
facu
lty
Nu
mber
of
tim
es
Nu
mber
of
facu
lty
Nu
mber
of
tim
es
Nu
mber
of
facu
lty
Nu
mber
of
tim
es
Nu
mber
of
facu
lty
Nu
mber
of
tim
es
Nu
mber
of
facu
lty
Nu
mber
of
tim
es
2002-2003
2003-2004 2004-2005
*****
236
ASP - Scoring Key
1. Staff Position Principal Regular 1 In-charge 0 Senior Lecturer More than 4 3 3-4 2 1-2 1
Lecturer More than 10 3 6-10 2 1-5 1
Other Teaching Staff More than 2 2 1-2 1
Non teaching Staff More than 10 3 8-10 2 5-7 1 Less than 4 0
Statistical officer Yes 1 No 0
2. Educational Qualifications Ph.D.: More than 4 5 3-4 4 1-2 3
M.Phil.: More than 8 3 1-8 2
Diploma: More than 10 2 1-10 1
237
3. Publications Books on Education: More than 2 2 1
Text Books: More than 3 3 2 1
Training Modules: More than 10 6-10 1-5
Articles: More than 30 25-30 21-24 1-20
6 5 4
6 5 4 3
321
5 4 3 2
4. Professional Exposure International Seminar: More than 25 6 22-25 5 1-21 4
Conferences / National Seminar: More than 30 5 21-30 4 1-20 3
National Seminar: More than 75 4 50-75 3 1-49 2
Other Seminars: More than 75 3 50-75 2 1-49 1
Exposure Visits: More than 2 4 1 3
238
More than 90 Percentage 561-90 Percentage 4
Field Trips: More than 10 6-10 1-5
Educational Tours: More than 10 5-10 1-5
Faculty Exchange: More than 2 1
3 2 1
4 3 2
5 4
5. Research Experience Action Research: More than 35 3 22-35 2 1-22 1
Projects: More than 3 4 2-3 3 1 2
Awards NCERT: More than 3 2-3 1
National: More than 3 2-3 1
State: More than 3 2-3 1
6 5 4
6 5 4
5 4 3
BRC Visits
BRC visit = No. of times visited x 100
No. of faculty in position x 12 (Estimated per year)
12. VEC Meeting Attending No. of times visited x 100
VEC visit = No. of faculty in position x 10 (Estimated per year)
More than 90 Percentage 561-90 Percentage 4 31-60 Percentage 3 11-30 Percentage 2 1-10 Percentage 1
13. Expert: More than 20 4 11-20 3 1-10 2
KRP: More than 25 3 20-25 2 1-9 1
Projects: More than 4 7 2-4 6 1 5
Text Books: More than 2 5 1 4
Proficiency Test: More than 2 1
4 3
241
Student's Perception on Functioning of DIET (SPFDIET)
Strongly Agree Not s. No.
Factor Agree to some extent
at all
1 My institute prepares me for my future life
2 I am proud of my institute. 3 The teacher educators of my institute
focus more on preparing us for the profession of teaching
4 The principal evinces keen interest in the development of the institute
5 Our lecturers and senior lecturers are impartial
6 My institute gives importance to discipline
7 Teachers encourage the participation of all student teachers in learning activities.
8 Assembly proceedings are organized effectively on all the working days.
9 Classroom activities are carried out effectively
10 I am given adequate training in the use of computers
11 I get adequate training in microteaching 12 The teacher educators take ample model
classes
13 I participate in observation practice with great enthusiasm
14 Adequate training is given for teaching in my institute.
15 Training is given to make effective use of Teaching Learning Materials relevant to the competencies.
16 Co-curricular activities are organized completely in my institute.
17 Internal assessment tests are conducted periodically
18 There are enough sports goods in my institute
19 We go in frequent field trip to gain content clarity
20 All club activities are regularly conducted in the institute.
21 I participate enthusiastically in all the club activities
242
Strongly Agree Not s. No.
Factor Agree to some extent
at all
1 My institute prepares me for my future life
2 I am proud of my institute. 3 The teacher educators of my institute
focus more on preparing us for the profession of teaching
4 The principal evinces keen interest in the development of the institute
5 Our lecturers and senior lecturers are impartial
6 My institute gives importance to discipline
7 Teachers encourage the participation of all student teachers in learning activities.
8 Assembly proceedings are organized effectively on all the working days.
9 Classroom activities are carried out effectively
10 I am given adequate training in the use of computers
11 I get adequate training in microteaching
SPFDIET - Scoring Key
For Positive Items
Strongly Agree 2 points
Agree to some extent 1 point
Not at all 0 point
For Negative Items
Strongly Agree 0 point
Agree to some extent 1 point
Not at all 2 points
243
Student's Perception on Availability and Use of Infrastructure in DIET (SPAUIDIET)
s. No.
Factor Yes No
1 In my institute adequate classroom facilities are there
2 There are adequate library facilities in my institute.
3 Adequate laboratory facilities are there in my institute.
4 Adequate computer laboratory facility is there in my institute.
5 There are adequate facilities in the psychology laboratory in our institute.
6 There is a well furnished auditorium in my institute
7 There is sufficient playing space in our play ground.
8 There are adequate drinking facilities in my institute.
9 There are adequate toilet facilities in my institute.
10 I make best use of the library 11 Practice is given in the optimum use of sports
materials.
SPAUIDIET Scoring Key
For Each item
Yes 1 Point
No 0 Point
244
Principals' Perception on DIET Infrastructure (PPDIETIS)
S.No Facilities Sufficient Insufficient
Classroom
1 Classrooms Size 2 Lighting in Classrooms 3 Ventilation in Classrooms 4 Power Connection in Classrooms
Physical Science Lab
5 Number of Rooms in Physical Science Laboratories
6 Size of Physical Science Laboratories
7 Lighting in Physical Science Laboratories
8 Ventilation in Physical Science Laboratories
9 Power Connection in Physical Science Laboratories
10 Working Tables in Physical Science Laboratories
11 Working tables with Water sink in Physical Science Laboratories
12 Instruments in Physical Science Laboratories
13 Chemicals in Physical Science Laboratories
Biological Science
14 Number of Rooms in Biological Science laboratories
15 Size of Biological Science laboratories 16 Lighting in Biological Science
laboratories
17 Ventilation in Biological Science laboratories
18 Power Connection in Biological Science laboratories
19 Working Tables in Biological Science laboratories
20 Working tables with Water sink in Biological Science laboratories
21 Instruments in Biological Science laboratories
245
S.No Facilities Sufficient Insufficient
Classroom
1 Classrooms Size 2 Lighting in Classrooms 3 Ventilation in Classrooms 4 Power Connection in Classrooms
Physical Science Lab
5 Number of Rooms in Physical Science Laboratories
6 Size of Physical Science Laboratories
7 Lighting in Physical Science Laboratories
8 Ventilation in Physical Science Laboratories
9 Power Connection in Physical Science Laboratories
10 Working Tables in Physical Science Laboratories
11 Working tables with Water sink in Physical Science Laboratories
12 Instruments in Physical Science Laboratories
13 Chemicals in Physical Science Laboratories
Biological Science
14 Number of Rooms in Biological Science laboratories
15 Size of Biological Science laboratories 16 Lighting in Biological Science
laboratories
17 Ventilation in Biological Science laboratories
18 Power Connection in Biological Science laboratories
19 Working Tables in Biological Science laboratories
20 Working tables with Water sink in Biological Science laboratories
21 Instruments in Biological Science laboratories
S.No Facilities Sufficient Insufficient
246
S.No Facilities Sufficient Insufficient
Classroom
1 Classrooms Size 2 Lighting in Classrooms 3 Ventilation in Classrooms 4 Power Connection in Classrooms
Physical Science Lab
5 Number of Rooms in Physical Science Laboratories
6 Size of Physical Science Laboratories
7 Lighting in Physical Science Laboratories
8 Ventilation in Physical Science Laboratories
9 Power Connection in Physical Science Laboratories
10 Working Tables in Physical Science Laboratories
11 Working tables with Water sink in Physical Science Laboratories
12 Instruments in Physical Science Laboratories
13 Chemicals in Physical Science Laboratories
Biological Science
14 Number of Rooms in Biological Science laboratories
15 Size of Biological Science laboratories 16 Lighting in Biological Science
laboratories
17 Ventilation in Biological Science laboratories
18 Power Connection in Biological Science laboratories
19 Working Tables in Biological Science laboratories
20 Working tables with Water sink in Biological Science laboratories
21 Instruments in Biological Science
247
For each item
Sufficient 1 Point
Insufficient 0 Point
Physical Education
84 Furniture in Games Room 85 Sports and Games Articles 86 Usage of sports and games Articles 87 Availability of Indoor games 88 First Aid Materials in sports room Staff Accommodation
89 Availability of accommodation 90 Furniture in staff quarters 91 Protected drinking water in staff
quarters
92 Water for bathing & other uses in staff quarters
93 Telephone connection in staff quarters
94 TV / Radio facility in staff quarter Student's Accommodation
95 Availability of accommodation for students
96 Furniture in student rooms 97 Protected drinking water in students
hostel
98 Water for bathing & other uses in students hostel