A STUDY OF
SELF-EVALUATION OF LESSONS BY STUDENT-TEACHERS IN RELATION TO THEIR ATTITUDE
TOWARDS TEACHING PROFESSION
Venkoba Narayanappa
Syeda Akthar
INTRODUCTION
It
is universally accepted that the quality of development of a nation depends on
the quality of its citizens. The quality of its citizens depends on the quality
of education they receive and the quality of education depends on the quality
of the teachers. And it is also considered that any system of education does
not rise higher than the level of its teachers. Hence, the teachers are
considered as the real architects of a nation and the importance of teachers in
a nation is a clear as the presence of the sun in the sky. The success of the
teacher much depends on their Self-evaluation of their own teaching and their
perception towards teacher training programme. In the light of this, a research
is undertaken to study the role of self-evaluation of lessons by
student-teachers in enhancing their teaching efficiency at secondary teacher
training level as the student teaching is the heart of teacher education and
the self evaluation is the soul of teaching efficiency.
OBJECTIVES
1.
To identify the teaching efficiency through self-evaluation of lessons.
2.
To identify the positive correlation between teaching efficiency through
self-evaluation of lessons and attitude towards teaching profession.
HYPOTHESES
1.
There is no teaching efficiency through self-evaluation of lessons by student
teachers.
2.
There is no positive correlation between teaching efficiency through
self-evaluation of lessons and attitude towards teaching profession.
METHODOLOGY
Sample
The
study was conducted on a sample of 596 student teachers of colleges of
education affiliated to
Tools
1.
Self evaluation of lessons- A checklist :The
self-evaluation of lessons-check list constructed and standardized by DBRao was used to collect the data. Self evaluation of
lessons was used by student teachers to express their opinion about their
teaching the student teacher has to attend the check list after completing his
or her teaching. There are 21 items in the checklist. As the items in the
check-list are yes/No type. Positive response (‘Yes’)
carry two marks and negative responses (‘No’) carry one mark).
2.
Attitude towards teaching profession: Attitude scale towards teaching
profession constructed and standardized by Kulsum was used to know
student-teacher’s attitude towards teaching profession. There are five areas in
this scale i.e. (i) academic aspect of teaching
profession (ii) administrative aspects of teaching profession (iii) social and
psychological aspects of teaching profession (iv)
co-curricular aspects of teaching profession and (v) economic aspect of
teaching profession. Attitude scale towards teaching profession consisted of 55
items of which 25 were favourable statements and 30 were unfavourable
statements. Each statement had four alternative responses against it namely, strongly Agree (SA_), Agree (A), Disagree (D) and
strongly Disagree (SD). The weight
ranged from 4 (strongly agree) to 1 (strongly disagree) for favourable positive
items. In the case of unfavourable / negative items
range of weights is reversed that is, from 1 (strongly agree) to 4 (strongly
disagree). The theoretical range of scores is from 55 to 220 with the higher
score indicating more favourable attitude towards teaching profession.
ANALYSIS OF DATA AND DISCUSSION The percentage, means and deviations were computed for the
different sub-groups. To identify the teaching efficiency through
self-evaluation of lessons by student-teachers t-test was administered and to
identify the positive correlation between teaching efficiency through
self-evaluations and student teachers perception towards teacher trainings
programme person’s ‘r’ was employed. It was found that on the whole, the
student-teachers hade greater satisfaction about their teaching. They had
followed the techniques of teaching a lesson to the most possible extent,
according to their personal opinion. Hence, it was concluded that the
student-teachers undergoing at secondary teacher training level are possessing
high teaching efficiency. The student-teachers of the respective sub-groups
differed significantly in their teaching efficiency through self-evaluation of
lessons. It was found that
there was significant positive correlation between the teaching
efficiency through self-Evaluation of lessons and attitude towards teaching
profession of the respective sub-groups. However, in the case of obtained
r-values 0.046, 0.191, 0.124, 0.66, 0.064, 0.111, 0.231 and 0.106 are showing
insignificant positive correlation between the teaching efficiency through
self-evaluation of lessons and attitude towards teaching profession of
sub-groups respectively.
FINDINGS
The
student teachers undergoing at secondary teacher training level possess high
teaching efficiency through self-evaluation of lessons. There is a significant
difference between the sub-groups i.e, men and women,
Kannada and English, arts and science, graduate and post-graduate, high caste
and SC/ST in their teaching efficiency through self-evaluation of lessons.
There is no significant difference between the sub-groups i.e
high caste and
CONCLUSION
The
teacher, a national integrator as he/she is the backbone of society. The
preparation of teachers has changed with the passage of time and with the
changes in expectations of the society. The student-teachers should possess the
qualities of teaching efficiency and having positive perception towards and
training course, their college, practice teaching facilities available in their
college, teacher-educators, principal, curriculum positive attitude towards
teaching profession and other facilities in the college which is very essential
qualitative improvement in the teacher education.