Research Team for Development of Indicators for DIET Effectiveness

Chairman

Dr. P. PERUMALSAMY
Director Directorate of Teacher Education Research & Training Chennai 600 006

Consultant

Dr. S. MOHAN
Dean, Alagappa University, Karaikudi, Tamil Nadu

Experts Dr. P.Balasubramaniyan Former Professor & Head Department of Education University of Madras Chennai Dr. T.K. Swatantra Devi Professor Department of Educational Technology Bharathidasn University Tiruchirappali 620 023 Dr. K.N. Ilangovan Principal DIET Perundurai, Erode District Dr. Swaminathapillai Former Director Directorate of Distance Education Bharathiyar University Coimabtore Dr. V. Rengarajan Principal DIET Pudukkottai 622 004

Thiru. C. Rajapandiyan Principal DIET Triplicane, Chennai

Coordinators DTERT Thiru S. KUMAR Assistant Professor DTERT, Chennai DIET Dr. S. VINCNET DE APUL Senior Lecturer DIET, Pudkkottai 622 004

Research Team Members

Dr. Dr. R. ALAVANDAR Senior Lecturer DIET, Vadalur Cuddalore District Tmt. P. GOLDA GRENA RAJATHI Senior Lecturer DIET, Vanaramutty Thoothugudi District Thiru BALASUBRAMANIYAN Senior Lecturer DIET, Thirumoorthy Nagar Coimabtore District

Dr.S. VINCNET DE APUL Senior Lecturer DIET, Pudkkottai 622 004 Dr. K. VAIGUNDA VASAGAM Senior Lecturer DIET, Kumulur Tiruchirappalli District Thiru. ANTO BOOBALARAYAN Lecturer DIET, Manjure Ramanathapuram District

Thiru. J. INBARAJ Assistant Professor DTERT, Chennai

Field Investigators Tmt. Rohini, Senior Lecturer, DIET, Chennai Dr. S .Vincent De Paul, Senior Lecturer, DIET, Pudukkottai Dr. R. Alavandar, Senior Lecturer, DIET, Vadalur, Cuddalore Dt Dr. K. Vaigunda Vasagam, Senior Lecture, DIET, Kumulur, Trichy Dt Tmt. Isabella Gnana Jothi, Senior Lecturer, DIET, Kezhapalur, Perambalur Dt Thiry. K.Balasubramaniyan, Senior Lecturer, DIET, T. Nagar, Coimbatore Dt Tmt. A. Rita, Senior Lecturer, DIET, Thirumoorthynagar, Coimbatore Dt Thiru, Radhakrishanan, Senior Lecturer, DIET, Aduthurai, Tanjore Dt Dr. R. Natarajan, Senior lecturer, DIET, Krishnagiri Thiru. T.Dhauuskodi,, Senior Lecturer, DIET, Kalayarkoil, Sivagangai Dt Thiru. C.Selvarajan, Senior Lecturer, DIET, Kaliyampoondy, Kancheepuram Dr. Subramaniyan, Lecturer, DIET, Krishnagiri Thiru. P.Ponnusamy, Lecturer, DIET, Thirumoorthynagar, Coimbatore Dt Thiru. A.Chandrasekaran, Lecturer, DIET, Kaliyampoondy, Kancheepuram Dt Thiru. G.Velladurai, Lecturer, DIET, Palayampatti, Virudhunagar Dt

ACKNOWLEDGEMENT We express our sincere thanks to Mrs. J. Uma Maheswari,

Director, and Directorate of Teacher Education Research & Training for having mentored us through her cheerful leadership and approved the project and sanctioned the fund for its execution We success. We wish to thank Mr. Mohan Raj, Joint Director (Administration) for having provided us administrative support during the project period. We take this opportunity to thank Dr. S. Mohan, Dean, Alagappa University, Karaikudi for having given us constructive comments as a consultant for this project. We would like to thank Dr. P.Balasubramaniyan, former Head and Dr. Devi, Professor, Department of Education, Director, Education, University Directorate of of Madras, Distance University, of this SwaminathaPillai, Professor, Former of submit our special thanks to Dr. P. Perumalsamy, Joint

Director (Schemes) was instrumental in carrying out this project with

Education, Bharathiyar University, Coiambatore and Dr. T.K. Swatantra Department Bharathidasn Tiruchirappalli for having given us their valuable expert guidance and constructive project. We wish to thank Dr. V.Rengarajan, Principal, DIET, Pudukkottai, Dr.K,N,Ilangovan, Principal, DIET, Perundurai, and Mr.C.Rajapandiyan, Principal, DIET, Triplicane, Chennai for having given us their valuable comments as experts during the project period. We wish to thank Dr. N.Jamal Nassar, Senior Lecturer, DIET, and Pudukkottai for having provided us administrative support, as Course Director during the entire Data Analysis and Data Validation workshops. We wish to thank the management and principal of the Punitha Annal teacher training Institute, Keeranur, Pudukkottai District, for critical comments for the successful completion

having

provided

infrastructure

facilities

while

carrying

out

the

data

analysis and tool validation workshops. We are also indebted to principals, faculty and trainees of all DIETs in Tamilnadu for their cooperation in data collection for this project. We express our thanks to all the Filed Investigators of this project for having colleted data with ut most care and concern.

RESEARCH TEAM MEMBERS

FOREWORD
Since the dawn of history, education has continued to evolve, diversify and extend its coverage. To meet the challenges of

globalization, privatization and the tremendous growth of information and communication technology every nation needs to provide quality education to its citizens. In India also the policy makers have

introduced so many interventions to improve the quality of education. The first and foremost factor determining the quality in schools is the quality teacher education which is being provided to the prospective novice teachers. So the teacher educational institutions should be

effective in providing quality teacher education. The Directorate of Teacher Education Research 8s Training, is expected to document quality and effectiveness by employing a

comprehensive system of planning and evaluation in all major aspects of the institution. Planning and evaluation of teaching, research,

service, administration, and educational support should be thorough, broad based, integrated and appropriate. Institutional effectiveness

provides documentation of planning, assessment and the use of results in decision-making across a campus/ State. The role and responsibilities of DIET are entirely different from the normal teacher educational institutions. In DIETs, in addition to the pre-service teacher educational programmes, much concentration is

being given to professional development of elementary school teachers and Non-Formal Education. DIET has seven branches which are unique in their function but at the same time interdependent in executing each and every activity of the DIET. Hence the effectiveness of DIET is a complex and needs a detailed introspection. It needs a yardstick to measure its quality.

Vll

I appreciate the work done by the team of educationist from different wings of teacher of education in Tamilnadu viz., faculty of DTERT, DIETs, and Universities for bringing out a wonderful document on DIET Effectiveness consisting of 12 indicators. I hope this document will not only serve as a beacon to the state Tamilnadu but also to all over India. Director

Vlll

FELICITATION M. Kutralingam I.A.S., Secretary to Government, School Education Department, Secretariat, Fort St. George, Chennai - 600 009.

It is heartening to note that DTERT is making rapid strides in its consistent contribution to quality in elementary education, Research

and Monitoring. I learn that a lot of Research work is in progress in all the DIETs. Teachers are benefited through collaborative Action

Researches and Research studies related to class room processes. In pursuit of substantial fiscal assistance from MHRD, DIETs have been extending commendable District specific quality interventions to

schools. Likewise, DTERT has done quite a few state level Research Projects. The research has been project done "on with a have developing view to indicators assisting tool for all DIET

Effectiveness" Education themselves developed

Teacher assessing

Institutes by by way DTERT

and of

DIETs

reliable The

for of of

self-evaluation. the

battery acumen

instruments DTERT and

reflects

Research

DIETs. This research is the first of its kind in the country. I believe that this research document will be of immense help to educationists and policy makers and Teacher Educators working in SCERTs, SIEMATs and DIETs across the country for evaluating the performance of Teacher Education DTERT for Institutes its and DIETs across the to country. I congratulate Research.

commendable

contribution

Educational

I appreciate the members involved in the entire documentation process with utmost dedication.

SECRETARY

ix

FELICITATION

Thangam Thennarasu, Hon'ble Minister for Education, Secretariat, Fort St. George, Chennai - 600 009.

I am pleased to learn that DTERT is bringing out an exemplary Research document on "DIET effectiveness". Directorate of Teacher

Education, Research and Training, after availing the fiscal support from MHRD under X five year plan for Teacher Education, DIETs have

become quite vibrant. The conveyance of DIETs, DTERT, Universities and colleges of Teacher education has been quite rewarding in terms of Research and process documentation. DTERT, with the active Research Collaboration of DIET faculty members and university professors, has developed a battery of instruments to measure DIET effectiveness. This pioneering work will be very useful for SCERTs, SIEMAT, NCERT and NCTE DIETs to assess the the performance country. I Teacher Education Institutes and and the

across

Congratulate

DTERT

Documentation team members who have taken great pains to arrive at indicators influencing DIET effectiveness. I sincerely believe this book would be appreciated by educationists and policy makers. MINISTER FOR EDUCATION

EXECUTIVE SUMMARY

It has become imperative today for any organization or institution to be competitive globally as well as locally in order to deliver quality services to society. Teacher education institutions are the backbone of the quality education, teacher particularly at elementary (DIETs) school serving level. as So

elementary

education

institutes

nodal

resource centres at district level are expected to be exemplary service providers to the schools. The functioning of DIETs reflects a wider spectrum of quality across the country. They function as centres of academic excellence for the professional development of teachers and there are also certain institutes whose functioning leaves much to be desired (Govinda, 2000). They are effective for which a common, to be equally made vibrant and widely acceptable and statistically

quantifiable benchmarking is necessary. Indicators for measuring the effectiveness of DIETs should be evolved applying suitable statistical techniques. Realizing the importance of quality teacher training programmes the state apex body DTERT under X Five year plan 2004-05 has undertaken a major project titled "Development of Indicators for DIET Effectiveness". Hence a battery of Instruments has been developed for assessing the indicators that contribute to the effectiveness of DIETs. The first preparatory workshop was held during 16-18 May, 2005 and the research team discussed the project objectives, and research design in general and identified a limited number of benchmarks for DIET effectiveness to assist a comprehensive evaluation of institutions Functioning of Branches together separately and the delivery of

resources and programmes as a district nodal centre formed the basic criteria for the selection of indicators. The MHRD guidelines on DIETs, NCERT and NCTE documents on Teacher Education and the recent

11

social,

political and

and educational their implications

discourses for policy

on

quality on

of

elementary of

education

inputs

institutes

teacher education were referred to for evaluating 15 indicators. Later they have been clustered to 12 important indicators. They cover four broad areas: functions of branches, principal's leadership,

professionalism, institutional infrastructure and students' perception. Altogether 12 tools were developed. All the twelve developed tools were trialed out in Thiroor DIET and Namakkal DIET during May 14-15, 2005. The administered tools were scrutinized in the tool finalization workshop held during 19-5.2005 and 20-5-2005 at St.Theresa TTI,

Veeraganur, Madurai District. Ambiguous items were modified. A few more questions were added to verify the veracity of the responses as suggested by the experts. Then the modified tools were administered in all the 29 DIETs across the state by the research team personally during October 03.10.2005 and 05.10.2005. Documents such as records, registers,

logbooks were verified to ascertain the genuineness of data given. The data collected were scrutinized and the data analysis was done during the workshop held in October 14-15.2005 at Sahayamatha TTI, Keeranur, Pudukkottai District. Advanced statistical techniques like factor analysis were used for the validation of tools. The data validation workshop phase I was held in 23.02.2006 data at Sahayamatha TTI, Keeranur Pudukkottai District. The workshop phase II was held from 27.04.2006 to

validation

29.04.2006 at DIET, Pudukkottai. Except Infrastructure, factor analysis. the the indicator, eleven Principals' Perception were on DIET using

Indicators

developed

validated

Xll

Seven factors have been identified for PSTE Effectiveness Scale. They are Educational and Capacity Provisions Building and (LRCB) Products Performance and (EPP), and Learning Fieldwork (II),

Resources (PFW),

Personality

Development

(PD),

Innovations

Internship

Pedagogical Aspects (PA) and Pre-Internship Activities (PIA). Out of 8 envisaged dimensions for Work Experience Effectiveness Scale, 5 factors were extracted and they have been named Training, Developing Occupational Skills, Local Resources, Local Co-ordination

and Infrastructure Six factors out of 10 envisaged dimensions for DRU Effectiveness scale have emerged from factor analysis and they are named Field Activities, Materials, Development, Capacity Building, Monitoring,

Linkages and Evaluation Materials. Out of ten envisaged factors, for IFIC Effectiveness scale, five factors namely Training Design and Innovation, Training Process,

Training Strategies and impact, Pre-and Post Training Activities and Resourcing and Dissemination have emerged from the factor analysis In developing CMDE Effectiveness Scale, as many as five factors have emerged and have been named Evaluation, Resource Curriculum Supports and and

Material

Development,

Curriculum

Design,

Material Evaluation For the construction of ET Effectiveness Scale, Eight factors have emerged from the analysis and they & are named Utilization ICT of ET

Equipments, Availability

Resource of

Generation

Integration, of

Support, Materials,

Resources,

Development

Software

Professional Competence, Audio and Video Programmes and Resources and Research. Factor analysis of data for P&M Effectiveness Scale ends with Five factors named Professional Development and Support, Linkage,

Xlll

Planning, emerged

Realizing

UEE

goals

and

Evaluating

Institutions

have

For the development of DIET Faculty Perception on Principal's Leadership (DFPL), factor analysis helped the extraction of six factors namely Managerial Inter Skills, Personal Sensibility, Decision Making, Risk Taking of

Behaviour,

Relationship,

Financial

Accountability

Subordinates'. Four factors namely Professional Development, Human Resource Development, Academic Support, and Certification have emerged from factor analysis for a Scale on Professionalism Seven Activities, Values, factors of named the Teacher Learning Character preparation, Experience Building Co-curricular Environmental have emerged

Upkeep

Hostel, and

Teaching

Competence

from factor analysis for the Tool for Students' Perception on Functioning of DIET (SPFDIET) Four factors have emerged from the data for the tool namely Students' Perception on Availability and Use of Infrastructure in DIET (SPAUIDIET). The four factors and their names are: Classroom,

laboratory and Library facilities and Use, Play Ground and Sanitation Facilities, Computer Laboratory and Psychology laboratory facilities and Availability of Auditorium have emerged from factor analysis Since all the dimensions of the tool, Principals' Perception on DIET Infrastructure have items well designed related to structural

attributes of DIET and the tool was reviewed by experts, its content validity is established. The research team hopes that the battery of Instrument

consisting of 12 Indicators will do its mission with a clear vision.

Research team

14

CONTENTS Research Team Field Investigators Acknowledgement Foreword Felicitation Executive Summary Chapter I INTRODUCTION 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 1.11 1.12 1.13 1.14 Introduction Quality Education indicators Characteristics of Performance indicators Types of performance indicators Effectiveness and efficiency Teacher effectiveness The DIET guidelines (MHRD 1989) envisage the following as the key functions of DIETs Role of SSA Teacher Education in Tamil Nadu Pre-Service Teacher Education Branch (PSTE) Work Experience Branch (WE) District Resource Unit (DRU Branch) In Service Programme Field Interaction Innovation and Coordination Branch (IFIC) Curriculum Material Development and Evaluation Branch (CMDE) 1.15 1.16 1.17 1.18 1.19 Educational Technology Branch (ET) Planning and Management Branch (P&M) Need for the Study Objectives Conclusion ... ... ... ... ... ... 20 20 21 22 22 22 ... ... ... ... ... ... ... ... ... ... ... ... ... 1 1 5 6 9 10 14 15 15 17 17 18 19 ... ... ... ... ... ... i iii iv vi viii x

XV

Chapter II REVIEW OF RELATED STUDIES 2.1 2.2 2.2.1 2.2.2 2.2.3 2.2.4 2.2.5 2.2.6 2.2.7 2.2.8 2.3 2.3.1 2.3.2 2.3.3 2.3.4 2.3.5 2.4 2.5 Introduction Studies Done Abroad Pre-Service Teachers Physical Education In-Service Trainings Technology Art Education Principal Professional Development Organisational Effectiveness Studies done in our country Study on DIETs Pre-Service Teachers In-service trainings Technology Art Education Other Studies Conclusion Chapter III DEVELOPMENT OF INDICATORS 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 Introduction Development of Indicators: Process Functions of Branches Institutional Infrastructure Students' Perception PSTE Effectiveness WE Effectiveness DRU Effectiveness 69 69 70 71 71 71 72 72 23 24 24 33 34 37 43 44 45 50 56 57 58 59 64 65 66 67

16

3.9 3.10 3.11 3.12 3.13 3.14 3.15 3.16 3.17 3.18

IFIC Effectiveness CMDE Effectiveness ET Effectiveness P & M Effectiveness Principal's Leadership Professionalism Perception on Infrastructure Field Try Out Administration of Tools Conclusion

... ... ... ... ... ... ... ... ... ...

72 73 73 73 74 74 74 75 75 75

Chapter IV VALIDATION OF TOOLS 4.1 4.2 4.2.1 4.2.2 4.2.3 4.2.4 4.2.5 4.2.6 4.2.7 4.2.8 4.2.9 Introduction Pre-Service Effectiveness Teacher Education Effectiveness Scale (PSTEES) Introduction Factor Loadings Educational Provisions and Products (EPP) Learning Resources and Capacity Building (LRCB) Performance and Field Work (PFW) Personality Development (PD) Innovations and Internship (II) Pedagogical Aspects (PA) Pre-Internship Activities ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... 76 76 76 79 80 81 82 83 84 85 85 86 86 86 90 90 91 92

4.2.10 Conclusion 4.3 4.3.1 4.3.2 4.3.3 4.3.4 4.3.5 Work Experience Effectiveness Scale (WEES) Introduction Factor Loadings Training (TG) Developing Occupational Skills (DOS) Local Resources (LR)

17

4.3.7 4.3.8 4.3.9 4.4 4.4.1 4.4.2 4.4.3 4.4.4 4.4.5 4.4.6 4.4.7 4.4.8 4.4.9 4.5

Local Coordination (LR) Infrastructure (IS) Conclusion District (DRUES) Introduction Factor Loadings Field Activities (FA) Material Development (MD) Capacity Building (CB) Monitoring (MT) Linkages (LS) Evaluation of Materials (EM) Conclusion In-Service Innovation (IFICES) Introduction Factor Loadings Training Design and Innovation (TDI) Training Process (TP) Training Strategies and Impact (TSI] Pre and Post Training Activities (PPTA) Resourcing and Dissemination (RD) Conclusion Curriculum Material Development Effectiveness Scale (CMDEES) Introduction Factor Loadings Evaluation (EV) Curriculum & Material Development Curricular Design (CD) Resource Support (RS) & programmes and Coordination Resource Unit Effectiveness

... ... ... ... ... ... ... ... ... ... ... ... ...

93 93 94 Scale 94 94 96 97 98 98 99 99 100 100

Field Interaction Effectiveness Scale ... 101 ... ... ... ... ... ... ... ... 101 103 103 104 105 106 106 107

4.5.1 4.5.2 4.5.3 4.5.4 4.5.5 4.5.6 4.5.7 4.5.8 4.6 4.6.1 4.6.2 4.6.3 4.6.4 4.6.5 4.6.6

Evaluation ... 107 ... ... ... ... ... ... 107 110 110 Ill 112 113

A __
jib..

xviii

4.6.7 4.6.8 4.7.

Material Evaluation (ME) Conclusion Educational (ETES) Technology Effectiveness Scale

... ...

113 114

... ... ... ... ... ... ... ... ... ... ... ...

114 114 116 117 118 119 120 121 122 123 124 124

4.7.1 4.7.2 4.7.3 4.7.4 4.7.5 4.7.6 4.7.7 4.7.8 4.7.9

Introduction Factor Loadings Utilization of ET Equipments (UETE) Resource Generation 8s Integration (RGI) ICT Support (ICTS) Availability of Resources (AR] Development of Software Materials (DSM) Professional Competence (PC) Audio Video programmes (AV)

4.7.10 Resources and Research (RR) 4.7.11 Conclusion 4.8 Planning & Management Effectiveness Scale (PMES) 4.8.1 4.8.2 4.8.3 4.8.4 4.8.5 4.8.6 4.8.7 4.8.8 4.9 Introduction Factor Loadings Professional Development and Support (PDS) Integration / Linkages (IG / LS) Planning (PN) Research and Community Participation (RCP) Evaluation of Institutions (EI) Conclusion DIET Faculty Perception on Principal's Leadership (DFPPL) 4.9.1 4.9.2 4.9.3 4.9.4 4.9.5 4.9.6 Introduction Factor Loadings Managerial Skills (MS) Accessibility (AL) Empathy and Decision Making (EDM) Risk Taking Behavior (RTB)

... ... ... ... ... ... ... ... ...

125 125 128 128 129 130 130 131 131

... ... ... ... ... ... ...

132 132 135 135 136 137 137

i ....

ML

M ___

xix

4.9.7 4.9.8 4.9.9 4.10

Inter Personal Relationship (IPR) Financial Accountability of Subordinates (FAS) Conclusion A Scale on Professionalism (ASP)

... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...

138 138 138 139 139 140 141 142 142 143 143 143 143 146 146 148 148 149 149 149 150 150 150 150 152 152 152 153 153 154

4.10.1 Introduction 4.10.2 Factor Loadings 4.10.3 Professional Development (PD) 4.10.4 Linkages Academic Support (LAS) 4.10.5 Human Resource Development (HRD) 4.10.6 Certification (CT) 4.10.7 Conclusion 4.11

Students' Perception on Functioning of DIET (SPFDIET)

4.11.1 Introduction 4.11.2 Factor Loadings 4.11.3 Teacher Preparation (TP) 4.11.4 Co-curricular Activities (CCA) 4.11.5 Upkeep of the Hostel (UKH) 4.11.6 Learning Experience (LE) 4.11.7 Environmental Values (EV) 4.11.8 Teaching Competence (TC) 4.11.9 Character Building (CB) 4.11.10 Conclusion 4.12 Students' Perception on Availability and Use of Infrastructure in DIET (SPAUIDIET)

4.12.1 Introduction 4.12.2 Factor Loadings 4.12.3 Classroom, lab and Library facilities and use 4.12.4 Play ground and sanitation facilities 4.12.5 Computer laboratory and Psychology laboratory facilities 4.12.6 Availability of Auditorium 4.12.7 Conclusion

ait. -

iiL.

jt -

XX

4.13 4.14

Principals' Perception on DIET Infrastructure (PPDIETIS) Conclusion

... ...

154 158

Chapter V SUMMARY AND FINDINGS 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 Introduction Institutional Effectiveness DIET Effectiveness Need for the Study Objectives of the study Development of Indicators Validation of Indicators Tools Conclusion ... ... ... ... ... ... ... ... ... 159 159 160 160 161 161 162 162 163

ANNEXURB Indicators for DIET Effectiveness Pre-service Teacher Education Effectiveness Scale (PSTEES) PSTEES - Scoring Key Work Experience Effectiveness Scale (WEES) WEES-Scoring Key District Resource (DRUES) DRUES- Scoring Key In-service Field Interaction Innovation Coordination Effectiveness Scale (IFICES) IFICES- Scoring Keys Curriculum and Material Effectiveness Scale (CMDEES) CMDE - Scoring Key Educational (ETES) Technology Effectiveness Scale ... 190 Development ... ... 185 189 & ... ... 178 183 Unit Effectiveness Scale ... ... 174 177 ... ... ... ... 164 169 171 173 ... 164

21

ETES - Scoring Key Planning & Management Effectiveness Scale (PMES) PMES - Scoring Key DIET Faculty Perception on Principal's Leadership (DFPL) DFPL-Scoring Key A Scale on Professionalism (ASP) Key for a scale on Professionalism Student's Perception on Functioning of DIET (SPFDIET) SPFDIET - Scoring Key Student's Perception on Availability and Use of Infrastructure in DIET (SPAUIDIET) SPAUIDIET - Scoring Key Principals' Perception on DIET Infrastructure (PPDIETIS) PPDIETIS - Scoring Key

... ... ...

196 199 203

... ... ... ... ... ... ... ... ... ...

205 207 208 212 217 218 219 219 220 223

LIST OF TABLES Table 4.1 Table 4.2 Table 4.3 PSTEES Total Variance Explained Educational Provisions and Products (EPP) Learning Resources and Capacity Building (LRCB) Table 4.4 Table 4.5 Table 4.6 Table 4.7 Table 4.8 Table 4.9 Table 4.10 Performance and Field Work (PFW) Personality Development (PD) Innovations and Internship (II) Pedagogical Aspects (PA] Pre-Internship Activities WEES Total Variance Explained Training (TG) ... ... ... ... ... ... ... ... ... ... ... ... 82 83 84 85 85 87 90 91 92 93 93 ... ... 78 80

Table 4.11 Developing Occupational Skills (DOS) Table 4.12 Local Resources (LR) Table 4.13 Local Coordination (LR) Table 4.14 Infrastructure (IS) Table 4.15 DRU Effectiveness scale Total Variance Explained Table 4.16 Field Activities (FA) Table 4.17 Material Development (MD) Table 4.18 Capacity Building (CB) Table 4.19 Monitoring (MT) Table 4.20 Linkages (LS) Table 4.21 Evaluation of Materials (EM) Table 4.22 IFICES Total Variance Explained Table 4.23 Training Design and Innovation (TDI) Table 4.24 Training Process (TP) Table 4.25 Training Strategies and Impact (TSI) Table.4.26 Pre and Post Training Activities (PPTA) Table 4.27 Resourcing and Dissemination (RD)

... ... ... ... ... ... ... ... ... ... ... ... ... 97 98 98 99 99 100 101 103 104 105 106 106

23

Table 4.28 Table 4.29 Table 4.30 Table 4.31 Table 4.32 Table 4.33 Table 4.34 Table 4.35 Table 4.36 Table 4.37 Table 4.38 Table 4.39 Table 4.40 Table 4.41 Table 4.42 Table 4.43 Table 4.44 Table 4.45 Table 4.46 Table 4.47 Table 4.48 Table 4.49 Table 4.50 Table 4.51 Table 4.52 Table 4.53 Table 4.54 Table 4.55

CMDEES Total Variance Explained Evaluation Curriculum and Material Development (CMD) Curricular Design (CD) Resource Support (RS) Material Evaluation (ME) ETES Total Variance Explained Utilization of ET Equipments (UETE) Resource Generation 8s Integration (RGI) ICT Support (ICTS) Availability of Resources (AR) Development of Software Materials (DSM) Professional Competence (PC) Audio Video programmes (AV) Resources and Research (RR) PMES Total Variance Explained Professional Development and Support (PDS] Integration / Linkages (IG / LS) Planning (PN) Research and Community Participation (RCP] Evaluation of Institutions (EI) DFPPL Total Variance Explained Managerial Skills (MS) Accessibility (AL) Empathy and Decision Making (EDM] Risk Taking Behavior (RTB) Inter Personal Relationship (IPR) Financial Accountability of Subordinates (FAS)

108 110 111 112 113 113 115 117 118 119 120 121 122 123 124 125 128 129 130 130 131 132 135 136 137 137 138

138 139

Table 4.56

ASP Total Variance Explained

24

Table 4.57 Table 4.58 Table 4.59 Table 4.60 Table 4.61 Table 4.62 Table 4.63 Table 4.64 Table 4.65 Table 4.66 Table 4.67 Table 4.68 Table 4.69 Table 4.70 Table 4.71 Table 4.72

Professional Development (PD) Linkages Academic Support (LAS) Human Resource Development (HRD) Certification (CT) SPFDIET Total Variance Explained Teacher Preparation (TP) Co-curricular Activities (CCA] Upkeep of the Hostel (UKH) Learning Experience (LE) Environmental Values (EV) Teaching Competence (TC) Character Building (CB) SPAUIDIET Total Variance Explained Classroom, Lab and Library facilities and use Play ground and sanitation facilities Computer laboratory and Psychology laboratory facilities ...

... ... ... ... ... ... ... ... ... ... ... ... ...

141 142 142 143 144 146 148 148 149 149 149 150 151 152

...

152

... ... ...

153 153 154

Table 4.73 Availability of Auditorium Table 4.74 Principals'Perception on DIET Infrastructure

Chapter I INTRODUCTION
1.1 Introduction Tamil Nadu has emerged as a model for other states to follow in the field of school education. Tamil Nadu state is committed to the cause of quality elementary education for all. There are 30,844 primary schools with 66,69,704 students and 1,15,739 students with hearty 1:39 Teacher pupil Ratio. There all 5538 Elementary schools with

35,93,865 students and 61,719 teachers will 1:40 teacher pupil Ratio. The state Government has implemented many schemes for improving the quality of school education. Free text books to the work of 83.70 crores eight lakh have been distributed to students from standard I to XII. All students of XII have been given bicycles. A total of 56,783 teacher Posts have been filled up. 1274 new primary schools have been started. 395 Middle schools and 405 high schools have been upgraded. Access is almost 100% in Tamilnadu. A few habitations are blessed with EGS / AIE centers. 1.2 Quality Education indicators There is a danger of confusion when defining the terms 'efficiency' and 'effectiveness' and their descriptors 'internal' and 'external'.

According to Lockheed 8B Hanushek (1988, p22), Efficiency refers to a ratio between inputs and outputs. A more efficient system obtains more output for a given set of resource inputs, or achieves comparable levels of output for fewer inputs, other things equal. The output of education refers to that portion of student growth or development that
lt

can

reasonably be attributed to specific educational experiences. Definitions are adopted, it is clear that there are various policy options for

attempting to improve the output-input ratios, for example:

1)

Achieving existing output levels for cheaper or fewer inputs (e.g. by selecting low-cost building alternatives)

2)

Increasing absenteeism)

outputs

for

the

same

inputs

(e.g.

by

reducing

3)

Reallocating

existing

resources

to

new

inputs

which

increase

outputs (e.g. perhaps by spending less on teacher training and more on textbooks). It must be kept in mind that efficiency is not the only criterion for policy-makers, who must take account of a range of social, political, economic and educational considerations in arriving at judgments as to priorities for objectives and methods of achieving them. Nevertheless as Lockheed & Hanushek (1988, p21) point out when there are limited resources - as there always are - those resources should be used to promote society's objectives as fully as possible. They identify three important constraints on improving internal efficiency: (a) inadequate knowledge about internal effectiveness, (b) (c) Inadequate knowledge about costs in inputs, and Difficulty in obtaining appropriate information. Evidence on which to base decision-making is limited by these constraints. It is noteworthy that, while the World Bank has invested over $10 billion in education projects, research necessary to answer questions about the internal efficiency of education has been conducted in fewer than half a dozen instances. (Lockheed 8B Hanushek, 1988 pp 27-28). Inputs are conceived in broad terms, to include the complex interactions of students and teachers, as well as text-books, teachers' salaries, and so forth. Lockheed & Hanushek restrict the term

'efficiency' to monetary inputs and use 'effectiveness' for non-monetary inputs. Outputs expressed in non-monetary terms (e.g. learning) are 'internal' and outputs expressed in monetary terms (e.g. earnings) are 'external'. Hence external efficiency is equated with a cost-benefit ratio.

Unfortunately,

the

classification

is

marred

by

equating

internal

effectiveness with 'technical efficiency' and internal efficiency with 'cost effectiveness'. There are obvious difficulties with these definitions. For example, it is arguable as to exactly what should count as inputs, and how inputs might best be measured, even if all inputs are measurable. Similar difficulties apply to outputs. However, whatever precise the

concept of quality in education is not easy to define. Hawes 8s Stephens (1990) believe that quality is characterized by three inter-related and inter-dependent strands: (i) efficiency in meeting its goals; (ii) relevance to human and environmental conditions and needs; (iii) "something

more" that is the exploration of new ideas, the pursuit of excellence and the encouragement of creativity. If this is accepted, there might be debate about the relative importance of each strand, about what the goals should be, and about what is meant by "relevance". In particular one major goal might be equity, and it can be argued that equity considerations should be part of a broad view of effective schooling. Urwick 8B Junaidu towards (1991, quality, pp 19-20) which distinguish they describe two as contrasting "technical

orientations

efficiency" and "pedagogic". The 'technical efficiency' orientation focuses on the provision of basic school inputs (especially teachers, educational materials and learning time), their effect on academic achievement and the consequent priorities for investment. This orientation is

characterized by positivist assumptions and by attempts to measure production orientation functions towards through the quality large-scale of surveys. does The not 'pedagogic' give much

education

emphasis either to physical inputs or to their 'effects', but rather sees teaching skills, patterns of school organization and curricular content as the essential components of 'quality. In practice, there is a danger of over-emphasis on efficiency and on the use of quantitative indicators. Tipple (1990) points out the tendency to restrict to what can be

28

measured, and argues that 'the measurable thus assumes' unwarranted importance. Wilcox (1990, p39) warns that Performance indicators will seldom if ever will tell an be unambiguous an elusive tale. entity Quality which of educational precise

experience

always

evades

delineation. Wilcox suggests a range of possible indicators, including client based satisfaction on (using by questionnaires) advisers or and qualitative in indicators to

observation

inspectors

addition

achievement scores. The notion of 'value added' is important in making comparisons of assessment test results. In other words, the

effectiveness of a school depends not just on the final results of the students, but on what improvements in performance have been

achieved by those students while at the school. Indicators should take account of the social and economic contexts of the schools. Vulliamy (1987, pp 220-221) takes the view that in discussing effectiveness we should always ask "effectiveness for what and for whom?", and argues that The notion of effectiveness presupposes a consensus on the desired outcomes of schooling, which tends to disembody schools from their wider social, political and economic context. In the Papua New Guinean context, for example, it may be that a school with relatively poor examination results is providing a relatively better preparation than

other schools for those of its students who are likely to return home to their villages. It is true or that other most test to school as effectiveness the p70), research of uses quality. of

examination Nevertheless,

results

indicator The

according

Singh

(1991,

accumulation

research findings and evaluations of development projects have brought together schooling. a wealth of knowledge about the essentials for quality

Singh quotes Throsby 8B Gannicott (1990) that the following statements encapsulate the state of thinking on quality in education: * * * Trained teachers make a difference Class size is not relevant The provision of instructional materials is one of the most costeffective ways of raising the quality of education * Education is most effective if initial instruction uses the mother tongue * * * * * * 1.3 Lavish buildings and equipment will not raise quality Curriculum reform will not necessarily raise educational quality Examinations are a useful way of monitoring school quality Healthy well-fed children learn better Amount of learning time affects educational outcomes Quality depends on good de centralized education management Characteristics of Performance indicators Filz cubbon (1996) identifies the following characteristics > > > > > > > > > > > Information about units of manageable system Outcomes over which the staff members have influence Conceptualized out come Data feed back to district level and block level functionaries Valid and relate to goals. Accessibility Incorruptible Verifiable Improve in proportion to performance over time Cost-effective Have behavior implications.

30

1.4

Types of performance indicators Coopers and Lybrand (1988) to list out factors, they are relevant of three to the

performance

indicators.

According

them

major

types, viz. input indicators, process indicators and outcome indicators. They are further divided as follows.

Input
a) Pupil intake b) Resources g) Background h) Wider educational practice i) j) Organization Mutuality

Process Indicators
d) Staff e) Teacher deployment

Outcome indicators 1. Pupils'demeanor 2. Attendance 3. Participation in external activities 4. Performance in internal and external examinations.

Input Considerations
a. Staff Teacher Educator characteristics including qualification, staff demeanor, staff sick leave teacher turnover Pupils' demeanor, attendance, absenteeism, truancy, lateness, performance in internal activities. Participation in external activities, indictable offences recorded, Performance in external examinations by ages, other intellectual attainments, participation in sporting, social, cultural activities uptake of initial employment

Process Indicators

Outcome Indicators

a. Pupil Intake Socio economic background, cultural background. Innate ability, handicaps levels of expectations by pupils and parents, academic attainment on entry to each phase

b. Resource Number of teacher educators by year, number of support staff by type parental support book and library provision, technical facilities, recurrent expenditure by type c. Curriculum arrangements Core subject provision, no core subject options, particularized provision, examination options, curriculum co-ordination, curriculum documentation.

b. Teacher deployment Contact ratios, class sizes, mismatch (subject, training expenditure)

c. Background Accommodation levels and standards, historical background stability of organization, Institute environment (neighborhood)

Input Considerations
a. Staff Teacher Educator characteristics including qualification, staff demeanor, staff sick leave teacher turnover Pupils' demeanor, attendance, absenteeism, truancy, lateness, performance in internal activities. Participation in external activities, indictable offences recorded, Performance in external examinations by ages, other intellectual attainments, participation in sporting, social, cultural activities uptake of initial employment

Process Indicators

Outcome Indicators

a. Pupil Intake Socio economic background, cultural background. Innate ability, handicaps levels of expectations by pupils and parents, academic attainment on entry to each phase

b. Resource Number of teacher educators by year, number of support staff by type parental support book and library provision, technical facilities, recurrent expenditure by type c. Curriculum arrangements

b. Teacher deployment Contact ratios, class sizes, mismatch (subject, training expenditure)

c. Background

Performance indicators are part of performance data. When used with information, they give an indication of the current level of service performance. They help to answer the question; "Are we achieving what we set out to achieve?" Performance indicators become meaningful

when used as part of wider management information. This information is used for decision-making, forward planning, and problem solving and performance identifying review. the In short, more performance clearly and indicators allow contribute to to

problems

people

make

judgments on actions necessary to bring about improvements. Quality is important. Referring to work by Creemers, Peters 8s Reynolds (1989) and by Raudenbush & Willms (1991), Lockheed 8B Verspoor (1991, p19) state that recent research on the effect of schools on learning provides clear evidence that variations in the characteristics of schools are associated with variations in student outcomes. 1.5 Effectiveness and efficiency Bacchus (1991) identifies three major thrusts in efforts to improve the quality of basic education: *v* Raising the academic performance of students in the various

subjects offered in schools with the currently available resources. Such efforts are often referred to as attempting to improve the 'internal efficiency' of the schools. ^ Providing children with education that is most likely to help them improve the quality of their lives when they become adults. This approach is often referred to as attempting to raise the 'external efficiency' or the 'effectiveness' of schools. Increasing the rate of school enrollment by providing more school places and reducing the inequalities which currently exist between the sexes and between different regions in a country (Bacchus, 1991, pp 5-6). For example, it is arguable as to exactly what should

34

count as inputs, and how inputs might best be measured, even if all inputs are measurable. Similar difficulties apply to outputs. It must be kept in mind that efficiency is not the only criterion for policy-makers, who must take account of a range of social, political, economic and educational considerations in arriving at judgments as to priorities for objectives and methods of achieving them. Nevertheless as Lockheed & Hanushek (1988, p21) point out when there are limited resources - as there always are - those resources should be used to promote society's objectives as fully as possible. They identify three important constraints on improving internal efficiency: (a) inadequate knowledge about internal effectiveness (b) inadequate knowledge about costs in inputs, and (c) difficulty in obtaining appropriate information. Evidence on which to base decision-making is limited by these

constraints. It is noteworthy that, while the World Bank has invested over $10 billion in education projects, research necessary to answer questions about the internal efficiency of education has been conducted in fewer than half a dozen instances.(Lockheed 8B Hanushek, 1988 pp 27-28) 1.6 Teacher effectiveness Schiefelbein & Simmons (1981) reviewed research in more than 20 countries, and found that teachers without certificates in

educational training had students who tested as well as those with certificates in 19 out of 32 studies. They concluded, "Teacher

certification should be reviewed with caution as a way to increase student achievement". They also found that years of teacher experience was a significant determinant of student achievement in only 7 out of 19 studies, and that more years of teacher training was not related to higher student achievement in 5 out of 6 studies.

35

These rather discouraging results have led to further research. Avalos & Haddad (1981) conducted an extensive review and argued that "it does not seem reasonable to conclude that training has no effect upon existing achievement" pessimism, (p33). are Qualifications related to and training, behavior contrary and to

teacher

pupil

achievement, although it is not known how permanent this effect is nor what the optimum levels of qualifications are. Other findings from the Avalos & Haddad review were that some methods of teacher training (e.g. micro-teaching and simulation) appeared consistently effective in promoting changes in teaching techniques, that teacher expectations of students were important, and that the discovery/inquiry method proved in most cases to be superior in promoting higher levels of cognitive skills. On lower levels of cognitive achievement, teaching through

behavioral objectives was found to have an effect. Guthrie considerable relationship training as (1982), support between in for a the meta-analysis, hypothesis general and argued there that is a there is

that

positive

teachers'

education teachers'

and

professional as

independent

variables

performance

dependent variable. However the exact nature of the relationship is complex and varies considerably between different educational and

cultural contexts. Guthrie noted that considerable attention is needed for operational specification of the hypothesis according to the needs of individual countries. Much teacher effectiveness research appears to be inconclusive. In a more recent example from Thailand, based on grade 5

mathematics, Nitsaisook & Postlethwaite (1986) found that the larger context of the school in general is important as well as how the students perceive the task orientation, feedback, and structuring of teachers. The field of teaching effectiveness research has not yet arrived at a point where it knows exactly what makes a teacher effective, and clearly

36

further research is necessary. Those teachers that are task oriented and who have been trained both to deal quickly with procedural and

discipline problems in the classroom and to apply certain questioning techniques in large classes are successful, (p 437) It is to be noted that Lockheed & Verspoor (1991) regard lengthy pre-service pedagogical training as a 'blind alley' policy option. They argue for shortening teacher-training courses, and for emphasis on inservice training. The main ground for this recommendation appears to be cost; they quote data from 27 low-income and lower middle-income countries on the annual cost of teacher training as a multiple of general secondary education. The average ratio is 7.06, although the range is from 0.53 to a staggering 34.67. Lockheed & Verspoor summarise their chapter on Improving the Preparation and Motivation of Teachers as follows: A teaching. key An determinant effective of student should achievement possess at is the a quality of

teacher

least

thorough

knowledge of the subject matter being taught, an appropriate repertoire of pedagogical fails skills, to and motivation. The teaching force in many design

countries

meet

these

standards.

Governments

must

policies and programs aimed specifically at improving the academic and pedagogical strengthen preparation their of teachers and and providing incentives to The

motivation

professional

commitment.

challenge is particularly difficult for low income countries, which must not only improve the quality of the current teaching force but also expand its size if they are to achieve universal primary education. To address the problem of inadequate academic background,

countries will have to shift the general education component of teacher training to secondary schools, shorten pre-service teacher training, and improve the process of recruiting students for teacher training

institutions. Strategies for developing good pedagogical skills should

37

include

revising

the

admission

requirements, emphasizing

pedagogical

methods, and incorporating practice teaching into pre-service training. Improving teacher motivation is perhaps the trickiest task that

government's face in their effort to upgrade the teaching force. Doing so will require a variety of measures, such as paying adequate salaries and providing no salary for and benefits, improving working and and conditions, incentives support, offering for (p good 115-6)

opportunities performance,

professional

advancement supervision

strengthening

This last point is worth further investigation. According to Lillis (1992, p i ) , effective inspection and supervision is seen as one key to the complex issue of improving the quality and efficiency of basic education, the quality of educational management and the quality of educational attainment. However Lillis points out that little or no empirical evidence is available on which to judge the impact of inspection and supervision. It appears that evaluation research in this area is desirable; it is possible that appropriate training measures would be effective. Creating effective schools in developing countries requires three Elements: basic inputs, facilitating conditions and the will to change. The necessary inputs are A well-developed curriculum, in terms of both scope and sequence Sufficient instructional materials for students Adequate time for teaching and learning Teaching practices that encourage active student learning. The facilitating conditions are Community involvement; School-based professionalism (which includes the crucial role of the

38

Principal in school effectiveness, teacher collegiality and commitment, and autonomy balanced with accountability); Flexibility in curriculum and organization. The will to act includes vision and decentralization. Haddad et al (1990) give an extensive summary of empirical research findings; those which were published in the last decade are reproduced (in abbreviated form) in Lewin with Ross (1992, p 188-191). A particularly interesting aspect of the summary is that concerned with process factors, especially school share management. several We know that well-managed, an effective schools

characteristics:

they

display set high

orderly

environment, for student

emphasize

academic

achievement,

expectations

achievement, and are run by teachers or principals who expend an enormous amount of effort to produce effective teaching and encourage pupils to learn, no matter what their family background or gender. Few schools in developing countries display these features. (Haddad et al, 1990, p57) Haddad et al report that many of those who have observed the schooling process in both developed and developing countries

conclude that the most important factor governing how well pupils do in school is school management. Several studies have identified

headmaster education and experience as important variables that affect pupils' achievement 1.7 The DIET guidelines (MHRD 1989) envisage the following as the key functions of DIETs Training and orientation of the following target groups elementary school teachers, headmasters, officers of education department up to Block level: of NFE and adult Boards education of instructors and and Village persons supervisors; Education who will

members

District other

Education

Committees,

committee

clueless;

resource

conduct suitable programmes at the centers other than the DIET.

39

Academic and resource support to the elementary and adult education systems in the district on other ways. Action Research and experimentation to deal ask specific

problems of the district in achieving the objectively in the areas of elementary and adult education. 1.8 RoleofSSA SSA, Tamilnadu, has succeeded in getting funds from MHRD for implementing UEE in Tamil Nadu. Decentralized District and block

level planning has facilitated the sanctioning of additional classrooms, drinking water facility and toilets for the benefit of students. The

involvement of VEC in the construction of school buildings has ensured the use of quality building materials and transparency in utilization of finds allotted for the school. The inclusive education initiatives and thrust on give schooling through special programmes such as Kasturiba Balika Yojana have immensely benefited special focus group children. The appointment of special teachers and Block level monitors for

ensuring health care delivery to differently abled children at the Block level resource centre in an innovation that has bridged the gap believer the abled and differently abled children in school. The National Policy on Education (NPE) 1986 has made a

significant leap in the history of education in the post independent India. In the field of Teacher Education, District Institutes of Education and Training have been set up exclusively for the purpose of ensuring quality in the classroom processes at the elementary level. 1.9 Teacher Education in Tamil Nadu DTERT, the state apex body in Teacher Education Research and Training, is totally committed to the cause of preparation of quality elementary teachers and providing learner and learning centred in-

service training programmes for practicing Primary and Upper Primary

40

teachers. In addition it focuses on capacity building training of Teacher Educators in DIETs and BRCs. Under X five year plan for Teacher Education, in addition to SSA training programmes, DTERT and DIETs give need based district specific training to select practicing teachers. DTERT addresses the need of periodic supply of qualified teachers to the state by offering admission to DTE course through single window system. There are 29 DIETs, 9 Government TTIs 34 Minority TTIs and 230 unaided TTIs. DTERT has recently launched various programmes to improve the educational process in DIETs and lab schools. In partnership with

NIEPA, a teleconferencing was organized for DIET principals on Total Quality the Management. to This teleconferencing with the provided of opportunities national for level

principals

interact

experts

the

institution on quality management. The DTERT has provided capacity building programmes for the professional development of DIET Staff during the Tenth Five Year Plan Activities. The principals and selected senior lecturers are trained in managerial skills. An advanced research methodology course was

conducted for SL and principals to shape their research skills as good the DIET Staff have benefited from the programme. DIET Staff have been provided opportunities to participate international and national

level seminars and conferences. DIETs at zonal level have organized seminars for DIET faculty and teachers on important themes like school effectiveness, innovative practices. Moreover DIET faculties have visited other SCERTs and state level institutions to share and gain academic experiences. These capacity building programmes have helped DIETs in maximizing their academic positions at district levels. Quality of Teacher development programme critically depends on training strategies at pre-service and in-service levels. The periodic

41

curricular

renewal new

of trends

pre-service in by

teacher

education

takes

into

consideration updated

teaching and

learning

processes. the

Recently issue of

curriculum

(2001)

large,

addressed

balancing of the given frame work to teaching of subject knowledge and pedagogy. TTIs, have Consequently, achieved teacher-training balance institutions, in their like DIET and

maximum

pre-service

training

programme. Source books have also been prepared for DTEd., course. The learning DTERT has been experimenting based with joyful various teachinggroup

methodologies.

Competency

learning,

inspiration and activity-based learning, to name a few, have been well received by teachers. Teachers' response to the policy push towards new child - centred activity based learning is overwhelming. It has improved the quality of children's learning. 1.10 Pre-Service Teacher Education Branch (PSTE) PSTE school branch It would would organize prepare pre-service emergent by course teachers for to elementary respond to

teachers.

contemporary

classroom

situations

propagating

teacher

centered

education and focusing on their personality development. They would be well trained in the new teaching methodologies such as ABL, joyful learning and Multi guidance grade and teaching. to The branch and would NFE provide / AIE

psychological

counseling

schools

centers. It would support learning of disadvantaged groups. It would readily provide its curricular inputs into programmes and activities of their branches about from maintaining labs, arts and sports facility it would promote co-curricular activities in the DIET. 1.11 Work Experience Branch (WE) Ideas Rooted in Mahatma Gandhi's Basic Education, this branch was envisaged to dignify manual labor work related values among

trainees. This branch would identify locally relevant work experience

42

areas,

in

co-operation

with

other

branches

and

develop

sample

curricular units, TLM, Low-cost TLM, and Evaluation with in such areas. It would help educational activities in schools / AIE 8B EGS centers. For which it would conduct in-service training for teachers also providing work experience related inputs into all programmes and activities of their branches is the remit of WE branch maintenance and development. Campus is kept neat and tidy with this branch. Though sanitary workers pay visit to work areas, this branch would enable the institution to reach out to people breaking the social barriers between educated and illiterate masses. 1.12 District Resource Unit (DRU Branch) The DRU is included as a resource centre for the District reaching out via AE / NFE, early childhood education and collaboration with the social welfare and tribal department. This branch would be involved in planning, conducting and coordinating training and orientation

programmes for AIE / NFE which function in and outside the institute besides providing instructions to evaluate and monitor the quality and efficacy of the programmes other organized it for AE / NFE personal. In

coordination

with

branches,

would

develop

locally

relevant

curricular materials, TLM and also adopt existing materials. It would intensively interact with field workers of AIE / NFE and address their academic problems. The branch would provide input to all programmes of other branches especially pre and in-service branch, related to AIE / NFE programmes. It should maintain a database of AIE / NFE

Personnel who undergo training. It would help educational authorities to organize media support for literacy campaigns. Since alternative schooling strategies are redefined in tune with the changing literacy scenario, the branch has to reinvent itself to address the needs of functionaries of AIE and EGS in curriculum

43

training and evaluation. It should forge a meaningful identity with other structures involved in literacy initiatives. 1.13 In Service Programme Field Interaction Innovation and Coordination Branch (IFIC) IFIC would act as a single window service branch facilitating academic and administrative coordination of the in-service and

extension activities of all the other branches expect DRU. It would identify the training needs of teachers and prepare annual training calendar prioritizing the issues. It would not only organize the inservice training programmes for teachers but also conduct orientation programmes for resource person who training teachers. It is expected to conduct in-service programmes for teachers in distance made. About from conducting programme it would evaluate programme and monitor their quality and efficiency. It would maintain a database of all teachers and resource person who undergo in-service programme moreover is mandated to coordinate all the serious educational research activities and disseminate their findings properly. About all IFIC it is envisaged as a reference and resource centre for teachers who wish to continue their education. The IFIC branch is repositioning itself to cater to the needs of Block Resource Teachers and resource persons from CRCs other than the teachers themselves. These sub - district and sub-block resource structures need different orientation on training inputs. In fact, this branch teachers. is reorienting However, itself X to train year the trainers for rather train the

under

five

plan

Teacher

Education,

District - specific training programmes are directly given to teachers in some select blocks which has received wide acclaim in recent times.

44

1.14 Curriculum Material Development and Evaluation Branch (CMDE) The CMDE branch would serve as a centre for providing support in the area of development of local specific curriculum and materials, and evaluation for elementary schools as well as for AE / NFE centers at district level. It would customize existing curriculum and develop locally relevant curricular units and prepare specific teaching learning materials to fill gaps in the curriculum continuum. It would develop techniques and guidelines for continuous and summative evaluation. It would prepare item / question banks, evaluation tools and tests for diagnostic testing on remedial purpose. It would conduct on sample basis, achievement tests measuring students' competency attainment

levels. It would provide CMDE related inputs into programmes and activities of other branches in the DIET. The CMDE has extended its activities to coordinate state level and national level assessment surveys at district level. 1.15 Educational Technology Branch (ET) This branch would ensure that ET reaches out to all schools and centers for improving the quality of elementary each. It would devise simple and effective teaching aids from easily available materials

prepare low cost TLM for various segments and develop radio / audio materials for training. It would provide resource support and services to other branches in the DIET and to educational institutions and agencies in the district. It would maintain AV labs, equipments,

computer lab, and the

library of audio and video materials. It is

envisaged to train teachers in the effective utilization of educational broadcasts of telecasts, in the handling of AV equipments and in the preparation of low cost TLM. It would liaise with nearly local radio station / television station for arranging broadcasts for children.

45

This branch today is well equipped with EDUSAT networks for teleconferencing and video conferencing programmes. This uplinking

facility in each DIET enables educational personnel to interact with state and nation level experts on line. 1.16 Planning and Management Branch (P&M) The main focus of the branch would be to organize training programmes to the heads of schools, community members and field officers in educational planning and management and to provide feed back support for planning programmes of all branches of the DIET and District level structures. It would establish links between the block, field and the different branches of DIET. It would keep in view the alternative objective of universalization of elementary education by way of providing for access, enrolment, retention and standards. This

branch would maintain all appropriate database of the district required for planning exercise aimed at UPE goals and for monitoring progress. It is envisaged to conduct studies in enrolment, retention, and attendance on the effect of interventions, community perception and participation and the development norms and techniques for evaluation with a view to giving policy advice to Educational Planners regarding UEE of

institutions of the district. It is expected to provide technical assistance to educational activities in school mapping, It micro planning as the and model

institutional

planning

and

evaluation.

would

serve

branch to conduct all programmes to promote community involvement in elementary education. It would conduct programmes for

Headmasters, and Block level Educational Officers' coterie areas such as leadership, motivation, institutional planning is bested with the

branch. It would prepare

quintennial and annual institutional plans

and annual self-evaluation reports for the DIET. Above all, it would provide planning related inputs into all programmes and activities of other branches of DIET.

46 1.17 Need for the Study As a centrally sponsored scheme, DIETs have good infrastructure with buildings and equipments. There are some DIETs in the state whose programme is exemplary and other DIETs are carrying out the routine activities without fail. A few are lagging behind in conducting all the programmes as envisaged by 1989 guidelines. So it becomes imperative to study the functioning of DIETs in general and identify the indicators that are associated with effective functioning of DIETs. These indicators would serve as benchmarks to upscale the functioning of DIETs all over the state. Hence the present study has been proposed to evolve indicators for DIET effectiveness. 1.18 Objectives 1. To evolve strategies for identifying the indicators for DIET effectiveness. 2. 3. 4. To identify the indicators for effective functioning of DIET. To validate the identified indicators for DIET effectiveness. To prepare a tool based on validated indicators for assessing DIET effectiveness. 1.19 Conclusion In this chapter, brief introduction, about effectiveness and

functions of DIETs have been discussed. The next chapter deals with the review of related literature.

47

Chapter II REVIEW OF RELATED STUDIES

2. 1 Introduction A literature review is usually a survey of the status of knowledge on a defined educational topic. It makes the researcher familiar with the summary of previous researches, the writings of recognized experts,

what is already known, and what is still unknown, untested and thus provide a background for the development of the study undertaken. This brings the researcher to the proximity of the solution. The review of related studies refreshes the investigators' ideas, regarding the problem and helps in the whole process of research and makes that to be prominent. This chapter provides a comprehensive analysis of the national and international Education perspective including on the current status and of research in for

Teacher

DIET

effectiveness

implications

designing the plan of action for the better performance of DIETs. A battery of instruments has been developed and validated for assessing the indicators that contribute to the effectiveness of DIETs. To a limited extent, Teacher effectiveness has also been examined. The investigators identified 49 studies related to Teacher Education including DIET

effectiveness of which, there is 42 studies conducted abroad and nine studies conducted in India. An attempt has been made by the

investigators to correlate the studies made undertaken abroad and in India with the project for identifying the indicators for DIET

effectiveness.

48

2.2

Studies Done Abroad Among the studies conducted one on abroad, physical thirteen were for conducted the pre-

among

pre-service

teachers,

education

service teachers, four on in-service training programmes and their need assessment, six impact of on Technology use, one use, reasons on of art the for technology two six use and were were

technology on the

education, Principal,

studies studies

conducted

administration

conducted on the professional development of the teachers and nine studies were conducted to know the effectiveness of the organisation concerned. The collected studies were organized and the abstracts of them are given below. 2.2.1 Pre-Service Teachers Pyburn, facilitating Connie Sue (2001) in administered the action a case study on This

pre-service

teachers

research

process.

work documents, what conduct action

happens when pre-service studies at during St. their

teachers voluntarily teaching in to or

research

practice College how

internship. Wisconsin

Education were

students the

Norbert to

Northeast do action

offered

opportunity

learn

research in order to improve their own practice teaching. Five studentteachers participated in the action research group. This study

documents the five student-teachers' processing of the action research steps as well as the role of the facilitator throughout the process. Analysis focuses on the conclusions drawn from this experience to offer recommendations for others considering offering voluntary action

research groups for pre-service teachers. Pyburn, Connie Sue. (2001) conducted a study on the Pre-

service and in-service teachers' preference for four models of helping. The purpose of this study was to determine pre-service and in-service teacher preference for four models of helping offered by a school

49

psychologist. 128 in-service and 460 pre-service teachers were surveyed about preferences. Although direct Behavioral Consultation was

generally preferred as a model of helping, teachers did not select this option when presented with specific academic, behavioral or social / emotional problems. In-service teachers preferred to refer to the

psychologist testing significantly more often than pre-service teachers and consistently preferred teachers less involvement higher with teaching the school on

psychologist.

In-service

reported

efficacy

the Teacher Efficacy Scale than pre-service teachers. Teaching efficacy was a significant predictor for specific helping, models for both preservice and in-service teachers as well as in the problem severity ratings of in-service teachers. Godwin, Denise M. (2002) conducted a qualitative study of the perceptions of six pre-service teachers: implementing oral and written retelling strategies in teaching reading to students with learning

disabilities. The purpose of this study was to explore how six pre-service teachers perceived their student teaching experiences while using the oral and written retelling strategy in teaching students with learning disabilities. A look at how pre-service teacher training may influence the characteristics, attitudes, and teaching methods, were examined in assisting qualitative in the development design, in of the an form effective of a with reading case teacher. A

research

study

approach disabilities,

encompassing

pre-service

teachers,

children

learning

and the teaching of reading using the oral and written retelling strategy was employed. A convenient sampling was used. The six subjects were completing their student teaching semester in four elementary schools, one middle school, and one high school, five in a varying exceptionality setting and one in an inclusion setting. Data included written surveys, weekly audio taped focus group sessions, written samples of retells, analysis of scores, and observation/debriefing. Quantitative data was

50

included with the retelling scores of the six classes. It can be concluded from the findings that the six student-teachers successfully engaged in retelling increasing and oral activities, reading language finding skills, in it a positive and productive vocabulary students strategy in

writing 2nd to

proficiency, 10th grade

experiences learning

with

disabilities. It was also suggested that the sharing of student teaching experiences debriefing, in weekly the sessions, pre-service coupled teachers with to an observation a and

enabled

experience

positive

growth of confidence and competency. Owen Pamela Mae, (2002) conducted a study entitled "Bridging theory and practice: student-teachers use the project approach." The purpose of this study was to see if student-teachers could bridge the gap between what is taught in higher education courses and what they observe practised in primary school classrooms by implementing

developmentally appropriate practices through the use of the Project Approach promoted by Lilian Katz and Sylvia Chard. Two student-

teachers provided the data for this qualitative study. The case studies consisted of interviews, observations, and documentation examination. Positive attitudes towards research and theory emerged. In this

particular study, providing the framework of the Project Approach aided the student-teachers in implementing developmentally appropriate

practices. Mc Donald, Linda Marie, (2003) investigated the perceptions of pre-service development educators, personnel in-service regarding educators, effective and professional for learning

methods

technology integration skills. A survey was distributed to compare preservice educators, in-service educators and professional development

personnel's perceived effectiveness of eight training methods (N=759). The four research questions examined were: do differences exist among pre-service educators, in-service educators, and professional

51

development methods

personnel

in

the

perceived integration

effectiveness (i) skills?

of

different

for learning

technology

ii) Categorized

by age? iii) method of instruction? iv) Locus of control? All groups were measured for similarities and differences in preferences on credit

classes, workshops, open computer labs, technology personnel support, peer support, online help, printed documentation, and trial and error. This study indicated that the most effective training methods were

technical support, peer support, and credit courses. The least effective training methods were online help, printed documentation, workshops, and computer labs. Age, amount of training hours, and locus of control score did training preference. Roehring, Alysia Deanne, (2003) made a study on the effects of mentoring of beginning teacher effectiveness and student outcomes. The purpose of this study was to compare the impact of an intensive experimental mentoring program and a more traditional beginning

teacher mentoring. Early primary (K-2) teachers in the experimental program (N-3) would be more successful in improving their classroom practices (i.e, becoming more like those of their exemplary teacher

mentors) than beginning teachers in the comparison group (N=3 who had more typical teachers as mentors. These results are presented as case studies of individual teacher's classroom changes and mentoring experiences, classrooms mentors which and were developed from qualitative interviews records of observations conducted reading, of

mentoring date

interactions, (i.e, running

with writing

and

student

samples and motivation interviews. Student engagement in cognitively demanding literacy activities did not systematically differ by treatment group either. Stephens, Earnest Bernard, (2003) examined the effectiveness

of a program on cultural tolerance and diversity for teacher education candidates. The purpose of this study was to assess the effectiveness of

52

a training program in increasing teacher education candidates' levels of cultural cultural tolerance. tolerance Information was obtained regarding through the candidates' and levels of data

pre-test

post-test

using the Pluralism and Diversity Attitude Assessment. The results of the research suggest that the cultural tolerance and diversity program did not significantly improve teacher education candidates' overall

attitudes toward diversity compared to those who did not participate in the program. However, the overall attitudes towards diversity of the treatment group changed significantly over the course of the study, while the overall attitudes of the control group remained the same. Due to the significant change in the overall attitudes of the treatment group, it is possible that the tolerance and diversity program can be utilized in the area of teacher education when focusing on culture, tolerance, and diversity. One aspect of the program focused on the harm that could be possibly sustained by a student if he or she was" different". The

importance of treating each student fairly was stressed in the program. The tolerance and diversity program also has the potential to serve as a program that could be utilized to meet standards set forth by the National Council for Accreditation of Teacher Education (NCATE). One of the year 2000 standards set forth by NCATE focused on diversity. NCATE stressed that all teacher education candidates should have the ability to create a climate that promotes and values diversity. An aspect of the tolerance and diversity program focused on the importance of making all students in a classroom feel important and the importance of having students value what is unique about themselves and each other instead of being ashamed or afraid. It is also possible that the tolerance and diversity program can be a tool that can be utilized in the area of student development to foster dialogue regarding the ever-changing face of society, and the importance of being able to fit in and survive in such a society. The program also has the potential to help in the moral

53

development

of

students.

The

program

stressed

the

importance

of

fairness regardless of race or cultural differences. Troutman, effectiveness of Yolanda teacher Renee Heath, as (2003) by researched proteges. the Two

mentoring

perceived

hundred surveys were disseminated to a public school district in a southeastern state in order to examine the perceptions of the

effectiveness of mentoring by the proteges. One hundred and seven of the surveys were returned. Based on the results of the study it was concluded specifically assistance, that in and teachers terms of perceive mentoring as effective in general, technical of

induction/initiation, development.

interaction,

professional

Mentoring

perceptions

effectiveness were higher by those teachers who were new to a district or school as opposed to new teachers. Mentoring was perceived as being effective to teachers at different higher at grade the levels. Mentoring

perceptions

of effectiveness

were

middle

grades/junior

high school level as opposed to those at the elementary level. The study also indicated that the perception of the effectiveness of mentoring is not significant as it related to teaching experience or teacher education level. Irving (2004) made a study on "Pre-service science teachers' use of educational teacher technology preparation during at the student teaching". of The secondary provides a

science model

University for

Virgina

technology

enrichment

program

pre-service

teachers.

Important features of this program include an introductory course with an educational technology component, an educational technology

course focused on technology uses in teaching science and mathematics and a secondary effective to science methods class where pre-service and with teachers experience technology

observe

technology design and

integration implement

models lesson

opportunities

components. This study explores the use of educational technology

54

during student teaching by 15 secondary science pre-service teachers who have completed this technology rich program. The data corpus includes pre and post questionnaires and formal interviews, 63 hours of classroom observations, 335 lesson plans and artifacts collected during the student teaching experience. Participants reported adequate skills and intent to use educational technology during their student teaching and the secondary for used school placement with sites provided In adequate many lessons. the

opportunities participants

teaching educational planned

technology. for

addition,

technology

inquiry-bared lessons in

Student-teachers

and

implemented

which

educational technology was used primarily by the student-teacher in a supporting role in the classroom and successfully identified appropriate educational technologies that fit their curriculum topics. The findings include three factors that influenced student-teacher use of educational technology: Co-operative concerns Teacher attitudes towards technology level, use;

student-teacher

regarding

achievement

behavioral

characteristics and technology skills levels of the secondary students; and access/reliability issue. Onchwari, Jacqueline, (2004) organized a study labelled "Preservice and in-service teachers' perceived preparedness to help early childhood and elementary children cope with stress and develop

resilience". This study investigated 160 pre-service, and 55 in-service teachers' perceived levels of preparedness childhood and elementary education to handle as stress well as in early develop

students,

resilience in the children. A survey, with 3 distinct sections that yielded both qualitative and quantitative data, was used to collect data. Data were analyzed both statistically and qualitatively. Results showed that, on the average, pre-service and in-service teachers perceived themselves as moderately prepared to handle stress in their students. Forty three percent of the participants felt well prepared, and 23 percent felt poorly

55

prepared. T- test statistical procedures found no significant differences between pre-service and in- service teachers in their perceived level of preparedness to handle stress in children. A one ANOVA indicated that pre-service teachers and in-service teachers felt better prepared to deal with school related stressors than they were with family and society related stressors. among Additionally pre-service there were from statistically four significant

differences

teachers

teacher preparation

institutions, in their perceived preparedness to handle stress in their students. Ewell, Pamela Sue Cooper, (2005) investigated the pre-service teacher perceptions of intensive field experiences and classroom teacher mentoring. three This qualitative teachers case who study examined in a the experiences of

pre-service

enrolled

teacher

preparation

program that was conceived and implemented though a collaborative effort between a college, a K-12 school, and a regional education agency. Specifically, this study uncovered the perceptions of the pre-service

teachers as they were mentored by a classroom teacher throughout the program's three-year extensive field experiences, and the perceptions

of mentoring by the classroom teacher. The findings point to the strong benefits of extended and extensive field experiences in K-12 classroom for pre-service teachers. The pre-service teachers reported benefits of learning about teaching as well as learning to teach individual, small group, and large groups of elementary grade students. In addition, they reported the benefits of learning how to manage the classroom and communicate with students, teachers and parents. Experiences such as these allowed the pre-service teachers to gain more knowledge about the practice of teaching as well as their own development and

understanding of these practices. The teacher served in their capacity as a mentor, advisor, role model, coach and colleague. Data form the pre-service teachers and mentor teacher suggests avenues for

56

rethinking teacher education reform. The multi -tiered levels of the Academy program coupled with the extensive and intensive field

experiences provided a continuous and authentic K-12 context for these per-service teachers. Holm, Mary S. (2005) conducted a study entitled " Supervision of student teachers: A professional development experience for cooperating teachers". This study examined the experiences of elementary

cooperating teachers in the supervision of student teachers. Survey and interview data were analyzed consider to determine a the extent to which growth

cooperating

teachers

supervision

professional

experience as indicated by evidence of reflection, collaboration with the student teacher, and a change in practice. Results indicate that

teachers view supervision as a positive professional growth experience. Supervision provides teachers an opportunity to reflect on their own practice and gain ideas and strategies from the student teacher. Those teachers who are able to develop a collaborative relationship with their student teachers appreciate the opportunity to share their classroom with another adult. Changes in practice for cooperating teachers

resulted from learning new techniques and being reminded of effective strategies that they no longer used. McVey, Mary Kathryn, (2005) Researched the role of teacher education teachers. program experiences This in study in addressing the the role to concerns of a of apprentice education teaching

investigated apprentice

teacher their

helping

teachers

address

concerns. Quantitative and qualitative analysis of data were used. A mixed methods approach was undertaken; focusing on the data

obtained from surveys and a focus group discussion. The use of survey data allowed the researcher to identify the types of concerns, self, task, or impact (Fuller, 1969) of the apprentice teachers. Results indicated no differences between public and private, and elementary and middle

57

schoolteachers on their type of concerns of their level of preparedness. Qualitative group analysis of open-ended of their their survey questions and a focused teachers that most

discussion

consisted from

determining teacher concerns. field

apprentice

perceived prepared frequently courses.

experiences them to

education

program listed and

handle student

Experiences experiences

included

teaching,

methods

Of the 13 studies conducted among the pre-service teachers, eight studies were of survey type; three were case studies and one an

experimental study. The findings of the studies highlight on teaching efficacy, oral and written retelling strategies, reading skill, writing

proficiency, and vocabulary experiences. The pre-service teachers have also reported the benefits of learning about teaching as well as learning to teach individual, small group, and large groups of elementary grade students. In addition, they reported the benefits of learning how to manage the classroom and communicate with students, teachers and parents. Experiences such as these allowed the pre-service teachers to gain more knowledge about the practice of teaching as well as their own development and understanding of these practices. The teacher served in their capacity as a mentor, advisor, role model, couch and colleague but there was no significant difference on the perception of effectiveness on mentoring. 2.2.2 Physical Education Parker, Suzanne Marie, (2002) investigated a qualitative study on pre-service physical with setting. education teacher's perceptions disorders and (EBD) towards in a

teaching general

students education

emotional/behavioral Multiple interviews

observations

were

conducted with four pre-service teachers throughout the span of their student teaching experience to examine their thoughts, feelings, and

58

concerns about teaching students with EBD as well as examining their interactions with these students. The participants indicated that in

order to feel more qualified to teach students with EBD, they needed more experience. Further, they struggled with issues of inclusion while they encountered a gamut of problems throughout their experiences. These findings point to the need to enhance pre-service physical

education teacher's experiences with more related fieldwork. Only one study out of 41 studies collected abroad was on the perception of pre-service physical education students. The study

suggests that the pre-service exposed to more related fieldwork. 2.2.3 In-Service Trainings

physical education

teachers should be

Out of 41 studies gathered, four studies were reported on inservice trainings and their need assessment. Principals, teachers, and university lecturers were taken as the sample and all the four studies were of survey type. Anderson, John Emil, (2001) explored the relationships between the training needs assessment, evaluation, success, and organizational strategy and effectiveness. The purpose of this study was to build upon the previous training literature by providing a detailed examination of needs assessment with and evaluation levels A of mail practices, training survey and comparing success to those and 1,115

practices

perceived effectiveness.

program was

organizational

sent

members of the American Society for Training and Development with the word 'director' in their job title on the membership records. In total 231 surveys were returned, for a return rate of 21%. Survey results showed that the majority of organizations do not involve most of their training staff in needs assessment of evaluation, most training staff members do not have formal training in needs assessment or

59

evaluation, development.

and The

evaluation majority of

is

usually

independent perform a

of

programme needs

organizations

general

assessment of any kind in only about half (53%) of their training programmes, and perform more detailed organizational, person, and

task analysis in 41%, 40% and 36% of their training programmes, respectively. The most prominent reason for not performing

organization, person, and task analyses and general needs assessment is that it is not required by the organization. Findings of this study showed that the majority of organizations performed Kirkpatrick Level 1 (reactions) evaluation of most (81%) of their training programmes and perform level 2 (Learning), Level 3 (behaviour), and level 4 (results) evaluations of less than half of their training programmes, 41%, 21% and 17% respectively. Five hundred and forty exploratory correlations were performed. Many of the correlations twelve represented correlations low were positive greater

statistically than 30.

significant

relationships;

Botha, Renier Jacobus, (2005) identified the guidelines for the development of programs for the training of education managers in the RSA. The purpose was to improve schools and transform the system of in-service training opportunities for school principals in terms of

Knowledge, skills and attitudes required for effective school principal ship and efficient leadership. This study dealt with the identification of guidelines for the development of programs for the training of education managers in the Republic of South Africa. The in-service training school principals and other education managers has already been a recognized practice internationally for several years. In the United States of

America, Great Britain and Sweden, for instance, there are various programs for training educational leaders. By researching and

describing their programs they can serve as examples for local practice

60

and it becomes possible to identify guidelines for programs in education Management that can be used here. Mofokeng, Lecka Elias, (2003) administered a study of In-

service Education and Training (INSET) of university lecturers in South Africa. This research focused on the In-service Education and Training (INSET) of university lecturers. The study also described quality

measures, which had been put in place in the tertiary education sector. A multi-method approach was employed to investigate the current

INSET programmes of lecturers. The methods of collecting data included a systematic review of literature, questionnaires, interviews and

participant observation. The role of INSET provided opportunities for the improvement of the qualifications and competences of university

lecturers internationally and in South Africa. Smith, Jeffrey J, (2005.) administered a study of teachers'

perceptions of self-efficiency following a structured in-service training. The purpose of this study was to examine the self-efficacy beliefs of typical classroom teachers from the K-8 level. The study explored the beliefs a teacher holds about his/her self-efficacy, the beliefs he/she holds about the self-efficacy of his /her low performing students, and his/her relative opinion of the self-efficacy of his/her high performing students. A sample group of 142 teachers from 4 schools from a large urban schools district located in phoenix, Arizona participated in this study, and the survey also asked them rate personal perceptions of their own self-efficacy. After treatment, teachers were surveyed with the same questionnaire. Changes in teachers' personal perceptions and

changes in their perception of their high and low performing students were analyzed using the pre and post survey instrument. Considerable support for the strong influence of this verbal persuasion model on judgments of self-efficacy was reinforced. The results of the study

indicate that this treatment program was an efficient and effective

61

approach to alter the self-efficacy of teachers. This study also indicates that the perceptions teacher hold about their students can be positively influenced. The purpose of the study on in-service training programmes was to improve schools and transform the system and give opportunities for school principals to gain knowledge, skills and attitudes required for effective school principal ship and efficient leadership. between The the abovetraining

mentioned

findings

indicate

the

relationships

needs assessment, evaluation, success, and organizational strategy and effectiveness. The study also described quality measures, which had been put in place in the tertiary education sector. As a whole, there was positive influence on the perception of teachers' hold on their students. 2.2.4 Technology Six out of forty one studies collected abroad were found to

coincide with technology use and its impact on education. Among them, five studies were of survey type and one is a case study. Yehle, Ann Kathryn, (2001) carried on a study entitled

"Technology use, reasons for technology use and impacts of technology use: A case study of Pre-service This study student teachers the in the area use of of

emotional three

disturbance".

examined in in a

technology education

pre-service

teachers with

enrolled emphasis

special

teacher Data

preparation were

program via

emotional

disturbance.

collected

qualitative review,

methodology and field

including notes. The

interviews, pre-service

observations,

document

teachers identified eight ways they used technology at their student teaching placements: (a) drill and practice (b) reinforcement for

behaviour change, (c) to support meaningful learning, (d) to anchor instruction in hyper media (g) data management, and (h) a tool for establishing rapport with students. The pre-service teachers identified

62

three ways they used technology in their course work: (a) productivity (b) cyber mentoring, and (c) research. The pre-service teachers identified eight reasons as to why they used technology at their student teaching placements and in their course work: (a) course requirement (b) support from others (c) modeling in class and at student teaching placements, (d) preventive discipline, (h) were (e) necessity (f) professional access. goals (g) legal to (b)

requirement technology

and use

hardware/ identified:

software (a)

Three software

barriers access

hardware/

gatekeepers and (c) time. In addition, pre-service teachers identified six impacts of their technology use: (a) support of student progress toward individual education plan goals, (b) increase in appropriate student

behaviour (c) linking curricula and instruction to meaningful adult skill (d) access to general education curricula, (e) prevent student boredom and (f) increasing person feelings of technological competence and

comfort. Best, Linda M., 2002 compared the Perceptions of university faculty and pre-service students' technology skills and integration of technology in selected elementary education courses. The purpose of this study was to compare content delivery, as well as, student and faculty perceptions of technology skill level and technology usage in 2 specific courses This in a university exploratory pre-service in teacher education the

programme.

study,

nature,

examined

instructional approaches to course content delivery with reference to technology use in a freshman and Sophomore course with low-level technology use and in the same freshman and sophomore course with high-level technology use. Archival data form course syllabi were

examined to provide comparative data on course content and delivery methods. Archival survey data were also collected. This study used archival survey data collected at one specific university that resulted form a PT-3 Grant awarded to three Western Pennsylvania universities.

63

This design examined archival data on students' perceptions of their own skill levels in technology use, and integration of technology in to two sections of a freshman course; one a low-level technology course and the other section a high-level technology course. The design

involved the

examination

of data examined from two

sections of a

sophomore course; one a low-level technology and the other section a high-level technology course. The sample consisted of 151 students

enrolled in freshman level and sophomore level courses. Four faculty involved in this study was the instructors of these selected course sections. Comparison group 3 and comparison group 4 received

instructions over 14 weeks in a course that utilized a high level of technology use for content delivery. Comparison of group 1 and

comparison of group 2 received instructions over 14 weeks in course that utilized a low-level of technology use. Both groups were post-tested with 17 variables related to technology skill and integration. The results of this study give clear evidence of the importance of higher education faculty training in educational technology for graduating pre-service

education majors to gain skills in the proper use and integration of educational technology. Then university faculty must model and infuse it into the required course work. Watkins, Jane Grant, (2002) made a study entitled "Helping

teachers with classroom technology integration: Following a technology workshop with a web- based support system". To find the effects on classroom technology integration when teachers who have received

formal technology training are further supported with a web- based after- training support system. Data were collected through interviews and informal conversations with the workshop leaders and the teachers. The teachers were interviewed and observed to determine what effects, if any the after-training support system had on the teachers' level of classroom technology integration. Additional data collection consisted of

64

the

following; as

observations taught and in

of

the

workshop, classroom, work,

observations document

of

the of the

teachers teaching

they

their

analysis for

materials

students'

protocol

analysis

usability of the after-training support system, and a survey on the teacher's computer usage. This study concluded that negligible changes occurred in the teacher's levels of classroom technology integration

following provision of a web-based support system. Frequency of use was determined to be inadequate to result in increased integration, however, teachers were positive about the support system, using it

primary as a portal to external teaching resources. Anderson, Jeffrey W. (2005) made a study of pre-service teacher exposure to technology in the college classroom and field experience. This study of evaluated Alabama the at exposure of pre-service to technology teachers in the at the

University

Birmingham

college

classroom and field experience as compared with the Alabama State Department of Education Technology Standards for Teacher Education Programmes. The study consists of both quantitative and qualitative data collected from both pre-service teachers and faculty members who instruct courses that are reported to address these technology

standards. The study took place over the spring and fall semesters of 2003 and the spring semester of 2004. Findings include identification of areas for improvement, as well as technology of where standards are adequately addressed. Griswold Sanra L, (2005) administered a study on the video taped performances: Guiding teacher professional development within a competency-based framework. This study explored the effectiveness of videotaping development classroom plans performances to guide teacher professional study

through

self-assessment,

reflective

practice,

groups, and peer review using the competencies identified in Charlotte Danielson's 'A Framework for Teaching (1996)' as the basis for per

65

review

utilizing

the

2+2

approach.

This

action

research

study

was

conducted with 13 K-8 teachers in a rural school system in Maine. Participants created videotapes of actual classroom performances to

analyze through self-assessment, reflective practice and sharing of video tapes in peer review study groups that offered 2+2 responses aligned with Danielson's teaching competencies. Qualitative data was collected from journal writings, responses to the Teacher group Video self-

Assessment/Reflective Professional survey. categories The and

Writing

questionnaire, and

study the to

discussions, response thematic of the

Development responses frequency

questions, were

concluding determine The results

transcribed per

counts

topic.

quantitative Group study surveys on questions 1 through 7, Likert scale 1-4 indicated the 3 most significant variables for professional

development were videotaping, peer and self, the study group sessions (3.55), and 2+2 for peer review (3.55). The response to question 8 of the survey, Likert scale 16, rated the effectiveness of study groups for

professional development as the most important variable (4.5), followed by self-videotaping (4.3) and the 2+2 for peer review (3.5). Ninety-five percent of the respondents indicated at least 1 discovery or learning that occurred after viewing their videotape that they were unaware of prior to watching the videotape. Smith, Aletha Gale Galloway, (2005) examined the instructors' perspectives on the relationship between district policy and the

implementation of a technology professional development program. The purpose of this study was to examine the relationship between district policy and the implementation of the instructional (a Technology from for the

Teachers

professional

development

program

pseudonym)

perspectives of elementary, middle, and high school instructors. The study explored the perspectives of twenty technology specialists who served as instructors in this program, examined how instructor

66

understanding of district policy influenced the implementation of the program, investigated and future efforts a how district polices were transformed during that and study research

implementation, should inform

identified

lessons

earned

from

instructors policy case this

technology in the case

professional district. design was

development Qualitative used in

implementation methodology

with

single

(Merriam, 1998; Stake, 1995; Yin, 2005). Data were collected through focus groups, interviews, and documents. The data were analyzed using the constant comparative method (Glaser & Strauss, 1967; Strauss & Corbin, 1998). This study provided an in-depth view of instructors' perspectives on the relationship between the district policy surrounding the ITT program and the actual implementation of that policy in the professional development programme. The following themes emerged

from the data: (1) Technology specialist and instructor roles went hand in hand. (2) District policies provided structure, support ,and protection for instructors.

(3)

Policy

discussions

with

participants

facilitated

program implementation. (4) Instructor involvement in development was important to program implementation. (5) Participants of staff

development programmes were resistant to district polices that were viewed as restrictive or limiting. (6) Instructors made accommodations for participants when district polices did not meet individual needs. The technology students' study examined into skills the pre-service content teachers' delivery. of perceptions The of

integration technology

course

pre-service in selected

and integration

technology

elementary education were given much importance to study the preservice teachers' exposure to technology in the classroom and field experience.

67 2.2.5 Art Education The sole study on art education has been recorded here which revealed curious findings including the fact that membership in

professional organizations does not distinguish more informed teachers about among current the trends secondary and in Art school Education. teachers of art Survey to data were the in collected

know

knowledge, Primary and

interpretation

implementation

education

Upper Primary Schools. Obiokor Paul, (2002) examined the secondary art teachers'

knowledge, interpretation, and implementation of major art education reform initiatives with implications for art teacher education. This study investigated art teachers' perception and implementation strategies

concerning the expanded content of art education reforms within the last twenty years in the state of Illinois. Survey data were collected in secondary schools in Illinois Data were also collected concerning

instructional and student learning activities that art teachers consider to be art history, art criticism, and aesthetics, including multicultural content. This study revealed curious findings including the fact that membership in professional organizations does not distinguish more

informed teachers about current trends in Art Education and Novel Transactional development Strategies. training Non-attendance on at specialized art not in-service/staff and reform art

discipline-based with art programs content,

education including

multiculturalism suggestions.

coincides

Regarding

multicultural

Illinois

secondary

teachers were uncertain about what diverse cultural art means or the relevance of including artists of color, women artists, and art works from the various tribal regions of the world.

68 2.2.6 Principal Out of 42 select studies only two deal with the leadership quality of the head of the institution. Both of them are case studies. On the basis of three criteria - experience, job description and familiarity with the school and community the samples were selected for the study. Tufts, James Murray, (1998) made a case study on the Principal behavior in the school context. The purpose of this study was to

describe in depth the profile and the work - behaviors of the principal operating with in a culturally diverse, inner-city context. Single -case study approach was followed .Narrative inquiry was used to construct descriptions based on stories of significant incidents form the research participants (Eisner, 1992: Connelly & Clandinin, 1990). Methods of data collection for inquiry into narrative included field notes, journals, interviews and observations. As a descriptive tool, this study was useful in identifying elements. The study of the principals in this context identified a significant complicated demands pre by occupation the with parent of and community interruption Educational

involvement and

phenomenon the

domino time.

external

upon

principals'

administrators in particular must be able to think on their feet in a variety of settings. The studies gave rise to a number of areas of investigation: i) internal and external context within which the principal works, ii) personal and professional characteristics of the principal, iii) the unique problems, concerns, obstacles and opportunities that exist for the principals to efficiently. Thompson, Rodney Keith, (2003) examined the perceptions of excellent Minnesota principals by teachers, principals, and

superintendents. The purpose of this study was to determine what sense people in different roles (e.g. Teachers, principals and

superintendents) make of the strategies, skills, and behaviors effective principals use as they carry out their day-to-day work. Case studies of

69

three

excellent

school

principals,

utilizing,

qualitative

methods

of

research, were used to investigate the research questions. A survey was given to teachers in each school in order to identify critical dimensions of excellent leadership, and the following qualitative methods were used to discover how excellent principals use strategies or tactics (over to cover formal or informal) that positively influence what teachers do or think in the school or in the classroom, teacher surveys, principal and superintendent interviews, observations, and document analysis. The

conceptual framework for excellent school leadership that guided this study was built from a synthesis of literature related to the principal's role and importance, the principal as instructional leader, and

leadership styles. The framework identified eight critical dimensions of excellent leadership practised by school principals; (a) the praise; (b) granting influencing by expecting; (c) autonomy; (e) influencing by by power of

involving; (d) behind; (f)

professional

leading

standing

gentle budges, suggesting versus directing; (g) positive use of formal autonomy; and (h) mirrors to the possible. Findings indicate that each of the eight dimensions is critical to the leadership of each principal and revealed successful practice within each dimension. The study led to the conclusion each of the eight dimensions of the original framework are critical strategies, skills, and behaviors effective principals use as they carry out their day-to-day work. Also, despite differences in personality and leadership, style each principal demonstrated successful practice within each critical dimension of leadership. 2.2.7 Professional Development A total of six studies were reviewed for the present project on the professional development practices of the instructional leaders. The

methodology followed for five of the above studies were of survey and the rest is a case study. The samples consisted of administrative and instructional leaders. The studies reflected that a consistent progression

70

of perceived effectiveness

was

found to

increase

as

the number of

teacher's professional development hours increased. Hedgpeth, professional Pamela S. (2001) practices organized for a study on the

development

developing

principal

instructional leadership. The purpose of this study was to examine the relationship experiences activities on between and their elementary perceptions to be principals' of these professional professional leaders. development development The sample

their

ability

instructional

consisted of five elementary principals. Two groups of teachers were surveyed and queried One about of their respective of principals' professional (TOIL)

development.

group

teachers

instructional

leaders five

included those working under the

supervision of the

principals

identified as instructional leaders (PIIL) a second group of teachers of other principals (TOOP) included those currently employed as

elementary teachers in similar size and type of districts. The study examined the extent to which professional development activities

positively impacted principals' abilities to be instructional leaders and how these from activities this influenced study student achievement. types of Furthermore, professional

results

helped

identify

development activities perceived by both principals and teachers as the most effective. Henderson, Samuel Lee Edward, (2002) studied the teacher's perceptions of effective school correlates: Implications for educational leaders. The study examined the perceptions of public high school

teachers regarding effective school correlates and the implications these perceptions had for educational leaders in Camber land county Public Schools, North Carolina. To accomplish this study the more effective school assessment Instrument (teacher version) including a teacher

characteristics profile was administered to 379 public secondary school teachers. Some of the findings in this research were that public high

71

school teachers differ significantly in the areas of ethnicity, certification in major degree areas and years of teaching experience regarding their perceptions of effective school correlates. Quality teaching, as measured by teacher's to professional teacher's development activities, was related

significantly

perceptions

of effective

school correlates. As

the data implicated, there was a consistent progression of perceived effectiveness as the number of teacher's professional development hours increased. Chit Pin, Stephanie, (2003) examined the role of portfolios in teachers' analysis. portfolios professional This in study growth and a development: lot of in A knowledge the building role of

contributed the

understanding

promoting

growth

individual

in-service

teachers'

professional knowledge. It involves six teachers of various backgrounds and experience who have used portfolios for at least a year. This study theorises teachers' growth and development of professional knowledge

with in a framework of paper's model (1979) of the growth of scientific knowledge and Wolf and Dietz's (1998) model of teaching portfolios. It was examined to what extent portfolio evidence supports the occurrence of growth and development of teachers' professional knowledge and the extent to which the use of portfolios contributes to that knowledge development. professional It examines and portfolio whether development the as a useful of form of

growth

reflective

aspect

portfolio

construction is fundamental to the professional growth development of these teachers. It probes why reflections are essential to incorporate a view of reflection into the knowledge-building framework. It provides an outline of strategies used to determine the role of teaching portfolios in promoting teacher professional knowledge and discuss methods

employed in gathering and analysis of this information. For the majority of the participants, the portfolio is useful because it helps them

organize their thinking about their classroom work by providing a

72

framework for piecing together the vast amount of information that bombards teachers. The portfolio as a framework allows information, perspectives and changing practice to be reviewed so participants can examine their progress towards meeting particular goals. An overview of literature on teachers' professional knowledge suggests that teachers, professional knowledge are a fluid concept. Teachers' portfolios provide teachers opportunities to explore and extend their tentative theories

through discussions and feedback from colleagues and students as well as to reflect on their own learning. Magarrey, entitled Michael Leonard June, (2003) A organized for a study

"Participatory This

teacher

evaluation: a

vehicle for

professional existing

development".

study

outlined

process

examining

methods of teacher evaluation and for researching the value teachers find in a collegial evaluation process that makes them part of the process and, in fact, the leader in their own evaluation process. The thesis is a case study and takes a qualitative approach, four teachers were asked to consider the value of teacher evaluation for their

professional growth and they participated in a collaborative approach to evaluation that considered their individual needs and their present level of mastery of the tools of the teaching profession. The process carried out in this research is defined as: participatory evaluation" and is a collaborative partnership between the evaluator and the teacher being evaluated. The results indicated that the participants felt the Action Plans they had developed were relevant to them and became the

blueprint for their professional development. The observations of the participants in the classroom and in later interviews supported this belief. The results of this research indicate that the participants made better use of the evaluation and professional development process

because of their ownership of the process and also because they

73

developed evaluator.

an

understanding

of,

and

good

communication

with,

the

Dumouchel, contributed to programs for

Denise

M.

(2004),

investigated

the

factors

that

the effectiveness educators. Three

of intensive intensive

professional professional

development development

programs for educators (IPDE's) serving as participant observer in each was studied by focusing around an idea of six elements combining to create the meaning of the experience for each educator: self, place, interpersonal interactions, content, experience and reflection. Through

this research a seventh important element facilitators of IPDE's that developed thorough a framework and that more may serve facilitators of IPDE's of more

planning

effective

implementation

intensive

professional development programmes for educators. Ellis, Ronald Alan, (2004) conducted a study on the topic Faculty development to help pre-service educators model the integration of technology in the classroom: Perspectives from an action research case study. This case study focused on faculty development and finding better ways to educate the faculty in integrating technology in their classroom and in their curriculum. Three articles suitable for

publication and make up the body of the study article one is a review of literature in the Field of faculty development, media centers, Modeling technology, and action research. It describes what is currently

happening at other schools pertaining to faculty development strategies article two tells the story of three faculty participants views on

integrating technology in the classroom and their cyclical evaluation of technology modeling throughout the duration of the study using simple, effective tools designed to provide technology literacy instruction are described. Article three describes study of the personal practice of the instructional technology services Director at a Small Midwestern Liberal Arts University. It probes into his evolution in teaching philosophy as he

74

struggled

with

his

concept

of

technology

literacy

instruction

while

searching for better methods of providing faculty development in that area. The cyclical nature of the participatory action research model utilized assisted the investigator in improving the practice and in

developing an effective educational environment for the faculty. The between purpose elementary of this study was to examine the relationship experiences

principals'

professional

development

and their perceptions of these professional development activities on their ability to be instructional leaders. Quality teaching, as measured by teachers' professional development activities, was related

significantly to teachers' perceptions of effective school correlates 2.2.8 Organisational Effectiveness Altogether nine studies were recorded under organizational

effectiveness of which, two have used a comparative method of analysis, one uses ethnographic approach and two studies are of case studies and the remaining five are of survey type. along Leadership, with as an

organizational

quality,

was

measured,

organizational

functions that can be used to predict effectiveness through adaptation, goal achievement, integration, and latency. Adams, Elizabeth Ann, (1993) researched the organizational

leadership and its impact on school effectiveness: A case study of sixty schools within a suburban school district. The purpose of this study was to examine the relationship between organizational leadership and school effectiveness. Specifically, leadership, as an organizational

quality, was measured, along with four organization functions that can be used to predict effectiveness: (a) adaptation, (b) goal achievement, (c) integration, and (d) latency. The sample for the study consisted of 1,500 individuals, representing various roles and positions found in suburban elementary and secondary schools. A stratified random sampling

75

technique was utilized to select 25 participants from each of 60 schools. The organizational control questionnaire/graph was used to measure

the amount of organizational leadership existing in schools. In addition, the index of Perceived organizational effectiveness, overall job

satisfaction questionnaire, and loyalty questionnaire were employed to asses the contribution of adaptation, goal achievement, integration, and latency to levels of perceived effectiveness present in each participant's school. Data collected from these four instruments were correlated. In addition, a regression and path analyses were conducted to examine the relative impact of organizational leadership on the four functions and to assess their contribution to perceived and independent indicators of

effectiveness. It was hypothesized that leadership would be found to exist across the various educational hierarchies that characterize

schools. It also was hypothesized that the presence of organizational leadership increased would levels that correlate of with Parson's four functions It and with

organizational

effectiveness. would

was emerge

further as in a this

hypothesized significant

organizational of the

leadership

predictor

effectiveness

outcomes

employed

dissertation study. Greiner, Anna Cathleen, (1997) made a study on the process of institutional higher review: The impact of accreditation off-campus and regulation This at

education

institutions

with

centers.

study

focused on the research question," Given the critical importance of the review process than institution, as characterized by accreditation or

regulation, does the process result in changes at the institution that impact objective quality of the and enhance was to public accountability?" and explain The if primary there are

study

research

organizational and responses to the review processes. From the studies, the following findings seemed to emerge. Accreditation promotes the

process of institutional self-review in terms of attention to academic

76

quality,

and

accountability

to

its

constituencies,

offers

standards

or

criteria that form a blue print off what an institutions needs to review in terms of academic quality and infrastructure, and, supports the also

independence continues to

and autonomy be the

of higher education institutions. It to federal financial aid and

gateway

provides

institutional cohort recognition by the cadre of institutions accredited. Hart, effectiveness Kenneth in Ray, (1997) assessed the institutional districts. The

Arizona's

urban

community

college

purpose of this comparative study was to determine how well or poorly the institutional effectiveness model in each of the ten colleges of the Maricopa county community College District match the North central Association's (NCA) requirements that are found in its criterion Four to demonstrate organizational There are effectiveness. model gaps each This study also identifies the type of

institutional

effectiveness of

model

resembles. the and

and

varying areas

degrees of

matching and NCA's

between domains

institutions'

domains

and

activity

areas of activity. Slightly more than half of institutions in this study clearly described student indicated institutional academic various effectiveness achievement, structures and/ and or models, although processes which the for included remaining assessing strategic

assessing institutions student planning.

academic

achievement

implementing

Christopher, Sebulita, (1998) examined the school effectiveness characteristics in moderate and low performing elementary schools. The purpose of this study was to asses whether there were differences

between moderate achieving schools and low achieving schools in the United (1) States Virgin Islands and on five effective school (2) criteria: teacher decision

Community of

support students'

parental

involvement, (3)

expectation

achievement,

participatory

marking, (4) articulation of school goals, and (5) academic emphasis.

77

Four schools were chosen form a population of 14 elementary schools. The four schools student were comparable Two in size with similar ethnic low in and

economic

populations.

schools

ranked

student

achievement based on the math 6 Basic Skills Test results. Forty-five teachers were surveyed, 23 form the low and 22 form the moderate achieving schools. The school was the unit of measure. Responses were analyzed to measure their school's effectiveness. It was hypothesized that moderate achieving schools would exemplify more of the five

characteristics of effective schools than the low achieving schools. The hypotheses were tested using discriminate Analyses and the differences between distributions were tested using tests of the means. Cross

tabulation of the five effectiveness variables with teacher's demographic variables, and inter correlations among the variables themselves were also conducted. Results indicated and that academic goals were and no emphasis, mission significant schools and

participatory characterized differences effectiveness

decision-making, moderate

articulated There and

achieving

schools.

between

moderate of

achieving

low and

achieving

variables

community

support

involvement

teacher expectation for students. Herrera, Alberto Jose, (2000) organized a systematic

development and evaluation of a model for institutional effectiveness through program evaluation for American state senior colleges. The goal of this study was to develop and evaluate a sound research plan to irrationalize acceptable procedures was for model development and

evaluation. The

second goal

to perform an exhaustive

intra -

disciplinary evaluation of the related literature. The final goal was to develop and evaluate a graphic model for determining institutional

effectiveness through programme evaluation in American state senior colleges. The study utilizes qualitative exploratory research, methods

and grounded theory was the theoretical framework. A naturalistic

78

inquiry paradigm was adopted to create a three-phase design for inquiry and a ten-stage A development scheme for implementation of analysis of of the the data. for

procedures. simultaneous

constant collection

comparative and

method

allowed the

ongoing employed

analysis empirical and

Trustworthiness credibility, criteria control, for

techniques

procedures

transferability, model design

dependability included and

conformability. completeness;

General ease of The

simplicity, ease of

stability,

adaptability,

communication.

outcomes include (a) the validation of a sound research plan for model design, (b) an exhaustive intra- disciplinary evaluation of the related literature (c) a graphic model for institutional effectiveness. Barros, Izabel Falcao do Rego, (2003) conducted a study on the strategy for innovation and organizational effectiveness. This research delineates a new theory and methodology for design as a key resource to the realization of The strategic issues of in today's multifaceted business problems

environment.

complexity

current

organizational

requires the establishment of appropriate business plans and tactics, allied to integrated through design the strategies, of which users. promote This continuous implies new

innovation

understanding

complex design decisions that require not only the understanding of traditional quantitative). qualitative) innovative technological But also The and material information Cultural effective planning (objective (subjective, user-centered approach for

phenomenological concept a of an

information. design

process

(EUCID)

meta

dealing with complexity in design as it relates to business strategy realization is introduced. With origins in innovation, Business Strategy and Design Theories, the EUCID Approach is extremely flexible and allows for objectively linking business problems to design solutions. The application of EUCID as a means to develop a context-based usercentered environmental design methodology, named Community Based

79

Planning

(CBP)

is

reported

.An

account

of

CBP

development

demonstrating how EUCID supported the development of frameworks to facilitate the synthesis of objective and subjective information in the space planning design process, and the use of social Network analysis as a means for measuring the effect of context- based spatial design solutions in key business dynamics is presented, while an the

application of the CBP method to several test cases is given. Cox Peterson & Doris Lorraine, (2005) conducted a qualitative analysis of a cohort doctoral program in educational administration. The purpose of this study was to evaluate a new educational doctorate training programme initiated at, Purdue University in West Lafayette, Indiana that utilized both distant learning and cohort paradigms, and incorporated Questions adequacy, learning the were requirements asked of for a superintendent's expectations; certification. curriculum distant

regarding the latest

student IPSB

inclusion technology, and

standards, methods

cohorts, used

and to

communication job

graduation the

roadblocks,

aids

performance.

Findings

included

following suggestions: greater use of mentors and program's website, using a Polycam system for instruction except for technical courses, like Statistics, which should be taught in-person, the necessity for

professors to maintain contact with students after the completion of course work, more information with the regarding aid of finance budgeting, applicable and to

negotiations

presented

case

studies

present-day school situations, and structuring the courses effectively. Crowley, Dawn Mari Patrick, (2005) organized a study labeled Reconciling educational excellence with organizational efficiency:

Administrative leadership to advance high-quality teaching and learning in higher education. This study explored the ways that administrators in academic affairs lead others in advancing educational excellence

following a college or university's adoption of fiscal strategies that can

threaten the known practices for supporting high academic quality. The study resulted in identification of a two -stage theory of administrative actions for sustaining excellence that can be reconciled with an 80

institution's aims for organizational efficiency. Stage one actions lead to achievement; stage two involves administrative leadership that is

consonant with an institution's established vision for excellence. This study also resulted in an ancillary finding that suggests threats to academic quality occur when tension between institutional aims for

excellence and efficiency go undetected or un-addressed. In addition, diverting administrative attention and action from academic areas to the areas tied to solving fiscal challenges can diminish the educational quality of a college or university. The aforesaid studies clearly describe institutional effectiveness,

which included assessing student academic achievement, implementing strategic teacher planning expectation and for community students. support study and also involvement reveals that and the

The

accreditation promotes the process of institutional self-review in terms of attention to academic quality, and accountability to its

constituencies, offers standards or criteria that form a blue print of what an institution needs to review in terms of academic quality and infrastructure, and supports the independence and autonomy of higher education institutions. The general criteria followed on the empirical procedures conformability for may credibility, be transferability, completeness; dependability ease of and control,

simplicity,

stability, adaptability, and ease of communication. 2.3 Studies done in our country Among the nine studies conducted in India, two were conducted among pre-service teachers, four on in-service trainings and their need assessment, one on Technology use, reasons for technology use and

81

impacts of technology use and one on art education. One study is on 6 DIETs in three states viz. the abstracts of the study are as given below. 2.3.1 Study on DIETs Dyer, Caroline (2004) adopted an ethnographic approach to her study on "District Institute of Education and Training: A comparative study in three Indian States. Of the 50 studies referred to by the team of investigators, this study is of immense value for it throws insight into the functional efficiency and of six DIETs Data in has three states viz. Gujarat, using

Madyapradesh

Rajasthan.

been

generated

ethnographic approach. This approach, by focusing on understanding realities as perceived by teachers, their educators and educational

officials and making connections between them, leads to ground and contextual findings. The study was made with the overall aim of

evaluating the functioning of selected DIETs with in the decentralized framework of District planning initiatives and to initiate wherever

necessary a process by which the capacity of these institutions to meet the objectives is enhanced through critical reflection and action. There were two project strands. One was an ethnographic

situation analysis of the DIET. The project team worked with in the interpretive paradigm using a range of qualitative methods such as interviews, participant observation (including longitudinal case studies of select elementary schools) focus groups, open ended questionnaires and document analysis. The second project strand broadly concerned with professional development of DIET staff and took several forms. Collaborative action Research Projects with staff offered opportunities to reflect on working practices with a focus on future development of teacher educators. Sample DIETs were selected in consultation with each apex state body. No preference was given for a particular DIET except Masuda DIET (Ajmer District) Rajasthan, which the then

82

Chairman of Lok Jumbish considered the best developed of three DIETs adopted by Lok Jumbish. It was acknowledged that best majority of DIETs were not meeting the expectations and the project was expected to shed light on this. The development report in contributes four main to areas. policymaking It provides and practitioner absent

otherwise

ethnographic detail about educational processes in DIETs and related schools, identifying links and gaps between teacher development

programmes and teachers' professional development needs. Secondly, it considers how decentralization has affected DIETs and identified areas of unresolved tensions in relation to powers and autonomy that

constrain effective functioning. It engages with the pressing question of teachers' will to adopt change messages through a critique of the

relevance of the transmission based training model that dominates both pre-service and in-service training. It explores and alternative approach to practitioner development based on collaborative reflection and action. The findings point to the need for a sharper conceptualization of institutional purpose and the roles of DIET branches and DIET staff in relation to that institutional purpose. It is deduced that there is a need for a holistic rather than a compartmentalized approach to teacher development through both participation and example both at the

District and other levels of the administration where stakeholders have been identified. 2.3.2 Pre-Service Teachers Two among eight studies were reviewed on pre-service teachers. Of which one is experimental study and the other is a survey method. The samples of the study varied from 48 to 273 pre-service teachers. Mani K.S. (1995) studied the effect of competency-based teaching among pre-service trainees. The objectives of this study were to identify

83

the teaching competencies that required to reach the unit on Education in Emerging India and Educational Management ii) to design and

implement activity based programme for CBT and iii) to identify the effect of CBT among teacher trainees in learning the paper in Education in Emerging India and Educational Management. This experimental

study consisted of 48 students of DIET Pudukottai as the sample. A pre-test and a post- test were used as the tool for this study. The study proved that the competency based teaching approach was effective. Palaniyandi R. (2001) made an analytical study of the

competency needs of pre-service teachers. The objectives of the studies were to identify the competency needs of the pre-service trainees as perceived by i) the pre-service trainees ii) the practising teachers, iii) the teacher perceived educators by the and to identify the common teacher competency educators needs the

pre-service

trainees,

and

practising teachers. The sample of the study included the staff and students of 6 DIETs and the teachers working in these districts. Totally 273 pre-service trainees, 106 teacher educators and 462 practising

teachers were included in the sample. It was a survey method and a Teaching competency scale' was used to collect the data. All type of analyses revealed the prime importance of learning process and the necessity of the teachers to be equipped with the competencies required to transact the learning process to improve quality in elementary

education. The study suggests that the prime importance is to be given to the teachers to be equipped with the competencies required to transact the learning education. process for the improvement of quality in elementary

2.3.3 In-service trainings

Out of eight studies four studies were collected on in-service trainings. Among them one is an experimental study, one is a single

84

group pre-test - post-test experimental design and the other two are of survey type. All the four studies are based on the in-service training programmes conducted by DIET for primary school teachers. Devi Kamini M. (1994) assessed the in-service training

programme of DIET for primary school teachers on minimum levels of learning in Mathematics for Standard III. The major purpose of this study was to assess the in-service training programme given by DIET for primary school teachers by comparing achievement scores of

Standard III pupils in each area and total area of Mathematics before and after adopting MLL strategy. The achievement scores were used as the tool for the study. Stratified random sampling technique was used to select the sample of 200 students of Standard III from 20 schools. The finding of the study pointed out that more students attained each competency after adopting MLL strategy. Neelambal, (2002) studied the students' perception of Quality

Training at DIET, Pudukkottai. The objectives of the present study were i) To assess the adequacy of various training input measures, ii) To identify the problems affecting adversely the quality of training and iii) To ascertain teacher trainee's perceptions about the quality of training. The study was confined to forty-seven teacher trainees of DIET,

Pudukkottai. The sample included only the regular students admitted and staying was in the hostel for during the year 2001-2002. of The survey of

method

adopted

this

study. The

analysis

percentage

students' perception of quality training indicates that quality training is provided to them in DIET, Pudukkottai. (1) More than 52% of students express influence that they of are satisfied with the in physical DIET, facilities which This

quality

training

imported

Pudukkottai.

implies that DIET, Pudukkottai has sufficient physical facilities. (2) As many as 39% students express that they are satisfied with learning materials. This is below 50% and implies that learning material should

85

be enriched to improve quality. (3) More than 57% of students express that the course content is satisfactory. This is above 50% and implies that the course content is enough. (4) More than 99% of students express that all most all the transactional approaches are used in the classroom. This implies that training is imparted by all most all the transactional methods. (5) More than 80% of students express that the internship is agreeable to them. This implies that internship provided to them has quality. (6) More that 71% of students express that are satisfied with co-curricular activities conducted in the institute. This implies that appropriate relevant co-curricular activities are conducted in the institute to provide quality in the training. (7) More than 54% of students state that they are satisfied with the functioning of educators. This implies that educators take necessary steps to provide quality

training at DIET, Pudukkottai. (8) 48% of students express that they are satisfied with the style of administration in the DIET, Pudukkottai. This is below 50% Thus implies that administration needs improvement to provide quality. (9) More that 88% of student's express that they are satisfied with gains they received from the institute. This implies that, through the training they are benefited i.e. they have become

competent. (10) The students have pointed out about seven problems, which have to be solved to improve the quality of raining. This implies that to improve quality of training at DIET, Pudukkottai has some issues and problems. The problems quoted by the students should be considered and remedial measures by considering their suggestions so that the quality of training can be improved at DIET, Pudukkottai. Rajammal. R. (2003) studied the efficacy of in-service training in developing scientific temper among primary children. The aims of this study were i) to develop training design for primary teachers, i) to organise training programme for primary teachers, iii) to find out the effect of training programme on developing scientific temper among

86

primary teachers and students. For this single group pre-test-post -test experimental design scientific temper scale and an achievement scale for primary teachers and children were used. Purposive sampling

technique was used to include 20 primary school teachers and 456 Standard V students as the sample for this study. It was found that the training programme was effective in developing scientific temper among the primary teachers and students. It was also found that the childcentered activities such as discussion, seminar, workshop, club

activities, field trip and exhibition adopted in class inculcated scientific temper among primary students. Anandan (2004) studied the perception of teacher trainees of

quality training at Mayanoor DIET. The aim of this study was to assess the quality of various physical infrastructure transactional facilities, learning internship, and

materials, training

co-curricular for

activities,

approach,

teacher-educator,

administration,

Information

Communication Technology (ICT) in educational technology. The study was observed among one hundred and eighty eight teacher trainees of Mayanoor DIET. Student Perception Scale developed by Dr. T.K.

Swatantra Devi and Dr. S. Vincent De Paul (2002) was made use of in this study. The findings include the following: Physical infrastructure: 82% of them said that seating facility is sufficient. 86% of them expressed classroom. Learning materials: 86% of trainees felt that, the resource books provided in the institute are sufficient. Nearly 70% of the teacher trainees stated that the training helped to achieve the objectives of the course. 56% (36+20) that the black board arrangement is sufficient in the

87

of the teacher trainees agreed that the training included all areas of teacher training. Transactional Method: The teacher trainees of Mayanoor DIET have perceived that the lecture method is mostly used for teaching. Many of them accepted that assignments are given regularly. Other methods are used occasionally. Educators: 61% of teacher trainees stated that Educators did not allow them to use the science laboratory experiments. 84% ie., (54+30) of teacher trainees expressed that the Educators gave training to prepare Teaching Learning Materials (TLM). 82% of them stated that the Educator did not allow them to use the musical instruments. Administration: 70% (70% (59+11) of the teacher trainees have agreed that the institute provides the necessary administrative help to the students. 76% (66+10) of them considered that the administrative activities are planned. Most of the teacher is trainees good. agreed This that the Principal's that the

administrative

approach

very

implies

administration of Mayanoor DIET is good. The gain from the Institute: Majority of the trainees (83%) accepted that, awareness in

different areas have been created among them through the training course. They have (87%) also perceived that the aspects of scholastic and non-scholastic areas are made clear to them. It seems they have become experts in transactional approach because 90% of them accept it. Most of them (about 90%) are benefited by the administration of the institute.

88 Internship: 58% (49+9) of the teacher trainees confirmed that the

microteaching concepts provided in the institute is satisfactory. 84% of them accepted that the teaching practice is supervised well by the educators. Most of them (86%) perceive that educators visit the trainees during internship. Almost all of them stated that opportunities are

available for a teacher-trainee to improve professional competency in a school, which has been selected for internship. Co-curricular activities; 57% of the teacher trainees said that the co-curricular activities provided in the institute is satisfactory. 77% of them accept that the inservice training given to them provides opportunity to develop

professional competency. The above studies say that the training programmes were effective in developing scientific temper among the primary teachers and

students and the quality of various physical infrastructure facilities, learning internship, materials, training co-curricular for activities, transactional approach, Information

teacher-educator,

administration,

and Communication Technology (ICT) in educational technology have shown remarkable improvement. 2.3.4 Technology Solachi. T. (2003) made a study entitled "A study of training technology in DIETs in Tamilnadu: A systems analysis perspective". The objectives of the study were i) to identify system concept and develop prototype training technology model under systems analysis perspective ii) to select promising method to study the functioning of DIETs iii) to identify the deficiencies in the functioning of the DIETs and iv) to ensure more effectiveness and efficiency in the functioning of the DIETs by eliminating such deficiencies. Normative survey method was utilized

89

for

this

study. an

The

number

of

tools

for

the

study

included

questionnaire,

observation

schedule,

interview

schedule,

document

study and a personal data. Random sampling technique was used to select the 10 DIETs as the sample for this study. The findings of the study show that the training participants perceive the effectiveness of the in-service programmes of the DIETs and the technology is utilised to a greater extent by the lecturers in the DIETs in the teaching -learning process related to the in-service training programmes. The above study on technology admit that the training

participants perceive the effectiveness of the in-service programmes of the DIETs and the technology is utilised to a greater extent by the lecturers of DIETs in the teaching -learning process. 2.3.5 Art Education Murugan Shanmugavelu. S, (1995) studied the effectiveness of work experience in improving scientific temper among the teacher

trainees the objectives of this study were i) to identify the level of scientific temper among teacher trainees, ii) to design and execute the work experience activities among teacher trainees, iii) to find out the effect of work experience on improving the level of scientific temper among teacher trainees. The sample constituted 48 teacher trainees in DIET Kalayarkovil. It was an experimental study and scientific temper inventory was used to collect the data for this study. Only conducted trainees one in a study DIET. was This their reviewed under art education that that was

research scientific

highlighted temper

the

teacher work

had

developed

through

their

experience.

90 2.4 Other Studies Govinda and Sood conducted an evaluation study DIETs of different states and have given his remarks as below. District Institute of Education & Training (DIET) was an among the

evaluation study conducted by Govinda and Sood. The study found that different DIETs are at different state of development as some states have just begun and the others started very late since the inception of the scheme, a number of new district have been created across the states and DIETs in these district by and large have not been

established. Most of the DIETs (83 percent) have their own buildings but Meghalaya, hostel facilities are the study reveals that girls' hostel are not fully utilized. The states have divergent recruitment policy and 4 to 8 percent of the positions across the states are vacant. In all the states, the study found shortage of the teaching positions. With a few exceptions, Educational Technology Equipments are not found in

working condition. In a state like, Uttar Pradesh they are at all in use. Most of the states have adopted DIET guidelines in total and as such there are no state-specific adoptions. In a large number of DIETs, units like planning and management, curriculum and material development, educational technology etc. are found almost non-functional. The study found non-involvement of DIET faculty in development and

implementation of plans. Even in DPEP districts, though willing, the faculty is not involved in managing and development of information systems. Libraries have been found to be totally neglected in most of the DIETs. The study found lack of coordination in organizing in-service training programmes with the activities of BRCs and CRCs in many DPEP states. Most of the DIETs are implementing standard programmes of the states and hence very little innovations are noticed. The DIETs focus its activities only on primary school teachers and orientation of other functionaries is sporadic. The study notices that in-service

91

programmes are conducted without a long-term perspective. The study by Govinda and Sood further found research and field experimentation the weakest component in DIETs. Research activities are not reported from the DIETs located in the northeastern part of the country. This is because of the fact that in many states, sub-committees on studies and action research have not been constituted. Low motivation and lack of capacity and academic support are found to be the other major reasons. There are varying patterns so far as the management and coordination of the programme at the states level is concerned SCERTs have emerged as the main coordinating agency in a number of states. However, poor support from the SCERT is reported in a few states. Under utilization of funds is also found to be a common feature in most of the DIETs. 2.5 Conclusion Fifty studies done abroad and in our country are reviewed to know how far the studies in relation to the pre-service teachers, inservice trainings, physical of education, the technology, art education, and

professional

development

teachers,

leadership qualities

of the

principal and organizational effectiveness are in harmonious with one another for the effective functioning of the institution. Studies in

relation to the branches of the DIETs are also collected in support of this project. An overview that of literature on teachers' knowledge professional is a fluid

knowledge

suggests

teachers'

professional

concept. Low motivation, lack of time, lack of administrative support and lack of capacity and academic support are found to be the major reasons. explore Teachers' portfolio provides teachers with opportunities discussions to and

and extend their

tentative

theories

through

feedback from colleagues and students as well as to reflect on their own learning. Quality teaching, as measured by faculty's professional

development activities, was related significantly to teachers' perceptions of effective institution correlates.

92

Increased support from administrators along with sufficient time, computer resources and one on one mentoring are suggested as ways to increase the use of the after training support system, which in turn would provide a better opportunity for the support system to influence positively the faculty's levels of technology integration. Hence the most important thing that is needed in our institutions are involvement of faculty members of in the development on and studies implementation and action of plans,

formation community students

sub-committees and

research, of of

support

parental

involvement, decision

teacher expectation articulation

achievement,

participatory

marking,

institutional goals, and academic emphasis. The same is given stress in this project to expose the activities done by other branches of the DIETs and bridge the gap between the activities performed by all braches of the DIETs.

69

Chapter III DEVELOPMENT OF INDICATORS

3.1 Introduction It has become imperative today for any organization or institution to be competitive globally as well as locally in order to deliver quality services to society. Teacher education institutions are the backbone of the quality education, teacher particularly at elementary (DIETs) school serving level. as So

elementary

education

institutes

nodal

resource centres at district level are expected to be exemplary service providers to the schools. The functioning of DIETs reflects a wider spectrum of quality across the country. They function as centres of academic excellence for the professional development of teachers and there are also certain institutes whose functioning leaves much to be desired (Govinda, 2000). They are effective for which a common, to be equally made vibrant and widely acceptable and statistically

quantifiable benchmarking is necessary. Indicators for measuring the effectiveness of DIETs should be evolved applying suitable statistical techniques. Hence a battery of Instruments has been developed for assessing the indicators that contribute to the effectiveness of DIETs. 3.2 Development of Indicators: Process The first preparatory workshop was held during 16-18 Man, 2005 and the research team discussed the project objectives, and research design in general and identified a limited number of indicators

benchmarks for DIET effectiveness to assist a comprehensive evaluation of institutions Functioning of Branches together separately and the

delivery of resources and progeammes as a district nodal centre formed the basic criteria for the selection of indicators. The MHRD guidelines

94

on DIETs, NCERT and NCTE documents on Teacher Education and the recent social, political and and educational discourses for to on quality inputs of on 15

elementary institutes

education of teacher

their

implications were referred

policy for

education

evaluating

indicators. Later they have been clustered to 12 important indicators. They cover broad four areas: functions of branches, and principal's students'

leadership, perception. 3.3

professionalism,

institutional

infrastructure

Functions of Branches

v* In this area, are seven indicators of functions of seven branches, which are concluded, as critical to the effective functioning of

DIET? They are: > PSTE Effectiveness > WE Effectiveness > DRU Effectiveness > IFIC Effectiveness > CMDE Effectiveness > ET Effectiveness > P & M Effectiveness
<Y

>

Leadership

role

of

principal:

Into

this

area

falls

the

most

singularly important indicator, the leadership role of principal. It provides direction to the institution. S/he plays a critical role in improving the institutional agency, autonomy and responsibility.
-Y*

Professionalism: Another important indicator is professionalism of DIET faculty. It includes their certification. Professional

development and their linkage with professional organization and schools enhance the institutional profile and visibility.

95

3.4

Institutional Infrastructure Infrastructure like classrooms, labs, play ground, auditorium

library, hostels and staff quarters is important for smooth functioning of the DIET. But infrastructure alone would not ensure the quality but proper utilization of the faculties will contribute to the quality of the DIET. This category includes two important indicators namely the

perceptions of the principal and students on availability and use of infrastructure, which underpin DIET performance. 3.5 Students' Perception Students functioning performance Altogether 12 indicators have been evolved. Apart from the of the DIET main can stakeholders be whose as a perceptions good on the of

considered

indicator

functions of seven branches, the leadership role of the principal, the professional ion of DIET faculty, principal's perception on the

infrastructure of the DIET, students' perception on the functioning of DIET are important indicators which provide policy makers with

reference points to assess the effectiveness of DIET. 3.6 PSTE Effectiveness Pre-service can fully Teacher Education branch graduates learning. in teachers They who

support

contemporary with

classroom to

provide

student

teachers

opportunities

engage

experimentation,

making sound educational judgments. As PSTE effectiveness is critical indicator to DIET performance, a comprehensive tool is to be developed, which would conclude dimensions of PSTE. The envisaged dimensions are system efficiency, club activities, community participation, co-

curricular activities, and curricular activities, professional competence, learning resources, pedagogy, school experience, UEE goals, evaluation, professional development and student support.

96

3.7

WE Effectiveness As this work branch was envisaged among to the dignify manual its labour and is

inculcate

related skills

trainees,

functioning

expected to be a key indicator of DIET performance. So a scale that would measure its effectiveness would include the following envisaged dimensions: data collection, training, curricular activities, professional competence, and linkage. 3.8 DRU Effectiveness Intended as a resource centre, DRU branch provides resources and training inputs for the functionaries of second track schooling facilities like AIE & EGS. Promoting literacy initiatives to hasten UEE is mandated to DIET. So the effective functioning of DRU forms the core of DIET performance indicators. Hence a scale is to be constructed to measure the indicator that would comprise the important dimension namely data collection, evaluation, planning, curriculum, material and student efficiency, learning resources, infrastructure

development, linkage, training, research, community participation, and learning resources. 3.9 IFIC Effectiveness IFIC branch provides teachers with professional learning

opportunities, based on their immediate needs by organizing in-service programmes and coordinate research activities in DIET. The effective functioning of the Branch is a critical indicator to DIET visibility. So a scale was prepared with following dimensions: academic activities,

calendar, linkage, planning, ICT coordination, evaluation, professional development and innovation learning resource and pedagogical aspects

97

3.10 CMDE Effectiveness Customizing existing curriculum and developing locally relevant

curricular units and preparing specific teaching and learning materials to fill gaps in the curriculum continuum are some of the important activities of CMDE that would address the local curricular needs of teachers. This would maximize the measurable learning outcomes of children. The important functioning of the Branch would improve the institutional dimensions constructed. 3.11 ET Effectiveness Educational technology plays a critical role in classroom process providing technical and resource support to teachers for not only portfolio. namely So a scale that comprises the envisaged was

coordination,

material

development

preparing low cost teaching and learning materials but also relating them to teaching -learning process and creates ICT rich environments in schools facilitating their teaching learning are some of the important activities of DIET carried out by ET branch. The improper function of the Branch would reflect the performance of DIET immediately. So a tool that emprises eleven dimensions namely availability of ICT,

development of ICT, utility of ICT, linkage efficacy, research & training, evaluation,

student efficacy, teacher teaching and learning

resources was prepared. 3.12 P & M Effectiveness P & M branch offers training programmes to school heads and field officers in educational planning a management and keeps

educational data base of the district. It provides planning - related inputs into all the other branch activities. The effectiveness of DIET can be evidenced from the functioning of this branch. A comprehensive scale was constructed with envisioned dimensions namely development

98

of

curricular

materials,

professional

development,

data

collection,

research,

teacher

development,

evaluation,

community

participation,

linkage, training, extension activities, coordination and faculty efficacy. 3.13 Principal's Leadership Principal plays a critical role in improving DIET's institutional profile and visibility. to As an academic institute. and administrative qualities leader such he as risk

provides

direction skills,

the

Leadership and

managerial

accessibility,

empathy

decision

making,

taking behaviours and interpersonal relationship positively impact on the institute. So a scale was developed to measure the leadership qualities of principal, as it is an important indicator of DIET

effectiveness. 3.14 Professionalism Central to the effectiveness of DIET is the professionalism of faculty members whose professional development provides value

addition to DIET performance. So a scale was developed to study their professionalism as a benchmark for DIET performance. 3.15 Perception on Infrastructure Infrastructure is a basic need for DIET to realize the articulated policy declarations. Perceptions on the availability of infrastructure by key stakeholders namely principal and students and its use by the latter influence the DIET functioning. So, two scales, on the perceptions of infrastructure, one for the principal and the other for students were developed, to of assess the quality of DIET. on Students the are the of main

stakeholders delivered by

DIETs. DIET

Their for

perception their

quality

services strongly

the

professional

preparation

impacts on DIET effectiveness. So a scale was developed to study students' perceptions on the functioning of DIETs.

99

3.16 Field Try Out Altogether 12 tools were developed. All the twelve developed tools were trialed out in Thiroor DIET and Namakkal DIET during May 14-15, 2005. The administrated tools were scrutinized in the tool finalization workshop held during 19-5.2005 and 20-5-2005 at St.Theresa TTI,

Veeraganur, Madurai District. Ambiguous items were modified. A few more questions were added to verify the veracity of the responses as suggested by the experts. 3.17 Administration of Tools Then the modified tools were administered in all the 29 DIETs across the state by the research team personally during October

3.5.2005. Documents such as records, registers, logbooks were verified to ascertain the genuineness of data. 3.18 Conclusion The data collected were scrutinized and the data analysis was done during the workshop held in October 14-15.2005 at Sahayamatha TTI, Keeranur, Pudukkottai. Advanced statistical techniques like factor analysis were used for the validation of tools, which will be discussed in the next chapter.

100

Chapter IV VALIDATION OF TOOLS

4.1 Introduction Validity indicates the degree to which a tool measures what it has been designed to measure. To support outcomes and basic research, the validity of any measurement and evaluation techniques employed must be clearly established. This includes the verification of various types of apparatus, questionnaires, and statistical procedures. In this chapter an attempt is made to establish validity of the instruments through Factor Analysis. 4.2 Pre-Service Effectiveness Teacher Education Effectiveness Scale (PSTEES) 4.2.1 Introduction Documents of NACC and NCTE guidelines reveal that certain

dimensions are critical to pre-service teacher education contributing to the well functioning of PSTE branch. Some of the important dimensions such as system efficiency that enhance the performance of teacher trainees, club activities organized and by the branch, activities, school community professional experience,

involvement, expertise,

curricular

co-curricular pedagogical

learning

resources,

aspects,

UEE goals, evaluation, professional development and student support were factored in while writing the items. These items were pooled and refined by experts. Then they were arranged in a logical order so that they could be easily understood by the DIET faculty. Then the scale was trialed out in two DIETs and necessary modifications were carried out in the scale.

101

The final version of the scale, as discussed in the earlier chapter was administered to all the heads of PSTE branches of all the 29 DIETs across the state. The filled in tools were scored with scoring keys (Appendix) by experts with due weightage given to each item. Data collected for 13 dimensions from 29 DIETs were computer analyzed. The item-total correlations between the dimensions and the total PSTE effectiveness score are significant and the values are very close to each other. The Cronbach-alpha value is found to be 0.5682. The split half reliability value is 0.7333. These findings show that the tool is reliable. The principal data were factor analysis analyzed method for and factorial Varimax structure rotation. using Seven

component

factors were extracted and these factors contributed to 73.66 %, the first factor contributing to 16.92%and the last factor 5.44 %. The

factors are named with reference to the variables (items) that load significantly with each other. A loading of 0.3 and above is considered significantly contributing to each factor. The extracted factors, with

names assigned to these latent variables are presented in the Table (4.1) indicating the percentage of variance explained by each factor.

i
102

Table 4.1 PSTEES Total Variance Explained F. No.

1

Factor Percentage of marks (mean) obtained by regular students in the last three academic years in the Board Examinations Result Effectiveness - correlation between Staff strength and students' performance for the past three years Number of celebrations, club activities and co-curricular activities organized for the past three years Community participation Number of parents meeting convened for the past three years Involvement of students in Scouts, NSS, Red Cross, Blue Cross, Green Cross, etc. at DIET List out evaluation techniques that PSTE students were exposed to in 2003-04 Sports and games conducted in the year 2003-2004 Number of practicals conducted in the year 2003-2004 No. of field trips 8B tours organized in the current academic year List out the materials in the CCRT, Maths, Science kits List out any three innovative models prepared by trainees in the year 2003-2004 List out the activities organized to develop the performing Arts skills. Example singing, dancing, etc. Preparatory activities for practice teacher in the current academic year

Eigen % of Value Variance 3.385 16.924

Cumulative percentage 16.924

2.637

13.184

30.108

2.470

12.349

42.457

2.204

11.022

53.479

1.551

7.754

61.233

1.397

6.986

68.219

7 8 9 10 11

1.088 .956 .845 .767 .619

5.440 4.778 4.224 3.833 3.093

73.659 78.437 82.661 86.494 89.587

12

.526

2.631

92.218

13

.417

2.084

94.302

103 List out the activities carried out by PSTE branch to achieve PSTEES Total Variance Explained the Universal enrolment (UEE) in 4.2.2 Factor Loadings district 15 Do you maintain a record for monitoring internship of teacher trainees? 16 Have the pre-service faculty members undergone Capacity Building Training Programmes on Content and Methodology? 17 What strategies do you adopt to solve emotional problems of student / ^teachers? 18 Library Facilities
19

.386

1.932

96.234

.275

1.374

97.608

.175

.876

98.483

.150

.752

99.235

.08 .045 .0279

.400 .225 .139

99.635 99.861 100.000

Library Usage What are the transactional strategies adopted in your preservice training programmes?

20

Extraction Method: Principal Component Analysis. 4.2.2 Factor Loadings Factors are named on the basis of significant loaded items. data

Significantly loading items with each factor extracted from the

collected from the PSTE faculty are listed in the table that follow with name (address) given to the factor.

104

4.2.3 Educational Provisions and Products (EPP) Table 4.2 Educational Provisions and Products (EPP) Extraction Method: Principal Component Analysis. Item 4.2.3 Educational Provisions and Products (EPP) 2 Result Effectiveness - correlation between Staff strength and students performance for the past three years Number of celebrations, club activities and cocurricular activities organized for the past three years Community participation - Number of parents meeting convened for the past three years List out the activities carried out by PSTE branch to achieve Universal Enrolment (UEE) in the district SI. No. Activities 1. 2. 3. 4. Factor Loading -0.765

0.613

0.662

14

0.805

PSTE branch generally produces higher percentage results in DTE examination in Tamil Nadu indicating the system efficiency. It provides students with variety of activities, co-curricular and club. The system involves the stakeholders namely the community and students to

deliver the goals of UEE. Hence the factor is named "Educational Provisions and Products"

105

4.2.4 Learning Resources and Capacity Building (LRCB) Table 4.3 Learning Resources and Capacity Building (LRCB) F. No. 8 Item Number of practicals conducted in the year 2003-2004 Practicals No. of No. of Practicals Practicals demonstrated demonstrated by staff by student teachers 1. Physical Science 2. Life Science 3. Psychology Mean : Mean : List out the materials in the foil owing kits Kits Available In use Total List of Materials 1. CCRT Kit 2. Maths Kit 3. Science Kit Have the pre-service faculty members undergone Capacity Building Programmes on Content and Methodology? If yes, Furnish details, 1. 2. 3. Factor loading 0.698

10

-0.556

16

0.853

Library Particulars Number of Books Number of Journals Number of Magazines Number of Newspapers No. of Reference Books

Library Facilities Tamil English

0.701 Other Language Total

106

The

quality

of

Pre-service

Teacher

Education

depends

on

the

learning resources namely books, journals, magazines, newspapers and reference books available in the library. The knowledge students acquire is to be applied in practicals and converted into skills by using various learning kits. In addition to this, teachers' capacity building counts

much in developing teaching competencies of student teachers. Hence the factor is labeled 'Learning resources and Capacity Building'. 4.2.5 Performance and Field Work (PFW) Table 4.4 Performance and Field Work (PFW) F. No. Item Percentage of marks (mean) obtained by regular students in the last three academic years in the Board Examinations Subjects 20022003Overall 200103 04 Mean 02 1. Challenges in Education 2. Educational Psychology 3. Educational Management 4. Tamil 5. English 6. Mathematics 7. Science 8. Social Science Involvement of students in Scouts, NSS, Red Cross, Blue Cross, Green Cross, etc. at DIET Years Activities 2001-02 2002-03 2003-04 Mean : No. of field trips and tours organized in the current academic year ________________________________________ Factor loading 0.748

0.715

0.689

107

Scholastic and non-scholastic achievements of the trainees are the tangible indices of PSTE performance. Their marks in the academic subjects scouts, and Red their Cross, active blue participation cross and in field co-curricular trips have activities a in

symbiotic

relationship resulting in the balanced development of teachers in the making. Hence this factor is 'Performance and Field Work'. 4.2.6 Personality Development (PD) Table 4.5 Personality Development (PD F. No. Item List out evaluation techniques that PSTE students are SI. No. 1. 2. 3. 4. 5. 6. 7. 8. Techniques Factor loading 0.414

Sports and games conducted in the year 2003-2004 SI. No. 1. 2. 3. 4. 5. 12 18 Activities Intra DIET : Inter DIET : Others :

0.407

List out the activities organized to develop the Arts skills. Example singing, dancing, etc. What strategies do you adopt to solve emotional problems of student teachers? 1. 2. 3.

0.763 0.608

108

Different co-curricular activities contribute to the development of personality of student teachers. Arts, skills and games shape different facets of one's personality. Evaluation techniques too help them assess themselves where they are in knowledge, skills and attitudes and assess their children during teaching practice. Psychological counseling enable student teachers solve their emotional problems leading to the

wholesome development of student teachers. So this factor is named 'Personality Development'. 4.2.7 Innovations and Internship (II) Table 4.6 Innovations and Internship (II) F. No. 11 Item List out any three innovative models prepared by trainees in SI. No. Name of the models Subject 1. 2. 3. 4. 5. 6. Do you maintain a record for monitoring internship of teacher trainees? Yes / No Library Usage Numbers Issued Books Journals Magazines Newspapers Reference Books Educational experiences of emergent teachers are enriched by the innovative models they prepare, as response to contemporary classroom Tamil English Other Language Total Factor loading -0.522

15

0.828

20

0.686

109

situations during internship, which are properly monitored by the DIET staff. These innovations should have theoretical grounding. It is only possible with proper use of library resources by trainees. So this factor is known as 'Innovations and Internship'. 4.2.8 Pedagogical Aspects (PA) Table 4.7 Pedagogical Aspects (PA) F. No. 21 Item What are the transactional strategies adopted in your SI. No. Strategies adopted Factor loading 0.863

New

transactional

strategies

are

critical

to

the

development

of

teaching competencies in the initial teacher development programmes. So this factor is named 'Pedagogical Aspects'. 4.2.9 Pre-Internship Activities Table 4.8 _________________ Pre-Internship Activities _____________________ F. Item No. 13 Preparatory activities for practice teacher in the current academic year SI. No. 1. 2. 3. 4. Activities Max. No. 7 25 25 3 60 Mean: By the guide teachers By teachereducators No. of activities done Factor loading 0.764

Micro teaching Demo classes Observations Workshops Organized Total

110

Since and

internship in real

programme classroom

involves

the

integration by student

of

theory

practice

situations

teachers,

preparatory activities for practice teaching namely microteaching, demo class, observations and workshops train them to become teachers in practice. Hence this factor is labeled 'Pre-Internship Activities'. 4.2.10 Conclusion Seven Provisions Building factors and (LRCB) have been (EPP), identified Learning and and named Educational Capacity Personality

Products

Resources

and

Performance

Fieldwork

(PFW),

Development (PD), Innovations and Internship (II), Pedagogical Aspects (PA) and Pre-Internship Activities (PIA). The factor loadings of all the items in each factor from the factor analysis powerfully demonstrate that the developed tool is highly valid. Since the tool has been found to be reliable and valid, it can be said to be a valid measure of one of the indicators for DIET

effectiveness. 4.3 Work Experience Effectiveness Scale (WEES)

4.3.1 Introduction Data collected for 8 dimensions from 29 DIETs were computer analyzed. The item-total correlations between the dimensions and the total WE effectiveness score are significant and the values are very close to each other. The Cronbach-alpha value is found to be 0.7792.The split half reliability value is 0.7869. These findings show that the tool is reliable. The data were factor analyzed for factorial structure using

principal component analysis method and Varimax rotation. Five factors were extracted and these factors contributed to 68.69%, the first factor contributing to 28.23%and the last factor 7.73%. The factors are named

111

with reference to the variables (items) that load significantly with each other. A loading of 0.3 and above is considered significantly

contributing to the factor. The extracted factors, with names assigned to these latent variables are presented in the table (4.9) indicating the percentage of variance explained by each factor. Table 4.9 WEBS Total Variance Explained Factor Factor No. Has work experience branch 1 identified the locally available material for preparing Teaching Learning Materials? Yes / No Has the branch offered experience to trainees in the following activities? (i) Weaving Yes / No No No No No No No 2.674 20.567 43.028 Eigen Value 2.920 % of Variance 22.461 Cumulative percentage 22.461

(")

(iii) (iv) (v) (vi) (vii)

Craft work Yes / Agriculture Yes / Tailoring Yes / Embroidery Yes / Music Yes / Others (specify)Yes /

Has the branch involved NFE / AE educational Volunteers / NGOs in Planning the orientation to work experience activities, in NFE / AIE / EGS centres ____________ Yes / No Does the branch give stress to the following activities related to dayto-day life situations? 1. Health and hygiene Yes / No 2. Shelter, Campus cleaning Yes / No 3. Food 8B Agriculture Yes / No 4. Clothes ____________ Yes / No

1.517

11.669

54.697

1.306

10.047

64.743

112

5. School Celebration Yes / No 6. Service to others Yes / No 7. Converting waste material into wealth Yes / No 8. Other (if any) Yes / No Has the branch conducted training programmes in the following areas to teacher trainees? Health and hygiene Yes / No i. School environment up keeping Yes / No ii. Daily activities Yes / No iii. Preparation of domestically consumable articles Yes / No iv. Kitchen garden Yes / No v. Cooking & Preservation of food Yes / No vi. Clothing Yes / No (Tailoring, Doll making, Embroidery, Garland making, waving handkerchief) vii. Domestic appliances Yes / No (repair of simple electrical gadgets) iviii. Cultural & Recreation (music, dance, drama, etc) Yes / No x. Community work & Social service (organizing exhibitions, participation in Social Welfare Schemes) __________________________ Yes/ No Has the branch conducted training to the teacher trainees under SUPW in the following skills i. Ink-making Yes / No ii. File pad making Yes / No iii. Office cover making Yes / No iv. Phenyl making Yes / No v. Soap making Yes / No vi. Candle making Yes / No vii. Wire bags making Yes / No viii. Knitting Yes / No ix. Embroidery Yes / No Toy making _________ Yes / No x.

8.337

73.081

.836

6.433

79.514

113

10

11

12

13

xi. Herbal Cosmetics Yes / No Any other (specify) Have exhibition been organized to display the handicrafts and products made by student teachers? Yes / No If yes, no of items displayed Were training programmes conducted to Women Self Help Group members on different vocations and handicrafts? Yes / No Were local artisans invited to demonstrate their skill? Yes / No (eg. making pots / wood work / making clay models) Has the branch organized interview with small-scale industries / employment exchange officers annually to sensitize student teachers on the avenues open for employment? Yes / No Does the branch take the teacher - trainees out on local field trips to have direct experience of local crafts such as weaving / match works / crackers / knitting / brick making / pot making / Art work? Yes / No Relevance of Work Experience to Teacher Education 1. Is the infrastructure of DIET adequate to train teachertrainees? Yes / No 2. Is the CCRT kit periodically utilized? Yes / No Are the following Art activities periodically carried out? i. Pictorial Art Yes / No ii. Decorative Art Yes / No iii. Plastic Arts Yes / No iv. Performing Arts Yes / No

.729

5.606

85.120

.512

3.942

89.061

.476

3.662

92.723

.349

2.684

95.407

.321

2.468

97.875

.164

1.264

99.139

.112

.861

100.000

Extraction Method: Principal Component Analysis.

114

4.3.2 Factor Loadings Factors are named on the basis of significant loaded items.

Significantly loading items with each factor extracted from the data collected from the WE faculty are listed in the table that follow with name (address) given to the factor. 4.3.3 Training (TG) Table 4.10 Training (TG) Extraction Method: Principal Component Analysis. Item 4.3.2 Factor Loadings 5 Has the branch conducted training programmes in the following areas to teacher trainees? 1. Health and hygiene Yes / No 2. School environment Up keep of Yes / No 3. Daily activities Yes / No 4. Preparation of domestically consumable articles Yes / No 5. Kitchen garden Yes / No 6. Cooking 8 B Preservation of food Yes / No 7. Clothing Yes / No (Tailoring, Doll making, Embroidery, Garland, making handkerchief) 8. Domestic appliances Yes / No (repair of simple electrical gadgets) 9. Cultural & Recreation (music, dance, drama, etc) Yes / No 10. Community work 85 Social service (organizing exhibitions, participation in Social Welfare Schemes) Yes / No Were training programmes conducted to Women Self-Help Group members on different vocations and handicrafts? Yes / No Has the branch organized interview with small-scale industries / employment exchange officers annually to sensitize student teachers on the avenues open for employment? Yes / No Factor Loading 0.841

-0.681

10

-0.573

115

Are the following Art activities being carried out? 1. Pictorial Art Yes / No 2. Decorative Art Yes / No 3. Plastic Arts Yes / No 4. Performing Arts Yes / No The Work Experience branch trains pre-service students on

various life-oriented skills from health, cooking, community and social work to consumable for Self articles help and music. (SHG) Now on they conduct training and

programmes

Groups

different

vocations

crafts. They work for DIET -Small Industries interface to explore the avenues of job opportunities. Different kinds of Arts activities are

carried out by this Branch. This factor is therefore named Training'. 4.3.4 Developing Occupational Skills (DOS) Table 4.11 Developing Occupational Skills (DOS) F. No. 2 Item Has the branch offered experience to trainees in the following activities? 1. Weaving Yes / No 2. Craft work Yes / No 3. Agriculture Yes / No 4. Tailoring Yes / No 5. Embroidery Yes / No 6. Music Yes / No 7. Others (specify) Yes No Does the branch give stress to the following activities related to day-to-day life situations? 1. Health and hygiene Yes / No 2. Shelter, Campus cleaning Yes / No 3. Food & Agriculture Yes / No 4. Clothes Yes / No 5. School Celebration Yes / No 6. Service to others Yes / No 7. Converting waste material into wealth Yes / No 8. Other (if any) Yes / No Factor loading 0.688

0.675

116

Has the branch conducted training to the teacher trainees under SUPW in the following 1. Ink-making Yes / No Yes / No 2. File pad making Yes / No 3. Office cover making Yes / No 4. Phenyl making Yes / No 5. Soap making Yes / No 6. Candle making Yes / No 7. Wire bags making Yes / No 8. Knitting 9. Embroidery Yes / No Yes / No 10. Toys making Yes / No 11. Herbal Cosmetics Yes / No 12. Any other (specify) Were local artisans invited to demonstrate their skill? Yes / No (eg. making pots / wood work / clay models)

0.736

0.698

The

WE

branch

staff

members

impart

training

to

student

teachers on umpteen numbers of occupational skills in order to help them realize the dignity of the manual labour and appreciate the value of craft-oriented education. This would help them to teach school

children the dignity of labour. They are also exposed to craftsmanship of artisans in their habitat. Hence the factor is assigned the name

'Developing Occupational Skills'. 4.3.5 Local Resources (LR) Table 4.12 F. No. 7 Item Have exhibitions been organized to display the handicrafts and products made by student teachers Yes / No If yes, no. of items displayed Does the branch take the teacher - trainees out on local field trips to have direct experience of local crafts such as weaving / match works / crackers / knitting / brick making / pot making / Art? Yes / No Factor loading 0.890

11

0.720

117

The

Branch

staff

members

organize

exhibition

of

handicrafts

prepared by the trainees and filed trips for them to have experiential learning on local crafts such as weaving, brick making, pot making etc. So this factor is named 'Local Resources*. 4.3.6 Local Coordination (LR) Table 4.13 Local Coordination (LR) F. No. 1 Item Has the work experience branch faculty members identified the locally available materials for preparing Teaching Learning Materials? Yes / No Has the branch involved NFE / AE educational authorities / NGOs in Planning the orientation to work experience activities, in NFE / AIE / EGS centres Yes / No Factor loading 0.774

0.711

This Branch staff coordinates with NFE / AIE / SSA officials to impart training to AIE 8B EGS centres on work experience activities. Hence this factor 'Local Coordination*. 4.3.7 Infrastructure (IS) Table 4.14 Infrastructure (IS) F. No. 12 Item Relevance of Work Experience to Teacher Education 1. Is the infrastructure of DIET adequate to train teacher-trainees? Yes / No 2. Is the CCRT kit periodically utilized? Yes / No Availability of enough facilities for conducting work Factor loading -0.909

experience

activities and proper use of such facilities like CCERT kits and math kits improve the profile of WE Branch Hence the factor is called

'Infrastructure'.

118

4.3.8 Conclusion Out of 8 envisaged dimensions 5 factors were extracted and they have been named Training, Developing Occupational Skills, Local

Resources, Local Co-ordination and Infrastructure. The factor loadings of all the items in each factor from the factor analysis evidently prove that the developed tool is valid. Since the WE effectiveness scale is valid and reliable, it can be said to be valid for measuring one of the indicators for DIET effectiveness. 4.4 District Resource Unit Effectiveness Scale (DRUES) 4.4.1 Introduction The tool was canvassed on the DRC Branch faculty of 29 DIETs and data collected for 10 dimensions were computer analyzed. The item-total correlations between the dimensions and the total DRU

effectiveness score are significant and the values are very close to each other. The Cronbach-alpha value is found to be 0.8039. The split half reliability value is 0.6954. These findings show that the tool is reliable. The data were factor analyzed for factorial structure using

principal component analysis method and Varimax rotation. Six factors were extracted and these factors contributed to 78.67 %, the first factor contributing to 29.98%and the last factor 6.45 %. The factors are named with reference to the variables (items) that load significantly with each other. A loading of 0.3 and above is considered significantly

contributing to the factor. The extracted factors, with names assigned to these latent variables are presented in the Table (4.15) indicating the percentage of variance explained by each factor.

119

Table 4.15 DRUBS Total Variance Explained Factor No.

1

Factor Whether the data about the NFE/ AE/AIE/ EGS centres and volunteers are maintained? Availability of List of NGO's. Yes / No Are the centres of NFE/ AE/ AIE/ EGS being visited regularly? Yes / No If yes, do you maintain any diary for centre visits If you are visiting, NFE/ AE/ AIE/ EGS centres, the periodicity of your visit (Monthly, Quarterly, Half yearly, Annually) How were the needs of the Educational Volunteers identified? Were DRU branch faculty members involved in the development of module for AIE / EGS volunteers? Yes / No If yes give details Have the training modules for AIE volunteers prepared by other DIETs been evaluated? Yes / No List out the agencies and personnel other than DIET involved in the material production Have you organized training programmes for AIE volunteers? Yes / No If yes, list out the names of the training programmes Have you evaluated the impact of training programmes imparted to educational volunteers? Yes / No If yes, list the methods adopted State Whether the studies / Research Projects/Action Researches are being conducted/have been completed related to AE/NPE/AIE/EGS. Yes/No If yes, furnish the topics

Eigen Value 5.096

% of Variance 29.975

Cumulative percentage 29.975

2.517

14.808

44.783

1.928

11.343

56.126

4 5

1.558 1.178

9.165 6.927

65.290 72.217

1.097

6.451

78.669

.985

5.795

84.464

.749

4.408

88.872

.515

3.029

91.901

10

.393

2.309

94.210

120

11

12

13

14

15

16

17

Mention the linkages with other departments (NFE, SSA, Extension Wing s of Universities, NGOs, SRC) Have DRU branch members participated in their branch related training programmes Yes/ No If yes, furnish the details Whether the follow-up of training being carried out? Yes / No If yes, give details What methods do you follow to involve students in neo-literacy and post-literacy campaigns? What programmes have the faculty members organized to create awareness among people about literacy? Do you have a database of agencies involved in serving the interests of out of school children and nonliterates If yes, list them Do you have digital downloaded materials and journals relevant to child labour and other related area Yes / No If yes, give details

.274

1.609

95.819

.239

1.407

97.227

.177

1.038

98.265

.148

.869

99.134

0.0788

.464

99.598

0.0683

.402

100.000

0.000

0.000

100.000

Extraction Method: Principal Component Analysis. 4.4.2 Factor Loadings Factors are named on the basis of significant loaded items.

Significantly loading items with each factor extracted from the data collected from the DRU faculty are listed in the table that follow with name (address) given to the factor.

121

4.4.3 Field Activities (FA) Table 4.16 Field Activities (FA) F.No. 4 9 Item How were the needs of the Educational Volunteers identified? Have you evaluated the impact of training programmes imparted to educational volunteers? Yes / No If yes, identify the methods adopted Whether the studies / Research Projects / Action Researches are being conducted / have been completed related to AE / NPE / AIE / EGS Yes / No If yes, furnish the topics Whether the follow-up of training being carried out? Yes / No If yes, give details What programmes have the faculty members organized to create awareness among peoples about literacy? Factor Loading 0.854 0.705

10

0.624

13

0.855

15

0.508

The DRU branch as a resource centre in the district is involved in various field activities namely assessing the training needs of

educational volunteers of AIE & EGS, evaluation of the impact of the training of educational volunteers, research studies on AE/ AIE / and EGS, follow up of training programmes and programmes organized by the DRU staff to create awareness among people about literacy. The 'outreach' of the Branch to field activities is essential for resourcing the alternative Activities'. schooling facilities. Hence the factor is named 'Field

122

4.4.4 Material Development (MD) Table 4.17 Material Development (MD) F. No. 5 Item Were DRU branch faculty members involved in the development of module for AIE / EGS volunteers? Yes / No If yes give details Do you have digital downloaded materials and journals relevant to child labour and other related area Yes / No If yes, give details Factor loading -0.967

17

0.967

Developing materials / modules for AIE & EGS volunteers is an assigned work of DRU Branch for which staff are expected to access information through electronic journals or 'down loading' particularly

on current topics like child labour, out of school children, and second track schooling facilities. So this factor is named 'Material

Development'. 4.4.5 Capacity Building (CB) Table 4.18 Capacity Building (CB) Item F. No. 8 Have you organized training programmes for AIE volunteers? Yes / No If yes, list out the names of the training programmes 12 Have DRU branch members participated in their branch related training programmes Yes / No If yes, furnish the details What methods do you follow to involve studies in neoliteracy and post-literacy campaigns? Educating AIE / EGS volunteers through training Factor loading 0.653

0.797

14

0.560

programmes,

professional development of the DRU Branch faculty and involvement of trainees through neo- and post literacy campaigns would improve the

1
123

institutional profile of the DIET and its capacity building. Therefore this factor is assigned the name of 'Capacity Building*. 4.4.6 Monitoring (MT) Table 4.19 Monitoring (MT) F. No. 2 Item Are the centres of NFE/ AE/ AIE/ EGS visited regularly? Yes / No If yes, do you maintain any diary for centre visits If you visit, NFE/ AE/ AIE/ EGS centres, the periodicity of your visit Monthly, Quarterly, Half yearly, Annually Do you have a database of agencies involved in serving the interests of out of school children and neo-literates If yes, list Factor loading 0.653

3 16

0.499 0.786

Monitoring AIE / AE / EGS centres by the DRU Branch staff through regular and frequent visits is crucial for improving the quality of alternative schooling and sustaining it either for consolidation on the part of adult learners and mainstreaming of neo-literates, updating of data bases of agencies, governmental and non-governmental, involved in non-formal literacy programmes would help the Branch in reaching 'the un-reached' section of population. Hence the factor is named

'Monitoring*. 4.4.7 Linkages (LS) Table 4.20 Linkages (LS) F. No. 1 Item Whether the data about the NFE/AE/AIE/EGS centres and volunteers are maintained? Availability of List of NGO's, Yes / No Mention the linkages with other departments (NFE, SSA, Extension wing s of Universities, NGOs, SRC) Factor loading 0.905

11

0.925

124

Maintaining data about the centres and volunteers, agencies and the relationship with other departments (NFE, SSA, Extension Wings of Universities, NGOs, and SRC) enhance the pro-active role of the DIET in forging links with others in achieving overarching goals of UEE.

4.4.8 Evaluation of Materials (EM)

Table 4.21 Evaluation of Materials (EM) F. No. 6 7 Item Have the training modules for AIE volunteers prepared by other DIETs been evaluated? Yes / No List out the agencies and personnel other than DIET involved in the material production The local specific materials / modules developed Factor loading 0.822 0.680

for

AIE

volunteers by other DIETs are evaluated by the DRU Branch staff so that they can gain insights into the materials and activities undertaken by other DIETs. This evaluation helps them enrich their own packages. Other agencies like NGOs and SRC are involved in the material

production. Their contributions are valuable addition to DIET materials. This factor is therefore is called 'Evaluation of Materials'. 4.4.9 Conclusion Six factors out of 10 envisaged dimensions have emerged from factor analysis and they are named Field Activities, and Materials, Evaluation

Development,

Capacity

Building,

Monitoring,

Linkages

Materials. The factor loadings of all the items in each factor from the factor analysis powerfully demonstrate that the developed tool is valid. Since the tool is valid and reliable, it can be said to be a valid measure for studying one of the indicators for DIET effectiveness.

125

4.5.

In-Service programmes Field Interaction Innovation & Coordination Effectiveness Scale (IFICES)

4.5.1 Introduction Data collected on 10 dimensions from 29 DIETs for IFIC

effectiveness scale were computer analyzed. The item-total correlations between the dimensions and the total IFIC effectiveness score are

significant and the values are very close to each other. The Cronbachalpha value is found to be 0.7046. The split half reliability value is 0.3957. These findings show that the tool is reliable. The data were factor analyzed for factorial structure using

principal component analysis method and Varimax rotation. Five factors were extracted and these factors contributed to 69.76 %, the first factor contributing to 21.86%and the last factor 7.93 %. The factors are

named with reference to the variables (items) that load significantly with each other. A loading of 0.3 and above is considered significantly

contributing to the factor. The extracted factors, with names assigned to these latent variables are presented in the Table (4.22) indicating the percentage of variance explained by each factor. Table 4.22 IFICES Total Variance Explained F.No.
1

Factor Were the training needs of Elementary teachers identified? If yes, furnish no. Of documentary evidence? Is the annual calendar of all training programmes prepared well in advance? Were periodical newsletters published if yes, specify the no. of news letters published? Was pre-planning for training activities carried out?

Eigen Value 3.717

% of Variance 21.862

Cumulative percentage 21.862

3.269

19.229

41.091

2.048

12.050

53.141

1.477

8.690

61.830

126

Were Educational Technology Equipments used in transactional process during the training programmes? Yes / No If yes, specify the no. of training programmes and the equipments used Was the documentation done after the training? Yes / No If yes, specify the no. of documents prepared Were the follow-up activities undertaken for the training programmes conducted? Yes / No If yes, specify no. of visits made by DIET faculty after training at BRC and School level Did the faculty members of other branches of DIET contribute to the In-service training programmes? Yes / No Were the training modules distributed during the training? Yes /No Were the training modules distributed after the training? Yes / No Did the faculty members discuss the classroom problems faced by teachers and teacher-educators? Yes / No If yes, specify the number of occasions with teachers, BRTEs, AIE/EGS Volunteers and CRC Coordinators Did you identify any innovative practices in classroom teaching in your district by the practising teachers? Yes / No If yes specify the no. Of innovative practices identified Were the innovative practices disseminated to schools? Yes / No If yes, specify the number.

1.348

7.929

69.759

.995

5.854

75.613

.877

5.160

80.774

.719

4.229

85.003

.664

3.908

88.911

10

.551

3.243

92.154

11

.411

2.418

94.572

12

.288

1.692

96.265

13

.258

1.519

97.784

1
14

127

15

16

17

Do the pre-test and post-test form the integral part of training programmes? Yes / No If yes, furnish the number of pretests and post-tests conducted Have you conducted any impact studies on the training programmes? Yes / No If yes, furnish details Have you involved any external expertise for training programmes? Yes/ No If yes, give details What are the strategies / transactional strategies adopted in your training programmes

.182

1.069

98.853

.109

.641

99.495

.0468

.276

99.770

.039

.230

100.000

Extraction Method: Principal Component Analysis. 4.5.2 Factor Loadings Factors Significantly are named items on the basis of significant loaded the items. data

loading

with

each

factor extracted from

collected from the IFIC faculty are listed in the table that follows with names (address) given to the factors. 4.5.3 Training Design and Innovation (TDI) Table 4.23 Training Design and Innovation (TDI) F.No. 1 Item Were the training needs of Elementary teachers identified? If yes, furnish no. of documentary evidence? Is the annual calendar of all training programmes prepared well in advance? Were the follow-up activities undertaken for the training programmes conducted? Yes / No If yes, specify no. Of visits made by DIET faculty after training at BRC and School level Factor Loading 0.601

2 7

0.556 0.735

128

12

13

Did you identify any innovative practices in classroom teaching in your district by the practicing teachers? Yes / No If yes specify the no. of innovative practices identified Were the innovative practices disseminated to schools? Yes / No If yes, specify the no. Preparation of Annual calendar enables DIETs design

0.879

0.897

training effective

programmes

meticulously.

Training

needs

analysis

precedes

training delivery so that the programmes, even if pre-packaged, can be made more appropriate for existing classrooms contexts. Similarly, the follow up activities are equally important to assess the impact of the training programme on the classroom process for which visits by DIET staff to BRC, CRC and schools are necessary. The effect of training programme can be gauged by the number of innovative practices

adopted by the inspired teachers who attend the programme. It is the responsibility of the DIET to widely disseminate such innovative

practices to all schools through newsletters. So this factor is named 'Training Design and Innovation'. 4.5.4 Training Process (TP) Table 4.24 Training Process (TP) F. No. 5 Item Were Educational Technology Equipments used in transactional process during the training programmes? Yes / No If yes, specify the no. Of training programmes and the equipments used Did the faculty members of other branches of DIET contribute to the In-service training programmes? Yes / No Factor loading 0.727

-0.688

129

11

Did the faculty members discuss the classroom problems faced by teachers and teacher educators? Yes / No If yes, specify the number of occasions with teachers, BRTEs, AIE/EGS Volunteers and CRC Coordinators Do the pre-test and post-test form the integral part of training programmes? Yes / No If yes, furnish the number of pre-tests and post-tests conducted

0.741

14

0.703

The 'technical' support of the ET Branch and pedagogical support of the other branches are critical to the effective in-service training. Problems faced by teachers and teacher educators (BRTEs) and Tiard spots' are discussed during training. Any training programme involves the pre and post testing of the participants for assessing the Value addition'. Hence the factor is named 'Training Process'. 4.5.5 Training Strategies and Impact (TSI) Table 4.25 Training Strategies and Impact (TSI) Item F. No. 9 Were the training modules distributed during training programmes? If yes, give details Yes / No 10 Were the training modules distributed after the training programmes? If yes, Give details Yes / No Have you conducted any impact studies on the training programmes? Yes / No If yes, furnish details What are the strategies / transactional strategies adopted in your training programmes? Distribution transactional provide of modules adopted on during and the and after on the the the Factor loading 0.635 0. .664

15

0. .762

17

0. .574

training, training factor is

strategies

impact

studies

holistic

perspective

programme.

Hence

named 'Training Strategies and Impact'.

130

4.5.6 Pre and Post Training Activities (PPTA) Table 4.26 Pre and Post Training Activities (PPTA) P. No. Factor loading

Item Was the pre-planning for training activities carried out? a. Time Table Yes No b. Communication made through Oral Written c. Resource Mobilization Yes Yes Yes No No No

-0.752

Was the documentation done after the training? Yes / No If yes, specify the no. of documents prepared _______________ Proper training planning is necessary for the successful include 0.762

conduct

of of

programmes.

Pre-training

activities

preparation

timetable, proper communication to teachers through oral and written modes, (experts) well and in advance and mobilization The post of resources like human

materials

(TLM).

training

activities

essentially

comprises the documentation of the programme for future reference and feedback. Activities'. 4.5.7 Resourcing and Dissemination (RD) Table 4.27 Resourcing and Dissemination (RD) F. No. 3 Item Were periodical newsletters published if yes, specify the no. of news letters published? Have you involved any external expertise for training programmes? Yes / No If yes, Give detail Factor loading 0.866 Hence this factor is named 'Pre and Post training

16

-0.585

131

Resourcing

training

programmes

by

experts

from

different

institutions, other departments become important when they cover the areas like disaster management, total health programmes. The other innovative practices need to be also periodically disseminated through the publication of news letters. Hence this factor is called 'Resourcing and Dissemination'. 4.5.8 Conclusion Out of ten envisaged factors, five factors namely Training Design and Innovation, Training Process, Training Strategies and impact, Preand Post Training Activities and Resourcing and Dissemination have emerged from the factor analysis. The factor loadings of all the items in each factor evidently prove that the IFIC effectiveness scale is highly valid. Since the tool reliable and valid, it can be claimed to be a valid measure for assessing the DIET effectiveness. 4.6 Curriculum Material Development & Evaluation Effectiveness Scale (CMDEES) 4.6.1 Introduction The CMDE Effectiveness Scale was administered in 29 DIETs and Data collected for the three envisaged dimensions were computer

analyzed. The item-total correlations between the dimensions and the total CMDE effectiveness score are significant and the values are very close to each other. The Cronbach-alpha value is found to be

0.7792.The split half reliability value is 0.7869. These findings show that the tool is reliable. The data were factor analyzed for factorial structure using

principal component analysis method and Varimax rotation. Five factors were extracted and these factors contributed to 68.69 %, the first factor contributing to 28.23%and the last factor 7.73 % (Table 4.6.0). The factors are named with reference to the variables (items) that load

132

significantly with each other. A loading of 0.3 and above is considered significantly contributing to the factor. The extracted factors, with

names assigned to these latent variables are presented in the table (4.28) indicating the percentage of variance explained by each factor.

Table 4.28 CMDEES Total Variance Explained F. Factor No. 1 Has CMDE branch prepared locally relevant new curricular units to supplement the prescribed curricular unit? Yes / No If yes, list out the materials prepared 2 Has CMDE branch prepared locally relevant new curricular units to supplement the prescribed curricular unit? Yes / No If yes Name the other branches of DIET, if any, involved in the Material Development What are the other materials developed by DIET (Books, Modules, Tools, Others) Has CMDE branch evaluated textbooks of Std I to VIII? Yes / No a) If yes, attach copies of reports Has the branch evaluated the Modules prepared by DTERT for AIE 85 EGS centres? Yes / No If yes, furnish the details Eigen Value 4.234 % of Variance 28.228 Cumulative percentage 28.228

1.869

12.459

40.688

1.737

11.580

52.268

1.304

8.693

60.961

1.159

7.726

68.686

133

TableHas the branch evaluated 4.28 CMDEES Total Variance Explained modules, audiocassettes, CDs, 6 EDUSAT and Kanbom Karpom prepared by DTERT? Yes / No 7 Has the branch sent any suggestion to DTERT regarding present DTE Source books? Yes / No If yes, attach the copy of suggestions given for each subject Has the branch conducted any study regarding the present DTE question papers and their blue prints? Yes / No List out the subjects for which the study has been done Has the branch developed any material for In-service training? Yes / No If yes, list out materials Has the branch developed any Research materials/tools furnished below? If yes, identify the materials / books developed? Yes / No (Question banks, Rating scales, Observation Schedules, Diagnostic testing, Interview schedules, Opinionnaire) Has the faculty working in CMDE been involved in (a) Textbooks (DSE) Yes / No (b) Training Modules of DTERT Yes / No (c) Research Reports for DIET Yes / No Have CMDE branch faculty members been involved in reviewing National curriculum framework? Yes / No If yes, identify

.963

6.420

75.106

.882

5.882

80.988

.708

4.723

85.711

.571

3.809

89.520

10

.484

3.230

92.750

11

.395

2.636

95.386

12

.209

1.392

98.790

134

13

14

1. National Curriculum frame work for School Education (NCFSE 2000) 2. National Environment Curriculum 3. National Curriculum Framework for School Education (NCFSE 2005) Have the members been involved in comparative study of textbooks, curriculum and textbooks of different State Boards? If yes, Name the study conducted Have the members of CMDE carried out studies of CCE? Yes / No If yes, List out studies

.136

.906

99.696

0.0456

.304

100.000

Extraction Method: Principal Component Analysis. 4.6.2 Factor Loadings Factors are named on the basis of significant loaded items. data

Significantly loading items with each factor extracted from the

collected from the CMDE faculty are listed in the table that follow with name (address) given to the factor. 4.6.3 Evaluation (EV) Table 4.29 Evaluation F. No 6 Item Has the branch evaluated modules, audiocassettes, CDs, EDUSAT and Kanbom Karpom prepared by DTERT? Yes / No Has the branch conducted any study regarding the present DTE question papers and their blue prints? Yes / No List out the subjects for which the study has been done Have the members of CMDE carried out studies of CCE? Yes / No If yes, List out studies Factor Loading 0.725

0.799

14

0.849

135

The

CMDE

Branch

conducts

evaluation

studies

on

question

papers and blue- prints of DTEd course. It carries out researches on continuous and comprehensive Evaluation (CCE) focusing formative

evaluation in schools. It also evaluates the materials such as modules, audiocassettes, CDs etc., prepared by the DTERT, the state apex body. Hence the factor is called 'Evaluation'. 4.6.4 Curriculum and Material Development (CMD) Table 4.30 Curriculum and Material Development F. No. Item Factor loading

Has CMDE branch prepared locally relevant new curricular units to supplement the prescribed curricular units? Yes / No If yes b) Name the other branches of DIET, if any, involved in the Material Development? What are the other materials developed by DIET (Books, Modules, Tools, Others) Has CMDE branch evaluated textbooks of Std I to VIII? Yes / No a) If yes, attach copies of reports Has the branch developed any material for In-service training? Yes / No If yes, list out materials Has the branch developed any Research materials/tools furnished below? If yes, identify the materials / books developed? Yes /No (Question banks, Rating scales, Observation Schedules, Diagnostic testing, Interview schedules, Opinionnaire)

0.550

0.747

0.539

0.553

10

0.678

136

The CMDE Branch staff review textbooks prescribed for I to VIII standards relevant to identify the to gaps. They prepare the accordingly, locally in the

curricular with

units other

supplement

prescribed DRU.

textbooks Moreover,

coordination

Branches,

particularly

DIET faculty, in general, is involved in textbook writing and preparation of modules for in-service training and development of evaluation tools for schools. This factor is therefore named as 'Curricular and Material Development'. 4.6.5 Curricular Design (CD) Table 4.31 Curricular Design F. No. 1 Item Factor loading 0.865

Has CMDE branch prepared locally relevant new curricular units to supplement the prescribed curricular unit? Yes / No a) If yes, list out the materials prepared Are the faculty members working in CMDE involved in the preparation of (d) Textbooks (DSE) Yes / No (e) Training Modules of DTERT Yes / No (f) Research Reports for DIET Yes / No

11

0.794

The

Branch

staff

not

only

produces

locally

relevant

curricular

materials but also is involved in the text book writing and preparation of in-service training modules and research reports. So the factor is called 'Curricular Design*.

137

4.6.6 Resource Support (RS) Table 4.32 Resource Support Item F. No. 12 Have CMDE branch faculty members been involved in reviewing National level curriculum? Yes / No If yes, identify 4. National Curriculum frame work for School Education (NCFSE 2000) 5. National Environment Curriculum 6. National Curriculum Framework for School Education (NCFSE 2005) 13 Have the members been involved in comparative study of curriculum and textbooks of different State Boards? If yes, Name the study conducted Factor loading 0.560

-0.677

The CMDE branch staff has actively participated in the reviews of national level curricula such as NFSE-2000, NCF 2005 and national environmental curriculum. They undertake comparative studies of

curricula of different state boards to suggest suitable curriculum for the state and develop locally relevant curricular materials. So this factor is labeled 'Resource Support'. 4.6.7 Material Evaluation (ME) Table 4.33 Material Evaluation F. No. 5 Item Has the branch evaluated the Modules prepared by Yes / No DTERT for AIE 85 EGS centres? If yes, furnish the details Has the branch sent any suggestion to DTERT regarding present DTE Source books? Yes / No If yes, attach suggestion given for each subject Factor loading 0.651

0.783

The Branch evaluates the modules prepared for AIE and EGS by the DTERT and makes suggestions to the DTERT regarding DTEd

138

source books in the light of the experience gained from evaluation studies and text book analysis. Hence this factor is called 'Material Evaluation'. 4.6.8 Conclusion As many as five factors have emerged and have been named Evaluation, Curriculum and Material Development, Curriculum Design, Resource Supports and Material Evaluation. The factor loadings of all the items in each factor from the factor analysis the powerfully

demonstrate that the developed tool is valid. Since CMDE effectiveness tool is valid and reliable, it can be used as a valid instrument for measuring the effectiveness of CMDE branch of DIETs. 4.7. Educational Technology Effectiveness Scale (ETES) 4.7.1 Introduction Data collected for 21 dimensions from 29 DIETs were computer analyzed. The item-total correlations between the dimensions and the total ET effectiveness score are significant and the values are very close to each other. The Cronbach-alpha value is found to be 0.7293. The split half reliability value is 0.7104. These findings show that the tool is reliable. The principal data were factor analysis analyzed method for and factorial Varimax structure rotation. using Eight

component

factors were extracted and these factors contributed to 80.86 %, the first factor contributing to 18.75%and the last factor 4.88 %. The factors are named with reference to the variables (items) that load significantly with each other. A loading of 0.3 and above is considered significantly contributing to each factor. The extracted factors, with

names assigned to these latent variables are presented in the table (4.34) indicating the percentage of variance explained by each factor.

139

Table 4.34 ETES Total Variance Explained F. No. 1 Factor Does the branch have the Audio Visual Equipment facilities? Yes / No Does the branch have modern communication facility Yes / No Has the Educational Technology branch developed low cost Teaching Learning Materials for all subjects? Yes / No Are the Audio Video Equipments utilized in the classroom transactional processes by faculty members? Yes / No Are the Audio Video Equipments utilized in the classroom transactional process by student-teachers? Yes / No Have the Audio Video Equipments been borrowed by school teachers? Yes / No Do the faculty members use computers? Yes / No Do the student-teachers use the computers? Yes / No Has the Education Technology branch produced educational software? Yes / No Have you conducted any training programme for primary school teachers in handling Audio Video Equipments? Yes / No Have you prepared any module / book on Educational Technology? Yes / No Have you conducted any study on the use of TLM / software by school teachers? Yes /No Eigen Value 0.835 % of Variance 18.753 Cumulative percentage 18.753

16.422

35.174

0.812

11.726

46.901

0.784

9.720

56.621

0.726

7.962

64.583

0.844

6.245

70.828

7 8 9

0.934 0.612 0.673

5.149 4.883 3.382

75.978 80.861 84.242

10

.617

2.938

87.180

11

.553

2.634

89.814

12

.460

2.192

92.006

140

Has the Educational Technology branch contributed to TeleETES conference programme? Total Variance Explained 4.7.2 Factor No Yes / Loadings 14 Do you have linkage with the other branches? Yes / No 15 Have you given any Radio programme? Yes / No 16 Has the Educational Technology arranged Radio programmes and Video programmes? Yes / No 17 Have the Educational Technology faculty members contributed to the production of Kanbom Karpom programme? Yes / No 18 Does the Institute train studentteachers to prepare at least 3 media based lesson plans making use of Microsoft Word, Power point, Encyclopedia CD, etc? Yes / No 19 Has the Educational Technology produced any Digital Lesson Plan? Yes / No 20 Does the Educational Technology branch have Audio and Video Library? Yes / No If Yes, how often do studentteachers use Audio-Video Library? 21 Do the faculty members of Educational Technology branch have knowledge on Software at the application level? Yes / No

.390

1.855

93.861

.332 .282 .243

1.583 1.345 1.155

95.444 96.789 97.944

.157

.747

98.691

.108

.514

99.205

0.082

.391

99.595

0.055

.263

99.858

0.029

.142

100.000

Extraction Method: Principal Component Analysis. 4.7.2 Factor Loadings Factors Significantly are loading named items on the basis of significant extracted loaded from the items. data

with

each

factor

collected from the ET faculty are listed in the table that follows with name (address) given to the factor.

141

4.7.3 Utilization of ET Equipments (UETE) Table 4.35 Utilization of ET Equipments (UETE) Extraction Method: Principal Component Anal Item No. 4 Are the Audio Video Equipments utilized in the classroom transactional process by faculty members? Yes / No If yes, mention the number of times utilized Audio Video Equipments Number of times utilized per year Faculty member OHP Slide Projector Tape Recorder VCR/VCD/DVD 8s TV LCD Are the Audio Video Equipments utilized in the classroom transactional process by student-teachers? Yes / No If yes, mention the number of times utilized Audio Video equipments Number of times utilized per year per student teacher OHP Slide Projector Tape Recorder VCR/VCD/DVD 8s TV LCD Have the Audio Video Equipments been borrowed by school teachers in the lab area? Yes / No Audio Video Equipments 2002-03 2003-04 2004-05 OHP Slide Projector Tape Recorder VCR/VCD/DVD 8B TV LCD Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Factor Loading

0.784

0.726

0.844

142

F. No. 8

Item Do the student teachers use the computers? Yes / No If yes, (a) Assignment Preparation Yes / No Number of assignment produced per student (b) Preparation of Teaching Yes / No Number of Software prepared per faculty Educational technology generally provides technical

Factor Loading 0.612

support

to

other Branches' activities. Its effective functioning depends more on the use of available ET equipments. They are used in the classroom

processes by the staff. The trainees use them in their demo classes and micro-teaching. They use computers for the preparation are of TLM and

assignments. Moreover, the school teachers to

some

audio-video their

equipments

borrowed by This

enrich

teaching

learning

activities.

outsourcing of ET equipments provides otherwise missing link between the DIET and school in technical support. Hence this factor is named 'Utilization of ET Equipments.' 4.7.4 Resource Generation & Integration (RGI) Table 4.36 Resource Generation & Integration (RGI) F. No. 14 Item Factor loading 0.887

17

Do you have linkage with the other branches? Yes / No If yes furnish details Have the Educational Technology faculty members contributed to the Kanbom Karpom programme? Yes / No If yes, given details Year Number of programmes 2002 - 2003 2003 - 2004 2004 - 2005

0.564

143

19

20

Has the Educational Technology produced any Digital Lesson Plan? Yes / No If yes, give details Year Number of Digital Lesson Plan produced 2002 - 2003 2003 - 2004 2004 - 2005 Does the Educational Technology branch have Audio and Video Library? Yes / No

-0.848

0.637

The integration of ET Branch with other Branches indicates the effective functioning of the DIET. The Branch staff members develop digital lesson plans and maintain audio video library. They contribute their resources to Kanbom Hence and the Karpom factor is programme, assigned telecast the name by of

Doordarshan,

Chennai.

'Resource generation & Integration*. 4.7.5 ICT Support (ICTS) Table 4.37 ICT Support (ICTS) F. No. 10 Item Factor loading 0.567

15

Have you conducted any training programmes for primary school teachers in handling Audio Video Equipments? Yes / No if yes, mention number of training programmes conducted Year Number of training conducted 2002 - 2003 2003 - 2004 2004 - 2005 Have you given any Radio programme? Yes / No If yes, mention the number of programmes given Year Number of programmes given 2002 - 2003 2003 - 2004 2004 - 2005

0.808

144

21

Do the faculty members of Educational Technology branch have knowledge on Software at the application level? Yes / No SI. No.
i

0.806

Name Software

. 3. 4. 5. The Branch staff members train teachers periodically to handle Audio-Video equipments. Such programmes improve their ICT efficacy. The Branch staff themselves prepare software for classroom application. They give radio programme for children at elementary level. This

resource and technical support improve the portfolio of the Branch significantly. Hence the factor is named *ICT Support*. 4.7.6 Availability of Resources (AR Table 4.38 Availability of Resources (AR) F. No. 1 Item Factor loading 0.835

Does the branch have the Audio Visual Equipment and communication facilities? Yes / No If yes, give details Audio Visual Equipments Number of items and Communication facilities (in working condition) 1 OHP 2 Slide Projector 3 Tape Recorder 4 VCR / VCD / DVD 5 TV 6 Computer 9 Fax 10 16 mm Projector 11 Direct Projector 12 Camera 13 Epidiascope

145

14 Multi media 15 System Networks 16 Laser Printer 17 Ink jet printer 18 Dot Matrix Printer 19 Photocopier 20 Photocopier cum printer 21 Computer Materials / CAL Materials 22 Dish Antenna 23 Cable Net Work 24 Radio 25 Sound System 26 UPS 27 LCD Has the Educational Technology branch developed low cost Teaching Learning Materials for all subjects? Yes / No If yes, (give details) mention the number of low cost teaching aids developed subject wise 2002 - 2003 2003 - 2004 2004 - 2005

0.812

The Branch has all the required audio video equipments ranging from OHP to LCD in response are in to place changing to classroom contexts. .

EDUSAT

equipments

telecast

videoconferencing

programme at the DIET. The Branch develops locally relevant low cost teaching learning materials. So this factor is called 'Availability of

Resources'. 4.7.7 Development of Software Materials (DSM) Table 4.39 Development of Software Materials (DSM) F. No. 7 Item Factor loading 0.934

Do the faculty members use computers? Yes / No If yes, specify the purpose of usage (a) Document preparation Yes / No If yes, Number of Documents produced by each faculty

146

F. No. 7

Item

Factor loading 0.934

Do the faculty members use computers? Yes / No If yes, specify the purpose of usage (a) Document preparation Yes / No If yes, Number of Documents produced by each faculty (b) Preparation of Teaching Yes / No Learning Material If yes, Number of Software produced by each faculty Has the Education Technology branch produced educational software? Yes / No If Yes, give details Subject OHP/slide/ Audio- Video CD
Transparency Cassette Cassette

0.673

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

Tamil English Maths Science Social Science Challenges in Education Educational Management Psychology Physical Education Health Education Work Experience Others

The Branch faculty develops software materials for pre-service programme in all curricular and co-curricular subjects. They produce audio and videocassettes, CDs and OHP transparencies as well. These activities reflect the vibrancy of the Branch. Hence the factor is named 'Development of Software Materials'. 4.7.8 Professional Competence (PC) Table 4.40 Professional Competence (PC)

F. No. 11

Item Have you prepared any module / books on

Factor loading 0.542

147

F. No. 7

Item

Factor loading 0.934

Do the faculty members use computers? Yes / No If yes, specify the purpose of usage (a) Document preparation Yes / No If yes, Number of Documents produced by each faculty (b) Preparation of Teaching Yes / No Learning Material If yes, Number of Software produced by each faculty Has the Education Technology branch produced educational software? Yes / No If Yes, give details Subject OHP/slide/ Audio- Video CD
Transparency Cassette Cassette

0.673

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

Tamil English Maths Science Social Science Challenges in Education Educational Management Psychology Physical Education Health Education Work Experience Others

The Branch faculty develops software materials for pre-service programme in all curricular and co-curricular subjects. They produce audio and videocassettes, CDs and OHP transparencies as well. These activities reflect the vibrancy of the Branch. Hence the factor is named 'Development of Software Materials'. 4.7.8 Professional Competence (PC) Table 4.40 The ET Branch faculty with their technical as well as pedagogical expertise produces quite a number of radio and video programmes every year for contextually appropriate local specific curricular units and

thereby address the systemic issues of equity and quality in children's

148

learning.

Hence

the

factor

is

assigned

the

name

'Audio

Video

programmes'. 4.7.10 Resources and Research (RR) Table 4.42 Resources and Research (RR) F. No. 2 Item Factor loading 0.883

Does the branch have modern communication facilities? Yes / No If yes, give details Number of items Communication facilities (in working condition) 7 Internet 8 Website 8a e-mail Have you conducted any study on the use of TLM / software used by school teachers? Yes / No Year 2002 - 2003 Yes / No 2003 - 2004 Yes / No 2004 - 2005 Yes / No

12

0.563

The ET Branches of all the DIETs have e-resources like internet, website and e-mail for online communication facilitating faculty and student interaction. The branch also conducts research on the use of TLM and software by teachers in the classroom. Hence the factor is labeled the name 'Resources and Research*. 4.7.11 Conclusion Eight factors have emerged from the analysis and they are named Utilization of ET Equipments, Resource Generation & Integration, ICT Support, Availability of Resources, Development of Software Materials, Professional Competence, Audio and Video Programmes and Resources and Research. Factor loadings of all the items in each factor from the factor analysis powerfully demonstrate that the developed tool is valid.

149

Since the tool is valid and reliable, it can be said to be valid measure of the effectiveness of ET branch of DIET. 4.8 Planning & Management Effectiveness Scale (PMES) 4.8.1 Introduction Data collected from this administration of PM effectiveness scale for 12 dimensions were computer analyzed. The item-total correlations between the dimensions and the total P&M effectiveness score are

significant and the values are very close to each other. The Cronbachalpha value is found to be 0.8415. The split half reliability value is 0.6533. These findings show that the tool is reliable. The data were factor analyzed for factorial structure using

principal component analysis method and Varimax rotation. Five factors were extracted and these factors contributed to 68.79 %, the first factor contributing to 31.14%and the last factor 6.73 %. The factors are

named with reference to the variables (items) that load significantly with each other. A loading of 0.3 and above is considered significantly

contributing to the factor. The extracted factors, with names assigned to these latent variables are presented in the Table (4.43) indicating the percentage of variance explained by each factor. Table 4.43 PMES Total Variance Explained Factor Factor No. 1 Is the Planning and Management Branch involved in the collection of educational data? Yes / No If Yes, do you maintain any records? Furnish the details of records you maintain 2 What methods have you adopted to collect district specific educational data? (b) Have you published it annually? Eigen Value 5.605 % of Variance 31.137 Cumulative percentage 31.137

2.235

12.418

43.555

150

10

List achievement tests conducted by Planning and Management Branch? Is the Planning and Management branch actively involved in preparing perspective plan, annual work plan and budget for SSA Yes / No If yes, furnish details Is the Planning and Management Branch involved voluntarily in conducting studies pertaining to the achievement of UEE goals Yes / No If yes, list the studies conducted. Have the faculty members undergone training programmes related to planning? Yes / No If yes, list of training programmes Has the Planning and Management Branch provided training programmes to Headmasters and BRC personnel on planning and educational leadership? Yes / No If yes, list out training programmes imparted Has the Planning and Management Branch evolved an evaluation criteria for institutional assessment? Yes /No If yes, list the tools evolved (Collect the copy) Does the Planning and Management Branch involve the community in achieving the goals of SSA using programmes? Do the Planning and Management members attend VEC Meetings? Yes / No If yes, the periodicity of visit (Monthly once, Bimonthly, Quarterly, Half yearly)

1.867

10.371

53.926

1.464

8.133

62.060

1.211

6.726

68.786

.970

5.386

74.172

.908

5.043

79.215

.671

3.728

82.943

.659

3.663

86.606

.522

2.900

89.506

151

1.867 List achievement tests conducted by Planning and Management Branch? 4 1.464 Is the Planning and Management branch actively involved in preparing perspective plan, annual work plan and budget for SSA Yes / No If yes, furnish details 5 1.211 Is the Planning and Management Branch involved voluntarily in conducting studies pertaining to the achievement of UEE goals Yes / No If yes, list the studies conducted. 6 .970 Have the faculty members undergone training programmes related to planning? Yes / No If yes, list of training programmes .908 7 Has the Planning and Management Branch provided training programmes to Headmasters and BRC personnel on planning and educational leadership? Yes / No If yes, list out training programmes imparted 8 .671 Has the Planning and Management Branch evolved an evaluation criteria for institutional assessment? Yes /No If yes, list the tools evolved (Collect the copy) 9 .659 Does the Planning and Management Branch involve the community in achieving the goals of SSA using programmes? 10 .522 Do the Planning and Management members attend Extraction Method: Principal Component Analysis.

10.371

53.926

8.133

62.060

6.726

68.786

5.386

74.172

5.043

79.215

3.728

82.943

3.663

86.606

2.900

89.506

152

4.8.2 Factor Loadings Factors are named on the basis of significant loaded items.

Significantly loading items with each factor extracted from the data collected from the P&M faculty are listed in the table that follow with name (address) given to the factor. 4.8.3 Professional Development and Support (PDS) Table 4.44 Professional Development and Support (PDS F. No. 1 Item Is the Planning and Management Branch involved in the collection of educational data? Yes / No If Yes, do you maintain any records? Furnish the details of records you maintain Have the faculty members undergone training programmes related to planning? Yes / No If yes, list of training programmes Has the Planning and Management Branch provided training to Headmasters and BRC personnel on planning and educational leadership? Yes / No If yes, list out training programmes imparted Does Planning and Management involve the community in achieving the goals of SSA using training programmes? What are the measures adopted by Planning and Management Branch to increase the effectiveness of lab area schools? Decentralized planning planning and and planning demands staff. professional Their train strong Factor Loading 0.621

0.778

0.446

0.788

13

0.820

orientation grounding and

of in

management management

Branch helps

them

headmasters

BRC

functionaries in micro-planning and school mapping. The Branch staff collects transition educational from data on enrolment, to dropout, be shared stagnation with and

various

resources

relevant

administrative offices and policy makers. They involve community in achieving the goals of SSA. They visit lab area schools and improve their

153

functioning. Hence this factor is known as 'Professional Development and Support'. 4.8.4 Integration / Linkages (IG / LS) Table 4.45 Integration / Linkages (IG / LS) F. No. 2a Item Factor loading 0.665

What methods have you adopted to collect district specific educational data? (b) Have you published it annually? What are the inputs provided by Planning and Management Branch to supplement the services of PSTE Branch? What are the inputs provided by Planning and Management to improve the functioning of IFIC Branch? What are the inputs provided by planning and Management Branch to improve the functioning of CMDE Branch, Work Experience Branch, DRU Branch What is the contribution of Statistical officer to the functioning of Planning and Management Branch? List out the activities executed by him/her.

14

0.776

15 17

0.688 0.510

18

0.665

This Branch helps other Branches in their planning of activities and timetabling of programmes. The other Branch activities partly

depend on the P&M for their successful planning and conduct of the trainings and other programmes. This integration is important for the effective functioning of the DIET. Therefore this factor is assigned the name 'Integration / Linkage'.

154

4.8.5 Planning (PN) Table 4.46 Planning (PN) F. No. 3 11 16 Item List achievement tests conducted by Planning and Management Branch Does Planning and Management Branch prepare Calendar of Activities for DIET every year? Yes / No Is the DIET involved Planning and Management Branch in preparation of AWP, Perspective Plan for Teacher Education? Factor loading 0.643 0.845 0.722

This Branch prepares the annual calendar of Activities for DIET. The Branch staff members are involved in the preparation of Annual Work Plan (AWP) and Perspective Plan for Teacher Education. They

conduct achievement tests and surveys of their own as well of State and National bodies like DTERT, RIE, NIEPA, NCERT etc., so this factor is named 'Planning'. 4.8.6 Research and Community Participation (RCP) Table 4.47 Research and Community Participation (RCP F. No. 5 Item Factor loading -0.592

10

12

Is the Planning and Management Branch voluntarily involved in conducting studies pertaining to UEE goals Yes / No If yes, list the studies conducted. Do the Planning and Management members attend VEC Meetings? Yes / No If yes, the periodicity of visit (Monthly once, Bimonthly, Quarterly, Half yearly) Is Planning and Management Branch involved in organizing training programmes for VEC? Yes / No If yes, list programmes conducted

0.791

0.679

155

The P&M Branch staff members conduct research studies related to UEE goals such as problems of enrolment, dropouts and repetition particularly of Girls and SC and ST children. They attend VEC meetings and share their ideas on school management with VEC members. They empower VECs by giving them training on school mapping and promote active community participation in elementary schooling. This factor is therefore called as 'Research and Community Participation'. 4.8.7 Evaluation of Institutions (EI) Table 4.48 Evaluation of Institutions (EI) P. No. 4 Item Is the Planning and Management actively involved in preparing perspective plan, annual work plan and budget for SSA Yes / No If yes, furnish details Has the Planning and Management Branch evolved an evaluation criteria for institutional assessment? Yes / No If yes, list the tools evolved (Collect the copy) Factor loading 0.456

0.802

This Branch develops various instruments for school visits and institutional assessment at school and DIET levels. It has been actively involved in the preparation of perspective plan of SSA and is involved in the AWP of SSA at district level. So this factor is labeled 'Evaluation of Institutions'. 4.8.8 Conclusion Five Linkage, factors Planning, named Realizing Professional UEE goals Development and and Support, Institutions

Evaluating

have emerged. The factor loadings of all the items in each factor from the factor analysis powerfully demonstrate that the developed tool is

156

valid. Since the valid and reliable, it can be said to be valid for measuring the effectiveness of Perception on Principal's Role in DIET. 4.9 DIET Faculty Perception on Principal's Leadership (DFPPL) 4.9.1 Introduction The DFTL Scale was administered on 232 faculties of all the 29 DIETs and Data collected were computer analyzed. The item-total

correlations between the dimensions and the scores of Perception on Principal's Role (PPR) are significant and the values are very close to each other. The Cronbach-alpha value is found to be 0.8979.The split half reliability value is 0.8715. These findings show that the tool is reliable. The principal data were factor analyzed for factorial structure using method and Varimax rotation. Several

component

analysis

factors were extracted and these factors contributed to 62.63 %, the first factor contributing to 34.22%and the last factor 3.61 %. The

factors are named with reference to the variables (items) that load significantly with each other. A loading of 0.3 and above is considered significantly contributing to the factor. The extracted factors, with

names assigned to these latent variables are presented in the Table (4.49) indicating the percentage of variance explained by each factor. Table 4.49 DFPPL Total Variance Explained F. Factor No. 1 The Principal uses his authority in a democratic way to get the work done from subordinates 2 The Principal organizes frequent meetings to discuss and sort out issues pertaining to DIET 3 He/she leads us by setting example both in class work and personal traits like punctuality and integrity Eigen Value 9.581 % of Variance 34.218 Cumulative percentage 34.218

1.881

6.719

40.937

1.476

5.270

46.208

157

The Principal is an expert in identifying talents and entrusting the responsibility to the right person Principal strictly adheres to rules and disciplinary proceedings to bring erring staff back on track Principal has the habit of passing his responsibility to others when the task is given by the higher officials or when ever problem arises Principal keeps himself or herself in an ivory tower and wants every other staff member to realize his/ her position and keep a distance Principal is sensitive to the needs of every staff member and goes out of the way to help staff in distress. Principal maintains good rapport with district level functionaries Principal ensures cordial and friendly relationship among staff members There is groupism among the staff Principal strengthens the cordial relationship among staff members Principal ensures cordial relationship between staff members and students All official communications come in written format through circulars and lecturers and senior lecturers are made to acknowledge the receipt by signing it Decision regarding allocation of duties to different staff members is done only after free and frank discussion by Principal with the faculty Circulars are sent only after arriving at a consensus during staff meetings

1.302

4.650

50.858

1.182

4.220

55.078

1.105

3.947

59.025

1.009

3.605

62.630

.936

3.341

65.971

9 10

.905 .871

3.231 3.111

69.202 72.313

11 12 13

.754 .644 .623

2.695 2.300 2.225

75.007 77.307 79.532

14

.585

2.088

81.620

15

.529

1.888

83.508

16

.513

1.834

85.341

158

The Principal is an expert in identifying talents and entrusting the responsibility to the right person Principal strictly adheres to rules and disciplinary proceedings to bring erring staff back on track Principal has the habit of passing his responsibility to others when the task is given by the higher officials or when ever problem arises Principal keeps himself or herself in an ivory tower and wants every other staff member to realize his/ her position and keep a distance Principal is sensitive to the needs of every staff member and goes out of the way to help staff in distress. Principal maintains good rapport with district level functionaries Principal ensures cordial and friendly relationship among staff members There is groupism among the staff Principal strengthens the cordial relationship among staff members Principal ensures cordial relationship between staff members and students All official communications come in written format through circulars and lecturers and senior lecturers are made to acknowledge the receipt by signing it Decision regarding allocation of

1.302

4.650

50.858

1.182

4.220

55.078

1.105

3.947

59.025

1.009

3.605

62.630

.936

3.341

65.971

9 10

.905 .871

3.231 3.111

69.202 72.313

11 12 13

.754 .644 .623

2.695 2.300 2.225

75.007 77.307 79.532

14

.585

2.088

81.620

15

.529

1.888

83.508

Extraction Method: Principal Component Analysis.

159

4.9.2 Factor Loadings Factors are named on the basis of significant loaded items.

Significantly loading items with each factor extracted from the data collected from the DIET faculty and student-teachers are listed in the table that follow with name (address) given to the factor. 4.9.3 Managerial Skills (MS) Table 4.50

Managerial Skills (MS)

F. No. 1. 2. 3. Item The Principal uses his/her authority in a democratic way to get the work done from subordinates The Principal organizes frequent meetings to discuss and sort out issues pertaining to DIET He/ she leads us by setting example in academic and administrative work and personal traits like punctuality and integrity The Principal is an expert in identifying talents and entrusting the assignments to the right person The Principal strictly adheres to rules and disciplenary proceedings to bring erring staff back on track The Principal maintains good rapport with district level functionaries The Principal ensures cordial and friendly relationship with staff members The Principal strengthens the cordial relationship of staff members The Principal promotes cordial relationship between staff members and students All official communications are circulated to the staff members. Decision regarding allocation of duties to different staff members is done only after free and frank discussion by Principal with all the faculty members concerned. Circulars are sent only after arriving at a consensus during staff meetings Communications are very clear and crisp Factor loading 0.737 0.757 0.814

4. 5. 9 10 12 13 14 15

0.703 0.649 0.745 0.756 0.774 0.791 0.631 0.745

16 17

0.683 0.725

160

20 21 23 24 26 27

The Principal consults only a few staff members while taking decisions. The Principal is partial in allocating work to staff members. The Principal postpones decision making to such a point that the problem solves itself Accounting system is properly maintained in DIET Every time when AG's Audit comes, it is a night mare for the office There is transparency in accounting every pie

0.502 0.543 0.435 0.683 0.440 0.667

The

DIET

principal

is

an

able

leader

both

in

academic

and

administrative domains. He directs the institute and is responsible for improving its institutional profile and high visibility. His is a democratic style of leadership in decision making. He discusses all the issues with staff members and arrives at a consensus. He is a good role model to be emulated by the staff in practising professional ethics. He maintains good rapport with staff and ensures cordial relationship between staff and students. He possesses excellent communication skills. He conveys messages clearly and crisply and delegates authority. He sees to it that financial accounting procedures are transparent in the office. He is equally firm in making staff adhere to rules and regulations. Hence this factor is assigned the name 'Managerial Skills'. 4.9.4 Accessibility (AL) Table 4.51 Accessibility (AL) F. No. 7 Item The Principal keeps himself or herself in an ivory tower and wants every other staff member to realize his/ her position and keep a distance Factor loading 0.456

The principal is accessible to all including staff and students. He never sits in an ivory tower and keeps distance from them. He is known for his accessibility. Hence the factor is labeled 'Accessibility'.

161

4.9.5 Empathy and Decision Making (EDM) Table 4.52 Empathy and Decision Making (EDM Item The Principal is sensitive to the needs of every staff member and regularly helps staff members in distress. The Principal follows DTERT / SCERT instructions to the letter and spirit. Important and crucial decisions are always taken by the Principal himself/ herself. Nobody outside a programme knows anything about the finance involved in it The principal is sensitive

F. No. 8 19 22 28

Factor loading -0.479 0.616 0.553 0.505

to the needs of staff and empathic

towards them. At times, he takes some important and crucial decisions himself due to the expediency of situation. This factor is therefore is known as 'Empathy and Decision Making'. 4.9.6 Risk Taking Behavior (RTB) Table 4.53 Risk Taking Behavior (RTB) F. No. 6 Item The Principal has the habit of passing on his responsibility to others when a task is given by the higher officials or a problem arises Factor loading 0.410

He is ready to take risk in solving certain problems. He takes responsibility for the collective decision even if some problem arises while implementing the decision. Hence this factor is assigned the name 'Risk taking Behaviour'

162

4.9.7 Inter Personal Relationship (IPR) Table 4.54 Inter Personal Relationship (IPR) F. No. 11 18 Item There is no groupism among the staff Office staff and academic faculty do not communicate official matters directly but only through the Principal He never allows groupsim among staff members Factor loading 0.664 0.478

by

his

impartiality. Moreover, official communications are passed only through the principal not by the administrative staff. So this factor is labeled as 'Inter Personal Relationship'. 4.9.8 Financial Accountability of Subordinates (FAS) Table 4.55 Financial Accountability of Subordinates (FAS) F. No. 25 Item Lecturers and Senior Lecturers in-charge of various programmes submit accounts and vouchers soon after the final day of a programme The principal ensures the financial accountability of Factor loading 0.515

staff

members by directing them to submit accounts soon after the training programmes are over. So, this factor is named 'Financial

Accountability of Subordinates'. 4.9.9 Conclusion Factor analysis helped the extraction of six factors namely

Managerial Skills, Sensibility, Decision Making, Risk Taking Behaviour, Inter The Personal factor Relationship, of all Financial the Accountability in each of Subordinates'. powerfully

loadings

items

factor

demonstrate that the developed tool is valid. Since the tool is valid and

163

reliable, it can be said to be validated for measuring the Perception on Principal's Role in DIET. 4.10. A Scale on Professionalism (ASP) 4.10.1 Introduction Data collected were from 29 DIETs by administrating The item-total A Scale on

Professionalism

computer

analyzed.

correlations

between the dimensions and Professional Exposure & Linkage (PE & L) effectiveness score are significant and the values are very close to each other. The Cronbach-alpha value is found to be 0.5619.The split half reliability value is 0.6119. These findings show that the tool is reliable. The principal data were factor analysis analyzed method for and factorial Varimax structure rotation. using Four

component

factors were extracted and these factors contributed to 71.67 %, the first factor contributing to 35.63%and the last factor 7.99 %. The

factors are named with reference to the variables (items) that load significantly with each other. A loading of 0.3 and above is considered significantly contributing to the factor. The extracted factors, with

names assigned to these latent variables are presented in the Table (4.56) indicating the percentage of variance explained by each factor. Table 4.56 ASP Total Variance Explained F. No. 1 Factor Details of Staff: Staff in position: (Regular / Incharge) (Principal, Senior Lecturers, Lecturers, Junior Lecturers Other Teaching Staff and Non-teaching Staff) Details of Staff Educational Qualification: Academic 8B Professional Ph.D., M.Phil, other Degrees/ Diploma Eigen Value
4.632

% of Variance
35.630

Cumulative percentage
35.630

2.022

15.555

51.185

164

Publications Books on Education, ASP Total Variance Explained Textbooks, Training Modules, 4.10.2 Factor Loadings Articles 4 Professional Exposure (International Seminars, National Seminars, Other Seminars, Conference, Visits, Field Trips, Educational Tours, Exchange Programme) 5 Research Experience (Action Research, Projects) 6 Awards: State Award, National Award, NCERT, Other Agencies 7 Visits made by Faculty members to BRC 8 Visits made by Faculty members to CRC 9 Visits made by Faculty members to School 10 Faculty members attend District Level Committee (DLC 11 Faculty members attend Block Level Committee (BLC) 12 Faculty members attend VEC 13 Number of Faculty members who acted as KRP / SRG in the SSA training programmes / projects under the X Five Year Plan / Textbook writing / Proficiency test

1.624

12.495

63.680

1.038

7.988

71.668

.871 .702 .581 .462 .369 .356 .201 0.0956 0.0481

6.704 5.399 4.471 3.550 2.839 2.740 1.547 .738 .345

78.372 83.771 88.241 91.792 94.630 97.371 98.917 99.655 100.000

Extraction Method: Principal Component Analysis.

4.10.2 Factor Loadings Factors are named on the basis of significant loaded items. data

Significantly loading items with each factor extracted from the

collected from the DIET are listed in the table that follow with name (address) given to the factor.

165

4.10.3 Professional Development (PD) Table 4.57 Professional Development (PD) Extraction Method: Principal Component Analysis. Item 4.10.3 Professional Development (PD) 4 Professional Exposure (International Seminars, National Seminars, Other Seminars, Conference, Visits, Field Trips, Educational Tours, Exchange Programme) Research Experience (Action Research, Projects) Visits made by Faculty members to BRC Visits made by Faculty members to CRC Number of Faculty members who acted as KRP / SRG in the SSA training programmes / projects under the X Five Year Plan / Textbook writing / Proficiency test Factor loading 0.611

5 7 8 13

0.819 0.677 0.692 0.651

The DIET staff participates in seminars and conferences and visit to other national level and state level institutions on exchange

programme to map out new pedagogical innovations. They undertake district level research projects. They do action research, as it is the mandate of the DIET, for institutional agency, autonomy and

responsibility. Visits by the staff to BRCs and CRCs create feedback loops between DIETs and resource centres so that they can identify teachers' professional development needs to which the DIET

programmes would respond. They serve as KRPs / SRGs in training programmes and research projects. These activities provide opportunity for their comprehensive professional development. Hence this factor is known as 'Professional Development*.

166

4.10.4 Linkages Academic Support (LAS) Table 4.58 Linkages Academic Support (LAS) F. No. 9 10 11 12 Item Visits made by Faculty members to School Faculty members attending District Level Committee (DLC) Faculty members attending Block Level Committee (BLC) Faculty members attending VEC? In order to proactively attend promote BLC linkages and DLC with various Factor loading 0.559 0.732 0.796 0.892 levels They of

committees,

they

VEC,

meetings.

visit

schools to provide on-site academic support to teachers. This factor is therefore called 'Linkages and Academic support*. 4.10.5 Human Resource Development (HRD) Table 4.59 Human Resource Development (HRD) Item F. No. 1 Details of Staff: a. Staff in position: (Regular / In-charge) M F (Principal, Senior Lecturers, Lecturers, Junior Lecturers Other Teaching Staff and Non-teaching Staff) 6 Publications Books on Education, Textbooks, Training Modules, Articles 9 Awards State Award, National Award, NCERT, Other Agencies Factor loading 0.774

0.695

0.769

Staffing, publications and Awards improve the institutional profile and visibility of the DIET. It becomes a resource centre only when it is well staffed. The and professional module development etc., is evidenced and their by books,

publications,

preparation

professional

commitment is rewarded when they are conferred state and national

167

Awards

for

their

outstanding

service.

Hence

this

factor

is

named

'Human Resource Development'. 4.10.6 Certification (CT) Table 4.60 Certification (CT) F. No. 2 Item Details of Staff Educational Qualification: Academic & Professional Ph.D., M.Phil. Other Degrees/ Diploma Apart members from generic M.Phil., educational and Hence Ph.D the qualifications qualifications name the as Factor loading 0.870

DIET of

staff their

acquire

part is

professional to this factor.

development.

'Certification*

assigned

4.10.7 Conclusion Four factors namely Professional Development, Human Resource Development, Academic Support, and Certification have emerged from factor analysis. The factor loadings of all the items in each factor from the factor analysis powerfully demonstrate that the developed tool is valid. Since the tool is valid and reliable, it can be said to be valid for measure of the effectiveness of A Scale on Professionalism of DIET. 4.11 Students' Perception on Functioning of DIET (SPFDIET) 4.11.1 Introduction Data collected for SPDIET from 29 DIETs were computer

analyzed. The item-total correlations between the dimensions and the scores of Student's Perception on the DIET (SPDIET) are significant and the values are very close to each other. The Cronbach-alpha value is found to be 0.8979.The split half reliability value is 0.8715. These

findings show that the tool is reliable.

168

The principal

data

were

factor analysis

analyzed method

for and

factorial Varimax

structure rotation.

using Seven

component

factors were extracted and these factors contributed to 58.01 %, the first factor are contributing named with to 26.28%and to the the last factor 3.24 %. that The load

factors

reference

variables

(items)

significantly with each other. A loading of 0.3 and above is considered significantly contributing tot eh factor. The extracted factors, with

names assigned to these latent variables are presented in the Table (4.61) indicating the percentage of variance explained by each factor. Table 4.61 SPFDIET Total Variance Explained F. No. 1
2 3

Factor My institute prepares me for my future life I am proud of my institute. The teacher educators of my institute focus more on preparing us for the profession of teaching The principal evinces keen interest in the development of the institute Our lecturers and senior lecturers are impartial My institute gives importance to discipline Teachers encourage the participation of all student teachers in learning activities. Assembly proceedings are organized effectively on all the working days. Classroom activities are carried out effectively I am given adequate training in the use of computers

Eigen Value 8.410 2.215 1.799

% of Variance 26.282 6.920 5.621

Cumulative percentage 26.282 33.202 38.823

1.495

4.672

43.495

5 6 7

1.251 1.223 1.135

3.910 3.823 3.546

47.405 51.228 54.775

1.036

3.238

58.013

9 10

.995 .963

3.110 3.011

61.123 64.133

169

11 12 13 14 15

16

17 18 19 20 21 22

23 24 25 26 27

28

I get adequate training in microteaching The teacher educators take ample model classes I participate in observation practice with great enthusiasm Adequate training is given for teaching in my institute. Training is given to make effective use of Teaching Learning Materials relevant to the competencies. Co-curricular activities are organized completely in my institute. Internal assessment tests are conducted periodically There are enough sports goods in my institute We go in frequent field trip to gain content clarity All club activities are regularly conducted in the institute. I participate enthusiastically in all the club activities Enough opportunities are provided to student teachers to inculcate moral values. Anniversary celebration is regularly conducted Sports festivals are organized regularly in my DIET National festivals are regularly conducted in my Institute Adequate training is given to do project Under the able guidance of teacher educators student teachers maintain the garden of the institute very well The Basic facilities available in the hostel are maintained properly

.897 .860 .423 .732 .702

2.803 2.688 2.413 2.288 2.195

66.936 69.624 72.038 74.325 76.521

.669

2.092

78.612

.655 .618 .583 .556 .538 .498

2.046 1.932 1.821 1.736 1.682 1.557

80.658 82.590 84.411 86.147 87.829 89.386

.471 .443 .421 .385 .375

1.472 1.385 1.316 1.205 1.171

90.858 92.243 93.559 94.763 95.934

.338

1.055

96.989

170

11 12 13 14 15

16

I get adequate training in microteaching The teacher educators take ample model classes I participate in observation practice with great enthusiasm Adequate training is given for teaching in my institute. Training is given to make effective use of Teaching Learning Materials relevant to the competencies. Co-curricular activities are organized completely in my

.897 .860 .423 .732 .702

2.803 2.688 2.413 2.288 2.195

66.936 69.624 72.038 74.325 76.521

.669

2.092

78.612

Extraction Method: Principal Component Analysis. 4.11.2 Factor Loadings Factors are named on the basis of significant loaded items. data

Significantly loading items with each factor extracted from the

collected from the DIET faculty and student teachers are listed in the table that follow with name (address) given to the factor. 4.11.3 Teacher Preparation (TP) Table 4.62 Teacher Preparation (TP) Extraction Method: Principal Component Analysis. Item 4.11.2 Factor Loadings 1 My institute prepares me for my future life 2 3 4 5 7 I am proud of my institute. The teacher educators of my institute focus more on preparing us for the profession of teaching The principal evinces keen interest in the development of the institute Our lecturers and senior lecturers are impartial Teachers encourage the participation of all student teachers in learning activities. Factor loading 0.571 0.518 0.540 0.611 0.511 0.497

171

9 10 12 14 15 16 17 18 19 20 22 26 30 31 32

Classroom activities are carried out effectively I am given adequate training in the use of computers The teacher educators take ample model classes Adequate training is given for teaching in my institute. Training is given to make effective use of Teaching Learning Materials relevant to the competencies. Co-curricular activities are organized completely in my institute. Internal assessment tests are conducted periodically There are enough sports goods in my institute We go in frequent field trip to gain content clarity All club activities are regularly conducted in the institute. Enough opportunities are provided to student teachers to inculcate moral values. Adequate training is given to do project Principals' activities are conducive for the leadership development of student teachers. Teacher Educators of my institute are role models for the professional development of student teachers. The activities of teacher educators facilitate the development of moral values ins student teachers. The DIET offers for pre-service the programmes with

0.626 0.484 0.702 0.717 0.518 0.646 0.493 0.419 0.479 0.614 0.547 0.483 0.611 0.740 0.712

variety of

of

educational

experiences

professional

development

trainees.

The branch staff members demonstrate different methods of teaching in the class to make students competent on pedagogical understandings. They enrich the classroom process by helping students adopt computer aided teaching. They train them to prepare and use TLM relevant to contexts. Activities such as games, field trips, club activities and value inculcation programmes are organized for their all-round development. Since the pre-service programme prepares emergent teachers to

172

respond

contempory

classroom

situations,

this

factor

is

named

'Teacher Preparation'. 4.11.4 Co-curricular Activities (CCA) Table 4.63 Co-curricular Activities (CCA F. No. 21 23 24 Item I participate enthusiastically in all the club activities Anniversary celebration is regularly conducted Sports festivals are organized regularly in my DIET Factor loading 0.537 0.483 0.567

Sports and club activities and annual day celebrations make the DIET vibrant and help students become proficient in co-curricular

activities. Hence the factor is labeled 'Co-curricular Activities'. 4.11.5 Upkeep of the Hostel (UKH) Table 4.64 Upkeep of the Hostel (UKH) F. No. 25 28 29 Item National festivals are regularly conducted in my Institute. The Basic facilities available in the hostel are maintained properly We maintain the cleanliness of the hostel Factor loading -0.392 0.590 0.562

Keeping running effectively Hostel'. the in

place mess

of

residences

on

the

DIET for

campus

clean

and

themselves

prepare

trainees

managing

schools of the

future. This

factor is

therefore

named 'Upkeep

173

4.11.6 Learning Experience (LE) Table 4.65 Learning Experience (LE) Item F. No. 8 Assembly proceedings are organized effectively on all the working days. 13 I participate in observation practice with great enthusiasm Active participation in observation classes and Morning Factor loading 0.620 0.423 Prayer

provide meaningful learning experiences and opportunities for trainees to prepare well for internship programmes. So this factor is named 'Learning Experience'. 4.11.7 Environmental Values (EV) Table 4.66 Environmental Values (EV) F. No. 27 Item Under the able guidance of teacher educators student teachers maintain the garden of the institute very well Factor loading 0.489

Students maintain the DIET garden properly with the guidance of staff. This helps them realize the dignity of labour and internalize

environmental values. This factor is known as 'Environmental Values' 4.11.8 Teaching Competence (TC) Table 4.67 Teaching Competence (TC) F. No. 11 Item I get adequate training in microteaching Micro-teaching sharpens the skills of trainees Factor loading 0.477 enhancing their

teaching competence in real classroom situations. Hence this factor is called as Teaching Competence*.

174

4.11.9 Character Building (CB) Table 4.68 Character Building (CB) F. No. 6 Item My institute gives importance to discipline. Factor loading 0.408

The DIET inculcates discipline among pre-service trainees leading to the character building of prospective teachers. This factor is therefore called 'Character Building'. 4.11.10 Conclusion Seven Activities, Values, factors of named the Teacher Learning Character preparation, Experience Building Co-curricular Environmental have emerged

Upkeep

Hostel, and

Teaching

Competence

from factor analysis. The factor loadings of all the items in each factor from the factor analysis powerfully demonstrate that the developed tool is valid. Since the tool is valid and reliable, it can be said to be a valid measure of students' perception on DIET. 4.12 Students' Perception on Availability and Use of Infrastructure in DIET (SPAUIDIET) 4.12.1 Introduction Data SPAUIDIET between the collected were students from analyzed. the scores 29 DIETs by administering correlations on are

computer and

The of in

item-total Student's DIET

dimensions and Use of

Perception

Availability

Infrastructure

(SPAUIDIET)

significant and the values are very close to each other. The Cronbachalpha value is found to be 0.8222.The split half reliability value is 0.8105. These findings show that the tool is reliable. The data were factor analyzed for factorial structure using

principal component analysis method and Varimax rotation. Several

175

factors were extracted and these factors contributed to 62.74 %, the first factor contributing to 16.65%and the last factor 3.29 %. The

factors are named with reference to the variables (items) that load significantly with each other. A loading of 0.3 and above is considered significantly contributing to the factor. The extracted factors, with

names assigned to these latent variables are presented in the Table (4.69) indicating the percentage of variance explained by each factor. Table 4.69 SPAUIDIET Total Variance Explained F. No. 1 2 3 4 5 Factor In my institute adequate classroom facilities are there There are adequate library facilities in my institute. Adequate laboratory facilities are there in my institute. Adequate computer laboratory facility is there in my institute. There are adequate facilities in the psychology laboratory in our institute. There is a well furnished auditorium in my institute There is sufficient playing space in our play ground. There are adequate drinking facilities in my institute. There are adequate toilet facilities in my institute. I make best use of the library Practice is given in the optimum use of sports materials. Eigen Value 2.409 1.823 1.211 1.043 .885 % of Variance 21.898 16.574 11.009 9.483 8.045 Cumulative percentage 21.898 38.472 49.480 58.963 67.008

6 7 8 9 10 11

.809 .746 .610 .578 .479 .407

7.351 6.779 5.547 5.254 4.357 3.703

74.359 81.139 86.686 91.940 96.297 100.000

Extraction Method: Principal Component Analysis.

176

4.12.2 Factor Loadings Factors are named on the basis of significant loaded items. data

Significantly loading items

with each factor extracted from the

collected from the DIET faculty and student teachers are listed in the table that follow with name (address) given to the factor. 4.12.3 Classroom, lab and Library facilities and use Table 4.70 Classroom, lab and Library facilities and use Item 1 2 3 10 In my institute adequate classroom facilities are there There are adequate library facilities in my institute. Adequate laboratory facilities are there in my institute. I make best use of the library Classroom effective and science of laboratory Library facilities helps are them Factor Loading 0.749 0.592 0.576 0.560 essential update for their

functioning

DIETs.

knowledge in the current trends in teaching and learning process. Effective utilization of library facilities counts more than their

availability. Hence facilities and use'

this factor is named 'Classroom, lab and Library

4.12.4 Play ground and sanitation facilities Table 4.71 Play ground and sanitation facilities F. No. 7 8 9 Item There is sufficient playing space in our play ground. There are adequate drinking facilities in my institute. There are adequate toilet facilities in my institute. Factor loading 0.645 0.831 0.784

177

Physical availability facilities of

development play facilities

of in

teacher the DIET.

trainees Drinking

depends water

on and So

the toilet this

promote

healthy

and

hygienic

habits

among

them.

factor is labeled 'Play ground and sanitation facilities'. 4.12.5 Computer laboratory and Psychology laboratory facilities Table 4.72 Computer laboratory and Psychology laboratory facilities Item F. No. 4 Adequate computer laboratory facility is there in my institute. 5 There are adequate facilities in the psychology laboratory in our institute. 11 Practice is given in the optimum use of computer and psychology materials. Psychology better grasp of and computer labs help graduating Factor loading 0.656 0.702 0.627

teachers dimensions

with of

behavioural

and

techno-pedagogical

learning. This factor is therefore known as 'Computer laboratory and Psychology laboratory facilities'. 4.12.6 Availability of Auditorium Table 4.73 Availability of Auditorium F. No. 6 Item There is a well furnished auditorium in my institute Factor loading 0.909

The

development

of

effective

domain

of

student

teachers'

personality depends on the art and cultural activities organized by the DIET for which proper auditorium facilities are necessary. Hence this factor is named 'Availability of Auditorium'.

178

4.12.7 Conclusion Four factors named Classroom, laboratory and Library facilities

and Use, Play Ground and Sanitation Facilities, Computer Laboratory and Psychology laboratory facilities and Availability of Auditorium have emerged from factor analysis. The factor loadings of all the items in each factor from the factor analysis powerfully demonstrate that the developed tool is valid. Since the tool is valid and reliable, it can be said to be a valid measure of Students' Perception on Availability and Use of Infrastructure in DIET (SPAUIDIET). 4.13 Principals' Perception on DIET Infrastructure The infrastructure plays an important role in smooth functioning of the DIET. Well furnished and ventilated classrooms are essential for the successful conduct of pre-service and in-service programmes.

Science labs (physical and Biological) provide practical experience for the trainees to experiment with science concepts. Psychology lab helps them understand the cognitive abilities of children. Computer lab is useful for them to learn ICT as a subject and use it as tool for teaching other subjects as well. The Branch lab such as Educational Technology and Work Experience provide trainees with relevant skills and

experiences. Sports and games promote their physical well-being. Wellequipped staff quarters and student's hostels improve the healthy

ambience of the DIET campus Table 4.74 Principals' Perception on DIET Infrastructure S. No. Classroom 1 2 3 4 Classrooms Size Lighting in Classrooms Ventilation in Classrooms Power Connection in Classrooms Facilities Sufficient Insufficient

179

Facilities Principals' Perception on DIET Infrastructure Physical Science Lab 5 6 7 8 Number of Rooms in Physical Science Laboratories Size of Physical Science Laboratories

Sufficient

Insufficient

Lighting in Physical Science Laboratories Ventilation in Physical Science Laboratories 9 Power Connection in Physical Science Laboratories 10 Working Tables in Physical Science Laboratories 11 Working tables with Water sink in Physical Science Laboratories 12 Instruments in Physical Science Laboratories 13 Chemicals in Physical Science Laboratories Biological Science Number of Rooms in Biological Science laboratories 15 Size of Biological Science laboratories 16 Lighting in Biological Science laboratories 17 Ventilation in Biological Science laboratories 18 Power Connection in Biological Science laboratories 19 Working Tables in Biological Science laboratories 20 Working tables with Water sink in Biological Science laboratories 21 Instruments in Biological Science laboratories 22 Chemicals in Biological Science laboratories 23 Dissection Box in Biological Science laboratories Psychology Lab 24 25 26 27 Number of Rooms in Psychology lab rooms Size in Psychology lab Lighting in Psychology lab Ventilation in Psychology lab 14

180

S. No. Physical Science Lab 5 6 7 8

Facilities

Sufficient

Insufficient

Number of Rooms in Physical Science Laboratories Size of Physical Science Laboratories

Lighting in Physical Science Laboratories Ventilation in Physical Science Laboratories 9 Power Connection in Physical Science Laboratories 10 Working Tables in Physical Science Laboratories 11 Working tables with Water sink in Physical Science Laboratories 12 Instruments in Physical Science Laboratories 13 Chemicals in Physical Science Laboratories Biological Science Number of Rooms in Biological Science laboratories 15 Size of Biological Science laboratories 16 Lighting in Biological Science laboratories 17 Ventilation in Biological Science laboratories 18 Power Connection in Biological Science laboratories 19 Working Tables in Biological Science laboratories 20 Working tables with Water sink in Biological Science laboratories 21 Instruments in Biological Science laboratories 22 Chemicals in Biological Science laboratories 23 Dissection Box in Biological Science laboratories Psychology Lab 24 25 26 27 Number of Rooms in Psychology lab rooms Size in Psychology lab Lighting in Psychology lab Ventilation in Psychology lab 14

181

S. No. Physical Science Lab 5 6 7 8

Facilities

Sufficient

Insufficient

Number of Rooms in Physical Science Laboratories Size of Physical Science Laboratories

Lighting in Physical Science Laboratories Ventilation in Physical Science Laboratories 9 Power Connection in Physical Science Laboratories 10 Working Tables in Physical Science Laboratories 11 Working tables with Water sink in Physical Science Laboratories 12 Instruments in Physical Science Laboratories 13 Chemicals in Physical Science Laboratories Biological Science Number of Rooms in Biological Science laboratories 15 Size of Biological Science laboratories 16 Lighting in Biological Science laboratories 17 Ventilation in Biological Science laboratories 18 Power Connection in Biological Science laboratories 19 Working Tables in Biological Science laboratories 20 Working tables with Water sink in Biological Science laboratories 21 Instruments in Biological Science laboratories 22 Chemicals in Biological Science laboratories 23 Dissection Box in Biological Science laboratories Psychology Lab 24 25 Number of Rooms in Psychology lab rooms Size in Psychology lab 14

182

S. No. Physical Science Lab 5 6 7 8 9

Facilities

Sufficient

Insufficient

Number of Rooms in Physical Science Laboratories Size of Physical Science Laboratories Lighting in Physical Science Laboratories Ventilation in Physical Science Laboratories Power Connection in Physical Science Since all the dimensions have item well designed related to

structural attributes of DIET and the tool was reviewed by experts, its content validity is established. The Cronbach-alpha value is found to be 0.9486.The split half reliability value is 0.8412. These findings show that the tool is reliable. 4.14 Conclusion In validated this using chapter factor the developed In the battery next of instruments summary was and

analysis.

chapter

findings were dealt.

183

Chapter V SUMMARY AND FINDINGS

5.1 Introduction Since the dawn of history, education has continued to evolve, diversify and extend its coverage. and the To meet the pros and cons of

globalization, privatization

tremendous growth of information

and communication technology each and every nation needs to provide quality education to its citizens. In India also the policy makers have introduced so many interventions to improve the quality of education. The first and foremost factor determining the quality in schools is the quality teacher education which is being provided to the prospective novice teachers. So the teacher educational institutions should be

effective in providing quality teacher education. 5.2 Institutional Effectiveness The institution concept is of institutional in an effectiveness quest presumes quality that and an can

engaged

ongoing

for

demonstrate how well it fulfills its stated purpose. It is also expected to document system of quality and effectiveness evaluation evaluation by in of employing all major a comprehensive aspects research, thorough, of the

planning Planning and

and and

institution.

teaching, should be

service, broad

administration, based,

educational

support

integrated of

and

appropriate.

Institutional and

effectiveness use of

provides in

documentation

planning,

assessment

the

results

decision-making across a campus/ State. The Southern Association of Colleges and Schools defines

Institutional Effectiveness as follows: The institution identifies expected outcomes for its educational programs and its administrative and

educational support services; assesses whether it achieves these

184

outcomes; and provides evidence of improvement based on the analysis of those results. (Comprehensive Standard 3.3.1, Principles of

Accreditation, SACS Commission on Colleges, 2004) Thus it is very clear that institutional effectiveness refers to the extent to which the stated aims and objectives of the institution have been attained which in turn help the policy makers to think of better performance of the institution. 5.3 DIET Effectiveness The role and responsibilities of DIET are entirely different from the normal teacher educational institutions. In DIETs in addition to the pre-service teacher educational programmes much concentration is

being given to professional development of elementary school teachers and non-formal educational volunteers. It has seven branches which are unique in their functions but at the same time interdependent in executing each and every activity of the DIET. Hence the effectiveness of DIET is complex and needs a detailed introspection. 5.4 Need for the Study As a centrally sponsored scheme, DIETs have good infrastructure with buildings and equipments. There are some DIETs in the state whose programme is exemplary and other DIETs are carrying out the routine activities without fail. A few are lagging behind in conducting all the programmes as envisaged by 1989 guidelines. So it becomes imperative to study the functioning of DIETs in general and identify the indicators that are associated with effective functioning of DIETs. These indicators would serve as benchmarks to upscale the functioning of DIETs all over the state. Hence the present study has been proposed to evolve indicators for DIET effectiveness.

185

5.5

Objectives of the study The objectives of the present study are

1.

To evolve strategies for identifying the indicators for DIET effectiveness.

2. 3. 4.

To identify the indicators for effective functioning of DIET. To validate the identified indicators for DIET effectiveness. To prepare a battery of tools based on the validated indicators for assessing DIET effectiveness.

5.6

Development of Indicators It has become imperative today for any organization or institution

to be competitive globally as well as locally in order to deliver quality services to society. Teacher education institutions are the backbone of the quality education, teacher particularly at elementary (DIETs) school serving level. as So

elementary

education

institutes

nodal

resource centres at district level are expected to be exemplary service providers to the schools. The functioning of DIETs reflects a wider spectrum of quality across the country. They function as centres of academic excellence for the professional development of teachers and there are also certain institutes whose functioning leaves much to be desired (Govinda, 2000). They effective for which a are to be widely equally made and vibrant and

common,

acceptable

statistically

quantifiable

benchmarking is necessary. Indicators

for measuring the statistical

effectiveness of DIETs should be evolved applying suitable techniques. Hence a battery of Instruments has been

developed for

assessing the indicators that contribute to the effectiveness of DIETs. The objectives research and team through design in workshop general discussed the a project limited

research

and

identified

number of indicators and benchmarks for DIET effectiveness to assist a comprehensive evaluation of institutions, functioning of Branches

186

together and separately and the delivery of resources and programmes as a district nodal centre formed the basic criteria for the selection of indicators. The MHRD guidelines on DIETs, NCERT and NCTE

documents on Teacher Education and the recent social, political and educational discourses on quality of elementary education and their implications for policy inputs on institutes of teacher education were taken into consideration for evaluating 15 indicators. Later they have been clustered to 12 important indicators. They cover broad four areas: functions of branches, principal's leadership, professionalism,

institutional infrastructure and students' perception 5.7 Validation of Indicators Validity indicates the degree to which a tool measures what it has been designed to measure. To support outcomes and basic research, the validity of any measurement and evaluation techniques employed must be clearly established. This includes the verification of various types of apparatus, questionnaires, and statistical procedures. By using factor analysis all the indicators except the Principals' Perception on DIET Infrastructure were validated. Since all the dimensions of the Principals' Perception on DIET Infrastructure have items well designed related to structural attributes of DIET and the tool was reviewed by experts, its content validity is established 5.8 Tools Thus the Indicators for DIET Effectiveness consist of 12 important indicators principal's focusing on four broad areas: functions of branches, and

leadership,

professionalism,

institutional

infrastructure

students' perception. The 12 identified and validated indicators for DIET Effectiveness are: 1. 2. PSTE Effectiveness Scale WE Effectiveness Scale

187

4. 5. 6. 7. 8. 9. 10. 10.

DRU Effectiveness scale IFIC Effectiveness scale CMDE Effectiveness Scale ET Effectiveness Scale P&M Effectiveness Scale DIET Faculty Perception on Principal's Leadership (DFPL) A Scale on Professionalism Tool for Students' Perception on Functioning of DIET (SPFDIET)

11.

Tool for Students' Perception on Availability and Use of Infrastructure in DIET (SPAUIDIET)

12. 5.9

Principals' Perception on DIET Infrastructure

Conclusion As per our constitution the state has to provide free and

compulsory education for all children until they complete the age of 14 years with quality assurance. This needs a quality pre-service and inservice education with relevant supporting branch activities as

envisaged in the DIET vision and mission. This could be achieved by assessing the DIETs with appropriate and validated indicators. This

study has evolved 12 indicators for DIET Effectiveness which will no doubt help the policy makers initiate interventions on effective

functioning of DIETS ensuring quality elementary education

188

Annexure
Indicators for DIET Effectiveness Pre-service Teacher Education Effectiveness Scale (PSTEES)
S.No 1 Item Percentage of marks (mean) obtained by regular students in the last three academic years in the Board Examinations Subjects 1. 2001-02 2002-03 2003-04 Overall Mean

Challenges in Education 2. Educational Psychology 3. Educational Management 4. Tamil 5. English 6. Mathematics 7. Science 8. Social Science Result Effectiveness - correlation between Staff strength and students performance Year 2001-02 2002-03 2003-04 Number of Staff Position Pass %

Number of celebrations, club activities and co-curricular activities organized Year 2001-02 2002-03 2003-04 Total Mean Celebration Club Activities Co-curricular Activities Total

189

S.No

Item Community participation - Number of parents meeting convinced Years No. of Meetings 2001-02 2002-03 2003-04 Mean Involvement of students in Scouts, NSS, Red Cross, Blue Cross, Green Cross, etc. at DIET Years Activities 2001-02 2002-03 2003-04 Mean : ist out evaluation techniques that PSTE students are exposed in 2003-04 Techniques SI. No. 1 2.

7. 8. 10. 7. Sports and games conducted in the year 2003-2004 SI. No. Activities 1. Intra DIET : 2. Inter DIET : 3. Others : 4. 5. SI. No. Activities 1. Intra DIET : 2. Inter DIET : 3. Others : 4. 5. Number of practicals conducted in the year 2003-2004 Mea Mea

190

S.No

Item No. of field trips and tours organized in the current academic year Mea No. of Held trips & tours organized

List out the materials in the following kits Kits 1. CCRT Kit 2. Maths Kit 3. Science Kit List of Materials Available In use Total

List out any three innovative models prepared by trainees in the year 20032004 SI. No. 1. 2. 3. 4. 5. 6. Name of the models Subject

12

List out the activities organized to develop the Arts skills. Example singing, dancing, etc. SI. No. Activities

191

S.No

Item Preparatory activities for practice teacher in the current academic year SI. No. 1. 2. 3. 4. Activities Max. Numbers 7 25 25 3 60 Mea By the guide teachers By teachereducators Number of activities done

T3

Micro teaching Demo classes Observations Workshops Organized Total

14

List out the activities carried out by PSTE branch to achieve Universal Enrolment (UEE) in the district SI. No. Activities 1. 2. 3. 4. Do you maintain a record for monitoring internship of teacher trainees? Yes / No Have the pre-service faculty members undergone Capacity Building Programmes on Content and Methodology? If yes, Furnish details, 1. 2. 3. What strategies do you adopt to solve emotional problems of student teachers? 1. 2. 3. Library Facilities Library Particulars Number of Books Number of Journals Number of Magazines Number of Newspapers Tamil English Other Language Total

15

16

17

18

192

S.No _____ | No. of Reference Books 19 Library Usage Numbers Issued Books Journals Magazines Newspapers Reference Books Tamil

Item

English

Other Language

Total

20

What are the transactional strategies adopted in your pre-service training programmes SI. No. Strategies adopted

****

193

PSTEES - Scoring Key

1. 91-100% 81-90% 71-80% 2. 100 % 75 - 99 % Below 75 3.1-4 5-9 10 8s above 4. 3 & above 2 1 5. 3 activities 2 activities 1 activity 3 points 2 Points 1 Point 3 Points 2 Points 1 Point 1 Point 2 Points 3 Points 3 Points 2 Points 1 Point 3 Points 2 Points 1 Point

6. Techniques 8 8B above 3 Points Techniques 5 - 7 2 Points Techniques 1 - 4 1 Point 7. 3 and more activities 3 Points 2 activities 2 Points 1 activity 1 Point 8. 1 6 - 2 0 11-15 5-10 9.7-10 4-6 1-3 10. If the total is 7-9 4-6 1-3 3 Points 2 Points 1 Point 3 Points 2 Points 1 Point 3 Points 2 Points 1 Point

11. If the number of models prepared is 5 and above 3 Points 3 and 4 2 Points below 2 1 Point

194

12. If the number of activities is above 5 3-4 1-2

3 Points 2 Points 1 Point

13. If the total is 60 and above 3 Points If the total is 4 0 - 59 2 Points If the total is 20 - 3 9 1 Point 14. 3 and above 2 1 15. yes no 16. 1 2 and above 17. 3 and above 1-2 18. Library >11 6-10 1-5 19. Library Usages >20 11-20 1-10 20. Pedagogy >11 6-10 1-5 3 Points 2 Points 1 Points 1 Point 0 Point 1 Point 2 Points 2 Points 1 Point

3 Points 2 Points 1 Point

3 Points 2 Points 1 Point

3 Points 2 Points 1 Point

195

Work Experience Effectiveness Scale (WEES)

S.No. 1 Item Has work experience branch identified the locally available material for preparing Teaching Learning Materials? Yes / No
2

Has the branch offered experience to trainees in the following activities? i. Weaving ii. Craft work iii. Agriculture iv. Tailoring v. Embroidery vi. Music vii. Others (specify)

Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No

Has the branch involved NFE / AE educational Volunteers / NGOs in Planning the orientation to work experience activities, in NFE / AIE / EGS centres Yes / No Does the branch give stress to the following activities related to day-to-day life situations? i. Health and hygiene Yes / No

ii. Shelter, Campus cleaning Yes / No iii. Food & Agriculture Yes / No iv. Clothes Yes / No v. School Celebration Yes / No vi. Service to others Yes / No vii. Converting waste material into wealth Yes / No viii. Other (if any) Yes / No Has the branch conducted training programmes in the following areas to teacher trainees? i. Health and hygiene Yes / No ii. School environment up keep of Yes / No iii. Daily activities Yes / No iv. Preparation of domestically consumable articles Yes / No v. Kitchen garden Yes / No vi. Cooking 8& Preservation of food Yes / No vii. Clothing Yes / No (Tailoring, Doll making, Embroidery, Garland making, waving handkerchief) viii. Domestic appliances Yes / No (repair of simple electrical gadgets)

196

10

12

13

Cultural & Recreation (music, dance, drama, etc) Yes / No x. Community work 85 Social service (organizing exhibitions, participation in _____ Social Welfare Schemes) __________________________ Yes / No Has the branch conducted training to the teacher trainees under SUPW in the following skills i. Ink-making Yes / No ii. File pad making Yes / No iii. Office cover making Yes / No iv. Phenyl making Yes / No v. Soap making Yes / No vi. Candle making Yes / No vii. Wire bags making Yes / No viii. Knitting Yes / No ix. Embroidery Yes / No X. Toy making Yes / No xi. Herbal Cosmetics Yes / No Any other (specify) Have exhibition been organized to display the handicrafts and products made by student teachers? Yes / No If yes, no of items displayed _______________________________________ Were training programmes conducted to Women Self Help Group members on different vocations and handicrafts? ________ Yes / No Were local artisans invited to demonstrate their skill? Yes / No (eg. making pots / wood work / making clay models) Has the branch organized interview with small-scale industries / employment exchange officers annually to sensitize student teachers on the avenues open for employment? __________ Yes / No Does the branch take the teacher - trainees out on local field trips to have direct experience of local crafts such as weaving / match works / crackers / knitting / brick making / pot making / Art work? __________________________________________________ Yes / No Relevance of Work Experience to Teacher Education 1. Is the infrastructure of DIET adequate to train teachertrainees? Yes / No 2. Is the CCRT kit periodically utilized?_______________ Yes / No Are the following Art activities periodically carried out? i. Pictorial Art Yes / No ii. Decorative Art Yes / No iii. Plastic Arts Yes / No Performing Arts __________________________________ Yes / No iv.

ix.

****

197

WEES - Scoring Key Max Total 1 7 1 8 10 12 1 1 1 1 1 2 4 5

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

If yes If yes If yes If yes If yes If yes If yes If yes If yes If yes If yes If yes If yes -

1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1, 1,

No No No No No No No No No No No No No

0 0 0 0 0 0 0 0 0 0 0 0 0

(Seven Items) (Eight Items) (Ten Items) (Twelve Items)

(Two Items) (Four Items)

198

District Resource Unit Effectiveness Scale (DRUES) S.No 1 Item Whether the data about the NFE/AE/AIE/EGS centres and volunteers are maintained? Availability of List of NGO's, Yes / No

Are the centres of NFE/ AE/ AIE/ EGS being visited regularly? Yes / No If yes, do you maintain any diary for centre visits?

If you are visiting , NFE/ AE/ AIE/ EGS centres, the periodicity of your visit a. Monthly b. Quarterly c. Half yearly d. Annually How were the needs of the Educational Volunteers identified? a. Need Based Questionnaire Yes / No b. Observation Interview / Interaction Yes / No Were DRU branch faculty members involved in the development of module for AIE / EGS volunteers? Yes / No If yes give details Have the training modules for AIE volunteers prepared by other DIETs been evaluated ? Yes / No If yes, list the number of modules evaluated 1. 2. 3. 4. 5. List out the agencies and personnel other than DIET involved in the material production 1. 2. 3. 4. 5.

199

S.No ~8

Item Have you organized training programmes for AIE volunteers? Yes / No If yes, list out the names of the training programmes 1. 2. 3. 4. 5. Have you evaluated the impact of training programmes imparted to educational volunteers ? Yes / No If yes, list the methods adopted 1. Observation schedule 2. Paper - Pencil Test 3. Interaction

10

11

Whether the studies / Research Projects / Action Researches are being conducted / have been completed related to AE /NPE/AIE/ EGS Yes / No If yes, furnish the topics 1. 2. 3. Mention the linkages with other departments 1. NFE 2. SSA 3. Universities (Extension Wing) 4. NGO's 5. SRC

12

Have DRU branch members participated in their branch related training programmes Yes / No If yes, furnish the details SI. No. 1. 2. 3. 4. 5. Name of the training programmes Dates Organized by

200

S.No 13

Item Whether the follow-up of training being carried out Yes / No If yes, give details 1. 2. 3. What methods do you follow to involve students in neo-literacy and post-literacy campaigns? 1. 2. 3. What programmes have the faculty members organized to create awareness among peoples about literacy ? S.No 1 2 3 3 4 5 6 7 8 9 10 Programmes organized

14

15

16

Do you have a database of agencies involved in serving the interests of out of school children and non-literates If yes, list them

17

Do you have digital downloaded materials and journals relevant to child labour and other related area Yes / No If yes, give details

****

201

DRUES - Scoring Key

1. 2. 3 Yes with data No Yes with diary No Periodicity Monthly Quarterly & Half yearly Yearly No All the three methods 1 to 2 methods Yes No 4 to 5 modules 2 to 3 modules 1 module 3 to 5 agencies / personnel 1 to 2 3 to 5 programmes 2 1 All the 3 methods 2 methods 1 method 4 to 5 topics 2 to 3 1 3 to 5 2 1 3 to 5 2 1 Yes with details No / Yes without details 3 methods 2 1 5 and above programmes 3 to 4 1 to 2 Yes No Yes No 1 0 1 0 3 2 1 0 2 1 1 0 3 2 1 2 1 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1 1 0 3 2 1 3 2 1 1 1 1 1

4 5 6

7 8. 9.

10 11.

12 13. 14.

15.

16. 17.

202

In-service Field Interaction Innovation & Coordination Effectiveness Scale (IFICES)

s.
No. 1

Item Were the training needs of Elementary teachers identifiec 2002 - 2003 Yes No 2003 - 2004 2004 - 2005 If yes, furnish no. Yes Yes No No

of documentary evidence? 2002 - 2003 2003 - 2004 2004 - 2005

Is the al calendar of all training programmes prepared well in advance? 2002 - 2003 Yes No 2003 - 2004 2004 - 2005 Yes Yes No No

Were periodical news letters published if yes, specify the no. of news letters published? 2002 - 2003 2003 - 2004 2004 - 2005

203

S. No.

Item Was pre-planning for training activities carried out? a. Time Table b. Communication made through Oral Written c. Resource Mobilization Yes Yes Yes No No No Yes No

Were Educational Technology Equipments used in transactional process during the training programmes? Yes / No If yes, specify the no. of training programmes and the equipments used a. Time Table Yes No b. Communication made through Oral Written c. Resource Mobilization Year Total Number of Training Yes Yes Yes No No No

Total Number Training Programmes in which ET Yes / No

Was the documentation done after the training? If yes, specify the no. of documents prepared

204

S. No.

Item Were the follow-up activities undertaken for the training programmes conducted? Yes / No If yes, specify no. of visits made by DIET faculty after trading at BRC and School level Were Educational Technology Equipments ofused in transactional Total no. of No. follow-up process during the training programmes?activities Programmes conducted If yes, specify the no. of training programmes and the equipments 2002 - 2003 2003 - 2004 2004 - 2005

Did the faculty members of other branches of DIET contribute to the In-service training programmes Yes / No

Were the training modules distributed during the training programme? If yes, give details Year Total no. of Programmes conducted

Yes / No

Total number of programmes module distributed

2002 - 2003 2003 - 2004 2004 - 2005 10 Were the training modules distributed after the training programme? Year Total no. of Programmes conducted

Yes / No

Total number of programmes module distributed

2002 - 2003 2003 - 2004 2004 - 2005

205

S. No. 11

Item Did the faculty members discuss the class room problems faced by teachers and teacher educators? Yes / No If yes, specify the number of occasions Teachers 2002 - 2003 2003 - 2004 2004 - 2005 BRTEs AIE/EGS Volunteers CRC Coordinators

12

Did you identify any innovative practices in classroom teaching in your district by the practising teachers? Yes / No If yes specify the no. of innovative practices identified No. of innovative practices 2002 - 2003 2003 - 2004 2004 - 2005

13

Were the innovative practices disseminated to schools? Yes / No If yes, specify the no. No. of innovative practices disseminated 2002 - 2003 2003 - 2004 2004 - 2005 (List the names of Innovative Practices disseminated with details in a separate sheet)

206

S. No. 14

Item Do the pre-test and post-test form the integral part of training programmes? Yes / No SI. No. Year 2002 - 2003 2003 - 2004 2004 - 2005 Pre-test Post-test

15

Have you conducted any impact studies on the training programmes? If yes, furnish details SI. No. Year 2002 - 2003 2003 - 2004 2004 - 2005 Training Programme

Yes / No

No. of impact studies conducted

16

Have you involved any external expertise for training programmes? Yes / No SI. No. Year 2002 - 2003 2003 - 2004 2004 - 2005 Training Programme Experts involved

17

What are the strategies / transactional strategies adopted in your training programmes. List them Name of the Programme 1. 2. 3. 4 5. Strategies

***

207

IFICES - Scoring Key

1. Yes No Each carries 1 point total 3 points Yes No Each carries 1 point total 3 points If If If If number number number number is is is is more than 9, 7-9, 4-6, 1-3, 1 0 1 0 point mark point mark

2.

3.

4 point 3 point 2 point 1 point 1 point 0 point 1 point 0 point 1 point 0 point 1 point 0 point 2 point 1 point 0 point 5 4 3 2 1 5 4 3 2 1 point point point point point point point point point point

4.

If Time Table prepared Yes No Communication Oral Yes No Communication Written Yes No Resource mobilization Yes No For all the years in total More than > 80 % 50 % to 80 % Below 50 % For all the years in total 41-50 documents 31-40 documents 21-30 documents 11-20 documents 1-10 documents For all the years in total More than > 80 % 6 1 % to 8 0 % 4 1 % to 6 0 % 2 1 % to 4 0 % Below 20 %

208

8 9

Yes No For all the years in total More than 80 % 50 % to 80 % Below 50 % For all the years in total More than 80 % 50 % to 80 % Below 50 %

1 point 0 point 3 point 2 point 1 point 3 point 2 point 1 point

10

11

For all the years in total (Find the total of all the subcomponents viz., Teachers, BRTEs, AIE Volunteers, and CRC Coordinators ) More than 160 5 point 121-160 4 point 81-120 3 point 41-80 2 point 40-1 1 point 5 to 10 1 to 4 5 to 10 1 to 4 For all the years in total If more 80 % 50 % to 80 % Below 50 % For all the years in total If more then 80 % 50 % to 80 % Below 50 % For all the years in total If more then 80 % 50 % to 80 % Below 50 % If more then 3 2 to 3 0 to 1 2 point 1 point 3 point 2 point 2 point 1 point 0 point 2 point 1 point 0 point 2 point 1 point 0 point 2 point 1 point 0 point

12 13 14

15

16

17

209

Curriculum and Material Development Effectiveness Scale (CMDEES) S.No 1 Item Has CMDE branch prepared locally relevant new curricular units to supplement the prescribed curricular unit ? Yes / No a) If yes, list out the materials prepared 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Has CMDE branch prepared locally relevant new curricular units to supplement the prescribed curricular units? Yes / No If yes b) Name the other branches of DIET, if any, involved in the Material Development? 1. 2. 3. 4. 5.

What are the other materials developed by DIET ? (a) Books (b) Modules (c) Tools (d) Others 1. 1. 1. 1. 2. 2. 2. 2. 3. 3. 3. 3. 4. 4. 4. 4. 5. 5. 5. 5.

210

S.No 1

Item Has CMDE branch prepared locally relevant new curricular units to supplement the prescribed curricular unit ? Yes / No a) If yes, list out the materials prepared 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Has CMDE branch prepared locally relevant new curricular units to supplement the prescribed curricular units? Yes / No If yes b) Name the other branches of DIET, if any, involved in the Material Development? 1. 2. 3. 4. 5.

What are the other materials developed by DIET ? (a) Books (b) Modules (c) Tools (d) Others 1. 1. 1. 1. 2. 2. 2. 2. 3. 3. 3. 3. 4. 4. 4. 4. 5. 5. 5. 5.

211

S.No 1

Item Has CMDE branch prepared locally relevant new curricular units to supplement the prescribed curricular unit ? Yes / No a) If yes, list out the materials prepared 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Has CMDE branch prepared locally relevant new curricular units to supplement the prescribed curricular units? Yes / No If yes b) Name the other branches of DIET, if any, involved in the Material Development? 1. 2. 3. 4. 5.

What are the other materials developed by DIET ? (a) Books (b) Modules (c) Tools (d) Others 1. 1. 1. 1. 2. 2. 2. 2. 3. 3. 3. 3. 4. 4. 4. 4. 5. 5. 5. 5.

S.No 4

Item Has CMDE branch evaluated textbooks of Std I to VIII ?

212

S.No 1

Item Has CMDE branch prepared locally relevant new curricular units to supplement the prescribed curricular unit ? Yes / No a) If yes, list out the materials prepared 1. 2. 3. 4. 5. 6.

***

213

CMDEES - Scoring Key

1. 1-2 3-4 More than 5 All the other 6 branches 3 - 5 branches Less than 3 branches All the three 2 1 More than five books 3-4 1-2 More than 5 3-4 1-2 6 - 10 1-5 8 - 11 4-7 1-3 6-8 3-5 1-2 4-5 2-3 1-2 5-6 3-4 1-2 All three items 2 Items 1 Item All three categories 2 Categories 1 Category Yes with 1 No Yes with 1 No 1 2 3 3 2 1 3 2 1 3 2 1 3 2 1 2 1 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1 1 0 1 0

5.

6 7

10

11

12.

13. 14.

214

Educational Technology Effectiveness Scale (ETES) S.No 1 Item Does the branch have the Audio communication facilities? If yes, give details Audio Visual Equipments and Communication facilities 1 2 3 4 5 6 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 OHP Slide Projector Tape Recorder VCR / VCD / DVD TV Computer Fax 16 mm Projector Direct Projector Camera Epidiascope Multi media System Networks Laser Printer Inkjet printer Dot Matrix Printer Photocopier Photocopier cum printer Computer Materials / CAL Materials Dish Antenna Cable Net Work Radio Sound System UPS LCD Visual Equipment and Yes / No Number of items (in working condition)

215

S.No 1

Item Does the branch have the Audio communication facilities? If yes, give details Audio Visual Equipments and Communication facilities 1 2 3 4 5 6 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 OHP Slide Projector Tape Recorder VCR / VCD / DVD TV Computer Fax 16 mm Projector Direct Projector Camera Epidiascope Multi media System Networks Laser Printer Inkjet printer Dot Matrix Printer Photocopier Photocopier cum printer Computer Materials / CAL Materials Dish Antenna Cable Net Work Radio Sound System UPS LCD Item Visual Equipment and Yes / No Number of items (in working condition)

S.No

216

S.No 1

Item Does the branch have the Audio communication facilities? If yes, give details Audio Visual Equipments and Communication facilities 1 2 3 4 5 6 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 OHP Slide Projector Tape Recorder VCR / VCD / DVD TV Computer Fax 16 mm Projector Direct Projector Camera Epidiascope Multi media System Networks Laser Printer Inkjet printer Dot Matrix Printer Photocopier Photocopier cum printer Computer Materials / CAL Materials Dish Antenna Cable Net Work Radio Sound System UPS LCD Item Visual Equipment and Yes / No Number of items (in working condition)

S.No 2

Does the branch have modern communication facilities? If yes, give details Communication facilities Number of items

Yes / No

217

S.No 1

Item Does the branch have the Audio communication facilities? If yes, give details Audio Visual Equipments and Communication facilities 1 2 3 4 5 6 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 OHP Slide Projector Tape Recorder VCR / VCD / DVD TV Computer Fax 16 mm Projector Direct Projector Camera Epidiascope Multi media System Networks Laser Printer Inkjet printer Dot Matrix Printer Photocopier Photocopier cum printer Computer Materials / CAL Materials Dish Antenna Cable Net Work Radio Sound System UPS LCD Item Visual Equipment and Yes / No Number of items (in working condition)

S.No 2

Does the branch have modern communication facilities? If yes, give details Communication facilities (in working condition) Number of items

Yes / No

218

S.No 1

Item Does the branch have the Audio communication facilities? If yes, give details Audio Visual Equipments and Communication facilities 1 2 3 4 5 6 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 OHP Slide Projector Tape Recorder VCR / VCD / DVD TV Computer Fax 16 mm Projector Direct Projector Camera Epidiascope Multi media System Networks Laser Printer Inkjet printer Dot Matrix Printer Photocopier Photocopier cum printer Computer Materials / CAL Materials Dish Antenna Cable Net Work Radio Sound System UPS LCD Item Visual Equipment and Yes / No Number of items (in working condition)

S.No 2

Does the branch have modern communication facilities? If yes, give details Communication facilities (in working condition) 1 Internet 2 Website Number of items

Yes / No

219

S.No 1

Item Does the branch have the Audio communication facilities? If yes, give details Audio Visual Equipments and Communication facilities 1 2 3 4 5 6 9 10 11 12 13 14 15 16 17 18 19 OHP Slide Projector Tape Recorder VCR / VCD / DVD TV Computer Fax 16 mm Projector Direct Projector Camera Epidiascope Multi media System Networks Laser Printer Inkjet printer Dot Matrix Printer Photocopier
***

Visual Equipment and Yes / No Number of items (in working condition)

220

ETES - Scoring Key

1. More than 21 16-20 1-15 - 3 Points - 2 Points - 1 Point

2. Each carries one point 3 - 3 Points 2 - 2 Points 1 - 1 Point 0 - 0 Point 3. Number of low cost teaching aids for all the three years More than 75 -3 51 to 74 -2 25 to 50 -2 Less than 25 -0 4. For all the items put together a. b. c. d. e. More than 200 OHP ^ 100 - 199 Slide Projector v 50-99 Tape Recorder Below 50 VCR/VCD/DVD & TV More than 25 times LCD 1 to 24 3 2 1 0 2 1

5. For all the items put together a. b. c. d. OHP Slide Projector Tape Recorder VCR/VCD/DVD & TV More than 40 ^ 20-39 below 20 2 1 0

6. For all the items put together More than 7 1-6 7 Number of Documents More than 5 1-4 -2 -1 - 2 Points - 1 Point

Number of Software developed More than 5 -3 1-4 -2

221

8. Number of assignment prepared More than 3 1-2 Number of Software developed More than 3 1-2

-2 -1 -3 -2

9. Number of OHP Transparency "1 More than 300 - 2 - Slide > 150 - 200 - 1 Audiocassettes J Below 150 -0 Number of Videocassettes More than 10 1-10 Below 10 - 2 -1 - 0

Number of CDs

More than 20 - 3 11-20 - 2 1-10 -1 5 to 9 -2 - 2 -1

10. Number of trainings conducted 2 1 11. Number of module / prepared books Yes No 12. Study conducted Yes No

-1 -0 - 1 -0 -1 -0

13. Contribution of Teleconferences Yes No 14. Linkage with the other branches Yes No 15. Number of programmes given More than 3 2 1 16. Number of Radio programmes arranged More than 50 1-25 Number of Radio programmes arranged More than 5 1-25

-1 -0 - 3 - 2 -1 -2 -1 0 - 3 -2

222

17. Number of programmes participated in Kanbom Karpom programmes 2 -2 1 -1 18. Equipment More than 2 1 More than 3 2 1 Yes No 3 and more 2 1 -2 -1 -3 - 2 -1 -1 -0 -4 -3 -2

19. Number of Lesson Plan

20. Weekly twice

21. Knowledge on Software at Application Level

***

223

Planning & Management Effectiveness Scale (PMES)

S.No 1 Item Is the Planning and Management Branch involved in the collection of educational data? Yes / No If Yes, do you maintain any records? Furnish the details of records you maintain a. b. c. d. e. What methods have you adopted to collect district specific educational data ? (b) Have you published it annually? a. b. c. d. e. List achievement tests conducted by Planning and Management branch a. b. c. Is the Planning and Management Branch actively involved in preparing perspective plan, annual work plan and budget for SSA Yes / No If yes, furnish details Year Work a. b. c. d. e. Is the Planning and Management branch involved voluntarily in conducting studies pertaining to the achievement of UEE goals Yes / No

224

S.No 1

Item Is the Planning and Management Branch involved in the collection of educational data? Yes / No If Yes, do you maintain any records? Furnish the details of records you maintain a. b. c. d. e. What methods have you adopted to collect district specific educational data ? (b) Have you published it annually? a. b. c. d. e. List achievement tests conducted by Planning and Management branch a. b. c. Is the Planning and Management Branch actively involved in preparing perspective plan, annual work plan and budget for SSA Yes / No If yes, furnish details Year Work a. b. c. d. e. Is the Planning and Management branch involved voluntarily in conducting studies pertaining to the achievement of UEE goals Yes / No

S.No

Item

225

S.No 10

Item Do the Planning and Management Meetings? If yes, the periodicity of visit a. Monthly once b. Bimonthly c. Quarterly d. Half yearly members attend VEC Yes / No

11

Does Planning and Management branch prepare Calendar of Activities for DIET every year ? Yes / No 2001 - 2002 2002 - 2003 2003 - 2004

12

Has Planning and Management branch involved in organizing training programmes for VEC? Yes / No If yes, list programmes conducted a. b. c. What are the measures adopted by Planning and Management branch to increase the effectiveness of lab area schools ? a. b. c. What are the inputs provided by Planning and Management branch to supplement the services of PSTE branch ? 1. ________________________________________________ 2. ________________________________________________ 3. _______________________________________ What are the inputs provided by Planning and Management to improve the functioning of IFIC branch? 1.. ______________________________________________ 2. ________________________________________________ 3. ________________________________ Is the DIET involved Planning and Management Branch in preparation of AWP and perspective plan for Teacher Education? Yes / No

13

14

15

16

226

S.No 17

Item What are the inputs provided by planning and Management Branch to improve the functioning of CMDE Branch, Work Experience Branch and DRU Branch 1. 2. 3. What is the contribution of Statistical officer to the functioning of Planning and Management Branch? List out the activities executed by him/her.

18

****

227

PMES - Scoring Key

1. Yes with 3 and above 2 1 3 and above 2 1 3 and above 2 1 3 and above 2 1 3 and above 2 1 3 and above 2 1 3 and above 2 1 more than 5 1-4 3 and above 2 1 3 -2 -1 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1 2 1 3 2 1

2.

3.

4.

5.

6.

7.

8.

9.

10. Monthly once & Bimonthly Quarterly Half yearly 11. 3 years 2 1

2 1 3

228

12. 3 2 1 13. 3 2 1 14. Evidence No evidence 15. Evidence No evidence 16. Evidence No evidence 17. Evidence for each branch No evidence 18. More than 5 activities 3-4 1-2 No evidence

3 2 1 3 2 1 1 0 1 0 1 0 1 0 3 2 1 0

***

229

DIET Faculty Perception on Principal's Leadership (DFPPL)

s.

Factor

No. 1 The Principal uses his authority in a democratic way to get the work done from subordinates The Principal organizes frequent meetings to discuss and sort out issues pertaining to DIET He/she leads us by setting example both in class work and personal traits like punctuality and integrity The Principal is an expert in identifying talents and entrusting the responsibility to the right person Principal strictly adheres to rules and disciplinary proceedings to bring erring staff back on track Principal has the habit of passing his responsibility to others when the task is given by the higher officials or when ever problem arises Principal keeps himself or herself in an ivory tower and wants every other staff member to realize his/ her position and keep a distance Principal is sensitive to the needs of every staff member and goes out of the way to help staff in distress. Principal maintains good rapport with district level functionaries Principal ensures cordial and friendly relationship among staff members There is groupism among the staff Principal strengthens the cordial relationship among staff members Principal ensures cordial relationship between staff members and students All official communications come in written format through circulars and lecturers and senior lecturers are made to acknowledge the receipt by signing It

Strongly Agree

Agree to some extent

Not at all

9 10 11 12 13 14

230

s.

Factor

No. 1 The Principal uses his authority in a democratic way to get the work done from subordinates The Principal organizes frequent meetings to discuss and sort out issues pertaining to DIET He/she leads us by setting example both in class work and personal traits like punctuality and integrity The Principal is an expert in identifying talents and entrusting the responsibility to the right person Principal strictly adheres to rules and disciplinary proceedings to bring erring staff back on track Principal has the habit of passing his responsibility to others when the task is given by the higher officials or when ever problem arises Principal keeps himself or herself in an ivory tower and wants every other staff member to realize his/ her position and keep a distance Principal is sensitive to the needs of every staff member and goes out of the way to help staff in distress. Principal maintains good rapport with district level functionaries Principal ensures cordial and friendly relationship among staff members There is groupism among the staff Principal strengthens the cordial relationship among staff members Principal ensures cordial relationship between staff members and students All official communications come in written format through circulars and lecturers and senior lecturers are made to acknowledge the receipt by signing It

Strongly Agree

Agree to some extent

Not at all

9 10 11 12 13 14

231

DFPPL - Scoring Key

For Positive Items Strongly Agree Agree to some extent Not at all For Negative Items Strongly Agree Agree to some extent Not at all 0 point 1 point 2 points 2 points 1 point 0 point

232

A Scale on Professionalism (ASP) Name of the DIET: Date of Inception: S.No 1 Details of Staff: a. Staff in position: Principal Senior Lecturers Lecturers Junior Lecturers Other Teaching Staff Non-teaching Staff 2 Details of Staff: Educational Qualification: b.l) Academic Qualification Ph.D. M.Phil. PG UG Other Degrees/ Diploma b.2) Professional Qualification Ph.D. M.Phil. PG UG Other Degrees/ Diploma Principal Senior Lecturers Lecturers Total Principal Senior Lecturers Lecturers Total Item (Regular / In-charge) M F

233

S.No 1 Details of Staff: a. Staff in position: Principal Senior Lecturers Lecturers Junior Lecturers Other Teaching Staff Non-teaching Staff 2 Details of Staff: Educational Qualification: b.l) Academic Qualification Ph.D. M.Phil. PG UG Other Degrees/ Diploma b.2) Professional Qualification Ph.D. M.Phil. PG UG Other Degrees/ Diploma S.No 3 Publications Type of Principal Principal Principal

Item (Regular / In-charge) M F

Senior Lecturers

Lecturers

Total

Senior Lecturers

Lecturers

Total

Item

Senior

Lecturers

Total

234

S.No 6 Awards Category Principal State Award National Award NCERT Other Agencies 7

Item

Numbers awarded Senior Lecturers Lecturers

Total

Visits made by Faculty members to BRC BRC Number of faculty 2002 - 2003 2003 - 2004 2004 - 2005 Visits made by Faculty members to CRC CRC Number of faculty 2002 - 2003 2003 - 2004 2004 - 2005 Visits made by Faculty members to School School Number Number of times of faculty 2002 - 2003 2003 - 2004 2004 - 2005 Number of times Number of times

235

S.No

Item Faculty members attend District Level Committee (DLC DLC Number of faculty 2002 - 2003 2003 - 2004 2004 - 2005 Number of times

To

11

Faculty members attend Block Level Committee ( BLC) BLC Number of faculty 2002 - 2003 2003 - 2004 2004 - 2005 Number of times

12

Faculty members attend VEC? VEC Number Number of of times faculty 2002 - 2003 2003 - 2004 2004 - 2005

13

Number of Faculty members who acted as KRP / SRG in the SSA training programmes / projects under the X Five Year Plan / Textbook writing / Proficiency test
Expert KRP Projects Text Book Proficiency Test Number of faculty Number of times

Number of faculty

Number of times

Number of faculty

Number of times

Number of faculty

Number of times

Number of faculty

2002-2003 2003-2004 2004-2005

*****

Number of times

236

ASP - Scoring Key

1. Staff Position Principal Regular In-charge Senior Lecturer More than 4 3-4 1-2 Lecturer More than 10 6-10 1-5 Other Teaching Staff More than 2 1-2 Non teaching Staff More than 10 8-10 5-7 Less than 4 Statistical officer Yes No 2. Educational Qualifications Ph.D.: More than 4 3-4 1-2 M.Phil.: More than 8 1-8 Diploma: More than 10 1-10

1 0

3 2 1

3 2 1

2 1

3 2 1 0

1 0

5 4 3 3 2 2 1

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3. Publications Books on Education: More than 2 2 1 Text Books: More than 3 3 2 1 Training Modules: More than 10 6-10 1-5 Articles: More than 30 25-30 21-24 1-20 4. Professional Exposure International Seminar: More than 25 22-25 1-21

6 5 4 6 5 4 3 3 2 1 5 4 3 2

6 5 4

Conferences / National Seminar: More than 30 5 21-30 4 1-20 3 National Seminar: More than 75 50-75 1-49 Other Seminars: More than 75 50-75 1-49 Exposure Visits: More than 2 1 4 3 2 3 2 1 4 3

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Field Trips: More than 10 6-10 1-5 Educational Tours: More than 10 5-10 1-5 Faculty Exchange: More than 2 1 5. Research Experience Action Research: More than 35 22-35 1-22 Projects: More than 3 2-3 1 Awards NCERT: More than 3 2-3 1 National: More than 3 2-3 1 State: More than 3 2-3 1 BRC Visits

3 2 1 4 3 2 5 4

3 2 1 4 3 2

6 5 4 6 5 4 5 4 3

BRC visit =

No. of times visited No. of faculty in position

100

12 (Estimated per year)

More than 90 Percentage 5 61-90 Percentage 4

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31-60 Percentage 11-30 Percentage 1-10 Percentage 8. CRC Visits CRC visit =

3 2 1

No. of times visited No. of faculty in position

100

20 (Estimated per year)

More than 90 Percentage 5 61-90 Percentage 4 31-60 Percentage 3 11-30 Percentage 2 1-10 Percentage 1 9. School Visits No. of times visited x 100 School visit = No. of faculty in position x 40 (Estimated per year) More than 90 Percentage 61-90 Percentage 31-60 Percentage 11-30 Percentage 1-10 Percentage 10. DLC Meeting Attending DLC visit = No. of times visited x 100 No. of staff (Principal only) x 2 (Estimated per year) 5 4 3 2 1 5 4 3 2 1

More than 90 Percentage 61-90 Percentage 31-60 Percentage 11-30 Percentage 1-10 Percentage 11. BLC Meeting Attending BLC visit =

No. of times visited

100

No. of faculty in position More than 90 Percentage 5 61-90 Percentage 4

4 (Estimated per year)

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31-60 Percentage 11-30 Percentage 1-10 Percentage 12. VEC Meeting Attending

3 2 1

No. of times visited x 100 VEC visit = No. of faculty in position x 10 (Estimated per year) More than 90 Percentage 5 61-90 Percentage 4 31-60 Percentage 3 11-30 Percentage 2 1-10 Percentage 1 13. Expert: More than 20 11-20 1-10 KRP: More than 25 20-25 1-9 Projects: More than 4 2-4 1 Text Books: More than 2 1 Proficiency Test: More than 2 1 4 3 2 3 2 1 7 6 5 5 4 4 3

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Student's Perception on Functioning of DIET (SPFDIET)

s.

Factor

Strongly Agree

No. 1 2 3 My institute prepares me for my future life I am proud of my institute. The teacher educators of my institute focus more on preparing us for the profession of teaching The principal evinces keen interest in the development of the institute Our lecturers and senior lecturers are impartial My institute gives importance to discipline Teachers encourage the participation of all student teachers in learning activities. Assembly proceedings are organized effectively on all the working days. Classroom activities are carried out effectively I am given adequate training in the use of computers I get adequate training in microteaching The teacher educators take ample model classes I participate in observation practice with great enthusiasm Adequate training is given for teaching in my institute. Training is given to make effective use of Teaching Learning Materials relevant to the competencies. Co-curricular activities are organized completely in my institute. Internal assessment tests are conducted periodically There are enough sports goods in my institute We go in frequent field trip to gain content clarity All club activities are regularly conducted in the institute. I participate enthusiastically in all the club activities

Agree to some extent

Not at all

4 5 6 7 8 9 10 11 12 13 14 15

16 17 18 19 20 21

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s.

Factor

Strongly Agree

No. 1 2 3 My institute prepares me for my future life I am proud of my institute. The teacher educators of my institute focus more on preparing us for the profession of teaching The principal evinces keen interest in the development of the institute Our lecturers and senior lecturers are impartial My institute gives importance to discipline Teachers encourage the participation of all student teachers in learning activities. Assembly proceedings are organized effectively on all the working days. Classroom activities are carried out effectively I am given adequate training in the use of computers I get adequate training in microteaching

Agree to some extent

Not at all

4 5 6 7 8 9 10 11

SPFDIET - Scoring Key For Positive Items Strongly Agree Agree to some extent Not at all For Negative Items Strongly Agree Agree to some extent Not at all 0 point 1 point 2 points 2 points 1 point 0 point

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Student's Perception on Availability and Use of Infrastructure in DIET (SPAUIDIET)

s.

Factor In my institute adequate classroom facilities are there There are adequate library facilities in my institute. Adequate laboratory facilities are there in my institute. Adequate computer laboratory facility is there in my institute. There are adequate facilities in the psychology laboratory in our institute. There is a well furnished auditorium in my institute There is sufficient playing space in our play ground. There are adequate drinking facilities in my institute. There are adequate toilet facilities in my institute. I make best use of the library Practice is given in the optimum use of sports materials.

Yes

No

No. 1 2 3 4 5 6 7 8 9 10 11

SPAUIDIET Scoring Key

For Each item Yes No 1 Point 0 Point

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Principals' Perception on DIET Infrastructure (PPDIETIS) S.No Classroom 1 Classrooms Size 2 Lighting in Classrooms 3 Ventilation in Classrooms 4 Power Connection in Classrooms Physical Science Lab 5 6 7 Number of Rooms in Physical Science Laboratories Size of Physical Science Laboratories Facilities Sufficient Insufficient

Lighting in Physical Science Laboratories 8 Ventilation in Physical Science Laboratories 9 Power Connection in Physical Science Laboratories 10 Working Tables in Physical Science Laboratories 11 Working tables with Water sink in Physical Science Laboratories 12 Instruments in Physical Science Laboratories 13 Chemicals in Physical Science Laboratories Biological Science 14 15 16 17 18 19 20 21 Number of Rooms in Biological Science laboratories Size of Biological Science laboratories Lighting in Biological Science laboratories Ventilation in Biological Science laboratories Power Connection in Biological Science laboratories Working Tables in Biological Science laboratories Working tables with Water sink in Biological Science laboratories Instruments in Biological Science laboratories

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S.No Classroom

Facilities

Sufficient

Insufficient

1 Classrooms Size 2 Lighting in Classrooms 3 Ventilation in Classrooms 4 Power Connection in Classrooms Physical Science Lab 5 6 7 Number of Rooms in Physical Science Laboratories Size of Physical Science Laboratories

Lighting in Physical Science Laboratories 8 Ventilation in Physical Science Laboratories 9 Power Connection in Physical Science Laboratories 10 Working Tables in Physical Science Laboratories 11 Working tables with Water sink in Physical Science Laboratories 12 Instruments in Physical Science Laboratories 13 Chemicals in Physical Science Laboratories Biological Science 14 15 16 17 18 19 20 21 S.No Number of Rooms in Biological Science laboratories Size of Biological Science laboratories Lighting in Biological Science laboratories Ventilation in Biological Science laboratories Power Connection in Biological Science laboratories Working Tables in Biological Science laboratories Working tables with Water sink in Biological Science laboratories Instruments in Biological Science laboratories Facilities

Sufficient

Insufficient

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S.No Classroom

Facilities

Sufficient

Insufficient

1 Classrooms Size 2 Lighting in Classrooms 3 Ventilation in Classrooms 4 Power Connection in Classrooms Physical Science Lab 5 6 7 Number of Rooms in Physical Science Laboratories Size of Physical Science Laboratories

Lighting in Physical Science Laboratories 8 Ventilation in Physical Science Laboratories 9 Power Connection in Physical Science Laboratories 10 Working Tables in Physical Science Laboratories 11 Working tables with Water sink in Physical Science Laboratories 12 Instruments in Physical Science Laboratories 13 Chemicals in Physical Science Laboratories Biological Science 14 15 16 17 18 19 20 21 Number of Rooms in Biological Science laboratories Size of Biological Science laboratories Lighting in Biological Science laboratories Ventilation in Biological Science laboratories Power Connection in Biological Science laboratories Working Tables in Biological Science laboratories Working tables with Water sink in Biological Science laboratories Instruments in Biological Science

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Physical Education 84 Furniture in Games Room 85 Sports and Games Articles 86 Usage of sports and games Articles 87 Availability of Indoor games 88 First Aid Materials in sports room Staff Accommodation Availability of accommodation Furniture in staff quarters Protected drinking water in staff quarters 92 Water for bathing & other uses in staff quarters 93 Telephone connection in staff quarters 94 TV / Radio facility in staff quarter Student's Accommodation 95 96 97 98 99 100 Availability of accommodation for students Furniture in student rooms Protected drinking water in students hostel Water for bathing & other uses in students hostel Telephone connection in student hostel TV / Radio facility in student hostel PPDIETIS Scoring Key For each item Sufficient Insufficient 1 Point 0 Point 89 90 91