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  • Title
  • DECLARATION
  • CERTIFICATE
  • ACKNOWLEDGEMENT
  • CONTENTS
  • List of Tables
  • List of Figures
  • 1. Introduction
  • 1.1 Conceptual Framework of the Study
  • 1.1 The Teaching and Learning PACT-The Interdependence of the Teacher and Learner
  • 1.2 Significance of the Study
  • 1.3 Statement of the Problem
  • 1.4 Explanation of Terms
  • 1.5 Assumptions and Hypotheses
  • 1.6 Objectives of the Study
  • 1.7 Methodology in Brief
  • 1.8 Scope and Limitations of the Study
  • 1.9 Organisation of the Report
  • References
  • 2. Theoretical Overview
  • 2.1 Context of Teaching
  • 2.1.1 Copcept of Teaching
  • 2.1 The Subsystems of Teaching
  • 2.1.2 Teachers Beliefs about Learning
  • 2.1.3 Learners View About Teachers and Learning
  • 2.2 Teacher Quality
  • 2.2.1 Quality Education.
  • 2.2.2 Arranging and Conducting Outdoor Activities is Indicative ofTeacher Efficiency.
  • 2.3 Teaching Effectiveness
  • 2.3.1 Effective Teaching Behaviours.
  • 2.3.2 Criteria for Teacher Effectiveness.
  • 2.3.2.1 Teacher Effectiveness as a Process
  • 2.3.2.2 Teacher Effectiveness as a Product
  • 2.3.2.3. Teacher Effectiveness as a Presave
  • 2.4 Factors Influencing Teachers Effectiveness
  • 2.4.1 Teacher Education and Teachers Effectiveness.
  • 2.4.2 Personalitv Factors and Teachers Effectiveness.
  • 2.4.3 Academic Achievement and Teachers Effectiveness.
  • 2.4.4 Subiect Matter Knowledge and Teachers Effectiveness.
  • 2.4.5 Intelligence and Teachers Effectiveness.
  • 2.4.6 Adiustment and Teachers Effectiveness.
  • 2.4.7 Job Satisfaction and Teachers Effectiveness.
  • 2.4.8 Interests and Teachers Effectiveness.
  • 2.4.9 Attitude Towards Teaching Profession and Teachers Effectiveness.
  • 2.4.10 Teacher-Pupil Relationship and Teachers Effectiveness.
  • 2.4.11 Socio-Economic Status and Teachers Effectiveness.
  • 2.4.12 Miscellaneous Factors of Teachers Effectiveness.
  • References
  • 3. Review of Related Literature and Studies
  • 3.1 Studies on Personal and Psychological Dimensions
  • 3.1.1. Studies on Teaching Experience.
  • 3.1.2. Studies on Subiect Matter Knowledge.
  • 3.1.3. Studies on Intelligence.
  • 3.1.4. Studies on Attitude towards Profession.
  • 3.1.5. Studies on Job satisfaction with the Profession.
  • 3.1.6. Studies on Evaluation of Performance of Teachers.
  • 3.2 Studies on Institutional and Sociological Dimensions
  • 3.2.1 Studies on Fieldtrips.
  • References
  • 4. Methodology
  • 4.1 Method Adopted for the Study
  • 4.2 The Sample for the Study
  • 4.1 List of schools of the Final Sample
  • 4.2 Break-up of the Final Sample
  • 4.2.1 Criteria Used for Selecting the Extraneous Variables.
  • 4.3 Tools Used for the Study
  • 4.3.1 Ouestionnaire on Factors Influencine Optimum Utilisation ofTeacher Effectiveness.
  • 4.3 Number of Factors under Various Dimensions Influencing the Optimum Utilisation of Teacher Effectiveness
  • 4.3.1.1 Validity and Reliability of the Tools Used
  • 4.3.2 General Data Sheet.
  • 4.4 Procedure Adopted for the Study
  • 4.5 Statistical Techniques Employed for Analysis of Data
  • Principal Axes Method
  • Varimax Rotation
  • Interpretation of the Factors
  • References
  • 5. Analysis and Discussion
  • 5.1 Location of Factors
  • 5.1 Selected Factors Influencing the Optimum Utilisation of Teacher Effectiveness
  • 5.1.1 Classification of Factors Selected
  • 5.1.1.1 Factors under Personal Dimension
  • 5.2 Selected Factors under Personal Dimension Influencing the Utilisation of Teacher Effectiveness
  • 5.1.1.2 Factors under Psycholoeical Dimension
  • 5.3 Selected Factors under Psychological Dimension Influencing the Utilisation of Teacher Effectiveness
  • 5.1.1.3 Factors under Institutional Dimension
  • 5.4 Selected Factors under Institutional Dimension Influencing the Utilisation of Teacher Effectiveness
  • 5.1.1.4 Factors under Sociological Dimension
  • 5.5 Selected Factors under Sociological Dimension Influencing the Utilisation of Teacher Effectiveness
  • 5.2. Teachers Ratings of the Factors Influencine their Professional Effciency
  • 5.6 Responses of Teachers on Personal Factors Influencing the Optimum Utilisation of Teacher Effectiveness (N=367)
  • 5.7 Responses of Teachers on Psychological Factors Influencing the Optimum Utilisation of Teacher Effectiveness (N=367)
  • 5.8 Responses of Teachers on Institutional Factors Influencing the Optimum Utilisation of Teacher Effectiveness (N=367)
  • 5.9 Responses of Teachers on Sociological Factors Influencing the Optimum Utilisation of Teacher Effectiveness (N=367)
  • 5.3 Stability of Sample Statistics
  • 5.3.1 Nature of Response Scores.
  • 5.3.1.1 Distribution of Res~onse Scores for the Factors under PersonalDimension
  • 5.10 Statistical Constants on Personal Factors Influencing the Optimum Utilisation of Teacher Effectiveness (N =367)
  • 5.3.1.2 Distribution of Response Scores for the Factors under Psvcholo~icalDimension
  • 5.11 Statistical Constants on Psychological Factors Influencing the Optimum Utilisation of Teacher Effectiveness (N =367)
  • 5.3.1.3 Distribution of Resaonse Scores for the Factors under InstitutionalDimension
  • 5.12 Statistical Constants on Institutional Factors Influencing the Optimum Utilisation of Teacher Effectiveness (N =367)
  • 5.3.1.4 Distribution of Resaonse Scores for the Factors under SocioloeicalDimension
  • 5.13 Statistical Constants on Sociological Factors Influencing the Optimum Utilisation of Teacher Effectiveness (N =367)
  • 5.3.1.5 Distribution of Consolidated Resaonse Scores for Each Dimension of theFactors
  • 5.14 Consolidated Results of the Statistical Constants of Various Dimensions Influencing the Optimum Utilisation of Teacher Effectiveness (N = 367)
  • 5.3.2 Dependability of Sample Statistics
  • 5.3.2.1 Dependability of Sample Statistics for Personal Factors
  • 5.15 Confidence Interval and Variability of Population Mean and Standard Deviation of the Response Scores for Factors under Personal Dimension Influencing Teacher Effectiveness (N=367)
  • 5.3.2.2 Dependability of Sam~leS tatistics for Psvcholo~icalF actors
  • 5.16 Confidence Interval and Variability of Population Mean and Standard Deviation of the Response Scores for Factors under Psychological Dimension Influencing Teacher Effectiveness (N - 367)
  • 5.3.2.3 Depeodabilitvo f Sample Statistics for Institutional Factors
  • 5.17 Confidence Interval and Variability of Population Mean and Standard Deviations of the Response Scores for Factors under Institutional Dimension Influencing Teacher Effectiveness (N = 367)
  • 5.3.2.4 Devendabilitv of Samvle Statistics for Sociological Factors
  • 5.18 Confidence Interval and Variability of Population Mean and Standard Deviations of the Response Scores for Factors under Sociological Dimension Influencing Teacher Effectiveness (N 367)
  • 5.3.2.5 Dependabilitvo f Sarn~leS tatistics of the Res~onseS cores of Teachers forVarious Dimensions of Factors
  • 5.19 Confidence Interval and Variability of Population Mean and Standard Deviation of the Response Scores of Teachers for Various Dimensions of Factors Influencing the Optimum Utilisation of Teacher Effectiveness (N = 367)
  • 5.4 Identification of Factors Influencing Teachers for the Optimum Utilisation of their Efficiency
  • 5.4.1 Identification of Factors under Personal Dimension Influencingthe O~timumU tilisation of Teacher Effectiveness.
  • 5.20 Ratings Scores of Teachers for Personal Factors Influencing the Optimum Utilisation of Teacher Effectiveness (N= 367)
  • 5.21 The Ranking of Factors under Personal Dimension Identified as Influencing the Optimum Utilisation of Teacher Effectiveness
  • 5.4.2. Identification of Factors under Psvchological DimensionInfluencing the O~timumU tilisation of Teacher Effectiveness.
  • 5.22 Ratings Scores of Teachers for Psychological Factors Influencing the Optimum Utilisation of Teacher Effectiveness (N =367)
  • 5.23 The Rank Order of Factors under Psychological Dimension Identified as Influencing the Optimum Utilisation of Teacher Effectiveness
  • 5.4.3 Identification of Factors under Institutional Dimension Influencingthe O~timumU tilisation of Teacher Effectiveness.
  • 5.24 Ratings Scores of Teachers for Institutional Factors Influencing the Optimum Utilisation of Teacher Effectiveness (N = 367)
  • 5.25 The Rank Order of Factors Under Institutional Dimension Identified as Influencing Optimum Utilisation of Teacher Effectiveness
  • 5.4.4 identification of Factors under Sociological Dimensionlnfluencine the Oatimum Utilisation of Teacher Effectiveness.
  • 5.26 Ratings Scores of Teachers for Sociological Factors Influencing the Optimum Utilisation of Teacher Effectiveness (N=367)
  • 5.27 The Rank order of Factors under Sociological Dimension Identified as Influencing the Optimum Utilisation of Teacher Effectiveness
  • 5.4.5 Overall Findines of the Identification of Factors that InfluenceTeacher Effectiveness.
  • 5.5 Relationship of Various Dimensions of Factors Influencing Teacher Effectiveness with Extraneous Variables
  • 5.5.1 Personal Dimension of Factors and Extraneous Variables.
  • 5.5.2 Psychological Dimension of Factors and Extraneous Variables.
  • 5.28 Multiple Regression Analysis of Relationship of Personal Dimension of Factors with Extraneous Variables (N = 367)
  • 5.5.3 lnstitutionaDl imension of Factors and Extraneous Variables.
  • 5.29 Multiple Regression Analysis of Relationship of Psychological Dimension of Factors with Extraneous Variables (N = 367)
  • 5.5.4 Sociological Dimension of Factors and Extraneous Variables.
  • 5.30 Multiple Regression Analysis of Relationship of Institutional Dimension of Factors with Extraneous Variables (N = 367)
  • 5.5.5 Consolidated Factors and Extraneous Variables.
  • 5.31 IMultiple Rerression Analysis of Relationship of Socioloaical Dimension of Factorswith Extraneous Variables (N = 367)
  • 5.32 Consolidated Results of the Relationship of Various Dimensions of Factors withExtraneous Variables RJ --367)
  • 5.6 Factor Structures of Different Dimensions that Influence Teacher Effectiveness
  • 5.6.1. Factor Structure of Personal Dimension.
  • 5.33 Correlation Matrix of Personal Dimension (N = 367)
  • 5.34 Rotated Factor Matrix of Personal Dimension (N = 367)
  • 5.6.2 Factor Loadings in Personal Dimension.
  • 5.6.3. Factor Structure of Psvchological Dimension.
  • 5.35 Correlation Matrix of Psychological Dimension (N = 367)
  • 5.36 Rotated Factor Matrix of Psychological Dimension (N = 367)
  • 5.6.4 Factor Loadings in Psvcholoeical Dimension.
  • 5.6.5 Factor Structure of Institutional Dimension.
  • 5.37 Correlation Matrix of Institutional Dimension (N = 367)
  • 5.38 Rotated Factor Matrix of Institutional Dimension (N = 367)
  • 5.6.6 Factor Loadings in Institutional Dimension.
  • 5.6.7 Factor Structure in Sociolo~icaDl
  • 5.39 Correlation Matrix of Sociological Dimension (N = 367)
  • 5.40 Rotated Factor Matrix of Sociological dimension (N = 367)
  • 5.6.8 Factor Loadinps in Sociological Dimension.
  • 5.6.9 Comparison of the Factor Structures.
  • 5.5 Diagrammatic Representation of the Factors for Various Dimensions
  • 5.7 Tenability of Hypotheses
  • 5.8 Discussion of Results
  • References
  • 6. Conclusion
  • 6.1 The Study in Retrospect
  • 6.2 Significance of the Study
  • 6.3 Hypotheses
  • 6.4 Objectives of the Study
  • 6.5 Summary of Procedure
  • 6.6 Findings and Conclusions
  • 6.7 Educational Implications
  • 6.8 Suevestions for Further Research
  • BIBILIOGRAPHY
  • APPENDICES
  • A. Located factors influencing the optimum utilisation of teacher effectiveness
  • B. Selected factors influencing the optimum utilisation of teacher effectiveness
  • C. Questionnaire on factors influencing the optimum utilisation of teacher effectiveness (Malayalam Version)
  • D. Questionnaire on factors influencing the optimum utilisation of teacher effectiveness (English Version)
  • E. General data sheet
  • F. List of experts