Chapter-II

REVIEW OF RELATED LITERATURE

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CHAPTER-2 REVIEW OF RELATED LITERATURE

2.1 INTRODUCTION

Review of related literature is a significant aspect of any research work to

know, what others have learned from similar research situations and to help in the

formation of hypothesis for the study. “The research for reference material is time

consuming but fruitful phase. A familiarity with the literature of any problem helps

the students to discover what is already known, what others have attempted to find

out, what methods remain to be unsolved” Best (1978). As Fox (1969) pointed out,

it becomes part of the accumulated knowledge in the field and so contributes to

thinking and research that follow.

The present study is an attempt to estimate the extent of relationship of

Teaching Attitude and Aptitude with personality and intelligence with certain socio-

demographic variables of B.Ed. student teachers in India and abroad. The general

trend shown by these studies can be considered while interpreting the results of the

study. In this chapter the research already done in India and abroad related to the

different variables of the study has been reviewed. Survey of the related literature

has been done from various research articles published in educational journals,

published books, unpublished dissertations and theses and also from the websites

related to educational research. Focus has been given only on those studies which

are closely related and give some evidences in favour or against the relationships of

all the variables of the present study. The researches which say about their

relationships have been organized and presented below under following headings:

Studies on Teaching Attitude

Teachers Attitude towards Teaching

Attitude of Prospective teachers towards Teaching

Studies on Teaching Aptitude

Teachers Aptitude towards Teaching

Aptitude of Prospective teachers towards Teaching

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Studies on Personality of Teachers and Student Teachers

Studies on Intelligence of the Student Teachers

Studies on Socio-demographic variables of student teachers.

2.2 STUDIES ON TEACHING ATTITUDE

Attitude towards Teaching Profession is an emotionalized tendency,

organized through teaching experiences to react positively towards teaching. It is a

learned emotional response, set for or against teaching. Individuals will have

positive attitudes towards those objects which enable them to achieve the values

held and form negative attitudes towards objects which hinder the achievement of

values. In the school, a teacher who has a favourable attitude towards teaching will

enjoy teaching. The following are some of the studies which are in line with the

above theme.

2.2.1 Studies on Teachers Attitude towards Teaching

The teacher in a naturalistic setup is only a setter of the stage, a supplier of

material and opportunities, a provider of an ideal environment, a creator of

conditions under which natural development takes place (Ross, 1956). An attitude is

a hypothetical or latent variable rather than an immediately observable variable

(Green, 1959). Attitude is a degree of positive or negative affect associated with

some psychological object (Allen, 1957).Teachers differ greatly in their attitude and

also differ in their methods to supply the pupil’s deficiencies. There may be a

definite relationship between teachers’ attitudes to home background and their

attitude to what is termed as reading readiness. Frequent changes are likely to

develop indifferent attitudes among teachers towards their profession. Sukhwal

(1976) studied about attitude of married lady teachers towards the teaching

profession. The findings stated that the attitudes of the married women teachers

showed that a majority of teachers favoured the profession. The difference between

favourable and unfavourable attitude was significant. A high percentage of those

who were identified as a favourable attitude towards the teaching profession also

revealed that highest percentage of problems in actual work situations. Nayar (1977)

studied about the teacher attitude of Mysore city constructing a standardized tool.

32

On the administration of the test, the scores of 100 teachers identified by their

Headmasters and colleagues as having very good professional attitudes were

compared with those of 100 teachers identified as having poor professional attitude.

Mishra (1977) studied on the attitudes of teachers working in government aided

conventional Sanskrit Vidyalayas of Varanasi towards teaching profession. The

conclusions were, there was sex difference in the attitude towards teaching; status

influence the attitude towards the teaching profession. Teachers training favourably

influenced the attitude towards the teaching profession, similarly teachers training

favourable affected the attitude towards class room teaching process. The

designation of teachers did not influence the attitude towards the teaching

profession. Jaleel and Pillay (1979) studied on bureaucratic of college teachers and

their attitude towards teaching profession. The findings of the enquiry were, nearly

two thirds of the college teachers in the sample were highly bureaucratic.

Bureaucratic as an aspect of personality was related to the attitude of college

teachers towards the teaching profession. The teachers who have developed sound

attitude towards the teaching profession were relatively more traditional and

impersonal.

Bhandarkar (1980) studied about the polytechnic teachers’ attitude towards

teaching profession and its correlates. The study revealed that the attitude towards

the teaching profession was not significantly related to the qualifications of the

teachers. The trained teachers mean attitude score was significantly higher than the

mean attitude of the untrained teachers. The job mobility and family problems were

not significantly related to teachers’ attitude towards the teaching profession. Jha

and Vdya Rani Roy (1980) conducted a study of teacher’s attitude towards teaching

as a career and education. The finding of the study were, attitude of the female

teachers towards teaching as a career will be more favourable than their male

counterparts, and experience failed to contribute towards the attitude of teachers

toward their career. Mutha (1980) in a study found that the effective teacher has

significantly higher scores on job satisfaction than the ineffective teacher and the

significant predictor variables of teacher effectiveness are ascendance, submission,

neuroticism, job satisfaction and teaching attitudes.

33

Gupta, (1984) conducted a study on Attitude of Teachers and found that male

and female teachers differ significantly in attitude towards teaching profession.

Khatoon (1985) in a study on the relationship between teacher's classroom

verbal behaviour and attitude towards teaching and found that teachers' attitude

towards teaching has nothing to do with the teachers' influence in classroom.

Austin (1985) found significant differences between attitudes of teachers and

principals concerning various aspects of main streaming practices. Teachers show a

great deal of concern about classroom behaviour and academic progress of students,

whereas principals tend to show a greater concern about philosophy of students.

Ramakrishnaiah (1989) analysed the attitude of college teachers towards

teaching profession and it was found that (i) generally college Teachers have a

favourable attitude towards teaching (ii) Teachers below 35 years of age have a

more favourable attitude towards teaching than the middle aged group and the high

aged groups.

Poozhikuth (1989) found that female teachers have high attitude towards

teaching than male teachers and age is not significantly associated with attitude

towards teaching whereas length of service is associated with attitude towards

teaching.

Karp, Karen and Silliman (1991) conducted a study on the Elementary

School Teachers' Attitudes towards Mathematics. The teaching behaviour and

instructional methods of elementary school teachers were investigated to determine

whether teachers with positive attitude toward mathematics employ different

methods in mathematics instruction than those with negative attitudes. Overall,

teachers with negative attitudes employed methods that fostered dependency

whereas teachers with positive attitudes encourage student initiative and

independence.

Mathai (1992) found that attitude towards teaching profession is a significant

predictor variable of success in teaching.

In the study, the effects of Hands-on, Minds-on Teaching Experiences on

Attitudes of Preservice Elementary Teachers Pedersen and Mecurdy (1992)

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examines the effects of a science method course on the attitude of the preservice

elementary teachers (N=145) toward teaching science. Results indicated a

significant positive change in attitude that was not significantly different for low and

high science achievers.

Saxena (1995) found that both effective and ineffective teachers are well

adjusted, derived satisfaction from their work, and have favourable attitude towards

teaching profession.

Chidolue, Mercy.E (1996) conducted a study. In this study, relationship

between teacher characteristics and classroom environment, student achievement,

and student attitude in high school biology classes were studied in an export factor

design involving 11 teachers and 375 biology students in Nigeria. Significant

positive relationships are found between teacher experience, teacher locality, student

attitude and achievement.

Marso & Pigge (1996) investigated the relationship between pre and post

preparation development of attitudes, anxieties and confidence about teaching, and

candidates’ success or failure in making the transition to teaching on 241 teacher

candidates, and it was found that teacher preparation itself has an impact upon

teacher candidates' affective characteristics.

Shamsuddin (1996) observed that in spite of secondary school teachers

(N=200) liking for the noble and honourable profession of teaching they fail to put

their best into it due to their economic difficulties at home.

Mohan (1998) pointed out that teaching effectiveness may be fairly well

characterised by three factors viz., behavioural dimension, attitudinal dimension, and

entry-level competence

Annamalai (2000) showed that men(N=265) and women(N=135) high school

and higher secondary school teachers do not differ in their attitude towards teaching.

Location of the school, age and level of teaching did not have any influence upon

the teacher’s attitude towards teaching.

Panda(2002) inferred that(i) majority of the college teachers of Assam and

Orissa had highly favourable attitude towards teaching profession.(ii)college

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teachers of Assam(N=200) and Orissa (N=200) did not differ significantly in their

attitude towards teaching profession irrespective of their gender, experience,

location and status. Pushpam (2003) while examining the attitude of women teachers

towards teaching profession on a sample of 725 teachers found significant and

positive relationship between attitudes of women teachers towards teaching

profession and job satisfaction.

Devi (2005) in a study, found that moderate and highly significant

correlation exists between success in teaching and the predictor variables like, role

conflict, attitude towards teaching profession and job satisfaction. It was also

reported that role conflict and Attitude towards teaching profession are the two

variables capable of significantly and efficiently discriminating between successful

and less successful groups of women teachers of Kerala.

Osunde& Izevbigie (2006) revealed that teachers are not well financially

remunerated and they are looked down upon because of delay in payment of salaries

and allowances, thereby having a lot of sense of belonging. This situation has

resulted in the low esteem and status of the teachers and the teaching profession in

the society. Poor conditions of service, wider negative influence and teacher’s

negative personal and professional behaviour are critical factors responsible for

teachers’ low status. Suja (2007) in a study found that attitude towards teaching,

interest in teaching, and teaching experience have significant main effect on job

commitment of teachers

Gupta, S.L and Ramachandran (2011), found that the female teachers have

more positive attitude towards the profession as compared to the male teachers. The

teacher working in the public sector institutions was founded more committed and

satisfied as compared to the teachers working in the private sector. It uncovered the

fact that the majority of teachers working in the rural areas were more committed

and satisfied as compared to the teachers working in urban areas.

H.V. Belagali (2011) in the Study of Attitude Towards Teaching Profession

in Relation to Type of Management and Teaching Experience of Secondary School

Teachers The attitude and its entire dimension influence positively on moderate

variables like types of management and also the teaching experience.

36

Rohini P.Trivedi (2012), conducted a on primary, secondary, higher

secondary and college of Bhavnagar city to know the attitude of teachers towards

teaching at different levels like primary, secondary, higher secondary and college by

an attitude scale.So investigator has used survey method. 5 primary, 6 secondary, 6

higher secondary and 5 colleges selected by lottery method. Thus, total 22 institutes

selected by stratified random sampling method in which 13 granted, 3 non-granted,

1 corporation schools as well as 5 granted colleges included in the sample. Total 117

teachers of schools and colleges are selected by cluster sampling in which 29

primary, 33 secondary, and 28 higher secondary and 27 college teachers selected as

sample. Thus, stratified random and cluster sampling used in this study. Primary,

secondary, higher – secondary and college teacher – all these teachers are having

high attitude towards teaching profession.

Shah & Thoker (2013) reported that there is significant difference between

teaching attitude of government and private secondary school teachers, and

government secondary school teachers have higher teaching attitude towards their

teaching profession as compared to private secondary school teachers.

2.2.2 Attitude of Prospective Teachers towards teaching

Raghuram Singh (1981) studied the professional attitude of B.Ed. and M.Ed

student teachers and its correlation. Ahluwalia Teacher Attitude Inventory was

administered for the purpose of measuring the teacher attitude of the student

teachers. Kuppuswamy’s socio-economic status scale (urban) was used for

determining socio-economic status. These are the results (a) 1.5 percent of B.Ed.

students had unfavourable teacher attitude. None of the M.Ed students had

unfavourable teacher attitude, (b) 5.5 percent B.Ed. and 3.9 percent of M.Ed

students had strongly favourable teacher attitude, (c) seven women students excelled

men students in teacher attitude,(d)students of high socio-economic status had better

attitude than those with low socio-economic status; (e) B.Ed. and M.Ed students

with teaching experience had higher teacher attitude than those without.

Musgrave (1982) found out that most African societies exhibit negative

attitude towards teaching profession. The assumption here is that some individuals

take to teaching only as a stop gap, spending the time when they may be able to get

more juicy jobs.

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Rawat and Sreevastava (1984) conducted a comparative study of the attitude

of male and female teacher trainees towards teaching. Significant difference was

found between male and female teacher trainees in their attitude towards teaching

profession.

Sharma (1985) conducted a study on student teachers attitude towards

teaching profession. This study was aimed to find out the reasons for attracting

young men and women towards the teaching profession. An attitude scale

constructed by Chauhan (1983) was used for this purpose. The study revealed that

‘immediate solution for employment’ and to pass the time are the most important

factors that motivate them to join teacher training course.

Donga (1989) studied the effectiveness of certain predictors of teaching

efficiency of student teachers and found that attitude towards children; general

ability and professional knowledge are effective predictors of teaching efficiency.

Pugh Ava and Others (1991) conducted a study, an Investigation of

Preservice Teachers' Attitude toward Theory and Practical Application in Teacher

preparation. To determine program effectiveness, students were surveyed at the end

of the spring and fall semesters for 6 years, examining their attitudes towards theory

and practical application in teacher education. The study noted whether they felt

competent about subject matter, audiovisuals, classroom management and routine,

and communication. Results found their attitudes more positive in the fall on all four

measures.

Ruscoe, Gordon and Others (1991) analyze the Qualitative and Quantitative

perspectives on Teacher Attitudes. Since 1988, teacher analysis suggests that

simultaneous involvement with more than one type of restructuring has a positive

effect on teacher attitudes in subsequent interviews with teachers and administrators.

While showing appreciation for shared decision making, teachers more often

accounted for their positive attitudes by describing a supportive administrative style.

Ganesan (1992) conducted a study of attitude towards teaching profession

and goal academic achievement of student teachers of teacher education. The sample

covered the subjects from both government, aided and private colleges of education,

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including both sexes selected randomly. The study reveals that sex is not having a

bearing on attitude towards teaching profession, but the management has.

Koontz and Franklin (1992) in their study 'An Assessment of Teacher

Trainees Attitude' towards selected Instructional Media, they selected two groups:

168 students and 170 preservice teachers. Based on the final results of the study, it

was concluded that a formal course in the selection and utilization of instructional

media can function as a primary factor in the development of student's attitudes in a

positive direction.

Piel, John and Others (1992) conducted a study in the Educational Attitudes

of Preservice Teachers. Two populations of undergraduate students (preservice

elementary education majors and non education majors) were comparing with

respect to their attitudes toward learning. Data suggest that education majors'

attitudes reflect generalized ambivalence toward important subject areas taught in

elementary school, with significantly more positive attitudes displayed toward

reading and literature. In spite of highly visible recommendations for more extensive

academic coursework, results indicate the impracticability of addressing teacher

competence through added coursework before appropriate attitude adjustment

processes have been planned and implemented.

Baxter and Anthony, G. (1993) conducted a study on improving Teaching

candidates' Attitudes toward Learning Theoretical Knowledge. Study tested the

hypothesis that teacher candidate who were exposed to a theory oriented normative

model and given theory -oriented reinforcement within a practice-oriented context

would manifest more positive attitudes toward learning theoretical knowledge than

those who were not so exposed. Results proved the hypothesis is plausible.

Benton, Gary and Others (1993) conducted a study about the Professional

Development School's Impact on Student Teacher's Attitudes. The purpose of this

study was to determine if student teacher's attitudes toward their student teaching

experiences differed significantly after the addition of professional development

school experiences. Two groups of student teachers were compared. An one way

Analysis Of Variance revealed significant differences for 7 of the 38 items.

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Goodwin, Deborah, Derring, Rosemarie (1993) in their study, ‘The

interactive Video Approach to preservice Teaching Training: An Analysis of

students' Perceptions and Attitudes’ investigated the integration of interactive video

technology in to a traditional teacher education programme, analysing student

attitudes about classroom management strategies. Students completed a survey

following a seminar demonstration of an interactive videodisk on classroom

management. Subjects revealed positive attitudes toward the use of interactive

video.

Huber, Tonyal, Kline, Frank (1993) conducted a study on Attitude toward

Diversity: Can Teacher Education programme really make a difference. They

concluded that teacher education programme was revised to develop sensitive,

nurturing teachers who understand student diversity. Pre tests and post tests

examining students’ professional and personal opinion about diversity found that

field experiences create significant differences in attitudes toward diversity and

social distance preference in educational settings.

S kariah (1994) studied creativity of teacher trainees' in relation to their self

concept, attitude towards teaching profession and success in teaching and found that

high teaching success group and high attitude towards teaching group are more

creative than the other groups.

Anderson, Dewayne studied (1995) about the preservice Teacher's Attitude

toward children. Results from a teacher attitude questionnaire given to 1,405

preservice teachers revealed large differences in attitudes toward children,

associated with age, gender, and major. The most positive were females in

elementary, least positive males in secondary. Those in special education were most

positive, in music art and physical education least positive. Whether these attitudes

manifest themselves in the classroom remains unknown.

Kumar (1995), in a study, found that there is significant difference in the

attitude of male and female teacher trainees towards teaching profession. Reddy

(1995) studied the attitudes of student teachers and success of student teachers, and

reported that attitude do not significantly influence the success of student teachers.

40

Roos, Marie and Others in their study (1995), the Influence of Early Field

Experiences on the attitudes of Preservice Teachers, investigated the effects of early

field experience on the attitudes of elementary preservice teachers towards teaching.

Pre-test and post-test data were collected by means of an instrument employing a

semantic differential scale measuring attitudes toward teaching. Results offer

support for the inference that these preservice elementary teachers have positive

attitudes toward teaching prior to early field experience and have even more positive

attitudes toward teaching after their easily field experience.

Balan (1996) found no significant gender difference in attitude towards

teaching of student teachers of Kerala and there exists significant relationship

between attitude towards teaching and self concept of the female student teachers.

Downing, Jan, Filer, Janet and Others (1997) conducted a study about the

science process skills and Attitudes of preservice Elementary Teachers. This study

examined whether there was a relationship between preservice elementary teachers'

competency in science process skills and attitude towards the field of science. Study

data came from 46 students enrolled in an elementary course. Data analysis found a

significant positively relationship between how well teachers performed science

process skills and their attitudes toward science. The two sub scale that significantly

correlated with the performance of science process skills are the confidence in

learning science scale and the teacher scale.

Pigge and Others (1997) studied the development of Attitudes toward

teaching career in a longitudinal sample of Teacher Candidates Progressing through

preparation and Five Years of Teaching. The study revealed that the development of

attitude toward teaching does not follow the same pattern for all teacher candidates

and suggested a possible explanation for the sometimes apparent contradictions

noted in the findings from previous research of teacher attitude development.

Marso and Pigge (1998), in a study, found that candidates teaching 7 years

after commencement of teacher preparation possess theoretically more desirable

affective traits than non teaching candidates.

Cornelious (2000) investigated the factors affecting teacher competence of

teacher trainees at the secondary level, revealed that intelligence, attitude towards

41

teaching profession, and academic achievement of teacher trainees are the

discriminating factors of the different groups of subjects.

Shaukat Hussain (2004) found attitude among female students was slightly

greater than the male students. The parents’ profession had no effect on the

development of attitude. The arts and science graduates exhibit no significance

difference in the development of attitude.

Oral (2004), in his study about the attitudes of the students at the faculty of

education towards the profession of teaching, used the scale which was originally

developed by Semerci and Semerci (1999) in order to measure the attitudes of

students towards the profession of teaching. A significant difference was observed

between the attitudes of the students in the Faculty of Education towards the

profession of teaching according to gender, the order of the program they attend in

the preference list, and the reason for choosing the profession of teaching (Oral,

2004, p. 88–96).

Senel (2004) also used the scale which was originally developed by Erkus,

Sanlı,Guven, and Baglı (2000, p. 27), in order to measure the attitudes of students

towards the profession of teaching and they found a positive significant correlation

between the attitudes of the students attending the non-thesis post-graduate

programs for teaching in high school towards the profession of teaching and such

positive personal characteristics as trusting others, receiving help, and being

supportive, tolerant, cautious, balanced, sensitive, determined and social (Oral,

2004, pp. 88–96).

Cakir (2005) used the scale which was originally developed by Erkus, Sanli,

Guven, and Baglı (2000, p. 27) in order to measure the attitudes of students towards

the profession of teaching and found no significant difference in the attitudes of

students studying in the Open University and the Faculty of Education with regard

to some variables taken into consideration (Oral, 2004, pp. 88–96).

Guneyli & Aslan (2009) found a significant difference in favour of female

prospective teachers in relation to the gender. No significant difference between

attitude scores was observed in relation to the effects of class and socio-economic

42

level. Mehmet.U, Hasan.D, Melike.C(2009) of Inonu University have conducted a

study to determine the attitudes of the students in the faculty of education towards

profession of teaching. To this end, it is questioned whether “the attitudes of

students towards the profession of teaching differ according to the variables

including their gender, the type of the department / program they study, the order of

the program in the UEE (University Entrance Examination) preference list, the

socio-economic status (SES) of the neighbourhood and family they live in, the grade

they attend, type of schooling, and the reasons for choosing teaching profession”.

The participants of the study comprise 593 students who are selected using rated

cluster sampling method for the departments and rated element sampling method for

the classes. All of the prospective teachers participating this study were administered

the instrument for data collection. The instrument used to collect data in this study

was the “Attitude Scale towards the Profession of Teaching”, a single-dimension

Likert type scale with 5 points, originally developed by Ustuner (2006). A

significant difference was observed between the attitudes of prospective teachers

with intrinsic motivations towards the profession of teaching and those of latter

teachers with extrinsic motivations towards the profession of teaching. Other

variables for which significant differences were observed include gender, the type of

the department/program they study, the order of the program in the UEE (University

Entrance Examination) preference list, and the socio-economic status (SES) of the

neighbourhood and family they live in.

Attitudes of the students of Turkish Language Teaching departments towards

teaching profession are positive in general (Hulya YESIL, 2011).

Arif (2012) found that the ratio of four personality traits (extraversion,

agreeableness, conscientiousness, and neuroticism) were nearly same, but the ratio

of openness personality trait is greater which means that the openness personality

trait of prospective teachers is more dominant as compared to remaining four big

personality traits. There was a significant difference between male and female

prospective teachers on their big five personality traits. Female prospective teachers

got greater score on their big five personality trait instrument as compared to male

prospective teachers.

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Kareem (2012) reported that students enrolled in regular programmes show

high levels of professionalism as compared to distance education students. Similarly

B.Ed. students enrolled in regular programmes showed the highest levels of

professional attitude.

Sharma & Dhaiya (2012) found that (1) no significant difference between

attitude of male and female B.Ed. students towards teaching profession, (2) Arts and

Science B.Ed. students do not differ significantly in attitudes towards teaching, and

(3) female B.Ed. Students were found to have most favourable towards teaching

profession.

The normal and over-achievers have favourable attitude towards teaching but

the under-achievers have unfavourable attitude towards teaching. (A. Selvaraj

Gnanaguru, M.Suresh Kumar2013).

Mohammad Parvez and Mohd Shakir (2013) conducted a study on the

attitudes of prospective-teachers towards teaching profession. A sample of 180

prospective teachers, 90 from private and 90 from public institutions was taken

through purposive convenient sampling method. “Teacher Attitude Inventory (TAI)”

by Dr. S.P. Ahluwalia was used to collect the data. Mean, SD and t-test were used

for the analysis of the data. Research findings revealed that there is a significant

difference in the attitudes of prospective teachers studying in private and public

B.Ed. institutions. There is no significant difference in the attitudes of female and

male, Muslim and Non-Muslim, science and social sciences prospective teachers

towards teaching profession.

Prasad Babu. B, Raju. T.J.M.S. (2013) have conducted a study to examine

the attitude of student teachers towards their profession. Attitude is an arrangement

of mental process, a mental set, an internal disposition or the way of certain mental

processes are organized in a person to make him ready to set in a particular way. So

the student teachers have to test their ideas with emotional content, important

beliefs, prejudices, biases and predispositions etc. on their teaching profession. The

study was conducted on a sample of 437 student teachers studying in 7 colleges of

education in Vizianagaram district among them 239 were male and 198 females and

methodology wise 143were Mathematics, 48 Physical Sciences, 134 Biological

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Sciences and 112 Social Studies subject student teachers. They were administered

self constructed tool (Teachers Attitude) developed by the investigators. The tool

consisting of 60 items with 7 areas viz. professional problems, teachers pay scales,

vacancies and other privileges, nature of work and workload, teachers interest

towards pupils, teachers attitude towards management and professional status of

teachers. Significant differences observed in gender and subjects of study.

2.2.3 Appraisal for Teaching Attitude studies

Studies reviewed under attitude towards teaching profession reveal that

attitude towards teaching profession is a significant predictor of success in teaching

and teaching efficiency. It seems that there are many studies related to teaching

attitude in relation to other variables like qualification, sex, methodology, marital

status, professional training, job satisfaction, teacher effectiveness, school subject,

teaching experience, teacher locale, student attitude and achievement. Studies prove

that attitude can be improved through practical experience. It discriminates

successful and less successful groups of teachers differ in their levels of attitude

towards teaching. The normal and over achievers have favourable but the under

achievers have unfavorable attitude towards teaching. Previous exposure can

increase the level of attitude. Some studies indicate no significant but some with

significant difference between male and female trainee teachers, in which the most

of the cases female teachers possess a high degree of attitude than male teachers.

Some are in reverse. Teachers with positive attitudes encourage their students.

Significant relationship of attitude towards teaching with variables like teaching

interest, job satisfaction, creativity, intelligence, teaching effectiveness, professional

knowledge, general ability, commitment, achievement, technology, teaching

experience are established in a majority of studies. But a few studies show no

relationship with the variables viz., qualification, class room behaviour, age, sex,

locale, etc. There is no significant difference between open and faculty of education,

but regular programme showed higher levels of professional attitude than distance

education. Many studies revealed that trainee teachers and teachers exhibit high

positive teaching attitude, but few studies indicated that they have negative attitude

45

towards teaching and teaching is only a stop gap, spending time and immediate

solution for employment. However, attitude towards teaching is a significant

variable related to teaching that majority of studies established its relationship.

2.3 STUDIES ON TEACHING APTITUDE

Human efficiency is not as easily defined as that of a machine and it is not as

easily measured. Generally speaking different persons in the society possess

different types of aptitudes. For example, some artistic, some possess markedly

mechanical aptitude, some musical, some artistic, some clerical and some aptitude

for teaching or some other professions. When we say a person possesses an aptitude

for teaching it is assumed that he has a good proportion of traits required for

becoming successful in teaching.

Review of related studies on teacher aptitude indicates that it is associated

with several attributes which are related to teaching profession. Studies point out the

complex nature of teacher aptitude, related variables and extent of relationship

between them. Research on teacher aptitude has yielded better understanding about

the impact that teacher ability has on student development.

2.3.1 The reviewed studies related to Teachers Teaching Aptitude

There are number of research studies conducted in the area of teaching

aptitude of teachers. Teaching aptitude is compared with respect to Age, experience,

facility, gender, different levels and categories of teachers, etc. It is also correlated

with success of teaching, teaching-learning process, teacher commitment, teacher

effectiveness, intelligence, academic achievement, personality, etc. The major

studies are discussed below.

Aadaval (1952) found out the specific qualities needed to make the teacher

successful in the profession and the way in which training colleges equip our

teachers with their requirement teaching aptitude test by Mass, Hunt and Wallace..

The findings of the study reveals that love for public service, love for children etc.

were the chief motives for understanding the profession. Intelligence test revealed

46

that most of the trainees had an IQ between 80-109. The analysis of the data

regarding aptitude for teaching revealed a low aptitude on the part of the teacher but

trainees had greater aptitude for teaching than men. The higher correlation found

between intelligence and aptitude for teaching showed intelligence was an important

factor in determining one’s aptitude for teaching. Teaching aptitude is one of the

major determinants of teacher effectiveness (Vyas, 1982). It is also found to be a

good predictor of teacher effectiveness (Beena, 1995).

Singh (1987) found positive and significant correlation between teaching

aptitude and teaching effectiveness.

In the study of aptitude and achievement as predictors of performance on

teacher competency, Ken and Kleine (1984) found a relatively small, but significant

relationship between the overall competency factor and achievement variables. The

competency factor is also correlated significantly with aptitude variables. Sharma

(1984) studied the effect of sex on teaching aptitude. No significant effect of sex was

found on teaching aptitude.

Bhasin (1988) studied teaching aptitude and its relationship with teaching

effectiveness of the higher secondary schools teachers in relation to the modern

community and found that teaching aptitude had a significant and positive

correlation with teaching effectiveness, but it had no direct relationship with teacher

community participation.

Kukreti (1990) made an attempt to study some psychological correlates of

successful teachers, to examine how far the teaching aptitude determines the success

of teaching to know the impact and of intelligence of teachings on their teaching

success. The findings of the study reveal that – there was significant & positive

correlation between the variables teaching success and teaching aptitude. Successful

teachers scored significantly higher score on intelligence as compared to their

unsuccessful counterparts. Knowledge and creative values were remarkably higher

among successful teacher, whereas the unsuccessful teachers were found more

inclined towards economic values.

47

Bhoom Reddy (1991) tried to assess the teaching of secondary schools

teachers in Andhra Pradesh relates to their age, sex, faculty and experience and find

out that the female respondents performed relatively better in teaching aptitude test,

age and faculty did not influence the performance on teaching aptitude test,

experience teachers and teacher awarded exhibited a statistically significant superior

performance over student teachers. Shah (1991) attempted to study certain

determinants that makes teacher effective with the objective to predict the effect of

aptitude, intelligence, values, self-concept, job motivation, job satisfaction,

personality, and attitude and school climate on teaching effectiveness among the

secondary level teachers. Major findings of the study reveals that teachers’

effectiveness was significantly affected by teaching aptitude, job satisfaction, job

attitude, personality, value pattern, self-concept, and intelligence organisation

climate.

Feezel and Jerry (1993) conducted a study on preparing teachers through

creativity games. Creative teaching which involves creating innovative lessons,

games, materials, and assignments to challenge students, can be stimulated in

teacher education students by stirring up their thinking and encouraging them to

explore different paths.

Pandya (1993) studied teaching aptitude of secondary school teachers of

Gujarat state in the context of some psychosocial variables with the objective (i) to

study teaching aptitude, psycho-social variables including sex, area, vocational

aspirations, leadership, emotional stability, radicalism/ conservatism and socio-

economic status. (ii) to study interaction effects of psycho-social variables on

teaching aptitude of teachers. The study was based on the assumptions that there is

no significant difference between teacher aptitude scores of male and female

teachers of rural and urban areas, low and high socio-economic status, and low and

high vocational aspirations. There is no significant interaction among independent

variables on teachers’ aptitude. Major finding of the study indicate that female

trainees were found to obtain significantly higher score in teaching in teaching

aptitude than their male counter part and no significant difference was found

48

between teaching aptitude of urban and rural trainees. The gender groups, SES

groups, vocational aspiration groups, leadership groups, personality groups of the

two extreme polarities were found to differ significantly on their teaching aptitude

Muragaiah,K (1995) studied impact of certain socio-psychological factors on

teaching effectiveness of science teachers. And found that 1. Attitude towards

teaching profession was found to be the most significant variable in influencing the

teaching effectiveness of science teachers. The more the favourable attitude they

possess the more would be their level of teaching effectiveness. 2. All the ten

dimensions in the teaching aptitude test namely cooperative attitude, kindliness,

patience, wide interests, fairness, moral character, discipline, optimism, scholarly

taste and enthusiasm were significant influence on the teaching effectiveness of

science teachers.3. Out of 16 personality factors only 5 factors i.e. B, C, F, O and Q2

could influence the level of teaching effectiveness of science teachers significantly.

In the study, 'Determinants of teacher effectiveness', Beena (1995) found

that teaching aptitude is a significant predictor of teaching effectiveness.

Shamsuddin (1996) observed that in spite of secondary school teachers

(N=200) liking for the noble and honourable profession of teaching they fail to put

their best into it due to their economic difficulties at home. Teaching aptitude of

student teacher has high relationship with all the indictors of success in the

Elementary Teacher Education (ETE) course. The findings of the study are in

consonance with the findings of study by Goel (1993). The components of teaching

aptitude namely ‘Cooperative attitude’ and ‘Optimism’ have contributed

significantly to all the indicators of success. Teacher aptitude is found to have

significant and positive correlation with all the parameters of success and various

studies conducted in relationship between teacher aptitude and teacher performance

have also shown the same. Therefore, it is imperative that a teacher education

programme (such as ETE) curriculum should be specifically geared to contribute

positively in this direction the present findings of the study are in agreement of the

study of Kahlon (1989) and Patil (1993), who have found the same in relation to

B.Ed. students.(Dushyant Kaur, 1999).

49

Natesan and Khaja Rahamathulla (2003) studied the teaching profession

perception, teaching aptitude, and personality factors of secondary grade teachers.

The sample consisted of 200 men secondary grade teachers and 200 women

secondary grade teachers. The tools used were teaching profession perception scale,

teaching aptitude scale and Cattell’s 16 PF Questionnaire. There was no significant

difference between secondary grade assistant teachers and secondary grade

headmasters in teaching profession perception and all the areas of teaching

aptitude except Interest and Scholarly Taste (IST) and Fair-Mindedness and

Impartiality (FMI).

Kambhampati Prasad (2007) conducted a study on Influence of Motivation,

Competence and Aptitude of the Teachers on their English Teaching Ability on the

Sample of 425 teachers teaching English Language Classes in Krishna districts of

Andhra Pradesh. There is a highly significant positive relationship between

Teaching Aptitude of Teachers Teaching Ability, and Teaching Competence.

Teaching Aptitude of the teachers do predict their English Language Teaching

Ability. Various sub-components of teaching aptitude, namely, Professional

information, interest in profession and attitude towards children do predict the

English Language Ability of the teachers.

Dr. Prakash Chandra Jena (2012) aims at studying teaching aptitude of

Harijan Madhymik Vidayalya teachers in relation to their teaching competency and

organizational climate. It is a descriptive study and the investigator has selected only

100 teachers as sample for his investigation (50 male and 50 female) from 10

Harijan Madhymik Vidayalyas of Deoria district of Uttar Pradesh. The total number

of sample teachers is further subdivided into (25 science males, 25 arts males, 25

science female and 25 arts females) by using simple random sampling technique.

For collection of data the investigator has used, Teaching Aptitude Test Battery (T A

T B) constructed and standardized by Singh and Sharma (2005), General Teaching

Competency Scale constructed and standardized by Passi & Lalita (1994) and

Organizational Climate Scale constructed and standardized by Chaudhari & Pethe

(2001). For analysis and interpretations of result the investigator has used F-test

(Analysis of Variance) and Product moment coefficient of co-relation techniques.

50

The main findings of the study stated that there exist significance differences and

positive relationships in teaching aptitude, teaching competency and organizational

climate.

Primary education is no doubt a cornerstone of general education and to

expect success at secondary and higher level. Without viable teaching aptitude,

success will be merely a wishful thinking; therefore, Muhammad Nadeem Anwar,

Anjum Naz, Raheel Haq, Chand Bibi (2012) have taken up a study which was to

explore the teaching aptitude of teachers working in primary schools and to

investigate demographic differences. A total number of 600 teachers participated in

this study. A self-developed instrument was used to measure teaching aptitude of

teachers after pilot testing. Cronbach salpha was used to determine the reliability

coefficient (i.e 0.79). The results revealed that under the established norms, overall

high teaching aptitude was found among primary teachers. Among the regions of

Punjab, Southern Punjab’s teachers were significantly low in their teaching aptitude.

However, the teaching aptitude was found to be changed when participants were

examined demographically. The average aptitude was revealed low among the

teachers working in rural areas as well as on contract basis a study was taken up to

examine the teaching aptitude of future teachers of Haryana. The study samples

consisted of teacher trainees pursuing the Diploma in Education in District Institute

of Education and Training, Gurgaon (N-174) and Government Elementary Teacher

Training Institute, Mewat (N-101). The samples were representative of the students

who will teach in 12 other districts. The Teaching Aptitude Test Battery developed

by Singh and Sharma (2011) was administered and teaching aptitude was found to

be average, even though students scored significantly low on mental ability and

adaptability components of the test. On correlating percentage in boards, on the

basis of which students are granted admission in the institute, with teaching aptitude

as well as with mental ability, a positive but weak correlation was found in both

cases. No significant correlation was found between previous educational

qualifications and teaching aptitude, as well as between age and teaching aptitude,

although adaptability positively and significantly correlated with age.

51

2.3.2 Studies related to Student or Prospective Teachers’ Teaching Aptitude

Deva (1966) selected a set of predictors with a view of using them to

prognosticate teaching efficiency, develop an instrument for measuring teaching

efficiency, find out the extent to which the predictor measure forecast teaching

ability, and finally lay down a suitable working procedure for actual selection. Data

was collected from 546, student teachers of six teacher training institutions of Agra

University. A Student Teacher Rating Scale was constructed to provide the criterion

measure of student teaching. A multiple correlation coefficient of 0.565 between the

predictors and the criterion of teaching success was obtained. Personality-adjustment

accounted for 23.6 percent of the variance. Personality, thus, seemed to be the most

important and intelligence the least important in predicting success in student

teaching while kindness, effective questioning and fluent expression were the most

important characteristics of efficient teachers. Good scholarship had been found to

be another important characteristic of teaching efficiency.

Sharma (1985) conducted a study on student teachers attitude towards

teaching profession. This study was aimed to find out the reasons for attracting

young men and women towards the teaching profession. An attitude scale

constructed by Chauhan (1983) was used for this purpose. The study revealed that

‘immediate solution for employment’ and to pass the time are the most important

factors that motivate them to join teacher training course.

Thilakam and visveswaran (1986) construct a Teaching Aptitude test. They

took a sample of1000 graduate and post graduate teacher trainees of both sexes from

different colleges of education in Tamil Nadu were drawn from rural and urban

areas of private and government colleges of education, with varied families of socio-

economic, educational and occupational groups. The findings were 1. The aptitude

and attitude of the trainees are highly related with each other and the positive

correlation coefficients indicate that those who have high aptitude in teaching also

have high positive attitude towards teaching profession. 2. The eleven traits selected

for the 5 sub tests are really contributing to success in teaching.

Donga (1987) found that teacher aptitude is not a factor to control the

adjustment behaviour of the student teachers. The study also suggests that female

52

teacher trainees are more adjusted than male trainees. Trainees of different colleges

differed significantly in adjustment. Trainees coming from science faculty have the

lowest adjustment. A comparative study of creative and non-creative B.Ed. pupil

teachers in relation to teaching effectiveness, self concept and some personal values,

Kahlon and Saini (1989) studied the impact of teacher education on the

teaching aptitude of graduate trainees of Punjab Agricultural University. The

objectives of the study were to (i) to evaluate the impact of teacher education on the

teaching aptitude of education graduates and (ii) to find out the relationship between

academic achievement and teaching aptitude. The sample of the study comprised of

all the 200 students of the B.Ed. class from the Punjab Agricultural University.

Teaching aptitude test constructed by Srivastava and Prakash was applied at the start

and at the end of the academic session. This study revealed that (i) various

personality traits studied indicated significant differences in favour of fairness and

cooperative attitude, followed by kindliness moral character, beside wide interest,

enthusiasm and patience, respectively showing strengthening of these traits with the

teaching of various education courses. (ii) Teaching of education courses effect the

development of teaching aptitude. (iii) Academic Achievement was significantly

related to teaching aptitude.

Ganesan (1992) conducted a study of attitude towards teaching profession

and goal academic achievement of student teachers of teacher education. The sample

covered the subjects from both government, aided and private colleges of education,

including both sexes selected randomly. The study reveals that (a) sex is not having

a bearing on attitude towards teaching profession.

Patil and Deshmukh (1993) examined the relationship between teaching

aptitude and teaching efficiency among pupil teacher at B.Ed. level. The study was

conducted to examine the relationship between the scores of teaching aptitude and

teaching efficiency of 238 B.Ed. Pupil teachers. The tool used in the study includes

teaching aptitude test of Jai Prakash and Srivastava, and scores of annual lessons as

scores of teaching efficiency. The collected data were treated using mean, SD,

Critical ratio and co-efficient of correlation. Findings of the study reveal that (i) the

male and female pupil teacher differed significantly on their teaching aptitude in

53

favour of the female pupil teachers. (ii) The graduate and postgraduate pupil

teachers also differed significantly on teaching aptitude in favour of the postgraduate

pupil teachers. (iii) The experienced and in-experienced pupil teachers also differed

significantly on their teaching aptitude in favour of the experienced pupil teachers.

(iv) Teaching aptitude of science and art-groups did not differ significantly. (v)

Teaching efficiency of art and science pupil teachers, male and female pupil

teachers, male and female pupil teacher, experienced and in-experienced pupil

teachers did not differ significantly while the graduate and post-graduate pupil

teacher different significantly.(vi) It was found that the co-efficient of correlation

between the scores of aptitude in teaching and teaching efficiency were positive and

significant.

Goel and Mishra (1993) made an attempt to study prediction of the

educational competency using a regression equation. The sample comprised of 119

students of B.Ed. course. Relevant data were collected using tests on teaching

aptitude, language ability, general mental ability and social sensitivity. For

educational competency the percentage, scores obtained by the teacher trainees in

the B.Ed. final examination were considered. The collected data were subjected to

regression analysis. The major findings of the study revealed that out of four

independent variables language ability, teaching aptitude, general mental ability and

social sensitivity, the teaching aptitude contributed the most while the language

ability; followed by social sensitivity and the general mental ability were found to be

the poor predictors of teaching competency of teacher trainees.

Skipper and Charles (1993) conducted a study about the Instructional

preferences of pre-service teachers at three different levels of Academic aptitude.

The study revealed that pre-service teachers with varying academic ability are

different in their preferences for the objectives and teaching methods of humanistic

education and this should be recognized in development of Instructional strategies.

Bhattcharya (1995) studied teaching aptitude of science and non science

student teachers in relation to their level of anxiety. The study was aimed to compare

the teaching science and non-science graduate student teachers of B.Ed., on sample

of 100 (50 each for science and non-science stream) Teaching Aptitude Test

54

constructed & standardized by Jai Prakash and Srivastava was used, and find out

that there was no significant difference between science and non-science graduate

student teachers in teaching aptitude.

In a study of teaching aptitude of student teachers, Sajan (1999) found that

there exists significant difference in teaching aptitude between male and female

student teachers. The study also revealed that the level of achievement in degree

examination has no influence in predicting teaching aptitude.

Londhe, G. (2003) Studied the Teaching Aptitude of student teachers with

reference to Creativity and Teaching Competency. The Student teachers of B.Ed.

colleges of Ahmadnagr, Nashik and Pune were included in the sample. Tools used

for data collection were: Thinking Creativity with Word test by Torrance, GTCS by

Passi, and Teaching Aptitude test by Shah, M.M. Data were analyzed with the help

of t-test and correlation. This study revealed that: (1) There is significant difference

between the teaching aptitude of male and female student teachers. (2) There is

significant difference between the teaching aptitude of rural and urban student

teachers. (3) There is significant difference between the teaching aptitude of

graduate and postgraduate student teachers. (4) There is significant correlation

between creativity and teaching competency. (5) There is no significant correlation

between creativity and teaching aptitude. (6) There is no significant correlation

between Teaching Competency and Teaching Aptitude.

Yu-Chu Yeh (2005) mentioned that adapting training methods to specific

teacher traits to best facilitate the training effects for preservice teachers is an

important, yet neglected topic in aptitude-treatment interaction research. So, a study

was investigated by him to know the interactions among four personal traits (CT-

dispositions, thinking styles, CT-skills, and intrapersonal intelligence) and two

designed treatments on preservice teachers’ behaviour change during a computer-

simulated teaching experience. One hundred and seventy-eight preservice teachers

participated in this study. The CS-TGCTS simulation program was employed to

measure the preservice teachers’ actual use of effective teacher behaviours, as well

as the four targeted personal traits which were measured by three Likert-scale

inventories and one multiple-choice test. He suggested that preservice teachers with

high levels of CT-dispositions, CT-skills, and intrapersonal intelligence –as well as

55

those with judicial or legislative thinking styles –are mindful, analytical, and

reflective in their teaching practices and therefore more likely to continually

improve their teaching skills.

Rodger (2007) in a study examined a possible aptitude treatment interaction

between teaching clarity and student test anxiety. Results revealed that significant

beneficial main effects for high Vs low teacher clarity for both achievement

motivation measures, but no aptitude treatment interaction between teacher clarity

and student test anxiety.

Ranganathan (2008) found that there is a significant positive relationship

between high self-esteem and teaching aptitude and there is no significant difference

between males and females and the level of self-esteem and teaching aptitude.

K. S. Sajan (2010) has conducted a study of teaching aptitude of student

teachers with respect to their gender and academic achievement at graduate level

examination, the sample for this study is selected by stratified random sampling

from the Teacher Education institutions of Malabar area of Kerala. Teaching

Aptitude Test Battery (T A T B) developed by Singh and Sharma (1998) is used to

measure aptitude in teaching. Analysis of the results show that majority of students

have ample teaching aptitude. The female students are found to be significantly

better than their male counter parts in teaching aptitude test. The academic

achievements at graduate level examination have no substantial relation with

aptitude in teaching.

Fatima, Kaneez; Humera, Syeda (2011) have done a research aimed to study

the aptitude of B.Ed. trainee teachers towards teaching and academic achievement.

The study was conducted at Aurangabad on the sample of 143 trainee teachers.

Teaching Aptitude Test Battery by Dr. R.P. Singh and Dr. S.N. Sharma was used to

study teaching aptitude and academic achievement was obtained from the college

records. They concluded that B.Ed. trainees have above average level teaching

aptitude & high academic achievement. The co-efficient of correlation between

teaching aptitude and academic achievement is positive and low. There is no

significant difference between male and female B.Ed. trainees for both the variables.

56

D.Seetharaman, Dr. Rajasekar (2012) conducted a study on 820 B.Ed.

student teachers studying in B.Ed. colleges situated in Kanchipuram District and

Chennai city affiliated to Tamilnadu Teachers Education University. It was found

that the Teaching aptitude of entire sample of B.Ed.student teachers was Below

Average. The correlation value Teaching Effectiveness, Teaching Aptitude and

Academic performance are significant and positive.

Further, contrary to many of the previous studies, no statistically significant

difference was found in the teaching aptitudes of male and female student teacher

trainees, though the females’ mean was higher than that for males. (Divyanshi

Chugh, 2012)

Mrityunjay Yadav (2013) in his study of teaching aptitude was conducted on

B.Ed. pupil teachers in relation to their teaching competency, and academic

achievement with reference to their sex (male, female) and discipline (science and

arts.) To achieve the objectives of the study Singh's Aptitude Test (SAT) to measure

the teaching aptitude, to measure the teaching competency General Teaching

Competency (GTC) scale by B.K. Passi and M.S. Lalita. For Academic

Achievement their marks were considered, the sample units of 262 B.Ed. Pupil

teachers were selected by survey method. The results indicated that discipline & sex

of the pupil teachers do not contribute towards teaching aptitude significantly

2.3.3 Appraisal for Teaching Aptitude studies

Review of related studies indicates the importance of Teacher/Trainee

teacher Aptitude and the variables that affect teaching aptitude. Teaching aptitude

brings teaching success. So, it is imperative that a teacher educational programme,

curriculum should be specifically geared to contribute positively. Some of the

studies show gender differences in Teacher Aptitude, but some show no gender

differences. Self-esteem, teacher effectiveness, success in teaching, Teacher

competency factors, faculty / discpline, general intelligence, attitude towards

teaching, Academic grades, teaching experience, age, SES, etc., are some of the

variables that are related to Teaching Aptitude. Several studies show that Teaching

Aptitude is capable of predicting teacher effectiveness or success in teaching.

Teaching aptitude is not a factor to control the adjustment behaviour or student

57

teacher. It also lead to self esteem. The related studies reviewed, gave a better

understanding of the nature of Teacher Aptitude and the related variables and the

relationship between them.

But while comparing, there are more number of studies on teaching attitude,

but limited on teaching aptitude.

2.4 STUDIES ON PERSONALITY OF THE TEACHERS AND STUDENT

TEACHERS

The various traits of teachers’ personality have been the object of much

research and attempts have been made to examine the relationship between

personality and success in teaching. It has long been felt that personality is an

important factor behind the successful teacher.

Saxena (1969) made an attempt to study the attitudes and personality of

teachers. He used cattell 'contact' personality factor (Form -A Hindi version) on 139

teachers in U.P. A coefficient of correlation of 0.60 with factor H and 0.42 and 0.32

with factors A and H respectively were obtained. With high teaching competence,

these correlations were 0.60, 0.06 and 0.36 respectively, which show a curvilinear

relationship. It shows that a very high score on factor H is typical of less component

teachers and only a moderately high H is characteristic of a more successful teacher.

Tripathi (1972) administered the 16PF test (Form-A) to 52 teacher trainees

and 52 experienced teachers to compare the personality profile of working teachers

and teacher trainees. The technique of profile matching was employed for smooth

comparisons between the two groups. Only eight factors (A, E, F, G, I, L and Q4)

out of 16 personality factors distinguished the experienced teachers easily. These

teachers were conscientious, persistent, sensitive, effeminate, susceptive, jealous,

sophisticated and polished. The experienced teachers were significantly lower from

the general population on factors A, E, F and Q1 and were aloof, stiff, and

submissive, soft hearted, glum and serious respectively.

Srivastava (1974) used 16 PF questionnaires (Cattell's Hindi version) of 52

pupil teachers and 52 experienced teachers to know the impact of professional

experience on the modification of personality traits. He found that experienced

teachers differed on factors A, E, F, H, Q1, Q2 and Q3 from the pupil teachers.

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Lokesh Koul (1974) found that the attitude of school teachers towards

teaching was positively related to factors A(Reserved Vs. Outgoing) and H (Shy Vs.

Venturesome). On the other hand attitude scores of school teachers were found to be

related negatively to factors F (Sober Vs. Happy-go-lucky), O (Placid Vs.

Apprehensive ) and Q4 (Relaxed Vs. Tense).

Sharma (1974) conducted an investigation in to the relationship between

personality factors and teaching effectiveness. The sample consisted of 175 B.Ed.

students of both sexes. Cattell's 16 PF test was administered on the sample for the

collection of data. The researcher found 6 factors out of 16 which were positively

correlated with teaching effectiveness. These factors were intelligence, trusting,

experimenting, self-sufficiency, happy-go-lucky nature and practical mindedness.

Total personality of the teacher played an important role in teaching effectiveness.

Prominent sex differences were also found in the teaching effectiveness.

Gupta (1975) applied Cattell's 16 PF test to predict teacher effectiveness

through the use of a personality test. Three hundred male high school teachers

having five to six years of teaching experience, 25 principals and 350 students

formed the sample. Other tools used were "teacher Rating Scale' and 'Pupil Rating

Scale'. The researcher noticed that highly effective teachers were more effectohymic

(A+), more intelligent (B+), having more ego-strength (C+), more surgent (F+),

more self-sentiment (Q3+) and were less suspicious (Q1-) in comparison to the

general adult population. Less effective teachers were less intelligent (B-) with

lower self-concept control (Q3-) as compared to the general population. Highly

effective teachers were significantly more intelligent (1B+), emotionally stable (C+),

assertive (E+), conscientious (G-), adventurous (H+), tender minded (I+), with

higher self concept control (Q3+) and were more warm hearted (A+) in comparison

the less effective teachers. The average effective teachers were more outgoing (A+),

surgent and happy-go-lucky (F+), controlled and socially precise (Q3+) in

comparison to the less effective teachers.

Gupta (1977a) performed a study on the personality characteristics,

adjustment level, academic achievement and professional attitudes of successful

teachers. The study intended to find out the personality traits of successful teachers.

59

It was found that teaching success was significantly related to the factors A, B, C, F,

G, H, L, N, O, Q3 and Q4 of personality. The researcher also noticed that successful

and less successful teachers were different in personality characteristics, adjustment

and attitudes towards teaching. The personality factor as a group were better

indicators of teaching success than individual factors.

Singh (1978) found out the relationship between teacher's personality and

success in teaching. He took a sample of 135 male and female teachers with

minimum of 3 years experience and 2879 boys of class IX. The tools administered

were rating scale, information schedule, behaviour change questionnaire, interview

schedule, critical incidents blank, 16 PF questionnaire, Incomplete Sentences Blank

and Rorschach Ink Blot test. His study revealed that the theoretical and social values

positively related to teaching success but the economic and aesthetic values were

negatively related. Highly successful teachers were controlled; aesthetic emotionally

stable and those teachers were better adjusted than the average and less successful

teachers. Highly successful teachers possess better intellectual capacity and were

able to induce learning, develop interest etc.

Mishra (1979) conducted a study to know the personality traits of fluent

teachers. He measured the fluency of teachers through Mehd’s test of verbal

creativity subjects scoring more than 50 were labelled as HFT ( Highly Fluent

Teachers) . The LFT (Low Fluent Teachers) had a score less than 34. These HFT

and LFT groups were given Cattell's 16PF test (Form-A) to measure the 16

independent variables of personality. Differences at 0.05 level were observed on five

personality dimensions viz., (1) affected by feeling Vs. emotionally stable; (2) sober

Vs.happy-go-lucky; (3) shy Vs. venturesome; (4) tough minded Vs. tender minded;

and (50 conservatives Vs. experimenting, respectively.

Thakur (1980) made a study on personality characteristics of teachers

showing direct and verbal behaviour. He found that there was no significant

difference in the teaching behaviour of the direct/indirect teachers due to the

variables of age, sex and experience. Four personality factors namely C, O, Q3 and

Q4 differentiated the direct and indirect teachers significantly.

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Raina(1981) found that 1. The preservice teachers differed significantly on

seven of the 16 PF assessed by the 16 PF test namely A,C,H,L,M,N,Q1,Q2. 2. The

preservice science and arts and commerce differed significantly in their attitude

towards teaching as measured by MTAI. 3. The preservice teachers were highest on

intellectually, self-strength, environmental sensitivity, individuality, imitative and

artistry as measured by the test of creative potential. 4. The in service and preservice

teachers significantly differed in their attitude towards teaching when taken as a

whole.

Patnaick and Panda (1982) made a research on the personality and attitude

patterns of good and poor teachers working in secondary schools. 35 good male and

25 good female, 35 poor male and 25 poor female teachers were selected as the

sample. The instruments administered were 16PF scale Form -C and teacher attitude

towards teaching professions, classroom teaching, and child cantered practices etc.

Poor female teachers showed favourable attitude towards teaching profession than

poor male teachers. Poor male teachers have significantly positive favourable

attitude than the poor female teachers.

Kamala Chopra (1983) designed her study to identify the personality

characteristics related to effective and ineffective teaching. 120 teachers were

selected at random (49 effective, 19 average and 52 ineffective teachers) and

measured with teacher effectiveness scale used by Pramod Kumar and Mutta. 16 PF

questionnaires were also administered. The difference in personality traits of the

teachers was significant in case of factors A, B, C, Q3 and Q4. However the

difference was not statistically significant in case of factors F, G, I, L, O, Q2.

Results showed that effective teachers were significantly more warmed hearted and

good natured. These results were in agreement with the findings of Chhaya (1974)

who observed that the effective teachers were emotionally more stable than the

ineffective teachers and Gupta (1976) who observed that the effective teachers

differed significantly from the general population on nine personality characteristics.

Robinson Michael (1984) investigated the personality traits of American

Secondary Teachers and Administrators who work in the Association of American

Schools of South America (AASSA). Subjects were divided into 3 groups viz., 17

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newly recruited teachers, 71 teachers already working in AASSA schools and 22

AASSA superintendents and principals. The 16 PF questionnaire and personal data

form were administered. The investigation showed that newly recruited males and

females differed form U.S. norms on nine and seven factors, secondary teachers who

apply for overseas teaching jobs were already different form U.S. norms.

Wangoo (1984) in a study pointed out that personality adjustment,

democratic leadership a high degree of intelligence and emotional content are the

main characteristics of teacher effectiveness.

Chachra and Ahluwalia (1985) conducted a study on 'Differential personality

profiles of high and low creative teachers’ and to find out the personality patterns of

high and low creative teachers. A sample of 150 teachers of different intermediate

colleges of Kanpur city was selected randomly. The tools used for creative text

(Chauhan and Tiwari, 1974) and the adoption of R.B.Cattell and Faber 16PF

questionnaire (Form - A). The results of the study indicate that the high creative

teachers scored lower on factors A, E, F, H, I, O, Q and higher on factors B, C, G, L,

O and Q3. Whereas low creative teachers scored lower on factors B, C, E, H, I, M,

Q1, Q2, Q3 and Q4 and higher on factors A, F, and L.

Odeleye (1985) stated that gender and personality factors could influence

students' attitude towards and their career choice.

Iqbal Mato (1988) conducted an investigation on 'personality characteristics

associated with teacher effectiveness. A sample of 210 teachers was collected

randomly form 12 government high schools of Anantanag district in Jammu and

Kashmir. The study was delimited to only male teachers teaching 9th and 10th classes

using Cattell's 16 PF (Adult Form) questionnaire. The investigation reveals that out

going behaviour (A); intelligence and brightness(B); emotional stability and higher

ego-strength(C)'; happy-go-lucky and enthusiastic (F); conscientious persistent and

moralistic(G); venturesome, socially bond (H) tender minded and sensitiveness (I)

polished and social awareness (N) self-sufficient, resourcefulness and preferring

own decisions (Q2) and relaxedness (Q4) are essentials factors which are associated

with teacher effectiveness.

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Srivastava and Sharma (1989) compared teaching effectiveness and

personality traits of four year and one year teacher trainees. A randomly selected 80

one year B.Ed. trainees and 80 four year BA/B.Sc/B.Ed. teacher trainees from the

Regional College of Education (NCERT), Bhopal were drawn for his study. 16 PF

questionnaire and Indore teaching Assessment Scale (ITAS) of Passi were used. the

fourth year science group teacher trainees are significant on factors B+, C+, E-, Q3+

and Q4 where as in the case of the one-year science group C+, M+ and Q2 factors

were significantly correlated with teaching effectiveness. factors C+,M- and Q4+

were significantly correlated in the four years arts group where as factors H+ only

was significantly correlated in the one year arts group trainees.

Parandhama Amara (1992) found out the relationship between personality

traits and their self-role expectations and role performance of science teachers. He

took a sample of 600 secondary school science teachers randomly covering rural and

urban schools under different managements. The tools administered were rating

scale and 16 PF Form C questionnaires. His study revealed that 'there is no

relationship between personality traits and role expectations of science teachers

except regarding the factors - C completely and factors F, G, L, O and Q3 partially.

Tom (1996) investigated the beliefs and ideas that preservice and inservice

teachers held about them as teachers, and the setting in which they teach at the

university of Wisconsin white water. The study revealed that teacher factors like,

intelligence, personality, background and preparation programme, contribute more

to the overall effectiveness of teachers.

Personality traits of student teachers have also high correlation with the

entire success indicator in Elementary Teacher Education course Dushyant

Kaur(1999)

Govinda Reddy (2002) investigated that the factors B, E, F, M, Q2 and Q4 of

16 PF have significant influence on the total scholastic achievement of DIET

students.

Manchala (2005) found that the personality factors A, B, C and F have

significant influence on the achievement of teacher trainees.

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Uzma Kareem (2012) found that the personality of the teacher and teachers-

student interaction are the main factors that create a positive thinking attitude in the

students.

2.4.1 Appraisal on the studies of personality

Personality factors influence attitude towards teaching, career choice.

Personality traits have high correlation with success indicator. Successful or less

successful were different in personality character, attitude towards teaching. The

personality factors as a group were better indicator of teaching success than

individual factor. Sex differences exist. Very interesting results were observed in the

past investigations with respective to personality of the teacher-trainees-teachers.

But there are wide different in the results. Hence there is a need to study once again

the teaching attitude and teaching aptitude of B.Ed. trainees in relating with

Personality characteristics.

2.5 STUDIES ON INTELLEGENCE OF THE STUDENT TEACHERS

Sarason (1965) in the study of teaching effectiveness of innovative and non

innovative teachers found that the relationship of scores on several personality tests

and subjects performance one word association test was studies. It was found that

high intelligence groups given the experimental instruction showed lower

commonality scores and greater discrepancies in response between the two word

association test administrations than the other subjects in the experiment.

Singal (1975) reported that intelligence contributes towards the adjustment of

an adolescent in the home, society and emotional areas but its contribution in areas

of health and school was found to be insignificant. He also shows that the increase in

intelligence, the social adjustment also increases.

Grewal and Kripal Kaur (1982) stated that the subjects with higher

intelligence and high motivation have better academic achievement in Mathematics

than any other combination of anxiety and motivation.

Sunitha Sarma (1985) showed that the high achievers of scientific stream

possess a higher level of intelligence.

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Mahapatra (1987) observed that the coefficients of correlation between

teaching success of B.Ed. students (n=420) and intelligence, attitude towards

teaching and vocation interest were 0.38, 0.27and 0.25 respectively and were

significant at 0.01 level. Intelligence was considered to be the most influential

predictor.

Bose (1993) studied the correlates of teacher effectiveness of 160 student

teachers and found that positive significant relationship exists between teacher

effectiveness and each of the predictor variables like intelligence, teaching attitude,

self-confidence and previous academic achievement.

Cornelius (2000) in a study on teacher competency of the B.Ed. trainees

found that intelligence, attitude towards teaching profession and academic

achievement are the discriminating factors of different group of teachers.

Raj pal and Sinha (2002) conducted a study on 156 women teachers and

tested 3 dimensions of physical, interrelation and psychological as well as total

intelligence. They found that non working women experienced significantly higher

intelligence, especially with regarding to physical dimension, relation to other

worries about health. The age dependence status and marital status do not have a

significant influence on the level of intelligence.

Nagaraju (2002) conducted a study on 224 B.Ed. students and reported that

the correlation between intelligence and achievement is positive and significant. The

correlation between anxiety and intelligence is negative and significant. The

correlation between achievement and intelligence is positive and significant.

2.5.1 Apprisal on the studies of Intelligence

Fewer studies are found directly focused on intelligence in relation to

teaching attitude and teaching aptitude. From the different studies results it seems

that intelligence, teaching attitude are the predicted variables of teaching success.

Significant correlation exists between teacher attitude and abstract reasoning ability.

Increase of intelligence, the social adjustment also increases.

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2.6 STUDIES ON SOCIO-DEMOGRAPHIC VARIABLES OF B.Ed.

PERSPECTIVE TEACHERS

Debnath (1971) studied on some important determinants of teaching

efficiency and found that age, experience, academic achievement and teaching are

significantly related to teaching attitude and efficiency.

Bhandarkar (1980) studied about the polytechnic teachers’ attitude towards

teaching profession and its correlates. The study revealed that the attitude towards

the teaching profession was not significantly related to the qualifications of the

teachers. The trained teachers mean attitude score was significantly higher than the

mean attitude of the untrained teachers. The job mobility and family problems were

not significantly related to teachers’ attitude towards the teaching profession.

Majasan (1995) revealed that most female students prefer teaching because

they feel that the profession affords them ample time with their families.

Conversely, most male students may not like teaching. Majasan further opined that

men have the tendency to choose teaching as a last resort because of tier negative

attitude towards teaching.

Sule (1995) argued that some male teachers would demonstrate

characteristics such as indiscriminate beating and general lack of decorum, which

may ultimately make students have negative attitude towards teaching as a

profession.

Wali (1985) examined the relationship between various demographic

correlates, academic background of teachers and teaching effectiveness.

Implications for teacher preparation such as inculcating proper values, proper

selection and giving due importance to family background have been drawn on the

basis of the study of six factor.

Kurian (1994) in a study, stated that the ‘Teacher perception of effective

classroom instruction at secondary school level’ found that male and female teachers

differ significantly in their perception of effective classroom instruction.

Kagathala (2002) in a study found that area of schools and higher

qualification affects teacher effectiveness.

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Paul and Kumarvel (2003) in a study revealed that teachers differ in their

attitude, aptitude and effectiveness with respect to teaching experience, community,

type of management and locale. It was also pointed out that rural teachers are more

effective than urban teachers.

Orji (2003) had investigated and found that the level of job satisfaction

among secondary school teachers in the Federal Capital Territory differed according

to sex with the male teachers being more dissatisfied with their teaching job than did

their female teachers.

Wu (2005) examined the relationship between teachers' teaching

effectiveness and school effectiveness. The major findings were: (1) The levels of

teaching effectiveness measures of comprehensive high school teachers are

moderately high, with good teacher student relationship, being the highest, and

"teaching self efficacy" being the lowest (2) The higher the teachers' teaching

effectiveness, the higher the school effectiveness. Gender, type of school, "teaching

self efficacy," systematically presentation of instructional materials and good

classroom climate are the five best predictors for school effectiveness.

Douglas N. Harris Tim R. Sass (2008) studied the effects of various types of

education and training on the ability of teachers to promote student achievement.

They suggested that only two forms of teacher training influence productivity. First,

content-focused teacher professional development is positively associated with

productivity in middle and high school math. Second, more experienced teachers

appear more effective in teaching elementary math and reading and middle school

math. There is no evidence that either pre-service (undergraduate) training or the

scholastic aptitude of teachers influences their ability to increase student

achievement.

Hulya Yesil (2011) determined that attitudes of the students of Turkish

Language Teaching departments towards teaching profession differentiate

significantly in terms of gender, situation of being satisfied in their department, their

parents’ attitudes towards them, desire to become a teacher and do not differentiate

significantly in terms of grade, mother’s attitude towards them, income variables.

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A. Selvaraj Gnanaguru, M.Suresh Kumar (2013) found that the normal and

over-achievers have satisfactory level of home environment but the under-achievers

have average level of home environment. There is significant relationship between

the B.Ed. students’ attitude towards teaching profession and their home

environment. Unfavourable attitude towards teaching and satisfactory home

environment may be the reason for discrepancy between performance and

proficiency of under achievers. Normal and over-achievers have favourable attitude

towards teaching and extrovert type of personality. By providing proper motivation,

the students can develop positive attitude and behaviour.

2.6.1 Appraisal on the studies of Socio-Demographic variables

The studies on different demographic variables indicate that teachers differ

in their attitude and effectiveness with respect to teaching experience, community,

type of management, locale, and age. Pre-service training or the scholastic aptitude

of teachers does not influence their ability to increase student achievement.

Significant relationship exists between the student teacher attitude towards teaching

profession and their home environment. Female students prefer teaching because it

afford ample time with their families. Normal and over achievers have favorable

attitude towards teaching and extrovert type of personality. Age, experience,

academic achievement and teaching are significantly related to teaching attitude and

efficiency. Qualification not significantly related. Providing of proper motivation,

the student teachers can develop positive attitude and behavior.

2.7 CONCLUSION

For the present study, appraisal reports were given separately for teaching

attitude, teaching aptitude, personality of teachers, intelligence and socio-

demographic variables.

Ample studies were found on teaching attitude of teachers and trainee

teachers, and fewer studies were found for teaching aptitude, intelligence. But with

the available studies, and guessing that intelligence, personality and socio

demographic variables are predictors to find teaching attitude and teaching aptitude

of B.Ed. student teachers the present study was taken up.