diet effectiveness tool tn
TRANSCRIPT
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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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
Tmt. Isabella Gnana Jothi, Senior Lecturer, DIET, Kezhapalur, Perambalur Dt
Thiry. K.Balasubramaniyan, Senior Lecturer, DIET, T. Nagar, Coimbatore Dt
Tmt. A. Rita, Senior Lecturer, DIET, Thirumoorthynagar, Coimbatore Dt
Thiru, Radhakrishanan, Senior Lecturer, DIET, Aduthurai, Tanjore Dt
Dr. R. Natarajan, Senior lecturer, DIET, Krishnagiri
Thiru. T.Dhauuskodi,, Senior Lecturer, DIET, Kalayarkoil, Sivagangai Dt
Thiru. C.Selvarajan, Senior Lecturer, DIET, Kaliyampoondy, Kancheepuram
Dr. Subramaniyan, Lecturer, DIET, Krishnagiri
Thiru. P.Ponnusamy, Lecturer, DIET, Thirumoorthynagar, Coimbatore Dt
Thiru. A.Chandrasekaran, Lecturer, DIET, Kaliyampoondy, Kancheepuram Dt
Thiru. G.Velladurai, Lecturer, DIET, Palayampatti, Virudhunagar Dt
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ACKNOWLEDGEMENT
We express our sincere thanks to Mrs. J. Uma Maheswari,
Director, and Directorate of Teacher Education Research & Training for
having mentored us through her cheerful leadership and approved the
project and sanctioned the fund for its execution
We submit our special thanks to Dr. P. Perumalsamy, Joint
Director (Schemes) was instrumental in carrying out this project with
success.
We wish to thank Mr. Mohan Raj, Joint Director (Administration)
for having provided us administrative support during the project period.
We take this opportunity to thank Dr. S. Mohan, Dean, Alagappa
University, Karaikudi for having given us constructive comments as a
consultant for this project.
We would like to thank Dr. P.Balasubramaniyan, former Head
and Professor, Department of Education, University of Madras,
Dr. SwaminathaPillai, Former Director, Directorate of Distance
Education, Bharathiyar University, Coiambatore and Dr. T.K. Swatantra
Devi, Professor, Department of Education, Bharathidasn University,
Tiruchirappalli for having given us their valuable expert guidance and
constructive critical comments for the successful completion of this
project.
We wish to thank Dr. V.Rengarajan, Principal, DIET, Pudukkottai,
Dr.K,N,Ilangovan, Principal, DIET, Perundurai, and Mr.C.Rajapandiyan,
Principal, DIET, Triplicane, Chennai for having given us their valuable
comments as experts during the project period.
We wish to thank Dr. N.Jamal Nassar, Senior Lecturer, DIET, and
Pudukkottai for having provided us administrative support, as Course
Director during the entire Data Analysis and Data Validation
workshops.
We wish to thank the management and principal of the Punitha
Annal teacher training Institute, Keeranur, Pudukkottai District, for
having provided infrastructure facilities while carrying out the data
analysis and tool validation workshops.
We are also indebted to principals, faculty and trainees of all
DIETs in Tamilnadu for their cooperation in data collection for this
project.
We express our thanks to all the Filed Investigators of this project
for having colleted data with ut most care and concern.
RESEARCH TEAM MEMBERS
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FOREWORD
Since the dawn of history, education has continued to evolve,
diversify and extend its coverage. To meet the challenges of
globalization, privatization and the tremendous growth of information
and communication technology 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.
The Directorate of Teacher Education Research 8s Training, is
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 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 Education. DIET has seven branches which are unique
in their function but at the same time interdependent in executing each
and every activity of the DIET. Hence the effectiveness of DIET is a
complex and needs a detailed introspection. It needs a yardstick to
measure its quality.
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I appreciate the work done by the team of educationist from
different wings of teacher of education in Tamilnadu viz., faculty of
DTERT, DIETs, and Universities for bringing out a wonderful document
on DIET Effectiveness consisting of 12 indicators.
I hope this document will not only serve as a beacon to the state
Tamilnadu but also to all over India.
Director
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FELICITATION
M. Kutralingam I.A.S., Secretary to Government, School Education Department, Secretariat, Fort St. George, Chennai - 600 009.
It is heartening to note that DTERT is making rapid strides in its
consistent contribution to quality in elementary education, Research
and Monitoring. I learn that a lot of Research work is in progress in all
the DIETs. Teachers are benefited through collaborative Action
Researches and Research studies related to class room processes. In
pursuit of substantial fiscal assistance from MHRD, DIETs have been
extending commendable District specific quality interventions to
schools. Likewise, DTERT has done quite a few state level Research
Projects. The research project "on developing indicators for DIET
Effectiveness" has been done with a view to assisting all Teacher
Education Institutes and DIETs have reliable tool for assessing
themselves by way of self-evaluation. The battery of instruments
developed by DTERT reflects the Research acumen of DTERT and
DIETs. This research is the first of its kind in the country. I believe that
this research document will be of immense help to educationists and
policy makers and Teacher Educators working in SCERTs, SIEMATs
and DIETs across the country for evaluating the performance of Teacher
Education Institutes and DIETs across the country. I congratulate
DTERT for its commendable contribution to Educational Research.
I appreciate the members involved in the entire documentation process
with utmost dedication.
SECRETARY
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FELICITATION
Thangam Thennarasu, Hon'ble Minister for Education, Secretariat, Fort St. George, Chennai - 600 009.
I am pleased to learn that DTERT is bringing out an exemplary
Research document on "DIET effectiveness". Directorate of Teacher
Education, Research and Training, after availing the fiscal support from
MHRD under X five year plan for Teacher Education, DIETs have
become quite vibrant. The conveyance of DIETs, DTERT, Universities
and colleges of Teacher education has been quite rewarding in terms of
Research and process documentation. DTERT, with the active Research
Collaboration of DIET faculty members and university professors, has
developed a battery of instruments to measure DIET effectiveness. This
pioneering work will be very useful for SCERTs, SIEMAT, NCERT and
NCTE to assess the performance Teacher Education Institutes and
DIETs across the country. I Congratulate DTERT and the
Documentation team members who have taken great pains to arrive at
indicators influencing DIET effectiveness. I sincerely believe this book
would be appreciated by educationists and policy makers.
MINISTER FOR EDUCATION
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EXECUTIVE SUMMARY
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.
Realizing the importance of quality teacher training programmes
the state apex body DTERT under X Five year plan 2004-05 has
undertaken a major project titled "Development of Indicators for DIET
Effectiveness". Hence a battery of Instruments has been developed for
assessing the indicators that contribute to the effectiveness of DIETs.
The first preparatory workshop was held during 16-18 May, 2005
and the research team discussed the project objectives, and research
design in general and identified a limited number of benchmarks for
DIET effectiveness to assist a comprehensive evaluation of institutions
Functioning of Branches together 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
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social, political and educational discourses on quality of elementary
education and their implications for policy inputs on institutes of
teacher education were referred to for evaluating 15 indicators. Later
they have been clustered to 12 important indicators. They cover four
broad areas: functions of branches, principal's leadership,
professionalism, institutional infrastructure and students' perception.
Altogether 12 tools were developed. All the twelve developed tools
were trialed out in Thiroor DIET and Namakkal DIET during May 14-15,
2005. The administered tools were scrutinized in the tool finalization
workshop held during 19-5.2005 and 20-5-2005 at St.Theresa TTI,
Veeraganur, Madurai District. Ambiguous items were modified. A few
more questions were added to verify the veracity of the responses as
suggested by the experts.
Then the modified tools were administered in all the 29 DIETs
across the state by the research team personally during October
03.10.2005 and 05.10.2005. Documents such as records, registers,
logbooks were verified to ascertain the genuineness of data given.
The data collected were scrutinized and the data analysis was
done during the workshop held in October 14-15.2005 at Sahayamatha
TTI, Keeranur, Pudukkottai District.
Advanced statistical techniques like factor analysis were used for
the validation of tools. The data validation workshop phase I was held in
23.02.2006 at Sahayamatha TTI, Keeranur Pudukkottai District. The
data validation workshop phase II was held from 27.04.2006 to
29.04.2006 at DIET, Pudukkottai.
Except the indicator, Principals' Perception on DIET
Infrastructure, the eleven Indicators developed were validated using
factor analysis.
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Seven factors have been identified for PSTE Effectiveness Scale.
They are 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).
Out of 8 envisaged dimensions for Work Experience Effectiveness
Scale, 5 factors were extracted and they have been named Training,
Developing Occupational Skills, Local Resources, Local Co-ordination
and Infrastructure
Six factors out of 10 envisaged dimensions for DRU Effectiveness
scale have emerged from factor analysis and they are named Field
Activities, Materials, Development, Capacity Building, Monitoring,
Linkages and Evaluation Materials.
Out of ten envisaged factors, for IFIC Effectiveness scale, 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
In developing CMDE Effectiveness Scale, as many as five factors
have emerged and have been named Evaluation, Curriculum and
Material Development, Curriculum Design, Resource Supports and
Material Evaluation
For the construction of ET Effectiveness Scale, 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 analysis of data for P&M Effectiveness Scale ends with Five
factors named Professional Development and Support, Linkage,
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Planning, Realizing UEE goals and Evaluating Institutions have
emerged
For the development of DIET Faculty Perception on Principal's
Leadership (DFPL), factor analysis helped the extraction of six factors
namely Managerial Skills, Sensibility, Decision Making, Risk Taking
Behaviour, Inter Personal Relationship, Financial Accountability of
Subordinates'.
Four factors namely Professional Development, Human Resource
Development, Academic Support, and Certification have emerged from
factor analysis for a Scale on Professionalism
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 for the Tool for Students' Perception on Functioning
of DIET (SPFDIET)
Four factors have emerged from the data for the tool namely
Students' Perception on Availability and Use of Infrastructure in DIET
(SPAUIDIET). The four factors and their names are: 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
Since all the dimensions of the tool, 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.
The research team hopes that the battery of Instrument
consisting of 12 Indicators will do its mission with a clear vision.
Research team
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CONTENTS
Research Team ... i
Field Investigators ... iii
Acknowledgement ... iv
Foreword ... vi
Felicitation ... viii
Executive Summary ... x
Chapter I
INTRODUCTION
1.1 Introduction ... 1
1.2 Quality Education indicators ... 1
1.3 Characteristics of Performance indicators ... 5
1.4 Types of performance indicators ... 6
1.5 Effectiveness and efficiency ... 9
1.6 Teacher effectiveness ... 10
1.7 The DIET guidelines (MHRD 1989) envisage the following as the key functions of DIETs ... 14
1.8 Role of SSA ... 15
1.9 Teacher Education in Tamil Nadu ... 15
1.10 Pre-Service Teacher Education Branch (PSTE) ... 17
1.11 Work Experience Branch (WE) ... 17
1.12 District Resource Unit (DRU Branch) ... 18
1.13 In Service Programme Field Interaction Innovation and Coordination Branch (IFIC) ... 19
1.14 Curriculum Material Development and Evaluation
Branch (CMDE) ... 20
1.15 Educational Technology Branch (ET) ... 20
1.16 Planning and Management Branch (P&M) ... 21
1.17 Need for the Study ... 22
1.18 Objectives ... 22
1.19 Conclusion ... 22
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Chapter II REVIEW OF RELATED STUDIES
2.1 Introduction 23
2.2 Studies Done Abroad 24
2.2.1 Pre-Service Teachers 24
2.2.2 Physical Education 33
2.2.3 In-Service Trainings 34
2.2.4 Technology 37
2.2.5 Art Education 43
2.2.6 Principal 44
2.2.7 Professional Development 45
2.2.8 Organisational Effectiveness 50
2.3 Studies done in our country 56
2.3.1 Study on DIETs 57
2.3.2 Pre-Service Teachers 58
2.3.3 In-service trainings 59
2.3.4 Technology 64
2.3.5 Art Education 65
2.4 Other Studies 66
2.5 Conclusion 67
Chapter III
DEVELOPMENT OF INDICATORS
3.1 Introduction 69
3.2 Development of Indicators: Process 69
3.3 Functions of Branches 70
3.4 Institutional Infrastructure 71
3.5 Students' Perception 71
3.6 PSTE Effectiveness 71
3.7 WE Effectiveness 72
3.8 DRU Effectiveness 72
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3.9 IFIC Effectiveness ... 72
3.10 CMDE Effectiveness ... 73
3.11 ET Effectiveness ... 73
3.12 P & M Effectiveness ... 73
3.13 Principal's Leadership ... 74
3.14 Professionalism ... 74
3.15 Perception on Infrastructure ... 74
3.16 Field Try Out ... 75
3.17 Administration of Tools ... 75
3.18 Conclusion ... 75
Chapter IV
VALIDATION OF TOOLS
4.1 Introduction ... 76
4.2 Pre-Service Effectiveness Teacher Education Effectiveness Scale (PSTEES) ... 76
4.2.1 Introduction ... 76
4.2.2 Factor Loadings ... 79
4.2.3 Educational Provisions and Products (EPP) ... 80
4.2.4 Learning Resources and Capacity Building (LRCB) ... 81
4.2.5 Performance and Field Work (PFW) ... 82
4.2.6 Personality Development (PD) ... 83
4.2.7 Innovations and Internship (II) ... 84
4.2.8 Pedagogical Aspects (PA) ... 85
4.2.9 Pre-Internship Activities ... 85
4.2.10 Conclusion ... 86
4.3 Work Experience Effectiveness Scale (WEES) ... 86
4.3.1 Introduction ... 86
4.3.2 Factor Loadings ... 90
4.3.3 Training (TG) ... 90
4.3.4 Developing Occupational Skills (DOS) ... 91
4.3.5 Local Resources (LR) ... 92
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4.3.7 Local Coordination (LR) ... 93
4.3.8 Infrastructure (IS) ... 93
4.3.9 Conclusion ... 94
4.4 District Resource Unit Effectiveness Scale (DRUES) ... 94
4.4.1 Introduction ... 94
4.4.2 Factor Loadings ... 96
4.4.3 Field Activities (FA) ... 97
4.4.4 Material Development (MD) ... 98
4.4.5 Capacity Building (CB) ... 98
4.4.6 Monitoring (MT) ... 99
4.4.7 Linkages (LS) ... 99
4.4.8 Evaluation of Materials (EM) ... 100
4.4.9 Conclusion ... 100
4.5 In-Service programmes Field Interaction Innovation and Coordination Effectiveness Scale (IFICES) ... 101
4.5.1 Introduction ... 101
4.5.2 Factor Loadings ... 103
4.5.3 Training Design and Innovation (TDI) ... 103
4.5.4 Training Process (TP) ... 104
4.5.5 Training Strategies and Impact (TSI] ... 105
4.5.6 Pre and Post Training Activities (PPTA) ... 106
4.5.7 Resourcing and Dissemination (RD) ... 106
4.5.8 Conclusion ... 107
4.6 Curriculum Material Development & Evaluation Effectiveness Scale (CMDEES) ... 107
4.6.1 Introduction ... 107
4.6.2 Factor Loadings ... 110
4.6.3 Evaluation (EV) ... 110
4.6.4 Curriculum & Material Development ... I l l
4.6.5 Curricular Design (CD) ... 112
4.6.6 Resource Support (RS) ... 113
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4.6.7 Material Evaluation (ME) ... 113
4.6.8 Conclusion ... 114
4.7. Educational Technology Effectiveness Scale
(ETES) ... 114
4.7.1 Introduction ... 114
4.7.2 Factor Loadings ... 116
4.7.3 Utilization of ET Equipments (UETE) ... 117
4.7.4 Resource Generation 8s Integration (RGI) ... 118
4.7.5 ICT Support (ICTS) ... 119
4.7.6 Availability of Resources (AR] ... 120
4.7.7 Development of Software Materials (DSM) ... 121
4.7.8 Professional Competence (PC) ... 122
4.7.9 Audio Video programmes (AV) ... 123
4.7.10 Resources and Research (RR) ... 124
4.7.11 Conclusion ... 124
4.8 Planning & Management Effectiveness Scale
(PMES) ... 125
4.8.1 Introduction ... 125
4.8.2 Factor Loadings ... 128
4.8.3 Professional Development and Support (PDS) ... 128
4.8.4 Integration / Linkages (IG / LS) ... 129
4.8.5 Planning (PN) ... 130
4.8.6 Research and Community Participation (RCP) ... 130
4.8.7 Evaluation of Institutions (EI) ... 131
4.8.8 Conclusion ... 131
4.9 DIET Faculty Perception on Principal's Leadership
(DFPPL) ... 132
4.9.1 Introduction ... 132
4.9.2 Factor Loadings ... 135
4.9.3 Managerial Skills (MS) ... 135
4.9.4 Accessibility (AL) ... 136
4.9.5 Empathy and Decision Making (EDM) ... 137
4.9.6 Risk Taking Behavior (RTB) ... 137
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4.9.7 Inter Personal Relationship (IPR) ... 138
4.9.8 Financial Accountability of Subordinates (FAS) ... 138
4.9.9 Conclusion ... 138
4.10 A Scale on Professionalism (ASP) ... 139
4.10.1 Introduction ... 139
4.10.2 Factor Loadings ... 140
4.10.3 Professional Development (PD) ... 141
4.10.4 Linkages Academic Support (LAS) ... 142
4.10.5 Human Resource Development (HRD) ... 142
4.10.6 Certification (CT) ... 143
4.10.7 Conclusion • ... 143
4.11 Students' Perception on Functioning of DIET (SPFDIET) ... 143
4.11.1 Introduction ... 143
4.11.2 Factor Loadings ... 146
4.11.3 Teacher Preparation (TP) ... 146
4.11.4 Co-curricular Activities (CCA) ... 148
4.11.5 Upkeep of the Hostel (UKH) ... 148
4.11.6 Learning Experience (LE) ... 149
4.11.7 Environmental Values (EV) ... 149
4.11.8 Teaching Competence (TC) ... 149
4.11.9 Character Building (CB) ... 150
4.11.10 Conclusion ... 150
4.12 Students' Perception on Availability and Use of Infrastructure in DIET (SPAUIDIET) ... 150
4.12.1 Introduction ... 150
4.12.2 Factor Loadings ... 152
4.12.3 Classroom, lab and Library facilities and use ... 152
4.12.4 Play ground and sanitation facilities ... 152
4.12.5 Computer laboratory and Psychology laboratory facilities ... 153
4.12.6 Availability of Auditorium ... 153
4.12.7 Conclusion ... 154
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ait. - iiL. jt— -
4.13 Principals' Perception on DIET Infrastructure (PPDIETIS) ... 154
4.14 Conclusion ... 158
Chapter V
SUMMARY AND FINDINGS
5.1 Introduction ... 159
5.2 Institutional Effectiveness ... 159
5.3 DIET Effectiveness ... 160
5.4 Need for the Study ... 160
5.5 Objectives of the study ... 161
5.6 Development of Indicators ... 161
5.7 Validation of Indicators ... 162
5.8 Tools ... 162
5.9 Conclusion ... 163
ANNEXURB
Indicators for DIET Effectiveness ... 164
Pre-service Teacher Education Effectiveness Scale
(PSTEES) ... 164
PSTEES - Scoring Key ... 169
Work Experience Effectiveness Scale (WEES) ... 171
WEES-Scoring Key ... 173
District Resource Unit Effectiveness Scale (DRUES) ... 174
DRUES- Scoring Key ... 177
In-service Field Interaction Innovation & Coordination Effectiveness Scale (IFICES) ... 178
IFICES- Scoring Keys ... 183
Curriculum and Material Development Effectiveness Scale (CMDEES) ... 185
CMDE - Scoring Key ... 189
Educational Technology Effectiveness Scale (ETES) ... 190
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ETES - Scoring Key ... 196
Planning & Management Effectiveness Scale
(PMES) ... 199
PMES - Scoring Key ... 203
DIET Faculty Perception on Principal's Leadership
(DFPL) ... 205
DFPL-Scoring Key ... 207
A Scale on Professionalism (ASP) ... 208
Key for a scale on Professionalism ... 212
Student's Perception on Functioning of DIET (SPFDIET) ... 217
SPFDIET - Scoring Key ... 218
Student's Perception on Availability and Use of Infrastructure in DIET (SPAUIDIET) ... 219
SPAUIDIET - Scoring Key ... 219
Principals' Perception on DIET Infrastructure (PPDIETIS) ... 220
PPDIETIS - Scoring Key ... 223
LIST OF TABLES
Table 4.1 PSTEES Total Variance Explained ... 78
Table 4.2 Educational Provisions and Products (EPP) ... 80
Table 4.3 Learning Resources and Capacity Building
(LRCB) ...
Table 4.4 Performance and Field Work (PFW) ... 82
Table 4.5 Personality Development (PD) ... 83
Table 4.6 Innovations and Internship (II) ... 84
Table 4.7 Pedagogical Aspects (PA] ... 85
Table 4.8 Pre-Internship Activities ... 85
Table 4.9 WEES Total Variance Explained ... 87
Table 4.10 Training (TG) ... 90
Table 4.11 Developing Occupational Skills (DOS) ... 91
Table 4.12 Local Resources (LR) ... 92
Table 4.13 Local Coordination (LR) ... 93
Table 4.14 Infrastructure (IS) ... 93
Table 4.15 DRU Effectiveness scale Total Variance
Explained ...
Table 4.16 Field Activities (FA) ... 97
Table 4.17 Material Development (MD) ... 98
Table 4.18 Capacity Building (CB) ... 98
Table 4.19 Monitoring (MT) ... 99
Table 4.20 Linkages (LS) ... 99
Table 4.21 Evaluation of Materials (EM) ... 100
Table 4.22 IFICES Total Variance Explained ... 101
Table 4.23 Training Design and Innovation (TDI) ... 103
Table 4.24 Training Process (TP) ... 104
Table 4.25 Training Strategies and Impact (TSI) ... 105
Table.4.26 Pre and Post Training Activities (PPTA) ... 106
Table 4.27 Resourcing and Dissemination (RD) ... 106
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Table 4.28 CMDEES Total Variance Explained 108
Table 4.29 Evaluation 110
Table 4.30 Curriculum and Material Development (CMD) 111
Table 4.31 Curricular Design (CD) 112
Table 4.32 Resource Support (RS) 113
Table 4.33 Material Evaluation (ME) 113
Table 4.34 ETES Total Variance Explained 115
Table 4.35 Utilization of ET Equipments (UETE) 117
Table 4.36 Resource Generation 8s Integration (RGI) 118
Table 4.37 ICT Support (ICTS) 119
Table 4.38 Availability of Resources (AR) 120
Table 4.39 Development of Software Materials (DSM) 121
Table 4.40 Professional Competence (PC) 122
Table 4.41 Audio Video programmes (AV) 123
Table 4.42 Resources and Research (RR) 124
Table 4.43 PMES Total Variance Explained 125
Table 4.44 Professional Development and Support (PDS] 128
Table 4.45 Integration / Linkages (IG / LS) 129
Table 4.46 Planning (PN) 130
Table 4.47 Research and Community Participation (RCP] 130
Table 4.48 Evaluation of Institutions (EI) 131
Table 4.49 DFPPL Total Variance Explained 132
Table 4.50 Managerial Skills (MS) 135
Table 4.51 Accessibility (AL) 136
Table 4.52 Empathy and Decision Making (EDM] 137
Table 4.53 Risk Taking Behavior (RTB) 137
Table 4.54 Inter Personal Relationship (IPR) 138
Table 4.55 Financial Accountability of Subordinates
(FAS) 138
Table 4.56 ASP Total Variance Explained 139
*
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Table 4.57 Professional Development (PD) ... 141
Table 4.58 Linkages Academic Support (LAS) ... 142
Table 4.59 Human Resource Development (HRD) ... 142
Table 4.60 Certification (CT) ... 143
Table 4.61 SPFDIET Total Variance Explained ... 144
Table 4.62 Teacher Preparation (TP) ... 146
Table 4.63 Co-curricular Activities (CCA] ... 148
Table 4.64 Upkeep of the Hostel (UKH) ... 148
Table 4.65 Learning Experience (LE) ... 149
Table 4.66 Environmental Values (EV) ... 149
Table 4.67 Teaching Competence (TC) ... 149
Table 4.68 Character Building (CB) ... 150
Table 4.69 SPAUIDIET Total Variance Explained ... 151
Table 4.70 Classroom, Lab and Library facilities and use ... 152
Table 4.71 Play ground and sanitation facilities ... 152
Table 4.72 Computer laboratory and Psychology
laboratory facilities ... 153
Table 4.73 Availability of Auditorium ... 153
Table 4.74 Principals'Perception on DIET Infrastructure ... 154
Chapter I
INTRODUCTION
1.1 Introduction
Tamil Nadu has emerged as a model for other states to follow in
the field of school education. Tamil Nadu state is committed to the
cause of quality elementary education for all. There are 30,844 primary
schools with 66,69,704 students and 1,15,739 students with hearty
1:39 Teacher pupil Ratio. There all 5538 Elementary schools with
35,93,865 students and 61,719 teachers will 1:40 teacher pupil Ratio.
The state Government has implemented many schemes for improving
the quality of school education. Free text books to the work of 83.70
crores eight lakh have been distributed to students from standard I to
XII. All students of XII have been given bicycles. A total of 56,783
teacher Posts have been filled up. 1274 new primary schools have been
started. 395 Middle schools and 405 high schools have been upgraded.
Access is almost 100% in Tamilnadu. A few habitations are blessed
with EGS / AIE centers.
1.2 Quality Education indicators
There is a danger of confusion when defining the terms 'efficiency'
and 'effectiveness' and their descriptors 'internal' and 'external'.
According to Lockheed 8B Hanushek (1988, p22), Efficiency refers to a
ratio between inputs and outputs. A more efficient system obtains more
output for a given set of resource inputs, or achieves comparable levels
of output for fewer inputs, other things equal. The output of education
refers to that portion of student growth or development that lt can
reasonably be attributed to specific educational experiences. Definitions
are adopted, it is clear that there are various policy options for
attempting to improve the output-input ratios, for example:
1) Achieving existing output levels for cheaper or fewer inputs (e.g. by
selecting low-cost building alternatives)
2) Increasing outputs for the same inputs (e.g. by reducing
absenteeism)
3) Reallocating existing resources to new inputs which increase
outputs (e.g. perhaps by spending less on teacher training and
more on textbooks).
It must be kept in mind that efficiency is not the only criterion for
policy-makers, who must take account of a range of social, political,
economic and educational considerations in arriving at judgments as to
priorities for objectives and methods of achieving them. Nevertheless as
Lockheed & Hanushek (1988, p21) point out when there are limited
resources - as there always are - those resources should be used to
promote society's objectives as fully as possible. They identify three
important constraints on improving internal efficiency: (a) inadequate
knowledge about internal effectiveness,
(b) Inadequate knowledge about costs in inputs, and
(c) Difficulty in obtaining appropriate information.
Evidence on which to base decision-making is limited by these
constraints. It is noteworthy that, while the World Bank has invested
over $10 billion in education projects, research necessary to answer
questions about the internal efficiency of education has been conducted
in fewer than half a dozen instances. (Lockheed 8B Hanushek, 1988 pp
27-28). Inputs are conceived in broad terms, to include the complex
interactions of students and teachers, as well as text-books, teachers'
salaries, and so forth. Lockheed & Hanushek restrict the term
'efficiency' to monetary inputs and use 'effectiveness' for non-monetary
inputs. Outputs expressed in non-monetary terms (e.g. learning) are
'internal' and outputs expressed in monetary terms (e.g. earnings) are
'external'. Hence external efficiency is equated with a cost-benefit ratio.
Unfortunately, the classification is marred by equating internal
effectiveness with 'technical efficiency' and internal efficiency with 'cost
effectiveness'. There are obvious difficulties with these definitions. For
example, it is arguable as to exactly what should count as inputs, and
how inputs might best be measured, even if all inputs are measurable.
Similar difficulties apply to outputs. However, whatever precise the
concept of quality in education is not easy to define. Hawes 8s Stephens
(1990) believe that quality is characterized by three inter-related and
inter-dependent strands: (i) efficiency in meeting its goals; (ii) relevance
to human and environmental conditions and needs; (iii) "something
more" that is the exploration of new ideas, the pursuit of excellence and
the encouragement of creativity. If this is accepted, there might be
debate about the relative importance of each strand, about what the
goals should be, and about what is meant by "relevance". In particular
one major goal might be equity, and it can be argued that equity
considerations should be part of a broad view of effective schooling.
Urwick 8B Junaidu (1991, pp 19-20) distinguish two contrasting
orientations towards quality, which they describe as "technical
efficiency" and "pedagogic". The 'technical efficiency' orientation focuses
on the provision of basic school inputs (especially teachers, educational
materials and learning time), their effect on academic achievement and
the consequent priorities for investment. This orientation is
characterized by positivist assumptions and by attempts to measure
production functions through large-scale surveys. The 'pedagogic'
orientation towards the quality of education does not give much
emphasis either to physical inputs or to their 'effects', but rather sees
teaching skills, patterns of school organization and curricular content
as the essential components of 'quality. In practice, there is a danger of
over-emphasis on efficiency and on the use of quantitative indicators.
Tipple (1990) points out the tendency to restrict to what can be
28
measured, and argues that 'the measurable thus assumes' unwarranted
importance. Wilcox (1990, p39) warns that Performance indicators will
seldom if ever tell an unambiguous tale. Quality of educational
experience will always be an elusive entity which evades precise
delineation. Wilcox suggests a range of possible indicators, including
client satisfaction (using questionnaires) and qualitative indicators
based on observation by advisers or inspectors in addition to
achievement scores. The notion of 'value added' is important in making
comparisons of assessment test results. In other words, the
effectiveness of a school depends not just on the final results of the
students, but on what improvements in performance have been
achieved by those students while at the school. Indicators should take
account of the social and economic contexts of the schools. Vulliamy
(1987, pp 220-221) takes the view that in discussing effectiveness we
should always ask "effectiveness for what and for whom?", and argues
that The notion of effectiveness presupposes a consensus on the desired
outcomes of schooling, which tends to disembody schools from their
wider social, political and economic context. In the Papua New Guinean
context, for example, it may be that a school with relatively poor
examination results is providing a relatively better preparation than
other schools for those of its students who are likely to return home to
their villages.
It is true that most school effectiveness research uses
examination or other test results as the indicator of quality.
Nevertheless, according to Singh (1991, p70), The accumulation of
research findings and evaluations of development projects have brought
together a wealth of knowledge about the essentials for quality
schooling.
5
Singh quotes Throsby 8B Gannicott (1990) that the following
statements encapsulate the state of thinking on quality in education:
* Trained teachers make a difference
* Class size is not relevant
* The provision of instructional materials is one of the most cost-
effective ways of raising the quality of education
* Education is most effective if initial instruction uses the mother
tongue
* Lavish buildings and equipment will not raise quality
* Curriculum reform will not necessarily raise educational quality
* Examinations are a useful way of monitoring school quality
* Healthy well-fed children learn better
* Amount of learning time affects educational outcomes
* Quality depends on good de centralized education management
1.3 Characteristics of Performance indicators
Filz cubbon (1996) identifies the following characteristics
> Information about units of manageable system
> Outcomes over which the staff members have influence
> Conceptualized out come
> Data feed back to district level and block level functionaries
> Valid and relate to goals.
> Accessibility
> Incorruptible
> Verifiable
> Improve in proportion to performance over time
> Cost-effective
> Have behavior implications.
30
1.4 Types of performance indicators
Coopers and Lybrand (1988) list out factors, relevant to the
performance indicators. According to them they are of three major
types, viz. input indicators, process indicators and outcome indicators.
They are further divided as follows.
Input Process Indicators
a) Pupil intake
b) Resources
d) Staff
e) Teacher deployment
g) Background
h) Wider educational practice
i) Organization
j) Mutuality
Outcome indicators
1. Pupils'demeanor
2. Attendance
3. Participation in external activities
4. Performance in internal and external examinations.
Input Considerations
Process Indicators
Outcome Indicators
a. Pupil Intake
Soc
io e
con
omic
bac
kgr
oun
d,
cult
ura
l bac
kgr
oun
d. In
nat
e ab
ility
, h
andic
aps
leve
ls o
f ex
pec
tati
ons
by
pu
pils
an
d
par
ents
, ac
adem
ic a
ttai
nm
ent
on
entr
y to
eac
h p
has
e
a. Staff
Tea
cher
Edu
cato
r ch
arac
teri
stic
s in
clu
din
g qu
alific
atio
n, st
aff
dem
ean
or, st
aff si
ck lea
ve t
each
er
turn
over
Pu
pils
' dem
ean
or, at
ten
dan
ce,
abse
nte
eism
, tr
uan
cy, la
ten
ess,
per
form
ance
in
in
tern
al a
ctiv
itie
s.
Par
tici
pat
ion
in
ext
ern
al a
ctiv
itie
s,
indic
table
offen
ces
reco
rded
, Per
form
ance
in
ext
ern
al
exam
inat
ion
s by
ages
, ot
her
in
telle
ctu
al a
ttai
nm
ents
, par
tici
pat
ion
in
spor
tin
g, s
ocia
l,
cult
ura
l ac
tivi
ties
upta
ke
of in
itia
l em
plo
ymen
t
b. Resource
Nu
mber
of te
ach
er e
du
cato
rs b
y ye
ar, n
um
ber
of su
ppor
t st
aff by
type
par
enta
l su
ppor
t boo
k a
nd
libra
ry p
rovi
sion
,
tech
nic
al
faci
litie
s, r
ecu
rren
t ex
pen
dit
ure
by
type
b. Teacher deployment
Con
tact
r
atio
s,
cla
ss s
izes
, m
ism
atch
(s
ubje
ct,
tra
inin
g ex
pen
dit
ure
)
c. Background
Acc
omm
odat
ion
lev
els
an
d
stan
dar
ds,
h
isto
rica
l b
ackgr
oun
d
stab
ility
of or
gan
izat
ion
, In
stit
ute
en
viro
nm
ent
(nei
ghbor
hoo
d)
c. Curriculum arrangements
Cor
e s
ubje
ct p
rovi
sion
, n
o c
ore
subje
ct op
tion
s, p
arti
cula
rize
d
pro
visi
on, e
xam
inat
ion
op
tion
s,
curr
icu
lum
co-o
rdin
atio
n,
curr
icu
lum
doc
um
enta
tion
.
Input Considerations
Process Indicators
Outcome Indicators
a. Pupil Intake
Soc
io e
con
omic
bac
kgr
oun
d,
cult
ura
l bac
kgr
oun
d. In
nat
e ab
ility
, h
andic
aps
leve
ls o
f ex
pec
tati
ons
by
pu
pils
an
d
par
ents
, ac
adem
ic a
ttai
nm
ent
on
entr
y to
eac
h p
has
e
a. Staff
Tea
cher
Edu
cato
r ch
arac
teri
stic
s in
clu
din
g qu
alific
atio
n, st
aff
dem
ean
or, st
aff si
ck lea
ve t
each
er
turn
over
Pu
pils
' dem
ean
or, at
ten
dan
ce,
abse
nte
eism
, tr
uan
cy, la
ten
ess,
per
form
ance
in
in
tern
al a
ctiv
itie
s.
Par
tici
pat
ion
in
ext
ern
al a
ctiv
itie
s,
indic
table
offen
ces
reco
rded
, Per
form
ance
in
ext
ern
al
exam
inat
ion
s by
ages
, ot
her
in
telle
ctu
al a
ttai
nm
ents
, par
tici
pat
ion
in
spor
tin
g, s
ocia
l,
cult
ura
l ac
tivi
ties
upta
ke
of in
itia
l em
plo
ymen
t
b. Resource
Nu
mber
of te
ach
er e
du
cato
rs b
y ye
ar, n
um
ber
of su
ppor
t st
aff by
type
par
enta
l su
ppor
t boo
k a
nd
libra
ry p
rovi
sion
,
tech
nic
al
faci
litie
s, r
ecu
rren
t ex
pen
dit
ure
by
type
b. Teacher deployment
Con
tact
r
atio
s,
cla
ss s
izes
, m
ism
atch
(s
ubje
ct,
tra
inin
g ex
pen
dit
ure
)
c. Background
c. Curriculum arrangements
Performance indicators are part of performance data. When used
with information, they give an indication of the current level of service
performance. They help to answer the question; "Are we achieving what
we set out to achieve?" Performance indicators become meaningful
when used as part of wider management information. This information
is used for decision-making, forward planning, and problem solving and
performance review. In short, performance indicators contribute to
identifying the problems more clearly and allow people to make
judgments on actions necessary to bring about improvements.
Quality is important. Referring to work by Creemers, Peters 8s
Reynolds (1989) and by Raudenbush & Willms (1991), Lockheed 8B
Verspoor (1991, p19) state that recent research on the effect of schools
on learning provides clear evidence that variations in the characteristics
of schools are associated with variations in student outcomes.
1.5 Effectiveness and efficiency
Bacchus (1991) identifies three major thrusts in efforts to improve
the quality of basic education:
*v* Raising the academic performance of students in the various
subjects offered in schools with the currently available resources.
Such efforts are often referred to as attempting to improve the
'internal efficiency' of the schools.
^ Providing children with education that is most likely to help them
improve the quality of their lives when they become adults. This
approach is often referred to as attempting to raise the 'external
efficiency' or the 'effectiveness' of schools.
Increasing the rate of school enrollment by providing more school
places and reducing the inequalities which currently exist between
the sexes and between different regions in a country (Bacchus,
1991, pp 5-6). For example, it is arguable as to exactly what should
34
count as inputs, and how inputs might best be measured, even if
all inputs are measurable. Similar difficulties apply to outputs.
It must be kept in mind that efficiency is not the only criterion for
policy-makers, who must take account of a range of social, political,
economic and educational considerations in arriving at judgments as to
priorities for objectives and methods of achieving them. Nevertheless as
Lockheed & Hanushek (1988, p21) point out when there are limited
resources - as there always are - those resources should be used to
promote society's objectives as fully as possible. They identify three
important constraints on improving internal efficiency: (a) inadequate
knowledge about internal effectiveness (b) inadequate knowledge about
costs in inputs, and (c) difficulty in obtaining appropriate information.
Evidence on which to base decision-making is limited by these
constraints.
It is noteworthy that, while the World Bank has invested over $10
billion in education projects, research necessary to answer questions
about the internal efficiency of education has been conducted in fewer
than half a dozen instances.(Lockheed 8B Hanushek, 1988 pp 27-28)
1.6 Teacher effectiveness
Schiefelbein & Simmons (1981) reviewed research in more than
20 countries, and found that teachers without certificates in
educational training had students who tested as well as those with
certificates in 19 out of 32 studies. They concluded, "Teacher
certification should be reviewed with caution as a way to increase
student achievement". They also found that years of teacher experience
was a significant determinant of student achievement in only 7 out of
19 studies, and that more years of teacher training was not related to
higher student achievement in 5 out of 6 studies.
35
These rather discouraging results have led to further research.
Avalos & Haddad (1981) conducted an extensive review and argued that
"it does not seem reasonable to conclude that training has no effect
upon achievement" (p33). Qualifications and training, contrary to
existing pessimism, are related to teacher behavior and pupil
achievement, although it is not known how permanent this effect is nor
what the optimum levels of qualifications are. Other findings from the
Avalos & Haddad review were that some methods of teacher training
(e.g. micro-teaching and simulation) appeared consistently effective in
promoting changes in teaching techniques, that teacher expectations of
students were important, and that the discovery/inquiry method proved
in most cases to be superior in promoting higher levels of cognitive
skills. On lower levels of cognitive achievement, teaching through
behavioral objectives was found to have an effect.
Guthrie (1982), in a meta-analysis, argued that there is
considerable support for the hypothesis that there is a positive
relationship between teachers' general education and professional
training as independent variables and teachers' performance as
dependent variable. However the exact nature of the relationship is
complex and varies considerably between different educational and
cultural contexts. Guthrie noted that considerable attention is needed
for operational specification of the hypothesis according to the needs of
individual countries.
Much teacher effectiveness research appears to be inconclusive.
In a more recent example from Thailand, based on grade 5
mathematics, Nitsaisook & Postlethwaite (1986) found that the larger
context of the school in general is important as well as how the students
perceive the task orientation, feedback, and structuring of teachers. The
field of teaching effectiveness research has not yet arrived at a point
where it knows exactly what makes a teacher effective, and clearly
36
further research is necessary. Those teachers that are task oriented and
who have been trained both to deal quickly with procedural and
discipline problems in the classroom and to apply certain questioning
techniques in large classes are successful, (p 437)
It is to be noted that Lockheed & Verspoor (1991) regard lengthy
pre-service pedagogical training as a 'blind alley' policy option. They
argue for shortening teacher-training courses, and for emphasis on in-
service training. The main ground for this recommendation appears to
be cost; they quote data from 27 low-income and lower middle-income
countries on the annual cost of teacher training as a multiple of general
secondary education. The average ratio is 7.06, although the range is
from 0.53 to a staggering 34.67. Lockheed & Verspoor summarise their
chapter on Improving the Preparation and Motivation of Teachers as
follows:
A key determinant of student achievement is the quality of
teaching. An effective teacher should possess at least a thorough
knowledge of the subject matter being taught, an appropriate repertoire
of pedagogical skills, and motivation. The teaching force in many
countries fails to meet these standards. Governments must design
policies and programs aimed specifically at improving the academic and
pedagogical preparation of teachers and providing incentives to
strengthen their motivation and professional commitment. The
challenge is particularly difficult for low income countries, which must
not only improve the quality of the current teaching force but also
expand its size if they are to achieve universal primary education.
To address the problem of inadequate academic background,
countries will have to shift the general education component of teacher
training to secondary schools, shorten pre-service teacher training, and
improve the process of recruiting students for teacher training
institutions. Strategies for developing good pedagogical skills should
37
include revising the admission requirements, emphasizing pedagogical
methods, and incorporating practice teaching into pre-service training.
Improving teacher motivation is perhaps the trickiest task that
government's face in their effort to upgrade the teaching force. Doing so
will require a variety of measures, such as paying adequate salaries and
providing no salary benefits, improving working conditions, offering
opportunities for professional advancement and incentives for good
performance, and strengthening supervision and support, (p 115-6)
This last point is worth further investigation.
According to Lillis (1992, p i ) , effective inspection and supervision
is seen as one key to the complex issue of improving the quality and
efficiency of basic education, the quality of educational management
and the quality of educational attainment. However Lillis points out that
little or no empirical evidence is available on which to judge the impact
of inspection and supervision. It appears that evaluation research in
this area is desirable; it is possible that appropriate training measures
would be effective.
Creating effective schools in developing countries requires three
Elements: basic inputs, facilitating conditions and the will to change.
The necessary inputs are
■ A well-developed curriculum, in terms of both scope and
sequence
■ Sufficient instructional materials for students
■ Adequate time for teaching and learning
■ Teaching practices that encourage active student learning. The facilitating conditions are
■ Community involvement;
■ School-based professionalism (which includes the crucial role of
the
38
■ Principal in school effectiveness, teacher collegiality and
commitment, and autonomy balanced with accountability);
■ Flexibility in curriculum and organization.
The will to act includes vision and decentralization. Haddad et al
(1990) give an extensive summary of empirical research findings; those
which were published in the last decade are reproduced (in abbreviated
form) in Lewin with Ross (1992, p 188-191). A particularly interesting
aspect of the summary is that concerned with process factors, especially
school management. We know that well-managed, effective schools
share several characteristics: they display an orderly environment,
emphasize academic achievement, set high expectations for student
achievement, and are run by teachers or principals who expend an
enormous amount of effort to produce effective teaching and encourage
pupils to learn, no matter what their family background or gender. Few
schools in developing countries display these features. (Haddad et al,
1990, p57) Haddad et al report that many of those who have observed
the schooling process in both developed and developing countries
conclude that the most important factor governing how well pupils do in
school is school management. Several studies have identified
headmaster education and experience as important variables that affect
pupils' achievement
1.7 The DIET guidelines (MHRD 1989) envisage the following as
the key functions of DIETs
Training and orientation of the following target groups elementary
school teachers, headmasters, officers of education department up to
Block level: NFE and adult education instructors and supervisors;
members of District Boards of Education and Village Education
Committees, other committee clueless; resource persons who will
conduct suitable programmes at the centers other than the DIET.
39
Academic and resource support to the elementary and adult education
systems in the district on other ways.
Action Research and experimentation to deal ask specific
problems of the district in achieving the objectively in the areas of
elementary and adult education.
1.8 RoleofSSA
SSA, Tamilnadu, has succeeded in getting funds from MHRD for
implementing UEE in Tamil Nadu. Decentralized District and block
level planning has facilitated the sanctioning of additional classrooms,
drinking water facility and toilets for the benefit of students. The
involvement of VEC in the construction of school buildings has ensured
the use of quality building materials and transparency in utilization of
finds allotted for the school. The inclusive education initiatives and
thrust on give schooling through special programmes such as Kasturiba
Balika Yojana have immensely benefited special focus group children.
The appointment of special teachers and Block level monitors for
ensuring health care delivery to differently abled children at the Block
level resource centre in an innovation that has bridged the gap believer
the abled and differently abled children in school.
The National Policy on Education (NPE) 1986 has made a
significant leap in the history of education in the post independent
India. In the field of Teacher Education, District Institutes of Education
and Training have been set up exclusively for the purpose of ensuring
quality in the classroom processes at the elementary level.
1.9 Teacher Education in Tamil Nadu
DTERT, the state apex body in Teacher Education Research and
Training, is totally committed to the cause of preparation of quality
elementary teachers and providing learner and learning centred in-
service training programmes for practicing Primary and Upper Primary
40
teachers. In addition it focuses on capacity building training of Teacher
Educators in DIETs and BRCs. Under X five year plan for Teacher
Education, in addition to SSA training programmes, DTERT and DIETs
give need based district specific training to select practicing teachers.
DTERT addresses the need of periodic supply of qualified teachers to
the state by offering admission to DTE course through single window
system. There are 29 DIETs, 9 Government TTIs 34 Minority TTIs and
230 unaided TTIs.
DTERT has recently launched various programmes to improve the
educational process in DIETs and lab schools. In partnership with
NIEPA, a teleconferencing was organized for DIET principals on Total
Quality Management. This teleconferencing provided opportunities for
the principals to interact with the experts of the national level
institution on quality management.
The DTERT has provided capacity building programmes for the
professional development of DIET Staff during the Tenth Five Year Plan
Activities. The principals and selected senior lecturers are trained in
managerial skills. An advanced research methodology course was
conducted for SL and principals to shape their research skills as good
the DIET Staff have benefited from the programme. DIET Staff have
been provided opportunities to participate international and national
level seminars and conferences. DIETs at zonal level have organized
seminars for DIET faculty and teachers on important themes like school
effectiveness, innovative practices.
Moreover DIET faculties have visited other SCERTs and state level
institutions to share and gain academic experiences. These capacity
building programmes have helped DIETs in maximizing their academic
positions at district levels.
Quality of Teacher development programme critically depends on
training strategies at pre-service and in-service levels. The periodic
41
curricular renewal of pre-service teacher education takes into
consideration new trends in teaching learning processes. Recently
updated curriculum (2001) by and large, addressed the issue of
balancing of the given frame work to teaching of subject knowledge and
pedagogy. Consequently, teacher-training institutions, like DIET and
TTIs, have achieved maximum balance in their pre-service training
programme. Source books have also been prepared for DTEd., course.
The DTERT has been experimenting with various teaching-
learning methodologies. Competency based joyful learning, group
inspiration and activity-based learning, to name a few, have been well
received by teachers. Teachers' response to the policy push towards
new child - centred activity based learning is overwhelming. It has
improved the quality of children's learning.
1.10 Pre-Service Teacher Education Branch (PSTE)
PSTE branch would organize pre-service course for elementary
school teachers. It would prepare emergent teachers to respond to
contemporary classroom situations by propagating teacher - centered
education and focusing on their personality development. They would
be well trained in the new teaching methodologies such as ABL, joyful
learning and Multi - grade teaching. The branch would provide
psychological guidance and counseling to schools and NFE / AIE
centers. It would support learning of disadvantaged groups. It would
readily provide its curricular inputs into programmes and activities of
their branches about from maintaining labs, arts and sports facility it
would promote co-curricular activities in the DIET.
1.11 Work Experience Branch (WE)
Ideas Rooted in Mahatma Gandhi's Basic Education, this branch
was envisaged to dignify manual labor work related values among
trainees. This branch would identify locally relevant work experience
42
areas, in co-operation with other branches and develop sample
curricular units, TLM, Low-cost TLM, and Evaluation with in such
areas. It would help educational activities in schools / AIE 8B EGS
centers. For which it would conduct in-service training for teachers
also providing work experience related inputs into all programmes and
activities of their branches is the remit of WE branch maintenance and
development. Campus is kept neat and tidy with this branch. Though
sanitary workers pay visit to work areas, this branch would enable the
institution to reach out to people breaking the social barriers between
educated and illiterate masses.
1.12 District Resource Unit (DRU Branch)
The DRU is included as a resource centre for the District reaching
out via AE / NFE, early childhood education and collaboration with the
social welfare and tribal department. This branch would be involved in
planning, conducting and coordinating training and orientation
programmes for AIE / NFE which function in and outside the institute
besides providing instructions to evaluate and monitor the quality and
efficacy of the programmes organized for AE / NFE personal. In
coordination with other branches, it would develop locally relevant
curricular materials, TLM and also adopt existing materials. It would
intensively interact with field workers of AIE / NFE and address their
academic problems. The branch would provide input to all programmes
of other branches especially pre and in-service branch, related to AIE /
NFE programmes. It should maintain a database of AIE / NFE
Personnel who undergo training. It would help educational authorities
to organize media support for literacy campaigns.
Since alternative schooling strategies are redefined in tune with
the changing literacy scenario, the branch has to reinvent itself to
address the needs of functionaries of AIE and EGS in curriculum
43
training and evaluation. It should forge a meaningful identity with other
structures involved in literacy initiatives.
1.13 In Service Programme Field Interaction Innovation and
Coordination Branch (IFIC)
IFIC would act as a single window service branch facilitating
academic and administrative coordination of the in-service and
extension activities of all the other branches expect DRU. It would
identify the training needs of teachers and prepare annual training
calendar prioritizing the issues. It would not only organize the in-
service training programmes for teachers but also conduct orientation
programmes for resource person who training teachers. It is expected
to conduct in-service programmes for teachers in distance made. About
from conducting programme it would evaluate programme and monitor
their quality and efficiency. It would maintain a database of all teachers
and resource person who undergo in-service programme moreover is
mandated to coordinate all the serious educational research activities
and disseminate their findings properly. About all IFIC it is envisaged
as a reference and resource centre for teachers who wish to continue
their education.
The IFIC branch is repositioning itself to cater to the needs of
Block Resource Teachers and resource persons from CRCs other than
the teachers themselves. These sub - district and sub-block resource
structures need different orientation on training inputs. In fact, this
branch is reorienting itself to train the trainers rather train the
teachers. However, under X five year plan for Teacher Education,
District - specific training programmes are directly given to teachers in
some select blocks which has received wide acclaim in recent times.
44
1.14 Curriculum Material Development and Evaluation Branch
(CMDE)
The CMDE branch would serve as a centre for providing support
in the area of development of local specific curriculum and materials,
and evaluation for elementary schools as well as for AE / NFE centers
at district level. It would customize existing curriculum and develop
locally relevant curricular units and prepare specific teaching learning
materials to fill gaps in the curriculum continuum. It would develop
techniques and guidelines for continuous and summative evaluation. It
would prepare item / question banks, evaluation tools and tests for
diagnostic testing on remedial purpose. It would conduct on sample
basis, achievement tests measuring students' competency attainment
levels. It would provide CMDE related inputs into programmes and
activities of other branches in the DIET.
The CMDE has extended its activities to coordinate state level and
national level assessment surveys at district level.
1.15 Educational Technology Branch (ET)
This branch would ensure that ET reaches out to all schools and
centers for improving the quality of elementary each. It would devise
simple and effective teaching aids from easily available materials
prepare low cost TLM for various segments and develop radio / audio
materials for training. It would provide resource support and services
to other branches in the DIET and to educational institutions and
agencies in the district. It would maintain AV labs, equipments,
computer lab, and the library of audio and video materials. It is
envisaged to train teachers in the effective utilization of educational
broadcasts of telecasts, in the handling of AV equipments and in the
preparation of low cost TLM. It would liaise with nearly local radio
station / television station for arranging broadcasts for children.
45
This branch today is well equipped with EDUSAT networks for
teleconferencing and video conferencing programmes. This uplinking
facility in each DIET enables educational personnel to interact with
state and nation level experts on line.
1.16 Planning and Management Branch (P&M)
The main focus of the branch would be to organize training
programmes to the heads of schools, community members and field
officers in educational planning and management and to provide feed
back support for planning programmes of all branches of the DIET and
District level structures. It would establish links between the block,
field and the different branches of DIET. It would keep in view the
alternative objective of universalization of elementary education by way
of providing for access, enrolment, retention and standards. This
branch would maintain all appropriate database of the district required
for planning exercise aimed at UPE goals and for monitoring progress. It
is envisaged to conduct studies in enrolment, retention, and attendance
on the effect of interventions, community perception and participation
and the development norms and techniques for evaluation with a view
to giving policy advice to Educational Planners regarding UEE of
institutions of the district. It is expected to provide technical assistance
to educational activities in school mapping, micro - planning and
institutional planning and evaluation. It would serve as the model
branch to conduct all programmes to promote community involvement
in elementary education. It would conduct programmes for
Headmasters, and Block level Educational Officers' coterie areas such
as leadership, motivation, institutional planning is bested with the
branch. It would prepare quintennial and annual institutional plans
and annual self-evaluation reports for the DIET. Above all, it would
provide planning related inputs into all programmes and activities of
other branches of DIET.
46
1.17 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.
1.18 Objectives
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 tool based on validated indicators for assessing DIET
effectiveness.
1.19 Conclusion
In this chapter, brief introduction, about effectiveness and
functions of DIETs have been discussed. The next chapter deals with
the review of related literature.
47
Chapter II
REVIEW OF RELATED STUDIES
2. 1 Introduction
A literature review is usually a survey of the status of knowledge
on a defined educational topic. It makes the researcher familiar with the
summary of previous researches, the writings of recognized experts,
what is already known, and what is still unknown, untested and thus
provide a background for the development of the study undertaken.
This brings the researcher to the proximity of the solution. The review of
related studies refreshes the investigators' ideas, regarding the problem
and helps in the whole process of research and makes that to be
prominent.
This chapter provides a comprehensive analysis of the national
and international perspective on the current status of research in
Teacher Education including DIET effectiveness and implications for
designing the plan of action for the better performance of DIETs. A
battery of instruments has been developed and validated for assessing
the indicators that contribute to the effectiveness of DIETs. To a limited
extent, Teacher effectiveness has also been examined. The investigators
identified 49 studies related to Teacher Education including DIET
effectiveness of which, there is 42 studies conducted abroad and nine
studies conducted in India. An attempt has been made by the
investigators to correlate the studies made undertaken abroad and in
India with the project for identifying the indicators for DIET
effectiveness.
48
2.2 Studies Done Abroad
Among the studies conducted abroad, thirteen were conducted
among pre-service teachers, one on physical education for the pre-
service teachers, four on in-service training programmes and their need
assessment, six on Technology use, reasons for technology use and
impact of technology use, one on art education, two studies were
conducted on the administration of the Principal, six studies were
conducted on the professional development of the teachers and nine
studies were conducted to know the effectiveness of the organisation
concerned. The collected studies were organized and the abstracts of
them are given below.
2.2.1 Pre-Service Teachers
Pyburn, Connie Sue (2001) administered a case study on
facilitating pre-service teachers in the action research process. This
work documents, what happens when pre-service teachers voluntarily
conduct action research studies during their practice teaching or
internship. Education students at St. Norbert College in Northeast
Wisconsin were offered the opportunity to learn how to do action
research in order to improve their own practice teaching. Five student-
teachers participated in the action research group. This study
documents the five student-teachers' processing of the action research
steps as well as the role of the facilitator throughout the process.
Analysis focuses on the conclusions drawn from this experience to offer
recommendations for others considering offering voluntary action
research groups for pre-service teachers.
Pyburn, Connie Sue. (2001) conducted a study on the Pre-
service and in-service teachers' preference for four models of helping.
The purpose of this study was to determine pre-service and in-service
teacher preference for four models of helping offered by a school
49
psychologist. 128 in-service and 460 pre-service teachers were surveyed
about preferences. Although direct Behavioral Consultation was
generally preferred as a model of helping, teachers did not select this
option when presented with specific academic, behavioral or social /
emotional problems. In-service teachers preferred to refer to the
psychologist testing significantly more often than pre-service teachers
and consistently preferred less involvement with the school
psychologist. In-service teachers reported higher teaching efficacy on
the Teacher Efficacy Scale than pre-service teachers. Teaching efficacy
was a significant predictor for specific helping, models for both pre-
service and in-service teachers as well as in the problem severity ratings
of in-service teachers.
Godwin, Denise M. (2002) conducted a qualitative study of the
perceptions of six pre-service teachers: implementing oral and written
retelling strategies in teaching reading to students with learning
disabilities. The purpose of this study was to explore how six pre-service
teachers perceived their student teaching experiences while using the
oral and written retelling strategy in teaching students with learning
disabilities. A look at how pre-service teacher training may influence
the characteristics, attitudes, and teaching methods, were examined in
assisting in the development of an effective reading teacher. A
qualitative research design, in the form of a case study approach
encompassing pre-service teachers, children with learning disabilities,
and the teaching of reading using the oral and written retelling strategy
was employed. A convenient sampling was used. The six subjects were
completing their student teaching semester in four elementary schools,
one middle school, and one high school, five in a varying exceptionality
setting and one in an inclusion setting. Data included written surveys,
weekly audio taped focus group sessions, written samples of retells,
analysis of scores, and observation/debriefing. Quantitative data was
50
included with the retelling scores of the six classes. It can be concluded
from the findings that the six student-teachers successfully engaged in
retelling activities, finding it a positive and productive strategy in
increasing reading skills, writing proficiency, vocabulary experiences
and oral language in 2nd to 10th grade students with learning
disabilities. It was also suggested that the sharing of student teaching
experiences in weekly sessions, coupled with an observation and
debriefing, enabled the pre-service teachers to experience a positive
growth of confidence and competency.
Owen Pamela Mae, (2002) conducted a study entitled "Bridging
theory and practice: student-teachers use the project approach." The
purpose of this study was to see if student-teachers could bridge the
gap between what is taught in higher education courses and what they
observe practised in primary school classrooms by implementing
developmentally appropriate practices through the use of the Project
Approach promoted by Lilian Katz and Sylvia Chard. Two student-
teachers provided the data for this qualitative study. The case studies
consisted of interviews, observations, and documentation examination.
Positive attitudes towards research and theory emerged. In this
particular study, providing the framework of the Project Approach aided
the student-teachers in implementing developmentally appropriate
practices.
Mc Donald, Linda Marie, (2003) investigated the perceptions of
pre-service educators, in-service educators, and professional
development personnel regarding effective methods for learning
technology integration skills. A survey was distributed to compare pre-
service educators, in-service educators and professional development
personnel's perceived effectiveness of eight training methods (N=759).
The four research questions examined were: do differences exist among
pre-service educators, in-service educators, and professional
51
development personnel in the perceived effectiveness of different
methods for learning technology integration (i) skills? ii) Categorized
by age? iii) method of instruction? iv) Locus of control? All groups were
measured for similarities and differences in preferences on credit
classes, workshops, open computer labs, technology personnel support,
peer support, online help, printed documentation, and trial and error.
This study indicated that the most effective training methods were
technical support, peer support, and credit courses. The least effective
training methods were online help, printed documentation, workshops,
and computer labs. Age, amount of training hours, and locus of control
score did training preference.
Roehring, Alysia Deanne, (2003) made a study on the effects of
mentoring of beginning teacher effectiveness and student outcomes. The
purpose of this study was to compare the impact of an intensive
experimental mentoring program and a more traditional beginning
teacher mentoring. Early primary (K-2) teachers in the experimental
program (N-3) would be more successful in improving their classroom
practices (i.e, becoming more like those of their exemplary teacher
mentors) than beginning teachers in the comparison group (N=3 who
had more typical teachers as mentors. These results are presented as
case studies of individual teacher's classroom changes and mentoring
experiences, which were developed from qualitative observations of
classrooms and mentoring interactions, interviews conducted with
mentors and student date (i.e, running records of reading, writing
samples and motivation interviews. Student engagement in cognitively
demanding literacy activities did not systematically differ by treatment
group either.
Stephens, Earnest Bernard, (2003) examined the effectiveness
of a program on cultural tolerance and diversity for teacher education
candidates. The purpose of this study was to assess the effectiveness of
52
a training program in increasing teacher education candidates' levels of
cultural tolerance. Information regarding the candidates' levels of
cultural tolerance was obtained through pre-test and post-test data
using the Pluralism and Diversity Attitude Assessment. The results of
the research suggest that the cultural tolerance and diversity program
did not significantly improve teacher education candidates' overall
attitudes toward diversity compared to those who did not participate in
the program. However, the overall attitudes towards diversity of the
treatment group changed significantly over the course of the study,
while the overall attitudes of the control group remained the same. Due
to the significant change in the overall attitudes of the treatment group,
it is possible that the tolerance and diversity program can be utilized in
the area of teacher education when focusing on culture, tolerance, and
diversity. One aspect of the program focused on the harm that could be
possibly sustained by a student if he or she was" different". The
importance of treating each student fairly was stressed in the program.
The tolerance and diversity program also has the potential to serve as a
program that could be utilized to meet standards set forth by the
National Council for Accreditation of Teacher Education (NCATE). One
of the year 2000 standards set forth by NCATE focused on diversity.
NCATE stressed that all teacher education candidates should have the
ability to create a climate that promotes and values diversity. An aspect
of the tolerance and diversity program focused on the importance of
making all students in a classroom feel important and the importance of
having students value what is unique about themselves and each other
instead of being ashamed or afraid. It is also possible that the tolerance
and diversity program can be a tool that can be utilized in the area of
student development to foster dialogue regarding the ever-changing face
of society, and the importance of being able to fit in and survive in such
a society. The program also has the potential to help in the moral
53
development of students. The program stressed the importance of
fairness regardless of race or cultural differences.
Troutman, Yolanda Renee Heath, (2003) researched the
effectiveness of teacher mentoring as perceived by proteges. Two
hundred surveys were disseminated to a public school district in a
southeastern state in order to examine the perceptions of the
effectiveness of mentoring by the proteges. One hundred and seven of
the surveys were returned. Based on the results of the study it was
concluded that teachers perceive mentoring as effective in general,
specifically in terms of induction/initiation, interaction, technical
assistance, and professional development. Mentoring perceptions of
effectiveness were higher by those teachers who were new to a district
or school as opposed to new teachers. Mentoring was perceived as
being effective to teachers at different grade levels. Mentoring
perceptions of effectiveness were higher at the middle grades/junior
high school level as opposed to those at the elementary level. The study
also indicated that the perception of the effectiveness of mentoring is
not significant as it related to teaching experience or teacher education
level.
Irving (2004) made a study on "Pre-service science teachers' use
of educational technology during student teaching". The secondary
science teacher preparation at the University of Virgina provides a
model technology enrichment program for pre-service teachers.
Important features of this program include an introductory course with
an educational technology component, an educational technology
course focused on technology uses in teaching science and mathematics
and a secondary science methods class where pre-service teachers
observe effective technology integration models and experience
opportunities to design and implement lesson with technology
components. This study explores the use of educational technology
54
during student teaching by 15 secondary science pre-service teachers
who have completed this technology rich program. The data corpus
includes pre and post questionnaires and formal interviews, 63 hours of
classroom observations, 335 lesson plans and artifacts collected during
the student teaching experience. Participants reported adequate skills
and intent to use educational technology during their student teaching
and the secondary school placement sites provided adequate
opportunities for teaching with technology. In addition, many
participants used educational technology for inquiry-bared lessons.
Student-teachers planned and implemented lessons in which the
educational technology was used primarily by the student-teacher in a
supporting role in the classroom and successfully identified appropriate
educational technologies that fit their curriculum topics. The findings
include three factors that influenced student-teacher use of educational
technology: Co-operative Teacher attitudes towards technology use;
student-teacher concerns regarding achievement level, behavioral
characteristics and technology skills levels of the secondary students;
and access/reliability issue.
Onchwari, Jacqueline, (2004) organized a study labelled "Pre-
service and in-service teachers' perceived preparedness to help early
childhood and elementary children cope with stress and develop
resilience". This study investigated 160 pre-service, and 55 in-service
teachers' perceived levels of preparedness to handle stress in early
childhood and elementary education students, as well as develop
resilience in the children. A survey, with 3 distinct sections that yielded
both qualitative and quantitative data, was used to collect data. Data
were analyzed both statistically and qualitatively. Results showed that,
on the average, pre-service and in-service teachers perceived themselves
as moderately prepared to handle stress in their students. Forty three
percent of the participants felt well prepared, and 23 percent felt poorly
55
prepared. T- test statistical procedures found no significant differences
between pre-service and in- service teachers in their perceived level of
preparedness to handle stress in children. A one ANOVA indicated that
pre-service teachers and in-service teachers felt better prepared to deal
with school related stressors than they were with family and society
related stressors. Additionally there were statistically significant
differences among pre-service teachers from four teacher preparation
institutions, in their perceived preparedness to handle stress in their
students.
Ewell, Pamela Sue Cooper, (2005) investigated the pre-service
teacher perceptions of intensive field experiences and classroom teacher
mentoring. This qualitative case study examined the experiences of
three pre-service teachers who enrolled in a teacher preparation
program that was conceived and implemented though a collaborative
effort between a college, a K-12 school, and a regional education agency.
Specifically, this study uncovered the perceptions of the pre-service
teachers as they were mentored by a classroom teacher throughout the
program's three-year extensive field experiences, and the perceptions
of mentoring by the classroom teacher. The findings point to the strong
benefits of extended and extensive field experiences in K-12 classroom
for pre-service teachers. The pre-service teachers reported benefits of
learning about teaching as well as learning to teach individual, small
group, and large groups of elementary grade students. In addition, they
reported the benefits of learning how to manage the classroom and
communicate with students, teachers and parents. Experiences such as
these allowed the pre-service teachers to gain more knowledge about
the practice of teaching as well as their own development and
understanding of these practices. The teacher served in their capacity
as a mentor, advisor, role model, coach and colleague. Data form the
pre-service teachers and mentor teacher suggests avenues for
56
rethinking teacher education reform. The multi -tiered levels of the
Academy program coupled with the extensive and intensive field
experiences provided a continuous and authentic K-12 context for these
per-service teachers.
Holm, Mary S. (2005) conducted a study entitled " Supervision of
student teachers: A professional development experience for cooperating
teachers". This study examined the experiences of elementary
cooperating teachers in the supervision of student teachers. Survey and
interview data were analyzed to determine the extent to which
cooperating teachers consider supervision a professional growth
experience as indicated by evidence of reflection, collaboration with the
student teacher, and a change in practice. Results indicate that
teachers view supervision as a positive professional growth experience.
Supervision provides teachers an opportunity to reflect on their own
practice and gain ideas and strategies from the student teacher. Those
teachers who are able to develop a collaborative relationship with their
student teachers appreciate the opportunity to share their classroom
with another adult. Changes in practice for cooperating teachers
resulted from learning new techniques and being reminded of effective
strategies that they no longer used.
McVey, Mary Kathryn, (2005) Researched the role of teacher
education experiences in addressing the concerns of apprentice
teachers. This study investigated the role of a teacher education
program in helping apprentice teachers to address their teaching
concerns. Quantitative and qualitative analysis of data were used. A
mixed methods approach was undertaken; focusing on the data
obtained from surveys and a focus group discussion. The use of survey
data allowed the researcher to identify the types of concerns, self, task,
or impact (Fuller, 1969) of the apprentice teachers. Results indicated no
differences between public and private, and elementary and middle
57
schoolteachers on their type of concerns of their level of preparedness.
Qualitative analysis of open-ended survey questions and a focused
group discussion consisted of determining apprentice teachers
perceived experiences from their teacher education program that
prepared them to handle their concerns. Experiences listed most
frequently included student teaching, field experiences and methods
courses.
Of the 13 studies conducted among the pre-service teachers, eight
studies were of survey type; three were case studies and one an
experimental study. The findings of the studies highlight on teaching
efficacy, oral and written retelling strategies, reading skill, writing
proficiency, and vocabulary experiences. The pre-service teachers have
also reported the benefits of learning about teaching as well as learning
to teach individual, small group, and large groups of elementary grade
students. In addition, they reported the benefits of learning how to
manage the classroom and communicate with students, teachers and
parents. Experiences such as these allowed the pre-service teachers to
gain more knowledge about the practice of teaching as well as their own
development and understanding of these practices. The teacher served
in their capacity as a mentor, advisor, role model, couch and colleague
but there was no significant difference on the perception of effectiveness
on mentoring.
2.2.2 Physical Education
Parker, Suzanne Marie, (2002) investigated a qualitative study
on pre-service physical education teacher's perceptions towards
teaching students with emotional/behavioral disorders (EBD) in a
general education setting. Multiple interviews and observations were
conducted with four pre-service teachers throughout the span of their
student teaching experience to examine their thoughts, feelings, and
58
concerns about teaching students with EBD as well as examining their
interactions with these students. The participants indicated that in
order to feel more qualified to teach students with EBD, they needed
more experience. Further, they struggled with issues of inclusion while
they encountered a gamut of problems throughout their experiences.
These findings point to the need to enhance pre-service physical
education teacher's experiences with more related fieldwork.
Only one study out of 41 studies collected abroad was on the
perception of pre-service physical education students. The study
suggests that the pre-service physical education teachers should be
exposed to more related fieldwork.
2.2.3 In-Service Trainings
Out of 41 studies gathered, four studies were reported on in-
service trainings and their need assessment. Principals, teachers, and
university lecturers were taken as the sample and all the four studies
were of survey type.
Anderson, John Emil, (2001) explored the relationships between
the training needs assessment, evaluation, success, and organizational
strategy and effectiveness. The purpose of this study was to build upon
the previous training literature by providing a detailed examination of
needs assessment and evaluation practices, and comparing those
practices with perceived levels of training program success and
organizational effectiveness. A mail survey was sent to 1,115
members of the American Society for Training and Development with
the word 'director' in their job title on the membership records. In total
231 surveys were returned, for a return rate of 21%. Survey results
showed that the majority of organizations do not involve most of their
training staff in needs assessment of evaluation, most training staff
members do not have formal training in needs assessment or
59
evaluation, and evaluation is usually independent of programme
development. The majority of organizations perform a general needs
assessment of any kind in only about half (53%) of their training
programmes, and perform more detailed organizational, person, and
task analysis in 41%, 40% and 36% of their training programmes,
respectively. The most prominent reason for not performing
organization, person, and task analyses and general needs assessment
is that it is not required by the organization. Findings of this study
showed that the majority of organizations performed Kirkpatrick Level 1
(reactions) evaluation of most (81%) of their training programmes and
perform level 2 (Learning), Level 3 (behaviour), and level 4 (results)
evaluations of less than half of their training programmes, 41%, 21%
and 17% respectively. Five hundred and forty exploratory correlations
were performed. Many of the correlations represented low positive
statistically significant relationships; twelve correlations were greater
than 30.
Botha, Renier Jacobus, (2005) identified the guidelines for the
development of programs for the training of education managers in the
RSA. The purpose was to improve schools and transform the system of
in-service training opportunities for school principals in terms of
Knowledge, skills and attitudes required for effective school principal
ship and efficient leadership. This study dealt with the identification of
guidelines for the development of programs for the training of education
managers in the Republic of South Africa. The in-service training school
principals and other education managers has already been a recognized
practice internationally for several years. In the United States of
America, Great Britain and Sweden, for instance, there are various
programs for training educational leaders. By researching and
describing their programs they can serve as examples for local practice
60
and it becomes possible to identify guidelines for programs in education
Management that can be used here.
Mofokeng, Lecka Elias, (2003) administered a study of In-
service Education and Training (INSET) of university lecturers in South
Africa. This research focused on the In-service Education and Training
(INSET) of university lecturers. The study also described quality
measures, which had been put in place in the tertiary education sector.
A multi-method approach was employed to investigate the current
INSET programmes of lecturers. The methods of collecting data included
a systematic review of literature, questionnaires, interviews and
participant observation. The role of INSET provided opportunities for the
improvement of the qualifications and competences of university
lecturers internationally and in South Africa.
Smith, Jeffrey J, (2005.) administered a study of teachers'
perceptions of self-efficiency following a structured in-service training.
The purpose of this study was to examine the self-efficacy beliefs of
typical classroom teachers from the K-8 level. The study explored the
beliefs a teacher holds about his/her self-efficacy, the beliefs he/she
holds about the self-efficacy of his /her low performing students, and
his/her relative opinion of the self-efficacy of his/her high performing
students. A sample group of 142 teachers from 4 schools from a large
urban schools district located in phoenix, Arizona participated in this
study, and the survey also asked them rate personal perceptions of
their own self-efficacy. After treatment, teachers were surveyed with the
same questionnaire. Changes in teachers' personal perceptions and
changes in their perception of their high and low performing students
were analyzed using the pre and post survey instrument. Considerable
support for the strong influence of this verbal persuasion model on
judgments of self-efficacy was reinforced. The results of the study
indicate that this treatment program was an efficient and effective
61
approach to alter the self-efficacy of teachers. This study also indicates
that the perceptions teacher hold about their students can be positively
influenced.
The purpose of the study on in-service training programmes was
to improve schools and transform the system and give opportunities for
school principals to gain knowledge, skills and attitudes required for
effective school principal ship and efficient leadership. The above-
mentioned findings indicate the relationships between the training
needs assessment, evaluation, success, and organizational strategy and
effectiveness. The study also described quality measures, which had
been put in place in the tertiary education sector. As a whole, there was
positive influence on the perception of teachers' hold on their students.
2.2.4 Technology
Six out of forty one studies collected abroad were found to
coincide with technology use and its impact on education. Among them,
five studies were of survey type and one is a case study.
Yehle, Ann Kathryn, (2001) carried on a study entitled
"Technology use, reasons for technology use and impacts of technology
use: A case study of Pre-service student teachers in the area of
emotional disturbance". This study examined the technology use of
three pre-service teachers enrolled in a special education teacher
preparation program with emphasis in emotional disturbance. Data
were collected via qualitative methodology including interviews,
observations, document review, and field notes. The pre-service
teachers identified eight ways they used technology at their student
teaching placements: (a) drill and practice (b) reinforcement for
behaviour change, (c) to support meaningful learning, (d) to anchor
instruction in hyper media (g) data management, and (h) a tool for
establishing rapport with students. The pre-service teachers identified
62
three ways they used technology in their course work: (a) productivity
(b) cyber mentoring, and (c) research. The pre-service teachers identified
eight reasons as to why they used technology at their student teaching
placements and in their course work: (a) course requirement (b) support
from others (c) modeling in class and at student teaching placements,
(d) preventive discipline, (e) necessity (f) professional goals (g) legal
requirement and (h) hardware/ software access. Three barriers to
technology use were identified: (a) hardware/ software access (b)
gatekeepers and (c) time. In addition, pre-service teachers identified six
impacts of their technology use: (a) support of student progress toward
individual education plan goals, (b) increase in appropriate student
behaviour (c) linking curricula and instruction to meaningful adult skill
(d) access to general education curricula, (e) prevent student boredom
and (f) increasing person feelings of technological competence and
comfort.
Best, Linda M., 2002 compared the Perceptions of university
faculty and pre-service students' technology skills and integration of
technology in selected elementary education courses. The purpose of
this study was to compare content delivery, as well as, student and
faculty perceptions of technology skill level and technology usage in 2
specific courses in a university pre-service teacher education
programme. This study, exploratory in nature, examined the
instructional approaches to course content delivery with reference to
technology use in a freshman and Sophomore course with low-level
technology use and in the same freshman and sophomore course with
high-level technology use. Archival data form course syllabi were
examined to provide comparative data on course content and delivery
methods. Archival survey data were also collected. This study used
archival survey data collected at one specific university that resulted
form a PT-3 Grant awarded to three Western Pennsylvania universities.
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This design examined archival data on students' perceptions of their
own skill levels in technology use, and integration of technology in to
two sections of a freshman course; one a low-level technology course
and the other section a high-level technology course. The design
involved the examination of data examined from two sections of a
sophomore course; one a low-level technology and the other section a
high-level technology course. The sample consisted of 151 students
enrolled in freshman level and sophomore level courses. Four faculty
involved in this study was the instructors of these selected course
sections. Comparison group 3 and comparison group 4 received
instructions over 14 weeks in a course that utilized a high level of
technology use for content delivery. Comparison of group 1 and
comparison of group 2 received instructions over 14 weeks in course
that utilized a low-level of technology use. Both groups were post-tested
with 17 variables related to technology skill and integration. The results
of this study give clear evidence of the importance of higher education
faculty training in educational technology for graduating pre-service
education majors to gain skills in the proper use and integration of
educational technology. Then university faculty must model and infuse
it into the required course work.
Watkins, Jane Grant, (2002) made a study entitled "Helping
teachers with classroom technology integration: Following a technology
workshop with a web- based support system". To find the effects on
classroom technology integration when teachers who have received
formal technology training are further supported with a web- based
after- training support system. Data were collected through interviews
and informal conversations with the workshop leaders and the teachers.
The teachers were interviewed and observed to determine what effects, if
any the after-training support system had on the teachers' level of
classroom technology integration. Additional data collection consisted of
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the following; observations of the workshop, observations of the
teachers as they taught in their classroom, document analysis of
teaching materials and students' work, protocol analysis for the
usability of the after-training support system, and a survey on the
teacher's computer usage. This study concluded that negligible changes
occurred in the teacher's levels of classroom technology integration
following provision of a web-based support system. Frequency of use
was determined to be inadequate to result in increased integration,
however, teachers were positive about the support system, using it
primary as a portal to external teaching resources.
Anderson, Jeffrey W. (2005) made a study of pre-service teacher
exposure to technology in the college classroom and field experience.
This study evaluated the exposure of pre-service teachers at the
University of Alabama at Birmingham to technology in the college
classroom and field experience as compared with the Alabama State
Department of Education Technology Standards for Teacher Education
Programmes. The study consists of both quantitative and qualitative
data collected from both pre-service teachers and faculty members who
instruct courses that are reported to address these technology
standards. The study took place over the spring and fall semesters of
2003 and the spring semester of 2004. Findings include identification of
areas for improvement, as well as technology of where standards are
adequately addressed.
Griswold Sanra L, (2005) administered a study on the video
taped performances: Guiding teacher professional development within a
competency-based framework. This study explored the effectiveness of
videotaping classroom performances to guide teacher professional
development plans through self-assessment, reflective practice, study
groups, and peer review using the competencies identified in Charlotte
Danielson's 'A Framework for Teaching (1996)' as the basis for per
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review utilizing the 2+2 approach. This action research study was
conducted with 13 K-8 teachers in a rural school system in Maine.
Participants created videotapes of actual classroom performances to
analyze through self-assessment, reflective practice and sharing of video
tapes in peer review study groups that offered 2+2 responses aligned
with Danielson's teaching competencies. Qualitative data was collected
from journal writings, responses to the Teacher Video self-
Assessment/Reflective Writing questionnaire, study group discussions,
Professional Development questions, and the concluding response
survey. The responses were transcribed to determine thematic
categories and frequency counts per topic. The results of the
quantitative Group study surveys on questions 1 through 7, Likert scale
1-4 indicated the 3 most significant variables for professional
development were videotaping, peer and self, the study group sessions
(3.55), and 2+2 for peer review (3.55). The response to question 8 of the
survey, Likert scale 16, rated the effectiveness of study groups for
professional development as the most important variable (4.5), followed
by self-videotaping (4.3) and the 2+2 for peer review (3.5). Ninety-five
percent of the respondents indicated at least 1 discovery or learning
that occurred after viewing their videotape that they were unaware of
prior to watching the videotape.
Smith, Aletha Gale Galloway, (2005) examined the instructors'
perspectives on the relationship between district policy and the
implementation of a technology professional development program. The
purpose of this study was to examine the relationship between district
policy and the implementation of the instructional Technology for
Teachers professional development program (a pseudonym) from the
perspectives of elementary, middle, and high school instructors. The
study explored the perspectives of twenty technology specialists who
served as instructors in this program, examined how instructor
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understanding of district policy influenced the implementation of the
program, investigated how district polices were transformed during
implementation, and identified lessons earned from instructors that
should inform future technology professional development policy and
implementation efforts in the district. Qualitative case study
methodology with a single case design was used in this research
(Merriam, 1998; Stake, 1995; Yin, 2005). Data were collected through
focus groups, interviews, and documents. The data were analyzed using
the constant comparative method (Glaser & Strauss, 1967; Strauss &
Corbin, 1998). This study provided an in-depth view of instructors'
perspectives on the relationship between the district policy surrounding
the ITT program and the actual implementation of that policy in the
professional development programme. The following themes emerged
from the data: (1) Technology specialist and instructor roles went hand
in hand. (2) District policies provided structure, support ,and protection
for instructors. (3) Policy discussions with participants facilitated
program implementation. (4) Instructor involvement in development was
important to program implementation. (5) Participants of staff
development programmes were resistant to district polices that were
viewed as restrictive or limiting. (6) Instructors made accommodations
for participants when district polices did not meet individual needs.
The study examined the pre-service teachers' perceptions of
technology integration into course content delivery. The pre-service
students' technology skills and integration of technology in selected
elementary education were given much importance to study the pre-
service teachers' exposure to technology in the classroom and field
experience.
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2.2.5 Art Education
The sole study on art education has been recorded here which
revealed curious findings including the fact that membership in
professional organizations does not distinguish more informed teachers
about current trends in Art Education. Survey data were collected
among the secondary school teachers to know the knowledge,
interpretation and implementation of art education in Primary and
Upper Primary Schools.
Obiokor Paul, (2002) examined the secondary art teachers'
knowledge, interpretation, and implementation of major art education
reform initiatives with implications for art teacher education. This study
investigated art teachers' perception and implementation strategies
concerning the expanded content of art education reforms within the
last twenty years in the state of Illinois. Survey data were collected in
secondary schools in Illinois Data were also collected concerning
instructional and student learning activities that art teachers consider
to be art history, art criticism, and aesthetics, including multicultural
content. This study revealed curious findings including the fact that
membership in professional organizations does not distinguish more
informed teachers about current trends in Art Education and Novel
Transactional Strategies. Non-attendance at specialized in-service/staff
development training on discipline-based art education and
multiculturalism coincides with art programs not including reform
suggestions. Regarding multicultural content, Illinois secondary art
teachers were uncertain about what diverse cultural art means or the
relevance of including artists of color, women artists, and art works
from the various tribal regions of the world.
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2.2.6 Principal
Out of 42 select studies only two deal with the leadership quality
of the head of the institution. Both of them are case studies. On the
basis of three criteria - experience, job description and familiarity with
the school and community the samples were selected for the study.
Tufts, James Murray, (1998) made a case study on the Principal
behavior in the school context. The purpose of this study was to
describe in depth the profile and the work - behaviors of the principal
operating with in a culturally diverse, inner-city context. Single -case
study approach was followed .Narrative inquiry was used to construct
descriptions based on stories of significant incidents form the research
participants (Eisner, 1992: Connelly & Clandinin, 1990). Methods of
data collection for inquiry into narrative included field notes, journals,
interviews and observations. As a descriptive tool, this study was useful
in identifying elements. The study of the principals in this context
identified a significant pre occupation with parent and community
involvement complicated by the phenomenon of domino interruption
and external demands upon the principals' time. Educational
administrators in particular must be able to think on their feet in a
variety of settings. The studies gave rise to a number of areas of
investigation: i) internal and external context within which the principal
works, ii) personal and professional characteristics of the principal, iii)
the unique problems, concerns, obstacles and opportunities that exist
for the principals to efficiently.
Thompson, Rodney Keith, (2003) examined the perceptions of
excellent Minnesota principals by teachers, principals, and
superintendents. The purpose of this study was to determine what
sense people in different roles (e.g. Teachers, principals and
superintendents) make of the strategies, skills, and behaviors effective
principals use as they carry out their day-to-day work. Case studies of
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three excellent school principals, utilizing, qualitative methods of
research, were used to investigate the research questions. A survey was
given to teachers in each school in order to identify critical dimensions
of excellent leadership, and the following qualitative methods were used
to discover how excellent principals use strategies or tactics (over to
cover formal or informal) that positively influence what teachers do or
think in the school or in the classroom, teacher surveys, principal and
superintendent interviews, observations, and document analysis. The
conceptual framework for excellent school leadership that guided this
study was built from a synthesis of literature related to the principal's
role and importance, the principal as instructional leader, and
leadership styles. The framework identified eight critical dimensions of
excellent leadership practised by school principals; (a) the power of
praise; (b) influencing by expecting; (c) influencing by involving; (d)
granting professional autonomy; (e) leading by standing behind; (f)
gentle budges, suggesting versus directing; (g) positive use of formal
autonomy; and (h) mirrors to the possible. Findings indicate that each
of the eight dimensions is critical to the leadership of each principal and
revealed successful practice within each dimension. The study led to the
conclusion each of the eight dimensions of the original framework are
critical strategies, skills, and behaviors effective principals use as they
carry out their day-to-day work. Also, despite differences in personality
and leadership, style each principal demonstrated successful practice
within each critical dimension of leadership.
2.2.7 Professional Development
A total of six studies were reviewed for the present project on the
professional development practices of the instructional leaders. The
methodology followed for five of the above studies were of survey and
the rest is a case study. The samples consisted of administrative and
instructional leaders. The studies reflected that a consistent progression
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of perceived effectiveness was found to increase as the number of
teacher's professional development hours increased.
Hedgpeth, Pamela S. (2001) organized a study on the
professional development practices for developing principal
instructional leadership. The purpose of this study was to examine the
relationship between elementary principals' professional development
experiences and their perceptions of these professional development
activities on their ability to be instructional leaders. The sample
consisted of five elementary principals. Two groups of teachers were
surveyed and queried about their respective principals' professional
development. One group of teachers of instructional leaders (TOIL)
included those working under the supervision of the five principals
identified as instructional leaders (PIIL) a second group of teachers of
other principals (TOOP) included those currently employed as
elementary teachers in similar size and type of districts. The study
examined the extent to which professional development activities
positively impacted principals' abilities to be instructional leaders and
how these activities influenced student achievement. Furthermore,
results from this study helped identify types of professional
development activities perceived by both principals and teachers as the
most effective.
Henderson, Samuel Lee Edward, (2002) studied the teacher's
perceptions of effective school correlates: Implications for educational
leaders. The study examined the perceptions of public high school
teachers regarding effective school correlates and the implications these
perceptions had for educational leaders in Camber land county Public
Schools, North Carolina. To accomplish this study the more effective
school assessment Instrument (teacher version) including a teacher
characteristics profile was administered to 379 public secondary school
teachers. Some of the findings in this research were that public high
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i
school teachers differ significantly in the areas of ethnicity, certification
in major degree areas and years of teaching experience regarding their
perceptions of effective school correlates. Quality teaching, as measured
by teacher's professional development activities, was related
significantly to teacher's perceptions of effective school correlates. As
the data implicated, there was a consistent progression of perceived
effectiveness as the number of teacher's professional development hours
increased.
Chit Pin, Stephanie, (2003) examined the role of portfolios in
teachers' professional growth and development: A knowledge building
analysis. This study contributed a lot in understanding the role of
portfolios in promoting the growth of individual in-service teachers'
professional knowledge. It involves six teachers of various backgrounds
and experience who have used portfolios for at least a year. This study
theorises teachers' growth and development of professional knowledge
with in a framework of paper's model (1979) of the growth of scientific
knowledge and Wolf and Dietz's (1998) model of teaching portfolios. It
was examined to what extent portfolio evidence supports the occurrence
of growth and development of teachers' professional knowledge and the
extent to which the use of portfolios contributes to that knowledge
development. It examines portfolio development as a useful form of
professional growth and whether the reflective aspect of portfolio
construction is fundamental to the professional growth development of
these teachers. It probes why reflections are essential to incorporate a
view of reflection into the knowledge-building framework. It provides an
outline of strategies used to determine the role of teaching portfolios in
promoting teacher professional knowledge and discuss methods
employed in gathering and analysis of this information. For the majority
of the participants, the portfolio is useful because it helps them
organize their thinking about their classroom work by providing a
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framework for piecing together the vast amount of information that
bombards teachers. The portfolio as a framework allows information,
perspectives and changing practice to be reviewed so participants can
examine their progress towards meeting particular goals. An overview of
literature on teachers' professional knowledge suggests that teachers,
professional knowledge are a fluid concept. Teachers' portfolios provide
teachers opportunities to explore and extend their tentative theories
through discussions and feedback from colleagues and students as well
as to reflect on their own learning.
Magarrey, Michael Leonard June, (2003) organized a study
entitled "Participatory teacher evaluation: A vehicle for professional
development". This study outlined a process for examining existing
methods of teacher evaluation and for researching the value teachers
find in a collegial evaluation process that makes them part of the
process and, in fact, the leader in their own evaluation process. The
thesis is a case study and takes a qualitative approach, four teachers
were asked to consider the value of teacher evaluation for their
professional growth and they participated in a collaborative approach to
evaluation that considered their individual needs and their present level
of mastery of the tools of the teaching profession. The process carried
out in this research is defined as: participatory evaluation" and is a
collaborative partnership between the evaluator and the teacher being
evaluated. The results indicated that the participants felt the Action
Plans they had developed were relevant to them and became the
blueprint for their professional development. The observations of the
participants in the classroom and in later interviews supported this
belief. The results of this research indicate that the participants made
better use of the evaluation and professional development process
because of their ownership of the process and also because they
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developed an understanding of, and good communication with, the
evaluator.
Dumouchel, Denise M. (2004), investigated the factors that
contributed to the effectiveness of intensive professional development
programs for educators. Three intensive professional development
programs for educators (IPDE's) serving as participant observer in each
was studied by focusing around an idea of six elements combining to
create the meaning of the experience for each educator: self, place,
interpersonal interactions, content, experience and reflection. Through
this research a seventh important element facilitators of IPDE's that
developed a framework that may serve facilitators of IPDE's more
thorough planning and more effective implementation of intensive
professional development programmes for educators.
Ellis, Ronald Alan, (2004) conducted a study on the topic -
Faculty development to help pre-service educators model the integration
of technology in the classroom: Perspectives from an action research
case study. This case study focused on faculty development and finding
better ways to educate the faculty in integrating technology in their
classroom and in their curriculum. Three articles suitable for
publication and make up the body of the study article one is a review of
literature in the Field of faculty development, media centers, Modeling
technology, and action research. It describes what is currently
happening at other schools pertaining to faculty development strategies
article two tells the story of three faculty participants views on
integrating technology in the classroom and their cyclical evaluation of
technology modeling throughout the duration of the study using simple,
effective tools designed to provide technology literacy instruction are
described. Article three describes study of the personal practice of the
instructional technology services Director at a Small Midwestern Liberal
Arts University. It probes into his evolution in teaching philosophy as he
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struggled with his concept of technology literacy instruction while
searching for better methods of providing faculty development in that
area. The cyclical nature of the participatory action research model
utilized assisted the investigator in improving the practice and in
developing an effective educational environment for the faculty.
The purpose of this study was to examine the relationship
between elementary principals' professional development experiences
and their perceptions of these professional development activities on
their ability to be instructional leaders. Quality teaching, as measured
by teachers' professional development activities, was related
significantly to teachers' perceptions of effective school correlates
2.2.8 Organisational Effectiveness
Altogether nine studies were recorded under organizational
effectiveness of which, two have used a comparative method of analysis,
one uses ethnographic approach and two studies are of case studies
and the remaining five are of survey type. Leadership, as an
organizational quality, was measured, along with organizational
functions that can be used to predict effectiveness through adaptation,
goal achievement, integration, and latency.
Adams, Elizabeth Ann, (1993) researched the organizational
leadership and its impact on school effectiveness: A case study of sixty
schools within a suburban school district. The purpose of this study
was to examine the relationship between organizational leadership and
school effectiveness. Specifically, leadership, as an organizational
quality, was measured, along with four organization functions that can
be used to predict effectiveness: (a) adaptation, (b) goal achievement, (c)
integration, and (d) latency. The sample for the study consisted of 1,500
individuals, representing various roles and positions found in suburban
elementary and secondary schools. A stratified random sampling
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technique was utilized to select 25 participants from each of 60 schools.
The organizational control questionnaire/graph was used to measure
the amount of organizational leadership existing in schools. In addition,
the index of Perceived organizational effectiveness, overall job
satisfaction questionnaire, and loyalty questionnaire were employed to
asses the contribution of adaptation, goal achievement, integration, and
latency to levels of perceived effectiveness present in each participant's
school. Data collected from these four instruments were correlated. In
addition, a regression and path analyses were conducted to examine the
relative impact of organizational leadership on the four functions and to
assess their contribution to perceived and independent indicators of
effectiveness. It was hypothesized that leadership would be found to
exist across the various educational hierarchies that characterize
schools. It also was hypothesized that the presence of organizational
leadership would correlate with Parson's four functions and with
increased levels of organizational effectiveness. It was further
hypothesized that organizational leadership would emerge as a
significant predictor of the effectiveness outcomes employed in this
dissertation study.
Greiner, Anna Cathleen, (1997) made a study on the process of
institutional review: The impact of accreditation and regulation at
higher education institutions with off-campus centers. This study
focused on the research question," Given the critical importance of the
review process than institution, as characterized by accreditation or
regulation, does the process result in changes at the institution that
impact quality and enhance public accountability?" The primary
objective of the study was to research and explain if there are
organizational and responses to the review processes. From the studies,
the following findings seemed to emerge. Accreditation promotes the
process of institutional self-review in terms of attention to academic
76
quality, and accountability to its constituencies, offers standards or
criteria that form a blue print off what an institutions needs to review in
terms of academic quality and infrastructure, and, supports the
independence and autonomy of higher education institutions. It also
continues to be the gateway to federal financial aid and provides
institutional cohort recognition by the cadre of institutions accredited.
Hart, Kenneth Ray, (1997) assessed the institutional
effectiveness in Arizona's urban community college districts. The
purpose of this comparative study was to determine how well or poorly
the institutional effectiveness model in each of the ten colleges of the
Maricopa county community College District match the North central
Association's (NCA) requirements that are found in its criterion Four to
demonstrate effectiveness. This study also identifies the type of
organizational model each institutional effectiveness model resembles.
There are gaps and varying degrees of matching between the
institutions' domains and areas of activity and NCA's domains and
areas of activity. Slightly more than half of institutions in this study
clearly described institutional effectiveness models, which included
assessing student academic achievement, although the remaining
institutions indicated various structures and processes for assessing
student academic achievement and/ or implementing strategic
planning.
Christopher, Sebulita, (1998) examined the school effectiveness
characteristics in moderate and low performing elementary schools. The
purpose of this study was to asses whether there were differences
between moderate achieving schools and low achieving schools in the
United States Virgin Islands on five effective school criteria:
(1) Community support and parental involvement, (2) teacher
expectation of students' achievement, (3) participatory decision
marking, (4) articulation of school goals, and (5) academic emphasis.
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Four schools were chosen form a population of 14 elementary schools.
The four schools were comparable in size with similar ethnic and
economic student populations. Two schools ranked low in student
achievement based on the math 6 Basic Skills Test results. Forty-five
teachers were surveyed, 23 form the low and 22 form the moderate
achieving schools. The school was the unit of measure. Responses were
analyzed to measure their school's effectiveness. It was hypothesized
that moderate achieving schools would exemplify more of the five
characteristics of effective schools than the low achieving schools. The
hypotheses were tested using discriminate Analyses and the differences
between distributions were tested using tests of the means. Cross
tabulation of the five effectiveness variables with teacher's demographic
variables, and inter correlations among the variables themselves were
also conducted. Results indicated that academic emphasis,
participatory decision-making, and articulated goals and mission
characterized moderate achieving schools. There were no significant
differences between moderate achieving and low achieving schools
effectiveness variables of community support and involvement and
teacher expectation for students.
Herrera, Alberto Jose, (2000) organized a systematic
development and evaluation of a model for institutional effectiveness
through program evaluation for American state senior colleges. The goal
of this study was to develop and evaluate a sound research plan to
irrationalize acceptable procedures for model development and
evaluation. The second goal was to perform an exhaustive intra -
disciplinary evaluation of the related literature. The final goal was to
develop and evaluate a graphic model for determining institutional
effectiveness through programme evaluation in American state senior
colleges. The study utilizes qualitative exploratory research, methods
and grounded theory was the theoretical framework. A naturalistic
78
inquiry paradigm was adopted to create a three-phase design for inquiry
and a ten-stage development scheme for implementation of the
procedures. A constant comparative method of analysis allowed the
simultaneous collection and ongoing analysis of the data.
Trustworthiness techniques employed empirical procedures for
credibility, transferability, dependability and conformability. General
criteria for model design included simplicity, completeness; ease of
control, stability, adaptability, and ease of communication. The
outcomes include (a) the validation of a sound research plan for model
design, (b) an exhaustive intra- disciplinary evaluation of the related
literature (c) a graphic model for institutional effectiveness.
Barros, Izabel Falcao do Rego, (2003) conducted a study on the
strategy for innovation and organizational effectiveness. This research
delineates a new theory and methodology for design as a key resource to
the realization of strategic issues in today's multifaceted business
environment. The complexity of current organizational problems
requires the establishment of appropriate business plans and tactics,
allied to integrated design strategies, which promote continuous
innovation through the understanding of users. This implies new
complex design decisions that require not only the understanding of
traditional technological and material information (objective
quantitative). But also phenomenological Cultural (subjective,
qualitative) information. The concept of an effective user-centered
innovative design process (EUCID) a meta planning approach for
dealing with complexity in design as it relates to business strategy
realization is introduced. With origins in innovation, Business Strategy
and Design Theories, the EUCID Approach is extremely flexible and
allows for objectively linking business problems to design solutions. The
application of EUCID as a means to develop a context-based user-
centered environmental design methodology, named Community Based
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I
Planning (CBP) is reported .An account of CBP development
demonstrating how EUCID supported the development of frameworks to
facilitate the synthesis of objective and subjective information in the
space planning design process, and the use of social Network analysis
as a means for measuring the effect of context- based spatial design
solutions in key business dynamics is presented, while an the
application of the CBP method to several test cases is given.
Cox Peterson & Doris Lorraine, (2005) conducted a qualitative
analysis of a cohort doctoral program in educational administration.
The purpose of this study was to evaluate a new educational doctorate
training programme initiated at, Purdue University in West Lafayette,
Indiana that utilized both distant learning and cohort paradigms, and
incorporated the requirements for a superintendent's certification.
Questions were asked regarding student expectations; curriculum
adequacy, inclusion of the latest IPSB standards, cohorts, distant
learning technology, and communication methods used graduation
roadblocks, and aids to job performance. Findings included the
following suggestions: greater use of mentors and program's website,
using a Polycam system for instruction except for technical courses, like
Statistics, which should be taught in-person, the necessity for
professors to maintain contact with students after the completion of
course work, more information regarding finance budgeting, and
negotiations presented with the aid of case studies applicable to
present-day school situations, and structuring the courses effectively.
Crowley, Dawn Mari Patrick, (2005) organized a study labeled -
Reconciling educational excellence with organizational efficiency:
Administrative leadership to advance high-quality teaching and learning
in higher education. This study explored the ways that administrators
in academic affairs lead others in advancing educational excellence
following a college or university's adoption of fiscal strategies that can
80
threaten the known practices for supporting high academic quality. The
study resulted in identification of a two -stage theory of administrative
actions for sustaining excellence that can be reconciled with an
institution's aims for organizational efficiency. Stage one actions lead to
achievement; stage two involves administrative leadership that is
consonant with an institution's established vision for excellence. This
study also resulted in an ancillary finding that suggests threats to
academic quality occur when tension between institutional aims for
excellence and efficiency go undetected or un-addressed. In addition,
diverting administrative attention and action from academic areas to
the areas tied to solving fiscal challenges can diminish the educational
quality of a college or university.
The aforesaid studies clearly describe institutional effectiveness,
which included assessing student academic achievement, implementing
strategic planning and community support and involvement and
teacher expectation for students. The study also reveals that the
accreditation promotes the process of institutional self-review in terms
of attention to academic quality, and accountability to its
constituencies, offers standards or criteria that form a blue print of
what an institution needs to review in terms of academic quality and
infrastructure, and supports the independence and autonomy of higher
education institutions. The general criteria followed on the empirical
procedures for credibility, transferability, dependability and
conformability may be simplicity, completeness; ease of control,
stability, adaptability, and ease of communication.
2.3 Studies done in our country
Among the nine studies conducted in India, two were conducted
among pre-service teachers, four on in-service trainings and their need
assessment, one on Technology use, reasons for technology use and
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impacts of technology use and one on art education. One study is on 6
DIETs in three states viz. the abstracts of the study are as given below.
2.3.1 Study on DIETs
Dyer, Caroline (2004) adopted an ethnographic approach to her
study on "District Institute of Education and Training: A comparative
study in three Indian States. Of the 50 studies referred to by the team
of investigators, this study is of immense value for it throws insight into
the functional efficiency of six DIETs in three states viz. Gujarat,
Madyapradesh and Rajasthan. Data has been generated using
ethnographic approach. This approach, by focusing on understanding
realities as perceived by teachers, their educators and educational
officials and making connections between them, leads to ground and
contextual findings. The study was made with the overall aim of
evaluating the functioning of selected DIETs with in the decentralized
framework of District planning initiatives and to initiate wherever
necessary a process by which the capacity of these institutions to meet
the objectives is enhanced through critical reflection and action.
There were two project strands. One was an ethnographic
situation analysis of the DIET. The project team worked with in the
interpretive paradigm using a range of qualitative methods such as
interviews, participant observation (including longitudinal case studies
of select elementary schools) focus groups, open ended questionnaires
and document analysis. The second project strand broadly concerned
with professional development of DIET staff and took several forms.
Collaborative action Research Projects with staff offered opportunities to
reflect on working practices with a focus on future development of
teacher educators. Sample DIETs were selected in consultation with
each apex state body. No preference was given for a particular DIET
except Masuda DIET (Ajmer District) Rajasthan, which the then
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Chairman of Lok Jumbish considered the best developed of three DIETs
adopted by Lok Jumbish. It was acknowledged that best majority of
DIETs were not meeting the expectations and the project was expected
to shed light on this.
The report contributes to policymaking and practitioner
development in four main areas. It provides otherwise absent
ethnographic detail about educational processes in DIETs and related
schools, identifying links and gaps between teacher development
programmes and teachers' professional development needs. Secondly, it
considers how decentralization has affected DIETs and identified areas
of unresolved tensions in relation to powers and autonomy that
constrain effective functioning. It engages with the pressing question of
teachers' will to adopt change messages through a critique of the
relevance of the transmission based training model that dominates both
pre-service and in-service training. It explores and alternative approach
to practitioner development based on collaborative reflection and action.
The findings point to the need for a sharper conceptualization of
institutional purpose and the roles of DIET branches and DIET staff in
relation to that institutional purpose. It is deduced that there is a need
for a holistic rather than a compartmentalized approach to teacher
development through both participation and example both at the
District and other levels of the administration where stakeholders have
been identified.
2.3.2 Pre-Service Teachers
Two among eight studies were reviewed on pre-service teachers.
Of which one is experimental study and the other is a survey method.
The samples of the study varied from 48 to 273 pre-service teachers.
Mani K.S. (1995) studied the effect of competency-based teaching
among pre-service trainees. The objectives of this study were to identify
83
the teaching competencies that required to reach the unit on Education
in Emerging India and Educational Management ii) to design and
implement activity based programme for CBT and iii) to identify the
effect of CBT among teacher trainees in learning the paper in Education
in Emerging India and Educational Management. This experimental
study consisted of 48 students of DIET Pudukottai as the sample. A
pre-test and a post- test were used as the tool for this study. The study
proved that the competency based teaching approach was effective.
Palaniyandi R. (2001) made an analytical study of the
competency needs of pre-service teachers. The objectives of the studies
were to identify the competency needs of the pre-service trainees as
perceived by i) the pre-service trainees ii) the practising teachers, iii) the
teacher educators and to identify the common competency needs
perceived by the pre-service trainees, teacher educators and the
practising teachers. The sample of the study included the staff and
students of 6 DIETs and the teachers working in these districts. Totally
273 pre-service trainees, 106 teacher educators and 462 practising
teachers were included in the sample. It was a survey method and a
Teaching competency scale' was used to collect the data. All type of
analyses revealed the prime importance of learning process and the
necessity of the teachers to be equipped with the competencies required
to transact the learning process to improve quality in elementary
education.
The study suggests that the prime importance is to be given to the
teachers to be equipped with the competencies required to transact the
learning process for the improvement of quality in elementary
education.
2.3.3 In-service trainings
Out of eight studies four studies were collected on in-service
trainings. Among them one is an experimental study, one is a single
84
group pre-test - post-test experimental design and the other two are of
survey type. All the four studies are based on the in-service training
programmes conducted by DIET for primary school teachers.
Devi Kamini M. (1994) assessed the in-service training
programme of DIET for primary school teachers on minimum levels of
learning in Mathematics for Standard III. The major purpose of this
study was to assess the in-service training programme given by DIET
for primary school teachers by comparing achievement scores of
Standard III pupils in each area and total area of Mathematics before
and after adopting MLL strategy. The achievement scores were used as
the tool for the study. Stratified random sampling technique was used
to select the sample of 200 students of Standard III from 20 schools.
The finding of the study pointed out that more students attained each
competency after adopting MLL strategy.
Neelambal, (2002) studied the students' perception of Quality
Training at DIET, Pudukkottai. The objectives of the present study were
i) To assess the adequacy of various training input measures, ii) To
identify the problems affecting adversely the quality of training and iii)
To ascertain teacher trainee's perceptions about the quality of training.
The study was confined to forty-seven teacher trainees of DIET,
Pudukkottai. The sample included only the regular students admitted
and staying in the hostel during the year 2001-2002. The survey
method was adopted for this study. The analysis of percentage of
students' perception of quality training indicates that quality training is
provided to them in DIET, Pudukkottai. (1) More than 52% of students
express that they are satisfied with the physical facilities which
influence quality of training imported in DIET, Pudukkottai. This
implies that DIET, Pudukkottai has sufficient physical facilities. (2) As
many as 39% students express that they are satisfied with learning
materials. This is below 50% and implies that learning material should
85
be enriched to improve quality. (3) More than 57% of students express
that the course content is satisfactory. This is above 50% and implies
that the course content is enough. (4) More than 99% of students
express that all most all the transactional approaches are used in the
classroom. This implies that training is imparted by all most all the
transactional methods. (5) More than 80% of students express that the
internship is agreeable to them. This implies that internship provided to
them has quality. (6) More that 71% of students express that are
satisfied with co-curricular activities conducted in the institute. This
implies that appropriate relevant co-curricular activities are conducted
in the institute to provide quality in the training. (7) More than 54% of
students state that they are satisfied with the functioning of educators.
This implies that educators take necessary steps to provide quality
training at DIET, Pudukkottai. (8) 48% of students express that they are
satisfied with the style of administration in the DIET, Pudukkottai. This
is below 50% Thus implies that administration needs improvement to
provide quality. (9) More that 88% of student's express that they are
satisfied with gains they received from the institute. This implies that,
through the training they are benefited i.e. they have become
competent. (10) The students have pointed out about seven problems,
which have to be solved to improve the quality of raining. This implies
that to improve quality of training at DIET, Pudukkottai has some
issues and problems. The problems quoted by the students should be
considered and remedial measures by considering their suggestions so
that the quality of training can be improved at DIET, Pudukkottai.
Rajammal. R. (2003) studied the efficacy of in-service training in
developing scientific temper among primary children. The aims of this
study were i) to develop training design for primary teachers, i) to
organise training programme for primary teachers, iii) to find out the
effect of training programme on developing scientific temper among
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primary teachers and students. For this single group pre-test-post -test
experimental design scientific temper scale and an achievement scale
for primary teachers and children were used. Purposive sampling
technique was used to include 20 primary school teachers and 456
Standard V students as the sample for this study. It was found that the
training programme was effective in developing scientific temper among
the primary teachers and students. It was also found that the child-
centered activities such as discussion, seminar, workshop, club
activities, field trip and exhibition adopted in class inculcated scientific
temper among primary students.
Anandan (2004) studied the perception of teacher trainees of
quality training at Mayanoor DIET. The aim of this study was to assess
the quality of various physical infrastructure facilities, learning
materials, co-curricular activities, transactional approach, internship,
training for teacher-educator, administration, Information and
Communication Technology (ICT) in educational technology. The study
was observed among one hundred and eighty eight teacher trainees of
Mayanoor DIET. Student Perception Scale developed by Dr. T.K.
Swatantra Devi and Dr. S. Vincent De Paul (2002) was made use of in
this study. The findings include the following:
Physical infrastructure:
82% of them said that seating facility is sufficient. 86% of them
expressed that the black board arrangement is sufficient in the
classroom.
Learning materials:
86% of trainees felt that, the resource books provided in the
institute are sufficient. Nearly 70% of the teacher trainees stated that
the training helped to achieve the objectives of the course. 56% (36+20)
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of the teacher trainees agreed that the training included all areas of
teacher training.
Transactional Method:
The teacher trainees of Mayanoor DIET have perceived that the
lecture method is mostly used for teaching. Many of them accepted that
assignments are given regularly. Other methods are used occasionally.
Educators:
61% of teacher trainees stated that Educators did not allow them
to use the science laboratory experiments. 84% ie., (54+30) of teacher
trainees expressed that the Educators gave training to prepare Teaching
Learning Materials (TLM). 82% of them stated that the Educator did not
allow them to use the musical instruments.
Administration:
70% (70% (59+11) of the teacher trainees have agreed that the
institute provides the necessary administrative help to the students.
76% (66+10) of them considered that the administrative activities are
planned. Most of the teacher trainees agreed that the Principal's
administrative approach is very good. This implies that the
administration of Mayanoor DIET is good.
The gain from the Institute:
Majority of the trainees (83%) accepted that, awareness in
different areas have been created among them through the training
course. They have (87%) also perceived that the aspects of scholastic
and non-scholastic areas are made clear to them. It seems they have
become experts in transactional approach because 90% of them accept
it. Most of them (about 90%) are benefited by the administration of the
institute.
88
Internship:
58% (49+9) of the teacher trainees confirmed that the
microteaching concepts provided in the institute is satisfactory. 84% of
them accepted that the teaching practice is supervised well by the
educators. Most of them (86%) perceive that educators visit the trainees
during internship. Almost all of them stated that opportunities are
available for a teacher-trainee to improve professional competency in a
school, which has been selected for internship.
Co-curricular activities;
57% of the teacher trainees said that the co-curricular activities
provided in the institute is satisfactory. 77% of them accept that the in-
service training given to them provides opportunity to develop
professional competency.
The above studies say that the training programmes were effective
in developing scientific temper among the primary teachers and
students and the quality of various physical infrastructure facilities,
learning materials, co-curricular activities, transactional approach,
internship, training for teacher-educator, administration, Information
and Communication Technology (ICT) in educational technology have
shown remarkable improvement.
2.3.4 Technology
Solachi. T. (2003) made a study entitled "A study of training
technology in DIETs in Tamilnadu: A systems analysis perspective". The
objectives of the study were i) to identify system concept and develop
prototype training technology model under systems analysis perspective
ii) to select promising method to study the functioning of DIETs iii) to
identify the deficiencies in the functioning of the DIETs and iv) to
ensure more effectiveness and efficiency in the functioning of the DIETs
by eliminating such deficiencies. Normative survey method was utilized
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for this study. The number of tools for the study included a
questionnaire, an observation schedule, interview schedule, document
study and a personal data. Random sampling technique was used to
select the 10 DIETs as the sample for this study. The findings of the
study show that the training participants perceive the effectiveness of
the in-service programmes of the DIETs and the technology is utilised to
a greater extent by the lecturers in the DIETs in the teaching -learning
process related to the in-service training programmes.
The above study on technology admit that the training
participants perceive the effectiveness of the in-service programmes of
the DIETs and the technology is utilised to a greater extent by the
lecturers of DIETs in the teaching -learning process.
2.3.5 Art Education
Murugan Shanmugavelu. S, (1995) studied the effectiveness of
work experience in improving scientific temper among the teacher
trainees the objectives of this study were i) to identify the level of
scientific temper among teacher trainees, ii) to design and execute the
work experience activities among teacher trainees, iii) to find out the
effect of work experience on improving the level of scientific temper
among teacher trainees. The sample constituted 48 teacher trainees in
DIET Kalayarkovil. It was an experimental study and scientific temper
inventory was used to collect the data for this study.
Only one study was reviewed under art education that was
conducted in a DIET. This research highlighted that the teacher
trainees had developed their scientific temper through their work
experience.
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2.4 Other Studies
Govinda and Sood conducted an evaluation study among the
DIETs of different states and have given his remarks as below.
District Institute of Education & Training (DIET) was an
evaluation study conducted by Govinda and Sood. The study found
that different DIETs are at different state of development as some states
have just begun and the others started very late since the inception of
the scheme, a number of new district have been created across the
states and DIETs in these district by and large have not been
established. Most of the DIETs (83 percent) have their own buildings
but Meghalaya, hostel facilities are the study reveals that girls' hostel
are not fully utilized. The states have divergent recruitment policy and 4
to 8 percent of the positions across the states are vacant. In all the
states, the study found shortage of the teaching positions. With a few
exceptions, Educational Technology Equipments are not found in
working condition. In a state like, Uttar Pradesh they are at all in use.
Most of the states have adopted DIET guidelines in total and as such
there are no state-specific adoptions. In a large number of DIETs, units
like planning and management, curriculum and material development,
educational technology etc. are found almost non-functional. The study
found non-involvement of DIET faculty in development and
implementation of plans. Even in DPEP districts, though willing, the
faculty is not involved in managing and development of information
systems. Libraries have been found to be totally neglected in most of the
DIETs. The study found lack of coordination in organizing in-service
training programmes with the activities of BRCs and CRCs in many
DPEP states. Most of the DIETs are implementing standard programmes
of the states and hence very little innovations are noticed. The DIETs
focus its activities only on primary school teachers and orientation of
other functionaries is sporadic. The study notices that in-service
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programmes are conducted without a long-term perspective. The study
by Govinda and Sood further found research and field experimentation
the weakest component in DIETs. Research activities are not reported
from the DIETs located in the northeastern part of the country. This is
because of the fact that in many states, sub-committees on studies and
action research have not been constituted. Low motivation and lack of
capacity and academic support are found to be the other major reasons.
There are varying patterns so far as the management and coordination
of the programme at the states level is concerned SCERTs have emerged
as the main coordinating agency in a number of states. However, poor
support from the SCERT is reported in a few states. Under utilization of
funds is also found to be a common feature in most of the DIETs.
2.5 Conclusion
Fifty studies done abroad and in our country are reviewed to
know how far the studies in relation to the pre-service teachers, in-
service trainings, physical education, technology, art education, and
professional development of the teachers, leadership qualities of the
principal and organizational effectiveness are in harmonious with one
another for the effective functioning of the institution. Studies in
relation to the branches of the DIETs are also collected in support of
this project. An overview of literature on teachers' professional
knowledge suggests that teachers' professional knowledge is a fluid
concept. Low motivation, lack of time, lack of administrative support
and lack of capacity and academic support are found to be the major
reasons. Teachers' portfolio provides teachers with opportunities to
explore and extend their tentative theories through discussions and
feedback from colleagues and students as well as to reflect on their own
learning. Quality teaching, as measured by faculty's professional
development activities, was related significantly to teachers' perceptions
of effective institution correlates.
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Increased support from administrators along with sufficient time,
computer resources and one on one mentoring are suggested as ways to
increase the use of the after training support system, which in turn
would provide a better opportunity for the support system to influence
positively the faculty's levels of technology integration. Hence the most
important thing that is needed in our institutions are involvement of
faculty members in the development and implementation of plans,
formation of sub-committees on studies and action research,
community support and parental involvement, teacher expectation of
students achievement, participatory decision marking, articulation of
institutional goals, and academic emphasis. The same is given stress in
this project to expose the activities done by other branches of the DIETs
and bridge the gap between the activities performed by all braches of
the DIETs.
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Chapter III
DEVELOPMENT OF INDICATORS 3.1 Introduction
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.
3.2 Development of Indicators: Process
The first preparatory workshop was held during 16-18 Man, 2005
and the research team discussed the project objectives, and research
design in general and identified a limited number of indicators
benchmarks for DIET effectiveness to assist a comprehensive evaluation
of institutions Functioning of Branches together separately and the
delivery of resources and progeammes as a district nodal centre formed
the basic criteria for the selection of indicators. The MHRD guidelines
94
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 referred to 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.
3.3 Functions of Branches
•v* In this area, are seven indicators of functions of seven branches,
which are concluded, as critical to the effective functioning of
DIET? They are:
> PSTE Effectiveness
> WE Effectiveness
> DRU Effectiveness
> IFIC Effectiveness
> CMDE Effectiveness
> ET Effectiveness
> P & M Effectiveness
<<<<YYYY> Leadership role of principal: Into this area falls the most
singularly important indicator, the leadership role of principal. It
provides direction to the institution. S/he plays a critical role in
improving the institutional agency, autonomy and responsibility.
-Y* Professionalism: Another important indicator is professionalism of
DIET faculty. It includes their certification. Professional
development and their linkage with professional organization and
schools enhance the institutional profile and visibility.
95
3.4 Institutional Infrastructure
Infrastructure like classrooms, labs, play ground, auditorium
library, hostels and staff quarters is important for smooth functioning of
the DIET. But infrastructure alone would not ensure the quality but
proper utilization of the faculties will contribute to the quality of the
DIET. This category includes two important indicators namely the
perceptions of the principal and students on availability and use of
infrastructure, which underpin DIET performance.
3.5 Students' Perception
Students the main stakeholders whose perceptions on the
functioning of DIET can be considered as a good indicator of
performance
Altogether 12 indicators have been evolved. Apart from the
functions of seven branches, the leadership role of the principal, the
professional ion of DIET faculty, principal's perception on the
infrastructure of the DIET, students' perception on the functioning of
DIET are important indicators which provide policy makers with
reference points to assess the effectiveness of DIET.
3.6 PSTE Effectiveness
Pre-service Teacher Education branch graduates teachers who
can fully support contemporary classroom learning. They provide
student teachers with opportunities to engage in experimentation,
making sound educational judgments. As PSTE effectiveness is critical
indicator to DIET performance, a comprehensive tool is to be developed,
which would conclude dimensions of PSTE. The envisaged dimensions
are system efficiency, club activities, community participation, co-
curricular activities, and curricular activities, professional competence,
learning resources, pedagogy, school experience, UEE goals, evaluation,
professional development and student support.
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3.7 WE Effectiveness
As this branch was envisaged to dignify manual labour and
inculcate work related skills among the trainees, its functioning is
expected to be a key indicator of DIET performance. So a scale that
would measure its effectiveness would include the following envisaged
dimensions: data collection, training, curricular activities, professional
competence, and student efficiency, learning resources, infrastructure
and linkage.
3.8 DRU Effectiveness
Intended as a resource centre, DRU branch provides resources
and training inputs for the functionaries of second track schooling
facilities like AIE & EGS. Promoting literacy initiatives to hasten UEE is
mandated to DIET. So the effective functioning of DRU forms the core
of DIET performance indicators. Hence a scale is to be constructed to
measure the indicator that would comprise the important dimension
namely data collection, evaluation, planning, curriculum, material
development, linkage, training, research, community participation, and
learning resources.
3.9 IFIC Effectiveness
IFIC branch provides teachers with professional learning
opportunities, based on their immediate needs by organizing in-service
programmes and coordinate research activities in DIET. The effective
functioning of the Branch is a critical indicator to DIET visibility. So a
scale was prepared with following dimensions: academic activities,
calendar, linkage, planning, ICT coordination, evaluation, professional
development and innovation learning resource and pedagogical aspects
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3.10 CMDE Effectiveness
Customizing existing curriculum and developing locally relevant
curricular units and preparing specific teaching and learning materials
to fill gaps in the curriculum continuum are some of the important
activities of CMDE that would address the local curricular needs of
teachers. This would maximize the measurable learning outcomes of
children. The important functioning of the Branch would improve the
institutional portfolio. So a scale that comprises the envisaged
dimensions namely coordination, material development was
constructed.
3.11 ET Effectiveness
Educational technology plays a critical role in classroom process
providing technical and resource support to teachers for not only
preparing low cost teaching and learning materials but also relating
them to teaching -learning process and creates ICT rich environments
in schools facilitating their teaching learning are some of the important
activities of DIET carried out by ET branch. The improper function of
the Branch would reflect the performance of DIET immediately. So a
tool that emprises eleven dimensions namely availability of ICT,
development of ICT, utility of ICT, linkage student efficacy, teacher
efficacy, research & training, evaluation, teaching and learning
resources was prepared.
3.12 P & M Effectiveness
P & M branch offers training programmes to school heads and
field officers in educational planning a management and keeps
educational data base of the district. It provides planning - related
inputs into all the other branch activities. The effectiveness of DIET can
be evidenced from the functioning of this branch. A comprehensive
scale was constructed with envisioned dimensions namely development
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of curricular materials, professional development, data collection,
research, teacher development, evaluation, community participation,
linkage, training, extension activities, coordination and faculty efficacy.
3.13 Principal's Leadership
Principal plays a critical role in improving DIET's institutional
profile and visibility. As an academic and administrative leader he
provides direction to the institute. Leadership qualities such as
managerial skills, accessibility, empathy and decision making, risk
taking behaviours and interpersonal relationship positively impact on
the institute. So a scale was developed to measure the leadership
qualities of principal, as it is an important indicator of DIET
effectiveness.
3.14 Professionalism
Central to the effectiveness of DIET is the professionalism of
faculty members whose professional development provides value
addition to DIET performance. So a scale was developed to study their
professionalism as a benchmark for DIET performance.
3.15 Perception on Infrastructure
Infrastructure is a basic need for DIET to realize the articulated
policy declarations. Perceptions on the availability of infrastructure by
key stakeholders namely principal and students and its use by the
latter influence the DIET functioning. So, two scales, on the perceptions
of infrastructure, one for the principal and the other for students were
developed, to assess the quality of DIET. Students are the main
stakeholders of DIETs. Their perception on the quality of services
delivered by the DIET for their professional preparation strongly
impacts on DIET effectiveness. So a scale was developed to study
students' perceptions on the functioning of DIETs.
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3.16 Field Try Out
Altogether 12 tools were developed. All the twelve developed tools
were trialed out in Thiroor DIET and Namakkal DIET during May 14-15,
2005. The administrated tools were scrutinized in the tool finalization
workshop held during 19-5.2005 and 20-5-2005 at St.Theresa TTI,
Veeraganur, Madurai District. Ambiguous items were modified. A few
more questions were added to verify the veracity of the responses as
suggested by the experts.
3.17 Administration of Tools
Then the modified tools were administered in all the 29 DIETs
across the state by the research team personally during October
3.5.2005. Documents such as records, registers, logbooks were verified
to ascertain the genuineness of data.
3.18 Conclusion
The data collected were scrutinized and the data analysis was
done during the workshop held in October 14-15.2005 at Sahayamatha
TTI, Keeranur, Pudukkottai. Advanced statistical techniques like factor
analysis were used for the validation of tools, which will be discussed in
the next chapter.
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Chapter IV
VALIDATION OF TOOLS
4.1 Introduction
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. In this chapter
an attempt is made to establish validity of the instruments through
Factor Analysis.
4.2 Pre-Service Effectiveness Teacher Education Effectiveness
Scale (PSTEES)
4.2.1 Introduction
Documents of NACC and NCTE guidelines reveal that certain
dimensions are critical to pre-service teacher education contributing to
the well functioning of PSTE branch. Some of the important dimensions
such as system efficiency that enhance the performance of teacher
trainees, club activities organized by the branch, community
involvement, curricular and co-curricular activities, professional
expertise, learning resources, pedagogical aspects, school experience,
UEE goals, evaluation, professional development and student support
were factored in while writing the items. These items were pooled and
refined by experts. Then they were arranged in a logical order so that
they could be easily understood by the DIET faculty. Then the scale was
trialed out in two DIETs and necessary modifications were carried out
in the scale.
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The final version of the scale, as discussed in the earlier chapter
was administered to all the heads of PSTE branches of all the 29 DIETs
across the state. The filled in tools were scored with scoring keys
(Appendix) by experts with due weightage given to each item.
Data collected for 13 dimensions from 29 DIETs were computer
analyzed. The item-total correlations between the dimensions and the
total PSTE effectiveness score are significant and the values are very
close to each other. The Cronbach-alpha value is found to be 0.5682.
The split half reliability value is 0.7333. These findings show that the
tool is reliable.
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 73.66 %, the
first factor contributing to 16.92%and the last factor 5.44 %. 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 (4.1)
indicating the percentage of variance explained by each factor.
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i
F.
No. Factor
Eigen Value
% of Variance
Cumulative percentage
1 Percentage of marks (mean) obtained by regular students in the last three academic years in the Board Examinations
3.385 16.924 16.924
2 Result Effectiveness - correlation between Staff strength and students' performance for the past three years
2.637 13.184 30.108
3 Number of celebrations, club activities and co-curricular activities organized for the past three years
2.470 12.349 42.457
4 Community participation - Number of parents meeting convened for the past three years
2.204 11.022 53.479
5 Involvement of students in Scouts, NSS, Red Cross, Blue Cross, Green Cross, etc. at DIET
1.551 7.754 61.233
6 List out evaluation techniques that PSTE students were exposed to in 2003-04
1.397 6.986 68.219
7 Sports and games conducted in the year 2003-2004
1.088 5.440 73.659
8 Number of practicals conducted in the year 2003-2004
.956 4.778 78.437
9 No. of field trips 8B tours organized in the current academic year
.845 4.224 82.661
10 List out the materials in the CCRT, Maths, Science kits
.767 3.833 86.494
11 List out any three innovative models prepared by trainees in the year 2003-2004
.619 3.093 89.587
12 List out the activities organized to develop the performing Arts skills. Example singing, dancing, etc.
.526 2.631 92.218
13 Preparatory activities for practice teacher in the current academic year
.417 2.084 94.302
Table 4.1
PSTEES Total Variance Explained
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4.2.2 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 PSTE faculty are listed in the table that follow with
name (address) given to the factor.
PSTEES Total Variance Explained4.2.2 Factor Loadings
List out the activities carried out by PSTE branch to achieve Universal enrolment (UEE) in the district
.386 1.932 96.234
15 Do you maintain a record for monitoring internship of teacher trainees?
.275 1.374 97.608
16 Have the pre-service faculty members undergone Capacity Building Training Programmes on Content and Methodology?
.175 .876 98.483
17 What strategies do you adopt to solve emotional problems of student / ^teachers?
.150 .752 99.235
18 Library Facilities .08 .400 99.635
19 Library Usage .045 .225 99.861
20 What are the transactional strategies adopted in your pre- service training programmes?
.0279 .139 100.000
Extraction Method: Principal Component Analysis.
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4.2.3 Educational Provisions and Products (EPP)
Table 4.2 Educational Provisions and Products (EPP)
Extraction Method: Principal Component Analysis.4.2.3 Educational Provisions and Products (EPP)
Item Factor Loading
2 Result Effectiveness - correlation between Staff strength and students performance for the past three years
-0.765
3 Number of celebrations, club activities and co- curricular activities organized for the past three years
0.613
4 Community participation - Number of parents meeting convened for the past three years
0.662
14 List out the activities carried out by PSTE branch to achieve Universal Enrolment (UEE) in the district SI. No. Activities 1. 2. 3. 4.
0.805
PSTE branch generally produces higher percentage results in DTE
examination in Tamil Nadu indicating the system efficiency. It provides
students with variety of activities, co-curricular and club. The system
involves the stakeholders namely the community and students to
deliver the goals of UEE. Hence the factor is named "Educational
Provisions and Products"
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4.2.4 Learning Resources and Capacity Building (LRCB)
F. No.
Item Factor loading
8 Number of practicals conducted in the year 2003-2004 0.698 Practicals No. of
Practicals demonstrated by staff
No. of Practicals demonstrated by student - teachers
1. Physical Science 2. Life Science 3. Psychology
Mean : Mean :
10 List out the materials in the foil owing kits -0.556 Kits List of
Materials Available In use Total
1. CCRT Kit 2. Maths Kit 3. Science Kit
16 Have the pre-service faculty members undergone Capacity Building Programmes on Content and Methodology? If yes, Furnish details, 1. 2. 3.
0.853
Library Facilities 0.701 Library Particulars
Tamil English Other Language
Total
Number of Books Number of Journals
Number of Magazines
Number of Newspapers
No. of Reference Books
Table 4.3
Learning Resources and Capacity Building (LRCB)
106
The quality of Pre-service Teacher Education depends on the
learning resources namely books, journals, magazines, newspapers and
reference books available in the library. The knowledge students acquire
is to be applied in practicals and converted into skills by using various
learning kits. In addition to this, teachers' capacity building counts
much in developing teaching competencies of student teachers. Hence
the factor is labeled 'Learning resources and Capacity Building'.
4.2.5 Performance and Field Work (PFW)
Table 4.4
Performance and Field Work (PFW)
F. No.
Item Factor loading 0.748 Percentage of marks (mean) obtained by regular students
in the last three academic years in the Board Examinations Subjects 2001-
02 2002- 03
2003- 04
Overall Mean
1. Challenges in Education
2. Educational Psychology
3. Educational Management
4. Tamil 5. English 6. Mathematics 7. Science 8. Social
Science
0.715
Years Activities 2001-02 2002-03 2003-04
Mean :
Involvement of students in Scouts, NSS, Red Cross, BlueCross, Green Cross, etc. at DIET
No. of field trips and tours organized in the currentacademic year ________________________________________
0.689
107
Scholastic and non-scholastic achievements of the trainees are
the tangible indices of PSTE performance. Their marks in the academic
subjects and their active participation in co-curricular activities in
scouts, Red Cross, blue cross and field trips have a symbiotic
relationship resulting in the balanced development of teachers in the
making. Hence this factor is 'Performance and Field Work'.
4.2.6 Personality Development (PD)
Table 4.5 Personality Development (PD
F. No.
Item Factor loading
List out evaluation techniques that PSTE students are 0.414
SI. No. Techniques 1. 2. 3. 4. 5. 6. 7. 8.
Sports and games conducted in the year 2003-2004 0.407
SI. No. Activities 1. Intra DIET : 2. Inter DIET : 3. Others : 4. 5.
12 List out the activities organized to develop the Artsskills. Example singing, dancing, etc.
0.763
18 What strategies do you adopt to solve emotional problems of student teachers? 1. 2. 3.
0.608
108
Different co-curricular activities contribute to the development of
personality of student teachers. Arts, skills and games shape different
facets of one's personality. Evaluation techniques too help them assess
themselves where they are in knowledge, skills and attitudes and assess
their children during teaching practice. Psychological counseling enable
student teachers solve their emotional problems leading to the
wholesome development of student teachers. So this factor is named
'Personality Development'.
4.2.7 Innovations and Internship (II)
Table 4.6 Innovations and Internship (II)
F. No.
Item Factor loading
11 -0.522
15 Do you maintain a record for monitoring internship of teacher trainees? Yes / No
0.828
SI. No. Name of the models Subject 1. 2. 3. 4. 5. 6.
List out any three innovative models prepared by trainees in
20 0.686
Educational experiences of emergent teachers are enriched by the
innovative models they prepare, as response to contemporary classroom
Numbers Issued Tamil English Other Language
Total
Books Journals Magazines Newspapers Reference Books
Library Usage
109
situations during internship, which are properly monitored by the DIET
staff. These innovations should have theoretical grounding. It is only
possible with proper use of library resources by trainees. So this factor
is known as 'Innovations and Internship'.
4.2.8 Pedagogical Aspects (PA)
Table 4.7 Pedagogical Aspects (PA)
F. No.
Item Factor loading
21 0.863
New transactional strategies are critical to the development of
teaching competencies in the initial teacher development programmes.
So this factor is named 'Pedagogical Aspects'.
4.2.9 Pre-Internship Activities Table 4.8
_________________ Pre-Internship Activities _____________________
SI. No. Strategies adopted
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
Yes / No vi. Clothing Yes / No
(Tailoring, Doll making, Embroidery, Garland making, waving handkerchief)
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 &
Coordination Effectiveness Scale (IFICES) 4.5.1 Introduction
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.
4.7. Educational Technology Effectiveness Scale (ETES)
4.7.1 Introduction
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
the effectiveness of ET branch of DIET.
4.8 Planning & Management Effectiveness Scale (PMES)
4.8.1 Introduction
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
Managerial Skills, Sensibility, Decision Making, Risk Taking Behaviour,
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
188
Annexure Indicators for DIET Effectiveness
Pre-service Teacher Education Effectiveness Scale (PSTEES)
S.No Item
1 Percentage of marks (mean) obtained by regular students in the last three academic years in the Board Examinations
Subjects 2001-02 2002-03 2003-04 Overall Mean
1. Challenges in Education
2. Educational Psychology
3. Educational Management
4. Tamil 5. English 6. Mathematics 7. Science 8. Social Science
2 Result Effectiveness - correlation between Staff strength and students performance
Year Number of Staff Position
Pass %
2001-02 2002-03 2003-04
3 Number of celebrations, club activities and co-curricular activities organized
Year Celebration Club Activities
Co-curricular Activities
Total
2001-02 2002-03 2003-04 Total
Mean
189
S.No Item
Involvement of students in Scouts, NSS, Red Cross, Blue Cross, Green Cross, etc. at DIET Years Activities 2001-02 2002-03 2003-04
Mean : ist out evaluation techniques that PSTE students are exposed in 2003-04
Years No. of Meetings 2001-02 2002-03 2003-04
Community participation - Number of parents meeting convinced
Mean
SI. No. Techniques 12.
7. 8.
10.
7. Sports and games conducted in the year 2003-2004
8
SI. No. Activities 1. Intra DIET : 2. Inter DIET : 3. Others : 4. 5.
SI. No. Activities 1. Intra DIET : 2. Inter DIET : 3. Others : 4. 5. Number of practicals conducted in the year 2003-2004
Mea Mea
190
S.No Item
No. of field trips and tours organized in the current academic year
Mea No. of Held trips & tours organized
1
Kits List of Materials
Available In use Total
1. CCRT Kit 2. Maths Kit 3. Science Kit
List out the materials in the following kits
1 List out any three innovative models prepared by trainees in the year 2003-2004
SI. No. Name of the models Subject 1. 2. 3. 4. 5. 6.
12 List out the activities organized to develop the Arts skills. Example singing,dancing, etc.
SI. No. Activities
191
S.No
T3
Item
Preparatory activities for practice teacher in the current academic year
14 List out the activities carried out by PSTE branch to achieveUniversal Enrolment (UEE) in the district
SI. No.
Activities Max. Numbers
By the guide teachers
By teacher- educators
Number of activities done
1. Micro teaching
7
2. Demo classes 25 3. Observations 25 4. Workshops
Organized 3
Total 60 Mea
SI. No. Activities 1. 2. 3. 4.
15 Do you maintain a record for monitoring internship of teacher trainees?Yes / No
16 Have the pre-service faculty members undergone Capacity Building Programmes on Content and Methodology? If yes, Furnish details, 1. 2. 3.
17 What strategies do you adopt to solve emotional problems of student teachers? 1. 2. 3.
18 Library Facilities
Library Particulars Tamil English Other Language
Total
Number of Books Number of Journals Number of Magazines Number of Newspapers
192
S.No Item
_____ | No. of Reference Books 19 Library Usage
Numbers Issued Tamil English Other Language
Total
Books Journals Magazines Newspapers Reference Books
20 What are the transactional strategies adopted in your pre-service training programmes
SI. No. Strategies adopted
****
193
PSTEES - Scoring Key
1. 91-100% 3 points 81-90% 2 Points 71-80% 1 Point
2. 100 % 3 Points 75 - 99 % 2 Points Below 75 1 Point
3 . 1 - 4 1 Point
5 - 9 2 Points 10 8s above 3 Points
4. 3 & above 3 Points
2 2 Points 1 1 Point
5. 3 activities 3 Points
2 activities 2 Points 1 activity 1 Point
6. Techniques 8 8B above 3 Points Techniques 5 - 7 2 Points Techniques 1 - 4 1 Point
7. 3 and more activities 3 Points 2 activities 2 Points 1 activity 1 Point
8. 16-20 3 Points
11-15 2 Points 5 -10 1 Point
9 . 7 - 1 0 3 Points
4 - 6 2 Points 1 - 3 1 Point
10. If the total is
7 - 9 3 Points 4 - 6 2 Points 1 - 3 1 Point
11. If the number of models prepared is
5 and above 3 Points 3 and 4 2 Points below 2 1 Point
194
12. If the number of activities is above 5 3 Points 3 - 4 2 Points 1 - 2 1 Point
13. If the total is 60 and above 3 Points If the total is 40- 59 2 Points If the total is 20 -39 1 Point
14. 3 and above 3 Points 2 2 Points 1 1 Points
15. yes 1 Point no 0 Point
16. 1 1 Point 2 and above 2 Points
17. 3 and above 2 Points 1 - 2 1 Point
18. Library >11 3 Points 6-10 2 Points 1-5 1 Point
19. Library Usages
>20 3 Points 11-20 2 Points 1-10 1 Point
20. Pedagogy
>11 3 Points 6-10 2 Points 1-5 1 Point
195
Work Experience Effectiveness Scale (WEES)
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.
11 Mention the linkages with other departments
1. NFE 2. SSA 3. Universities (Extension Wing) 4. NGO's 5. SRC
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 ?
1. ________________________________________________ 2. ________________________________________________ 3. _______________________________________
15 What are the inputs provided by Planning and Management to improve the functioning of IFIC branch?
1.. ______________________________________________ 2. ________________________________________________ 3. ________________________________
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.
****************
227
PMES - Scoring Key
1. Yes with 3 and above - 3 2 - 2 1 - 1
2. 3 and above - 3 2 - 2 1 - 1
3. 3 and above - 3 2 - 2 1 - 1
4. 3 and above - 3 2 - 2 1 - 1
5. 3 and above - 3 2 - 2 1 - 1
6. 3 and above - 3 2 - 2 1 - 1
7. 3 and above - 3 2 - 2 1 - 1
8. more than 5 - 2 1-4 - 1
9. 3 and above - 3 2 - 2 1 - 1
10. Monthly once & Bimonthly - 3 Quarterly - 2 Half yearly - 1
11. 3 years - 3 2 - 2 1 - 1
228
12. 3 - 3 2 - 2 1 - 1
13. 3 - 3 2 - 2 1 - 1
14. Evidence - 1 No evidence - 0
15. Evidence - 1 No evidence - 0
16. Evidence - 1 No evidence - 0
17. Evidence for each branch - 1 No evidence - 0
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)
239
More than 90 Percentage 561-90 Percentage 4
31-60 Percentage 3 11-30 Percentage 2 1-10 Percentage 1
8. CRC Visits
CRC visit =No. of times visited x 100
No. of faculty in position x 20 (Estimated per year)
More than 90 Percentage 5 61-90 Percentage 4 31-60 Percentage 3 11-30 Percentage 2 1-10 Percentage 1
9. School Visits
School visit = No. of faculty in position x 40 (Estimated per year)
More than 90 Percentage 5 61-90 Percentage 4 31-60 Percentage 3 11-30 Percentage 2 1-10 Percentage 1
10. DLC Meeting Attending
No. of times visited x 100 DLC visit = No. of staff (Principal only) x 2 (Estimated per year)
More than 90 Percentage 5 61-90 Percentage 4 31-60 Percentage 3 11-30 Percentage 2 1-10 Percentage 1
11. BLC Meeting Attending
No. of times visited x 100BLC visit = No. of faculty in position x 4 (Estimated per year)
No. of times visited x 100
240
31-60 Percentage 3 11-30 Percentage 2 1-10 Percentage 1
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
99 Telephone connection in student hostel
100 TV / Radio facility in student hostel
PPDIETIS Scoring Key