Post on 31-Jul-2020
Chapter-II
REVIEW OF RELATED LITERATURE
30
CHAPTER-2 REVIEW OF RELATED LITERATURE
2.1 INTRODUCTION
Review of related literature is a significant aspect of any research work to
know, what others have learned from similar research situations and to help in the
formation of hypothesis for the study. “The research for reference material is time
consuming but fruitful phase. A familiarity with the literature of any problem helps
the students to discover what is already known, what others have attempted to find
out, what methods remain to be unsolved” Best (1978). As Fox (1969) pointed out,
it becomes part of the accumulated knowledge in the field and so contributes to
thinking and research that follow.
The present study is an attempt to estimate the extent of relationship of
Teaching Attitude and Aptitude with personality and intelligence with certain socio-
demographic variables of B.Ed. student teachers in India and abroad. The general
trend shown by these studies can be considered while interpreting the results of the
study. In this chapter the research already done in India and abroad related to the
different variables of the study has been reviewed. Survey of the related literature
has been done from various research articles published in educational journals,
published books, unpublished dissertations and theses and also from the websites
related to educational research. Focus has been given only on those studies which
are closely related and give some evidences in favour or against the relationships of
all the variables of the present study. The researches which say about their
relationships have been organized and presented below under following headings:
Studies on Teaching Attitude
Teachers Attitude towards Teaching
Attitude of Prospective teachers towards Teaching
Studies on Teaching Aptitude
Teachers Aptitude towards Teaching
Aptitude of Prospective teachers towards Teaching
31
Studies on Personality of Teachers and Student Teachers
Studies on Intelligence of the Student Teachers
Studies on Socio-demographic variables of student teachers.
2.2 STUDIES ON TEACHING ATTITUDE
Attitude towards Teaching Profession is an emotionalized tendency,
organized through teaching experiences to react positively towards teaching. It is a
learned emotional response, set for or against teaching. Individuals will have
positive attitudes towards those objects which enable them to achieve the values
held and form negative attitudes towards objects which hinder the achievement of
values. In the school, a teacher who has a favourable attitude towards teaching will
enjoy teaching. The following are some of the studies which are in line with the
above theme.
2.2.1 Studies on Teachers Attitude towards Teaching
The teacher in a naturalistic setup is only a setter of the stage, a supplier of
material and opportunities, a provider of an ideal environment, a creator of
conditions under which natural development takes place (Ross, 1956). An attitude is
a hypothetical or latent variable rather than an immediately observable variable
(Green, 1959). Attitude is a degree of positive or negative affect associated with
some psychological object (Allen, 1957).Teachers differ greatly in their attitude and
also differ in their methods to supply the pupil’s deficiencies. There may be a
definite relationship between teachers’ attitudes to home background and their
attitude to what is termed as reading readiness. Frequent changes are likely to
develop indifferent attitudes among teachers towards their profession. Sukhwal
(1976) studied about attitude of married lady teachers towards the teaching
profession. The findings stated that the attitudes of the married women teachers
showed that a majority of teachers favoured the profession. The difference between
favourable and unfavourable attitude was significant. A high percentage of those
who were identified as a favourable attitude towards the teaching profession also
revealed that highest percentage of problems in actual work situations. Nayar (1977)
studied about the teacher attitude of Mysore city constructing a standardized tool.
32
On the administration of the test, the scores of 100 teachers identified by their
Headmasters and colleagues as having very good professional attitudes were
compared with those of 100 teachers identified as having poor professional attitude.
Mishra (1977) studied on the attitudes of teachers working in government aided
conventional Sanskrit Vidyalayas of Varanasi towards teaching profession. The
conclusions were, there was sex difference in the attitude towards teaching; status
influence the attitude towards the teaching profession. Teachers training favourably
influenced the attitude towards the teaching profession, similarly teachers training
favourable affected the attitude towards class room teaching process. The
designation of teachers did not influence the attitude towards the teaching
profession. Jaleel and Pillay (1979) studied on bureaucratic of college teachers and
their attitude towards teaching profession. The findings of the enquiry were, nearly
two thirds of the college teachers in the sample were highly bureaucratic.
Bureaucratic as an aspect of personality was related to the attitude of college
teachers towards the teaching profession. The teachers who have developed sound
attitude towards the teaching profession were relatively more traditional and
impersonal.
Bhandarkar (1980) studied about the polytechnic teachers’ attitude towards
teaching profession and its correlates. The study revealed that the attitude towards
the teaching profession was not significantly related to the qualifications of the
teachers. The trained teachers mean attitude score was significantly higher than the
mean attitude of the untrained teachers. The job mobility and family problems were
not significantly related to teachers’ attitude towards the teaching profession. Jha
and Vdya Rani Roy (1980) conducted a study of teacher’s attitude towards teaching
as a career and education. The finding of the study were, attitude of the female
teachers towards teaching as a career will be more favourable than their male
counterparts, and experience failed to contribute towards the attitude of teachers
toward their career. Mutha (1980) in a study found that the effective teacher has
significantly higher scores on job satisfaction than the ineffective teacher and the
significant predictor variables of teacher effectiveness are ascendance, submission,
neuroticism, job satisfaction and teaching attitudes.
33
Gupta, (1984) conducted a study on Attitude of Teachers and found that male
and female teachers differ significantly in attitude towards teaching profession.
Khatoon (1985) in a study on the relationship between teacher's classroom
verbal behaviour and attitude towards teaching and found that teachers' attitude
towards teaching has nothing to do with the teachers' influence in classroom.
Austin (1985) found significant differences between attitudes of teachers and
principals concerning various aspects of main streaming practices. Teachers show a
great deal of concern about classroom behaviour and academic progress of students,
whereas principals tend to show a greater concern about philosophy of students.
Ramakrishnaiah (1989) analysed the attitude of college teachers towards
teaching profession and it was found that (i) generally college Teachers have a
favourable attitude towards teaching (ii) Teachers below 35 years of age have a
more favourable attitude towards teaching than the middle aged group and the high
aged groups.
Poozhikuth (1989) found that female teachers have high attitude towards
teaching than male teachers and age is not significantly associated with attitude
towards teaching whereas length of service is associated with attitude towards
teaching.
Karp, Karen and Silliman (1991) conducted a study on the Elementary
School Teachers' Attitudes towards Mathematics. The teaching behaviour and
instructional methods of elementary school teachers were investigated to determine
whether teachers with positive attitude toward mathematics employ different
methods in mathematics instruction than those with negative attitudes. Overall,
teachers with negative attitudes employed methods that fostered dependency
whereas teachers with positive attitudes encourage student initiative and
independence.
Mathai (1992) found that attitude towards teaching profession is a significant
predictor variable of success in teaching.
In the study, the effects of Hands-on, Minds-on Teaching Experiences on
Attitudes of Preservice Elementary Teachers Pedersen and Mecurdy (1992)
34
examines the effects of a science method course on the attitude of the preservice
elementary teachers (N=145) toward teaching science. Results indicated a
significant positive change in attitude that was not significantly different for low and
high science achievers.
Saxena (1995) found that both effective and ineffective teachers are well
adjusted, derived satisfaction from their work, and have favourable attitude towards
teaching profession.
Chidolue, Mercy.E (1996) conducted a study. In this study, relationship
between teacher characteristics and classroom environment, student achievement,
and student attitude in high school biology classes were studied in an export factor
design involving 11 teachers and 375 biology students in Nigeria. Significant
positive relationships are found between teacher experience, teacher locality, student
attitude and achievement.
Marso & Pigge (1996) investigated the relationship between pre and post
preparation development of attitudes, anxieties and confidence about teaching, and
candidates’ success or failure in making the transition to teaching on 241 teacher
candidates, and it was found that teacher preparation itself has an impact upon
teacher candidates' affective characteristics.
Shamsuddin (1996) observed that in spite of secondary school teachers
(N=200) liking for the noble and honourable profession of teaching they fail to put
their best into it due to their economic difficulties at home.
Mohan (1998) pointed out that teaching effectiveness may be fairly well
characterised by three factors viz., behavioural dimension, attitudinal dimension, and
entry-level competence
Annamalai (2000) showed that men(N=265) and women(N=135) high school
and higher secondary school teachers do not differ in their attitude towards teaching.
Location of the school, age and level of teaching did not have any influence upon
the teacher’s attitude towards teaching.
Panda(2002) inferred that(i) majority of the college teachers of Assam and
Orissa had highly favourable attitude towards teaching profession.(ii)college
35
teachers of Assam(N=200) and Orissa (N=200) did not differ significantly in their
attitude towards teaching profession irrespective of their gender, experience,
location and status. Pushpam (2003) while examining the attitude of women teachers
towards teaching profession on a sample of 725 teachers found significant and
positive relationship between attitudes of women teachers towards teaching
profession and job satisfaction.
Devi (2005) in a study, found that moderate and highly significant
correlation exists between success in teaching and the predictor variables like, role
conflict, attitude towards teaching profession and job satisfaction. It was also
reported that role conflict and Attitude towards teaching profession are the two
variables capable of significantly and efficiently discriminating between successful
and less successful groups of women teachers of Kerala.
Osunde& Izevbigie (2006) revealed that teachers are not well financially
remunerated and they are looked down upon because of delay in payment of salaries
and allowances, thereby having a lot of sense of belonging. This situation has
resulted in the low esteem and status of the teachers and the teaching profession in
the society. Poor conditions of service, wider negative influence and teacher’s
negative personal and professional behaviour are critical factors responsible for
teachers’ low status. Suja (2007) in a study found that attitude towards teaching,
interest in teaching, and teaching experience have significant main effect on job
commitment of teachers
Gupta, S.L and Ramachandran (2011), found that the female teachers have
more positive attitude towards the profession as compared to the male teachers. The
teacher working in the public sector institutions was founded more committed and
satisfied as compared to the teachers working in the private sector. It uncovered the
fact that the majority of teachers working in the rural areas were more committed
and satisfied as compared to the teachers working in urban areas.
H.V. Belagali (2011) in the Study of Attitude Towards Teaching Profession
in Relation to Type of Management and Teaching Experience of Secondary School
Teachers The attitude and its entire dimension influence positively on moderate
variables like types of management and also the teaching experience.
36
Rohini P.Trivedi (2012), conducted a on primary, secondary, higher
secondary and college of Bhavnagar city to know the attitude of teachers towards
teaching at different levels like primary, secondary, higher secondary and college by
an attitude scale.So investigator has used survey method. 5 primary, 6 secondary, 6
higher secondary and 5 colleges selected by lottery method. Thus, total 22 institutes
selected by stratified random sampling method in which 13 granted, 3 non-granted,
1 corporation schools as well as 5 granted colleges included in the sample. Total 117
teachers of schools and colleges are selected by cluster sampling in which 29
primary, 33 secondary, and 28 higher secondary and 27 college teachers selected as
sample. Thus, stratified random and cluster sampling used in this study. Primary,
secondary, higher – secondary and college teacher – all these teachers are having
high attitude towards teaching profession.
Shah & Thoker (2013) reported that there is significant difference between
teaching attitude of government and private secondary school teachers, and
government secondary school teachers have higher teaching attitude towards their
teaching profession as compared to private secondary school teachers.
2.2.2 Attitude of Prospective Teachers towards teaching
Raghuram Singh (1981) studied the professional attitude of B.Ed. and M.Ed
student teachers and its correlation. Ahluwalia Teacher Attitude Inventory was
administered for the purpose of measuring the teacher attitude of the student
teachers. Kuppuswamy’s socio-economic status scale (urban) was used for
determining socio-economic status. These are the results (a) 1.5 percent of B.Ed.
students had unfavourable teacher attitude. None of the M.Ed students had
unfavourable teacher attitude, (b) 5.5 percent B.Ed. and 3.9 percent of M.Ed
students had strongly favourable teacher attitude, (c) seven women students excelled
men students in teacher attitude,(d)students of high socio-economic status had better
attitude than those with low socio-economic status; (e) B.Ed. and M.Ed students
with teaching experience had higher teacher attitude than those without.
Musgrave (1982) found out that most African societies exhibit negative
attitude towards teaching profession. The assumption here is that some individuals
take to teaching only as a stop gap, spending the time when they may be able to get
more juicy jobs.
37
Rawat and Sreevastava (1984) conducted a comparative study of the attitude
of male and female teacher trainees towards teaching. Significant difference was
found between male and female teacher trainees in their attitude towards teaching
profession.
Sharma (1985) conducted a study on student teachers attitude towards
teaching profession. This study was aimed to find out the reasons for attracting
young men and women towards the teaching profession. An attitude scale
constructed by Chauhan (1983) was used for this purpose. The study revealed that
‘immediate solution for employment’ and to pass the time are the most important
factors that motivate them to join teacher training course.
Donga (1989) studied the effectiveness of certain predictors of teaching
efficiency of student teachers and found that attitude towards children; general
ability and professional knowledge are effective predictors of teaching efficiency.
Pugh Ava and Others (1991) conducted a study, an Investigation of
Preservice Teachers' Attitude toward Theory and Practical Application in Teacher
preparation. To determine program effectiveness, students were surveyed at the end
of the spring and fall semesters for 6 years, examining their attitudes towards theory
and practical application in teacher education. The study noted whether they felt
competent about subject matter, audiovisuals, classroom management and routine,
and communication. Results found their attitudes more positive in the fall on all four
measures.
Ruscoe, Gordon and Others (1991) analyze the Qualitative and Quantitative
perspectives on Teacher Attitudes. Since 1988, teacher analysis suggests that
simultaneous involvement with more than one type of restructuring has a positive
effect on teacher attitudes in subsequent interviews with teachers and administrators.
While showing appreciation for shared decision making, teachers more often
accounted for their positive attitudes by describing a supportive administrative style.
Ganesan (1992) conducted a study of attitude towards teaching profession
and goal academic achievement of student teachers of teacher education. The sample
covered the subjects from both government, aided and private colleges of education,
38
including both sexes selected randomly. The study reveals that sex is not having a
bearing on attitude towards teaching profession, but the management has.
Koontz and Franklin (1992) in their study 'An Assessment of Teacher
Trainees Attitude' towards selected Instructional Media, they selected two groups:
168 students and 170 preservice teachers. Based on the final results of the study, it
was concluded that a formal course in the selection and utilization of instructional
media can function as a primary factor in the development of student's attitudes in a
positive direction.
Piel, John and Others (1992) conducted a study in the Educational Attitudes
of Preservice Teachers. Two populations of undergraduate students (preservice
elementary education majors and non education majors) were comparing with
respect to their attitudes toward learning. Data suggest that education majors'
attitudes reflect generalized ambivalence toward important subject areas taught in
elementary school, with significantly more positive attitudes displayed toward
reading and literature. In spite of highly visible recommendations for more extensive
academic coursework, results indicate the impracticability of addressing teacher
competence through added coursework before appropriate attitude adjustment
processes have been planned and implemented.
Baxter and Anthony, G. (1993) conducted a study on improving Teaching
candidates' Attitudes toward Learning Theoretical Knowledge. Study tested the
hypothesis that teacher candidate who were exposed to a theory oriented normative
model and given theory -oriented reinforcement within a practice-oriented context
would manifest more positive attitudes toward learning theoretical knowledge than
those who were not so exposed. Results proved the hypothesis is plausible.
Benton, Gary and Others (1993) conducted a study about the Professional
Development School's Impact on Student Teacher's Attitudes. The purpose of this
study was to determine if student teacher's attitudes toward their student teaching
experiences differed significantly after the addition of professional development
school experiences. Two groups of student teachers were compared. An one way
Analysis Of Variance revealed significant differences for 7 of the 38 items.
39
Goodwin, Deborah, Derring, Rosemarie (1993) in their study, ‘The
interactive Video Approach to preservice Teaching Training: An Analysis of
students' Perceptions and Attitudes’ investigated the integration of interactive video
technology in to a traditional teacher education programme, analysing student
attitudes about classroom management strategies. Students completed a survey
following a seminar demonstration of an interactive videodisk on classroom
management. Subjects revealed positive attitudes toward the use of interactive
video.
Huber, Tonyal, Kline, Frank (1993) conducted a study on Attitude toward
Diversity: Can Teacher Education programme really make a difference. They
concluded that teacher education programme was revised to develop sensitive,
nurturing teachers who understand student diversity. Pre tests and post tests
examining students’ professional and personal opinion about diversity found that
field experiences create significant differences in attitudes toward diversity and
social distance preference in educational settings.
S kariah (1994) studied creativity of teacher trainees' in relation to their self
concept, attitude towards teaching profession and success in teaching and found that
high teaching success group and high attitude towards teaching group are more
creative than the other groups.
Anderson, Dewayne studied (1995) about the preservice Teacher's Attitude
toward children. Results from a teacher attitude questionnaire given to 1,405
preservice teachers revealed large differences in attitudes toward children,
associated with age, gender, and major. The most positive were females in
elementary, least positive males in secondary. Those in special education were most
positive, in music art and physical education least positive. Whether these attitudes
manifest themselves in the classroom remains unknown.
Kumar (1995), in a study, found that there is significant difference in the
attitude of male and female teacher trainees towards teaching profession. Reddy
(1995) studied the attitudes of student teachers and success of student teachers, and
reported that attitude do not significantly influence the success of student teachers.
40
Roos, Marie and Others in their study (1995), the Influence of Early Field
Experiences on the attitudes of Preservice Teachers, investigated the effects of early
field experience on the attitudes of elementary preservice teachers towards teaching.
Pre-test and post-test data were collected by means of an instrument employing a
semantic differential scale measuring attitudes toward teaching. Results offer
support for the inference that these preservice elementary teachers have positive
attitudes toward teaching prior to early field experience and have even more positive
attitudes toward teaching after their easily field experience.
Balan (1996) found no significant gender difference in attitude towards
teaching of student teachers of Kerala and there exists significant relationship
between attitude towards teaching and self concept of the female student teachers.
Downing, Jan, Filer, Janet and Others (1997) conducted a study about the
science process skills and Attitudes of preservice Elementary Teachers. This study
examined whether there was a relationship between preservice elementary teachers'
competency in science process skills and attitude towards the field of science. Study
data came from 46 students enrolled in an elementary course. Data analysis found a
significant positively relationship between how well teachers performed science
process skills and their attitudes toward science. The two sub scale that significantly
correlated with the performance of science process skills are the confidence in
learning science scale and the teacher scale.
Pigge and Others (1997) studied the development of Attitudes toward
teaching career in a longitudinal sample of Teacher Candidates Progressing through
preparation and Five Years of Teaching. The study revealed that the development of
attitude toward teaching does not follow the same pattern for all teacher candidates
and suggested a possible explanation for the sometimes apparent contradictions
noted in the findings from previous research of teacher attitude development.
Marso and Pigge (1998), in a study, found that candidates teaching 7 years
after commencement of teacher preparation possess theoretically more desirable
affective traits than non teaching candidates.
Cornelious (2000) investigated the factors affecting teacher competence of
teacher trainees at the secondary level, revealed that intelligence, attitude towards
41
teaching profession, and academic achievement of teacher trainees are the
discriminating factors of the different groups of subjects.
Shaukat Hussain (2004) found attitude among female students was slightly
greater than the male students. The parents’ profession had no effect on the
development of attitude. The arts and science graduates exhibit no significance
difference in the development of attitude.
Oral (2004), in his study about the attitudes of the students at the faculty of
education towards the profession of teaching, used the scale which was originally
developed by Semerci and Semerci (1999) in order to measure the attitudes of
students towards the profession of teaching. A significant difference was observed
between the attitudes of the students in the Faculty of Education towards the
profession of teaching according to gender, the order of the program they attend in
the preference list, and the reason for choosing the profession of teaching (Oral,
2004, p. 88–96).
Senel (2004) also used the scale which was originally developed by Erkus,
Sanlı,Guven, and Baglı (2000, p. 27), in order to measure the attitudes of students
towards the profession of teaching and they found a positive significant correlation
between the attitudes of the students attending the non-thesis post-graduate
programs for teaching in high school towards the profession of teaching and such
positive personal characteristics as trusting others, receiving help, and being
supportive, tolerant, cautious, balanced, sensitive, determined and social (Oral,
2004, pp. 88–96).
Cakir (2005) used the scale which was originally developed by Erkus, Sanli,
Guven, and Baglı (2000, p. 27) in order to measure the attitudes of students towards
the profession of teaching and found no significant difference in the attitudes of
students studying in the Open University and the Faculty of Education with regard
to some variables taken into consideration (Oral, 2004, pp. 88–96).
Guneyli & Aslan (2009) found a significant difference in favour of female
prospective teachers in relation to the gender. No significant difference between
attitude scores was observed in relation to the effects of class and socio-economic
42
level. Mehmet.U, Hasan.D, Melike.C(2009) of Inonu University have conducted a
study to determine the attitudes of the students in the faculty of education towards
profession of teaching. To this end, it is questioned whether “the attitudes of
students towards the profession of teaching differ according to the variables
including their gender, the type of the department / program they study, the order of
the program in the UEE (University Entrance Examination) preference list, the
socio-economic status (SES) of the neighbourhood and family they live in, the grade
they attend, type of schooling, and the reasons for choosing teaching profession”.
The participants of the study comprise 593 students who are selected using rated
cluster sampling method for the departments and rated element sampling method for
the classes. All of the prospective teachers participating this study were administered
the instrument for data collection. The instrument used to collect data in this study
was the “Attitude Scale towards the Profession of Teaching”, a single-dimension
Likert type scale with 5 points, originally developed by Ustuner (2006). A
significant difference was observed between the attitudes of prospective teachers
with intrinsic motivations towards the profession of teaching and those of latter
teachers with extrinsic motivations towards the profession of teaching. Other
variables for which significant differences were observed include gender, the type of
the department/program they study, the order of the program in the UEE (University
Entrance Examination) preference list, and the socio-economic status (SES) of the
neighbourhood and family they live in.
Attitudes of the students of Turkish Language Teaching departments towards
teaching profession are positive in general (Hulya YESIL, 2011).
Arif (2012) found that the ratio of four personality traits (extraversion,
agreeableness, conscientiousness, and neuroticism) were nearly same, but the ratio
of openness personality trait is greater which means that the openness personality
trait of prospective teachers is more dominant as compared to remaining four big
personality traits. There was a significant difference between male and female
prospective teachers on their big five personality traits. Female prospective teachers
got greater score on their big five personality trait instrument as compared to male
prospective teachers.
43
Kareem (2012) reported that students enrolled in regular programmes show
high levels of professionalism as compared to distance education students. Similarly
B.Ed. students enrolled in regular programmes showed the highest levels of
professional attitude.
Sharma & Dhaiya (2012) found that (1) no significant difference between
attitude of male and female B.Ed. students towards teaching profession, (2) Arts and
Science B.Ed. students do not differ significantly in attitudes towards teaching, and
(3) female B.Ed. Students were found to have most favourable towards teaching
profession.
The normal and over-achievers have favourable attitude towards teaching but
the under-achievers have unfavourable attitude towards teaching. (A. Selvaraj
Gnanaguru, M.Suresh Kumar2013).
Mohammad Parvez and Mohd Shakir (2013) conducted a study on the
attitudes of prospective-teachers towards teaching profession. A sample of 180
prospective teachers, 90 from private and 90 from public institutions was taken
through purposive convenient sampling method. “Teacher Attitude Inventory (TAI)”
by Dr. S.P. Ahluwalia was used to collect the data. Mean, SD and t-test were used
for the analysis of the data. Research findings revealed that there is a significant
difference in the attitudes of prospective teachers studying in private and public
B.Ed. institutions. There is no significant difference in the attitudes of female and
male, Muslim and Non-Muslim, science and social sciences prospective teachers
towards teaching profession.
Prasad Babu. B, Raju. T.J.M.S. (2013) have conducted a study to examine
the attitude of student teachers towards their profession. Attitude is an arrangement
of mental process, a mental set, an internal disposition or the way of certain mental
processes are organized in a person to make him ready to set in a particular way. So
the student teachers have to test their ideas with emotional content, important
beliefs, prejudices, biases and predispositions etc. on their teaching profession. The
study was conducted on a sample of 437 student teachers studying in 7 colleges of
education in Vizianagaram district among them 239 were male and 198 females and
methodology wise 143were Mathematics, 48 Physical Sciences, 134 Biological
44
Sciences and 112 Social Studies subject student teachers. They were administered
self constructed tool (Teachers Attitude) developed by the investigators. The tool
consisting of 60 items with 7 areas viz. professional problems, teachers pay scales,
vacancies and other privileges, nature of work and workload, teachers interest
towards pupils, teachers attitude towards management and professional status of
teachers. Significant differences observed in gender and subjects of study.
2.2.3 Appraisal for Teaching Attitude studies
Studies reviewed under attitude towards teaching profession reveal that
attitude towards teaching profession is a significant predictor of success in teaching
and teaching efficiency. It seems that there are many studies related to teaching
attitude in relation to other variables like qualification, sex, methodology, marital
status, professional training, job satisfaction, teacher effectiveness, school subject,
teaching experience, teacher locale, student attitude and achievement. Studies prove
that attitude can be improved through practical experience. It discriminates
successful and less successful groups of teachers differ in their levels of attitude
towards teaching. The normal and over achievers have favourable but the under
achievers have unfavorable attitude towards teaching. Previous exposure can
increase the level of attitude. Some studies indicate no significant but some with
significant difference between male and female trainee teachers, in which the most
of the cases female teachers possess a high degree of attitude than male teachers.
Some are in reverse. Teachers with positive attitudes encourage their students.
Significant relationship of attitude towards teaching with variables like teaching
interest, job satisfaction, creativity, intelligence, teaching effectiveness, professional
knowledge, general ability, commitment, achievement, technology, teaching
experience are established in a majority of studies. But a few studies show no
relationship with the variables viz., qualification, class room behaviour, age, sex,
locale, etc. There is no significant difference between open and faculty of education,
but regular programme showed higher levels of professional attitude than distance
education. Many studies revealed that trainee teachers and teachers exhibit high
positive teaching attitude, but few studies indicated that they have negative attitude
45
towards teaching and teaching is only a stop gap, spending time and immediate
solution for employment. However, attitude towards teaching is a significant
variable related to teaching that majority of studies established its relationship.
2.3 STUDIES ON TEACHING APTITUDE
Human efficiency is not as easily defined as that of a machine and it is not as
easily measured. Generally speaking different persons in the society possess
different types of aptitudes. For example, some artistic, some possess markedly
mechanical aptitude, some musical, some artistic, some clerical and some aptitude
for teaching or some other professions. When we say a person possesses an aptitude
for teaching it is assumed that he has a good proportion of traits required for
becoming successful in teaching.
Review of related studies on teacher aptitude indicates that it is associated
with several attributes which are related to teaching profession. Studies point out the
complex nature of teacher aptitude, related variables and extent of relationship
between them. Research on teacher aptitude has yielded better understanding about
the impact that teacher ability has on student development.
2.3.1 The reviewed studies related to Teachers Teaching Aptitude
There are number of research studies conducted in the area of teaching
aptitude of teachers. Teaching aptitude is compared with respect to Age, experience,
facility, gender, different levels and categories of teachers, etc. It is also correlated
with success of teaching, teaching-learning process, teacher commitment, teacher
effectiveness, intelligence, academic achievement, personality, etc. The major
studies are discussed below.
Aadaval (1952) found out the specific qualities needed to make the teacher
successful in the profession and the way in which training colleges equip our
teachers with their requirement teaching aptitude test by Mass, Hunt and Wallace..
The findings of the study reveals that love for public service, love for children etc.
were the chief motives for understanding the profession. Intelligence test revealed
46
that most of the trainees had an IQ between 80-109. The analysis of the data
regarding aptitude for teaching revealed a low aptitude on the part of the teacher but
trainees had greater aptitude for teaching than men. The higher correlation found
between intelligence and aptitude for teaching showed intelligence was an important
factor in determining one’s aptitude for teaching. Teaching aptitude is one of the
major determinants of teacher effectiveness (Vyas, 1982). It is also found to be a
good predictor of teacher effectiveness (Beena, 1995).
Singh (1987) found positive and significant correlation between teaching
aptitude and teaching effectiveness.
In the study of aptitude and achievement as predictors of performance on
teacher competency, Ken and Kleine (1984) found a relatively small, but significant
relationship between the overall competency factor and achievement variables. The
competency factor is also correlated significantly with aptitude variables. Sharma
(1984) studied the effect of sex on teaching aptitude. No significant effect of sex was
found on teaching aptitude.
Bhasin (1988) studied teaching aptitude and its relationship with teaching
effectiveness of the higher secondary schools teachers in relation to the modern
community and found that teaching aptitude had a significant and positive
correlation with teaching effectiveness, but it had no direct relationship with teacher
community participation.
Kukreti (1990) made an attempt to study some psychological correlates of
successful teachers, to examine how far the teaching aptitude determines the success
of teaching to know the impact and of intelligence of teachings on their teaching
success. The findings of the study reveal that – there was significant & positive
correlation between the variables teaching success and teaching aptitude. Successful
teachers scored significantly higher score on intelligence as compared to their
unsuccessful counterparts. Knowledge and creative values were remarkably higher
among successful teacher, whereas the unsuccessful teachers were found more
inclined towards economic values.
47
Bhoom Reddy (1991) tried to assess the teaching of secondary schools
teachers in Andhra Pradesh relates to their age, sex, faculty and experience and find
out that the female respondents performed relatively better in teaching aptitude test,
age and faculty did not influence the performance on teaching aptitude test,
experience teachers and teacher awarded exhibited a statistically significant superior
performance over student teachers. Shah (1991) attempted to study certain
determinants that makes teacher effective with the objective to predict the effect of
aptitude, intelligence, values, self-concept, job motivation, job satisfaction,
personality, and attitude and school climate on teaching effectiveness among the
secondary level teachers. Major findings of the study reveals that teachers’
effectiveness was significantly affected by teaching aptitude, job satisfaction, job
attitude, personality, value pattern, self-concept, and intelligence organisation
climate.
Feezel and Jerry (1993) conducted a study on preparing teachers through
creativity games. Creative teaching which involves creating innovative lessons,
games, materials, and assignments to challenge students, can be stimulated in
teacher education students by stirring up their thinking and encouraging them to
explore different paths.
Pandya (1993) studied teaching aptitude of secondary school teachers of
Gujarat state in the context of some psychosocial variables with the objective (i) to
study teaching aptitude, psycho-social variables including sex, area, vocational
aspirations, leadership, emotional stability, radicalism/ conservatism and socio-
economic status. (ii) to study interaction effects of psycho-social variables on
teaching aptitude of teachers. The study was based on the assumptions that there is
no significant difference between teacher aptitude scores of male and female
teachers of rural and urban areas, low and high socio-economic status, and low and
high vocational aspirations. There is no significant interaction among independent
variables on teachers’ aptitude. Major finding of the study indicate that female
trainees were found to obtain significantly higher score in teaching in teaching
aptitude than their male counter part and no significant difference was found
48
between teaching aptitude of urban and rural trainees. The gender groups, SES
groups, vocational aspiration groups, leadership groups, personality groups of the
two extreme polarities were found to differ significantly on their teaching aptitude
Muragaiah,K (1995) studied impact of certain socio-psychological factors on
teaching effectiveness of science teachers. And found that 1. Attitude towards
teaching profession was found to be the most significant variable in influencing the
teaching effectiveness of science teachers. The more the favourable attitude they
possess the more would be their level of teaching effectiveness. 2. All the ten
dimensions in the teaching aptitude test namely cooperative attitude, kindliness,
patience, wide interests, fairness, moral character, discipline, optimism, scholarly
taste and enthusiasm were significant influence on the teaching effectiveness of
science teachers.3. Out of 16 personality factors only 5 factors i.e. B, C, F, O and Q2
could influence the level of teaching effectiveness of science teachers significantly.
In the study, 'Determinants of teacher effectiveness', Beena (1995) found
that teaching aptitude is a significant predictor of teaching effectiveness.
Shamsuddin (1996) observed that in spite of secondary school teachers
(N=200) liking for the noble and honourable profession of teaching they fail to put
their best into it due to their economic difficulties at home. Teaching aptitude of
student teacher has high relationship with all the indictors of success in the
Elementary Teacher Education (ETE) course. The findings of the study are in
consonance with the findings of study by Goel (1993). The components of teaching
aptitude namely ‘Cooperative attitude’ and ‘Optimism’ have contributed
significantly to all the indicators of success. Teacher aptitude is found to have
significant and positive correlation with all the parameters of success and various
studies conducted in relationship between teacher aptitude and teacher performance
have also shown the same. Therefore, it is imperative that a teacher education
programme (such as ETE) curriculum should be specifically geared to contribute
positively in this direction the present findings of the study are in agreement of the
study of Kahlon (1989) and Patil (1993), who have found the same in relation to
B.Ed. students.(Dushyant Kaur, 1999).
49
Natesan and Khaja Rahamathulla (2003) studied the teaching profession
perception, teaching aptitude, and personality factors of secondary grade teachers.
The sample consisted of 200 men secondary grade teachers and 200 women
secondary grade teachers. The tools used were teaching profession perception scale,
teaching aptitude scale and Cattell’s 16 PF Questionnaire. There was no significant
difference between secondary grade assistant teachers and secondary grade
headmasters in teaching profession perception and all the areas of teaching
aptitude except Interest and Scholarly Taste (IST) and Fair-Mindedness and
Impartiality (FMI).
Kambhampati Prasad (2007) conducted a study on Influence of Motivation,
Competence and Aptitude of the Teachers on their English Teaching Ability on the
Sample of 425 teachers teaching English Language Classes in Krishna districts of
Andhra Pradesh. There is a highly significant positive relationship between
Teaching Aptitude of Teachers Teaching Ability, and Teaching Competence.
Teaching Aptitude of the teachers do predict their English Language Teaching
Ability. Various sub-components of teaching aptitude, namely, Professional
information, interest in profession and attitude towards children do predict the
English Language Ability of the teachers.
Dr. Prakash Chandra Jena (2012) aims at studying teaching aptitude of
Harijan Madhymik Vidayalya teachers in relation to their teaching competency and
organizational climate. It is a descriptive study and the investigator has selected only
100 teachers as sample for his investigation (50 male and 50 female) from 10
Harijan Madhymik Vidayalyas of Deoria district of Uttar Pradesh. The total number
of sample teachers is further subdivided into (25 science males, 25 arts males, 25
science female and 25 arts females) by using simple random sampling technique.
For collection of data the investigator has used, Teaching Aptitude Test Battery (T A
T B) constructed and standardized by Singh and Sharma (2005), General Teaching
Competency Scale constructed and standardized by Passi & Lalita (1994) and
Organizational Climate Scale constructed and standardized by Chaudhari & Pethe
(2001). For analysis and interpretations of result the investigator has used F-test
(Analysis of Variance) and Product moment coefficient of co-relation techniques.
50
The main findings of the study stated that there exist significance differences and
positive relationships in teaching aptitude, teaching competency and organizational
climate.
Primary education is no doubt a cornerstone of general education and to
expect success at secondary and higher level. Without viable teaching aptitude,
success will be merely a wishful thinking; therefore, Muhammad Nadeem Anwar,
Anjum Naz, Raheel Haq, Chand Bibi (2012) have taken up a study which was to
explore the teaching aptitude of teachers working in primary schools and to
investigate demographic differences. A total number of 600 teachers participated in
this study. A self-developed instrument was used to measure teaching aptitude of
teachers after pilot testing. Cronbach salpha was used to determine the reliability
coefficient (i.e 0.79). The results revealed that under the established norms, overall
high teaching aptitude was found among primary teachers. Among the regions of
Punjab, Southern Punjab’s teachers were significantly low in their teaching aptitude.
However, the teaching aptitude was found to be changed when participants were
examined demographically. The average aptitude was revealed low among the
teachers working in rural areas as well as on contract basis a study was taken up to
examine the teaching aptitude of future teachers of Haryana. The study samples
consisted of teacher trainees pursuing the Diploma in Education in District Institute
of Education and Training, Gurgaon (N-174) and Government Elementary Teacher
Training Institute, Mewat (N-101). The samples were representative of the students
who will teach in 12 other districts. The Teaching Aptitude Test Battery developed
by Singh and Sharma (2011) was administered and teaching aptitude was found to
be average, even though students scored significantly low on mental ability and
adaptability components of the test. On correlating percentage in boards, on the
basis of which students are granted admission in the institute, with teaching aptitude
as well as with mental ability, a positive but weak correlation was found in both
cases. No significant correlation was found between previous educational
qualifications and teaching aptitude, as well as between age and teaching aptitude,
although adaptability positively and significantly correlated with age.
51
2.3.2 Studies related to Student or Prospective Teachers’ Teaching Aptitude
Deva (1966) selected a set of predictors with a view of using them to
prognosticate teaching efficiency, develop an instrument for measuring teaching
efficiency, find out the extent to which the predictor measure forecast teaching
ability, and finally lay down a suitable working procedure for actual selection. Data
was collected from 546, student teachers of six teacher training institutions of Agra
University. A Student Teacher Rating Scale was constructed to provide the criterion
measure of student teaching. A multiple correlation coefficient of 0.565 between the
predictors and the criterion of teaching success was obtained. Personality-adjustment
accounted for 23.6 percent of the variance. Personality, thus, seemed to be the most
important and intelligence the least important in predicting success in student
teaching while kindness, effective questioning and fluent expression were the most
important characteristics of efficient teachers. Good scholarship had been found to
be another important characteristic of teaching efficiency.
Sharma (1985) conducted a study on student teachers attitude towards
teaching profession. This study was aimed to find out the reasons for attracting
young men and women towards the teaching profession. An attitude scale
constructed by Chauhan (1983) was used for this purpose. The study revealed that
‘immediate solution for employment’ and to pass the time are the most important
factors that motivate them to join teacher training course.
Thilakam and visveswaran (1986) construct a Teaching Aptitude test. They
took a sample of1000 graduate and post graduate teacher trainees of both sexes from
different colleges of education in Tamil Nadu were drawn from rural and urban
areas of private and government colleges of education, with varied families of socio-
economic, educational and occupational groups. The findings were 1. The aptitude
and attitude of the trainees are highly related with each other and the positive
correlation coefficients indicate that those who have high aptitude in teaching also
have high positive attitude towards teaching profession. 2. The eleven traits selected
for the 5 sub tests are really contributing to success in teaching.
Donga (1987) found that teacher aptitude is not a factor to control the
adjustment behaviour of the student teachers. The study also suggests that female
52
teacher trainees are more adjusted than male trainees. Trainees of different colleges
differed significantly in adjustment. Trainees coming from science faculty have the
lowest adjustment. A comparative study of creative and non-creative B.Ed. pupil
teachers in relation to teaching effectiveness, self concept and some personal values,
Kahlon and Saini (1989) studied the impact of teacher education on the
teaching aptitude of graduate trainees of Punjab Agricultural University. The
objectives of the study were to (i) to evaluate the impact of teacher education on the
teaching aptitude of education graduates and (ii) to find out the relationship between
academic achievement and teaching aptitude. The sample of the study comprised of
all the 200 students of the B.Ed. class from the Punjab Agricultural University.
Teaching aptitude test constructed by Srivastava and Prakash was applied at the start
and at the end of the academic session. This study revealed that (i) various
personality traits studied indicated significant differences in favour of fairness and
cooperative attitude, followed by kindliness moral character, beside wide interest,
enthusiasm and patience, respectively showing strengthening of these traits with the
teaching of various education courses. (ii) Teaching of education courses effect the
development of teaching aptitude. (iii) Academic Achievement was significantly
related to teaching aptitude.
Ganesan (1992) conducted a study of attitude towards teaching profession
and goal academic achievement of student teachers of teacher education. The sample
covered the subjects from both government, aided and private colleges of education,
including both sexes selected randomly. The study reveals that (a) sex is not having
a bearing on attitude towards teaching profession.
Patil and Deshmukh (1993) examined the relationship between teaching
aptitude and teaching efficiency among pupil teacher at B.Ed. level. The study was
conducted to examine the relationship between the scores of teaching aptitude and
teaching efficiency of 238 B.Ed. Pupil teachers. The tool used in the study includes
teaching aptitude test of Jai Prakash and Srivastava, and scores of annual lessons as
scores of teaching efficiency. The collected data were treated using mean, SD,
Critical ratio and co-efficient of correlation. Findings of the study reveal that (i) the
male and female pupil teacher differed significantly on their teaching aptitude in
53
favour of the female pupil teachers. (ii) The graduate and postgraduate pupil
teachers also differed significantly on teaching aptitude in favour of the postgraduate
pupil teachers. (iii) The experienced and in-experienced pupil teachers also differed
significantly on their teaching aptitude in favour of the experienced pupil teachers.
(iv) Teaching aptitude of science and art-groups did not differ significantly. (v)
Teaching efficiency of art and science pupil teachers, male and female pupil
teachers, male and female pupil teacher, experienced and in-experienced pupil
teachers did not differ significantly while the graduate and post-graduate pupil
teacher different significantly.(vi) It was found that the co-efficient of correlation
between the scores of aptitude in teaching and teaching efficiency were positive and
significant.
Goel and Mishra (1993) made an attempt to study prediction of the
educational competency using a regression equation. The sample comprised of 119
students of B.Ed. course. Relevant data were collected using tests on teaching
aptitude, language ability, general mental ability and social sensitivity. For
educational competency the percentage, scores obtained by the teacher trainees in
the B.Ed. final examination were considered. The collected data were subjected to
regression analysis. The major findings of the study revealed that out of four
independent variables language ability, teaching aptitude, general mental ability and
social sensitivity, the teaching aptitude contributed the most while the language
ability; followed by social sensitivity and the general mental ability were found to be
the poor predictors of teaching competency of teacher trainees.
Skipper and Charles (1993) conducted a study about the Instructional
preferences of pre-service teachers at three different levels of Academic aptitude.
The study revealed that pre-service teachers with varying academic ability are
different in their preferences for the objectives and teaching methods of humanistic
education and this should be recognized in development of Instructional strategies.
Bhattcharya (1995) studied teaching aptitude of science and non science
student teachers in relation to their level of anxiety. The study was aimed to compare
the teaching science and non-science graduate student teachers of B.Ed., on sample
of 100 (50 each for science and non-science stream) Teaching Aptitude Test
54
constructed & standardized by Jai Prakash and Srivastava was used, and find out
that there was no significant difference between science and non-science graduate
student teachers in teaching aptitude.
In a study of teaching aptitude of student teachers, Sajan (1999) found that
there exists significant difference in teaching aptitude between male and female
student teachers. The study also revealed that the level of achievement in degree
examination has no influence in predicting teaching aptitude.
Londhe, G. (2003) Studied the Teaching Aptitude of student teachers with
reference to Creativity and Teaching Competency. The Student teachers of B.Ed.
colleges of Ahmadnagr, Nashik and Pune were included in the sample. Tools used
for data collection were: Thinking Creativity with Word test by Torrance, GTCS by
Passi, and Teaching Aptitude test by Shah, M.M. Data were analyzed with the help
of t-test and correlation. This study revealed that: (1) There is significant difference
between the teaching aptitude of male and female student teachers. (2) There is
significant difference between the teaching aptitude of rural and urban student
teachers. (3) There is significant difference between the teaching aptitude of
graduate and postgraduate student teachers. (4) There is significant correlation
between creativity and teaching competency. (5) There is no significant correlation
between creativity and teaching aptitude. (6) There is no significant correlation
between Teaching Competency and Teaching Aptitude.
Yu-Chu Yeh (2005) mentioned that adapting training methods to specific
teacher traits to best facilitate the training effects for preservice teachers is an
important, yet neglected topic in aptitude-treatment interaction research. So, a study
was investigated by him to know the interactions among four personal traits (CT-
dispositions, thinking styles, CT-skills, and intrapersonal intelligence) and two
designed treatments on preservice teachers’ behaviour change during a computer-
simulated teaching experience. One hundred and seventy-eight preservice teachers
participated in this study. The CS-TGCTS simulation program was employed to
measure the preservice teachers’ actual use of effective teacher behaviours, as well
as the four targeted personal traits which were measured by three Likert-scale
inventories and one multiple-choice test. He suggested that preservice teachers with
high levels of CT-dispositions, CT-skills, and intrapersonal intelligence –as well as
55
those with judicial or legislative thinking styles –are mindful, analytical, and
reflective in their teaching practices and therefore more likely to continually
improve their teaching skills.
Rodger (2007) in a study examined a possible aptitude treatment interaction
between teaching clarity and student test anxiety. Results revealed that significant
beneficial main effects for high Vs low teacher clarity for both achievement
motivation measures, but no aptitude treatment interaction between teacher clarity
and student test anxiety.
Ranganathan (2008) found that there is a significant positive relationship
between high self-esteem and teaching aptitude and there is no significant difference
between males and females and the level of self-esteem and teaching aptitude.
K. S. Sajan (2010) has conducted a study of teaching aptitude of student
teachers with respect to their gender and academic achievement at graduate level
examination, the sample for this study is selected by stratified random sampling
from the Teacher Education institutions of Malabar area of Kerala. Teaching
Aptitude Test Battery (T A T B) developed by Singh and Sharma (1998) is used to
measure aptitude in teaching. Analysis of the results show that majority of students
have ample teaching aptitude. The female students are found to be significantly
better than their male counter parts in teaching aptitude test. The academic
achievements at graduate level examination have no substantial relation with
aptitude in teaching.
Fatima, Kaneez; Humera, Syeda (2011) have done a research aimed to study
the aptitude of B.Ed. trainee teachers towards teaching and academic achievement.
The study was conducted at Aurangabad on the sample of 143 trainee teachers.
Teaching Aptitude Test Battery by Dr. R.P. Singh and Dr. S.N. Sharma was used to
study teaching aptitude and academic achievement was obtained from the college
records. They concluded that B.Ed. trainees have above average level teaching
aptitude & high academic achievement. The co-efficient of correlation between
teaching aptitude and academic achievement is positive and low. There is no
significant difference between male and female B.Ed. trainees for both the variables.
56
D.Seetharaman, Dr. Rajasekar (2012) conducted a study on 820 B.Ed.
student teachers studying in B.Ed. colleges situated in Kanchipuram District and
Chennai city affiliated to Tamilnadu Teachers Education University. It was found
that the Teaching aptitude of entire sample of B.Ed.student teachers was Below
Average. The correlation value Teaching Effectiveness, Teaching Aptitude and
Academic performance are significant and positive.
Further, contrary to many of the previous studies, no statistically significant
difference was found in the teaching aptitudes of male and female student teacher
trainees, though the females’ mean was higher than that for males. (Divyanshi
Chugh, 2012)
Mrityunjay Yadav (2013) in his study of teaching aptitude was conducted on
B.Ed. pupil teachers in relation to their teaching competency, and academic
achievement with reference to their sex (male, female) and discipline (science and
arts.) To achieve the objectives of the study Singh's Aptitude Test (SAT) to measure
the teaching aptitude, to measure the teaching competency General Teaching
Competency (GTC) scale by B.K. Passi and M.S. Lalita. For Academic
Achievement their marks were considered, the sample units of 262 B.Ed. Pupil
teachers were selected by survey method. The results indicated that discipline & sex
of the pupil teachers do not contribute towards teaching aptitude significantly
2.3.3 Appraisal for Teaching Aptitude studies
Review of related studies indicates the importance of Teacher/Trainee
teacher Aptitude and the variables that affect teaching aptitude. Teaching aptitude
brings teaching success. So, it is imperative that a teacher educational programme,
curriculum should be specifically geared to contribute positively. Some of the
studies show gender differences in Teacher Aptitude, but some show no gender
differences. Self-esteem, teacher effectiveness, success in teaching, Teacher
competency factors, faculty / discpline, general intelligence, attitude towards
teaching, Academic grades, teaching experience, age, SES, etc., are some of the
variables that are related to Teaching Aptitude. Several studies show that Teaching
Aptitude is capable of predicting teacher effectiveness or success in teaching.
Teaching aptitude is not a factor to control the adjustment behaviour or student
57
teacher. It also lead to self esteem. The related studies reviewed, gave a better
understanding of the nature of Teacher Aptitude and the related variables and the
relationship between them.
But while comparing, there are more number of studies on teaching attitude,
but limited on teaching aptitude.
2.4 STUDIES ON PERSONALITY OF THE TEACHERS AND STUDENT
TEACHERS
The various traits of teachers’ personality have been the object of much
research and attempts have been made to examine the relationship between
personality and success in teaching. It has long been felt that personality is an
important factor behind the successful teacher.
Saxena (1969) made an attempt to study the attitudes and personality of
teachers. He used cattell 'contact' personality factor (Form -A Hindi version) on 139
teachers in U.P. A coefficient of correlation of 0.60 with factor H and 0.42 and 0.32
with factors A and H respectively were obtained. With high teaching competence,
these correlations were 0.60, 0.06 and 0.36 respectively, which show a curvilinear
relationship. It shows that a very high score on factor H is typical of less component
teachers and only a moderately high H is characteristic of a more successful teacher.
Tripathi (1972) administered the 16PF test (Form-A) to 52 teacher trainees
and 52 experienced teachers to compare the personality profile of working teachers
and teacher trainees. The technique of profile matching was employed for smooth
comparisons between the two groups. Only eight factors (A, E, F, G, I, L and Q4)
out of 16 personality factors distinguished the experienced teachers easily. These
teachers were conscientious, persistent, sensitive, effeminate, susceptive, jealous,
sophisticated and polished. The experienced teachers were significantly lower from
the general population on factors A, E, F and Q1 and were aloof, stiff, and
submissive, soft hearted, glum and serious respectively.
Srivastava (1974) used 16 PF questionnaires (Cattell's Hindi version) of 52
pupil teachers and 52 experienced teachers to know the impact of professional
experience on the modification of personality traits. He found that experienced
teachers differed on factors A, E, F, H, Q1, Q2 and Q3 from the pupil teachers.
58
Lokesh Koul (1974) found that the attitude of school teachers towards
teaching was positively related to factors A(Reserved Vs. Outgoing) and H (Shy Vs.
Venturesome). On the other hand attitude scores of school teachers were found to be
related negatively to factors F (Sober Vs. Happy-go-lucky), O (Placid Vs.
Apprehensive ) and Q4 (Relaxed Vs. Tense).
Sharma (1974) conducted an investigation in to the relationship between
personality factors and teaching effectiveness. The sample consisted of 175 B.Ed.
students of both sexes. Cattell's 16 PF test was administered on the sample for the
collection of data. The researcher found 6 factors out of 16 which were positively
correlated with teaching effectiveness. These factors were intelligence, trusting,
experimenting, self-sufficiency, happy-go-lucky nature and practical mindedness.
Total personality of the teacher played an important role in teaching effectiveness.
Prominent sex differences were also found in the teaching effectiveness.
Gupta (1975) applied Cattell's 16 PF test to predict teacher effectiveness
through the use of a personality test. Three hundred male high school teachers
having five to six years of teaching experience, 25 principals and 350 students
formed the sample. Other tools used were "teacher Rating Scale' and 'Pupil Rating
Scale'. The researcher noticed that highly effective teachers were more effectohymic
(A+), more intelligent (B+), having more ego-strength (C+), more surgent (F+),
more self-sentiment (Q3+) and were less suspicious (Q1-) in comparison to the
general adult population. Less effective teachers were less intelligent (B-) with
lower self-concept control (Q3-) as compared to the general population. Highly
effective teachers were significantly more intelligent (1B+), emotionally stable (C+),
assertive (E+), conscientious (G-), adventurous (H+), tender minded (I+), with
higher self concept control (Q3+) and were more warm hearted (A+) in comparison
the less effective teachers. The average effective teachers were more outgoing (A+),
surgent and happy-go-lucky (F+), controlled and socially precise (Q3+) in
comparison to the less effective teachers.
Gupta (1977a) performed a study on the personality characteristics,
adjustment level, academic achievement and professional attitudes of successful
teachers. The study intended to find out the personality traits of successful teachers.
59
It was found that teaching success was significantly related to the factors A, B, C, F,
G, H, L, N, O, Q3 and Q4 of personality. The researcher also noticed that successful
and less successful teachers were different in personality characteristics, adjustment
and attitudes towards teaching. The personality factor as a group were better
indicators of teaching success than individual factors.
Singh (1978) found out the relationship between teacher's personality and
success in teaching. He took a sample of 135 male and female teachers with
minimum of 3 years experience and 2879 boys of class IX. The tools administered
were rating scale, information schedule, behaviour change questionnaire, interview
schedule, critical incidents blank, 16 PF questionnaire, Incomplete Sentences Blank
and Rorschach Ink Blot test. His study revealed that the theoretical and social values
positively related to teaching success but the economic and aesthetic values were
negatively related. Highly successful teachers were controlled; aesthetic emotionally
stable and those teachers were better adjusted than the average and less successful
teachers. Highly successful teachers possess better intellectual capacity and were
able to induce learning, develop interest etc.
Mishra (1979) conducted a study to know the personality traits of fluent
teachers. He measured the fluency of teachers through Mehd’s test of verbal
creativity subjects scoring more than 50 were labelled as HFT ( Highly Fluent
Teachers) . The LFT (Low Fluent Teachers) had a score less than 34. These HFT
and LFT groups were given Cattell's 16PF test (Form-A) to measure the 16
independent variables of personality. Differences at 0.05 level were observed on five
personality dimensions viz., (1) affected by feeling Vs. emotionally stable; (2) sober
Vs.happy-go-lucky; (3) shy Vs. venturesome; (4) tough minded Vs. tender minded;
and (50 conservatives Vs. experimenting, respectively.
Thakur (1980) made a study on personality characteristics of teachers
showing direct and verbal behaviour. He found that there was no significant
difference in the teaching behaviour of the direct/indirect teachers due to the
variables of age, sex and experience. Four personality factors namely C, O, Q3 and
Q4 differentiated the direct and indirect teachers significantly.
60
Raina(1981) found that 1. The preservice teachers differed significantly on
seven of the 16 PF assessed by the 16 PF test namely A,C,H,L,M,N,Q1,Q2. 2. The
preservice science and arts and commerce differed significantly in their attitude
towards teaching as measured by MTAI. 3. The preservice teachers were highest on
intellectually, self-strength, environmental sensitivity, individuality, imitative and
artistry as measured by the test of creative potential. 4. The in service and preservice
teachers significantly differed in their attitude towards teaching when taken as a
whole.
Patnaick and Panda (1982) made a research on the personality and attitude
patterns of good and poor teachers working in secondary schools. 35 good male and
25 good female, 35 poor male and 25 poor female teachers were selected as the
sample. The instruments administered were 16PF scale Form -C and teacher attitude
towards teaching professions, classroom teaching, and child cantered practices etc.
Poor female teachers showed favourable attitude towards teaching profession than
poor male teachers. Poor male teachers have significantly positive favourable
attitude than the poor female teachers.
Kamala Chopra (1983) designed her study to identify the personality
characteristics related to effective and ineffective teaching. 120 teachers were
selected at random (49 effective, 19 average and 52 ineffective teachers) and
measured with teacher effectiveness scale used by Pramod Kumar and Mutta. 16 PF
questionnaires were also administered. The difference in personality traits of the
teachers was significant in case of factors A, B, C, Q3 and Q4. However the
difference was not statistically significant in case of factors F, G, I, L, O, Q2.
Results showed that effective teachers were significantly more warmed hearted and
good natured. These results were in agreement with the findings of Chhaya (1974)
who observed that the effective teachers were emotionally more stable than the
ineffective teachers and Gupta (1976) who observed that the effective teachers
differed significantly from the general population on nine personality characteristics.
Robinson Michael (1984) investigated the personality traits of American
Secondary Teachers and Administrators who work in the Association of American
Schools of South America (AASSA). Subjects were divided into 3 groups viz., 17
61
newly recruited teachers, 71 teachers already working in AASSA schools and 22
AASSA superintendents and principals. The 16 PF questionnaire and personal data
form were administered. The investigation showed that newly recruited males and
females differed form U.S. norms on nine and seven factors, secondary teachers who
apply for overseas teaching jobs were already different form U.S. norms.
Wangoo (1984) in a study pointed out that personality adjustment,
democratic leadership a high degree of intelligence and emotional content are the
main characteristics of teacher effectiveness.
Chachra and Ahluwalia (1985) conducted a study on 'Differential personality
profiles of high and low creative teachers’ and to find out the personality patterns of
high and low creative teachers. A sample of 150 teachers of different intermediate
colleges of Kanpur city was selected randomly. The tools used for creative text
(Chauhan and Tiwari, 1974) and the adoption of R.B.Cattell and Faber 16PF
questionnaire (Form - A). The results of the study indicate that the high creative
teachers scored lower on factors A, E, F, H, I, O, Q and higher on factors B, C, G, L,
O and Q3. Whereas low creative teachers scored lower on factors B, C, E, H, I, M,
Q1, Q2, Q3 and Q4 and higher on factors A, F, and L.
Odeleye (1985) stated that gender and personality factors could influence
students' attitude towards and their career choice.
Iqbal Mato (1988) conducted an investigation on 'personality characteristics
associated with teacher effectiveness. A sample of 210 teachers was collected
randomly form 12 government high schools of Anantanag district in Jammu and
Kashmir. The study was delimited to only male teachers teaching 9th and 10th classes
using Cattell's 16 PF (Adult Form) questionnaire. The investigation reveals that out
going behaviour (A); intelligence and brightness(B); emotional stability and higher
ego-strength(C)'; happy-go-lucky and enthusiastic (F); conscientious persistent and
moralistic(G); venturesome, socially bond (H) tender minded and sensitiveness (I)
polished and social awareness (N) self-sufficient, resourcefulness and preferring
own decisions (Q2) and relaxedness (Q4) are essentials factors which are associated
with teacher effectiveness.
62
Srivastava and Sharma (1989) compared teaching effectiveness and
personality traits of four year and one year teacher trainees. A randomly selected 80
one year B.Ed. trainees and 80 four year BA/B.Sc/B.Ed. teacher trainees from the
Regional College of Education (NCERT), Bhopal were drawn for his study. 16 PF
questionnaire and Indore teaching Assessment Scale (ITAS) of Passi were used. the
fourth year science group teacher trainees are significant on factors B+, C+, E-, Q3+
and Q4 where as in the case of the one-year science group C+, M+ and Q2 factors
were significantly correlated with teaching effectiveness. factors C+,M- and Q4+
were significantly correlated in the four years arts group where as factors H+ only
was significantly correlated in the one year arts group trainees.
Parandhama Amara (1992) found out the relationship between personality
traits and their self-role expectations and role performance of science teachers. He
took a sample of 600 secondary school science teachers randomly covering rural and
urban schools under different managements. The tools administered were rating
scale and 16 PF Form C questionnaires. His study revealed that 'there is no
relationship between personality traits and role expectations of science teachers
except regarding the factors - C completely and factors F, G, L, O and Q3 partially.
Tom (1996) investigated the beliefs and ideas that preservice and inservice
teachers held about them as teachers, and the setting in which they teach at the
university of Wisconsin white water. The study revealed that teacher factors like,
intelligence, personality, background and preparation programme, contribute more
to the overall effectiveness of teachers.
Personality traits of student teachers have also high correlation with the
entire success indicator in Elementary Teacher Education course Dushyant
Kaur(1999)
Govinda Reddy (2002) investigated that the factors B, E, F, M, Q2 and Q4 of
16 PF have significant influence on the total scholastic achievement of DIET
students.
Manchala (2005) found that the personality factors A, B, C and F have
significant influence on the achievement of teacher trainees.
63
Uzma Kareem (2012) found that the personality of the teacher and teachers-
student interaction are the main factors that create a positive thinking attitude in the
students.
2.4.1 Appraisal on the studies of personality
Personality factors influence attitude towards teaching, career choice.
Personality traits have high correlation with success indicator. Successful or less
successful were different in personality character, attitude towards teaching. The
personality factors as a group were better indicator of teaching success than
individual factor. Sex differences exist. Very interesting results were observed in the
past investigations with respective to personality of the teacher-trainees-teachers.
But there are wide different in the results. Hence there is a need to study once again
the teaching attitude and teaching aptitude of B.Ed. trainees in relating with
Personality characteristics.
2.5 STUDIES ON INTELLEGENCE OF THE STUDENT TEACHERS
Sarason (1965) in the study of teaching effectiveness of innovative and non
innovative teachers found that the relationship of scores on several personality tests
and subjects performance one word association test was studies. It was found that
high intelligence groups given the experimental instruction showed lower
commonality scores and greater discrepancies in response between the two word
association test administrations than the other subjects in the experiment.
Singal (1975) reported that intelligence contributes towards the adjustment of
an adolescent in the home, society and emotional areas but its contribution in areas
of health and school was found to be insignificant. He also shows that the increase in
intelligence, the social adjustment also increases.
Grewal and Kripal Kaur (1982) stated that the subjects with higher
intelligence and high motivation have better academic achievement in Mathematics
than any other combination of anxiety and motivation.
Sunitha Sarma (1985) showed that the high achievers of scientific stream
possess a higher level of intelligence.
64
Mahapatra (1987) observed that the coefficients of correlation between
teaching success of B.Ed. students (n=420) and intelligence, attitude towards
teaching and vocation interest were 0.38, 0.27and 0.25 respectively and were
significant at 0.01 level. Intelligence was considered to be the most influential
predictor.
Bose (1993) studied the correlates of teacher effectiveness of 160 student
teachers and found that positive significant relationship exists between teacher
effectiveness and each of the predictor variables like intelligence, teaching attitude,
self-confidence and previous academic achievement.
Cornelius (2000) in a study on teacher competency of the B.Ed. trainees
found that intelligence, attitude towards teaching profession and academic
achievement are the discriminating factors of different group of teachers.
Raj pal and Sinha (2002) conducted a study on 156 women teachers and
tested 3 dimensions of physical, interrelation and psychological as well as total
intelligence. They found that non working women experienced significantly higher
intelligence, especially with regarding to physical dimension, relation to other
worries about health. The age dependence status and marital status do not have a
significant influence on the level of intelligence.
Nagaraju (2002) conducted a study on 224 B.Ed. students and reported that
the correlation between intelligence and achievement is positive and significant. The
correlation between anxiety and intelligence is negative and significant. The
correlation between achievement and intelligence is positive and significant.
2.5.1 Apprisal on the studies of Intelligence
Fewer studies are found directly focused on intelligence in relation to
teaching attitude and teaching aptitude. From the different studies results it seems
that intelligence, teaching attitude are the predicted variables of teaching success.
Significant correlation exists between teacher attitude and abstract reasoning ability.
Increase of intelligence, the social adjustment also increases.
65
2.6 STUDIES ON SOCIO-DEMOGRAPHIC VARIABLES OF B.Ed.
PERSPECTIVE TEACHERS
Debnath (1971) studied on some important determinants of teaching
efficiency and found that age, experience, academic achievement and teaching are
significantly related to teaching attitude and efficiency.
Bhandarkar (1980) studied about the polytechnic teachers’ attitude towards
teaching profession and its correlates. The study revealed that the attitude towards
the teaching profession was not significantly related to the qualifications of the
teachers. The trained teachers mean attitude score was significantly higher than the
mean attitude of the untrained teachers. The job mobility and family problems were
not significantly related to teachers’ attitude towards the teaching profession.
Majasan (1995) revealed that most female students prefer teaching because
they feel that the profession affords them ample time with their families.
Conversely, most male students may not like teaching. Majasan further opined that
men have the tendency to choose teaching as a last resort because of tier negative
attitude towards teaching.
Sule (1995) argued that some male teachers would demonstrate
characteristics such as indiscriminate beating and general lack of decorum, which
may ultimately make students have negative attitude towards teaching as a
profession.
Wali (1985) examined the relationship between various demographic
correlates, academic background of teachers and teaching effectiveness.
Implications for teacher preparation such as inculcating proper values, proper
selection and giving due importance to family background have been drawn on the
basis of the study of six factor.
Kurian (1994) in a study, stated that the ‘Teacher perception of effective
classroom instruction at secondary school level’ found that male and female teachers
differ significantly in their perception of effective classroom instruction.
Kagathala (2002) in a study found that area of schools and higher
qualification affects teacher effectiveness.
66
Paul and Kumarvel (2003) in a study revealed that teachers differ in their
attitude, aptitude and effectiveness with respect to teaching experience, community,
type of management and locale. It was also pointed out that rural teachers are more
effective than urban teachers.
Orji (2003) had investigated and found that the level of job satisfaction
among secondary school teachers in the Federal Capital Territory differed according
to sex with the male teachers being more dissatisfied with their teaching job than did
their female teachers.
Wu (2005) examined the relationship between teachers' teaching
effectiveness and school effectiveness. The major findings were: (1) The levels of
teaching effectiveness measures of comprehensive high school teachers are
moderately high, with good teacher student relationship, being the highest, and
"teaching self efficacy" being the lowest (2) The higher the teachers' teaching
effectiveness, the higher the school effectiveness. Gender, type of school, "teaching
self efficacy," systematically presentation of instructional materials and good
classroom climate are the five best predictors for school effectiveness.
Douglas N. Harris Tim R. Sass (2008) studied the effects of various types of
education and training on the ability of teachers to promote student achievement.
They suggested that only two forms of teacher training influence productivity. First,
content-focused teacher professional development is positively associated with
productivity in middle and high school math. Second, more experienced teachers
appear more effective in teaching elementary math and reading and middle school
math. There is no evidence that either pre-service (undergraduate) training or the
scholastic aptitude of teachers influences their ability to increase student
achievement.
Hulya Yesil (2011) determined that attitudes of the students of Turkish
Language Teaching departments towards teaching profession differentiate
significantly in terms of gender, situation of being satisfied in their department, their
parents’ attitudes towards them, desire to become a teacher and do not differentiate
significantly in terms of grade, mother’s attitude towards them, income variables.
67
A. Selvaraj Gnanaguru, M.Suresh Kumar (2013) found that the normal and
over-achievers have satisfactory level of home environment but the under-achievers
have average level of home environment. There is significant relationship between
the B.Ed. students’ attitude towards teaching profession and their home
environment. Unfavourable attitude towards teaching and satisfactory home
environment may be the reason for discrepancy between performance and
proficiency of under achievers. Normal and over-achievers have favourable attitude
towards teaching and extrovert type of personality. By providing proper motivation,
the students can develop positive attitude and behaviour.
2.6.1 Appraisal on the studies of Socio-Demographic variables
The studies on different demographic variables indicate that teachers differ
in their attitude and effectiveness with respect to teaching experience, community,
type of management, locale, and age. Pre-service training or the scholastic aptitude
of teachers does not influence their ability to increase student achievement.
Significant relationship exists between the student teacher attitude towards teaching
profession and their home environment. Female students prefer teaching because it
afford ample time with their families. Normal and over achievers have favorable
attitude towards teaching and extrovert type of personality. Age, experience,
academic achievement and teaching are significantly related to teaching attitude and
efficiency. Qualification not significantly related. Providing of proper motivation,
the student teachers can develop positive attitude and behavior.
2.7 CONCLUSION
For the present study, appraisal reports were given separately for teaching
attitude, teaching aptitude, personality of teachers, intelligence and socio-
demographic variables.
Ample studies were found on teaching attitude of teachers and trainee
teachers, and fewer studies were found for teaching aptitude, intelligence. But with
the available studies, and guessing that intelligence, personality and socio
demographic variables are predictors to find teaching attitude and teaching aptitude
of B.Ed. student teachers the present study was taken up.