Role of Teachers in Managing Teaching Learning Situation

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INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS
COPY RIGHT 2011 Institute of Interdisciplinary Business Research

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Role of Teachers in Managing Teaching Learning Situation
Muhammad Abdul Malik
Ph.D (Education) Scholar, Preston University, Islamabad and also working as
Secondary School Teacher in the Punjab Education Department. Pakistan. P.Code. 44000
Dr. Ali Murtaza
Assistant Professor, Preston University, Islamabad
Ph.D. (Education) from UIER, University of Arid Agriculture Rawalpindi , Pakistan. M.Phil
(Education) from Allama Iqbal Open University, Islamabad. Pakistan.
Approved Ph.D Supervisor of Social Sciences by the Higher Education Commission of
Pakistan. (HEC) P.Code. 44000
Dr.Abdul Majeed Khan
Assistant Professor, University of Azad jammu & Kashmir, Muzaffarabad. P.Code: 13100
Abstract
The study Role of Teachers in Managing Teaching Learning Situation was conducted
through survey approach. The objectives of the study were to: (1) Review the actual role
played by a teacher in teaching learning situation (2) Evaluate the role of teachers in
managing teaching situation. (3) Identify the problems involved in teaching learning situation
by the teacher. (4) Suggest solutions to the problems involved in managing teaching learning
situation. The study was delimited to science teachers and students studying science subjects
of class X in three Govt. Boys High Schools in Gujrat city, Pakistn. The population consisted
of 901 students studying science subjects and 24 science teachers. Therefore, 20% of the
students (180) and 100% of the science teachers (24) were taken as sample of the study. The
samples were drawn using random sampling technique. Two questionnaires were developed
on five point likert scale to elicit the opinions of students studying science subjects and
science teachers respectively. The questionnaires were validated through pilot study and
finalized. The questionnaires were administered and data were collected. The salient findings
of the study were: (1) 100% of the students agreed that teachers take periods in time and
teachers start their lectures in an exciting way. (2) 45% of the students disagreed that teachers
use charts. (3) 100% of the students agreed with the statement that teachers use White / Black
Board. (4) 92% of the students agreed with the statement that teachers use clear and standard
language. (5) 79% of the students agreed that teachers consult parents about educational
problems. (6) 64.38% of students disagreed with the statement that teachers show different
scientific slides on projector. (7) 91.66% of the teachers disagreed that discussion is done
during teaching learning process. (8) 66.67% of the teachers disagreed that there are group
discussions during teaching. On the basis of findings it was concluded that (1) Teachers are
taking periods in time. (2) Teachers are not using charts in the classroom. (3) Teachers are
not using scientific slides on projector. (4) Teachers are treating all the students equally. (5)
Discussion method is not used during teaching learning process. Therefore, on the basis of
conclusions following recommendations are given: Teachers should be used charts in the
classroom. (2) Teachers may show scientific slides on projector. (3) Discussion method may
be applied during teaching learning process.
Key Words: Teacher, Management, Class-room Management, Teaching Learning
Situation

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Introduction
It is universally recognized that teacher is a backbone of any educational system because
knowledge is transferred from the teachers to the taught. Every country is giving prime
importance to the quality of teachers and national policies have been influenced by the
growing realization that teachers have a key role to play in determining the quality of out put
of educational institutions (Govt. of Pakistan, 2004). Secret of quality education lies in the
quality of teachers. Chochran (2006) artistically described the same idea, It is a universal
fact that quality of students depends upon the quality of teachers either highly qualified or
have high professional development
Teacher ensures that teaching progress is running smoothly and efficiently. Once a
class period starts and students and teacher enter the room; teachers can exercise control of
the events of the classroom by assuming the role of a manager. Effective management is
especially important in the early sessions. Ramsey (1999) says, The role of an effective
manager is to create a climate that welcomes, supports, and rewards innovative thinking and
problem solving.
Teachers are concerned about whether teaching emphasis is placed primarily on
course context, interpersonal relationship, or on classroom discipline and control. They take
into consideration the kind of learning being promoted, i.e. whether the emphasis, is on the
acquisition of skill, facts or understanding. They look at the pattern of communication in the
classroom. Student communication, teachers keep on eye on the way in which educational
tasks are organized i.e. whether students are working on the same task, to see all students at
all times. Teaching materials and supplies are readily available. Students should be able to
see instructional presentations.
Management
Bukhari (2008) defines management as:
it is a social process, which is designed to ensure cooperation, participation,
intervention and involvement of others in the effective achievement of given or
predetermined objectives. Similarly educational management is also a process of
validating purposes and allocating resources to achieve the maximum attainment of
purposes with the minimum allocation of resources

Classroom management: Classroom management is an effective and efficient use of
time, space and resources to achieve some educational objectives. According to Butt, Ahmad,
& Ghazala (2010), Classroom management is the process of working with and through
students effectively and efficiently to achieve educational objectives There is a difference

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between the amount of time that is allocated to a class and the amount of time students are
actually engaged in learning. Both time allocation and management of engaged time are key
issues for teacher. Establishing clear classroom rules and pacing a class effectively are
important.
Time Allocation: When students are actively engaged with learning they are said to be
on task. To encourage on-task behaviours, effective teachers minimize time spent on
recurring activities by ensuring smooth and efficient handling of routine procedures. (Butt,
Ahmad, & Ghazala 2010)
Engaged Time: If time is well allocated, then students on-task time is more likely to
be well spent. Effective teachers try to maintain momentum and smoothness of instruction by
setting up a meaningful sequence of instructions ideas. Managing transitions from one topic
to the next helps keeps students engaged and focused. Maintaining an entire classs focus is
also an important task. Letting students know that the teacher is aware of the activities of the
class kept students on task. Instructors who can juggle many tasks at one time and can work
well with both individuals and small groups ensure effective on-task instruction (Charles,
1985)
Classroom Rules: When instructors start the year with a clear set of guidance for
students, in which students are systematically introduced to the procedures and teachers
expectations, on-task and engaged students behaviour are more likely to occur. When rules
are limited in number and clear, they are far more likely to be easily forced. In addition, when
students are asked to help establish ground rules, such as not talking without raising ones
hand, offenders know that they are breaking their own rules, not arbitrary punishment fit the
crime and that students themselves may be the best judges of appropriate punishments.
(Panda, 1997)
Pacing: The tempo of a class is like that tempo of a symphony. A conductor does not
want the musicians to play too quickly or with too much enthusiasm; engaging concerts like
good class use silences effectively. Phrases and ideas are not repeated too often and the voice
of the teacher needs to change often to keep attention. The pace needs to be varied-short
segments are more likely to hold attention than long ones. Pacing is determined by nature of
the students, the material to be covered, and the instructors own personal style. But
combined with classroom rules and effective allocation of time to ensure on-task behaviour,
pacing is an important element of effective instruction. Each of these four elements time

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allocation, engaged time, classroom rules and pacing helps establish effective instruction.
There are other important tactics, too, of course, summarizing, using feedback, encouraging
students interaction, and even planning seating arrangements. (Butt et al, 2010).
According to Honey ford (1982) a major limited factor in classroom is the teacher
only to his/her character, personality and competency play a large part in determining the
atmosphere of the learning, the short of relationships which exist, the style of communication
and the rules and regulations surrounding the formalities, but the teacher also performs a key
role in influencing the pupils view of himself and the sort of progress he/she makes.
Successful teaching learning situation has been defined as producing a high rate of work
involvement with a low rate of in academic settings.
Teachers Managerial Function in the Classroom: The teacher plays multiple roles
in the school. The role of teacher is assessed in terms of his/her attendance in the class,
completion of the course and interpersonal relation in the school. The critical managerial
functions of a teacher in elementary education are similar to those in other sectors. These
functions are:
Administration: Administration refers to the direction, control, management and
organization of human and material resources for educational growth and development.
Personnel Management: Planning and managing human resources is called personnel
management. It includes recruitment, transfer and redeployment; promotional opportunities
and performance appraisal systems, grievance redressed mechanisms and professional
development issues.
Planning: Planning is a systematic exercise of determining a future course of action in
accordance with identified objectives, needs, priorities and existing/likely capacities, within a
given time frame, reflecting cost-effective choices.
Financial Management: Financial management refers to mobilization, deployment and
efficient use of financial resources as per stated objectives and strategies.
Supervision, Monitoring and Support: Monitoring and facilitation of teaching learning
process, and other school development activities, for enhancing their quality through suitable
tools, methods and mechanisms. The focus is on school, because this is the unit where
primary learning takes place, and any effort to improve the quality should ultimately be
reflected here.
Information management and communication: Management of information as an
institutional resource is Information Management. It includes aspects of collection,

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processing, dissemination and use of information. Communication refers to the process of
exchange of information and feedback. (Ranjan & Rahman, 2010)
Teaching and learning are indispensable parts of any educational system. In this
sense, teaching and learning are inseparable. This makes the relationship between teaching
and learning the same as that which exists between teachings and learning the same as that
which exists between the mother and the child, the teacher is to teach and the child is to learn.
But the child is not a passive recipient of what the teacher proposes to give him; rather, he is
an active partner in the successful completion of the process. But all this takes place in an
environment which should be conducive to the acts of teaching and learning. (Iqbal. 2010)
Teacher plays a vital role in the society, classroom and character building of the
children.
Teacher Role in Classroom Management: Every society has an established set of
virtues and vice. It takes conscious and unconscious measures at various levels to promote
the virtues and eliminate the vice. The people reflect contradictions in their actions and in the
morality they profess. The people are seen violating the values they hold sacred in their
sermons and lectures. Such an atmosphere is hazardous for the immature and sensitive young
people who react and suffer from mental confusion and are led to believe that there are
certain values to be paid lip service only, whereas the practical needs of life demand an
altogether different set of values.
A teacher becomes a good teacher when he is sincere to his profession and
fulfils his duties with great enthusiasm and shoulders all his duties and responsibilities with
full commitment.
(i) Position Purpose: The classroom teacher is responsible for creating a positive and
disciplined learning environment in the classroom and in co-curricular activities.
(ii) Areas of Responsibility: The Classroom Teacher is responsible for maintaining a
positive and effective learning environment through:
Well-prepared and diverse lessons, which cater to the range of student abilities and
interests, Setting of realistic and challenging academic standards of students performance, A
challenging and realistic program of students homework, Prompt and comprehensive
attention to students work submitted for marking and supervision, Demonstrating
knowledge, competence and confidence in the relevant subject discipline, Demonstrating
commitment to teaching development through interest and attendance at appropriate in-
service courses, commitment to a program of professional study and /or reading, and ongoing

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links with relevant Professional Associations, Yard supervision, examination supervision and
excursions. Supporting Subject Masters in the administration of each subject discipline
including:
Curriculum planning and development.
Writing programs and maintaining registers, as required.
Keeping abreast of statutory requirements in curriculum expressed by the Board of Studies
and other professional bodies.
Implementing the Pastoral Care Policy and Program through the Home Group System, in
particular:
Building rapport with individual students.
Encouraging the growth of self-esteem in each student.
Identifying academic and personal issues which are impacting of the growth and
development of each student.
Attending and participating in the co-curricular life of the College/School through the
sporting and cultural calendar.
Teaching Ethics: Schools face an important challenge, doing their part in preparing
children and youth to be responsible, productive adults. Educators differ on how they should
teach character development, however, and one who should be responsible for teaching it.
Many believe ethical development is the responsibility of counselors or parents. Although
counselors and parents are undoubtedly the primary guides for children's ethical
development, teachers are in a key position to directly influence students. Let's look at past
work and current practice with the idea of strengthening our own role in the ethical
development of our students. (Susah, H 2004)
A teacher having good characteristics can create excellent qualities in his students. A
teacher by his knowledge, experience, best style of teaching and creating good discipline in
the classroom can create an ideal teaching and learning situation.
Teaching and learning situation: Teaching and learning situation occurs when students
and teachers with common interests come together for the purpose of developing an authentic
product or a service that is an application of their common interest. Teachers are a rich
resource for students when they examine their own interests in ways that reach far beyond
their content expertise and general classroom experience. However, when asked what special
talents and interests they have, many teachers fail to recognize their own interests as a

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valuable resource, or they recognize only those interests that relate to their current teaching
assignment.
The Students Growing Edge: So much for the teacher's own equipment and
personality. Look now at the interaction process itself, at the devices the teacher may use to
enhance the success of his efforts. The need for any teacher to know where the student stands
now in his knowledge. The target should always be the growing-edge of the student. It is true
that at a given time no two students have precisely the same growing-edge. One has more
knowledge than another; one has read the assigned textbook, another has not.(Allport, G.W
2010 )
Students Participation: Some of the principles may seem little more than pedagogical
routine. Yet they have a bearing on the most important of all factors in the teaching learning
situation. A medical student is thoroughly committed to his chosen profession and suitably
goaded by poverty, by zeal, or by spouse to pass the endless array of requirements, there is
still the fact that one medical subject may seem to him dull and lifeless, and another may
inspire him to put forth maximum learning effort. What principle is the teacher of the first
subject failing to observe? Why is his subject as he presents it dull and dead? In all
probability teacher is failing to maximize the student's opportunity for participation. A
student learns more by doing than by listening. The educational philosophy of John Dewey is
certainly correct in stressing this generalization.
So too is the Chinese adage (saying):
When I hear it I forget it
When I see it I remember it
When I do it I know it
Elements of Lectures: Lectures have their place. They can properly supplement
participation, or, to a greater extent than most lecturers realize, they can evoke it. When the
student asks a question, it shows students participation. Such participation can be woven into
a lecture, though available time limits its use. When a diagnosis is called for, let the student
try his hand at it before the instructor makes his pronouncement.
Ego- Involvement: But participation has deeper psychological significance. Who
participates? It is surely not the hands and voice of the student. In recent years psychologists
have had much to say concerning ego-involvement. In one sense is basic to all learning; in
another limited sense, it impedes it. In the broad sense, favourable to learning, we may say
ego-involvement is more or less identical with interest. By a principle of subsidization a

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student will learn to absorb and organize material that is consonant with his own interest
system.
Motivation: Most teachers and researchers agree today that student motivation is essential
for school performance. This includes motivation to accomplish academic goals, interest and
effort in academic work, perseverance in doing class work or homework, completion of
difficult tasks, self-regulation, risk taking, independent learning, etc.
Although experienced teachers often use a variety of methods and materials to
motivate and encourage students, there are some students who need little stimulation or
encouragement from their teachers. They buckle down on their own and immediately get into
the classroom lesson or home work assignment. They take responsibility for their own
learning. These students stay on task, do their assignments on time, and deal with academic
problems as they arise without getting bored, confused, or frustrated.
Many students, however, need to be motivated to reduce their perceived confusion or
boredom in class, and mediate potential frustration. Rather than concentrate on the school
work, they easily become distracted or withdraw from the risk; they tend to daydream,
doodle, stare out the window, or become disruptive. Because of their inability to stay focused
and try to clarify their lessons or assignments, their schoolwork becomes increasingly more
difficult. Eventually, they skip over difficult problems or just give up as if they were
attempting to get their medicine out of the way quickly.
Learners needs: On the occasions a teacher is asked to teach a session without much
background or with a fuzzy remit, teacher will find that there is very little alignment between
what you plan to teach and the learners needs. Again, discussing this and making a sensible
plan to meet needs is the best strategy. During and towards the end of the teaching session a
teacher needs to keep in sight how far the learners have traveled towards the learning goals,
where they may have gone off track and what further learning or practice may be required.
Teachers need to keep an eye on the tasks they want learners to achieve as well as the process
of learning, as both elements are required to ensure that learning needs are met. (Allport,
G.W 2010).

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Inclusive Classroom Teaching
Following is the role of teachers in the inclusive classroom
Curriculum Modification: Most teachers who teach in an inclusive classroom modify their
curricula to meet the needs of their special education students. Curriculum modifications can
include the provision of an audio taped text, shortened assignments and summarized chapters
of the textbook as well as tools such as graphic organizers and color-coded chapters to
enhance a student's level of comprehension.
Communication: It is important for inclusion teachers to advocate the needs of their
special students education by ensuring that resources such as peer tutoring, instructional
assistants, team teaching and staff development opportunities are available along with
consistent policies that assess the individual student's progress.
Teachers should also communicate regularly with the principal to make sure that head is
aware of the specific learning needs of the special education students and the academic
resources that are necessary for them to experience success in the inclusive classroom setting.
Classroom Environment: According to teachers vision, successful inclusion classrooms
are those that are taught by teachers and school personnel who believe in the academic
potential of their special children needs. It is also important for teachers to create a safe
classroom environment that allows special children need to learn alongside their peers while
experiencing positive socialization.
Managing Behaviour: Although inclusive classrooms can promote positive peer
interactions for special education students behavioral issues can arise that may
require a different disciplinary approach than that used with mainstream students.
Teachers may need to consider a developmentally appropriate method for managing
the behaviour of their special students needs. Common approaches often include a
system that allows a student to self-regulate and manage his own behaviour,
coupled with a reward system that reinforces the student's positive behaviours.
Professional Development: Many inclusion teachers attend in-service training or
professional development sessions to enhance their skills in curriculum modification,
instructional techniques and collaborative teaching strategies that allow special

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education teachers, specialists and mainstream teachers to team teach.(Omori, P
2010 )
It is the age of science & technology. A teacher teaches science, mathematics and
technology in the classroom so that his students not only become good scientists but also play
a vital role in the prosperity of their country.
Principles of Classroom Management: Science, mathematics, and technology are
defined as much by what they do and how they do it as they are by the results they achieve.
To understand them as ways of thinking and doing, as well as bodies of knowledge, requires
that students have some experience with the kinds of thought and action that are typical of
those fields. Teachers, therefore, should do the following:
Starting Point: Sound teaching usually begins with questions and phenomena that are
interesting and familiar to students, not with abstractions or phenomena outside their range of
perception, understanding, or knowledge. Students need to get acquainted with the things
around them including devices, organisms, materials, shapes, numbers and to observe them,
collect them, handle them, describe them, become puzzled by them, ask questions about
them, argue about them, and then try to find answers to their questions.
Provide Historical Perspectives: During their school years, students should encounter
many scientific ideas presented in historical context. Students can develop a sense of how
science really happens by learning something of the growth of scientific ideas, of the twists
and turns on the way to our current understanding of such ideas, of the roles played by
different investigators and commentators, and of the interplay between evidence and theory
over time.
History is important for the effective teaching of science, mathematics, and technology
also because it can lead to social perspectives, the influence of society on the development of
science and technology, and the impact of science and technology on society. It is important,
for example, for students to become aware that women and minorities have made significant
contributions in spite of the barriers put in their way by society; that the roots of science,
mathematics, and technology go back to the early Egyptian, Greek, Arabic, and Chinese
cultures; and that scientists bring to their work the values and prejudices of the cultures in
which they live.
Engage Students Actively: Students need to have many and varied opportunities for
collecting, sorting and cataloging, observing, note taking and sketching, interviewing,

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polling, surveying and using hand lenses, microscopes, thermometers, cameras, and other
common instruments. They should dissect; measure, count, graph, and compute; explore the
chemical properties of common substances; plant and cultivate; and systematically observe
the social behaviour of humans.
Concentrate on the Collection and Use of Evidence: Students should be given problems at
levels appropriate to their maturity that require them to decide what evidence is relevant and
to offer their own interpretations of what the evidence means? This puts a premium, just as
science does, on careful observation and thoughtful analysis. Students need guidance,
encouragement, and practice in collecting, sorting, and analyzing evidence, and in building
arguments based on it.
Clear Expression :
Effective oral and written communication is so important in every aspect of life that teachers
of every subject and at every level should place a high priority on it for all students. In
addition, science teachers should emphasize clear expression, because the role of evidence
and the unambiguous replication of evidence cannot be understood without some struggle to
express one's own procedures, findings, and ideas rigorously, and to decode the accounts of
others.
Team Approach: The collaborative nature of scientific and technological work should be
strongly reinforced by frequent group activity in the classroom. Scientists and engineers work
mostly in groups and less often as isolated investigators. Similarly, students should gain
experience sharing responsibility for learning with each other. In the process of coming to
common understandings, students in a group must frequently inform each other about
procedures and meanings, argue over findings, and assess how the task is progressing? In the
context of team responsibility, feedback and communication become more realistic and of a
character very different from the usual individualistic textbook, homework and recitation
approach.
Knowledge and Understanding: In science, conclusions and the methods that lead to
them are tightly coupled. The nature of inquiry depends on what is being investigated, and
what is learnt depends on the methods used? Science teaching that attempts solely to impart
to students the accumulated knowledge of a field leads to very little understanding and

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certainly not to the development of intellectual independence and facility. But then, to teach
scientific reasoning as a set of procedures separate from any particular substance the
scientific method," for instance is equally futile. Science teachers should help students to
acquire both scientific knowledge of the world and scientific habits of mind at the same time.
Emphasis on Memorization of Technical Vocabulary: Understanding rather than
vocabulary should be the main purpose of science teaching. However, unambiguous
terminology is also important in scientific communication and ultimately for understanding.
Some technical terms are therefore helpful for everyone, but the number of essential ones is
relatively small. If teachers introduce technical terms only as needed to clarify thinking and
promote effective communication, then students will gradually build a functional vocabulary
that will survive beyond the next test. For teachers to concentrate on vocabulary, however, is
to detrack from science as a process, to put learning for understanding in jeopardy, and to risk
being misled about what students have learned.
Science and Scientific Values: Science is more than a body of knowledge and a way of
accumulating and validating that knowledge. It is also a social activity that incorporates
certain human values. Holding curiosity, creativity, imagination, and beauty in high esteem is
certainly not confined to science, mathematics, and engineering any more than skepticism
and distaste for dogmatism are. However, they are all highly characteristic of the scientific
endeavor. In learning science, students should encounter such values as part of their
experience, not as empty claims. This suggests that teachers should strive to do the following:
(i) Welcome Questions: Science, mathematics, and technology do not create curiosity. They
accept it, foster it, incorporate it, reward it, discipline it and so does good science teaching.
Thus, science teachers should encourage students to raise questions about the material being
studied, help them learn to frame their questions clearly enough to begin to search for
answers, suggest to them productive ways for finding answers, and reward those who raise
and then pursue unusual but relevant questions. In the science classroom, wondering should
be as highly valued as knowing.
(ii) Reward Creativity: Scientists, mathematicians, and engineers prize the creative use
of imagination. The science classroom ought to be a place where creativity and invention as
qualities distinct from academic excellence are recognized and encouraged. Indeed, teachers

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can express their own creativity by inventing activities in which students' creativity and
imagination will pay off.
(iii) Encourage for questioning: Science, mathematics, and engineering prosper because
of the institutionalized skepticism of their practitioners. Their central tenet is that one's
evidence, logic, and claims will be questioned, and one's experiments will be subjected to
replication. In science classrooms, it should be the normal practice for teachers to raise such
questions as: How do we know? What is the evidence? What is the argument that interprets
the evidence? Are there alternative explanations or other ways of solving the problem that
could be better? The aim should be to get students into the habit of posing such questions and
framing answers.
(iv) Avoid Dogmatism: Students should experience science as a process for extending
understanding, not as unalterable truth. This means that teachers must take care not to convey
the impression that they themselves or the textbooks are absolute authorities whose
conclusions are always correct. By dealing with the credibility of scientific claims, the
overturn of accepted scientific beliefs, and what to make out of disagreements among
scientists, science teachers can help students to balance the necessity for accepting a great
deal of science on faith against the importance of keeping an open mind.
(v) Promote Aesthetic Responses: Many people regard science as cold and uninteresting.
However, a scientific understanding of, say, the formation of stars, the blue of the sky, or the
construction of the human heart need not displace the romantic and spiritual meanings of
such phenomena. Moreover, scientific knowledge makes additional aesthetic responses
possible such as to the diffracted pattern of street lights seen through a curtain, the pulse of
life in a microscopic organism, the cantilevered sweep of a bridge, the efficiency of
combustion in living cells, the history in a rock or a tree, an elegant mathematical proof.
Teachers of science, mathematics, and technology should establish a learning environment in
which students are able to broaden and deepen their response to the beauty of ideas, methods,
tools, structures, objects, and living organisms.
(vi) Science Teaching and Learning Anxieties: Teachers should recognize that for many
students, the learning of mathematics and science involves feelings of severe anxiety and fear
of failure. No doubt this results partly from what is taught and the way it is taught, and partly
from attitudes picked up incidentally very early in schooling from parents and teachers who

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are themselves ill at ease with science and mathematics. Far from dismissing math and
science anxiety as groundless, though, teachers should assure students that they understand
the problem and will work with them to overcome it. Teachers can take such measures as the
following:
(a) Build on Success: Teachers should make sure that students have some sense of success in
learning science and mathematics, and they should deemphasize getting all the right answers
as being the main criterion of success. After all, science itself, as Alfred North Whitehead
said, is never quite right. Understanding anything is never absolute, and it takes many forms.
Accordingly, teachers should strive to make all students particularly the less confident ones
are aware of their progress and should encourage them to continue studying. (American
Association for the Advancement of Science 1990)
(b) Provide Abundant Experience in Using Tools: Many students are fearful of using
laboratory instruments and other tools. Girls in particular suffer from the mistaken notion that
boys are naturally more adept at using tools. Starting in the earliest grades, all students should
gradually gain familiarity with tools and the proper use of tools. By the time they finish
school, all students should have had supervised experience with common hand tools,
soldering irons, electrical meters, drafting tools, optical and sound equipment, calculators,
and computers.
(c) Support the Roles of Girls and Minorities in Science: Because the scientific and
engineering professions have been predominantly male and white, female and minority
students could easily get the impression that these fields are beyond them or are otherwise
unsuited to them. This debilitating perception, all too often reinforced by the environment
outside the school, will persist unless teachers actively work to turn it around. Teachers
should select learning materials that illustrate the contributions of women and minorities,
bring in role models, and make it clear to female and minority students that they are expected
to study the same subjects at the same level as everyone else and to perform as well.
(d) Emphasis on Group Learning: A group approach has motivational value apart from the
need to use team learning (as noted earlier) to promote an understanding of how science and
engineering work. Overemphasis on competition among students for high grades distorts
what ought to be the prime motive for studying science: to find things out. Competition
among students in the science classroom may also result in many of them developing a

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dislike of science and losing their confidence in their ability to learn science. Group
approaches, the norm in science, have many advantages in education; for instance, they help
youngsters see that everyone can contribute to the attainment of common goals and that
progress does not depend on everyone's having the same abilities. (American Association for
the Advancement of

Objectives of the Study: The main objectives of the study were: To review the actual role
played by a teacher in teaching learning situation, To evaluate the role of teachers in
managing teaching learning situation, To identify the problems involved in managing
teaching learning situation by the teacher, To suggest solutions to the problems of managing
teaching learning situation.
Significance of the Study:
This study was an attempt to evaluate the role of teachers. It will be useful in the wider
context of the aims and objectives of education. It related to the management of teaching
learning situation for its effectiveness. It was aimed to influence the kind of lessons, they
planned and teach. It will be helpful in reducing discipline problems and provide guidelines
to deal effectively with such problems whenever they arise. The study will be also significant
to highlight the role of teachers to get better outcomes in teaching learning process. The study
will provide an insight into the methods of teaching, behaviour of teachers, motivational
techniques like praise, punishment and re-enforcement. It will help the teacher in establishing
a learning climate and give directions about conflict situation of teaching learning process.
The study will be useful for policy makers, educational planners and working teachers on
how to manage the teaching learning situation.
Research Methodology:
Population: The population of the study was as 901 students of secondary level
class 10
th
from science group and 24 science teachers of the respective classes.
Sample: The students of secondary level, science group class 10
th
, 180 (20%) and 24
(100%) science teachers of the respective classes were selected randomly as sample.
Data Analysis
The study was descriptive in nature. Two questionnaires on five point Likert Scale were
designed to collect information from students and teachers.
The research tools pilot tested on 15 students studying science subjects and 06 science
teachers. The purposes of pilot study were to eliminate ambiguity from items, identify

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problems in administering the questionnaires, and identify the aspects for the improvement of
research tools. Suitable changes were made in research tools and methodology of the study
under the guidance of three experts.
After finalizing the questionnaires were personally handed over to the respective respondents.
The data collected through questionnaires were cleaned, coded, tabulated and analyzed in
terms of Percentage and Mean Score.
Sample data:
No Subject questionnaires
delivered
Returned Percentage
1 Students 180 160 89%
2 Teachers 24 24 100%
The data collected through questionnaires were tabulated and analyzed in terms of
Percentage and Mean Score. Since the questionnaires consisted of five points, the rating scale
value was assigned to each of the five responses.
Strongly agree (SA)=5,Agree (A)=4,Uncertain(UNC)=3,Disagree(DA)=2, Strongly
Disagree(SD)=1. The mean value of each level was considered as: SDA=1-1.5, DA=1.5-
2.5, UNC=2.5-3.5, A=3.5-4.5,
Students Questionnaires Analysis:
The tables below findings from students questionnaires were made.

The Table 4.1.1 indicates that 100% of the respondents agreed with the statement that
teachers take class periods on time. While 4.72 mean score was between the levels of
strongly agreed. Hence the respondents supported the statement.
Table 4.1.1. Opinion about Class Periods
Item Statement Level Frequency % age Mean
Score
1
Teachers take class
periods on time.
SA
A
UNC
DA
SDA
116
44
-
-
-
73
27
-
-
-
4.72

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The table 4.1.2 shows that 100% of the respondents agreed with the statement that
teachers start their lectures in an exciting way. While 4.76 mean score fall the level of
strongly agreed. Hence, the respondents supported the statement.
Table.4.1.2. Opinion about starting the lectures
Score
2
Teachers start their
lectures in an exciting
way.
SA
A
UNC
DA
SDA
132
28
-
-
-
82
18
-
-
-
4.76

The table 4.1.3 indicates that 88% of the respondents agreed, 7% disagreed and 5% were
uncertain about the statement that teachers evaluate previous knowledge before the
announcement of a new lesson The mean score was 3.85 which fall in the level of
agreement. Hence the respondents supported the statement.
Table. 4.1.3. Opinion about previous knowledge
Score
3
Teachers evaluate
previous knowledge
before the announcement
of a new lesson.
SA
A
UNC
DA
SDA
36
104
8
8
4
23
65
5
5
2
3.85

Table 4.1.4 indicates that 45% of the respondents disagreed and 30% agreed with the
statement Teachers evaluate previous knowledge before the announcement of a new lesson
While the mean score was 2.67 which is in the level of agreement. Hence, mostly respondents
supported the statement.
Table .4.1.4. Opinion about Charts
Score
4
Teachers use charts in
support of their
teaching.
SA
A
UNC
DA
SDA
8
40
40
36
36
5
25
25
22
23
2.67

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Table 4.1.5 indicates that 100% of the respondents agreed with the statement that teachers use
White/Black Board Board in the class to make the concept clear. The mean score was 4.82
which show that all the respondents are strongly agreed with the statement.
Table. 4.1.5. Opinion about use of White / Black Board
Score
5
Teachers use White /
Black Board in the class
to make the concept
clear.
SA
A
UNC
DA
SDA
132
28
-
-
-
82
17
-
-
-
4.82
The table 4.1.6 indicates that 87% of the respondents disagreed and 13% were agreed with
the statement that teachers show pictures in the classroom to elaborate the actual position
The mean score 1.67 fall in the level of agreement. Hence, the respondents supported the
statement.
Table .4.1.6. Opinion about use of pictures
Score
6
Teachers show pictures
in classroom to
elaborate the actual
position.
SA
A
UNC
DA
SDA
8
12
-
40
100
5
8
-
25
62
1.67
Table 4.1.7 indicates that 81% of the respondents disagreed and 19% were agreed with the
statement that teachers show models during teaching in the class The mean score 1.93 fall
in the level of disagreed. Hence the respondents did not support the statement.
Table. 4.1.7. Opinion about use of Models
Score
7
Teacher show models
during their teaching in
the class.
SA
A
UNC
DA
SDA
10
20
-
50
80
7
12
-
31
50
1.93

Table 4.1.8 indicates that 64% of the respondents disagreed, 18% agreed and 18 were
uncertain about the statement that teachers show different scientific slides on projector to

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explain the lectures The mean score 2.33 fall in the level of disagreed. Hence, the
respondent did not support the statement.
Table. 4.1.8. Opinion about scientific slides
Score
8
Teachers show different
scientific slides on slide
projector to explain the
lectures.
SA
A
UNC
DA
SDA
5
22
30
67
36
4
14
18
42
22
2.33

The table 4.1.9 indicates that 60% of the respondents disagreed, 27% agreed and 12% were
uncertain about the statement that teachers take help from computer during their teaching
The mean score 2.27 fall in the level disagreed. Hence, the respondents did not support the
statement.
Table: 4.1.9. Opinion about use of Computer
Score
9
Teachers take help from
computer during their
teaching.
SA
A
UNC
DA
SDA
4
40
20
28
68
2
25
13
18
42
2.27

uncertain about the statement that teachers arrange practical help the students in practical in
laboratory The mean score 3.11, fall in the level of disagreed. Hence, the respondents
disagreed with the statement.
Table: 4.1.10. Opinion about practical in laboratory
Score
10
Teachers help the
students in practical in
laboratory.
SA
A
UNC
DA
SDA
48
28
16
30
38
30
18
10
19
23
3.11

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The table 4.1.11 indicates that 100% of the respondents agreed with the statement that
teachers teach lessons regularly in the class. The mean score was 4.80. Hence, the statement
accepted from the respondents.
Table: 4.1.11. Opinion about teaching lessons
Score
11
Teachers teach lessons
regularly in the class.
SA
A
UNC
DA
SDA
128
32
-
-
-
80.00
20.00
-
-
-
4.80

teachers explain the lessons are with the help of suitable examples. The mean score 4.82 fall
in the level of strongly agreed. Hence, the respondents supported the statement.
Table: 4.1.12. Opinion about example
Score
12
Teachers explain the
lessons are with the help
of suitable examples.
SA
A
UNC
DA
SDA
132
28
-
-
-
83
17
-
-
-
4.82

Table 4.1.13 indicates that 100% of the respondents agreed with the statement that lessons
are taught in full detail The mean score 4.75 fall in the level of agreement. Hence, the
respondents strongly accepted the statement.
Table: 4.1.13. Opinion about lessons are taught with full detail
Score
13
Lessons are taught with
full detail.
SA
A
UNC
DA
SDA
120
40
-
-
-
75..00
25.00
-
-
-
4.75

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The table 4.1.14 indicates that 98% of the respondents agreed and 2% were disagreed about
the statement that courses are completed on time The mean score 4.42, fall in the level of
strongly agreed. Hence, the statement accepted from the respondents.
Table: 4.1.14. Opinion about the Completion of courses
Score
14
Teachers complete the
courses on time.
SA
A
UNC
DA
SDA
80
76
-
4
-
50
48
-
2
-
4.42

The table 4.1.15 indicates that 98% of the respondents agreed and 2.% were uncertain about
the statement that teachers teaching style makes easier the process of learning easier The
mean score 4.27, fall in the level of strongly agreed. Hence, the respondent strongly
Table: 4.1.15: Opinion about teaching style
Score
15
Teachers teaching style
makes the process of
learning easier.
SA
A
UNC
DA
SDA
104
52
4
-
-
65
33
2
-
-
4.27

The table 4.1.16 indicates that 92% of the respondents agreed and 8% disagreed with the
statement that teachers use clear and simple language The mean score 4.42, fall in the level
of strongly agreed. Hence, the statement accepted from the respondents.
Table: 4.1.16: Opinion about use of language
Score
16
Teachers use clear and
simple language.
SA
A
UNC
DA
SDA
92
56
-
12
-
57
35
-
8
-
4.40

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Table 4.1.17 indicates that 95% of the respondents agreed and 3% were disagreed with the
statement that students are motivated to ask questions during instructions The mean score
4.40, fall in the level of strongly agreed. Hence, the respondents strongly supported the
statement.
Table: 4.1.17: Opinion about questions during instructions
Score
17
Students are motivated
to ask questions during
instructions.
SA
A
UNC
DA
SDA
76
76
4
4
-
48
47
2.
3
-
4.60

Table 4.1.18 indicates that 95% of the respondents agreed and 5% were disagreed
about the statement that students are encouraged by the teachers during their question answer
sessions. The mean score was 4.60 which shows that all the respondents were strongly agreed
with the statement.
Table: 4.1.18: Opinion about proper response
Score
18
Students are
encouraged by the
teachers during their
question answer
sessions.
SA
A
UNC
DA
SDA
120
32
-
-
8
75.00
20.00
-
-
5.00
4.60

The table 4.1.19 indicates that 85% of the respondents agreed, 12. % disagreed and 3% were
uncertain about the statement that teachers check students work at the end of each lesson
The mean score 4.05 fall in the level of agreed. Hence, most of respondents supported the
statement.
Table: 4.1.19: Opinion about checking of work
Score
20
Teachers check
students work at the
end of each lesson.
SA
A
UNC
DA
SDA
60
76
4
12
8
38
47
3
7
5
4.05

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Table 4.1.20 indicates that 85% of the respondents agreed, 8% disagreed and 7% were
uncertain about the statement that there is good teacher and student relationship in the
class. While mean score 4.25 falls in the level of agreed. Hence, respondents supported the
statement.
Table: 4.1.20: Opinion about teacher and student relationship
Score
25
There is good teacher
and student relationship
in the class.
SA
A
UNC
DA
SDA
80
56
12
8
4
50
35
8
5
2
4.25

teachers provide guidance to students in solution of various problems. While the mean
score 4.72 falls in the level of agreed. Hence, respondents supported the statement.
Table: 4.1.21. Opinion about guidance
Score
26
Teachers provide
guidance to students in
solution of their various
problems.
SA
A
UNC
DA
SDA
116
44
-
-
-
73
27
-
-
-
4.72

uncertain about the statement that teachers consult parents about educational problems.
While the mean score 4.02 fall in the level of agreed. Hence, the respondents supported the
statement.

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Table 4.1.22: Opinion about educational problems
Score
27
Teachers consult with
student, s parents about
their educational
problems.
SA
A
UNC
DA
SDA
52
76
20
8
4
33
48
12
5
2
4.02

Table 4.1.23 indicates that 95% of the respondents agreed and 5% were disagreed about the
statement that teachers treat all the students equally. The mean score was 4.57 which show
that all the respondents were strongly agreed with the statement.
Table: 4.1.23: Opinion about treating all the students equally
Score
29
Teachers treat all the
students equally.
SA
A
UNC
DA
SDA
112
40
-
4
4
70
25
-
3
2
4.57

The table 4.1.24 shows that 90% respondents agreed and only 10% were disagreed
with the statement Teacher provide additional help to weak students in case of their
difficulty. While the mean score 4.57 fall in the level of agreement. Hence, respondents
Table: 4.1.24. Opinion about additional help to weak students
Score
32
Teachers provide
additional help to weak
students in case of their
difficulty.
SA
A
UNC
DA
SDA
68
76
-
4
12
43
47
-
3
7
4.15

In the open ended question 50% respondents said that the class size is very huge, it is
difficult to handle learning activities. More than 40% respondents informed that physical
punishment culture is cause to damage the learners psychologically. Remaining percentage
was in the favor to less use of A.V. aids in the class for teaching learning purposes.

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Teachers Questionnaires Data:
The table 4.2.1 indicates that 83% of the respondents agreed and 17% were disagreed with
the statement that arrangement of light in your classroom is good. While the mean score
4.34 fall in level of agreed. Hence, the statement was accepted.
Table: 4.2.1: Opinion about light in your classroom
Score
1
Arrangement of light in
your classroom is good.
SA
A
UNC
DA
SDA
8
12
-
2
2
33
50
-
9
8
3.91

The table 4.2.2 indicates that 92% of the respondents agreed and 8% were disagreed with the
statement that condition of Black Board in their classroom is satisfactory. While the mean
score 4.25 between the level of agreed. Hence, the respondents supported the statement.
Table: 4.2.2: Opinion about Condition of Black Board in classroom
Score
2
Condition of Black
Board in your
classroom is
satisfactory.
SA
A
UNC
DA
SDA
12
10
-
-
2
50
42
-
-
8
4.25

The table 4.2.3 indicates that 75% of the respondents disagreed, 8.33% agreed and 16.67%
were uncertain about the statement that availability of audio visual aids in your institution is
excellent. While the mean score 2.08 fall in the level of disagreed. Hence, respondents

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Table: 4.2.3: Opinion about audio visual aids
Score
3
Availability of audio
visual aids in your
institution is excellent.
SA
A
UNC
DA
SDA
-
2
4
12
6
-
8
17
50
25
2.08

The table 4.2.4 indicates that 92% of the respondents agreed and 8% were uncertain about the
statement that discussion between teacher and taught is done during teaching learning
process. While the mean score 4.33 in the level of agreed. Hence, respondents supported the
statement.
Table: 4.2.4: Opinion about discussion
Score
4
Discussion between
teacher and taught is
always done during
teaching learning
process.
SA
A
UNC
DA
SDA
10
12
2
-
-
42
50
8
-
-
4.33

The table 4.2.5 shows that 100% of the respondents agreed with the statement that checking
of students assignment is done regularly. While the mean score 4.08 in the level of agreed.
Hence, respondents supported the statement.
Table: 4.2.5. Opinion about Marking of Assignments
Score
5
Marking of students
assignments is done
regularly.
SA
A
UNC
DA
SDA
2
22
-
-
-
8.33
91.67
-
-
-
4.08

The table 4.2.6 shows that 83% of the respondents agreed, 9% disagreed and 8% were
uncertain about the statement that lesson plan for each lesson is prepared before the class.
While the mean score 4.16 falls in agreed level. Hence, respondents supported the statement.

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Table: 4.2.6. Opinion about preparing a lesson plan
Score
6
Lesson plan for each
lesson is prepared
SA
A
UNC
DA
SDA
10
10
2
2
-
42
41
8
9
-
4.16

students are observed regularly during the lesson. While the mean score 4.25 in the level of
agreement. Hence, the statement accepted.
Table: 4.2.7.Opinion about students observation
Score
7
Students are observed
regularly during the
lesson.
SA
A
UNC
DA
SDA
6
18
-
-
-
25.00
75.00
-
-
-
4.25

Table 4.2.10 indicates that 83% of the respondents agreed, 8% disagreed and 9% were
uncertain about the statement that immediate feedback is given to the students to their
queries. While mean score 3.83 in the level of agreed. Hence, the respondents accepted the
statement.
Table: 4.2.08. Opinion about immediate feedback
Score
08
Immediate feedback is
given to the students to
their queries.
SA
A
UNC
DA
SDA
4
16
2
-
2
17
66
9
-
8
3.83

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Table 4.2.9 shows that 67 % of respondents agreed, 17% disagreed and 16% were uncertain
about the statement progress of students is regularly discussed with their parents. The mean
score 3.66 in the level of agreed. Hence, the respondents agreed with the statement.
Table: 4.2.9. Opinion about discussion with parents
Score
9
Progress of students is
regularly discussed with
their parents.
SA
A
UNC
DA
SDA
6
10
4
2
2
25
42
16
8
9
3.66

The table 4.2.10.indicates that 91% of the respondents agreed and 9% were uncertain about
the statement that they maintain the atmosphere of classroom is made interesting. The
mean score 4.33 in the level of agreed.which show that all the respondents were agreed with
the statement.
Table: 4.2.10. Classroom environment
Score
10
The classroom
environment is made
attractive.
SA
A
UNC
DA
SDA
10
12
2
-
-
41
50
9
-
-
4.33

The table 4.2.11 shows that 100% of respondents agreed, with the statement that the
students are motivated for learning daily. While the mean score 4.50 fall in the level of
agreed. Hence, the respondents accepted the statement.

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Table: 4.2.11: Opinion about motivation of students
Score
11
The students are always
motivated to applying
different technique to
enhance their learning.
SA
A
UNC
DA
SDA
12
12
-
-
-
50.00
50.00
-
-
-
4.50

The table: 4.2.12 indicates that 59% of the respondents disagreed 33% agreed and 8% were
uncertain about the statement The misbehavior of students is taken well care of. While the
mean score 2.66 fall in the level of disagreed. Hence, the respondents did not support the
statement.
Table: 4.2.16. Opinion about ignoring misbehavior of students
Score
12
The misbehavior of
students is taken well
care of.
SA
A
UNC
DA
SDA
2
6
2
10
4
8
25
8
42
17
2.66

The table 4.2.13 indicates that 83% of the respondents agreed and 17% were uncertain about
the statement proper reward is given to the students on their good work. While the mean
score 4.16 fall in the level of agreed. Hence, the respondents strongly accepted the statement.
Table: 4.2.13. Opinion about proper reward
Score
13
Proper reward is given
to the students on their
good work.
SA
A
UNC
DA
SDA
8
12
4
-
-
33
50
17
-
-
4.16

The table 4.2.14 shows that 100% of the respondents agreed with the statement
that rewards like Praise is given to students. While the mean score 4.08 fall in the
level of agreed. Hence, the statement accepted from the respondents.

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Table: 4.2.14. Opinion about reward (Praise)
Score
14

Rewards like Praise are
given to students
SA
A
UNC
DA
SDA
2
22
-
-
-
9
91
-
-
-
4.08

The table 4.2.15 shows that 59% of the respondents disagreed and 41% were agreed about
the statement that grades and other symbols are given to students. While the mean score
2.75 fall in the level of uncertain. Hence, the respondents were not in favor of the
statement.
Table: 4.2.15.Opinion about rewards (grades and symbols)
Score
15

Rewards like grades and
symbols are given to
students
SA
A
UNC
DA
SDA
-
10
-
12
2
-
41
-
50
9
2.75

The table 4.2.16 indicates that 83% of the respondents disagreed, 8% agreed and 9% were
uncertain about the statement that teaching aids like Television are used during teaching in
the classroom While the mean score 1.41 fall in the level of disagreed. Hence, the
respondents were disagreed the statement.
Table 4.2.16Opinion about use of Television
Score
16

Teaching aids like
Television are used
during teaching in the
classroom.
SA
A
UNC
DA
SDA
-
2
2
-
20
-
8
9
-
83
1.41

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The table 4.2.17 shows that 100% of the respondents were agreed about the statement
that teaching aids like Black Board/White Board are used during teaching in the classroom.
While the mean score 4.50 fall in the level of agreed. Hence, the respondents were favor in
the statement.
Table 4.2.17.Opinion about use of Black/White Board
Score
17

Teaching aids like Black
Board/White Board are used
during teaching in the
classroom.
SA
A
UNC
DA
SDA
12
12
-
-
-
50.00
50.00
-
-
-
4.50

The table 4.2.18 indicates that 75% of the respondents agreed, 16% disagreed and 8%
were uncertain about the statement that teachers are familiar with cognitive learning
activities While the mean score 3.75 fall in the level of agreed. Hence, the respondents
Table: 4.2.18. Opinion about cognitive learning activities
Score
18
Teachers are familiar
with cognitive learning
activities.
SA
A
UNC
DA
SDA
4
14
2
4
-
17
58
8
17
-
3.75

The table 4.2.19 shows that 83% of the respondents were agreed and 17% were uncertain
about the statement that teachers are aware of affective learning activities. While the mean
score 4.08 fall in the level of agreed. Hence, the statement supported from the respondents.

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Table: 4.2.19. Opinion about affective learning activities
Score
19
Teachers are aware of
affective learning
activities.
SA
A
UNC
DA
SDA
6
14
4
-
-
25
59
17
-
-
4.08

uncertain about the statement that teachers are aware of psychomotor learning activities
While the mean score 3.50 fall in the level of agreed. Hence, the respondents were agreed
with the statement.
Table: 4.2.20. Opinion about psychomotor learning activities
Score
20
Teachers are aware of
psychomotor learning
activities.
SA
A
UNC
DA
SDA
4
8
8
4
-
17
33
33
16
-
3.50

The table 4.2.25 shows that 92% of the respondents agreed and 8% were uncertain about the
statement that teachers kept in mind the course objectives while teaching. While the mean
score 4.33 fall in the level of agreed. Hence, the respondents supported the statement
strongly.
Table 4.2.21.Opinion about course objectives
Score
21
Teachers kept in mind
the course objectives
while teaching.
SA
A
UNC
DA
SDA
10
12
2
-
-
42
50
8
-
-
4.33

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The table 4.2.22 shows that 91% of the respondents agreed and 8% were uncertain about
the statement that teachers got training in prompt feedback to learners While the mean
score 4.00 fall in the level of agreed. Hence, the statement is accepted from the respondents.
Table: 4.2.22. Opinion about feedback to learners
Score
22
Teachers got training in
prompt feedback to
learners.
SA
A
UNC
DA
SDA
2
20
2
-
-
8
83
9
-
-
4.00

The table 4.2.23 indicates that 66% of the respondents disagreed, 17% agreed and 16.67%
were uncertain about the statement that teaching strategies like Group Discussion are used
during teaching learning process. The mean score 2.42 fall in the level of disagreed. Hence,
the respondents did not favor the statement.
Table: 4.2.23. Opinion about use of Group Discussions
Score
23

Teaching strategies like
Group Discussion are
used during teaching
learning process.
SA
A
UNC
DA
SDA
2
2
4
12
4
8
9
17
50
16
2.42

On open ended questions most of the respondents suggested there is need to improve
the class room environment with the help of induction of new furniture and equipments.
Mostly respondents suggested improving the teachers conduct to deal the students friendly it
will help to promote the confidence level of the learners.
Findings:
Findings of the data collected through questionnaires for students are given below:
1. Majority of the students (100%) agreed that teachers take periods on time and
teachers start their lectures in an exciting way. (Table 4.1.1, 4.1.2)
2. Majority of the students (87.50%) agreed that teachers evaluate previous knowledge
before the announcement of a new lesson. (Table 4.1.3).

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3. Minority of the respondents (45%) disagreed that teachers use charts in support of
their teaching. (Table 4.1.4).
4. Majority of the respondents (100%) agreed with the statement that teachers use White
/ Black Board in the class to make the concept clear.(Table 4.1.5).
5. Majority of the respondents disagreed with the statements that teachers show pictures
and models to elaborate the actual position. (Table 4.1.6, 4.1.7).
6. Majority of the respondents (64.38% and 60%) disagreed with the statements that
teachers show different scientific slides on slide projector to explain the lectures and
teachers take help from computer during their teaching respectively. (Table 4.1.8,
4.1.9)
7. Minority of the respondents (47.50%) agreed with the statements that teachers helps
the students in practical in laboratory. (Table 4.1.10).
8. Majority of the respondents (100%) agreed with the statements that teachers teach
lessons regularly in the class. (Table 4.1.11).
9. Majority of the respondents( 100%) agreed with the statements that lessons are
explain the lesson with the help of suitable examples and lessons are taught with full
detail of the topic respectively. (Table 4.1.12, 4.1.13)
10. Majority of the respondents (92.50%) agreed with the statement that teachers use
clear and simple language. (Table 4.1.16)
11. Majority of the respondents (95% and 95%) agreed with the statements that students
are motivated to ask questions during instructions and students are encouraged by the
teachers during their question answer sessions respectively. (Table 4.1.17, 4.1.18)
12. Majority of the respondents (96.25% and 85%) agreed with the statements that
teachers correct the wrong answer of students and teachers check students work at the
end of each lesson respectively. (Table 4.1.19, 4.1.20)
13. Majority of the respondents (97.50% and 67.50%) agreed with the statements that
teachers check different tests with keen interest and students can easily complete their
home work respectively. (Table 4.1.21, 4.1.22)

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14. Majority of the respondents (95% and 85%) agreed with the statements that students
feel happy when the teachers enters in the classroom and teachers remain happy
during his instructions respectively. (Table 4.1.23, 4.1.24)
15. Majority of the respondents (85% and 100%) agreed with the statements that there is
good teacher and student relationship in the class and teachers provide guidance to
students in solution of various problems. (Table 4.1.25, 4.1.26)
16. Majority of the respondents (79%) agreed that teachers consult the students parents
about their educational problems. (Table 4.1.27 )
17. Majority of the respondents (75%) agreed with the statement that students feel happy
after completing the experiments. (Table 4.1.33)
18. The problems described by the students studying science subjects were as: (93.75%)
stated that there are more than forty students in a class, (87.50%) said there is
punishment and insult by the teachers in the classroom, (91.25%) said that there is a
lack of use a.v. aids in the classroom and (81.25%) said that students use mobile
phone in the classroom. (Table 4.1.34)
Conclusion
On the basis of the findings of the study, following conclusions of were drawn:
Teachers were taking class periods on time.
Teachers started their lecture in an exciting way.
Teachers evaluated previous knowledge before the announcement of a new lesson.
Teachers use White / Black Board in the class to make the concept clear.
Teachers were not using pictures properly.
Teachers were not using models properly.
Teachers taught lessons regularly in the class.
Lessons were taught with full detail and with help of interesting examples.
Teachers were not showing different scientific slides on projector.
Teachers were using clear and simple language.
Teachers checked the students work at the end of each lesson.
Teachers checked different tests with keen interest.
Students felt happy when the teacher entered in the classroom.

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There was a good teacher and student relationship in the class.
Teachers provided guidance to students in solution of various problems.
Teachers consulted the students parents about their educational problems.
Teachers added to information during the educational tours.
Teachers treated all the students equally.
Teachers punished if students did not work.
Students wrote answers on White / Black Board.
Teachers provided additional help to weak students in the case of difficulty.
Students felt happy after completing the experiments.
Condition of Black Board in classroom was satisfactory.
Availability of audio visual aids was not excellent.
Students were given group work in the class.
Discussion between teacher and taught was not done during teaching learning process.
Marking of students assignments was done regularly.
Scoring of the test was done impartially.
The atmosphere of classroom was made interesting.
Physical punishment was given to students on their mistakes.
Black Boards / White Boards were properly used during teaching in the classroom.
Hence, it was concluded that teachers try to make conducive teaching/learning
environment by using Black Board in an effective way, using simple language, providing
guidance for the solution of various problems and granting additional help to weak students.
Further, students were given class work/activities in groups and their assignments were
marked and checked on daily basis. There was transparency in the evaluation process either
formative or summative and virtually, students were facilitated with immediate feedback.
However, availability of A.V.Aids was improper and consequently use of audio visual
aids like pictures, models and scientific slides on projector was unsatisfactory. Discussion on
topics and articles was not arranged in the classroom. Unfortunately, symbols and grades
were not awarded to the students. Further, modern technologies like computer and Internet
were not used during teaching learning process.

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Recommendations
Following recommendations are made on the basis of conclusions:
1. Teachers may use pictures in the classroom to elaborate the actual position.
2. Teachers may use models during teaching in the classroom.
3. Teachers may show scientific slides on slide projector to explain the lectures.
4. Maximum audio visual aids may be provided in the classroom.
5. Discussion method may be applied during teaching learning process.
6. Material rewards may be given to students.
7. Radio may use in the classroom for instructions.
8. T.V. may use in the classroom for instructions.
9. Internet may use in the classroom for latest information.
10. Experiments in science laboratory may increase.
11. All the teachers may keep in mind the mental level of students.
12. Teachers may give attention on the change of students behaviour.
13. Teachers may maintain complete discipline in the classroom during teaching.
14. Students may not use mobile phone in the classroom.
15. Headmaster may visit every class after a week.

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References
Allport, G.W (2010) The Teaching Learning Situation, Retrieved from www. google.com
visited on 24/02/2011.
American Association for the Advancement of Science (1990) Principles of Classroom
Management, Retrieved from
www.project2061.org/publication/sfaa/online/chap13.htm.
Bukhari, M. A. (2008) Plan Implementation and Management: 3
rd
edn. Study Guide for M.
A. (EPM), Islamabad: Allama Iqbal Open University.
Butt, A. T., Ahmad, T. & Ghazala, R. (2010) School and Classroom Management, Lahore:
Majeed Book Depot, Urdu Bazar.
Chochran,S.M. (2006) Policy, Practice and Politics in Teacher Education. Editorial from the
Journal of Teacher Education. California: Ajoint publication of Crown Press. Sage
Publication Company and Serving Leader Thousand Oaks.p.XIIV.
Charles, K. (1985) Curriculum and Instruction; An Introduction to Methods of Teaching.
London: Macmillon publishers Ltd.
Dunkin M.J. (1987). The International Encyclopedia of Teaching and Teacher Education,
New York: Progomon Press.
Emmor, E.T. Evertson, M.C. Clements, S.B. & Worshon. E.M (1997) Classroom
Management for Secondary Teachers (4
th
edition) U.S.A: Vircom Company.
Good T.L & Brophy, J.E (1997) Looking in Classroom (7
th
edition). USA: Addison
Wesley Educational Publishers Inc.
Government of Pakistan (2004) Situation Analysis of Teacher Education in Pakistan;
Towards a Strategic Framework for Teacher Education and Professional
Development, Islamabad: Ministry of Education.
Honey ford, R (1982) Starting Teaching, London, U.K: Croon Helm Ltd.
Iqbal, P. (2010) General Methods of Teaching, Lahore: Majeed Book Depot.
Omori, P (2010) Role of Teachers in an Inclusive Classroom Retrieved from http://
www.ehow.com/about.6803985-role-teacher-inclusive-classroom.html visited on
02/02/2011.

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Panda. S. (1997) Staff Development in Higher and Distance Education. New Delhi:
Aravali Books International.
Ramsey R.D. (1999) Lead, Follow or Get out of the way, California: Crowing Press
Inc. thousand OYKs.
Ranjan, N. and Rahman, N. ( 2010) Role of Teacher in Enhancing Learning
Achievements of Child & Emphasis on Teacher Skill Development, Knowledge
Building and ICT, Retrieved from
http://www.dhsekerala.gov.in/downloads/role_tech.pdf on December 28 2010.

Susah, H (2004) Teaching Ethics: The Role of Classroom Teacher, Retrieved from
http://findarticles.com/p/articles/mi visited from www.google.com visted on 24/02/2011.

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Annexure-A

Respected Respondents
Aslam-o-Alaikum!
I am a student of M. Phil leading to PhD (Education) enrolled in Preston University,
Islamabad. At present I am doing research work entitled Role of Teachers in Managing
Teaching Learning Situation for completion of my research work. Kindly read it carefully,
fill in the questionnaire asked for and give appropriate answers. Please also give your
suggestions in this regard.
The information given by you will be treated as confidential and be used only for the purpose
of research. I shall be grateful for your cooperation to complete the questionnaire.
Thanks.

Yours Sincerely,

M.Phil Leading to Ph.D. (Education)
Registration No:- 1093-308033

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(Questionnaire for Students)

Name of Student
Name of Institution
Note: Some statements are given below; please indicate your level of agreement by ticking
() the appropriate box.

Abbreviations:

SA = Strongly Agreed
A = Agreed
UNC = Uncertain
DA = Disagreed
SDA = Strongly Disagreed

SA A UNC DA SDA

1. Teachers take class periods on time.
2. Teachers start their lectures in an exciting
way.
3. Teachers evaluate pervious knowledge
before the announcement of new lesson.
4. Teachers use charts in support of their
teaching.
5. Teachers use white /Black Board in the class
to make the concept clear.

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SA A UNC DA SDA

6. Teachers show pictures in classroom.
to elaborate the actual position.
7. Teachers show models during their
teaching in the class.
8. Teachers show different scientific slides on
slide projector to explain the lecture.
9. Teachers take help from computer during
their teaching.
10. Teachers help the students in practical
in laboratory.
11. Teachers teach lessons regularly in the class.
12. Teachers explain the lesson with the help of
suitable examples.
13. Lessons are taught with full detail of topic.
14. Teachers complete the lessons on time.
15. Teachers teaching style make easier the
process of learning easier.

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SA A UNC DA SDA
16. Teachers use clear and simple language.
17. Students are motivated to ask questions
during instructions.
18. Students are encouraged by the teachers
during their question answer sessions.
19. Teachers correct the wrong answer of
students.
20. Teachers check students work at the
end of each lesson.
21. Teachers check different tests with keen
interest.
22. Students can easily complete their home
work.
23. Students feel happy when the teacher enters
in the classroom.
24. Teacher remain happy during his
instructions.
25. There is a good teacher and student
relationship in the class.
26. Teachers provide guidance to your students
in solution of various problems.

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SA A UNC DA SDA
27. Teachers consult the students parents
about their educational problems.
28. Teachers add information during the
educational tours.
29. Teachers treat all the students equally.
30. Students are punished if they dont work.
31. Students write answer on white/black board.
32. Teachers provide additional help to
weak students in case of their difficulty.
33. Students feel happy after completing
experiments.
34. Which problem do you face during lecture in the classroom? Please write below.
.
.
.....
.....
.
35. Please give suggestions to improve the standard of education in the classroom.
.

.

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AnnexureB

Respected Respondents
Aslam-0-Alaikum!
I am a student of M. Phil leading to PhD (Education) enrolled in Preston University,
Islamabad. At present I am doing research work entitled Role of Teachers in Managing
Teaching Learning Situation for completion of my research work. Kindly read it carefully,
fill in the questionnaire asked for and give appropriate answers. Please also give your
suggestions in this regard.
The information given by you will be treated as confidential and be used only for the
purpose of research. I shall be grateful for your cooperation to complete the questionnaire.
Thanks.
Yours
Sincerely,

M.Phil Leading to Ph.D. (Education)
Registration No:- 1093-308033

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(Questionnaire for Teachers)
Name of Teacher
Name of Institution
Academic qualification B.Sc M.Sc M.A Any other
Professional qualification B.Ed Bs.Ed Ms.Ed M.Ed
Teaching Experience
Less than five years Six to Ten years
11 to 15 years 16 to 20 years
More than 20 years
Number of periods assigned to you per week.
Less than 15 Periods 16-20 Periods
21-25 Periods 26-30 Periods
More than 30 Periods
Number of Students in your class.
Less than 30 Students 31-45 Students
46-60 Students 61-75 Students
More than 75 Students
Note: Some statements are given below; please indicate your level of agreement by ticking
() the appropriate box.
Abbreviations
SA = Strongly Agreed
A = Agreed
UNC = Uncertain
DA = Disagreed
SDA = Strongly Disagreed

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SA A UNC DA SDA
1. Arrangement of light in your classroom is good.
2. Condition of Black Board in your classroom is
satisfactory.
3. Availability of audio visual aids in your
institution is excellent.
4. Students are given group work in the class.
5. Discussion between teacher and taught is
done during teaching learning process.
6. Marking of students assignments is done
regularly.
7. Students help the teacher in checking of
assignments.
8. Lesson plan for each lesson is prepared
before class.

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SA A UNC DA SDA
9. Students are observed regularly during
the lesson.
10. Monthly review of your lessons is conducted.
11. Scoring of the tests is done impartially.
12. Immediate feedback is given to the students
to their queries.
13. Progress of students is regularly discussed
with their parents.
14. The atmosphere of classroom is made
interesting.
15. The students are motivated for learning daily.
16. The misbehaviour of students is taken well
care of.
17. Students are advised not to misbehave in the
class or outside school.
18. Physical punishment is given on students
on their mistakes.
20. Proper reward is given to the students
on their good work.
21. Following kinds of rewards are given to students:

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SA A UNC DA SDA
i. Praise
ii. Recognition
iii. Grades and other symbols
iv. Material rewards

22. Following teaching aids are used during
teaching in the classroom.
i. Television
ii. Radio
iii. Internet
iv. Black Board/White Board
v. Charts / Maps
vi. Models
vii. Projector
viii. Flash Cards

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SA A UNC DA SDA
23. Teachers are familiar with cognitive learning
activities.
24. Teachers are aware of affective learning
activities.
25. Teachers are aware of psychomotor learning
activities.
26. Teachers keep in mind the course objective
while teaching.
27. Teachers are trained in creative teaching
strategies.
28. Teachers got training in prompt feedback
to learners.
29. Following teaching strategies are used during teaching learning process:
i. Lecture
ii. Programmed instructions
iii. Project
iv. Group Discussion
v. Simulated (Role Playing)

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30. If there are some suggestions, especially regarding teaching learning situation in the
classroom, please write below:

Role of Teachers in Managing Teaching Learning Situation

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