DIET Effectiveness Tool TN

Research Team for Development of Indicators for DIET Effectiveness

Chairman

Dr. P. PERUMALSAMY Director

Directorate of Teacher Education Research & Training Chennai 600 006

Consultant

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

Tamil Nadu

Experts

Dr. P.Balasubramaniyan Former Professor & Head Department of Education

University of Madras Chennai

Dr. Swaminathapillai Former Director Directorate of Distance Education Bharathiyar University Coimabtore

Dr. T.K. Swatantra Devi Professor

Department of Educational Technology Bharathidasn University Tiruchirappali 620 023

Dr. K.N. Ilangovan Principal

DIET Perundurai, Erode District

Dr. V. Rengarajan Principal

DIET Pudukkottai 622 004

Thiru. C. Rajapandiyan Principal DIET Triplicane, Chennai

2

Coordinators

DTERT Thiru S. KUMAR

Assistant Professor DTERT, Chennai

DIET Dr. S. VINCNET DE APUL

Senior Lecturer DIET, Pudkkottai 622 004

Research Team Members

Dr. Dr. R. ALAVANDAR Senior Lecturer DIET, Vadalur

Cuddalore District

Tmt. P. GOLDA GRENA RAJATHI Senior Lecturer

DIET, Vanaramutty Thoothugudi District

Thiru BALASUBRAMANIYAN Senior Lecturer

DIET, Thirumoorthy Nagar Coimabtore District

Dr.S. VINCNET DE APUL Senior Lecturer

DIET, Pudkkottai 622 004

Dr. K. VAIGUNDA VASAGAM Senior Lecturer DIET, Kumulur

Tiruchirappalli District

Thiru. ANTO BOOBALARAYAN Lecturer

DIET, Manjure Ramanathapuram District

Thiru. J. INBARAJ Assistant Professor

DTERT, Chennai

Field Investigators

Tmt. Rohini, Senior Lecturer, DIET, Chennai

Dr. S .Vincent De Paul, Senior Lecturer, DIET, Pudukkottai

Dr. R. Alavandar, Senior Lecturer, DIET, Vadalur, Cuddalore Dt

Dr. K. Vaigunda Vasagam, Senior Lecture, DIET, Kumulur, Trichy Dt

Tmt. Isabella Gnana Jothi, Senior Lecturer, DIET, Kezhapalur, Perambalur Dt

Thiry. K.Balasubramaniyan, Senior Lecturer, DIET, T. Nagar, Coimbatore Dt

Tmt. A. Rita, Senior Lecturer, DIET, Thirumoorthynagar, Coimbatore Dt

Thiru, Radhakrishanan, Senior Lecturer, DIET, Aduthurai, Tanjore Dt

Dr. R. Natarajan, Senior lecturer, DIET, Krishnagiri

Thiru. T.Dhauuskodi,, Senior Lecturer, DIET, Kalayarkoil, Sivagangai Dt

Thiru. C.Selvarajan, Senior Lecturer, DIET, Kaliyampoondy, Kancheepuram

Dr. Subramaniyan, Lecturer, DIET, Krishnagiri

Thiru. P.Ponnusamy, Lecturer, DIET, Thirumoorthynagar, Coimbatore Dt

Thiru. A.Chandrasekaran, Lecturer, DIET, Kaliyampoondy, Kancheepuram Dt

Thiru. G.Velladurai, Lecturer, DIET, Palayampatti, Virudhunagar Dt

4

ACKNOWLEDGEMENT

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

Director, and Directorate of Teacher Education Research & Training for

having mentored us through her cheerful leadership and approved the

project and sanctioned the fund for its execution

We submit our special thanks to Dr. P. Perumalsamy, Joint

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

success.

We wish to thank Mr. Mohan Raj, Joint Director (Administration)

for having provided us administrative support during the project period.

We take this opportunity to thank Dr. S. Mohan, Dean, Alagappa

University, Karaikudi for having given us constructive comments as a

consultant for this project.

We would like to thank Dr. P.Balasubramaniyan, former Head

and Professor, Department of Education, University of Madras,

Dr. SwaminathaPillai, Former Director, Directorate of Distance

Education, Bharathiyar University, Coiambatore and Dr. T.K. Swatantra

Devi, Professor, Department of Education, Bharathidasn University,

Tiruchirappalli for having given us their valuable expert guidance and

constructive critical comments for the successful completion of this

project.

We wish to thank Dr. V.Rengarajan, Principal, DIET, Pudukkottai,

Dr.K,N,Ilangovan, Principal, DIET, Perundurai, and Mr.C.Rajapandiyan,

Principal, DIET, Triplicane, Chennai for having given us their valuable

comments as experts during the project period.

We wish to thank Dr. N.Jamal Nassar, Senior Lecturer, DIET, and

Pudukkottai for having provided us administrative support, as Course

Director during the entire Data Analysis and Data Validation

workshops.

We wish to thank the management and principal of the Punitha

Annal teacher training Institute, Keeranur, Pudukkottai District, for

having provided infrastructure facilities while carrying out the data

analysis and tool validation workshops.

We are also indebted to principals, faculty and trainees of all

DIETs in Tamilnadu for their cooperation in data collection for this

project.

We express our thanks to all the Filed Investigators of this project

for having colleted data with ut most care and concern.

RESEARCH TEAM MEMBERS

6

FOREWORD

Since the dawn of history, education has continued to evolve,

diversify and extend its coverage. To meet the challenges of

globalization, privatization and the tremendous growth of information

and communication technology every nation needs to provide quality

education to its citizens. In India also the policy makers have

introduced so many interventions to improve the quality of education.

The first and foremost factor determining the quality in schools is the

quality teacher education which is being provided to the prospective

novice teachers. So the teacher educational institutions should be

effective in providing quality teacher education.

The Directorate of Teacher Education Research 8s Training, is

expected to document quality and effectiveness by employing a

comprehensive system of planning and evaluation in all major aspects

of the institution. Planning and evaluation of teaching, research,

service, administration, and educational support should be thorough,

broad based, integrated and appropriate. Institutional effectiveness

provides documentation of planning, assessment and the use of results

in decision-making across a campus/ State.

The role and responsibilities of DIET are entirely different from

the normal teacher educational institutions. In DIETs, in addition to the

pre-service teacher educational programmes, much concentration is

being given to professional development of elementary school teachers

and Non-Formal Education. DIET has seven branches which are unique

in their function but at the same time interdependent in executing each

and every activity of the DIET. Hence the effectiveness of DIET is a

complex and needs a detailed introspection. It needs a yardstick to

measure its quality.

Vll

I appreciate the work done by the team of educationist from

different wings of teacher of education in Tamilnadu viz., faculty of

DTERT, DIETs, and Universities for bringing out a wonderful document

on DIET Effectiveness consisting of 12 indicators.

I hope this document will not only serve as a beacon to the state

Tamilnadu but also to all over India.

Director

Vlll

FELICITATION

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

It is heartening to note that DTERT is making rapid strides in its

consistent contribution to quality in elementary education, Research

and Monitoring. I learn that a lot of Research work is in progress in all

the DIETs. Teachers are benefited through collaborative Action

Researches and Research studies related to class room processes. In

pursuit of substantial fiscal assistance from MHRD, DIETs have been

extending commendable District specific quality interventions to

schools. Likewise, DTERT has done quite a few state level Research

Projects. The research project "on developing indicators for DIET

Effectiveness" has been done with a view to assisting all Teacher

Education Institutes and DIETs have reliable tool for assessing

themselves by way of self-evaluation. The battery of instruments

developed by DTERT reflects the Research acumen of DTERT and

DIETs. This research is the first of its kind in the country. I believe that

this research document will be of immense help to educationists and

policy makers and Teacher Educators working in SCERTs, SIEMATs

and DIETs across the country for evaluating the performance of Teacher

Education Institutes and DIETs across the country. I congratulate

DTERT for its commendable contribution to Educational Research.

I appreciate the members involved in the entire documentation process

with utmost dedication.

SECRETARY

ix

FELICITATION

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

I am pleased to learn that DTERT is bringing out an exemplary

Research document on "DIET effectiveness". Directorate of Teacher

Education, Research and Training, after availing the fiscal support from

MHRD under X five year plan for Teacher Education, DIETs have

become quite vibrant. The conveyance of DIETs, DTERT, Universities

and colleges of Teacher education has been quite rewarding in terms of

Research and process documentation. DTERT, with the active Research

Collaboration of DIET faculty members and university professors, has

developed a battery of instruments to measure DIET effectiveness. This

pioneering work will be very useful for SCERTs, SIEMAT, NCERT and

NCTE to assess the performance Teacher Education Institutes and

DIETs across the country. I Congratulate DTERT and the

Documentation team members who have taken great pains to arrive at

indicators influencing DIET effectiveness. I sincerely believe this book

would be appreciated by educationists and policy makers.

MINISTER FOR EDUCATION

X

EXECUTIVE SUMMARY

It has become imperative today for any organization or institution

to be competitive globally as well as locally in order to deliver quality

services to society. Teacher education institutions are the backbone of

the quality education, particularly at elementary school level. So

elementary teacher education institutes (DIETs) serving as nodal

resource centres at district level are expected to be exemplary service

providers to the schools. The functioning of DIETs reflects a wider

spectrum of quality across the country. They function as centres of

academic excellence for the professional development of teachers and

there are also certain institutes whose functioning leaves much to be

desired (Govinda, 2000). They are to be equally made vibrant and

effective for which a common, widely acceptable and statistically

quantifiable benchmarking is necessary. Indicators for measuring the

effectiveness of DIETs should be evolved applying suitable statistical

techniques.

Realizing the importance of quality teacher training programmes

the state apex body DTERT under X Five year plan 2004-05 has

undertaken a major project titled "Development of Indicators for DIET

Effectiveness". Hence a battery of Instruments has been developed for

assessing the indicators that contribute to the effectiveness of DIETs.

The first preparatory workshop was held during 16-18 May, 2005

and the research team discussed the project objectives, and research

design in general and identified a limited number of benchmarks for

DIET effectiveness to assist a comprehensive evaluation of institutions

Functioning of Branches together separately and the delivery of

resources and programmes as a district nodal centre formed the basic

criteria for the selection of indicators. The MHRD guidelines on DIETs,

NCERT and NCTE documents on Teacher Education and the recent

11

social, political and educational discourses on quality of elementary

education and their implications for policy inputs on institutes of

teacher education were referred to for evaluating 15 indicators. Later

they have been clustered to 12 important indicators. They cover four

broad areas: functions of branches, principal's leadership,

professionalism, institutional infrastructure and students' perception.

Altogether 12 tools were developed. All the twelve developed tools

were trialed out in Thiroor DIET and Namakkal DIET during May 14-15,

2005. The administered tools were scrutinized in the tool finalization

workshop held during 19-5.2005 and 20-5-2005 at St.Theresa TTI,

Veeraganur, Madurai District. Ambiguous items were modified. A few

more questions were added to verify the veracity of the responses as

suggested by the experts.

Then the modified tools were administered in all the 29 DIETs

across the state by the research team personally during October

03.10.2005 and 05.10.2005. Documents such as records, registers,

logbooks were verified to ascertain the genuineness of data given.

The data collected were scrutinized and the data analysis was

done during the workshop held in October 14-15.2005 at Sahayamatha

TTI, Keeranur, Pudukkottai District.

Advanced statistical techniques like factor analysis were used for

the validation of tools. The data validation workshop phase I was held in

23.02.2006 at Sahayamatha TTI, Keeranur Pudukkottai District. The

data validation workshop phase II was held from 27.04.2006 to

29.04.2006 at DIET, Pudukkottai.

Except the indicator, Principals' Perception on DIET

Infrastructure, the eleven Indicators developed were validated using

factor analysis.

Xll

Seven factors have been identified for PSTE Effectiveness Scale.

They are Educational Provisions and Products (EPP), Learning

Resources and Capacity Building (LRCB) Performance and Fieldwork

(PFW), Personality Development (PD), Innovations and Internship (II),

Pedagogical Aspects (PA) and Pre-Internship Activities (PIA).

Out of 8 envisaged dimensions for Work Experience Effectiveness

Scale, 5 factors were extracted and they have been named Training,

Developing Occupational Skills, Local Resources, Local Co-ordination

and Infrastructure

Six factors out of 10 envisaged dimensions for DRU Effectiveness

scale have emerged from factor analysis and they are named Field

Activities, Materials, Development, Capacity Building, Monitoring,

Linkages and Evaluation Materials.

Out of ten envisaged factors, for IFIC Effectiveness scale, five

factors namely Training Design and Innovation, Training Process,

Training Strategies and impact, Pre-and Post Training Activities and

Resourcing and Dissemination have emerged from the factor analysis

In developing CMDE Effectiveness Scale, as many as five factors

have emerged and have been named Evaluation, Curriculum and

Material Development, Curriculum Design, Resource Supports and

Material Evaluation

For the construction of ET Effectiveness Scale, Eight factors have

emerged from the analysis and they are named Utilization of ET

Equipments, Resource Generation & Integration, ICT Support,

Availability of Resources, Development of Software Materials,

Professional Competence, Audio and Video Programmes and Resources

and Research.

Factor analysis of data for P&M Effectiveness Scale ends with Five

factors named Professional Development and Support, Linkage,

Xlll

Planning, Realizing UEE goals and Evaluating Institutions have

emerged

For the development of DIET Faculty Perception on Principal's

Leadership (DFPL), factor analysis helped the extraction of six factors

namely Managerial Skills, Sensibility, Decision Making, Risk Taking

Behaviour, Inter Personal Relationship, Financial Accountability of

Subordinates'.

Four factors namely Professional Development, Human Resource

Development, Academic Support, and Certification have emerged from

factor analysis for a Scale on Professionalism

Seven factors named Teacher preparation, Co-curricular

Activities, Upkeep of the Hostel, Learning Experience Environmental

Values, Teaching Competence and Character Building have emerged

from factor analysis for the Tool for Students' Perception on Functioning

of DIET (SPFDIET)

Four factors have emerged from the data for the tool namely

Students' Perception on Availability and Use of Infrastructure in DIET

(SPAUIDIET). The four factors and their names are: Classroom,

laboratory and Library facilities and Use, Play Ground and Sanitation

Facilities, Computer Laboratory and Psychology laboratory facilities and

Availability of Auditorium have emerged from factor analysis

Since all the dimensions of the tool, Principals' Perception on

DIET Infrastructure have items well designed related to structural

attributes of DIET and the tool was reviewed by experts, its content

validity is established.

The research team hopes that the battery of Instrument

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

Research team

14

CONTENTS

Research Team ... i

Field Investigators ... iii

Acknowledgement ... iv

Foreword ... vi

Felicitation ... viii

Executive Summary ... x

Chapter I

INTRODUCTION

1.1 Introduction ... 1

1.2 Quality Education indicators ... 1

1.3 Characteristics of Performance indicators ... 5

1.4 Types of performance indicators ... 6

1.5 Effectiveness and efficiency ... 9

1.6 Teacher effectiveness ... 10

1.7 The DIET guidelines (MHRD 1989) envisage the following as the key functions of DIETs ... 14

1.8 Role of SSA ... 15

1.9 Teacher Education in Tamil Nadu ... 15

1.10 Pre-Service Teacher Education Branch (PSTE) ... 17

1.11 Work Experience Branch (WE) ... 17

1.12 District Resource Unit (DRU Branch) ... 18

1.13 In Service Programme Field Interaction Innovation and Coordination Branch (IFIC) ... 19

1.14 Curriculum Material Development and Evaluation

Branch (CMDE) ... 20

1.15 Educational Technology Branch (ET) ... 20

1.16 Planning and Management Branch (P&M) ... 21

1.17 Need for the Study ... 22

1.18 Objectives ... 22

1.19 Conclusion ... 22

XV

Chapter II REVIEW OF RELATED STUDIES

2.1 Introduction 23

2.2 Studies Done Abroad 24

2.2.1 Pre-Service Teachers 24

2.2.2 Physical Education 33

2.2.3 In-Service Trainings 34

2.2.4 Technology 37

2.2.5 Art Education 43

2.2.6 Principal 44

2.2.7 Professional Development 45

2.2.8 Organisational Effectiveness 50

2.3 Studies done in our country 56

2.3.1 Study on DIETs 57

2.3.2 Pre-Service Teachers 58

2.3.3 In-service trainings 59

2.3.4 Technology 64

2.3.5 Art Education 65

2.4 Other Studies 66

2.5 Conclusion 67

Chapter III

DEVELOPMENT OF INDICATORS

3.1 Introduction 69

3.2 Development of Indicators: Process 69

3.3 Functions of Branches 70

3.4 Institutional Infrastructure 71

3.5 Students' Perception 71

3.6 PSTE Effectiveness 71

3.7 WE Effectiveness 72

3.8 DRU Effectiveness 72

16

3.9 IFIC Effectiveness ... 72

3.10 CMDE Effectiveness ... 73

3.11 ET Effectiveness ... 73

3.12 P & M Effectiveness ... 73

3.13 Principal's Leadership ... 74

3.14 Professionalism ... 74

3.15 Perception on Infrastructure ... 74

3.16 Field Try Out ... 75

3.17 Administration of Tools ... 75


Chapter IV

VALIDATION OF TOOLS


4.2 Pre-Service Effectiveness Teacher Education Effectiveness Scale (PSTEES) ... 76

4.2.1 Introduction ... 76

4.2.2 Factor Loadings ... 79

4.2.3 Educational Provisions and Products (EPP) ... 80

4.2.4 Learning Resources and Capacity Building (LRCB) ... 81

4.2.5 Performance and Field Work (PFW) ... 82

4.2.6 Personality Development (PD) ... 83

4.2.7 Innovations and Internship (II) ... 84

4.2.8 Pedagogical Aspects (PA) ... 85

4.2.9 Pre-Internship Activities ... 85

4.2.10 Conclusion ... 86

4.3 Work Experience Effectiveness Scale (WEES) ... 86



4.3.3 Training (TG) ... 90

4.3.4 Developing Occupational Skills (DOS) ... 91

4.3.5 Local Resources (LR) ... 92

17

4.3.7 Local Coordination (LR) ... 93

4.3.8 Infrastructure (IS) ... 93


4.4 District Resource Unit Effectiveness Scale (DRUES) ... 94



4.4.3 Field Activities (FA) ... 97

4.4.4 Material Development (MD) ... 98

4.4.5 Capacity Building (CB) ... 98

4.4.6 Monitoring (MT) ... 99

4.4.7 Linkages (LS) ... 99

4.4.8 Evaluation of Materials (EM) ... 100


4.5 In-Service programmes Field Interaction Innovation and Coordination Effectiveness Scale (IFICES) ... 101



4.5.3 Training Design and Innovation (TDI) ... 103

4.5.4 Training Process (TP) ... 104

4.5.5 Training Strategies and Impact (TSI] ... 105

4.5.6 Pre and Post Training Activities (PPTA) ... 106

4.5.7 Resourcing and Dissemination (RD) ... 106


4.6 Curriculum Material Development & Evaluation Effectiveness Scale (CMDEES) ... 107



4.6.3 Evaluation (EV) ... 110

4.6.4 Curriculum & Material Development ... I l l

4.6.5 Curricular Design (CD) ... 112

4.6.6 Resource Support (RS) ... 113

i— A __ jib..

xviii

4.6.7 Material Evaluation (ME) ... 113


4.7. Educational Technology Effectiveness Scale

(ETES) ... 114



4.7.3 Utilization of ET Equipments (UETE) ... 117

4.7.4 Resource Generation 8s Integration (RGI) ... 118

4.7.5 ICT Support (ICTS) ... 119

4.7.6 Availability of Resources (AR] ... 120

4.7.7 Development of Software Materials (DSM) ... 121

4.7.8 Professional Competence (PC) ... 122

4.7.9 Audio Video programmes (AV) ... 123

4.7.10 Resources and Research (RR) ... 124


4.8 Planning & Management Effectiveness Scale

(PMES) ... 125



4.8.3 Professional Development and Support (PDS) ... 128

4.8.4 Integration / Linkages (IG / LS) ... 129

4.8.5 Planning (PN) ... 130

4.8.6 Research and Community Participation (RCP) ... 130

4.8.7 Evaluation of Institutions (EI) ... 131


4.9 DIET Faculty Perception on Principal's Leadership

(DFPPL) ... 132



4.9.3 Managerial Skills (MS) ... 135

4.9.4 Accessibility (AL) ... 136

4.9.5 Empathy and Decision Making (EDM) ... 137

4.9.6 Risk Taking Behavior (RTB) ... 137

i .... ML _ M ___ A

xix

4.9.7 Inter Personal Relationship (IPR) ... 138

4.9.8 Financial Accountability of Subordinates (FAS) ... 138


4.10 A Scale on Professionalism (ASP) ... 139



4.10.3 Professional Development (PD) ... 141

4.10.4 Linkages Academic Support (LAS) ... 142

4.10.5 Human Resource Development (HRD) ... 142

4.10.6 Certification (CT) ... 143

4.10.7 Conclusion • ... 143

4.11 Students' Perception on Functioning of DIET (SPFDIET) ... 143



4.11.3 Teacher Preparation (TP) ... 146

4.11.4 Co-curricular Activities (CCA) ... 148

4.11.5 Upkeep of the Hostel (UKH) ... 148

4.11.6 Learning Experience (LE) ... 149

4.11.7 Environmental Values (EV) ... 149

4.11.8 Teaching Competence (TC) ... 149

4.11.9 Character Building (CB) ... 150

4.11.10 Conclusion ... 150

4.12 Students' Perception on Availability and Use of Infrastructure in DIET (SPAUIDIET) ... 150



4.12.3 Classroom, lab and Library facilities and use ... 152

4.12.4 Play ground and sanitation facilities ... 152

4.12.5 Computer laboratory and Psychology laboratory facilities ... 153

4.12.6 Availability of Auditorium ... 153


XX

ait. - iiL. jt— -

4.13 Principals' Perception on DIET Infrastructure (PPDIETIS) ... 154


Chapter V

SUMMARY AND FINDINGS


5.2 Institutional Effectiveness ... 159

5.3 DIET Effectiveness ... 160

5.4 Need for the Study ... 160

5.5 Objectives of the study ... 161

5.6 Development of Indicators ... 161

5.7 Validation of Indicators ... 162

5.8 Tools ... 162


ANNEXURB

Indicators for DIET Effectiveness ... 164

Pre-service Teacher Education Effectiveness Scale

(PSTEES) ... 164

PSTEES - Scoring Key ... 169

Work Experience Effectiveness Scale (WEES) ... 171

WEES-Scoring Key ... 173

District Resource Unit Effectiveness Scale (DRUES) ... 174

DRUES- Scoring Key ... 177

In-service Field Interaction Innovation & Coordination Effectiveness Scale (IFICES) ... 178

IFICES- Scoring Keys ... 183

Curriculum and Material Development Effectiveness Scale (CMDEES) ... 185

CMDE - Scoring Key ... 189

Educational Technology Effectiveness Scale (ETES) ... 190

21

ETES - Scoring Key ... 196

Planning & Management Effectiveness Scale

(PMES) ... 199

PMES - Scoring Key ... 203

DIET Faculty Perception on Principal's Leadership

(DFPL) ... 205

DFPL-Scoring Key ... 207

A Scale on Professionalism (ASP) ... 208

Key for a scale on Professionalism ... 212

Student's Perception on Functioning of DIET (SPFDIET) ... 217

SPFDIET - Scoring Key ... 218

Student's Perception on Availability and Use of Infrastructure in DIET (SPAUIDIET) ... 219

SPAUIDIET - Scoring Key ... 219

Principals' Perception on DIET Infrastructure (PPDIETIS) ... 220

PPDIETIS - Scoring Key ... 223

LIST OF TABLES

Table 4.1 PSTEES Total Variance Explained ... 78

Table 4.2 Educational Provisions and Products (EPP) ... 80

Table 4.3 Learning Resources and Capacity Building

(LRCB) ...

Table 4.4 Performance and Field Work (PFW) ... 82

Table 4.5 Personality Development (PD) ... 83

Table 4.6 Innovations and Internship (II) ... 84

Table 4.7 Pedagogical Aspects (PA] ... 85

Table 4.8 Pre-Internship Activities ... 85

Table 4.9 WEES Total Variance Explained ... 87

Table 4.10 Training (TG) ... 90

Table 4.11 Developing Occupational Skills (DOS) ... 91

Table 4.12 Local Resources (LR) ... 92

Table 4.13 Local Coordination (LR) ... 93

Table 4.14 Infrastructure (IS) ... 93

Table 4.15 DRU Effectiveness scale Total Variance

Explained ...

Table 4.16 Field Activities (FA) ... 97

Table 4.17 Material Development (MD) ... 98

Table 4.18 Capacity Building (CB) ... 98

Table 4.19 Monitoring (MT) ... 99

Table 4.20 Linkages (LS) ... 99

Table 4.21 Evaluation of Materials (EM) ... 100

Table 4.22 IFICES Total Variance Explained ... 101

Table 4.23 Training Design and Innovation (TDI) ... 103

Table 4.24 Training Process (TP) ... 104

Table 4.25 Training Strategies and Impact (TSI) ... 105

Table.4.26 Pre and Post Training Activities (PPTA) ... 106

Table 4.27 Resourcing and Dissemination (RD) ... 106

23

Table 4.28 CMDEES Total Variance Explained 108

Table 4.29 Evaluation 110

Table 4.30 Curriculum and Material Development (CMD) 111

Table 4.31 Curricular Design (CD) 112

Table 4.32 Resource Support (RS) 113

Table 4.33 Material Evaluation (ME) 113

Table 4.34 ETES Total Variance Explained 115

Table 4.35 Utilization of ET Equipments (UETE) 117

Table 4.36 Resource Generation 8s Integration (RGI) 118

Table 4.37 ICT Support (ICTS) 119

Table 4.38 Availability of Resources (AR) 120

Table 4.39 Development of Software Materials (DSM) 121

Table 4.40 Professional Competence (PC) 122

Table 4.41 Audio Video programmes (AV) 123

Table 4.42 Resources and Research (RR) 124

Table 4.43 PMES Total Variance Explained 125

Table 4.44 Professional Development and Support (PDS] 128

Table 4.45 Integration / Linkages (IG / LS) 129

Table 4.46 Planning (PN) 130

Table 4.47 Research and Community Participation (RCP] 130

Table 4.48 Evaluation of Institutions (EI) 131

Table 4.49 DFPPL Total Variance Explained 132

Table 4.50 Managerial Skills (MS) 135

Table 4.51 Accessibility (AL) 136

Table 4.52 Empathy and Decision Making (EDM] 137

Table 4.53 Risk Taking Behavior (RTB) 137

Table 4.54 Inter Personal Relationship (IPR) 138

Table 4.55 Financial Accountability of Subordinates

(FAS) 138

Table 4.56 ASP Total Variance Explained 139

*

24

Table 4.57 Professional Development (PD) ... 141

Table 4.58 Linkages Academic Support (LAS) ... 142

Table 4.59 Human Resource Development (HRD) ... 142

Table 4.60 Certification (CT) ... 143

Table 4.61 SPFDIET Total Variance Explained ... 144

Table 4.62 Teacher Preparation (TP) ... 146

Table 4.63 Co-curricular Activities (CCA] ... 148

Table 4.64 Upkeep of the Hostel (UKH) ... 148

Table 4.65 Learning Experience (LE) ... 149

Table 4.66 Environmental Values (EV) ... 149

Table 4.67 Teaching Competence (TC) ... 149

Table 4.68 Character Building (CB) ... 150

Table 4.69 SPAUIDIET Total Variance Explained ... 151

Table 4.70 Classroom, Lab and Library facilities and use ... 152

Table 4.71 Play ground and sanitation facilities ... 152

Table 4.72 Computer laboratory and Psychology

laboratory facilities ... 153

Table 4.73 Availability of Auditorium ... 153

Table 4.74 Principals'Perception on DIET Infrastructure ... 154

Chapter I

INTRODUCTION

1.1 Introduction

Tamil Nadu has emerged as a model for other states to follow in

the field of school education. Tamil Nadu state is committed to the

cause of quality elementary education for all. There are 30,844 primary

schools with 66,69,704 students and 1,15,739 students with hearty

1:39 Teacher pupil Ratio. There all 5538 Elementary schools with

35,93,865 students and 61,719 teachers will 1:40 teacher pupil Ratio.

The state Government has implemented many schemes for improving

the quality of school education. Free text books to the work of 83.70

crores eight lakh have been distributed to students from standard I to

XII. All students of XII have been given bicycles. A total of 56,783

teacher Posts have been filled up. 1274 new primary schools have been

started. 395 Middle schools and 405 high schools have been upgraded.

Access is almost 100% in Tamilnadu. A few habitations are blessed

with EGS / AIE centers.

1.2 Quality Education indicators

There is a danger of confusion when defining the terms 'efficiency'

and 'effectiveness' and their descriptors 'internal' and 'external'.

According to Lockheed 8B Hanushek (1988, p22), Efficiency refers to a

ratio between inputs and outputs. A more efficient system obtains more

output for a given set of resource inputs, or achieves comparable levels

of output for fewer inputs, other things equal. The output of education

refers to that portion of student growth or development that lt can

reasonably be attributed to specific educational experiences. Definitions

are adopted, it is clear that there are various policy options for

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

1) Achieving existing output levels for cheaper or fewer inputs (e.g. by

selecting low-cost building alternatives)

2) Increasing outputs for the same inputs (e.g. by reducing

absenteeism)

3) Reallocating existing resources to new inputs which increase

outputs (e.g. perhaps by spending less on teacher training and

more on textbooks).

It must be kept in mind that efficiency is not the only criterion for

policy-makers, who must take account of a range of social, political,

economic and educational considerations in arriving at judgments as to

priorities for objectives and methods of achieving them. Nevertheless as

Lockheed & Hanushek (1988, p21) point out when there are limited

resources - as there always are - those resources should be used to

promote society's objectives as fully as possible. They identify three

important constraints on improving internal efficiency: (a) inadequate

knowledge about internal effectiveness,

(b) Inadequate knowledge about costs in inputs, and

(c) Difficulty in obtaining appropriate information.

Evidence on which to base decision-making is limited by these

constraints. It is noteworthy that, while the World Bank has invested

over $10 billion in education projects, research necessary to answer

questions about the internal efficiency of education has been conducted

in fewer than half a dozen instances. (Lockheed 8B Hanushek, 1988 pp

27-28). Inputs are conceived in broad terms, to include the complex

interactions of students and teachers, as well as text-books, teachers'

salaries, and so forth. Lockheed & Hanushek restrict the term

'efficiency' to monetary inputs and use 'effectiveness' for non-monetary

inputs. Outputs expressed in non-monetary terms (e.g. learning) are

'internal' and outputs expressed in monetary terms (e.g. earnings) are

'external'. Hence external efficiency is equated with a cost-benefit ratio.

Unfortunately, the classification is marred by equating internal

effectiveness with 'technical efficiency' and internal efficiency with 'cost

effectiveness'. There are obvious difficulties with these definitions. For

example, it is arguable as to exactly what should count as inputs, and

how inputs might best be measured, even if all inputs are measurable.

Similar difficulties apply to outputs. However, whatever precise the

concept of quality in education is not easy to define. Hawes 8s Stephens

(1990) believe that quality is characterized by three inter-related and

inter-dependent strands: (i) efficiency in meeting its goals; (ii) relevance

to human and environmental conditions and needs; (iii) "something

more" that is the exploration of new ideas, the pursuit of excellence and

the encouragement of creativity. If this is accepted, there might be

debate about the relative importance of each strand, about what the

goals should be, and about what is meant by "relevance". In particular

one major goal might be equity, and it can be argued that equity

considerations should be part of a broad view of effective schooling.

Urwick 8B Junaidu (1991, pp 19-20) distinguish two contrasting

orientations towards quality, which they describe as "technical

efficiency" and "pedagogic". The 'technical efficiency' orientation focuses

on the provision of basic school inputs (especially teachers, educational

materials and learning time), their effect on academic achievement and

the consequent priorities for investment. This orientation is

characterized by positivist assumptions and by attempts to measure

production functions through large-scale surveys. The 'pedagogic'

orientation towards the quality of education does not give much

emphasis either to physical inputs or to their 'effects', but rather sees

teaching skills, patterns of school organization and curricular content

as the essential components of 'quality. In practice, there is a danger of

over-emphasis on efficiency and on the use of quantitative indicators.

Tipple (1990) points out the tendency to restrict to what can be

28

measured, and argues that 'the measurable thus assumes' unwarranted

importance. Wilcox (1990, p39) warns that Performance indicators will

seldom if ever tell an unambiguous tale. Quality of educational

experience will always be an elusive entity which evades precise

delineation. Wilcox suggests a range of possible indicators, including

client satisfaction (using questionnaires) and qualitative indicators

based on observation by advisers or inspectors in addition to

achievement scores. The notion of 'value added' is important in making

comparisons of assessment test results. In other words, the

effectiveness of a school depends not just on the final results of the

students, but on what improvements in performance have been

achieved by those students while at the school. Indicators should take

account of the social and economic contexts of the schools. Vulliamy

(1987, pp 220-221) takes the view that in discussing effectiveness we

should always ask "effectiveness for what and for whom?", and argues

that The notion of effectiveness presupposes a consensus on the desired

outcomes of schooling, which tends to disembody schools from their

wider social, political and economic context. In the Papua New Guinean

context, for example, it may be that a school with relatively poor

examination results is providing a relatively better preparation than

other schools for those of its students who are likely to return home to

their villages.

It is true that most school effectiveness research uses

examination or other test results as the indicator of quality.

Nevertheless, according to Singh (1991, p70), The accumulation of

research findings and evaluations of development projects have brought

together a wealth of knowledge about the essentials for quality

schooling.

5

Singh quotes Throsby 8B Gannicott (1990) that the following

statements encapsulate the state of thinking on quality in education:

* Trained teachers make a difference

* Class size is not relevant

* The provision of instructional materials is one of the most cost-

effective ways of raising the quality of education

* Education is most effective if initial instruction uses the mother

tongue

* Lavish buildings and equipment will not raise quality

* Curriculum reform will not necessarily raise educational quality

* Examinations are a useful way of monitoring school quality

* Healthy well-fed children learn better

* Amount of learning time affects educational outcomes

* Quality depends on good de centralized education management

1.3 Characteristics of Performance indicators

Filz cubbon (1996) identifies the following characteristics

> Information about units of manageable system

> Outcomes over which the staff members have influence

> Conceptualized out come

> Data feed back to district level and block level functionaries

> Valid and relate to goals.

> Accessibility

> Incorruptible

> Verifiable

> Improve in proportion to performance over time

> Cost-effective

> Have behavior implications.

30

1.4 Types of performance indicators

Coopers and Lybrand (1988) list out factors, relevant to the

performance indicators. According to them they are of three major

types, viz. input indicators, process indicators and outcome indicators.

They are further divided as follows.

Input Process Indicators

a) Pupil intake

b) Resources

d) Staff

e) Teacher deployment

g) Background

h) Wider educational practice

i) Organization

j) Mutuality

Outcome indicators

1. Pupils'demeanor

2. Attendance

3. Participation in external activities

4. Performance in internal and external examinations.

Input Considerations

Process Indicators

Outcome Indicators

a. Pupil Intake

Soc

io e

con

omic

bac

kgr

oun

d,

cult

ura

l bac

kgr

oun

d. In

nat

e ab

ility

, h

andic

aps

leve

ls o

f ex

pec

tati

ons

by

pu

pils

an

d

par

ents

, ac

adem

ic a

ttai

nm

ent

on

entr

y to

eac

h p

has

e

a. Staff

Tea

cher

Edu

cato

r ch

arac

teri

stic

s in

clu

din

g qu

alific

atio

n, st

aff

dem

ean

or, st

aff si

ck lea

ve t

each

er

turn

over

Pu

pils

' dem

ean

or, at

ten

dan

ce,

abse

nte

eism

, tr

uan

cy, la

ten

ess,

per

form

ance

in

in

tern

al a

ctiv

itie

s.

Par

tici

pat

ion

in

ext

ern

al a

ctiv

itie

s,

indic

table

offen

ces

reco

rded

, Per

form

ance

in

ext

ern

al

exam

inat

ion

s by

ages

, ot

her

in

telle

ctu

al a

ttai

nm

ents

, par

tici

pat

ion

in

spor

tin

g, s

ocia

l,

cult

ura

l ac

tivi

ties

upta

ke

of in

itia

l em

plo

ymen

t

b. Resource

Nu

mber

of te

ach

er e

du

cato

rs b

y ye

ar, n

um

ber

of su

ppor

t st

aff by

type

par

enta

l su

ppor

t boo

k a

nd

libra

ry p

rovi

sion

,

tech

nic

al

faci

litie

s, r

ecu

rren

t ex

pen

dit

ure

by

type

b. Teacher deployment

Con

tact

r

atio

s,

cla

ss s

izes

, m

ism

atch

(s

ubje

ct,

tra

inin

g ex

pen

dit

ure

)

c. Background

Acc

omm

odat

ion

lev

els

an

d

stan

dar

ds,

h

isto

rica

l b

ackgr

oun

d

stab

ility

of or

gan

izat

ion

, In

stit

ute

en

viro

nm

ent

(nei

ghbor

hoo

d)

c. Curriculum arrangements

Cor

e s

ubje

ct p

rovi

sion

, n

o c

ore

subje

ct op

tion

s, p

arti

cula

rize

d

pro

visi

on, e

xam

inat

ion

op

tion

s,

curr

icu

lum

co-o

rdin

atio

n,

curr

icu

lum

doc

um

enta

tion

.

Input Considerations

Process Indicators

Outcome Indicators

a. Pupil Intake

Soc

io e

con

omic

bac

kgr

oun

d,

cult

ura

l bac

kgr

oun

d. In

nat

e ab

ility

, h

andic

aps

leve

ls o

f ex

pec

tati

ons

by

pu

pils

an

d

par

ents

, ac

adem

ic a

ttai

nm

ent

on

entr

y to

eac

h p

has

e

a. Staff

Tea

cher

Edu

cato

r ch

arac

teri

stic

s in

clu

din

g qu

alific

atio

n, st

aff

dem

ean

or, st

aff si

ck lea

ve t

each

er

turn

over

Pu

pils

' dem

ean

or, at

ten

dan

ce,

abse

nte

eism

, tr

uan

cy, la

ten

ess,

per

form

ance

in

in

tern

al a

ctiv

itie

s.

Par

tici

pat

ion

in

ext

ern

al a

ctiv

itie

s,

indic

table

offen

ces

reco

rded

, Per

form

ance

in

ext

ern

al

exam

inat

ion

s by

ages

, ot

her

in

telle

ctu

al a

ttai

nm

ents

, par

tici

pat

ion

in

spor

tin

g, s

ocia

l,

cult

ura

l ac

tivi

ties

upta

ke

of in

itia

l em

plo

ymen

t

b. Resource

Nu

mber

of te

ach

er e

du

cato

rs b

y ye

ar, n

um

ber

of su

ppor

t st

aff by

type

par

enta

l su

ppor

t boo

k a

nd

libra

ry p

rovi

sion

,

tech

nic

al

faci

litie

s, r

ecu

rren

t ex

pen

dit

ure

by

type

b. Teacher deployment

Con

tact

r

atio

s,

cla

ss s

izes

, m

ism

atch

(s

ubje

ct,

tra

inin

g ex

pen

dit

ure

)

c. Background

c. Curriculum arrangements

Performance indicators are part of performance data. When used

with information, they give an indication of the current level of service

performance. They help to answer the question; "Are we achieving what

we set out to achieve?" Performance indicators become meaningful

when used as part of wider management information. This information

is used for decision-making, forward planning, and problem solving and

performance review. In short, performance indicators contribute to

identifying the problems more clearly and allow people to make

judgments on actions necessary to bring about improvements.

Quality is important. Referring to work by Creemers, Peters 8s

Reynolds (1989) and by Raudenbush & Willms (1991), Lockheed 8B

Verspoor (1991, p19) state that recent research on the effect of schools

on learning provides clear evidence that variations in the characteristics

of schools are associated with variations in student outcomes.

1.5 Effectiveness and efficiency

Bacchus (1991) identifies three major thrusts in efforts to improve

the quality of basic education:

*v* Raising the academic performance of students in the various

subjects offered in schools with the currently available resources.

Such efforts are often referred to as attempting to improve the

'internal efficiency' of the schools.

^ Providing children with education that is most likely to help them

improve the quality of their lives when they become adults. This

approach is often referred to as attempting to raise the 'external

efficiency' or the 'effectiveness' of schools.

Increasing the rate of school enrollment by providing more school

places and reducing the inequalities which currently exist between

the sexes and between different regions in a country (Bacchus,

1991, pp 5-6). For example, it is arguable as to exactly what should

34

count as inputs, and how inputs might best be measured, even if

all inputs are measurable. Similar difficulties apply to outputs.

It must be kept in mind that efficiency is not the only criterion for

policy-makers, who must take account of a range of social, political,

economic and educational considerations in arriving at judgments as to

priorities for objectives and methods of achieving them. Nevertheless as

Lockheed & Hanushek (1988, p21) point out when there are limited

resources - as there always are - those resources should be used to

promote society's objectives as fully as possible. They identify three

important constraints on improving internal efficiency: (a) inadequate

knowledge about internal effectiveness (b) inadequate knowledge about

costs in inputs, and (c) difficulty in obtaining appropriate information.

Evidence on which to base decision-making is limited by these

constraints.

It is noteworthy that, while the World Bank has invested over $10

billion in education projects, research necessary to answer questions

about the internal efficiency of education has been conducted in fewer

than half a dozen instances.(Lockheed 8B Hanushek, 1988 pp 27-28)

1.6 Teacher effectiveness

Schiefelbein & Simmons (1981) reviewed research in more than

20 countries, and found that teachers without certificates in

educational training had students who tested as well as those with

certificates in 19 out of 32 studies. They concluded, "Teacher

certification should be reviewed with caution as a way to increase

student achievement". They also found that years of teacher experience

was a significant determinant of student achievement in only 7 out of

19 studies, and that more years of teacher training was not related to

higher student achievement in 5 out of 6 studies.

35

These rather discouraging results have led to further research.

Avalos & Haddad (1981) conducted an extensive review and argued that

"it does not seem reasonable to conclude that training has no effect

upon achievement" (p33). Qualifications and training, contrary to

existing pessimism, are related to teacher behavior and pupil

achievement, although it is not known how permanent this effect is nor

what the optimum levels of qualifications are. Other findings from the

Avalos & Haddad review were that some methods of teacher training

(e.g. micro-teaching and simulation) appeared consistently effective in

promoting changes in teaching techniques, that teacher expectations of

students were important, and that the discovery/inquiry method proved

in most cases to be superior in promoting higher levels of cognitive

skills. On lower levels of cognitive achievement, teaching through

behavioral objectives was found to have an effect.

Guthrie (1982), in a meta-analysis, argued that there is

considerable support for the hypothesis that there is a positive

relationship between teachers' general education and professional

training as independent variables and teachers' performance as

dependent variable. However the exact nature of the relationship is

complex and varies considerably between different educational and

cultural contexts. Guthrie noted that considerable attention is needed

for operational specification of the hypothesis according to the needs of

individual countries.

Much teacher effectiveness research appears to be inconclusive.

In a more recent example from Thailand, based on grade 5

mathematics, Nitsaisook & Postlethwaite (1986) found that the larger

context of the school in general is important as well as how the students

perceive the task orientation, feedback, and structuring of teachers. The

field of teaching effectiveness research has not yet arrived at a point

where it knows exactly what makes a teacher effective, and clearly

36

further research is necessary. Those teachers that are task oriented and

who have been trained both to deal quickly with procedural and

discipline problems in the classroom and to apply certain questioning

techniques in large classes are successful, (p 437)

It is to be noted that Lockheed & Verspoor (1991) regard lengthy

pre-service pedagogical training as a 'blind alley' policy option. They

argue for shortening teacher-training courses, and for emphasis on in-

service training. The main ground for this recommendation appears to

be cost; they quote data from 27 low-income and lower middle-income

countries on the annual cost of teacher training as a multiple of general

secondary education. The average ratio is 7.06, although the range is

from 0.53 to a staggering 34.67. Lockheed & Verspoor summarise their

chapter on Improving the Preparation and Motivation of Teachers as

follows:

A key determinant of student achievement is the quality of

teaching. An effective teacher should possess at least a thorough

knowledge of the subject matter being taught, an appropriate repertoire

of pedagogical skills, and motivation. The teaching force in many

countries fails to meet these standards. Governments must design

policies and programs aimed specifically at improving the academic and

pedagogical preparation of teachers and providing incentives to

strengthen their motivation and professional commitment. The

challenge is particularly difficult for low income countries, which must

not only improve the quality of the current teaching force but also

expand its size if they are to achieve universal primary education.

To address the problem of inadequate academic background,

countries will have to shift the general education component of teacher

training to secondary schools, shorten pre-service teacher training, and

improve the process of recruiting students for teacher training

institutions. Strategies for developing good pedagogical skills should

37

include revising the admission requirements, emphasizing pedagogical

methods, and incorporating practice teaching into pre-service training.

Improving teacher motivation is perhaps the trickiest task that

government's face in their effort to upgrade the teaching force. Doing so

will require a variety of measures, such as paying adequate salaries and

providing no salary benefits, improving working conditions, offering

opportunities for professional advancement and incentives for good

performance, and strengthening supervision and support, (p 115-6)

This last point is worth further investigation.

According to Lillis (1992, p i ) , effective inspection and supervision

is seen as one key to the complex issue of improving the quality and

efficiency of basic education, the quality of educational management

and the quality of educational attainment. However Lillis points out that

little or no empirical evidence is available on which to judge the impact

of inspection and supervision. It appears that evaluation research in

this area is desirable; it is possible that appropriate training measures

would be effective.

Creating effective schools in developing countries requires three

Elements: basic inputs, facilitating conditions and the will to change.

The necessary inputs are

■ A well-developed curriculum, in terms of both scope and

sequence

■ Sufficient instructional materials for students

■ Adequate time for teaching and learning

■ Teaching practices that encourage active student learning. The facilitating conditions are

■ Community involvement;

■ School-based professionalism (which includes the crucial role of

the

38

■ Principal in school effectiveness, teacher collegiality and

commitment, and autonomy balanced with accountability);

■ Flexibility in curriculum and organization.

The will to act includes vision and decentralization. Haddad et al

(1990) give an extensive summary of empirical research findings; those

which were published in the last decade are reproduced (in abbreviated

form) in Lewin with Ross (1992, p 188-191). A particularly interesting

aspect of the summary is that concerned with process factors, especially

school management. We know that well-managed, effective schools

share several characteristics: they display an orderly environment,

emphasize academic achievement, set high expectations for student

achievement, and are run by teachers or principals who expend an

enormous amount of effort to produce effective teaching and encourage

pupils to learn, no matter what their family background or gender. Few

schools in developing countries display these features. (Haddad et al,

1990, p57) Haddad et al report that many of those who have observed

the schooling process in both developed and developing countries

conclude that the most important factor governing how well pupils do in

school is school management. Several studies have identified

headmaster education and experience as important variables that affect

pupils' achievement

1.7 The DIET guidelines (MHRD 1989) envisage the following as

the key functions of DIETs

Training and orientation of the following target groups elementary

school teachers, headmasters, officers of education department up to

Block level: NFE and adult education instructors and supervisors;

members of District Boards of Education and Village Education

Committees, other committee clueless; resource persons who will

conduct suitable programmes at the centers other than the DIET.

39

Academic and resource support to the elementary and adult education

systems in the district on other ways.

Action Research and experimentation to deal ask specific

problems of the district in achieving the objectively in the areas of

elementary and adult education.

1.8 RoleofSSA

SSA, Tamilnadu, has succeeded in getting funds from MHRD for

implementing UEE in Tamil Nadu. Decentralized District and block

level planning has facilitated the sanctioning of additional classrooms,

drinking water facility and toilets for the benefit of students. The

involvement of VEC in the construction of school buildings has ensured

the use of quality building materials and transparency in utilization of

finds allotted for the school. The inclusive education initiatives and

thrust on give schooling through special programmes such as Kasturiba

Balika Yojana have immensely benefited special focus group children.

The appointment of special teachers and Block level monitors for

ensuring health care delivery to differently abled children at the Block

level resource centre in an innovation that has bridged the gap believer

the abled and differently abled children in school.

The National Policy on Education (NPE) 1986 has made a

significant leap in the history of education in the post independent

India. In the field of Teacher Education, District Institutes of Education

and Training have been set up exclusively for the purpose of ensuring

quality in the classroom processes at the elementary level.

1.9 Teacher Education in Tamil Nadu

DTERT, the state apex body in Teacher Education Research and

Training, is totally committed to the cause of preparation of quality

elementary teachers and providing learner and learning centred in-

service training programmes for practicing Primary and Upper Primary

40

teachers. In addition it focuses on capacity building training of Teacher

Educators in DIETs and BRCs. Under X five year plan for Teacher

Education, in addition to SSA training programmes, DTERT and DIETs

give need based district specific training to select practicing teachers.

DTERT addresses the need of periodic supply of qualified teachers to

the state by offering admission to DTE course through single window

system. There are 29 DIETs, 9 Government TTIs 34 Minority TTIs and

230 unaided TTIs.

DTERT has recently launched various programmes to improve the

educational process in DIETs and lab schools. In partnership with

NIEPA, a teleconferencing was organized for DIET principals on Total

Quality Management. This teleconferencing provided opportunities for

the principals to interact with the experts of the national level

institution on quality management.

The DTERT has provided capacity building programmes for the

professional development of DIET Staff during the Tenth Five Year Plan

Activities. The principals and selected senior lecturers are trained in

managerial skills. An advanced research methodology course was

conducted for SL and principals to shape their research skills as good

the DIET Staff have benefited from the programme. DIET Staff have

been provided opportunities to participate international and national

level seminars and conferences. DIETs at zonal level have organized

seminars for DIET faculty and teachers on important themes like school

effectiveness, innovative practices.

Moreover DIET faculties have visited other SCERTs and state level

institutions to share and gain academic experiences. These capacity

building programmes have helped DIETs in maximizing their academic

positions at district levels.

Quality of Teacher development programme critically depends on

training strategies at pre-service and in-service levels. The periodic

41

curricular renewal of pre-service teacher education takes into

consideration new trends in teaching learning processes. Recently

updated curriculum (2001) by and large, addressed the issue of

balancing of the given frame work to teaching of subject knowledge and

pedagogy. Consequently, teacher-training institutions, like DIET and

TTIs, have achieved maximum balance in their pre-service training

programme. Source books have also been prepared for DTEd., course.

The DTERT has been experimenting with various teaching-

learning methodologies. Competency based joyful learning, group

inspiration and activity-based learning, to name a few, have been well

received by teachers. Teachers' response to the policy push towards

new child - centred activity based learning is overwhelming. It has

improved the quality of children's learning.

1.10 Pre-Service Teacher Education Branch (PSTE)

PSTE branch would organize pre-service course for elementary

school teachers. It would prepare emergent teachers to respond to

contemporary classroom situations by propagating teacher - centered

education and focusing on their personality development. They would

be well trained in the new teaching methodologies such as ABL, joyful

learning and Multi - grade teaching. The branch would provide

psychological guidance and counseling to schools and NFE / AIE

centers. It would support learning of disadvantaged groups. It would

readily provide its curricular inputs into programmes and activities of

their branches about from maintaining labs, arts and sports facility it

would promote co-curricular activities in the DIET.

1.11 Work Experience Branch (WE)

Ideas Rooted in Mahatma Gandhi's Basic Education, this branch

was envisaged to dignify manual labor work related values among

trainees. This branch would identify locally relevant work experience

42

areas, in co-operation with other branches and develop sample

curricular units, TLM, Low-cost TLM, and Evaluation with in such

areas. It would help educational activities in schools / AIE 8B EGS

centers. For which it would conduct in-service training for teachers

also providing work experience related inputs into all programmes and

activities of their branches is the remit of WE branch maintenance and

development. Campus is kept neat and tidy with this branch. Though

sanitary workers pay visit to work areas, this branch would enable the

institution to reach out to people breaking the social barriers between

educated and illiterate masses.

1.12 District Resource Unit (DRU Branch)

The DRU is included as a resource centre for the District reaching

out via AE / NFE, early childhood education and collaboration with the

social welfare and tribal department. This branch would be involved in

planning, conducting and coordinating training and orientation

programmes for AIE / NFE which function in and outside the institute

besides providing instructions to evaluate and monitor the quality and

efficacy of the programmes organized for AE / NFE personal. In

coordination with other branches, it would develop locally relevant

curricular materials, TLM and also adopt existing materials. It would

intensively interact with field workers of AIE / NFE and address their

academic problems. The branch would provide input to all programmes

of other branches especially pre and in-service branch, related to AIE /

NFE programmes. It should maintain a database of AIE / NFE

Personnel who undergo training. It would help educational authorities

to organize media support for literacy campaigns.

Since alternative schooling strategies are redefined in tune with

the changing literacy scenario, the branch has to reinvent itself to

address the needs of functionaries of AIE and EGS in curriculum

43

training and evaluation. It should forge a meaningful identity with other

structures involved in literacy initiatives.

1.13 In Service Programme Field Interaction Innovation and

Coordination Branch (IFIC)

IFIC would act as a single window service branch facilitating

academic and administrative coordination of the in-service and

extension activities of all the other branches expect DRU. It would

identify the training needs of teachers and prepare annual training

calendar prioritizing the issues. It would not only organize the in-

service training programmes for teachers but also conduct orientation

programmes for resource person who training teachers. It is expected

to conduct in-service programmes for teachers in distance made. About

from conducting programme it would evaluate programme and monitor

their quality and efficiency. It would maintain a database of all teachers

and resource person who undergo in-service programme moreover is

mandated to coordinate all the serious educational research activities

and disseminate their findings properly. About all IFIC it is envisaged

as a reference and resource centre for teachers who wish to continue

their education.

The IFIC branch is repositioning itself to cater to the needs of

Block Resource Teachers and resource persons from CRCs other than

the teachers themselves. These sub - district and sub-block resource

structures need different orientation on training inputs. In fact, this

branch is reorienting itself to train the trainers rather train the

teachers. However, under X five year plan for Teacher Education,

District - specific training programmes are directly given to teachers in

some select blocks which has received wide acclaim in recent times.

44

1.14 Curriculum Material Development and Evaluation Branch

(CMDE)

The CMDE branch would serve as a centre for providing support

in the area of development of local specific curriculum and materials,

and evaluation for elementary schools as well as for AE / NFE centers

at district level. It would customize existing curriculum and develop

locally relevant curricular units and prepare specific teaching learning

materials to fill gaps in the curriculum continuum. It would develop

techniques and guidelines for continuous and summative evaluation. It

would prepare item / question banks, evaluation tools and tests for

diagnostic testing on remedial purpose. It would conduct on sample

basis, achievement tests measuring students' competency attainment

levels. It would provide CMDE related inputs into programmes and

activities of other branches in the DIET.

The CMDE has extended its activities to coordinate state level and

national level assessment surveys at district level.

1.15 Educational Technology Branch (ET)

This branch would ensure that ET reaches out to all schools and

centers for improving the quality of elementary each. It would devise

simple and effective teaching aids from easily available materials

prepare low cost TLM for various segments and develop radio / audio

materials for training. It would provide resource support and services

to other branches in the DIET and to educational institutions and

agencies in the district. It would maintain AV labs, equipments,

computer lab, and the library of audio and video materials. It is

envisaged to train teachers in the effective utilization of educational

broadcasts of telecasts, in the handling of AV equipments and in the

preparation of low cost TLM. It would liaise with nearly local radio

station / television station for arranging broadcasts for children.

45

This branch today is well equipped with EDUSAT networks for

teleconferencing and video conferencing programmes. This uplinking

facility in each DIET enables educational personnel to interact with

state and nation level experts on line.

1.16 Planning and Management Branch (P&M)

The main focus of the branch would be to organize training

programmes to the heads of schools, community members and field

officers in educational planning and management and to provide feed

back support for planning programmes of all branches of the DIET and

District level structures. It would establish links between the block,

field and the different branches of DIET. It would keep in view the

alternative objective of universalization of elementary education by way

of providing for access, enrolment, retention and standards. This

branch would maintain all appropriate database of the district required

for planning exercise aimed at UPE goals and for monitoring progress. It

is envisaged to conduct studies in enrolment, retention, and attendance

on the effect of interventions, community perception and participation

and the development norms and techniques for evaluation with a view

to giving policy advice to Educational Planners regarding UEE of

institutions of the district. It is expected to provide technical assistance

to educational activities in school mapping, micro - planning and

institutional planning and evaluation. It would serve as the model

branch to conduct all programmes to promote community involvement

in elementary education. It would conduct programmes for

Headmasters, and Block level Educational Officers' coterie areas such

as leadership, motivation, institutional planning is bested with the

branch. It would prepare quintennial and annual institutional plans

and annual self-evaluation reports for the DIET. Above all, it would

provide planning related inputs into all programmes and activities of

other branches of DIET.

46

1.17 Need for the Study

As a centrally sponsored scheme, DIETs have good infrastructure

with buildings and equipments. There are some DIETs in the state

whose programme is exemplary and other DIETs are carrying out the

routine activities without fail. A few are lagging behind in conducting

all the programmes as envisaged by 1989 guidelines. So it becomes

imperative to study the functioning of DIETs in general and identify the

indicators that are associated with effective functioning of DIETs. These

indicators would serve as benchmarks to upscale the functioning of

DIETs all over the state. Hence the present study has been proposed to

evolve indicators for DIET effectiveness.

1.18 Objectives

1. To evolve strategies for identifying the indicators for DIET

effectiveness.

2. To identify the indicators for effective functioning of DIET.

3. To validate the identified indicators for DIET effectiveness.

4. To prepare a tool based on validated indicators for assessing DIET

effectiveness.

1.19 Conclusion

In this chapter, brief introduction, about effectiveness and

functions of DIETs have been discussed. The next chapter deals with

the review of related literature.

47

Chapter II

REVIEW OF RELATED STUDIES

2. 1 Introduction

A literature review is usually a survey of the status of knowledge

on a defined educational topic. It makes the researcher familiar with the

summary of previous researches, the writings of recognized experts,

what is already known, and what is still unknown, untested and thus

provide a background for the development of the study undertaken.

This brings the researcher to the proximity of the solution. The review of

related studies refreshes the investigators' ideas, regarding the problem

and helps in the whole process of research and makes that to be

prominent.

This chapter provides a comprehensive analysis of the national

and international perspective on the current status of research in

Teacher Education including DIET effectiveness and implications for

designing the plan of action for the better performance of DIETs. A

battery of instruments has been developed and validated for assessing

the indicators that contribute to the effectiveness of DIETs. To a limited

extent, Teacher effectiveness has also been examined. The investigators

identified 49 studies related to Teacher Education including DIET

effectiveness of which, there is 42 studies conducted abroad and nine

studies conducted in India. An attempt has been made by the

investigators to correlate the studies made undertaken abroad and in

India with the project for identifying the indicators for DIET

effectiveness.

48

2.2 Studies Done Abroad

Among the studies conducted abroad, thirteen were conducted

among pre-service teachers, one on physical education for the pre-

service teachers, four on in-service training programmes and their need

assessment, six on Technology use, reasons for technology use and

impact of technology use, one on art education, two studies were

conducted on the administration of the Principal, six studies were

conducted on the professional development of the teachers and nine

studies were conducted to know the effectiveness of the organisation

concerned. The collected studies were organized and the abstracts of

them are given below.

2.2.1 Pre-Service Teachers

Pyburn, Connie Sue (2001) administered a case study on

facilitating pre-service teachers in the action research process. This

work documents, what happens when pre-service teachers voluntarily

conduct action research studies during their practice teaching or

internship. Education students at St. Norbert College in Northeast

Wisconsin were offered the opportunity to learn how to do action

research in order to improve their own practice teaching. Five student-

teachers participated in the action research group. This study

documents the five student-teachers' processing of the action research

steps as well as the role of the facilitator throughout the process.

Analysis focuses on the conclusions drawn from this experience to offer

recommendations for others considering offering voluntary action

research groups for pre-service teachers.

Pyburn, Connie Sue. (2001) conducted a study on the Pre-

service and in-service teachers' preference for four models of helping.

The purpose of this study was to determine pre-service and in-service

teacher preference for four models of helping offered by a school

49

psychologist. 128 in-service and 460 pre-service teachers were surveyed

about preferences. Although direct Behavioral Consultation was

generally preferred as a model of helping, teachers did not select this

option when presented with specific academic, behavioral or social /

emotional problems. In-service teachers preferred to refer to the

psychologist testing significantly more often than pre-service teachers

and consistently preferred less involvement with the school

psychologist. In-service teachers reported higher teaching efficacy on

the Teacher Efficacy Scale than pre-service teachers. Teaching efficacy

was a significant predictor for specific helping, models for both pre-

service and in-service teachers as well as in the problem severity ratings

of in-service teachers.

Godwin, Denise M. (2002) conducted a qualitative study of the

perceptions of six pre-service teachers: implementing oral and written

retelling strategies in teaching reading to students with learning

disabilities. The purpose of this study was to explore how six pre-service

teachers perceived their student teaching experiences while using the

oral and written retelling strategy in teaching students with learning

disabilities. A look at how pre-service teacher training may influence

the characteristics, attitudes, and teaching methods, were examined in

assisting in the development of an effective reading teacher. A

qualitative research design, in the form of a case study approach

encompassing pre-service teachers, children with learning disabilities,

and the teaching of reading using the oral and written retelling strategy

was employed. A convenient sampling was used. The six subjects were

completing their student teaching semester in four elementary schools,

one middle school, and one high school, five in a varying exceptionality

setting and one in an inclusion setting. Data included written surveys,

weekly audio taped focus group sessions, written samples of retells,

analysis of scores, and observation/debriefing. Quantitative data was

50

included with the retelling scores of the six classes. It can be concluded

from the findings that the six student-teachers successfully engaged in

retelling activities, finding it a positive and productive strategy in

increasing reading skills, writing proficiency, vocabulary experiences

and oral language in 2nd to 10th grade students with learning

disabilities. It was also suggested that the sharing of student teaching

experiences in weekly sessions, coupled with an observation and

debriefing, enabled the pre-service teachers to experience a positive

growth of confidence and competency.

Owen Pamela Mae, (2002) conducted a study entitled "Bridging

theory and practice: student-teachers use the project approach." The

purpose of this study was to see if student-teachers could bridge the

gap between what is taught in higher education courses and what they

observe practised in primary school classrooms by implementing

developmentally appropriate practices through the use of the Project

Approach promoted by Lilian Katz and Sylvia Chard. Two student-

teachers provided the data for this qualitative study. The case studies

consisted of interviews, observations, and documentation examination.

Positive attitudes towards research and theory emerged. In this

particular study, providing the framework of the Project Approach aided

the student-teachers in implementing developmentally appropriate

practices.

Mc Donald, Linda Marie, (2003) investigated the perceptions of

pre-service educators, in-service educators, and professional

development personnel regarding effective methods for learning

technology integration skills. A survey was distributed to compare pre-

service educators, in-service educators and professional development

personnel's perceived effectiveness of eight training methods (N=759).

The four research questions examined were: do differences exist among

pre-service educators, in-service educators, and professional

51

development personnel in the perceived effectiveness of different

methods for learning technology integration (i) skills? ii) Categorized

by age? iii) method of instruction? iv) Locus of control? All groups were

measured for similarities and differences in preferences on credit

classes, workshops, open computer labs, technology personnel support,

peer support, online help, printed documentation, and trial and error.

This study indicated that the most effective training methods were

technical support, peer support, and credit courses. The least effective

training methods were online help, printed documentation, workshops,

and computer labs. Age, amount of training hours, and locus of control

score did training preference.

Roehring, Alysia Deanne, (2003) made a study on the effects of

mentoring of beginning teacher effectiveness and student outcomes. The

purpose of this study was to compare the impact of an intensive

experimental mentoring program and a more traditional beginning

teacher mentoring. Early primary (K-2) teachers in the experimental

program (N-3) would be more successful in improving their classroom

practices (i.e, becoming more like those of their exemplary teacher

mentors) than beginning teachers in the comparison group (N=3 who

had more typical teachers as mentors. These results are presented as

case studies of individual teacher's classroom changes and mentoring

experiences, which were developed from qualitative observations of

classrooms and mentoring interactions, interviews conducted with

mentors and student date (i.e, running records of reading, writing

samples and motivation interviews. Student engagement in cognitively

demanding literacy activities did not systematically differ by treatment

group either.

Stephens, Earnest Bernard, (2003) examined the effectiveness

of a program on cultural tolerance and diversity for teacher education

candidates. The purpose of this study was to assess the effectiveness of

52

a training program in increasing teacher education candidates' levels of

cultural tolerance. Information regarding the candidates' levels of

cultural tolerance was obtained through pre-test and post-test data

using the Pluralism and Diversity Attitude Assessment. The results of

the research suggest that the cultural tolerance and diversity program

did not significantly improve teacher education candidates' overall

attitudes toward diversity compared to those who did not participate in

the program. However, the overall attitudes towards diversity of the

treatment group changed significantly over the course of the study,

while the overall attitudes of the control group remained the same. Due

to the significant change in the overall attitudes of the treatment group,

it is possible that the tolerance and diversity program can be utilized in

the area of teacher education when focusing on culture, tolerance, and

diversity. One aspect of the program focused on the harm that could be

possibly sustained by a student if he or she was" different". The

importance of treating each student fairly was stressed in the program.

The tolerance and diversity program also has the potential to serve as a

program that could be utilized to meet standards set forth by the

National Council for Accreditation of Teacher Education (NCATE). One

of the year 2000 standards set forth by NCATE focused on diversity.

NCATE stressed that all teacher education candidates should have the

ability to create a climate that promotes and values diversity. An aspect

of the tolerance and diversity program focused on the importance of

making all students in a classroom feel important and the importance of

having students value what is unique about themselves and each other

instead of being ashamed or afraid. It is also possible that the tolerance

and diversity program can be a tool that can be utilized in the area of

student development to foster dialogue regarding the ever-changing face

of society, and the importance of being able to fit in and survive in such

a society. The program also has the potential to help in the moral

53

development of students. The program stressed the importance of

fairness regardless of race or cultural differences.

Troutman, Yolanda Renee Heath, (2003) researched the

effectiveness of teacher mentoring as perceived by proteges. Two

hundred surveys were disseminated to a public school district in a

southeastern state in order to examine the perceptions of the

effectiveness of mentoring by the proteges. One hundred and seven of

the surveys were returned. Based on the results of the study it was

concluded that teachers perceive mentoring as effective in general,

specifically in terms of induction/initiation, interaction, technical

assistance, and professional development. Mentoring perceptions of

effectiveness were higher by those teachers who were new to a district

or school as opposed to new teachers. Mentoring was perceived as

being effective to teachers at different grade levels. Mentoring

perceptions of effectiveness were higher at the middle grades/junior

high school level as opposed to those at the elementary level. The study

also indicated that the perception of the effectiveness of mentoring is

not significant as it related to teaching experience or teacher education

level.

Irving (2004) made a study on "Pre-service science teachers' use

of educational technology during student teaching". The secondary

science teacher preparation at the University of Virgina provides a

model technology enrichment program for pre-service teachers.

Important features of this program include an introductory course with

an educational technology component, an educational technology

course focused on technology uses in teaching science and mathematics

and a secondary science methods class where pre-service teachers

observe effective technology integration models and experience

opportunities to design and implement lesson with technology

components. This study explores the use of educational technology

54

during student teaching by 15 secondary science pre-service teachers

who have completed this technology rich program. The data corpus

includes pre and post questionnaires and formal interviews, 63 hours of

classroom observations, 335 lesson plans and artifacts collected during

the student teaching experience. Participants reported adequate skills

and intent to use educational technology during their student teaching

and the secondary school placement sites provided adequate

opportunities for teaching with technology. In addition, many

participants used educational technology for inquiry-bared lessons.

Student-teachers planned and implemented lessons in which the

educational technology was used primarily by the student-teacher in a

supporting role in the classroom and successfully identified appropriate

educational technologies that fit their curriculum topics. The findings

include three factors that influenced student-teacher use of educational

technology: Co-operative Teacher attitudes towards technology use;

student-teacher concerns regarding achievement level, behavioral

characteristics and technology skills levels of the secondary students;

and access/reliability issue.

Onchwari, Jacqueline, (2004) organized a study labelled "Pre-

service and in-service teachers' perceived preparedness to help early

childhood and elementary children cope with stress and develop

resilience". This study investigated 160 pre-service, and 55 in-service

teachers' perceived levels of preparedness to handle stress in early

childhood and elementary education students, as well as develop

resilience in the children. A survey, with 3 distinct sections that yielded

both qualitative and quantitative data, was used to collect data. Data

were analyzed both statistically and qualitatively. Results showed that,

on the average, pre-service and in-service teachers perceived themselves

as moderately prepared to handle stress in their students. Forty three

percent of the participants felt well prepared, and 23 percent felt poorly

55

prepared. T- test statistical procedures found no significant differences

between pre-service and in- service teachers in their perceived level of

preparedness to handle stress in children. A one ANOVA indicated that

pre-service teachers and in-service teachers felt better prepared to deal

with school related stressors than they were with family and society

related stressors. Additionally there were statistically significant

differences among pre-service teachers from four teacher preparation

institutions, in their perceived preparedness to handle stress in their

students.

Ewell, Pamela Sue Cooper, (2005) investigated the pre-service

teacher perceptions of intensive field experiences and classroom teacher

mentoring. This qualitative case study examined the experiences of

three pre-service teachers who enrolled in a teacher preparation

program that was conceived and implemented though a collaborative

effort between a college, a K-12 school, and a regional education agency.

Specifically, this study uncovered the perceptions of the pre-service

teachers as they were mentored by a classroom teacher throughout the

program's three-year extensive field experiences, and the perceptions

of mentoring by the classroom teacher. The findings point to the strong

benefits of extended and extensive field experiences in K-12 classroom

for pre-service teachers. The pre-service teachers reported benefits of

learning about teaching as well as learning to teach individual, small

group, and large groups of elementary grade students. In addition, they

reported the benefits of learning how to manage the classroom and

communicate with students, teachers and parents. Experiences such as

these allowed the pre-service teachers to gain more knowledge about

the practice of teaching as well as their own development and

understanding of these practices. The teacher served in their capacity

as a mentor, advisor, role model, coach and colleague. Data form the

pre-service teachers and mentor teacher suggests avenues for

56

rethinking teacher education reform. The multi -tiered levels of the

Academy program coupled with the extensive and intensive field

experiences provided a continuous and authentic K-12 context for these

per-service teachers.

Holm, Mary S. (2005) conducted a study entitled " Supervision of

student teachers: A professional development experience for cooperating

teachers". This study examined the experiences of elementary

cooperating teachers in the supervision of student teachers. Survey and

interview data were analyzed to determine the extent to which

cooperating teachers consider supervision a professional growth

experience as indicated by evidence of reflection, collaboration with the

student teacher, and a change in practice. Results indicate that

teachers view supervision as a positive professional growth experience.

Supervision provides teachers an opportunity to reflect on their own

practice and gain ideas and strategies from the student teacher. Those

teachers who are able to develop a collaborative relationship with their

student teachers appreciate the opportunity to share their classroom

with another adult. Changes in practice for cooperating teachers

resulted from learning new techniques and being reminded of effective

strategies that they no longer used.

McVey, Mary Kathryn, (2005) Researched the role of teacher

education experiences in addressing the concerns of apprentice

teachers. This study investigated the role of a teacher education

program in helping apprentice teachers to address their teaching

concerns. Quantitative and qualitative analysis of data were used. A

mixed methods approach was undertaken; focusing on the data

obtained from surveys and a focus group discussion. The use of survey

data allowed the researcher to identify the types of concerns, self, task,

or impact (Fuller, 1969) of the apprentice teachers. Results indicated no

differences between public and private, and elementary and middle

57

schoolteachers on their type of concerns of their level of preparedness.

Qualitative analysis of open-ended survey questions and a focused

group discussion consisted of determining apprentice teachers

perceived experiences from their teacher education program that

prepared them to handle their concerns. Experiences listed most

frequently included student teaching, field experiences and methods

courses.

Of the 13 studies conducted among the pre-service teachers, eight

studies were of survey type; three were case studies and one an

experimental study. The findings of the studies highlight on teaching

efficacy, oral and written retelling strategies, reading skill, writing

proficiency, and vocabulary experiences. The pre-service teachers have

also reported the benefits of learning about teaching as well as learning

to teach individual, small group, and large groups of elementary grade

students. In addition, they reported the benefits of learning how to

manage the classroom and communicate with students, teachers and

parents. Experiences such as these allowed the pre-service teachers to

gain more knowledge about the practice of teaching as well as their own

development and understanding of these practices. The teacher served

in their capacity as a mentor, advisor, role model, couch and colleague

but there was no significant difference on the perception of effectiveness

on mentoring.

2.2.2 Physical Education

Parker, Suzanne Marie, (2002) investigated a qualitative study

on pre-service physical education teacher's perceptions towards

teaching students with emotional/behavioral disorders (EBD) in a

general education setting. Multiple interviews and observations were

conducted with four pre-service teachers throughout the span of their

student teaching experience to examine their thoughts, feelings, and

58

concerns about teaching students with EBD as well as examining their

interactions with these students. The participants indicated that in

order to feel more qualified to teach students with EBD, they needed

more experience. Further, they struggled with issues of inclusion while

they encountered a gamut of problems throughout their experiences.

These findings point to the need to enhance pre-service physical

education teacher's experiences with more related fieldwork.

Only one study out of 41 studies collected abroad was on the

perception of pre-service physical education students. The study

suggests that the pre-service physical education teachers should be

exposed to more related fieldwork.

2.2.3 In-Service Trainings

Out of 41 studies gathered, four studies were reported on in-

service trainings and their need assessment. Principals, teachers, and

university lecturers were taken as the sample and all the four studies

were of survey type.

Anderson, John Emil, (2001) explored the relationships between

the training needs assessment, evaluation, success, and organizational

strategy and effectiveness. The purpose of this study was to build upon

the previous training literature by providing a detailed examination of

needs assessment and evaluation practices, and comparing those

practices with perceived levels of training program success and

organizational effectiveness. A mail survey was sent to 1,115

members of the American Society for Training and Development with

the word 'director' in their job title on the membership records. In total

231 surveys were returned, for a return rate of 21%. Survey results

showed that the majority of organizations do not involve most of their

training staff in needs assessment of evaluation, most training staff

members do not have formal training in needs assessment or

59

evaluation, and evaluation is usually independent of programme

development. The majority of organizations perform a general needs

assessment of any kind in only about half (53%) of their training

programmes, and perform more detailed organizational, person, and

task analysis in 41%, 40% and 36% of their training programmes,

respectively. The most prominent reason for not performing

organization, person, and task analyses and general needs assessment

is that it is not required by the organization. Findings of this study

showed that the majority of organizations performed Kirkpatrick Level 1

(reactions) evaluation of most (81%) of their training programmes and

perform level 2 (Learning), Level 3 (behaviour), and level 4 (results)

evaluations of less than half of their training programmes, 41%, 21%

and 17% respectively. Five hundred and forty exploratory correlations

were performed. Many of the correlations represented low positive

statistically significant relationships; twelve correlations were greater

than 30.

Botha, Renier Jacobus, (2005) identified the guidelines for the

development of programs for the training of education managers in the

RSA. The purpose was to improve schools and transform the system of

in-service training opportunities for school principals in terms of

Knowledge, skills and attitudes required for effective school principal

ship and efficient leadership. This study dealt with the identification of

guidelines for the development of programs for the training of education

managers in the Republic of South Africa. The in-service training school

principals and other education managers has already been a recognized

practice internationally for several years. In the United States of

America, Great Britain and Sweden, for instance, there are various

programs for training educational leaders. By researching and

describing their programs they can serve as examples for local practice

60

and it becomes possible to identify guidelines for programs in education

Management that can be used here.

Mofokeng, Lecka Elias, (2003) administered a study of In-

service Education and Training (INSET) of university lecturers in South

Africa. This research focused on the In-service Education and Training

(INSET) of university lecturers. The study also described quality

measures, which had been put in place in the tertiary education sector.

A multi-method approach was employed to investigate the current

INSET programmes of lecturers. The methods of collecting data included

a systematic review of literature, questionnaires, interviews and

participant observation. The role of INSET provided opportunities for the

improvement of the qualifications and competences of university

lecturers internationally and in South Africa.

Smith, Jeffrey J, (2005.) administered a study of teachers'

perceptions of self-efficiency following a structured in-service training.

The purpose of this study was to examine the self-efficacy beliefs of

typical classroom teachers from the K-8 level. The study explored the

beliefs a teacher holds about his/her self-efficacy, the beliefs he/she

holds about the self-efficacy of his /her low performing students, and

his/her relative opinion of the self-efficacy of his/her high performing

students. A sample group of 142 teachers from 4 schools from a large

urban schools district located in phoenix, Arizona participated in this

study, and the survey also asked them rate personal perceptions of

their own self-efficacy. After treatment, teachers were surveyed with the

same questionnaire. Changes in teachers' personal perceptions and

changes in their perception of their high and low performing students

were analyzed using the pre and post survey instrument. Considerable

support for the strong influence of this verbal persuasion model on

judgments of self-efficacy was reinforced. The results of the study

indicate that this treatment program was an efficient and effective

61

approach to alter the self-efficacy of teachers. This study also indicates

that the perceptions teacher hold about their students can be positively

influenced.

The purpose of the study on in-service training programmes was

to improve schools and transform the system and give opportunities for

school principals to gain knowledge, skills and attitudes required for

effective school principal ship and efficient leadership. The above-

mentioned findings indicate the relationships between the training

needs assessment, evaluation, success, and organizational strategy and

effectiveness. The study also described quality measures, which had

been put in place in the tertiary education sector. As a whole, there was

positive influence on the perception of teachers' hold on their students.

2.2.4 Technology

Six out of forty one studies collected abroad were found to

coincide with technology use and its impact on education. Among them,

five studies were of survey type and one is a case study.

Yehle, Ann Kathryn, (2001) carried on a study entitled

"Technology use, reasons for technology use and impacts of technology

use: A case study of Pre-service student teachers in the area of

emotional disturbance". This study examined the technology use of

three pre-service teachers enrolled in a special education teacher

preparation program with emphasis in emotional disturbance. Data

were collected via qualitative methodology including interviews,

observations, document review, and field notes. The pre-service

teachers identified eight ways they used technology at their student

teaching placements: (a) drill and practice (b) reinforcement for

behaviour change, (c) to support meaningful learning, (d) to anchor

instruction in hyper media (g) data management, and (h) a tool for

establishing rapport with students. The pre-service teachers identified

62

three ways they used technology in their course work: (a) productivity

(b) cyber mentoring, and (c) research. The pre-service teachers identified

eight reasons as to why they used technology at their student teaching

placements and in their course work: (a) course requirement (b) support

from others (c) modeling in class and at student teaching placements,

(d) preventive discipline, (e) necessity (f) professional goals (g) legal

requirement and (h) hardware/ software access. Three barriers to

technology use were identified: (a) hardware/ software access (b)

gatekeepers and (c) time. In addition, pre-service teachers identified six

impacts of their technology use: (a) support of student progress toward

individual education plan goals, (b) increase in appropriate student

behaviour (c) linking curricula and instruction to meaningful adult skill

(d) access to general education curricula, (e) prevent student boredom

and (f) increasing person feelings of technological competence and

comfort.

Best, Linda M., 2002 compared the Perceptions of university

faculty and pre-service students' technology skills and integration of

technology in selected elementary education courses. The purpose of

this study was to compare content delivery, as well as, student and

faculty perceptions of technology skill level and technology usage in 2

specific courses in a university pre-service teacher education

programme. This study, exploratory in nature, examined the

instructional approaches to course content delivery with reference to

technology use in a freshman and Sophomore course with low-level

technology use and in the same freshman and sophomore course with

high-level technology use. Archival data form course syllabi were

examined to provide comparative data on course content and delivery

methods. Archival survey data were also collected. This study used

archival survey data collected at one specific university that resulted

form a PT-3 Grant awarded to three Western Pennsylvania universities.

63

This design examined archival data on students' perceptions of their

own skill levels in technology use, and integration of technology in to

two sections of a freshman course; one a low-level technology course

and the other section a high-level technology course. The design

involved the examination of data examined from two sections of a

sophomore course; one a low-level technology and the other section a

high-level technology course. The sample consisted of 151 students

enrolled in freshman level and sophomore level courses. Four faculty

involved in this study was the instructors of these selected course

sections. Comparison group 3 and comparison group 4 received

instructions over 14 weeks in a course that utilized a high level of

technology use for content delivery. Comparison of group 1 and

comparison of group 2 received instructions over 14 weeks in course

that utilized a low-level of technology use. Both groups were post-tested

with 17 variables related to technology skill and integration. The results

of this study give clear evidence of the importance of higher education

faculty training in educational technology for graduating pre-service

education majors to gain skills in the proper use and integration of

educational technology. Then university faculty must model and infuse

it into the required course work.

Watkins, Jane Grant, (2002) made a study entitled "Helping

teachers with classroom technology integration: Following a technology

workshop with a web- based support system". To find the effects on

classroom technology integration when teachers who have received

formal technology training are further supported with a web- based

after- training support system. Data were collected through interviews

and informal conversations with the workshop leaders and the teachers.

The teachers were interviewed and observed to determine what effects, if

any the after-training support system had on the teachers' level of

classroom technology integration. Additional data collection consisted of

64

the following; observations of the workshop, observations of the

teachers as they taught in their classroom, document analysis of

teaching materials and students' work, protocol analysis for the

usability of the after-training support system, and a survey on the

teacher's computer usage. This study concluded that negligible changes

occurred in the teacher's levels of classroom technology integration

following provision of a web-based support system. Frequency of use

was determined to be inadequate to result in increased integration,

however, teachers were positive about the support system, using it

primary as a portal to external teaching resources.

Anderson, Jeffrey W. (2005) made a study of pre-service teacher

exposure to technology in the college classroom and field experience.

This study evaluated the exposure of pre-service teachers at the

University of Alabama at Birmingham to technology in the college

classroom and field experience as compared with the Alabama State

Department of Education Technology Standards for Teacher Education

Programmes. The study consists of both quantitative and qualitative

data collected from both pre-service teachers and faculty members who

instruct courses that are reported to address these technology

standards. The study took place over the spring and fall semesters of

2003 and the spring semester of 2004. Findings include identification of

areas for improvement, as well as technology of where standards are

adequately addressed.

Griswold Sanra L, (2005) administered a study on the video

taped performances: Guiding teacher professional development within a

competency-based framework. This study explored the effectiveness of

videotaping classroom performances to guide teacher professional

development plans through self-assessment, reflective practice, study

groups, and peer review using the competencies identified in Charlotte

Danielson's 'A Framework for Teaching (1996)' as the basis for per

65

review utilizing the 2+2 approach. This action research study was

conducted with 13 K-8 teachers in a rural school system in Maine.

Participants created videotapes of actual classroom performances to

analyze through self-assessment, reflective practice and sharing of video

tapes in peer review study groups that offered 2+2 responses aligned

with Danielson's teaching competencies. Qualitative data was collected

from journal writings, responses to the Teacher Video self-

Assessment/Reflective Writing questionnaire, study group discussions,

Professional Development questions, and the concluding response

survey. The responses were transcribed to determine thematic

categories and frequency counts per topic. The results of the

quantitative Group study surveys on questions 1 through 7, Likert scale

1-4 indicated the 3 most significant variables for professional

development were videotaping, peer and self, the study group sessions

(3.55), and 2+2 for peer review (3.55). The response to question 8 of the

survey, Likert scale 16, rated the effectiveness of study groups for

professional development as the most important variable (4.5), followed

by self-videotaping (4.3) and the 2+2 for peer review (3.5). Ninety-five

percent of the respondents indicated at least 1 discovery or learning

that occurred after viewing their videotape that they were unaware of

prior to watching the videotape.

Smith, Aletha Gale Galloway, (2005) examined the instructors'

perspectives on the relationship between district policy and the

implementation of a technology professional development program. The

purpose of this study was to examine the relationship between district

policy and the implementation of the instructional Technology for

Teachers professional development program (a pseudonym) from the

perspectives of elementary, middle, and high school instructors. The

study explored the perspectives of twenty technology specialists who

served as instructors in this program, examined how instructor

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understanding of district policy influenced the implementation of the

program, investigated how district polices were transformed during

implementation, and identified lessons earned from instructors that

should inform future technology professional development policy and

implementation efforts in the district. Qualitative case study

methodology with a single case design was used in this research

(Merriam, 1998; Stake, 1995; Yin, 2005). Data were collected through

focus groups, interviews, and documents. The data were analyzed using

the constant comparative method (Glaser & Strauss, 1967; Strauss &

Corbin, 1998). This study provided an in-depth view of instructors'

perspectives on the relationship between the district policy surrounding

the ITT program and the actual implementation of that policy in the

professional development programme. The following themes emerged

from the data: (1) Technology specialist and instructor roles went hand

in hand. (2) District policies provided structure, support ,and protection

for instructors. (3) Policy discussions with participants facilitated

program implementation. (4) Instructor involvement in development was

important to program implementation. (5) Participants of staff

development programmes were resistant to district polices that were

viewed as restrictive or limiting. (6) Instructors made accommodations

for participants when district polices did not meet individual needs.

The study examined the pre-service teachers' perceptions of

technology integration into course content delivery. The pre-service

students' technology skills and integration of technology in selected

elementary education were given much importance to study the pre-

service teachers' exposure to technology in the classroom and field

experience.

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2.2.5 Art Education

The sole study on art education has been recorded here which

revealed curious findings including the fact that membership in

professional organizations does not distinguish more informed teachers

about current trends in Art Education. Survey data were collected

among the secondary school teachers to know the knowledge,

interpretation and implementation of art education in Primary and

Upper Primary Schools.

Obiokor Paul, (2002) examined the secondary art teachers'

knowledge, interpretation, and implementation of major art education

reform initiatives with implications for art teacher education. This study

investigated art teachers' perception and implementation strategies

concerning the expanded content of art education reforms within the

last twenty years in the state of Illinois. Survey data were collected in

secondary schools in Illinois Data were also collected concerning

instructional and student learning activities that art teachers consider

to be art history, art criticism, and aesthetics, including multicultural

content. This study revealed curious findings including the fact that

membership in professional organizations does not distinguish more

informed teachers about current trends in Art Education and Novel

Transactional Strategies. Non-attendance at specialized in-service/staff

development training on discipline-based art education and

multiculturalism coincides with art programs not including reform

suggestions. Regarding multicultural content, Illinois secondary art

teachers were uncertain about what diverse cultural art means or the

relevance of including artists of color, women artists, and art works

from the various tribal regions of the world.

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2.2.6 Principal

Out of 42 select studies only two deal with the leadership quality

of the head of the institution. Both of them are case studies. On the

basis of three criteria - experience, job description and familiarity with

the school and community the samples were selected for the study.

Tufts, James Murray, (1998) made a case study on the Principal

behavior in the school context. The purpose of this study was to

describe in depth the profile and the work - behaviors of the principal

operating with in a culturally diverse, inner-city context. Single -case

study approach was followed .Narrative inquiry was used to construct

descriptions based on stories of significant incidents form the research

participants (Eisner, 1992: Connelly & Clandinin, 1990). Methods of

data collection for inquiry into narrative included field notes, journals,

interviews and observations. As a descriptive tool, this study was useful

in identifying elements. The study of the principals in this context

identified a significant pre occupation with parent and community

involvement complicated by the phenomenon of domino interruption

and external demands upon the principals' time. Educational

administrators in particular must be able to think on their feet in a

variety of settings. The studies gave rise to a number of areas of

investigation: i) internal and external context within which the principal

works, ii) personal and professional characteristics of the principal, iii)

the unique problems, concerns, obstacles and opportunities that exist

for the principals to efficiently.

Thompson, Rodney Keith, (2003) examined the perceptions of

excellent Minnesota principals by teachers, principals, and

superintendents. The purpose of this study was to determine what

sense people in different roles (e.g. Teachers, principals and

superintendents) make of the strategies, skills, and behaviors effective

principals use as they carry out their day-to-day work. Case studies of

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three excellent school principals, utilizing, qualitative methods of

research, were used to investigate the research questions. A survey was

given to teachers in each school in order to identify critical dimensions

of excellent leadership, and the following qualitative methods were used

to discover how excellent principals use strategies or tactics (over to

cover formal or informal) that positively influence what teachers do or

think in the school or in the classroom, teacher surveys, principal and

superintendent interviews, observations, and document analysis. The

conceptual framework for excellent school leadership that guided this

study was built from a synthesis of literature related to the principal's

role and importance, the principal as instructional leader, and

leadership styles. The framework identified eight critical dimensions of

excellent leadership practised by school principals; (a) the power of

praise; (b) influencing by expecting; (c) influencing by involving; (d)

granting professional autonomy; (e) leading by standing behind; (f)

gentle budges, suggesting versus directing; (g) positive use of formal

autonomy; and (h) mirrors to the possible. Findings indicate that each

of the eight dimensions is critical to the leadership of each principal and

revealed successful practice within each dimension. The study led to the

conclusion each of the eight dimensions of the original framework are

critical strategies, skills, and behaviors effective principals use as they

carry out their day-to-day work. Also, despite differences in personality

and leadership, style each principal demonstrated successful practice

within each critical dimension of leadership.

2.2.7 Professional Development

A total of six studies were reviewed for the present project on the

professional development practices of the instructional leaders. The

methodology followed for five of the above studies were of survey and

the rest is a case study. The samples consisted of administrative and

instructional leaders. The studies reflected that a consistent progression

70

of perceived effectiveness was found to increase as the number of

teacher's professional development hours increased.

Hedgpeth, Pamela S. (2001) organized a study on the

professional development practices for developing principal

instructional leadership. The purpose of this study was to examine the

relationship between elementary principals' professional development

experiences and their perceptions of these professional development

activities on their ability to be instructional leaders. The sample

consisted of five elementary principals. Two groups of teachers were

surveyed and queried about their respective principals' professional

development. One group of teachers of instructional leaders (TOIL)

included those working under the supervision of the five principals

identified as instructional leaders (PIIL) a second group of teachers of

other principals (TOOP) included those currently employed as

elementary teachers in similar size and type of districts. The study

examined the extent to which professional development activities

positively impacted principals' abilities to be instructional leaders and

how these activities influenced student achievement. Furthermore,

results from this study helped identify types of professional

development activities perceived by both principals and teachers as the

most effective.

Henderson, Samuel Lee Edward, (2002) studied the teacher's

perceptions of effective school correlates: Implications for educational

leaders. The study examined the perceptions of public high school

teachers regarding effective school correlates and the implications these

perceptions had for educational leaders in Camber land county Public

Schools, North Carolina. To accomplish this study the more effective

school assessment Instrument (teacher version) including a teacher

characteristics profile was administered to 379 public secondary school

teachers. Some of the findings in this research were that public high

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i

school teachers differ significantly in the areas of ethnicity, certification

in major degree areas and years of teaching experience regarding their

perceptions of effective school correlates. Quality teaching, as measured

by teacher's professional development activities, was related

significantly to teacher's perceptions of effective school correlates. As

the data implicated, there was a consistent progression of perceived

effectiveness as the number of teacher's professional development hours

increased.

Chit Pin, Stephanie, (2003) examined the role of portfolios in

teachers' professional growth and development: A knowledge building

analysis. This study contributed a lot in understanding the role of

portfolios in promoting the growth of individual in-service teachers'

professional knowledge. It involves six teachers of various backgrounds

and experience who have used portfolios for at least a year. This study

theorises teachers' growth and development of professional knowledge

with in a framework of paper's model (1979) of the growth of scientific

knowledge and Wolf and Dietz's (1998) model of teaching portfolios. It

was examined to what extent portfolio evidence supports the occurrence

of growth and development of teachers' professional knowledge and the

extent to which the use of portfolios contributes to that knowledge

development. It examines portfolio development as a useful form of

professional growth and whether the reflective aspect of portfolio

construction is fundamental to the professional growth development of

these teachers. It probes why reflections are essential to incorporate a

view of reflection into the knowledge-building framework. It provides an

outline of strategies used to determine the role of teaching portfolios in

promoting teacher professional knowledge and discuss methods

employed in gathering and analysis of this information. For the majority

of the participants, the portfolio is useful because it helps them

organize their thinking about their classroom work by providing a

72

framework for piecing together the vast amount of information that

bombards teachers. The portfolio as a framework allows information,

perspectives and changing practice to be reviewed so participants can

examine their progress towards meeting particular goals. An overview of

literature on teachers' professional knowledge suggests that teachers,

professional knowledge are a fluid concept. Teachers' portfolios provide

teachers opportunities to explore and extend their tentative theories

through discussions and feedback from colleagues and students as well

as to reflect on their own learning.

Magarrey, Michael Leonard June, (2003) organized a study

entitled "Participatory teacher evaluation: A vehicle for professional

development". This study outlined a process for examining existing

methods of teacher evaluation and for researching the value teachers

find in a collegial evaluation process that makes them part of the

process and, in fact, the leader in their own evaluation process. The

thesis is a case study and takes a qualitative approach, four teachers

were asked to consider the value of teacher evaluation for their

professional growth and they participated in a collaborative approach to

evaluation that considered their individual needs and their present level

of mastery of the tools of the teaching profession. The process carried

out in this research is defined as: participatory evaluation" and is a

collaborative partnership between the evaluator and the teacher being

evaluated. The results indicated that the participants felt the Action

Plans they had developed were relevant to them and became the

blueprint for their professional development. The observations of the

participants in the classroom and in later interviews supported this

belief. The results of this research indicate that the participants made

better use of the evaluation and professional development process

because of their ownership of the process and also because they

73

developed an understanding of, and good communication with, the

evaluator.

Dumouchel, Denise M. (2004), investigated the factors that

contributed to the effectiveness of intensive professional development

programs for educators. Three intensive professional development

programs for educators (IPDE's) serving as participant observer in each

was studied by focusing around an idea of six elements combining to

create the meaning of the experience for each educator: self, place,

interpersonal interactions, content, experience and reflection. Through

this research a seventh important element facilitators of IPDE's that

developed a framework that may serve facilitators of IPDE's more

thorough planning and more effective implementation of intensive

professional development programmes for educators.

Ellis, Ronald Alan, (2004) conducted a study on the topic -

Faculty development to help pre-service educators model the integration

of technology in the classroom: Perspectives from an action research

case study. This case study focused on faculty development and finding

better ways to educate the faculty in integrating technology in their

classroom and in their curriculum. Three articles suitable for

publication and make up the body of the study article one is a review of

literature in the Field of faculty development, media centers, Modeling

technology, and action research. It describes what is currently

happening at other schools pertaining to faculty development strategies

article two tells the story of three faculty participants views on

integrating technology in the classroom and their cyclical evaluation of

technology modeling throughout the duration of the study using simple,

effective tools designed to provide technology literacy instruction are

described. Article three describes study of the personal practice of the

instructional technology services Director at a Small Midwestern Liberal

Arts University. It probes into his evolution in teaching philosophy as he

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struggled with his concept of technology literacy instruction while

searching for better methods of providing faculty development in that

area. The cyclical nature of the participatory action research model

utilized assisted the investigator in improving the practice and in

developing an effective educational environment for the faculty.

The purpose of this study was to examine the relationship

between elementary principals' professional development experiences

and their perceptions of these professional development activities on

their ability to be instructional leaders. Quality teaching, as measured

by teachers' professional development activities, was related

significantly to teachers' perceptions of effective school correlates

2.2.8 Organisational Effectiveness

Altogether nine studies were recorded under organizational

effectiveness of which, two have used a comparative method of analysis,

one uses ethnographic approach and two studies are of case studies

and the remaining five are of survey type. Leadership, as an

organizational quality, was measured, along with organizational

functions that can be used to predict effectiveness through adaptation,

goal achievement, integration, and latency.

Adams, Elizabeth Ann, (1993) researched the organizational

leadership and its impact on school effectiveness: A case study of sixty

schools within a suburban school district. The purpose of this study

was to examine the relationship between organizational leadership and

school effectiveness. Specifically, leadership, as an organizational

quality, was measured, along with four organization functions that can

be used to predict effectiveness: (a) adaptation, (b) goal achievement, (c)

integration, and (d) latency. The sample for the study consisted of 1,500

individuals, representing various roles and positions found in suburban

elementary and secondary schools. A stratified random sampling

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technique was utilized to select 25 participants from each of 60 schools.

The organizational control questionnaire/graph was used to measure

the amount of organizational leadership existing in schools. In addition,

the index of Perceived organizational effectiveness, overall job

satisfaction questionnaire, and loyalty questionnaire were employed to

asses the contribution of adaptation, goal achievement, integration, and

latency to levels of perceived effectiveness present in each participant's

school. Data collected from these four instruments were correlated. In

addition, a regression and path analyses were conducted to examine the

relative impact of organizational leadership on the four functions and to

assess their contribution to perceived and independent indicators of

effectiveness. It was hypothesized that leadership would be found to

exist across the various educational hierarchies that characterize

schools. It also was hypothesized that the presence of organizational

leadership would correlate with Parson's four functions and with

increased levels of organizational effectiveness. It was further

hypothesized that organizational leadership would emerge as a

significant predictor of the effectiveness outcomes employed in this

dissertation study.

Greiner, Anna Cathleen, (1997) made a study on the process of

institutional review: The impact of accreditation and regulation at

higher education institutions with off-campus centers. This study

focused on the research question," Given the critical importance of the

review process than institution, as characterized by accreditation or

regulation, does the process result in changes at the institution that

impact quality and enhance public accountability?" The primary

objective of the study was to research and explain if there are

organizational and responses to the review processes. From the studies,

the following findings seemed to emerge. Accreditation promotes the

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

76

quality, and accountability to its constituencies, offers standards or

criteria that form a blue print off what an institutions needs to review in

terms of academic quality and infrastructure, and, supports the

independence and autonomy of higher education institutions. It also

continues to be the gateway to federal financial aid and provides

institutional cohort recognition by the cadre of institutions accredited.

Hart, Kenneth Ray, (1997) assessed the institutional

effectiveness in Arizona's urban community college districts. The

purpose of this comparative study was to determine how well or poorly

the institutional effectiveness model in each of the ten colleges of the

Maricopa county community College District match the North central

Association's (NCA) requirements that are found in its criterion Four to

demonstrate effectiveness. This study also identifies the type of

organizational model each institutional effectiveness model resembles.

There are gaps and varying degrees of matching between the

institutions' domains and areas of activity and NCA's domains and

areas of activity. Slightly more than half of institutions in this study

clearly described institutional effectiveness models, which included

assessing student academic achievement, although the remaining

institutions indicated various structures and processes for assessing

student academic achievement and/ or implementing strategic

planning.

Christopher, Sebulita, (1998) examined the school effectiveness

characteristics in moderate and low performing elementary schools. The

purpose of this study was to asses whether there were differences

between moderate achieving schools and low achieving schools in the

United States Virgin Islands on five effective school criteria:

(1) Community support and parental involvement, (2) teacher

expectation of students' achievement, (3) participatory decision

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

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Four schools were chosen form a population of 14 elementary schools.

The four schools were comparable in size with similar ethnic and

economic student populations. Two schools ranked low in student

achievement based on the math 6 Basic Skills Test results. Forty-five

teachers were surveyed, 23 form the low and 22 form the moderate

achieving schools. The school was the unit of measure. Responses were

analyzed to measure their school's effectiveness. It was hypothesized

that moderate achieving schools would exemplify more of the five

characteristics of effective schools than the low achieving schools. The

hypotheses were tested using discriminate Analyses and the differences

between distributions were tested using tests of the means. Cross

tabulation of the five effectiveness variables with teacher's demographic

variables, and inter correlations among the variables themselves were

also conducted. Results indicated that academic emphasis,

participatory decision-making, and articulated goals and mission

characterized moderate achieving schools. There were no significant

differences between moderate achieving and low achieving schools

effectiveness variables of community support and involvement and

teacher expectation for students.

Herrera, Alberto Jose, (2000) organized a systematic

development and evaluation of a model for institutional effectiveness

through program evaluation for American state senior colleges. The goal

of this study was to develop and evaluate a sound research plan to

irrationalize acceptable procedures for model development and

evaluation. The second goal was to perform an exhaustive intra -

disciplinary evaluation of the related literature. The final goal was to

develop and evaluate a graphic model for determining institutional

effectiveness through programme evaluation in American state senior

colleges. The study utilizes qualitative exploratory research, methods

and grounded theory was the theoretical framework. A naturalistic

78

inquiry paradigm was adopted to create a three-phase design for inquiry

and a ten-stage development scheme for implementation of the

procedures. A constant comparative method of analysis allowed the

simultaneous collection and ongoing analysis of the data.

Trustworthiness techniques employed empirical procedures for

credibility, transferability, dependability and conformability. General

criteria for model design included simplicity, completeness; ease of

control, stability, adaptability, and ease of communication. The

outcomes include (a) the validation of a sound research plan for model

design, (b) an exhaustive intra- disciplinary evaluation of the related

literature (c) a graphic model for institutional effectiveness.

Barros, Izabel Falcao do Rego, (2003) conducted a study on the

strategy for innovation and organizational effectiveness. This research

delineates a new theory and methodology for design as a key resource to

the realization of strategic issues in today's multifaceted business

environment. The complexity of current organizational problems

requires the establishment of appropriate business plans and tactics,

allied to integrated design strategies, which promote continuous

innovation through the understanding of users. This implies new

complex design decisions that require not only the understanding of

traditional technological and material information (objective

quantitative). But also phenomenological Cultural (subjective,

qualitative) information. The concept of an effective user-centered

innovative design process (EUCID) a meta planning approach for

dealing with complexity in design as it relates to business strategy

realization is introduced. With origins in innovation, Business Strategy

and Design Theories, the EUCID Approach is extremely flexible and

allows for objectively linking business problems to design solutions. The

application of EUCID as a means to develop a context-based user-

centered environmental design methodology, named Community Based

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I

Planning (CBP) is reported .An account of CBP development

demonstrating how EUCID supported the development of frameworks to

facilitate the synthesis of objective and subjective information in the

space planning design process, and the use of social Network analysis

as a means for measuring the effect of context- based spatial design

solutions in key business dynamics is presented, while an the

application of the CBP method to several test cases is given.

Cox Peterson & Doris Lorraine, (2005) conducted a qualitative

analysis of a cohort doctoral program in educational administration.

The purpose of this study was to evaluate a new educational doctorate

training programme initiated at, Purdue University in West Lafayette,

Indiana that utilized both distant learning and cohort paradigms, and

incorporated the requirements for a superintendent's certification.

Questions were asked regarding student expectations; curriculum

adequacy, inclusion of the latest IPSB standards, cohorts, distant

learning technology, and communication methods used graduation

roadblocks, and aids to job performance. Findings included the

following suggestions: greater use of mentors and program's website,

using a Polycam system for instruction except for technical courses, like

Statistics, which should be taught in-person, the necessity for

professors to maintain contact with students after the completion of

course work, more information regarding finance budgeting, and

negotiations presented with the aid of case studies applicable to

present-day school situations, and structuring the courses effectively.

Crowley, Dawn Mari Patrick, (2005) organized a study labeled -

Reconciling educational excellence with organizational efficiency:

Administrative leadership to advance high-quality teaching and learning

in higher education. This study explored the ways that administrators

in academic affairs lead others in advancing educational excellence

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

80

threaten the known practices for supporting high academic quality. The

study resulted in identification of a two -stage theory of administrative

actions for sustaining excellence that can be reconciled with an

institution's aims for organizational efficiency. Stage one actions lead to

achievement; stage two involves administrative leadership that is

consonant with an institution's established vision for excellence. This

study also resulted in an ancillary finding that suggests threats to

academic quality occur when tension between institutional aims for

excellence and efficiency go undetected or un-addressed. In addition,

diverting administrative attention and action from academic areas to

the areas tied to solving fiscal challenges can diminish the educational

quality of a college or university.

The aforesaid studies clearly describe institutional effectiveness,

which included assessing student academic achievement, implementing

strategic planning and community support and involvement and

teacher expectation for students. The study also reveals that the

accreditation promotes the process of institutional self-review in terms

of attention to academic quality, and accountability to its

constituencies, offers standards or criteria that form a blue print of

what an institution needs to review in terms of academic quality and

infrastructure, and supports the independence and autonomy of higher

education institutions. The general criteria followed on the empirical

procedures for credibility, transferability, dependability and

conformability may be simplicity, completeness; ease of control,

stability, adaptability, and ease of communication.

2.3 Studies done in our country

Among the nine studies conducted in India, two were conducted

among pre-service teachers, four on in-service trainings and their need

assessment, one on Technology use, reasons for technology use and

81

impacts of technology use and one on art education. One study is on 6

DIETs in three states viz. the abstracts of the study are as given below.

2.3.1 Study on DIETs

Dyer, Caroline (2004) adopted an ethnographic approach to her

study on "District Institute of Education and Training: A comparative

study in three Indian States. Of the 50 studies referred to by the team

of investigators, this study is of immense value for it throws insight into

the functional efficiency of six DIETs in three states viz. Gujarat,

Madyapradesh and Rajasthan. Data has been generated using

ethnographic approach. This approach, by focusing on understanding

realities as perceived by teachers, their educators and educational

officials and making connections between them, leads to ground and

contextual findings. The study was made with the overall aim of

evaluating the functioning of selected DIETs with in the decentralized

framework of District planning initiatives and to initiate wherever

necessary a process by which the capacity of these institutions to meet

the objectives is enhanced through critical reflection and action.

There were two project strands. One was an ethnographic

situation analysis of the DIET. The project team worked with in the

interpretive paradigm using a range of qualitative methods such as

interviews, participant observation (including longitudinal case studies

of select elementary schools) focus groups, open ended questionnaires

and document analysis. The second project strand broadly concerned

with professional development of DIET staff and took several forms.

Collaborative action Research Projects with staff offered opportunities to

reflect on working practices with a focus on future development of

teacher educators. Sample DIETs were selected in consultation with

each apex state body. No preference was given for a particular DIET

except Masuda DIET (Ajmer District) Rajasthan, which the then

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Chairman of Lok Jumbish considered the best developed of three DIETs

adopted by Lok Jumbish. It was acknowledged that best majority of

DIETs were not meeting the expectations and the project was expected

to shed light on this.

The report contributes to policymaking and practitioner

development in four main areas. It provides otherwise absent

ethnographic detail about educational processes in DIETs and related

schools, identifying links and gaps between teacher development

programmes and teachers' professional development needs. Secondly, it

considers how decentralization has affected DIETs and identified areas

of unresolved tensions in relation to powers and autonomy that

constrain effective functioning. It engages with the pressing question of

teachers' will to adopt change messages through a critique of the

relevance of the transmission based training model that dominates both

pre-service and in-service training. It explores and alternative approach

to practitioner development based on collaborative reflection and action.

The findings point to the need for a sharper conceptualization of

institutional purpose and the roles of DIET branches and DIET staff in

relation to that institutional purpose. It is deduced that there is a need

for a holistic rather than a compartmentalized approach to teacher

development through both participation and example both at the

District and other levels of the administration where stakeholders have

been identified.

2.3.2 Pre-Service Teachers

Two among eight studies were reviewed on pre-service teachers.

Of which one is experimental study and the other is a survey method.

The samples of the study varied from 48 to 273 pre-service teachers.

Mani K.S. (1995) studied the effect of competency-based teaching

among pre-service trainees. The objectives of this study were to identify

83

the teaching competencies that required to reach the unit on Education

in Emerging India and Educational Management ii) to design and

implement activity based programme for CBT and iii) to identify the

effect of CBT among teacher trainees in learning the paper in Education

in Emerging India and Educational Management. This experimental

study consisted of 48 students of DIET Pudukottai as the sample. A

pre-test and a post- test were used as the tool for this study. The study

proved that the competency based teaching approach was effective.

Palaniyandi R. (2001) made an analytical study of the

competency needs of pre-service teachers. The objectives of the studies

were to identify the competency needs of the pre-service trainees as

perceived by i) the pre-service trainees ii) the practising teachers, iii) the

teacher educators and to identify the common competency needs

perceived by the pre-service trainees, teacher educators and the

practising teachers. The sample of the study included the staff and

students of 6 DIETs and the teachers working in these districts. Totally

273 pre-service trainees, 106 teacher educators and 462 practising

teachers were included in the sample. It was a survey method and a

Teaching competency scale' was used to collect the data. All type of

analyses revealed the prime importance of learning process and the

necessity of the teachers to be equipped with the competencies required

to transact the learning process to improve quality in elementary

education.

The study suggests that the prime importance is to be given to the

teachers to be equipped with the competencies required to transact the

learning process for the improvement of quality in elementary

education.

2.3.3 In-service trainings

Out of eight studies four studies were collected on in-service

trainings. Among them one is an experimental study, one is a single

84

group pre-test - post-test experimental design and the other two are of

survey type. All the four studies are based on the in-service training

programmes conducted by DIET for primary school teachers.

Devi Kamini M. (1994) assessed the in-service training

programme of DIET for primary school teachers on minimum levels of

learning in Mathematics for Standard III. The major purpose of this

study was to assess the in-service training programme given by DIET

for primary school teachers by comparing achievement scores of

Standard III pupils in each area and total area of Mathematics before

and after adopting MLL strategy. The achievement scores were used as

the tool for the study. Stratified random sampling technique was used

to select the sample of 200 students of Standard III from 20 schools.

The finding of the study pointed out that more students attained each

competency after adopting MLL strategy.

Neelambal, (2002) studied the students' perception of Quality

Training at DIET, Pudukkottai. The objectives of the present study were

i) To assess the adequacy of various training input measures, ii) To

identify the problems affecting adversely the quality of training and iii)

To ascertain teacher trainee's perceptions about the quality of training.

The study was confined to forty-seven teacher trainees of DIET,

Pudukkottai. The sample included only the regular students admitted

and staying in the hostel during the year 2001-2002. The survey

method was adopted for this study. The analysis of percentage of

students' perception of quality training indicates that quality training is

provided to them in DIET, Pudukkottai. (1) More than 52% of students

express that they are satisfied with the physical facilities which

influence quality of training imported in DIET, Pudukkottai. This

implies that DIET, Pudukkottai has sufficient physical facilities. (2) As

many as 39% students express that they are satisfied with learning

materials. This is below 50% and implies that learning material should

85

be enriched to improve quality. (3) More than 57% of students express

that the course content is satisfactory. This is above 50% and implies

that the course content is enough. (4) More than 99% of students

express that all most all the transactional approaches are used in the

classroom. This implies that training is imparted by all most all the

transactional methods. (5) More than 80% of students express that the

internship is agreeable to them. This implies that internship provided to

them has quality. (6) More that 71% of students express that are

satisfied with co-curricular activities conducted in the institute. This

implies that appropriate relevant co-curricular activities are conducted

in the institute to provide quality in the training. (7) More than 54% of

students state that they are satisfied with the functioning of educators.

This implies that educators take necessary steps to provide quality

training at DIET, Pudukkottai. (8) 48% of students express that they are

satisfied with the style of administration in the DIET, Pudukkottai. This

is below 50% Thus implies that administration needs improvement to

provide quality. (9) More that 88% of student's express that they are

satisfied with gains they received from the institute. This implies that,

through the training they are benefited i.e. they have become

competent. (10) The students have pointed out about seven problems,

which have to be solved to improve the quality of raining. This implies

that to improve quality of training at DIET, Pudukkottai has some

issues and problems. The problems quoted by the students should be

considered and remedial measures by considering their suggestions so

that the quality of training can be improved at DIET, Pudukkottai.

Rajammal. R. (2003) studied the efficacy of in-service training in

developing scientific temper among primary children. The aims of this

study were i) to develop training design for primary teachers, i) to

organise training programme for primary teachers, iii) to find out the

effect of training programme on developing scientific temper among

86

primary teachers and students. For this single group pre-test-post -test

experimental design scientific temper scale and an achievement scale

for primary teachers and children were used. Purposive sampling

technique was used to include 20 primary school teachers and 456

Standard V students as the sample for this study. It was found that the

training programme was effective in developing scientific temper among

the primary teachers and students. It was also found that the child-

centered activities such as discussion, seminar, workshop, club

activities, field trip and exhibition adopted in class inculcated scientific

temper among primary students.

Anandan (2004) studied the perception of teacher trainees of

quality training at Mayanoor DIET. The aim of this study was to assess

the quality of various physical infrastructure facilities, learning

materials, co-curricular activities, transactional approach, internship,

training for teacher-educator, administration, Information and

Communication Technology (ICT) in educational technology. The study

was observed among one hundred and eighty eight teacher trainees of

Mayanoor DIET. Student Perception Scale developed by Dr. T.K.

Swatantra Devi and Dr. S. Vincent De Paul (2002) was made use of in

this study. The findings include the following:

Physical infrastructure:

82% of them said that seating facility is sufficient. 86% of them

expressed that the black board arrangement is sufficient in the

classroom.

Learning materials:

86% of trainees felt that, the resource books provided in the

institute are sufficient. Nearly 70% of the teacher trainees stated that

the training helped to achieve the objectives of the course. 56% (36+20)

87

of the teacher trainees agreed that the training included all areas of

teacher training.

Transactional Method:

The teacher trainees of Mayanoor DIET have perceived that the

lecture method is mostly used for teaching. Many of them accepted that

assignments are given regularly. Other methods are used occasionally.

Educators:

61% of teacher trainees stated that Educators did not allow them

to use the science laboratory experiments. 84% ie., (54+30) of teacher

trainees expressed that the Educators gave training to prepare Teaching

Learning Materials (TLM). 82% of them stated that the Educator did not

allow them to use the musical instruments.

Administration:

70% (70% (59+11) of the teacher trainees have agreed that the

institute provides the necessary administrative help to the students.

76% (66+10) of them considered that the administrative activities are

planned. Most of the teacher trainees agreed that the Principal's

administrative approach is very good. This implies that the

administration of Mayanoor DIET is good.

The gain from the Institute:

Majority of the trainees (83%) accepted that, awareness in

different areas have been created among them through the training

course. They have (87%) also perceived that the aspects of scholastic

and non-scholastic areas are made clear to them. It seems they have

become experts in transactional approach because 90% of them accept

it. Most of them (about 90%) are benefited by the administration of the

institute.

88

Internship:

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

microteaching concepts provided in the institute is satisfactory. 84% of

them accepted that the teaching practice is supervised well by the

educators. Most of them (86%) perceive that educators visit the trainees

during internship. Almost all of them stated that opportunities are

available for a teacher-trainee to improve professional competency in a

school, which has been selected for internship.

Co-curricular activities;

57% of the teacher trainees said that the co-curricular activities

provided in the institute is satisfactory. 77% of them accept that the in-

service training given to them provides opportunity to develop

professional competency.

The above studies say that the training programmes were effective

in developing scientific temper among the primary teachers and

students and the quality of various physical infrastructure facilities,

learning materials, co-curricular activities, transactional approach,

internship, training for teacher-educator, administration, Information

and Communication Technology (ICT) in educational technology have

shown remarkable improvement.

2.3.4 Technology

Solachi. T. (2003) made a study entitled "A study of training

technology in DIETs in Tamilnadu: A systems analysis perspective". The

objectives of the study were i) to identify system concept and develop

prototype training technology model under systems analysis perspective

ii) to select promising method to study the functioning of DIETs iii) to

identify the deficiencies in the functioning of the DIETs and iv) to

ensure more effectiveness and efficiency in the functioning of the DIETs

by eliminating such deficiencies. Normative survey method was utilized

89

for this study. The number of tools for the study included a

questionnaire, an observation schedule, interview schedule, document

study and a personal data. Random sampling technique was used to

select the 10 DIETs as the sample for this study. The findings of the

study show that the training participants perceive the effectiveness of

the in-service programmes of the DIETs and the technology is utilised to

a greater extent by the lecturers in the DIETs in the teaching -learning

process related to the in-service training programmes.

The above study on technology admit that the training

participants perceive the effectiveness of the in-service programmes of

the DIETs and the technology is utilised to a greater extent by the

lecturers of DIETs in the teaching -learning process.

2.3.5 Art Education

Murugan Shanmugavelu. S, (1995) studied the effectiveness of

work experience in improving scientific temper among the teacher

trainees the objectives of this study were i) to identify the level of

scientific temper among teacher trainees, ii) to design and execute the

work experience activities among teacher trainees, iii) to find out the

effect of work experience on improving the level of scientific temper

among teacher trainees. The sample constituted 48 teacher trainees in

DIET Kalayarkovil. It was an experimental study and scientific temper

inventory was used to collect the data for this study.

Only one study was reviewed under art education that was

conducted in a DIET. This research highlighted that the teacher

trainees had developed their scientific temper through their work

experience.

90

2.4 Other Studies

Govinda and Sood conducted an evaluation study among the

DIETs of different states and have given his remarks as below.

District Institute of Education & Training (DIET) was an

evaluation study conducted by Govinda and Sood. The study found

that different DIETs are at different state of development as some states

have just begun and the others started very late since the inception of

the scheme, a number of new district have been created across the

states and DIETs in these district by and large have not been

established. Most of the DIETs (83 percent) have their own buildings

but Meghalaya, hostel facilities are the study reveals that girls' hostel

are not fully utilized. The states have divergent recruitment policy and 4

to 8 percent of the positions across the states are vacant. In all the

states, the study found shortage of the teaching positions. With a few

exceptions, Educational Technology Equipments are not found in

working condition. In a state like, Uttar Pradesh they are at all in use.

Most of the states have adopted DIET guidelines in total and as such

there are no state-specific adoptions. In a large number of DIETs, units

like planning and management, curriculum and material development,

educational technology etc. are found almost non-functional. The study

found non-involvement of DIET faculty in development and

implementation of plans. Even in DPEP districts, though willing, the

faculty is not involved in managing and development of information

systems. Libraries have been found to be totally neglected in most of the

DIETs. The study found lack of coordination in organizing in-service

training programmes with the activities of BRCs and CRCs in many

DPEP states. Most of the DIETs are implementing standard programmes

of the states and hence very little innovations are noticed. The DIETs

focus its activities only on primary school teachers and orientation of

other functionaries is sporadic. The study notices that in-service

91

programmes are conducted without a long-term perspective. The study

by Govinda and Sood further found research and field experimentation

the weakest component in DIETs. Research activities are not reported

from the DIETs located in the northeastern part of the country. This is

because of the fact that in many states, sub-committees on studies and

action research have not been constituted. Low motivation and lack of

capacity and academic support are found to be the other major reasons.

There are varying patterns so far as the management and coordination

of the programme at the states level is concerned SCERTs have emerged

as the main coordinating agency in a number of states. However, poor

support from the SCERT is reported in a few states. Under utilization of

funds is also found to be a common feature in most of the DIETs.

2.5 Conclusion

Fifty studies done abroad and in our country are reviewed to

know how far the studies in relation to the pre-service teachers, in-

service trainings, physical education, technology, art education, and

professional development of the teachers, leadership qualities of the

principal and organizational effectiveness are in harmonious with one

another for the effective functioning of the institution. Studies in

relation to the branches of the DIETs are also collected in support of

this project. An overview of literature on teachers' professional

knowledge suggests that teachers' professional knowledge is a fluid

concept. Low motivation, lack of time, lack of administrative support

and lack of capacity and academic support are found to be the major

reasons. Teachers' portfolio provides teachers with opportunities to

explore and extend their tentative theories through discussions and

feedback from colleagues and students as well as to reflect on their own

learning. Quality teaching, as measured by faculty's professional

development activities, was related significantly to teachers' perceptions

of effective institution correlates.

92

Increased support from administrators along with sufficient time,

computer resources and one on one mentoring are suggested as ways to

increase the use of the after training support system, which in turn

would provide a better opportunity for the support system to influence

positively the faculty's levels of technology integration. Hence the most

important thing that is needed in our institutions are involvement of

faculty members in the development and implementation of plans,

formation of sub-committees on studies and action research,

community support and parental involvement, teacher expectation of

students achievement, participatory decision marking, articulation of

institutional goals, and academic emphasis. The same is given stress in

this project to expose the activities done by other branches of the DIETs

and bridge the gap between the activities performed by all braches of

the DIETs.

69

Chapter III

DEVELOPMENT OF INDICATORS 3.1 Introduction















techniques. Hence a battery of Instruments has been developed for


3.2 Development of Indicators: Process

The first preparatory workshop was held during 16-18 Man, 2005

and the research team discussed the project objectives, and research

design in general and identified a limited number of indicators

benchmarks for DIET effectiveness to assist a comprehensive evaluation

of institutions Functioning of Branches together separately and the

delivery of resources and progeammes as a district nodal centre formed

the basic criteria for the selection of indicators. The MHRD guidelines

94

on DIETs, NCERT and NCTE documents on Teacher Education and the

recent social, political and educational discourses on quality of

elementary education and their implications for policy inputs on

institutes of teacher education were referred to for evaluating 15

indicators. Later they have been clustered to 12 important indicators.

They cover broad four areas: functions of branches, principal's

leadership, professionalism, institutional infrastructure and students'

perception.

3.3 Functions of Branches

•v* In this area, are seven indicators of functions of seven branches,

which are concluded, as critical to the effective functioning of

DIET? They are:

> PSTE Effectiveness

> WE Effectiveness

> DRU Effectiveness

> IFIC Effectiveness

> CMDE Effectiveness

> ET Effectiveness

> P & M Effectiveness

<<<<YYYY> Leadership role of principal: Into this area falls the most

singularly important indicator, the leadership role of principal. It

provides direction to the institution. S/he plays a critical role in

improving the institutional agency, autonomy and responsibility.

-Y* Professionalism: Another important indicator is professionalism of

DIET faculty. It includes their certification. Professional

development and their linkage with professional organization and

schools enhance the institutional profile and visibility.

95

3.4 Institutional Infrastructure

Infrastructure like classrooms, labs, play ground, auditorium

library, hostels and staff quarters is important for smooth functioning of

the DIET. But infrastructure alone would not ensure the quality but

proper utilization of the faculties will contribute to the quality of the

DIET. This category includes two important indicators namely the

perceptions of the principal and students on availability and use of

infrastructure, which underpin DIET performance.

3.5 Students' Perception

Students the main stakeholders whose perceptions on the

functioning of DIET can be considered as a good indicator of

performance

Altogether 12 indicators have been evolved. Apart from the

functions of seven branches, the leadership role of the principal, the

professional ion of DIET faculty, principal's perception on the

infrastructure of the DIET, students' perception on the functioning of

DIET are important indicators which provide policy makers with

reference points to assess the effectiveness of DIET.

3.6 PSTE Effectiveness

Pre-service Teacher Education branch graduates teachers who

can fully support contemporary classroom learning. They provide

student teachers with opportunities to engage in experimentation,

making sound educational judgments. As PSTE effectiveness is critical

indicator to DIET performance, a comprehensive tool is to be developed,

which would conclude dimensions of PSTE. The envisaged dimensions

are system efficiency, club activities, community participation, co-

curricular activities, and curricular activities, professional competence,

learning resources, pedagogy, school experience, UEE goals, evaluation,

professional development and student support.

96

3.7 WE Effectiveness

As this branch was envisaged to dignify manual labour and

inculcate work related skills among the trainees, its functioning is

expected to be a key indicator of DIET performance. So a scale that

would measure its effectiveness would include the following envisaged

dimensions: data collection, training, curricular activities, professional

competence, and student efficiency, learning resources, infrastructure

and linkage.

3.8 DRU Effectiveness

Intended as a resource centre, DRU branch provides resources

and training inputs for the functionaries of second track schooling

facilities like AIE & EGS. Promoting literacy initiatives to hasten UEE is

mandated to DIET. So the effective functioning of DRU forms the core

of DIET performance indicators. Hence a scale is to be constructed to

measure the indicator that would comprise the important dimension

namely data collection, evaluation, planning, curriculum, material

development, linkage, training, research, community participation, and

learning resources.

3.9 IFIC Effectiveness

IFIC branch provides teachers with professional learning

opportunities, based on their immediate needs by organizing in-service

programmes and coordinate research activities in DIET. The effective

functioning of the Branch is a critical indicator to DIET visibility. So a

scale was prepared with following dimensions: academic activities,

calendar, linkage, planning, ICT coordination, evaluation, professional

development and innovation learning resource and pedagogical aspects

97

3.10 CMDE Effectiveness

Customizing existing curriculum and developing locally relevant

curricular units and preparing specific teaching and learning materials

to fill gaps in the curriculum continuum are some of the important

activities of CMDE that would address the local curricular needs of

teachers. This would maximize the measurable learning outcomes of

children. The important functioning of the Branch would improve the

institutional portfolio. So a scale that comprises the envisaged

dimensions namely coordination, material development was

constructed.

3.11 ET Effectiveness

Educational technology plays a critical role in classroom process

providing technical and resource support to teachers for not only

preparing low cost teaching and learning materials but also relating

them to teaching -learning process and creates ICT rich environments

in schools facilitating their teaching learning are some of the important

activities of DIET carried out by ET branch. The improper function of

the Branch would reflect the performance of DIET immediately. So a

tool that emprises eleven dimensions namely availability of ICT,

development of ICT, utility of ICT, linkage student efficacy, teacher

efficacy, research & training, evaluation, teaching and learning

resources was prepared.

3.12 P & M Effectiveness

P & M branch offers training programmes to school heads and

field officers in educational planning a management and keeps

educational data base of the district. It provides planning - related

inputs into all the other branch activities. The effectiveness of DIET can

be evidenced from the functioning of this branch. A comprehensive

scale was constructed with envisioned dimensions namely development

98

of curricular materials, professional development, data collection,

research, teacher development, evaluation, community participation,

linkage, training, extension activities, coordination and faculty efficacy.

3.13 Principal's Leadership

Principal plays a critical role in improving DIET's institutional

profile and visibility. As an academic and administrative leader he

provides direction to the institute. Leadership qualities such as

managerial skills, accessibility, empathy and decision making, risk

taking behaviours and interpersonal relationship positively impact on

the institute. So a scale was developed to measure the leadership

qualities of principal, as it is an important indicator of DIET

effectiveness.

3.14 Professionalism

Central to the effectiveness of DIET is the professionalism of

faculty members whose professional development provides value

addition to DIET performance. So a scale was developed to study their

professionalism as a benchmark for DIET performance.

3.15 Perception on Infrastructure

Infrastructure is a basic need for DIET to realize the articulated

policy declarations. Perceptions on the availability of infrastructure by

key stakeholders namely principal and students and its use by the

latter influence the DIET functioning. So, two scales, on the perceptions

of infrastructure, one for the principal and the other for students were

developed, to assess the quality of DIET. Students are the main

stakeholders of DIETs. Their perception on the quality of services

delivered by the DIET for their professional preparation strongly

impacts on DIET effectiveness. So a scale was developed to study

students' perceptions on the functioning of DIETs.

99

3.16 Field Try Out

Altogether 12 tools were developed. All the twelve developed tools

were trialed out in Thiroor DIET and Namakkal DIET during May 14-15,

2005. The administrated tools were scrutinized in the tool finalization

workshop held during 19-5.2005 and 20-5-2005 at St.Theresa TTI,

Veeraganur, Madurai District. Ambiguous items were modified. A few

more questions were added to verify the veracity of the responses as

suggested by the experts.

3.17 Administration of Tools

Then the modified tools were administered in all the 29 DIETs

across the state by the research team personally during October

3.5.2005. Documents such as records, registers, logbooks were verified

to ascertain the genuineness of data.

3.18 Conclusion

The data collected were scrutinized and the data analysis was

done during the workshop held in October 14-15.2005 at Sahayamatha

TTI, Keeranur, Pudukkottai. Advanced statistical techniques like factor

analysis were used for the validation of tools, which will be discussed in

the next chapter.

100

Chapter IV

VALIDATION OF TOOLS

4.1 Introduction

Validity indicates the degree to which a tool measures what it has

been designed to measure. To support outcomes and basic research, the

validity of any measurement and evaluation techniques employed must

be clearly established. This includes the verification of various types of

apparatus, questionnaires, and statistical procedures. In this chapter

an attempt is made to establish validity of the instruments through

Factor Analysis.

4.2 Pre-Service Effectiveness Teacher Education Effectiveness

Scale (PSTEES)

4.2.1 Introduction

Documents of NACC and NCTE guidelines reveal that certain

dimensions are critical to pre-service teacher education contributing to

the well functioning of PSTE branch. Some of the important dimensions

such as system efficiency that enhance the performance of teacher

trainees, club activities organized by the branch, community

involvement, curricular and co-curricular activities, professional

expertise, learning resources, pedagogical aspects, school experience,

UEE goals, evaluation, professional development and student support

were factored in while writing the items. These items were pooled and

refined by experts. Then they were arranged in a logical order so that

they could be easily understood by the DIET faculty. Then the scale was

trialed out in two DIETs and necessary modifications were carried out

in the scale.

101

The final version of the scale, as discussed in the earlier chapter

was administered to all the heads of PSTE branches of all the 29 DIETs

across the state. The filled in tools were scored with scoring keys

(Appendix) by experts with due weightage given to each item.

Data collected for 13 dimensions from 29 DIETs were computer

analyzed. The item-total correlations between the dimensions and the

total PSTE effectiveness score are significant and the values are very

close to each other. The Cronbach-alpha value is found to be 0.5682.

The split half reliability value is 0.7333. These findings show that the

tool is reliable.

The data were factor analyzed for factorial structure using

principal component analysis method and Varimax rotation. Seven

factors were extracted and these factors contributed to 73.66 %, the

first factor contributing to 16.92%and the last factor 5.44 %. The

factors are named with reference to the variables (items) that load

significantly with each other. A loading of 0.3 and above is considered

significantly contributing to each factor. The extracted factors, with

names assigned to these latent variables are presented in the Table (4.1)

indicating the percentage of variance explained by each factor.

102

i

F.

No. Factor

Eigen Value

% of Variance

Cumulative percentage

1 Percentage of marks (mean) obtained by regular students in the last three academic years in the Board Examinations

3.385 16.924 16.924

2 Result Effectiveness - correlation between Staff strength and students' performance for the past three years

2.637 13.184 30.108

3 Number of celebrations, club activities and co-curricular activities organized for the past three years

2.470 12.349 42.457

4 Community participation - Number of parents meeting convened for the past three years

2.204 11.022 53.479

5 Involvement of students in Scouts, NSS, Red Cross, Blue Cross, Green Cross, etc. at DIET

1.551 7.754 61.233

6 List out evaluation techniques that PSTE students were exposed to in 2003-04

1.397 6.986 68.219

7 Sports and games conducted in the year 2003-2004

1.088 5.440 73.659

8 Number of practicals conducted in the year 2003-2004

.956 4.778 78.437

9 No. of field trips 8B tours organized in the current academic year

.845 4.224 82.661

10 List out the materials in the CCRT, Maths, Science kits

.767 3.833 86.494

11 List out any three innovative models prepared by trainees in the year 2003-2004

.619 3.093 89.587

12 List out the activities organized to develop the performing Arts skills. Example singing, dancing, etc.

.526 2.631 92.218

13 Preparatory activities for practice teacher in the current academic year

.417 2.084 94.302

Table 4.1

PSTEES Total Variance Explained

103

4.2.2 Factor Loadings

Factors are named on the basis of significant loaded items.

Significantly loading items with each factor extracted from the data

collected from the PSTE faculty are listed in the table that follow with

name (address) given to the factor.

PSTEES Total Variance Explained4.2.2 Factor Loadings

List out the activities carried out by PSTE branch to achieve Universal enrolment (UEE) in the district

.386 1.932 96.234

15 Do you maintain a record for monitoring internship of teacher trainees?

.275 1.374 97.608

16 Have the pre-service faculty members undergone Capacity Building Training Programmes on Content and Methodology?

.175 .876 98.483

17 What strategies do you adopt to solve emotional problems of student / ^teachers?

.150 .752 99.235

18 Library Facilities .08 .400 99.635

19 Library Usage .045 .225 99.861

20 What are the transactional strategies adopted in your pre- service training programmes?

.0279 .139 100.000

Extraction Method: Principal Component Analysis.

104

4.2.3 Educational Provisions and Products (EPP)

Table 4.2 Educational Provisions and Products (EPP)

Extraction Method: Principal Component Analysis.4.2.3 Educational Provisions and Products (EPP)

Item Factor Loading

2 Result Effectiveness - correlation between Staff strength and students performance for the past three years

-0.765

3 Number of celebrations, club activities and co- curricular activities organized for the past three years

0.613

4 Community participation - Number of parents meeting convened for the past three years

0.662

14 List out the activities carried out by PSTE branch to achieve Universal Enrolment (UEE) in the district SI. No. Activities 1. 2. 3. 4.

0.805

PSTE branch generally produces higher percentage results in DTE

examination in Tamil Nadu indicating the system efficiency. It provides

students with variety of activities, co-curricular and club. The system

involves the stakeholders namely the community and students to

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

Provisions and Products"

105

4.2.4 Learning Resources and Capacity Building (LRCB)

F. No.

Item Factor loading

8 Number of practicals conducted in the year 2003-2004 0.698 Practicals No. of

Practicals demonstrated by staff

No. of Practicals demonstrated by student - teachers

1. Physical Science 2. Life Science 3. Psychology

Mean : Mean :

10 List out the materials in the foil owing kits -0.556 Kits List of

Materials Available In use Total

1. CCRT Kit 2. Maths Kit 3. Science Kit

16 Have the pre-service faculty members undergone Capacity Building Programmes on Content and Methodology? If yes, Furnish details, 1. 2. 3.

0.853

Library Facilities 0.701 Library Particulars

Tamil English Other Language

Total

Number of Books Number of Journals

Number of Magazines

Number of Newspapers

No. of Reference Books

Table 4.3

Learning Resources and Capacity Building (LRCB)

106

The quality of Pre-service Teacher Education depends on the

learning resources namely books, journals, magazines, newspapers and

reference books available in the library. The knowledge students acquire

is to be applied in practicals and converted into skills by using various

learning kits. In addition to this, teachers' capacity building counts

much in developing teaching competencies of student teachers. Hence

the factor is labeled 'Learning resources and Capacity Building'.

4.2.5 Performance and Field Work (PFW)

Table 4.4

Performance and Field Work (PFW)

F. No.

Item Factor loading 0.748 Percentage of marks (mean) obtained by regular students

in the last three academic years in the Board Examinations Subjects 2001-

02 2002- 03

2003- 04

Overall Mean

1. Challenges in Education

2. Educational Psychology

3. Educational Management

4. Tamil 5. English 6. Mathematics 7. Science 8. Social

Science

0.715

Years Activities 2001-02 2002-03 2003-04

Mean :

Involvement of students in Scouts, NSS, Red Cross, BlueCross, Green Cross, etc. at DIET

No. of field trips and tours organized in the currentacademic year ________________________________________

0.689

107

Scholastic and non-scholastic achievements of the trainees are

the tangible indices of PSTE performance. Their marks in the academic

subjects and their active participation in co-curricular activities in

scouts, Red Cross, blue cross and field trips have a symbiotic

relationship resulting in the balanced development of teachers in the

making. Hence this factor is 'Performance and Field Work'.

4.2.6 Personality Development (PD)

Table 4.5 Personality Development (PD

F. No.

Item Factor loading

List out evaluation techniques that PSTE students are 0.414

SI. No. Techniques 1. 2. 3. 4. 5. 6. 7. 8.

Sports and games conducted in the year 2003-2004 0.407

SI. No. Activities 1. Intra DIET : 2. Inter DIET : 3. Others : 4. 5.

12 List out the activities organized to develop the Artsskills. Example singing, dancing, etc.

0.763

18 What strategies do you adopt to solve emotional problems of student teachers? 1. 2. 3.

0.608

108

Different co-curricular activities contribute to the development of

personality of student teachers. Arts, skills and games shape different

facets of one's personality. Evaluation techniques too help them assess

themselves where they are in knowledge, skills and attitudes and assess

their children during teaching practice. Psychological counseling enable

student teachers solve their emotional problems leading to the

wholesome development of student teachers. So this factor is named

'Personality Development'.

4.2.7 Innovations and Internship (II)

Table 4.6 Innovations and Internship (II)

F. No.

Item Factor loading

11 -0.522

15 Do you maintain a record for monitoring internship of teacher trainees? Yes / No

0.828

SI. No. Name of the models Subject 1. 2. 3. 4. 5. 6.

List out any three innovative models prepared by trainees in

20 0.686

Educational experiences of emergent teachers are enriched by the

innovative models they prepare, as response to contemporary classroom

Numbers Issued Tamil English Other Language

Total

Books Journals Magazines Newspapers Reference Books

Library Usage

109

situations during internship, which are properly monitored by the DIET

staff. These innovations should have theoretical grounding. It is only

possible with proper use of library resources by trainees. So this factor

is known as 'Innovations and Internship'.

4.2.8 Pedagogical Aspects (PA)

Table 4.7 Pedagogical Aspects (PA)

F. No.

Item Factor loading

21 0.863

New transactional strategies are critical to the development of

teaching competencies in the initial teacher development programmes.

So this factor is named 'Pedagogical Aspects'.

4.2.9 Pre-Internship Activities Table 4.8

_________________ Pre-Internship Activities _____________________

SI. No. Strategies adopted

What are the transactional strategies adopted in your

F. No. Item

Factor loading

13 Preparatory activities for practice teacher in the currentacademic year

0.764

SI. No.

Activities Max. No.

By the guide teachers

By teacher- educators

No. of activities done

1. Micro teaching

7

2. Demo classes

25

3. Observations 25 4. Workshops

Organized 3

Total 60 Mean:

110

Since internship programme involves the integration of theory

and practice in real classroom situations by student teachers,

preparatory activities for practice teaching namely microteaching, demo

class, observations and workshops train them to become teachers in

practice. Hence this factor is labeled 'Pre-Internship Activities'.

4.2.10 Conclusion

Seven factors have been identified and named Educational

Provisions and Products (EPP), Learning Resources and Capacity

Building (LRCB) Performance and Fieldwork (PFW), Personality

Development (PD), Innovations and Internship (II), Pedagogical Aspects

(PA) and Pre-Internship Activities (PIA). The factor loadings of all the

items in each factor from the factor analysis powerfully demonstrate

that the developed tool is highly valid.

Since the tool has been found to be reliable and valid, it can be

said to be a valid measure of one of the indicators for DIET

effectiveness.

4.3 Work Experience Effectiveness Scale (WEES) 4.3.1 Introduction



total WE effectiveness score are significant and the values are very close

to each other. The Cronbach-alpha value is found to be 0.7792.The split

half reliability value is 0.7869. These findings show that the tool is

reliable.


principal component analysis method and Varimax rotation. Five factors

were extracted and these factors contributed to 68.69%, the first factor

contributing to 28.23%and the last factor 7.73%. The factors are named

111

with reference to the variables (items) that load significantly with each

other. A loading of 0.3 and above is considered significantly

contributing to the factor. The extracted factors, with names assigned to

these latent variables are presented in the table (4.9) indicating the

percentage of variance explained by each factor.

Table 4.9

WEBS Total Variance Explained

Factor No.

Factor Eigen Value

% of Variance


1 Has work experience branch identified the locally available material for preparing Teaching Learning Materials? Yes / No

2.920 22.461 22.461

2.674 20.567 43.028

activities?

(i) Weaving Yes / No

(") Craft work Yes / No (iii) Agriculture Yes / No (iv) Tailoring Yes / No (v) Embroidery Yes / No (vi) Music Yes / No (vii) Others (specify)Yes / No

Has the branch offered experienceto trainees in the following

Has the branch involved NFE / AE educational Volunteers / NGOs in Planning the orientation to work experience activities, in NFE / AIE / EGS centres ____________ Yes / No

1.517 11.669 54.697

Does the branch give stress to the following activities related to day- to-day life situations?

1. Health and hygiene Yes / No

2. Shelter, Campus cleaning Yes / No

3. Food 8B Agriculture Yes / No

4. Clothes ____________ Yes / No

1.306 10.047 64.743

112

5. School Celebration Yes / No 6. Service to others Yes / No 7. Converting waste material

into wealth Yes / No 8. Other (if any) Yes / No

Has the branch conducted training programmes in the following areas to teacher trainees? Health and hygiene Yes / No i. School environment

up keeping Yes / No ii. Daily activities Yes / No iii. Preparation of domestically

consumable articles Yes / No iv. Kitchen garden Yes / No v. Cooking & Preservation of food

Yes / No vi. Clothing Yes / No

(Tailoring, Doll making, Embroidery, Garland making, waving handkerchief)

vii. Domestic appliances Yes / No (repair of simple electrical gadgets)

iviii. Cultural & Recreation (music, dance, drama, etc) Yes / No

x. Community work & Social service (organizing exhibitions, participation in Social Welfare Schemes)

__________________________ Yes/ No

8.337 73.081

Has the branch conducted training to the teacher trainees under SUPW in the following skills i. Ink-making Yes / No ii. File pad making Yes / No iii. Office cover making Yes / No iv. Phenyl making Yes / No v. Soap making Yes / No vi. Candle making Yes / No vii. Wire bags making Yes / No viii. Knitting Yes / No ix. Embroidery Yes / No x. Toy making _________ Yes / No

.836 6.433 79.514

113

xi. Herbal Cosmetics Yes / No Any other (specify)

7 Have exhibition been organized to display the handicrafts and products made by student teachers? Yes / No If yes, no of items displayed

.729 5.606 85.120

8 Were training programmes conducted to Women Self Help Group members on different vocations and handicrafts? Yes / No

.512 3.942 89.061

9 Were local artisans invited to demonstrate their skill? Yes / No (eg. making pots / wood work / making clay models)

.476 3.662 92.723

10 Has the branch organized interview with small-scale industries / employment exchange officers annually to sensitize student teachers on the avenues open for employment? Yes / No

.349 2.684 95.407

11 Does the branch take the teacher - trainees out on local field trips to have direct experience of local crafts such as weaving / match works / crackers / knitting / brick making / pot making / Art work? Yes / No

.321 2.468 97.875

12 Relevance of Work Experience to Teacher Education 1. Is the infrastructure of DIET adequate to train teachertrainees? Yes / No 2. Is the CCRT kit periodically utilized? Yes / No

.164 1.264 99.139

13 Are the following Art activities periodically carried out? i. Pictorial Art Yes / No ii. Decorative Art Yes / No iii. Plastic Arts Yes / No iv. Performing Arts Yes / No

.112 .861 100.000


114




collected from the WE faculty are listed in the table that follow with


4.3.3 Training (TG)

Extraction Method: Principal Component Analysis.4.3.2 Factor Loadings

Item Factor Loading

5 Has the branch conducted training programmes in the following areas to teacher trainees? 1. Health and hygiene Yes / No 2. School environment Up keep of Yes / No 3. Daily activities Yes / No 4. Preparation of domestically consumable articles Yes / No 5. Kitchen garden Yes / No 6. Cooking 8B Preservation of food Yes / No 7. Clothing Yes / No

(Tailoring, Doll making, Embroidery, Garland, making handkerchief)

8. Domestic appliances Yes / No (repair of simple electrical gadgets)

9. Cultural & Recreation (music, dance, drama, etc) Yes / No

10. Community work 85 Social service (organizing exhibitions, participation in Social Welfare Schemes) Yes / No

0.841

8 Were training programmes conducted to Women Self-Help Group members on different vocations and handicrafts? Yes / No

-0.681

10 Has the branch organized interview with small-scale industries / employment exchange officers annually to sensitize student teachers on the avenues open for employment? Yes / No

-0.573

Table 4.10

Training (TG)

115

Are the following Art activities being carried out? 1. Pictorial Art Yes / No 2. Decorative Art Yes / No 3. Plastic Arts Yes / No 4. Performing Arts Yes / No

The Work Experience branch trains pre-service students on

various life-oriented skills from health, cooking, community and social

work to consumable articles and music. Now they conduct training

programmes for Self help Groups (SHG) on different vocations and

crafts. They work for DIET -Small Industries interface to explore the

avenues of job opportunities. Different kinds of Arts activities are

carried out by this Branch. This factor is therefore named Training'.

4.3.4 Developing Occupational Skills (DOS)

Table 4.11

Developing Occupational Skills (DOS)

F. No.

Item Factor loading

2 Has the branch offered experience to trainees in the 0.688 following activities? 1. Weaving Yes / No 2. Craft work Yes / No 3. Agriculture Yes / No 4. Tailoring Yes / No 5. Embroidery Yes / No 6. Music Yes / No 7. Others (specify) Yes V No 4 Does the branch give stress to the following activities 0.675 related to day-to-day life situations? 1. Health and hygiene Yes / No 2. Shelter, Campus cleaning Yes / No 3. Food & Agriculture Yes / No 4. Clothes Yes / No 5. School Celebration Yes / No 6. Service to others Yes / No 7. Converting waste material into wealth Yes / No 8. Other (if any) Yes / No

116

0.736

1. Ink-making Yes / No 2. File pad making Yes / No 3. Office cover making Yes / No 4. Phenyl making Yes / No 5. Soap making Yes / No 6. Candle making Yes / No 7. Wire bags making Yes / No 8. Knitting Yes / No 9. Embroidery Yes / No

10. Toys making Yes / No 11. Herbal Cosmetics Yes / No 12. Any other (specify) Yes / No

Has the branch conducted training to the teachertrainees under SUPW in the following

Were local artisans invited to demonstrate their skill? Yes / No

(eg. making pots / wood work / clay models)

0.698

The WE branch staff members impart training to student -

teachers on umpteen numbers of occupational skills in order to help

them realize the dignity of the manual labour and appreciate the value

of craft-oriented education. This would help them to teach school

children the dignity of labour. They are also exposed to craftsmanship of

artisans in their habitat. Hence the factor is assigned the name

'Developing Occupational Skills'.

4.3.5 Local Resources (LR)

F. No.

Item Factor loading

7 Have exhibitions been organized to display the handicrafts and products made by student teachers Yes / No If yes, no. of items displayed

0.890

11 Does the branch take the teacher - trainees out on local field trips to have direct experience of local crafts such as weaving / match works / crackers / knitting / brick making / pot making / Art? Yes / No

0.720

Table 4.12

117

The Branch staff members organize exhibition of handicrafts

prepared by the trainees and filed trips for them to have experiential

learning on local crafts such as weaving, brick making, pot making etc.

So this factor is named 'Local Resources*.

4.3.6 Local Coordination (LR)

Table 4.13

Local Coordination (LR)

F. No.

Item Factor loading

1 Has the work experience branch faculty members identified the locally available materials for preparing Teaching Learning Materials? Yes / No

0.774

3 Has the branch involved NFE / AE educational authorities / NGOs in Planning the orientation to work experience activities, in NFE / AIE / EGS centres Yes / No

0.711

This Branch staff coordinates with NFE / AIE / SSA officials to

impart training to AIE 8B EGS centres on work experience activities.

Hence this factor 'Local Coordination*.

4.3.7 Infrastructure (IS)

Table 4.14 Infrastructure (IS)

F. No.

Item Factor loading

12 Relevance of Work Experience to Teacher Education 1. Is the infrastructure of DIET adequate to train

teacher-trainees? Yes / No 2. Is the CCRT kit periodically utilized? Yes / No

-0.909

Availability of enough facilities for conducting work experience

activities and proper use of such facilities like CCERT kits and math

kits improve the profile of WE Branch Hence the factor is called

'Infrastructure'.

118

4.3.8 Conclusion

Out of 8 envisaged dimensions 5 factors were extracted and they

have been named Training, Developing Occupational Skills, Local

Resources, Local Co-ordination and Infrastructure. The factor loadings

of all the items in each factor from the factor analysis evidently prove

that the developed tool is valid. Since the WE effectiveness scale is valid

and reliable, it can be said to be valid for measuring one of the

indicators for DIET effectiveness.

4.4 District Resource Unit Effectiveness Scale (DRUES)

4.4.1 Introduction

The tool was canvassed on the DRC Branch faculty of 29 DIETs

and data collected for 10 dimensions were computer analyzed. The

item-total correlations between the dimensions and the total DRU

effectiveness score are significant and the values are very close to each

other. The Cronbach-alpha value is found to be 0.8039. The split half

reliability value is 0.6954. These findings show that the tool is reliable.


principal component analysis method and Varimax rotation. Six factors

were extracted and these factors contributed to 78.67 %, the first factor

contributing to 29.98%and the last factor 6.45 %. The factors are

named with reference to the variables (items) that load significantly with

each other. A loading of 0.3 and above is considered significantly


these latent variables are presented in the Table (4.15) indicating the


119

Factor No.

Factor Eigen Value

% of Variance


1 Whether the data about the NFE/ AE/AIE/ EGS centres and volunteers are maintained? Availability of List of NGO's. Yes / No

5.096 29.975 29.975

2 Are the centres of NFE/ AE/ AIE/ EGS being visited regularly? Yes / No If yes, do you maintain any diary for centre visits

2.517 14.808 44.783

3 If you are visiting, NFE/ AE/ AIE/ EGS centres, the periodicity of your visit (Monthly, Quarterly, Half yearly, Annually)

1.928 11.343 56.126

4 How were the needs of the Educational Volunteers identified?

1.558 9.165 65.290

5 Were DRU branch faculty members involved in the development of module for AIE / EGS volunteers? Yes / No If yes give details

1.178 6.927 72.217

6 Have the training modules for AIE volunteers prepared by other DIETs been evaluated? Yes / No

1.097 6.451 78.669

7 List out the agencies and personnel other than DIET involved in the material production

.985 5.795 84.464

8 Have you organized training programmes for AIE volunteers?

Yes / No If yes, list out the names of the training programmes

.749 4.408 88.872

9 Have you evaluated the impact of training programmes imparted to educational volunteers? Yes / No If yes, list the methods adopted

.515 3.029 91.901

10 State Whether the studies / Research Projects/Action Researches are being conducted/have been completed related to AE/NPE/AIE/EGS. Yes/No If yes, furnish the topics

.393 2.309 94.210

Table 4.15

DRUBS Total Variance Explained

120

11 Mention the linkages with other departments (NFE, SSA, Extension Wing s of Universities, NGOs, SRC)

.274 1.609 95.819

12 Have DRU branch members participated in their branch related training programmes Yes/ No If yes, furnish the details

.239 1.407 97.227

13 Whether the follow-up of training being carried out? Yes / No If yes, give details

.177 1.038 98.265

14 What methods do you follow to involve students in neo-literacy and post-literacy campaigns?

.148 .869 99.134

15 What programmes have the faculty members organized to create awareness among people about literacy?

0.0788 .464 99.598

16 Do you have a database of agencies involved in serving the interests of out of school children and non- literates If yes, list them

0.0683 .402 100.000

17 Do you have digital downloaded materials and journals relevant to child labour and other related area Yes / No If yes, give details

0.000 0.000 100.000





collected from the DRU faculty are listed in the table that follow with


121

4.4.3 Field Activities (FA)

Table 4.16

Field Activities (FA)

F.No. Item Factor Loading

4 How were the needs of the Educational Volunteers identified?

0.854

9 Have you evaluated the impact of training programmes imparted to educational volunteers? Yes / No If yes, identify the methods adopted

0.705

10 Whether the studies / Research Projects / Action Researches are being conducted / have been completed related to AE / NPE / AIE / EGS Yes / No If yes, furnish the topics

0.624

13 Whether the follow-up of training being carried out? Yes / No If yes, give details

0.855

15 What programmes have the faculty members organized to create awareness among peoples about literacy?

0.508

The DRU branch as a resource centre in the district is involved in

various field activities namely assessing the training needs of

educational volunteers of AIE & EGS, evaluation of the impact of the

training of educational volunteers, research studies on AE/ AIE / and

EGS, follow up of training programmes and programmes organized by

the DRU staff to create awareness among people about literacy. The

'outreach' of the Branch to field activities is essential for resourcing the

alternative schooling facilities. Hence the factor is named 'Field

Activities'.

122

4.4.4 Material Development (MD)

Table 4.17

Material Development (MD)

F. No.

Item Factor loading


-0.967

17 Do you have digital downloaded materials and journals relevant to child labour and other related area Yes / No If yes, give details

0.967

Developing materials / modules for AIE & EGS volunteers is an

assigned work of DRU Branch for which staff are expected to access

information through electronic journals or 'down loading' particularly

on current topics like child labour, out of school children, and second

track schooling facilities. So this factor is named 'Material

Development'.

4.4.5 Capacity Building (CB) Table 4.18

Capacity Building (CB)

F. No.

Item Factor loading

8 Have you organized training programmes for AIE volunteers? Yes / No If yes, list out the names of the training programmes

0.653

12 Have DRU branch members participated in their branch related training programmes Yes / No If yes, furnish the details

0.797

14 What methods do you follow to involve studies in neo- literacy and post-literacy campaigns?

0.560

Educating AIE / EGS volunteers through training programmes,

professional development of the DRU Branch faculty and involvement of

trainees through neo- and post literacy campaigns would improve the

123 1

institutional profile of the DIET and its capacity building. Therefore this

factor is assigned the name of 'Capacity Building*.

4.4.6 Monitoring (MT)

Table 4.19

Monitoring (MT)

F. No.

Item Factor loading

2 Are the centres of NFE/ AE/ AIE/ EGS visited regularly? Yes / No If yes, do you maintain any diary for centre visits

0.653

3 If you visit, NFE/ AE/ AIE/ EGS centres, the periodicity of your visit Monthly, Quarterly, Half yearly, Annually

0.499

16 Do you have a database of agencies involved in serving the interests of out of school children and neo-literates If yes, list

0.786

Monitoring AIE / AE / EGS centres by the DRU Branch staff

through regular and frequent visits is crucial for improving the quality

of alternative schooling and sustaining it either for consolidation on the

part of adult learners and mainstreaming of neo-literates, updating of

data bases of agencies, governmental and non-governmental, involved

in non-formal literacy programmes would help the Branch in reaching

'the un-reached' section of population. Hence the factor is named

'Monitoring*.

4.4.7 Linkages (LS)

F. No.

Item Factor loading

1 Whether the data about the NFE/AE/AIE/EGS centres and volunteers are maintained? Availability of List of NGO's, Yes / No

0.905

11 Mention the linkages with other departments (NFE, SSA, Extension wing s of Universities, NGOs, SRC)

0.925

Table 4.20

Linkages (LS)

124

Maintaining data about the centres and volunteers, agencies and

the relationship with other departments (NFE, SSA, Extension Wings of

Universities, NGOs, and SRC) enhance the pro-active role of the DIET in

forging links with others in achieving overarching goals of UEE.

4.4.8 Evaluation of Materials (EM) Table 4.21

Evaluation of Materials (EM)

F. No.

Item Factor loading

6 Have the training modules for AIE volunteers prepared by other DIETs been evaluated? Yes / No

0.822

7 List out the agencies and personnel other than DIET involved in the material production

0.680

The local specific materials / modules developed for AIE

volunteers by other DIETs are evaluated by the DRU Branch staff so

that they can gain insights into the materials and activities undertaken

by other DIETs. This evaluation helps them enrich their own packages.

Other agencies like NGOs and SRC are involved in the material

production. Their contributions are valuable addition to DIET materials.

This factor is therefore is called 'Evaluation of Materials'.

4.4.9 Conclusion

Six factors out of 10 envisaged dimensions have emerged from

factor analysis and they are named Field Activities, Materials,

Development, Capacity Building, Monitoring, Linkages and Evaluation

Materials. The factor loadings of all the items in each factor from the

factor analysis powerfully demonstrate that the developed tool is valid.

Since the tool is valid and reliable, it can be said to be a valid measure

for studying one of the indicators for DIET effectiveness.

125

4.5. In-Service programmes Field Interaction Innovation &

Coordination Effectiveness Scale (IFICES) 4.5.1 Introduction

Data collected on 10 dimensions from 29 DIETs for IFIC

effectiveness scale were computer analyzed. The item-total correlations

between the dimensions and the total IFIC effectiveness score are

significant and the values are very close to each other. The Cronbach-

alpha value is found to be 0.7046. The split half reliability value is

0.3957. These findings show that the tool is reliable.










F.No. Factor Eigen Value

% of Variance


1 Were the training needs of Elementary teachers identified? If yes, furnish no. Of documentary evidence?

3.717 21.862 21.862

2 Is the annual calendar of all training programmes prepared well in advance?

3.269 19.229 41.091

3 Were periodical newsletters published if yes, specify the no. of news letters published?

2.048 12.050 53.141

4 Was pre-planning for training activities carried out?

1.477 8.690 61.830

Table 4.22

IFICES Total Variance Explained

126

5 Were Educational Technology Equipments used in transactional process during the training programmes? Yes / No If yes, specify the no. of training programmes and the equipments used

1.348 7.929 69.759

6 Was the documentation done after the training? Yes / No If yes, specify the no. of documents prepared

.995 5.854 75.613

7 Were the follow-up activities undertaken for the training programmes conducted? Yes / No If yes, specify no. of visits made by DIET faculty after training at BRC and School level

.877 5.160 80.774

8 Did the faculty members of other branches of DIET contribute to the In-service training programmes? Yes / No

.719 4.229 85.003

9 Were the training modules distributed during the training? Yes /No

.664 3.908 88.911

10 Were the training modules distributed after the training? Yes / No

.551 3.243 92.154

11 Did the faculty members discuss the classroom problems faced by teachers and teacher-educators?

Yes / No If yes, specify the number of occasions with teachers, BRTEs, AIE/EGS Volunteers and CRC Coordinators

.411 2.418 94.572

12 Did you identify any innovative practices in classroom teaching in your district by the practising teachers? Yes / No If yes specify the no. Of innovative practices identified

.288 1.692 96.265

13 Were the innovative practices disseminated to schools?

Yes / No If yes, specify the number.

.258 1.519 97.784

127 1




collected from the IFIC faculty are listed in the table that follows with

names (address) given to the factors.

4.5.3 Training Design and Innovation (TDI)

14 Do the pre-test and post-test form the integral part of training programmes? Yes / No If yes, furnish the number of pre- tests and post-tests conducted

.182 1.069 98.853

15 Have you conducted any impact studies on the training programmes? Yes / No If yes, furnish details

.109 .641 99.495

16 Have you involved any external expertise for training programmes? Yes/ No If yes, give details

.0468 .276 99.770

17 What are the strategies / transactional strategies adopted in your training programmes

.039 .230 100.000


F.No. Item Factor Loading

1 Were the training needs of Elementary teachers identified? If yes, furnish no. of documentary evidence?

0.601

2 Is the annual calendar of all training programmes prepared well in advance?

0.556

7 Were the follow-up activities undertaken for the training programmes conducted? Yes / No If yes, specify no. Of visits made by DIET faculty after training at BRC and School level

0.735

Table 4.23

Training Design and Innovation (TDI)

128

12 Did you identify any innovative practices in classroom teaching in your district by the practicing teachers? Yes / No If yes specify the no. of innovative practices identified

0.879

13 Were the innovative practices disseminated to schools? Yes / No If yes, specify the no.

0.897

Preparation of Annual calendar enables DIETs design training

programmes meticulously. Training needs analysis precedes effective

training delivery so that the programmes, even if pre-packaged, can be

made more appropriate for existing classrooms contexts. Similarly, the

follow up activities are equally important to assess the impact of the

training programme on the classroom process for which visits by DIET

staff to BRC, CRC and schools are necessary. The effect of training

programme can be gauged by the number of innovative practices

adopted by the inspired teachers who attend the programme. It is the

responsibility of the DIET to widely disseminate such innovative

practices to all schools through newsletters. So this factor is named

'Training Design and Innovation'.

4.5.4 Training Process (TP)

F. No.

Item Factor loading

5 Were Educational Technology Equipments used in transactional process during the training programmes? Yes / No If yes, specify the no. Of training programmes and the equipments used

0.727

8 Did the faculty members of other branches of DIET contribute to the In-service training programmes? Yes / No

-0.688

Table 4.24

Training Process (TP)

129

11 Did the faculty members discuss the classroom problems faced by teachers and teacher educators? Yes / No If yes, specify the number of occasions with teachers, BRTEs, AIE/EGS Volunteers and CRC Coordinators

0.741

14 Do the pre-test and post-test form the integral part of training programmes? Yes / No If yes, furnish the number of pre-tests and post-tests conducted

0.703

The 'technical' support of the ET Branch and pedagogical support

of the other branches are critical to the effective in-service training.

Problems faced by teachers and teacher educators (BRTEs) and Tiard

spots' are discussed during training. Any training programme involves

the pre and post testing of the participants for assessing the Value

addition'. Hence the factor is named 'Training Process'.

4.5.5 Training Strategies and Impact (TSI)

Table 4.25 Training Strategies and Impact (TSI)

F. No.

Item Factor loading

9 Were the training modules distributed during training programmes? If yes, give details Yes / No

0.635

10 Were the training modules distributed after the training programmes? If yes, Give details Yes / No

0. .664


0. .762

17 What are the strategies / transactional strategies adopted in your training programmes?

0. .574

Distribution of modules during and after the training,

transactional strategies adopted and impact studies on the training

provide holistic perspective on the programme. Hence the factor is

named 'Training Strategies and Impact'.

130

4.5.6 Pre and Post Training Activities (PPTA)

Table 4.26 Pre and Post Training Activities (PPTA)

P. No.

Item Factor loading

-0.752

a. Time Table Yes No

b. Communication made through

Oral Yes No

Written Yes No

c. Resource Mobilization Yes No

Was the pre-planning for training activities carried out?

Was the documentation done after the training? Yes / No

If yes, specify the no. of documents prepared _______________ 0.762

Proper planning is necessary for the successful conduct of

training programmes. Pre-training activities include preparation of

timetable, proper communication to teachers through oral and written

modes, well in advance and mobilization of resources like human

(experts) and materials (TLM). The post training activities essentially

comprises the documentation of the programme for future reference and

feedback. Hence this factor is named 'Pre and Post training

Activities'.

4.5.7 Resourcing and Dissemination (RD)

Table 4.27 Resourcing and Dissemination (RD)

F. No.

Item Factor loading

3 Were periodical newsletters published if yes, specify the no. of news letters published?

0.866

16 Have you involved any external expertise for training programmes? Yes / No If yes, Give detail

-0.585

131

Resourcing training programmes by experts from different

institutions, other departments become important when they cover the

areas like disaster management, total health programmes. The other

innovative practices need to be also periodically disseminated through

the publication of news letters. Hence this factor is called 'Resourcing

and Dissemination'.

4.5.8 Conclusion

Out of ten envisaged factors, five factors namely Training Design

and Innovation, Training Process, Training Strategies and impact, Pre-

and Post Training Activities and Resourcing and Dissemination have

emerged from the factor analysis. The factor loadings of all the items in

each factor evidently prove that the IFIC effectiveness scale is highly

valid. Since the tool reliable and valid, it can be claimed to be a valid

measure for assessing the DIET effectiveness.

4.6 Curriculum Material Development & Evaluation Effectiveness

Scale (CMDEES) 4.6.1 Introduction

The CMDE Effectiveness Scale was administered in 29 DIETs and

Data collected for the three envisaged dimensions were computer


total CMDE effectiveness score are significant and the values are very

close to each other. The Cronbach-alpha value is found to be

0.7792.The split half reliability value is 0.7869. These findings show

that the tool is reliable.




contributing to 28.23%and the last factor 7.73 % (Table 4.6.0). The


132


significantly contributing to the factor. The extracted factors, with

names assigned to these latent variables are presented in the table

(4.28) indicating the percentage of variance explained by each factor.

F. No.

Factor Eigen Value

% of Variance


1 Has CMDE branch prepared locally relevant new curricular units to supplement the prescribed curricular unit?

Yes / No If yes, list out the materials prepared

4.234 28.228 28.228

2 Has CMDE branch prepared locally relevant new curricular units to supplement the prescribed curricular unit? Yes / No If yes Name the other branches of DIET, if any, involved in the Material Development

1.869 12.459 40.688

3 What are the other materials developed by DIET (Books, Modules, Tools, Others)

1.737 11.580 52.268

4 Has CMDE branch evaluated textbooks of Std I to VIII? Yes / No a) If yes, attach copies of reports

1.304 8.693 60.961

5 Has the branch evaluated the Modules prepared by DTERT for AIE 85 EGS centres?

Yes / No If yes, furnish the details

1.159 7.726 68.686

Table 4.28

CMDEES Total Variance Explained

133

Table 4.28CMDEES Total Variance Explained6

Has the branch evaluated modules, audiocassettes, CDs, EDUSAT and Kanbom Karpom prepared by DTERT? Yes / No

.963 6.420 75.106

7 Has the branch sent any suggestion to DTERT regarding present DTE Source books?

Yes / No If yes, attach the copy of suggestions given for each subject

.882 5.882 80.988

8 Has the branch conducted any study regarding the present DTE question papers and their blue prints? Yes / No List out the subjects for which the study has been done

.708 4.723 85.711

9 Has the branch developed any material for In-service training? Yes / No If yes, list out materials

.571 3.809 89.520

10 Has the branch developed any Research materials/tools furnished below? If yes, identify the materials / books developed? Yes / No (Question banks, Rating scales, Observation Schedules, Diagnostic testing, Interview schedules, Opinionnaire)

.484 3.230 92.750

11 Has the faculty working in CMDE been involved in (a) Textbooks (DSE) Yes / No (b) Training Modules of DTERT Yes / No (c) Research Reports for DIET Yes / No

.395 2.636 95.386

12 Have CMDE branch faculty members been involved in reviewing National curriculum framework? Yes / No If yes, identify

.209 1.392 98.790

134




collected from the CMDE faculty are listed in the table that follow with


4.6.3 Evaluation (EV)

1. National Curriculum frame work for School Education (NCFSE 2000)

2. National Environment Curriculum

3. National Curriculum Frame- work for School Education (NCFSE 2005)

13 Have the members been involved in comparative study of textbooks, curriculum and textbooks of different State Boards? If yes, Name the study conducted

.136 .906 99.696

14 Have the members of CMDE carried out studies of CCE? Yes / No If yes, List out studies

0.0456 .304 100.000


F. No

Item Factor Loading

6 Has the branch evaluated modules, audiocassettes, CDs, EDUSAT and Kanbom Karpom prepared by DTERT? Yes / No

0.725

8 Has the branch conducted any study regarding the present DTE question papers and their blue prints? Yes / No List out the subjects for which the study has been done

0.799

14 Have the members of CMDE carried out studies of CCE? Yes / No If yes, List out studies

0.849

Table 4.29Evaluation

135

The CMDE Branch conducts evaluation studies on question

papers and blue- prints of DTEd course. It carries out researches on

continuous and comprehensive Evaluation (CCE) focusing formative

evaluation in schools. It also evaluates the materials such as modules,

audiocassettes, CDs etc., prepared by the DTERT, the state apex body.

Hence the factor is called 'Evaluation'.

4.6.4 Curriculum and Material Development (CMD)

F. No.

Item Factor loading

2 Has CMDE branch prepared locally relevant new curricular units to supplement the prescribed curricular units? Yes / No If yes b) Name the other branches of DIET, if any, involved in the Material Development?

0.550

3 What are the other materials developed by DIET (Books, Modules, Tools, Others)

0.747

4 Has CMDE branch evaluated textbooks of Std I to VIII? Yes / No a) If yes, attach copies of reports

0.539

9 Has the branch developed any material for In-service training? Yes / No If yes, list out materials

0.553

10 Has the branch developed any Research materials/tools furnished below? If yes, identify the materials / books developed? Yes /No (Question banks, Rating scales, Observation Schedules, Diagnostic testing, Interview schedules, Opinionnaire)

0.678

Table 4.30

Curriculum and Material Development

136

The CMDE Branch staff review textbooks prescribed for I to VIII

standards to identify the gaps. They prepare accordingly, locally

relevant curricular units to supplement the prescribed textbooks in

coordination with other Branches, particularly DRU. Moreover, the

DIET faculty, in general, is involved in textbook writing and preparation

of modules for in-service training and development of evaluation tools

for schools. This factor is therefore named as 'Curricular and Material

Development'.

4.6.5 Curricular Design (CD)

Table 4.31

Curricular Design

F. No.

Item Factor loading

1 Has CMDE branch prepared locally relevant new curricular units to supplement the prescribed curricular unit? Yes / No a) If yes, list out the materials prepared

0.865

11 Are the faculty members working in CMDE involved in the preparation of (d) Textbooks (DSE) Yes / No (e) Training Modules of DTERT Yes / No (f) Research Reports for DIET Yes / No

0.794

The Branch staff not only produces locally relevant curricular

materials but also is involved in the text book writing and preparation of

in-service training modules and research reports. So the factor is called

'Curricular Design*.

137

4.6.6 Resource Support (RS)

Table 4.32

Resource Support

F. No.

Item Factor loading

12 Have CMDE branch faculty members been involved in reviewing National level curriculum? Yes / No If yes, identify 4. National Curriculum frame work for School Education

(NCFSE 2000) 5. National Environment Curriculum 6. National Curriculum Framework for School Education

(NCFSE 2005)

0.560

13 Have the members been involved in comparative study of curriculum and textbooks of different State Boards? If yes, Name the study conducted

-0.677

The CMDE branch staff has actively participated in the reviews of

national level curricula such as NFSE-2000, NCF 2005 and national

environmental curriculum. They undertake comparative studies of

curricula of different state boards to suggest suitable curriculum for the

state and develop locally relevant curricular materials. So this factor is

labeled 'Resource Support'.

4.6.7 Material Evaluation (ME)

Table 4.33

Material Evaluation

F. No.

Item Factor loading

5 Has the branch evaluated the Modules prepared by DTERT for AIE 85 EGS centres? Yes / No If yes, furnish the details

0.651

7 Has the branch sent any suggestion to DTERT regarding present DTE Source books? Yes / No If yes, attach suggestion given for each subject

0.783

The Branch evaluates the modules prepared for AIE and EGS by

the DTERT and makes suggestions to the DTERT regarding DTEd

138

source books in the light of the experience gained from evaluation

studies and text book analysis. Hence this factor is called 'Material

Evaluation'.

4.6.8 Conclusion

As many as five factors have emerged and have been named

Evaluation, Curriculum and Material Development, Curriculum Design,

Resource Supports and Material Evaluation. The factor loadings of all

the items in each factor from the factor analysis the powerfully

demonstrate that the developed tool is valid. Since CMDE effectiveness

tool is valid and reliable, it can be used as a valid instrument for

measuring the effectiveness of CMDE branch of DIETs.

4.7. Educational Technology Effectiveness Scale (ETES)

4.7.1 Introduction



total ET effectiveness score are significant and the values are very close

to each other. The Cronbach-alpha value is found to be 0.7293. The

split half reliability value is 0.7104. These findings show that the tool is

reliable.


principal component analysis method and Varimax rotation. Eight





significantly contributing to each factor. The extracted factors, with

names assigned to these latent variables are presented in the table


139

F. No. Factor

Eigen Value

% of Variance


1 Does the branch have the Audio Visual Equipment facilities? Yes / No

0.835 18.753 18.753

2 Does the branch have modern communication facility Yes / No

16.422 35.174

3 Has the Educational Technology branch developed low cost Teaching Learning Materials for all subjects? Yes / No

0.812 11.726 46.901

4 Are the Audio Video Equipments utilized in the classroom transactional processes by faculty members? Yes / No

0.784 9.720 56.621

5 Are the Audio Video Equipments utilized in the classroom transactional process by student-teachers? Yes / No

0.726 7.962 64.583

6 Have the Audio Video Equipments been borrowed by school teachers? Yes / No

0.844 6.245 70.828

7 Do the faculty members use computers? Yes / No

0.934 5.149 75.978

8 Do the student-teachers use the computers? Yes / No

0.612 4.883 80.861

9 Has the Education Technology branch produced educational software? Yes / No

0.673 3.382 84.242

10 Have you conducted any training programme for primary school teachers in handling Audio Video Equipments? Yes / No

.617 2.938 87.180

11 Have you prepared any module / book on Educational Technology? Yes / No

.553 2.634 89.814

12 Have you conducted any study on the use of TLM / software by school teachers? Yes /No

.460 2.192 92.006

Table 4.34

ETES Total Variance Explained

140




collected from the ET faculty are listed in the table that follows with


ETES Total Variance Explained4.7.2 Factor Loadings

Has the Educational Technology branch contributed to Tele- conference programme? Yes / No

.390 1.855 93.861

14 Do you have linkage with the other branches? Yes / No

.332 1.583 95.444

15 Have you given any Radio programme? Yes / No

.282 1.345 96.789

16 Has the Educational Technology arranged Radio programmes and Video programmes? Yes / No

.243 1.155 97.944

17 Have the Educational Technology faculty members contributed to the production of Kanbom Karpom programme? Yes / No

.157 .747 98.691

18 Does the Institute train student- teachers to prepare at least 3 media based lesson plans making use of Microsoft Word, Power point, Encyclopedia CD, etc? Yes / No

.108 .514 99.205

19 Has the Educational Technology produced any Digital Lesson Plan? Yes / No

0.082 .391 99.595

20 Does the Educational Technology branch have Audio and Video Library? Yes / No If Yes, how often do student- teachers use Audio-Video Library?

0.055 .263 99.858

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

0.029 .142 100.000


141

4.7.3 Utilization of ET Equipments (UETE)

Extraction Method: Principal Component AnalItem Factor No.

Loading

4 Are the Audio Video Equipments utilized in the classroom transactional process by faculty members? Yes / No If yes, mention the number of times utilized Audio Video Equipments Number of times utilized per year Faculty member 0.784 OHP Slide Projector Tape Recorder VCR/VCD/DVD 8s TV LCD

5 Are the Audio Video Equipments utilized in the classroom transactional process by student-teachers? Yes / No If yes, mention the number of times utilized Audio Video equipments Number of times utilized per year per student teacher 0.726 OHP Slide Projector Tape Recorder VCR/VCD/DVD 8s TV LCD

6 Have the Audio Video Equipments been borrowed by school teachers in the lab area? Yes / No

Audio Video Equipments 2002-03 2003-04 2004-05 0.844

OHP Yes / No Yes / No Yes / No Slide Projector Yes / No Yes / No Yes / No Tape Recorder Yes / No Yes / No Yes / No VCR/VCD/DVD 8B TV Yes / No Yes / No Yes / No LCD Yes / No Yes / No Yes / No

Table 4.35

Utilization of ET Equipments (UETE)

142

F. No.

Item Factor Loading

8 Do the student teachers use the computers? Yes / No If yes, (a) Assignment Preparation Yes / No

Number of assignment produced per student (b) Preparation of Teaching Yes / No

Number of Software prepared per faculty

0.612

Educational technology generally provides technical support to

other Branches' activities. Its effective functioning depends more on the

use of available ET equipments. They are used in the classroom

processes by the staff. The trainees use them in their demo classes and

micro-teaching. They use computers for the preparation of TLM and

assignments. Moreover, some audio-video equipments are borrowed by

the school teachers to enrich their teaching learning activities. This

outsourcing of ET equipments provides otherwise missing link between

the DIET and school in technical support. Hence this factor is named

'Utilization of ET Equipments.'

4.7.4 Resource Generation & Integration (RGI)

F. No.

Item Factor loading

14 Do you have linkage with the other branches? Yes / No If yes furnish details

0.887

17 Have the Educational Technology faculty members contributed to the Kanbom Karpom programme? Yes / No If yes, given details Year Number of programmes 2002 - 2003 2003 - 2004 2004 - 2005

0.564

Table 4.36

Resource Generation & Integration (RGI)

143

19 Has the Educational Technology produced any Digital Lesson Plan? Yes / No If yes, give details Year Number of Digital Lesson Plan produced 2002 - 2003 2003 - 2004 2004 - 2005

-0.848

20 Does the Educational Technology branch have Audio and Video Library? Yes / No

0.637

The integration of ET Branch with other Branches indicates the

effective functioning of the DIET. The Branch staff members develop

digital lesson plans and maintain audio video library. They contribute

their resources to Kanbom and Karpom programme, telecast by

Doordarshan, Chennai. Hence the factor is assigned the name of

'Resource generation & Integration*.

4.7.5 ICT Support (ICTS)

F. No.

Item Factor loading

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

0.567

15 Have you given any Radio programme? Yes / No If yes, mention the number of programmes given Year Number of programmes given 2002 - 2003 2003 - 2004 2004 - 2005

0.808

Table 4.37

ICT Support (ICTS)

144

21 Do the faculty members of Educational Technology 0.806 branch have knowledge on Software at the application level? Yes / No

SI. No. Name Software i

I

.

3. 4. 5.

The Branch staff members train teachers periodically to handle

Audio-Video equipments. Such programmes improve their ICT efficacy.

The Branch staff themselves prepare software for classroom application.

They give radio programme for children at elementary level. This

resource and technical support improve the portfolio of the Branch

significantly. Hence the factor is named *ICT Support*.

4.7.6 Availability of Resources (AR

F. No.

Item Factor loading

1 Does the branch have the Audio Visual Equipment 0.835 and communication facilities? Yes / No If yes, give details Audio Visual Equipments Number of items and Communication facilities (in working condition) 1 OHP 2 Slide Projector 3 Tape Recorder 4 VCR / VCD / DVD 5 TV 6 Computer 9 Fax 10 16 mm Projector 11 Direct Projector 12 Camera 13 Epidiascope

Table 4.38

Availability of Resources (AR)

145

14 Multi media 15 System Networks 16 Laser Printer 17 Ink jet printer 18 Dot Matrix Printer 19 Photocopier 20 Photocopier cum printer 21 Computer Materials / CAL Materials 22 Dish Antenna 23 Cable Net Work 24 Radio 25 Sound System 26 UPS 27 LCD 3 Has the Educational Technology branch developed

low cost Teaching Learning Materials for all subjects? Yes / No If yes, (give details) mention the number of low cost teaching aids developed subject wise 2002 - 2003 2003 - 2004 2004 - 2005

0.812

The Branch has all the required audio video equipments ranging

from OHP to LCD in response to changing classroom contexts. .

EDUSAT equipments are in place to telecast videoconferencing

programme at the DIET. The Branch develops locally relevant low cost

teaching learning materials. So this factor is called 'Availability of

Resources'.

4.7.7 Development of Software Materials (DSM)

Table 4.39

Development of Software Materials (DSM)

F. No.

Item Factor loading

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

0.934

146

F. No.

Item Factor loading


0.934

(b) Preparation of Teaching Yes / No Learning Material If yes, Number of Software produced by each faculty

9 Has the Education Technology branch produced educational software? Yes / No If Yes, give details Subject OHP/slide/ Audio- Video CD Transparency Cassette Cassette 1. Tamil 2. English 3. Maths 4. Science 5. Social Science 6. Challenges in Education 7. Educational Management 8. Psychology 9. Physical Education 10. Health Education 11. Work Experience 12. Others

0.673

The Branch faculty develops software materials for pre-service

programme in all curricular and co-curricular subjects. They produce

audio and videocassettes, CDs and OHP transparencies as well. These

activities reflect the vibrancy of the Branch. Hence the factor is named

'Development of Software Materials'. 4.7.8 Professional Competence (PC)

Table 4.40

Professional Competence (PC)

F. No.

Item Factor loading

11 Have you prepared any module / books on 0.542

147

F. No.

Item Factor loading


0.934

(b) Preparation of Teaching Yes / No Learning Material If yes, Number of Software produced by each faculty

9 Has the Education Technology branch produced educational software? Yes / No If Yes, give details Subject OHP/slide/ Audio- Video CD Transparency Cassette Cassette 1. Tamil 2. English 3. Maths 4. Science 5. Social Science 6. Challenges in Education 7. Educational Management 8. Psychology 9. Physical Education 10. Health Education 11. Work Experience 12. Others

0.673

The Branch faculty develops software materials for pre-service

programme in all curricular and co-curricular subjects. They produce

audio and videocassettes, CDs and OHP transparencies as well. These

activities reflect the vibrancy of the Branch. Hence the factor is named

'Development of Software Materials'. 4.7.8 Professional Competence (PC)

Table 4.40

The ET Branch faculty with their technical as well as pedagogical

expertise produces quite a number of radio and video programmes every

year for contextually appropriate local specific curricular units and

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

148

learning. Hence the factor is assigned the name 'Audio Video

programmes'.

4.7.10 Resources and Research (RR)

Table 4.42

Resources and Research (RR)

F. No.

Item Factor loading

2 Does the branch have modern communication facilities? Yes / No If yes, give details Number of items Communication facilities (in working condition) 7 Internet 8 Website 8a e-mail

0.883

12 Have you conducted any study on the use of TLM / software used by school teachers? Yes / No Year 2002 - 2003 Yes / No 2003 - 2004 Yes / No 2004 - 2005 Yes / No

0.563

The ET Branches of all the DIETs have e-resources like internet,

website and e-mail for online communication facilitating faculty and

student interaction. The branch also conducts research on the use of

TLM and software by teachers in the classroom. Hence the factor is

labeled the name 'Resources and Research*.

4.7.11 Conclusion

Eight factors have emerged from the analysis and they are named

Utilization of ET Equipments, Resource Generation & Integration, ICT

Support, Availability of Resources, Development of Software Materials,

Professional Competence, Audio and Video Programmes and Resources

and Research. Factor loadings of all the items in each factor from the

factor analysis powerfully demonstrate that the developed tool is valid.

149

Since the tool is valid and reliable, it can be said to be valid measure of

the effectiveness of ET branch of DIET.

4.8 Planning & Management Effectiveness Scale (PMES)

4.8.1 Introduction

Data collected from this administration of PM effectiveness scale

for 12 dimensions were computer analyzed. The item-total correlations

between the dimensions and the total P&M effectiveness score are


alpha value is found to be 0.8415. The split half reliability value is











Factor No.

Factor Eigen Value

% of Variance


1 Is the Planning and Management Branch involved in the collection of educational data? Yes / No If Yes, do you maintain any records? Furnish the details of records you maintain

5.605 31.137 31.137

2 What methods have you adopted to collect district specific educational data? (b) Have you published it annually?

2.235 12.418 43.555

Table 4.43

PMES Total Variance Explained

150

3 List achievement tests conducted by Planning and Management Branch?

1.867 10.371 53.926

4 Is the Planning and Management branch actively involved in preparing perspective plan, annual work plan and budget for SSA Yes / No If yes, furnish details

1.464 8.133 62.060

5 Is the Planning and Management Branch involved voluntarily in conducting studies pertaining to the achievement of UEE goals Yes / No If yes, list the studies conducted.

1.211 6.726 68.786

6 Have the faculty members undergone training programmes related to planning? Yes / No If yes, list of training programmes

.970 5.386 74.172

7 Has the Planning and Management Branch provided training programmes to Headmasters and BRC personnel on planning and educational leadership? Yes / No If yes, list out training programmes imparted

.908 5.043 79.215

8 Has the Planning and Management Branch evolved an evaluation criteria for institutional assessment?

Yes /No If yes, list the tools evolved (Collect the copy)

.671 3.728 82.943

9 Does the Planning and Management Branch involve the community in achieving the goals of SSA using programmes?

.659 3.663 86.606

10 Do the Planning and Management members attend VEC Meetings? Yes / No If yes, the periodicity of visit (Monthly once, Bimonthly, Quarterly, Half yearly)

.522 2.900 89.506

151

3 List achievement tests conducted by Planning and Management Branch?

1.867 10.371 53.926

4 Is the Planning and Management branch actively involved in preparing perspective plan, annual work plan and budget for SSA Yes / No If yes, furnish details

1.464 8.133 62.060

5 Is the Planning and Management Branch involved voluntarily in conducting studies pertaining to the achievement of UEE goals Yes / No If yes, list the studies conducted.

1.211 6.726 68.786


.970 5.386 74.172

7 Has the Planning and Management Branch provided training programmes to Headmasters and BRC personnel on planning and educational leadership? Yes / No If yes, list out training programmes imparted

.908 5.043 79.215

8 Has the Planning and Management Branch evolved an evaluation criteria for institutional assessment?

Yes /No If yes, list the tools evolved (Collect the copy)

.671 3.728 82.943

9 Does the Planning and Management Branch involve the community in achieving the goals of SSA using programmes?

.659 3.663 86.606

10 Do the Planning and Management members attend

.522 2.900 89.506


152




collected from the P&M faculty are listed in the table that follow with


4.8.3 Professional Development and Support (PDS)

Table 4.44

Professional Development and Support (PDS

F. No.

Item Factor Loading

1 Is the Planning and Management Branch involved in the collection of educational data? Yes / No If Yes, do you maintain any records? Furnish the details of records you maintain

0.621


0.778

7 Has the Planning and Management Branch provided training to Headmasters and BRC personnel on planning and educational leadership? Yes / No If yes, list out training programmes imparted

0.446

9 Does Planning and Management involve the community in achieving the goals of SSA using training programmes?

0.788

13 What are the measures adopted by Planning and Management Branch to increase the effectiveness of lab area schools?

0.820

Decentralized planning demands professional orientation of

planning and management Branch staff. Their strong grounding in

planning and management helps them train headmasters and BRC

functionaries in micro-planning and school mapping. The Branch staff

collects educational data on enrolment, dropout, stagnation and

transition from various resources to be shared with relevant

administrative offices and policy makers. They involve community in

achieving the goals of SSA. They visit lab area schools and improve their

153

functioning. Hence this factor is known as 'Professional Development

and Support'.

4.8.4 Integration / Linkages (IG / LS)

Table 4.45

Integration / Linkages (IG / LS)

F. No.

Item Factor loading

2a What methods have you adopted to collect district specific educational data? (b) Have you published it annually?

0.665

14 What are the inputs provided by Planning and Management Branch to supplement the services of PSTE Branch?

0.776

15 What are the inputs provided by Planning and Management to improve the functioning of IFIC Branch?

0.688

17 What are the inputs provided by planning and Management Branch to improve the functioning of CMDE Branch, Work Experience Branch, DRU Branch

0.510

18 What is the contribution of Statistical officer to the functioning of Planning and Management Branch? List out the activities executed by him/her.

0.665

This Branch helps other Branches in their planning of activities

and timetabling of programmes. The other Branch activities partly

depend on the P&M for their successful planning and conduct of the

trainings and other programmes. This integration is important for the

effective functioning of the DIET. Therefore this factor is assigned the

name 'Integration / Linkage'.

154

4.8.5 Planning (PN)

Table 4.46

Planning (PN)

F. No.

Item Factor loading

3 List achievement tests conducted by Planning and Management Branch

0.643

11 Does Planning and Management Branch prepare Calendar of Activities for DIET every year? Yes / No

0.845

16 Is the DIET involved Planning and Management Branch in preparation of AWP, Perspective Plan for Teacher Education?

0.722

This Branch prepares the annual calendar of Activities for DIET.

The Branch staff members are involved in the preparation of Annual

Work Plan (AWP) and Perspective Plan for Teacher Education. They

conduct achievement tests and surveys of their own as well of State and

National bodies like DTERT, RIE, NIEPA, NCERT etc., so this factor is

named 'Planning'.

4.8.6 Research and Community Participation (RCP)

Table 4.47

Research and Community Participation (RCP

F. No.

Item Factor loading

5 Is the Planning and Management Branch voluntarily involved in conducting studies pertaining to UEE goals Yes / No If yes, list the studies conducted.

-0.592

10 Do the Planning and Management members attend VEC Meetings? Yes / No If yes, the periodicity of visit (Monthly once, Bimonthly, Quarterly, Half yearly)

0.791

12 Is Planning and Management Branch involved in organizing training programmes for VEC? Yes / No If yes, list programmes conducted

0.679

155

The P&M Branch staff members conduct research studies related

to UEE goals such as problems of enrolment, dropouts and repetition

particularly of Girls and SC and ST children. They attend VEC meetings

and share their ideas on school management with VEC members. They

empower VECs by giving them training on school mapping and promote

active community participation in elementary schooling. This factor is

therefore called as 'Research and Community Participation'. 4.8.7 Evaluation of Institutions (EI)

Table 4.48

Evaluation of Institutions (EI)

P. No.

Item Factor loading

4 Is the Planning and Management actively involved in preparing perspective plan, annual work plan and budget for SSA Yes / No If yes, furnish details

0.456

8 Has the Planning and Management Branch evolved an evaluation criteria for institutional assessment? Yes / No If yes, list the tools evolved (Collect the copy)

0.802

This Branch develops various instruments for school visits and

institutional assessment at school and DIET levels. It has been actively

involved in the preparation of perspective plan of SSA and is involved in

the AWP of SSA at district level. So this factor is labeled 'Evaluation of

Institutions'.

4.8.8 Conclusion

Five factors named Professional Development and Support,

Linkage, Planning, Realizing UEE goals and Evaluating Institutions

have emerged. The factor loadings of all the items in each factor from

the factor analysis powerfully demonstrate that the developed tool is

156

valid. Since the valid and reliable, it can be said to be valid for

measuring the effectiveness of Perception on Principal's Role in DIET.

4.9 DIET Faculty Perception on Principal's Leadership (DFPPL)

4.9.1 Introduction

The DFTL Scale was administered on 232 faculties of all the 29

DIETs and Data collected were computer analyzed. The item-total

correlations between the dimensions and the scores of Perception on

Principal's Role (PPR) are significant and the values are very close to

each other. The Cronbach-alpha value is found to be 0.8979.The split

half reliability value is 0.8715. These findings show that the tool is

reliable. The data were factor analyzed for factorial structure using

principal component analysis method and Varimax rotation. Several






names assigned to these latent variables are presented in the Table


F. No.

Factor Eigen Value

% of Variance


1 The Principal uses his authority in a democratic way to get the work done from subordinates

9.581 34.218 34.218

2 The Principal organizes frequent meetings to discuss and sort out issues pertaining to DIET

1.881 6.719 40.937

3 He/she leads us by setting example both in class work and personal traits like punctuality and integrity

1.476 5.270 46.208

Table 4.49

DFPPL Total Variance Explained

157

4 The Principal is an expert in identifying talents and entrusting the responsibility to the right person

1.302 4.650 50.858

5 Principal strictly adheres to rules and disciplinary proceedings to bring erring staff back on track

1.182 4.220 55.078

6 Principal has the habit of passing his responsibility to others when the task is given by the higher officials or when ever problem arises

1.105 3.947 59.025

7 Principal keeps himself or herself in an ivory tower and wants every other staff member to realize his/ her position and keep a distance

1.009 3.605 62.630

8 Principal is sensitive to the needs of every staff member and goes out of the way to help staff in distress.

.936 3.341 65.971

9 Principal maintains good rapport with district level functionaries

.905 3.231 69.202

10 Principal ensures cordial and friendly relationship among staff members

.871 3.111 72.313

11 There is groupism among the staff

.754 2.695 75.007

12 Principal strengthens the cordial relationship among staff members

.644 2.300 77.307

13 Principal ensures cordial relationship between staff members and students

.623 2.225 79.532

14 All official communications come in written format through circulars and lecturers and senior lecturers are made to acknowledge the receipt by signing it

.585 2.088 81.620

15 Decision regarding allocation of duties to different staff members is done only after free and frank discussion by Principal with the faculty

.529 1.888 83.508

16 Circulars are sent only after arriving at a consensus during staff meetings

.513 1.834 85.341

158


1.302 4.650 50.858


1.182 4.220 55.078


1.105 3.947 59.025


1.009 3.605 62.630


.936 3.341 65.971


.905 3.231 69.202


.871 3.111 72.313

11 There is groupism among the staff

.754 2.695 75.007

12 Principal strengthens the cordial relationship among staff members

.644 2.300 77.307


.623 2.225 79.532

14 All official communications come in written format through circulars and lecturers and senior lecturers are made to acknowledge the receipt by signing it

.585 2.088 81.620

15 Decision regarding allocation of .529 1.888 83.508


159




collected from the DIET faculty and student-teachers are listed in the

table that follow with name (address) given to the factor.

4.9.3 Managerial Skills (MS)

F. No.

Item Factor loading

1. The Principal uses his/her authority in a democratic way to get the work done from subordinates

0.737

2. The Principal organizes frequent meetings to discuss and sort out issues pertaining to DIET

0.757

3. He/ she leads us by setting example in academic and administrative work and personal traits like punctuality and integrity

0.814

4. The Principal is an expert in identifying talents and entrusting the assignments to the right person

0.703

5. The Principal strictly adheres to rules and disciple- nary proceedings to bring erring staff back on track

0.649

9 The Principal maintains good rapport with district level functionaries

0.745

10 The Principal ensures cordial and friendly relationship with staff members

0.756

12 The Principal strengthens the cordial relationship of staff members

0.774

13 The Principal promotes cordial relationship between staff members and students

0.791

14 All official communications are circulated to the staff members.

0.631

15 Decision regarding allocation of duties to different staff members is done only after free and frank discussion by Principal with all the faculty members concerned.

0.745

16 Circulars are sent only after arriving at a consensus during staff meetings

0.683

17 Communications are very clear and crisp 0.725

Table 4.50

Managerial Skills (MS)

160

20 The Principal consults only a few staff members while taking decisions.

0.502

21 The Principal is partial in allocating work to staff members.

0.543

23 The Principal postpones decision making to such a point that the problem solves itself

0.435

24 Accounting system is properly maintained in DIET 0.683 26 Every time when AG's Audit comes, it is a night mare

for the office 0.440

27 There is transparency in accounting every pie 0.667

The DIET principal is an able leader both in academic and

administrative domains. He directs the institute and is responsible for

improving its institutional profile and high visibility. His is a democratic

style of leadership in decision making. He discusses all the issues with

staff members and arrives at a consensus. He is a good role model to be

emulated by the staff in practising professional ethics. He maintains

good rapport with staff and ensures cordial relationship between staff

and students. He possesses excellent communication skills. He conveys

messages clearly and crisply and delegates authority. He sees to it that

financial accounting procedures are transparent in the office. He is

equally firm in making staff adhere to rules and regulations. Hence this

factor is assigned the name 'Managerial Skills'.

4.9.4 Accessibility (AL)

Table 4.51

Accessibility (AL)

F. No.

Item Factor loading

7 The Principal keeps himself or herself in an ivory tower and wants every other staff member to realize his/ her position and keep a distance

0.456

The principal is accessible to all including staff and students. He

never sits in an ivory tower and keeps distance from them. He is known

for his accessibility. Hence the factor is labeled 'Accessibility'.

161

4.9.5 Empathy and Decision Making (EDM)

Table 4.52

Empathy and Decision Making (EDM

F. No.

Item Factor loading

8 The Principal is sensitive to the needs of every staff member and regularly helps staff members in distress.

-0.479

19 The Principal follows DTERT / SCERT instructions to the letter and spirit.

0.616

22 Important and crucial decisions are always taken by the Principal himself/ herself.

0.553

28 Nobody outside a programme knows anything about the finance involved in it

0.505

The principal is sensitive to the needs of staff and empathic

towards them. At times, he takes some important and crucial decisions

himself due to the expediency of situation. This factor is therefore is

known as 'Empathy and Decision Making'.

4.9.6 Risk Taking Behavior (RTB)

Table 4.53

Risk Taking Behavior (RTB)

F. No.

Item Factor loading

6 The Principal has the habit of passing on his responsibility to others when a task is given by the higher officials or a problem arises

0.410

He is ready to take risk in solving certain problems. He takes

responsibility for the collective decision even if some problem arises

while implementing the decision. Hence this factor is assigned the name

'Risk taking Behaviour'

162

4.9.7 Inter Personal Relationship (IPR)

Table 4.54

Inter Personal Relationship (IPR)

F. No.

Item Factor loading

11 There is no groupism among the staff 0.664 18 Office staff and academic faculty do not communicate

official matters directly but only through the Principal 0.478

He never allows groupsim among staff members by his

impartiality. Moreover, official communications are passed only through

the principal not by the administrative staff. So this factor is labeled as

'Inter Personal Relationship'. 4.9.8 Financial Accountability of Subordinates (FAS)

Table 4.55

Financial Accountability of Subordinates (FAS)

F. No.

Item Factor loading

25 Lecturers and Senior Lecturers in-charge of various programmes submit accounts and vouchers soon after the final day of a programme

0.515

The principal ensures the financial accountability of staff

members by directing them to submit accounts soon after the training

programmes are over. So, this factor is named 'Financial

Accountability of Subordinates'. 4.9.9 Conclusion

Factor analysis helped the extraction of six factors namely

Managerial Skills, Sensibility, Decision Making, Risk Taking Behaviour,

Inter Personal Relationship, Financial Accountability of Subordinates'.

The factor loadings of all the items in each factor powerfully

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

163

reliable, it can be said to be validated for measuring the Perception on

Principal's Role in DIET. 4.10. A Scale on Professionalism (ASP) 4.10.1 Introduction

Data collected from 29 DIETs by administrating A Scale on

Professionalism were computer analyzed. The item-total correlations

between the dimensions and Professional Exposure & Linkage (PE & L)

effectiveness score are significant and the values are very close to each

other. The Cronbach-alpha value is found to be 0.5619.The split half



principal component analysis method and Varimax rotation. Four








F. No. Factor Eigen Value

% of Variance


1 Details of Staff: Staff in position: (Regular / In- charge) (Principal, Senior Lecturers, Lecturers, Junior Lecturers Other Teaching Staff and Non-teaching Staff)

4.632 35.630 35.630

2 Details of Staff Educational Qualification: Academic 8B Professional Ph.D., M.Phil, other Degrees/ Diploma

2.022 15.555 51.185

Table 4.56

ASP Total Variance Explained

164




collected from the DIET are listed in the table that follow with name

(address) given to the factor.

ASP Total Variance Explained4.10.2 Factor Loadings

Publications Books on Education, Textbooks, Training Modules, Articles

1.624 12.495 63.680

4 Professional Exposure (International Seminars, National Seminars, Other Seminars, Conference, Visits, Field Trips, Educational Tours, Exchange Programme)

1.038 7.988 71.668

5 Research Experience (Action Research, Projects)

.871 6.704 78.372

6 Awards: State Award, National Award, NCERT, Other Agencies

.702 5.399 83.771

7 Visits made by Faculty members to BRC

.581 4.471 88.241

8 Visits made by Faculty members to CRC

.462 3.550 91.792

9 Visits made by Faculty members to School

.369 2.839 94.630

10 Faculty members attend District Level Committee (DLC

.356 2.740 97.371

11 Faculty members attend Block Level Committee (BLC)

.201 1.547 98.917

12 Faculty members attend VEC

0.0956 .738 99.655

13 Number of Faculty members who acted as KRP / SRG in the SSA training programmes / projects under the X Five Year Plan / Textbook writing / Proficiency test

0.0481 .345 100.000


165

4.10.3 Professional Development (PD)

Table 4.57

Professional Development (PD)

Extraction Method: Principal Component Analysis.4.10.3 Professional Development (PD)

Item Factor loading

4 Professional Exposure (International Seminars, National Seminars, Other Seminars, Conference, Visits, Field Trips, Educational Tours, Exchange Programme)

0.611

5 Research Experience (Action Research, Projects) 0.819

7 Visits made by Faculty members to BRC 0.677

8 Visits made by Faculty members to CRC 0.692

13 Number of Faculty members who acted as KRP / SRG in the SSA training programmes / projects under the X Five Year Plan / Textbook writing / Proficiency test

0.651

The DIET staff participates in seminars and conferences and visit

to other national level and state level institutions on exchange

programme to map out new pedagogical innovations. They undertake

district level research projects. They do action research, as it is the

mandate of the DIET, for institutional agency, autonomy and

responsibility. Visits by the staff to BRCs and CRCs create feedback

loops between DIETs and resource centres so that they can identify

teachers' professional development needs to which the DIET

programmes would respond. They serve as KRPs / SRGs in training

programmes and research projects. These activities provide opportunity

for their comprehensive professional development. Hence this factor is

known as 'Professional Development*.

166

4.10.4 Linkages Academic Support (LAS)

Table 4.58

Linkages Academic Support (LAS)

F. No.

Item Factor loading

9 Visits made by Faculty members to School 0.559 10 Faculty members attending District Level Committee

(DLC) 0.732

11 Faculty members attending Block Level Committee (BLC)

0.796

12 Faculty members attending VEC? 0.892

In order to proactively promote linkages with various levels of

committees, they attend VEC, BLC and DLC meetings. They visit

schools to provide on-site academic support to teachers. This factor is

therefore called 'Linkages and Academic support*.

4.10.5 Human Resource Development (HRD)

Table 4.59

Human Resource Development (HRD)

F. No.

Item Factor loading

1 Details of Staff: a. Staff in position: (Regular / In-charge) M F (Principal, Senior Lecturers, Lecturers, Junior Lecturers Other Teaching Staff and Non-teaching Staff)

0.774

6 Publications Books on Education, Textbooks, Training Modules, Articles

0.695

9 Awards State Award, National Award, NCERT, Other Agencies

0.769

Staffing, publications and Awards improve the institutional profile

and visibility of the DIET. It becomes a resource centre only when it is

well staffed. The professional development is evidenced by books,

publications, and module preparation etc., and their professional

commitment is rewarded when they are conferred state and national

167

Awards for their outstanding service. Hence this factor is named

'Human Resource Development'.

4.10.6 Certification (CT)

Table 4.60

Certification (CT)

F. No.

Item Factor loading

2 Details of Staff Educational Qualification: Academic & Professional Ph.D., M.Phil. Other Degrees/ Diploma

0.870

Apart from generic educational qualifications the DIET staff

members acquire M.Phil., and Ph.D qualifications as part of their

professional development. Hence the name 'Certification* is assigned

to this factor.

4.10.7 Conclusion

Four factors namely Professional Development, Human Resource

Development, Academic Support, and Certification have emerged from

factor analysis. The factor loadings of all the items in each factor from

the factor analysis powerfully demonstrate that the developed tool is

valid. Since the tool is valid and reliable, it can be said to be valid for

measure of the effectiveness of A Scale on Professionalism of DIET. 4.11 Students' Perception on Functioning of DIET (SPFDIET) 4.11.1 Introduction

Data collected for SPDIET from 29 DIETs were computer


scores of Student's Perception on the DIET (SPDIET) are significant and

the values are very close to each other. The Cronbach-alpha value is

found to be 0.8979.The split half reliability value is 0.8715. These

findings show that the tool is reliable.

168


principal component analysis method and Varimax rotation. Seven





significantly contributing tot eh factor. The extracted factors, with



F. No.

Factor Eigen Value

% of Variance


1 My institute prepares me for my future life

8.410 26.282 26.282

2 I am proud of my institute. 2.215 6.920 33.202

3 The teacher educators of my institute focus more on preparing us for the profession of teaching

1.799 5.621 38.823

4 The principal evinces keen interest in the development of the institute

1.495 4.672 43.495

5 Our lecturers and senior lecturers are impartial

1.251 3.910 47.405

6 My institute gives importance to discipline

1.223 3.823 51.228

7 Teachers encourage the participation of all student teachers in learning activities.

1.135 3.546 54.775

8 Assembly proceedings are organized effectively on all the working days.

1.036 3.238 58.013

9 Classroom activities are carried out effectively

.995 3.110 61.123

10 I am given adequate training in the use of computers

.963 3.011 64.133

Table 4.61

SPFDIET Total Variance Explained

169

11 I get adequate training in microteaching

.897 2.803 66.936

12 The teacher educators take ample model classes

.860 2.688 69.624

13 I participate in observation practice with great enthusiasm

.423 2.413 72.038

14 Adequate training is given for teaching in my institute.

.732 2.288 74.325

15 Training is given to make effective use of Teaching Learning Materials relevant to the competencies.

.702 2.195 76.521

16 Co-curricular activities are organized completely in my institute.

.669 2.092 78.612

17 Internal assessment tests are conducted periodically

.655 2.046 80.658

18 There are enough sports goods in my institute

.618 1.932 82.590

19 We go in frequent field trip to gain content clarity

.583 1.821 84.411

20 All club activities are regularly conducted in the institute.

.556 1.736 86.147

21 I participate enthusiastically in all the club activities

.538 1.682 87.829

22 Enough opportunities are provided to student teachers to inculcate moral values.

.498 1.557 89.386

23 Anniversary celebration is regularly conducted

.471 1.472 90.858

24 Sports festivals are organized regularly in my DIET

.443 1.385 92.243

25 National festivals are regularly conducted in my Institute

.421 1.316 93.559

26 Adequate training is given to do project

.385 1.205 94.763

27 Under the able guidance of teacher educators student - teachers maintain the garden of the institute very well

.375 1.171 95.934

28 The Basic facilities available in the hostel are maintained properly

.338 1.055 96.989

170


.897 2.803 66.936

12 The teacher educators take ample model classes

.860 2.688 69.624


.423 2.413 72.038


.732 2.288 74.325


.702 2.195 76.521

16 Co-curricular activities are organized completely in my

.669 2.092 78.612

Extraction Method: Principal Component Analysis. 4.11.2 Factor Loadings



collected from the DIET faculty and student teachers are listed in the


4.11.3 Teacher Preparation (TP)

Extraction Method: Principal Component Analysis. 4.11.2 Factor Loadings

Item Factor loading

1 My institute prepares me for my future life 0.571

2 I am proud of my institute. 0.518

3 The teacher educators of my institute focus more on preparing us for the profession of teaching

0.540


0.611

5 Our lecturers and senior lecturers are impartial 0.511


0.497

Table 4.62

Teacher Preparation (TP)

171

9 Classroom activities are carried out effectively 0.626

10 I am given adequate training in the use of computers 0.484

12 The teacher educators take ample model classes 0.702


0.717


0.518


0.646

17 Internal assessment tests are conducted periodically 0.493

18 There are enough sports goods in my institute 0.419

19 We go in frequent field trip to gain content clarity 0.479


0.614

22 Enough opportunities are provided to student teachers to inculcate moral values.

0.547

26 Adequate training is given to do project 0.483

30 Principals' activities are conducive for the leadership development of student teachers.

0.611

31 Teacher Educators of my institute are role models for the professional development of student teachers.

0.740

32 The activities of teacher educators facilitate the development of moral values ins student teachers.

0.712

The DIET offers pre-service programmes with variety of

educational experiences for the professional development of trainees.

The branch staff members demonstrate different methods of teaching in

the class to make students competent on pedagogical understandings.

They enrich the classroom process by helping students adopt computer

aided teaching. They train them to prepare and use TLM relevant to

contexts. Activities such as games, field trips, club activities and value

inculcation programmes are organized for their all-round development.

Since the pre-service programme prepares emergent teachers to

172

respond contempory classroom situations, this factor is named

'Teacher Preparation'.

4.11.4 Co-curricular Activities (CCA)

Table 4.63

Co-curricular Activities (CCA

F. No.

Item Factor loading

21 I participate enthusiastically in all the club activities 0.537

23 Anniversary celebration is regularly conducted 0.483

24 Sports festivals are organized regularly in my DIET 0.567

Sports and club activities and annual day celebrations make the

DIET vibrant and help students become proficient in co-curricular

activities. Hence the factor is labeled 'Co-curricular Activities'.

4.11.5 Upkeep of the Hostel (UKH)

Table 4.64 Upkeep of the Hostel (UKH)

F. No.

Item Factor loading

25 National festivals are regularly conducted in my Institute.

-0.392

28 The Basic facilities available in the hostel are maintained properly

0.590

29 We maintain the cleanliness of the hostel 0.562

Keeping place of residences on the DIET campus clean and

running the mess themselves prepare trainees for managing schools

effectively in future. This factor is therefore named 'Upkeep of the

Hostel'.

173

4.11.6 Learning Experience (LE)

Table 4.65

Learning Experience (LE)

F. No.

Item Factor loading


0.620


0.423

Active participation in observation classes and Morning Prayer

provide meaningful learning experiences and opportunities for trainees

to prepare well for internship programmes. So this factor is named

'Learning Experience'.

4.11.7 Environmental Values (EV)

Table 4.66

Environmental Values (EV)

F. No.

Item Factor loading

27 Under the able guidance of teacher educators student - teachers maintain the garden of the institute very well

0.489

Students maintain the DIET garden properly with the guidance of

staff. This helps them realize the dignity of labour and internalize

environmental values. This factor is known as 'Environmental Values'

4.11.8 Teaching Competence (TC)

Table 4.67

Teaching Competence (TC)

F. No.

Item Factor loading

11 I get adequate training in microteaching 0.477

Micro-teaching sharpens the skills of trainees enhancing their

teaching competence in real classroom situations. Hence this factor is

called as Teaching Competence*.

174

4.11.9 Character Building (CB)

Table 4.68

Character Building (CB)

F. No.

Item Factor loading

6 My institute gives importance to discipline. 0.408

The DIET inculcates discipline among pre-service trainees leading

to the character building of prospective teachers. This factor is therefore

called 'Character Building'. 4.11.10 Conclusion

Seven factors named Teacher preparation, Co-curricular

Activities, Upkeep of the Hostel, Learning Experience Environmental

Values, Teaching Competence and Character Building have emerged

from factor analysis. The factor loadings of all the items in each factor

from the factor analysis powerfully demonstrate that the developed tool

is valid. Since the tool is valid and reliable, it can be said to be a valid

measure of students' perception on DIET.

4.12 Students' Perception on Availability and Use of Infrastructure in DIET (SPAUIDIET)

4.12.1 Introduction

Data collected students from 29 DIETs by administering

SPAUIDIET were computer analyzed. The item-total correlations

between the dimensions and the scores of Student's Perception on

Availability and Use of Infrastructure in DIET (SPAUIDIET) are


alpha value is found to be 0.8222.The split half reliability value is



principal component analysis method and Varimax rotation. Several

175








F. No. Factor

Eigen Value

% of Variance


1 In my institute adequate classroom facilities are there

2.409 21.898 21.898

2 There are adequate library facilities in my institute.

1.823 16.574 38.472

3 Adequate laboratory facilities are there in my institute.

1.211 11.009 49.480

4 Adequate computer laboratory facility is there in my institute.

1.043 9.483 58.963

5 There are adequate facilities in the psychology laboratory in our institute.

.885 8.045 67.008

6 There is a well furnished auditorium in my institute

.809 7.351 74.359

7 There is sufficient playing space in our play ground.

.746 6.779 81.139

8 There are adequate drinking facilities in my institute.

.610 5.547 86.686

9 There are adequate toilet facilities in my institute.

.578 5.254 91.940

10 I make best use of the library .479 4.357 96.297

11 Practice is given in the optimum use of sports materials.

.407 3.703 100.000

Table 4.69

SPAUIDIET Total Variance Explained


176




collected from the DIET faculty and student teachers are listed in the


4.12.3 Classroom, lab and Library facilities and use

Table 4.70

Classroom, lab and Library facilities and use

Item Factor Loading


0.749

2 There are adequate library facilities in my institute. 0.592 3 Adequate laboratory facilities are there in my

institute. 0.576

10 I make best use of the library 0.560

Classroom and science laboratory facilities are essential for

effective functioning of DIETs. Library helps them update their

knowledge in the current trends in teaching and learning process.

Effective utilization of library facilities counts more than their

availability. Hence this factor is named 'Classroom, lab and Library

facilities and use' 4.12.4 Play ground and sanitation facilities

F. No.

Item Factor loading

7 There is sufficient playing space in our play ground. 0.645

8 There are adequate drinking facilities in my institute. 0.831

9 There are adequate toilet facilities in my institute. 0.784

Table 4.71

Play ground and sanitation facilities

177

Physical development of teacher trainees depends on the

availability of play facilities in the DIET. Drinking water and toilet

facilities promote healthy and hygienic habits among them. So this

factor is labeled 'Play ground and sanitation facilities'. 4.12.5 Computer laboratory and Psychology laboratory facilities

Table 4.72

Computer laboratory and Psychology laboratory facilities

F. No.

Item Factor loading


0.656


0.702

11 Practice is given in the optimum use of computer and psychology materials.

0.627

Psychology and computer labs help graduating teachers with

better grasp of behavioural and techno-pedagogical dimensions of

learning. This factor is therefore known as 'Computer laboratory and

Psychology laboratory facilities'. 4.12.6 Availability of Auditorium

Table 4.73

Availability of Auditorium

F. No.

Item Factor loading

6 There is a well furnished auditorium in my institute 0.909

The development of effective domain of student teachers'

personality depends on the art and cultural activities organized by the

DIET for which proper auditorium facilities are necessary. Hence this

factor is named 'Availability of Auditorium'.

178

4.12.7 Conclusion

Four factors named Classroom, laboratory and Library facilities

and Use, Play Ground and Sanitation Facilities, Computer Laboratory

and Psychology laboratory facilities and Availability of Auditorium have

emerged from factor analysis. The factor loadings of all the items in

each factor from the factor analysis powerfully demonstrate that the

developed tool is valid. Since the tool is valid and reliable, it can be said

to be a valid measure of Students' Perception on Availability and Use of

Infrastructure in DIET (SPAUIDIET).

4.13 Principals' Perception on DIET Infrastructure

The infrastructure plays an important role in smooth functioning

of the DIET. Well furnished and ventilated classrooms are essential for

the successful conduct of pre-service and in-service programmes.

Science labs (physical and Biological) provide practical experience for

the trainees to experiment with science concepts. Psychology lab helps

them understand the cognitive abilities of children. Computer lab is

useful for them to learn ICT as a subject and use it as tool for teaching

other subjects as well. The Branch lab such as Educational Technology

and Work Experience provide trainees with relevant skills and

experiences. Sports and games promote their physical well-being. Well-

equipped staff quarters and student's hostels improve the healthy

ambience of the DIET campus

S. No. Facilities Sufficient Insufficient

Classroom

1 Classrooms Size 2 Lighting in Classrooms 3 Ventilation in Classrooms 4 Power Connection in Classrooms

Table 4.74

Principals' Perception on DIET Infrastructure

179

Principals' Perception on DIET Infrastructure

Facilities Sufficient Insufficient

Physical Science Lab

5 Number of Rooms in Physical Science Laboratories

6 Size of Physical Science Laboratories

7 Lighting in Physical Science Laboratories 8 Ventilation in Physical Science

Laboratories

9 Power Connection in Physical Science Laboratories

10 Working Tables in Physical Science Laboratories

11 Working tables with Water sink in Physical Science Laboratories

12 Instruments in Physical Science Laboratories

13 Chemicals in Physical Science Laboratories

Biological Science

14 Number of Rooms in Biological Science laboratories

15 Size of Biological Science laboratories 16 Lighting in Biological Science laboratories 17 Ventilation in Biological Science

laboratories

18 Power Connection in Biological Science laboratories

19 Working Tables in Biological Science laboratories

20 Working tables with Water sink in Biological Science laboratories

21 Instruments in Biological Science laboratories

22 Chemicals in Biological Science laboratories

23 Dissection Box in Biological Science laboratories

Psychology Lab

24 Number of Rooms in Psychology lab 25 rooms Size in Psychology lab 26 Lighting in Psychology lab 27 Ventilation in Psychology lab

180






Laboratories






Biological Science



laboratories







Psychology Lab

24 Number of Rooms in Psychology lab 25 rooms Size in Psychology lab 26 Lighting in Psychology lab 27 Ventilation in Psychology lab

181






Laboratories






Biological Science



laboratories







Psychology Lab

24 Number of Rooms in Psychology lab 25 rooms Size in Psychology lab

182






Laboratories

9 Power Connection in Physical Science

Since all the dimensions have item well designed related to

structural attributes of DIET and the tool was reviewed by experts, its

content validity is established.

The Cronbach-alpha value is found to be 0.9486.The split half


4.14 Conclusion

In this chapter the developed battery of instruments was

validated using factor analysis. In the next chapter summary and

findings were dealt.

183

Chapter V

SUMMARY AND FINDINGS

5.1 Introduction

Since the dawn of history, education has continued to evolve,

diversify and extend its coverage. To meet the pros and cons of

globalization, privatization and the tremendous growth of information

and communication technology each and every nation needs to provide

quality education to its citizens. In India also the policy makers have

introduced so many interventions to improve the quality of education.

The first and foremost factor determining the quality in schools is the

quality teacher education which is being provided to the prospective

novice teachers. So the teacher educational institutions should be

effective in providing quality teacher education.

5.2 Institutional Effectiveness

The concept of institutional effectiveness presumes that an

institution is engaged in an ongoing quest for quality and can

demonstrate how well it fulfills its stated purpose. It is also expected to

document quality and effectiveness by employing a comprehensive

system of planning and evaluation in all major aspects of the

institution. Planning and evaluation of teaching, research, service,

administration, and educational support should be thorough, broad

based, integrated and appropriate. Institutional effectiveness provides

documentation of planning, assessment and the use of results in

decision-making across a campus/ State.

The Southern Association of Colleges and Schools defines

Institutional Effectiveness as follows: The institution identifies expected

outcomes for its educational programs and its administrative and

educational support services; assesses whether it achieves these

184

outcomes; and provides evidence of improvement based on the analysis

of those results. (Comprehensive Standard 3.3.1, Principles of

Accreditation, SACS Commission on Colleges, 2004)

Thus it is very clear that institutional effectiveness refers to the

extent to which the stated aims and objectives of the institution have

been attained which in turn help the policy makers to think of better

performance of the institution.

5.3 DIET Effectiveness

The role and responsibilities of DIET are entirely different from

the normal teacher educational institutions. In DIETs in addition to the

pre-service teacher educational programmes much concentration is

being given to professional development of elementary school teachers

and non-formal educational volunteers. It has seven branches which

are unique in their functions but at the same time interdependent in

executing each and every activity of the DIET. Hence the effectiveness of

DIET is complex and needs a detailed introspection.

5.4 Need for the Study

As a centrally sponsored scheme, DIETs have good infrastructure

with buildings and equipments. There are some DIETs in the state

whose programme is exemplary and other DIETs are carrying out the

routine activities without fail. A few are lagging behind in conducting

all the programmes as envisaged by 1989 guidelines. So it becomes

imperative to study the functioning of DIETs in general and identify the

indicators that are associated with effective functioning of DIETs. These

indicators would serve as benchmarks to upscale the functioning of

DIETs all over the state. Hence the present study has been proposed to

evolve indicators for DIET effectiveness.

185

5.5 Objectives of the study

The objectives of the present study are

1. To evolve strategies for identifying the indicators for DIET

effectiveness.

2. To identify the indicators for effective functioning of DIET.

3. To validate the identified indicators for DIET effectiveness.

4. To prepare a battery of tools based on the validated indicators for

assessing DIET effectiveness.

5.6 Development of Indicators















techniques. Hence a battery of Instruments has been developed for


The research team through workshop discussed the project

objectives and research design in general and identified a limited

number of indicators and benchmarks for DIET effectiveness to assist a

comprehensive evaluation of institutions, functioning of Branches

186

together and separately and the delivery of resources and programmes

as a district nodal centre formed the basic criteria for the selection of

indicators. The MHRD guidelines on DIETs, NCERT and NCTE

documents on Teacher Education and the recent social, political and

educational discourses on quality of elementary education and their

implications for policy inputs on institutes of teacher education were

taken into consideration for evaluating 15 indicators. Later they have

been clustered to 12 important indicators. They cover broad four areas:

functions of branches, principal's leadership, professionalism,

institutional infrastructure and students' perception

5.7 Validation of Indicators

Validity indicates the degree to which a tool measures what it has

been designed to measure. To support outcomes and basic research, the

validity of any measurement and evaluation techniques employed must

be clearly established. This includes the verification of various types of

apparatus, questionnaires, and statistical procedures. By using factor

analysis all the indicators except the Principals' Perception on DIET

Infrastructure were validated. Since all the dimensions of the Principals'

Perception on DIET Infrastructure have items well designed related to

structural attributes of DIET and the tool was reviewed by experts, its

content validity is established

5.8 Tools

Thus the Indicators for DIET Effectiveness consist of 12 important

indicators focusing on four broad areas: functions of branches,

principal's leadership, professionalism, institutional infrastructure and

students' perception. The 12 identified and validated indicators for DIET

Effectiveness are:

1. PSTE Effectiveness Scale

2. WE Effectiveness Scale

187

4. DRU Effectiveness scale

5. IFIC Effectiveness scale

6. CMDE Effectiveness Scale

7. ET Effectiveness Scale

8. P&M Effectiveness Scale

9. DIET Faculty Perception on Principal's Leadership (DFPL)

10. A Scale on Professionalism

10. Tool for Students' Perception on Functioning of DIET

(SPFDIET)

11. Tool for Students' Perception on Availability and Use of

Infrastructure in DIET (SPAUIDIET)

12. Principals' Perception on DIET Infrastructure

5.9 Conclusion

As per our constitution the state has to provide free and

compulsory education for all children until they complete the age of 14

years with quality assurance. This needs a quality pre-service and in-

service education with relevant supporting branch activities as

envisaged in the DIET vision and mission. This could be achieved by

assessing the DIETs with appropriate and validated indicators. This

study has evolved 12 indicators for DIET Effectiveness which will no

doubt help the policy makers initiate interventions on effective

functioning of DIETS ensuring quality elementary education

188

Annexure Indicators for DIET Effectiveness

Pre-service Teacher Education Effectiveness Scale (PSTEES)

S.No Item

1 Percentage of marks (mean) obtained by regular students in the last three academic years in the Board Examinations

Subjects 2001-02 2002-03 2003-04 Overall Mean

1. Challenges in Education

2. Educational Psychology

3. Educational Management

4. Tamil 5. English 6. Mathematics 7. Science 8. Social Science

2 Result Effectiveness - correlation between Staff strength and students performance

Year Number of Staff Position

Pass %

2001-02 2002-03 2003-04

3 Number of celebrations, club activities and co-curricular activities organized

Year Celebration Club Activities

Co-curricular Activities

Total

2001-02 2002-03 2003-04 Total

Mean

189

S.No Item

Involvement of students in Scouts, NSS, Red Cross, Blue Cross, Green Cross, etc. at DIET Years Activities 2001-02 2002-03 2003-04

Mean : ist out evaluation techniques that PSTE students are exposed in 2003-04

Years No. of Meetings 2001-02 2002-03 2003-04

Community participation - Number of parents meeting convinced

Mean

SI. No. Techniques 12.

7. 8.

10.

7. Sports and games conducted in the year 2003-2004

8

SI. No. Activities 1. Intra DIET : 2. Inter DIET : 3. Others : 4. 5.

SI. No. Activities 1. Intra DIET : 2. Inter DIET : 3. Others : 4. 5. Number of practicals conducted in the year 2003-2004

Mea Mea

190

S.No Item

No. of field trips and tours organized in the current academic year

Mea No. of Held trips & tours organized

1

Kits List of Materials

Available In use Total

1. CCRT Kit 2. Maths Kit 3. Science Kit

List out the materials in the following kits

1 List out any three innovative models prepared by trainees in the year 2003-2004

SI. No. Name of the models Subject 1. 2. 3. 4. 5. 6.

12 List out the activities organized to develop the Arts skills. Example singing,dancing, etc.

SI. No. Activities

191

S.No

T3

Item

Preparatory activities for practice teacher in the current academic year

14 List out the activities carried out by PSTE branch to achieveUniversal Enrolment (UEE) in the district

SI. No.

Activities Max. Numbers

By the guide teachers

By teacher- educators

Number of activities done

1. Micro teaching

7

2. Demo classes 25 3. Observations 25 4. Workshops

Organized 3

Total 60 Mea

SI. No. Activities 1. 2. 3. 4.

15 Do you maintain a record for monitoring internship of teacher trainees?Yes / No

16 Have the pre-service faculty members undergone Capacity Building Programmes on Content and Methodology? If yes, Furnish details, 1. 2. 3.

17 What strategies do you adopt to solve emotional problems of student teachers? 1. 2. 3.

18 Library Facilities

Library Particulars Tamil English Other Language

Total

Number of Books Number of Journals Number of Magazines Number of Newspapers

192

S.No Item

_____ | No. of Reference Books 19 Library Usage

Numbers Issued Tamil English Other Language

Total

Books Journals Magazines Newspapers Reference Books

20 What are the transactional strategies adopted in your pre-service training programmes

SI. No. Strategies adopted

****

193

PSTEES - Scoring Key

1. 91-100% 3 points 81-90% 2 Points 71-80% 1 Point

2. 100 % 3 Points 75 - 99 % 2 Points Below 75 1 Point

3 . 1 - 4 1 Point

5 - 9 2 Points 10 8s above 3 Points

4. 3 & above 3 Points

2 2 Points 1 1 Point

5. 3 activities 3 Points

2 activities 2 Points 1 activity 1 Point

6. Techniques 8 8B above 3 Points Techniques 5 - 7 2 Points Techniques 1 - 4 1 Point

7. 3 and more activities 3 Points 2 activities 2 Points 1 activity 1 Point

8. 16-20 3 Points

11-15 2 Points 5 -10 1 Point

9 . 7 - 1 0 3 Points

4 - 6 2 Points 1 - 3 1 Point

10. If the total is

7 - 9 3 Points 4 - 6 2 Points 1 - 3 1 Point

11. If the number of models prepared is

5 and above 3 Points 3 and 4 2 Points below 2 1 Point

194

12. If the number of activities is above 5 3 Points 3 - 4 2 Points 1 - 2 1 Point

13. If the total is 60 and above 3 Points If the total is 40- 59 2 Points If the total is 20 -39 1 Point

14. 3 and above 3 Points 2 2 Points 1 1 Points

15. yes 1 Point no 0 Point

16. 1 1 Point 2 and above 2 Points

17. 3 and above 2 Points 1 - 2 1 Point

18. Library >11 3 Points 6-10 2 Points 1-5 1 Point

19. Library Usages

>20 3 Points 11-20 2 Points 1-10 1 Point

20. Pedagogy

>11 3 Points 6-10 2 Points 1-5 1 Point

195

Work Experience Effectiveness Scale (WEES)

S.No. Item 1 Has work experience branch identified the locally available

material for preparing Teaching Learning Materials? Yes / No

2 Has the branch offered experience to trainees in the following activities? i. Weaving Yes / No ii. Craft work Yes / No iii. Agriculture Yes / No iv. Tailoring Yes / No v. Embroidery Yes / No vi. Music Yes / No vii. Others (specify) Yes / No

3 Has the branch involved NFE / AE educational Volunteers / NGOs in Planning the orientation to work experience activities, in NFE / AIE / EGS centres Yes / No

4 Does the branch give stress to the following activities related to day-to-day life situations?

i. Health and hygiene Yes / No

ii. Shelter, Campus cleaning Yes / No iii. Food & Agriculture Yes / No iv. Clothes Yes / No v. School Celebration Yes / No vi. Service to others Yes / No vii. Converting waste material into wealth Yes / No viii. Other (if any) Yes / No

5 Has the branch conducted training programmes in the following areas to teacher trainees? i. Health and hygiene Yes / No ii. School environment up keep of Yes / No iii. Daily activities Yes / No iv. Preparation of domestically consumable articles Yes / No v. Kitchen garden Yes / No vi. Cooking 8& Preservation of food Yes / No vii. Clothing Yes / No (Tailoring, Doll making, Embroidery, Garland making, waving handkerchief) viii. Domestic appliances Yes / No (repair of simple electrical gadgets)

196

ix. Cultural & Recreation (music, dance, drama, etc) Yes / No

x. Community work 85 Social service (organizing exhibitions, participation in

_____ Social Welfare Schemes) __________________________ Yes / No Has the branch conducted training to the teacher trainees underSUPW in the following skills

i. Ink-making Yes / No ii. File pad making Yes / No iii. Office cover making Yes / No iv. Phenyl making Yes / No v. Soap making Yes / No vi. Candle making Yes / No vii. Wire bags making Yes / No viii. Knitting Yes / No ix. Embroidery Yes / No X. Toy making Yes / No xi. Herbal Cosmetics Yes / No

Any other (specify) Have exhibition been organized to display the handicrafts and products made by student teachers? Yes / No If yes, no of items displayed _______________________________________

8 Were training programmes conducted to Women Self Help Groupmembers on different vocations and handicrafts? ________ Yes / No Were local artisans invited to demonstrate their skill? Yes / No (eg. making pots / wood work / making clay models)

10 Has the branch organized interview with small-scale industries / employment exchange officers annually to sensitize student teachers on the avenues open for employment? __________ Yes / No

1 Does the branch take the teacher - trainees out on local field trips to have direct experience of local crafts such as weaving / match works / crackers / knitting / brick making / pot making / Art work? __________________________________________________ Yes / No

12 Relevance of Work Experience to Teacher Education 1. Is the infrastructure of DIET adequate to train teachertrainees? Yes / No 2. Is the CCRT kit periodically utilized? _______________ Yes / No

13 Are the following Art activities periodically carried out? i. Pictorial Art Yes / No ii. Decorative Art Yes / No iii. Plastic Arts Yes / No iv. Performing Arts __________________________________ Yes / No

****

197

WEES - Scoring Key

1. If yes - 1, No - 0 1 2. If yes - 1, No - 0 (Seven Items) 7 3. If yes - 1, No - 0 1 4. If yes - 1, No - 0 (Eight Items) 8 5. If yes - 1, No - 0 (Ten Items) 10 6. If yes - 1, No - 0 (Twelve Items) 12 7. If yes - 1, No - 0 1 8. If yes - 1, No - 0 1 9. If yes - 1, No - 0 1 10. If yes - 1, No - 0 1 11. If yes - 1, No - 0 1 12. If yes - 1, No - 0 (Two Items) 2 13. If yes - 1, No - 0 (Four Items) 4

Max Total

5

198

District Resource Unit Effectiveness Scale (DRUES)

S.No Item

1 Whether the data about the NFE/AE/AIE/EGS centres and volunteers are maintained? Availability of List of NGO's, Yes / No

2 Are the centres of NFE/ AE/ AIE/ EGS being visited regularly? Yes / No If yes, do you maintain any diary for centre visits?

3 If you are visiting , NFE/ AE/ AIE/ EGS centres, the periodicity of your visit a. Monthly b. Quarterly c. Half yearly d. Annually

4 How were the needs of the Educational Volunteers identified? a. Need Based Questionnaire Yes / No b. Observation Interview / Interaction Yes / No


6 Have the training modules for AIE volunteers prepared by other DIETs been evaluated ? Yes / No If yes, list the number of modules evaluated 1. 2. 3. 4. 5.

7 List out the agencies and personnel other than DIET involved in the material production 1. 2. 3. 4. 5.

199

S.No

~8

Item

Have you organized training programmes for AIE volunteers? Yes / No

If yes, list out the names of the training programmes 1. 2. 3. 4. 5.

Have you evaluated the impact of training programmes impartedto educational volunteers ? Yes / No If yes, list the methods adopted 1. Observation schedule 2. Paper - Pencil Test 3. Interaction

10 Whether the studies / Research Projects / Action Researches are being conducted / have been completed related to AE /NPE/AIE/ EGS Yes / No If yes, furnish the topics 1. 2. 3.

11 Mention the linkages with other departments

1. NFE 2. SSA 3. Universities (Extension Wing) 4. NGO's 5. SRC

12 Have DRU branch members participated in their branch related training programmes Yes / No

If yes, furnish the details

SI. No.

Name of the training programmes

Dates Organized by

1. 2. 3. 4. 5.

200

S.No

13

Item

Whether the follow-up of training being carried out If yes, give details 1. 2. 3.

Yes / No

14 What methods do you follow to involve students in neo-literacy and post-literacy campaigns? 1. 2. 3.

15 What programmes have the faculty members organized to createawareness among peoples about literacy ?

S.No Programmes organized 1 2 3 3 4 5 6 7 8 9 10

16 Do you have a database of agencies involved in serving theinterests of out of school children and non-literates

If yes, list them

17 Do you have digital downloaded materials and journals relevant tochild labour and other related area Yes / No If yes, give details

****

201

DRUES - Scoring Key

1. Yes with data 1 No 0 2. Yes with diary 1 No 0 3 Periodicity Monthly 3 Quarterly & Half yearly 2 Yearly 1 No 0 4 All the three methods 2 1 to 2 methods 1 5 Yes 1 No 0 6 4 to 5 modules 3 2 to 3 modules 2 1 module 1 7 3 to 5 agencies / personnel 2 1 to 2 1 8. 3 to 5 programmes 3 2 2 1 1 9. All the 3 methods 3 2 methods 2 1 method 1 10 4 to 5 topics 3 2 to 3 2 1 1 11. 3 to 5 3 2 2 1 1 12 3 to 5 3 2 2 1 1 13. Yes with details 1 No / Yes without details 0 14. 3 methods 3 2 2 1 1 15. 5 and above programmes 3 3 to 4 2 1 to 2 1 16. Yes 1 No 1 17. Yes 1 No 1

202

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

s. No.

Item

1 Were the training needs of Elementary teachers identifiec 2002 - 2003 Yes No

2003 - 2004 Yes No

2004 - 2005 Yes No

If yes, furnish no. of documentary evidence?

2002 - 2003

2003 - 2004

2004 - 2005

2 Is the al calendar of all training programmes prepared well in

advance? 2002 - 2003 Yes No

2003 - 2004 Yes No

2004 - 2005 Yes No

Were periodical news letters published if yes, specify the no. of news letters published?

2002 - 2003 2003 - 2004 2004 - 2005

203

S. No.

Item

Was pre-planning for training activities carried out?



Oral Yes No

Written Yes No




Oral Yes No

Written Yes No


Year Total Number of Training

Total Number Training Programmes in which ET

Were Educational Technology Equipments used in transactional process during the training programmes? Yes / No If yes, specify the no. of training programmes and the equipmentsused

Yes / No 6 Was the documentation done after the training?If yes, specify the no. of documents prepared

204

S. No. Item

Were the follow-up activities undertaken for the training programmes conducted?

Yes / No

8 Did the faculty members of other branches of DIET contribute to the In-service training programmes Yes / No

Were Educational Technology Equipments used in transactionalprocess during the training programmes?If yes, specify the no. of training programmes and the equipments

Total no. of Programmes conducted

No. of follow-up activities

2002 - 2003

2003 - 2004

2004 - 2005

If yes, specify no. of visits made by DIET faculty after trading atBRC and School level

Were the training modules distributed during the training programme? If yes, give details Yes / No

Year Total no. of Programmes conducted

Total number of programmes module distributed

2002 - 2003 2003 - 2004

2004 - 2005

10 Were the training modules distributed after the training programme? Yes / No

Year Total no. of Programmes conducted

Total number of programmes module distributed

2002 - 2003 2003 - 2004

2004 - 2005

205

S. No. 11

Item

Did the faculty members discuss the class room problems faced byteachers and teacher educators? Yes / No If yes, specify the number of occasions

Teachers BRTEs AIE/EGS Volunteers

CRC Coordinators

2002 - 2003

2003 - 2004

2004 - 2005

12 Did you identify any innovative practices in classroom teaching inyour district by the practising teachers? Yes / No If yes specify the no. of innovative practices identified

No. of innovative practices

2002 - 2003 2003 - 2004 2004 - 2005

13 Were the innovative practices disseminated to schools?

If yes, specify the no. Yes / No

No. of innovative practices disseminated

2002 - 2003 2003 - 2004 2004 - 2005

(List the names of Innovative Practices disseminated with details ina separate sheet)

206

S. No. 14

Item

Do the pre-test and post-test form the integral part of training programmes? Yes / No

SI. No. Year Pre-test Post-test

2002 - 2003

2003 - 2004

2004 - 2005


SI. No. Year Training Programme

No. of impact studies conducted

2002 - 2003 2003 - 2004 2004 - 2005

16 Have you involved any external expertise for training programmes? Yes / No

SI. No. Year Training Programme

Experts involved

2002 - 2003 2003 - 2004 2004 - 2005

17 What are the strategies / transactional strategies adopted in yourtraining programmes. List them

Name of the Programme Strategies 1. 2. 3. 4 5.

***

207

IFICES - Scoring Key

1. Yes 1 point No 0 mark Each carries 1 point total 3 points

2. Yes 1 point No 0 mark Each carries 1 point total 3 points

3. If number is more than 9, 4 point If number is 7-9, 3 point If number is 4-6, 2 point If number is 1-3, 1 point

4. If Time Table prepared Yes 1 point No 0 point Communication Oral Yes 1 point No 0 point Communication Written Yes 1 point No 0 point Resource mobilization Yes 1 point No 0 point

5 For all the years in total More than > 80 % 2 point 50 % to 80 % 1 point Below 50 % 0 point

6 For all the years in total 41-50 documents 5 point 31-40 documents 4 point 21-30 documents 3 point 11-20 documents 2 point 1-10 documents 1 point

7 For all the years in total More than > 80 % 5 point 6 1 % to 8 0 % 4 point 4 1 % to 6 0 % 3 point 2 1 % to 4 0 % 2 point Below 20 % 1 point

208

8 Yes 1 point No 0 point

9 For all the years in total More than 80 % 3 point 50 % to 80 % 2 point Below 50 % 1 point

10 For all the years in total More than 80 % 3 point 50 % to 80 % 2 point Below 50 % 1 point

11 For all the years in total (Find the total of all the subcomponents viz., Teachers, BRTEs, AIE Volunteers, and CRC Coordinators ) More than 160 5 point 121-160 4 point 81-120 3 point 41-80 2 point 40-1 1 point

12 5 to 10 2 point 1 to 4 1 point

13 5 to 10 3 point 1 to 4 2 point

14 For all the years in total If more 80 % 2 point 50 % to 80 % 1 point Below 50 % 0 point

15 For all the years in total If more then 80 % 2 point 50 % to 80 % 1 point Below 50 % 0 point

16 For all the years in total If more then 80 % 2 point 50 % to 80 % 1 point Below 50 % 0 point

17 If more then 3 2 point 2 to 3 1 point 0 to 1 0 point

209

Curriculum and Material Development Effectiveness Scale (CMDEES)

S.No Item

1 Has CMDE branch prepared locally relevant new curricular units to supplement the prescribed curricular unit ? Yes / No a) If yes, list out the materials prepared 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

2 Has CMDE branch prepared locally relevant new curricular units to supplement the prescribed curricular units? Yes / No If yes b) Name the other branches of DIET, if any, involved in the Material Development? 1. 2. 3. 4. 5.

3 What are the other materials developed by DIET ? (a) Books (b) Modules (c) Tools (d) Others 1. 1. 1. 1. 2. 2. 2. 2. 3. 3. 3. 3. 4. 4. 4. 4. 5. 5. 5. 5.

210

S.No Item




211

S.No Item




S.No Item

4 Has CMDE branch evaluated textbooks of Std I to VIII ?

212

S.No Item

1 Has CMDE branch prepared locally relevant new curricular units to supplement the prescribed curricular unit ? Yes / No a) If yes, list out the materials prepared 1. 2. 3. 4. 5. 6.

***

213

CMDEES - Scoring Key

1. 1-2 1 3-4 2 More than 5 3 2 All the other 6 branches 3

3 - 5 branches 2 Less than 3 branches 1 3 All the three 3

2 2 1 1 4 More than five books 3

3 - 4 2 1 - 2 1 5. More than 5 3

3 - 4 2 1 - 2 1 6 6 - 10 2

1 - 5 1 7 8 - 11 3

4 - 7 2 1 - 3 1 8 6 - 8 3

3 - 5 2 1 - 2 1 9 4 - 5 3

2 - 3 2 1 - 2 1 10 5 - 6 3

3 - 4 2 1 - 2 1 11 All three items 3

2 Items 2 1 Item 1 12. All three categories 3

2 Categories 2 1 Category 1 13. Yes with 1 1 No 0 14. Yes with 1 1

No 0

214

Educational Technology Effectiveness Scale (ETES)

S.No Item

1 Does the branch have the Audio Visual Equipment and communication facilities? Yes / No If yes, give details

Audio Visual Equipments Number of items

and Communication facilities (in working condition)

1 OHP

2 Slide Projector 3 Tape Recorder 4 VCR / VCD / DVD 5 TV 6 Computer 9 Fax 10 16 mm Projector 11 Direct Projector 12 Camera 13 Epidiascope 14 Multi media 15 System Networks 16 Laser Printer 17 Inkjet printer 18 Dot Matrix Printer 19 Photocopier 20 Photocopier cum printer 21 Computer Materials / CAL Materials 22 Dish Antenna 23 Cable Net Work 24 Radio 25 Sound System 26 UPS 27 LCD

215

S.No Item




1 OHP


S.No Item

216

S.No Item




1 OHP


S.No Item

2 Does the branch have modern communication facilities? Yes / No

If yes, give details

Communication facilities Number of items

217

S.No Item




1 OHP


S.No Item




(in working condition)

218

S.No Item




1 OHP


S.No Item




(in working condition) 1 Internet 2 Website

219

S.No Item




1 OHP

2 Slide Projector 3 Tape Recorder 4 VCR / VCD / DVD 5 TV 6 Computer 9 Fax 10 16 mm Projector 11 Direct Projector 12 Camera 13 Epidiascope 14 Multi media 15 System Networks 16 Laser Printer 17 Inkjet printer 18 Dot Matrix Printer 19 Photocopier

***

220

ETES - Scoring Key

1. More than 21 - 3 Points 16-20 - 2 Points 1-15 - 1 Point

2. Each carries one point 3 - 3 Points 2 - 2 Points 1 - 1 Point 0 - 0 Point

3. Number of low cost teaching aids for all the three years More than 75 - 3 51 to 74 - 2 25 to 50 - 2 Less than 25 - 0

4. For all the items put together

More than 200 - 3 100 - 199 - 2

v 50-99 - 1 Below 50 - 0 More than 25 times - 2 1 to 24 1

a. OHP ^ b. Slide Projector c. Tape Recorder d. VCR/VCD/DVD & TV e. LCD


a. OHP b. Slide Projector c. Tape Recorder d. VCR/VCD/DVD & TV

More than 40 - 2 ^ 20-39 - 1

below 20 - 0


More than 7 - 2 Points 1-6 - 1 Point

7 Number of Documents

More than 5 - 2 1-4 - 1

Number of Software developedMore than 5 - 3 1-4 - 2

221

8. Number of assignment prepared More than 3 - 2 1-2 - 1

Number of Software developed More than 3 - 3 1-2 - 2

9. Number of OHP Transparency "1 More than 300 - 2 - Slide >■ 150 - 200 - 1 Audiocassettes J Below 150 - 0

Number of Videocassettes More than 10 - 2 1-10 - 1 Below 10 - 0

Number of CDs More than 20 - 3 11-20 - 2 1-10 - 1 5 to 9 - 2

10. Number of trainings conducted 2 - 2 1 - 1

11. Number of module / prepared books Yes - 1 No - 0

12. Study conducted Yes - 1 No - 0

13. Contribution of Teleconferences Yes - 1 No - 0

14. Linkage with the other branches Yes - 1 No - 0

15. Number of programmes given More than 3 - 3 2 - 2 1 - 1

16. Number of Radio programmes arranged More than 50 - 2 1-25 - 1

Number of Radio programmes arranged More than 5 0 - 3

1-25 - 2

222

17. Number of programmes participated in Kanbom Karpom programmes

2 - 2 1 - 1

18. Equipment More than 2 - 2 1 - 1

19. Number of Lesson Plan More than 3 - 3 2 - 2 1 - 1

20. Weekly twice Yes - 1 No - 0

21. Knowledge on Software at 3 and more - 4 Application Level 2 - 3

1 - 2

***

223

Planning & Management Effectiveness Scale (PMES)

S.No Item

1 Is the Planning and Management Branch involved in the collection of educational data? Yes / No If Yes, do you maintain any records? Furnish the details of records you maintain a. b. c. d. e.

2 What methods have you adopted to collect district specific educational data ? (b) Have you published it annually? a. b. c. d. e.

3 List achievement tests conducted by Planning and Management branch a. b. c.

4 Is the Planning and Management Branch actively involved in preparing perspective plan, annual work plan and budget for SSA Yes / No If yes, furnish details Year Work a. b. c. d. e.

5 Is the Planning and Management branch involved voluntarily in conducting studies pertaining to the achievement of UEE goals Yes / No

224

S.No Item

1 Is the Planning and Management Branch involved in the collection of educational data? Yes / No If Yes, do you maintain any records? Furnish the details of records you maintain a. b. c. d. e.

2 What methods have you adopted to collect district specific educational data ? (b) Have you published it annually? a. b. c. d. e.

3 List achievement tests conducted by Planning and Management branch a. b. c.

4 Is the Planning and Management Branch actively involved in preparing perspective plan, annual work plan and budget for SSA Yes / No If yes, furnish details Year Work a. b. c. d. e.

5 Is the Planning and Management branch involved voluntarily in conducting studies pertaining to the achievement of UEE goals Yes / No

S.No Item

225

16

S.No

10

Item

Do the Planning and Management membersMeetings? If yes, the periodicity of visit

a. Monthly once b. Bimonthly c. Quarterly d. Half yearly

attend VEC Yes / No

11 Does Planning and Management branch prepare Calendar of Activities for DIET every year ? Yes / No

2001 - 2002 2002 - 2003 2003 - 2004

12 Has Planning and Management branch involved in organizing training programmes for VEC? Yes / No If yes, list programmes conducted

a. b. c.

13 What are the measures adopted by Planning and Managementbranch to increase the effectiveness of lab area schools ?

a. b. c.

14 What are the inputs provided by Planning and Managementbranch to supplement the services of PSTE branch ?

1. ________________________________________________ 2. ________________________________________________ 3. _______________________________________

15 What are the inputs provided by Planning and Management to improve the functioning of IFIC branch?

1.. ______________________________________________ 2. ________________________________________________ 3. ________________________________

Is the DIET involved Planning and Management Branch in preparation of AWP and perspective plan for Teacher Education? Yes / No

226

S.No Item

17 What are the inputs provided by planning and Management Branch to improve the functioning of CMDE Branch, Work Experience Branch and DRU Branch 1. 2. 3.

18 What is the contribution of Statistical officer to the functioning of Planning and Management Branch? List out the activities executed by him/her.

****************

227

PMES - Scoring Key

1. Yes with 3 and above - 3 2 - 2 1 - 1

2. 3 and above - 3 2 - 2 1 - 1

3. 3 and above - 3 2 - 2 1 - 1

4. 3 and above - 3 2 - 2 1 - 1

5. 3 and above - 3 2 - 2 1 - 1

6. 3 and above - 3 2 - 2 1 - 1

7. 3 and above - 3 2 - 2 1 - 1

8. more than 5 - 2 1-4 - 1

9. 3 and above - 3 2 - 2 1 - 1

10. Monthly once & Bimonthly - 3 Quarterly - 2 Half yearly - 1

11. 3 years - 3 2 - 2 1 - 1

228

12. 3 - 3 2 - 2 1 - 1

13. 3 - 3 2 - 2 1 - 1

14. Evidence - 1 No evidence - 0



17. Evidence for each branch - 1 No evidence - 0

18. More than 5 activities - 3 3-4 - 2 1-2 - 1 No evidence - 0

***

229

DIET Faculty Perception on Principal's Leadership (DFPPL)

s. No.

Factor Strongly Agree

Agree to some extent

Not at all











11 There is groupism among the staff 12 Principal strengthens the cordial

relationship among staff members


14 All official communications come in written format through circulars and lecturers and senior lecturers are made to acknowledge the receipt by signing It

230

s. No.

Factor Strongly Agree

Agree to some extent

Not at all











11 There is groupism among the staff 12 Principal strengthens the cordial

relationship among staff members


14 All official communications come in written format through circulars and lecturers and senior lecturers are made to acknowledge the receipt by signing It

231

DFPPL - Scoring Key

For Positive Items

Strongly Agree 2 points

Agree to some extent 1 point

Not at all 0 point

For Negative Items

Strongly Agree 0 point


Not at all 2 points

232

A Scale on Professionalism (ASP)

Name of the DIET:

Date of Inception:

S.No Item

1 Details of Staff: a. Staff in position:

Principal

Senior Lecturers

Lecturers

Junior Lecturers

Other Teaching Staff

Non-teaching Staff

(Regular / In-charge) M F

2 Details of Staff: Educational Qualification: b.l) Academic

Qualification Principal Senior Lecturers

Lecturers Total

Ph.D. M.Phil. PG UG Other Degrees/ Diploma

b.2) Professional


Lecturers Total


233

S.No Item

1 Details of Staff: a. Staff in position:

Principal

Senior Lecturers

Lecturers

Junior Lecturers

Other Teaching Staff

Non-teaching Staff

(Regular / In-charge) M F

2 Details of Staff: Educational Qualification: b.l) Academic


Lecturers Total


b.2) Professional


Lecturers Total


S.No Item

3 Publications

Type of Principal Senior Lecturers Total

234

S.No Item

6 Awards

Category Numbers awarded Total Principal Senior

Lecturers Lecturers

State Award National Award

NCERT Other Agencies

7 Visits made by Faculty members to BRC

BRC Number of faculty

Number of times

2002 - 2003 2003 - 2004 2004 - 2005

8 Visits made by Faculty members to CRC

CRC Number of faculty

Number of times

2002 - 2003 2003 - 2004 2004 - 2005

Visits made by Faculty members to School

School Number of faculty

Number of times

2002 - 2003

2003 - 2004 2004 - 2005

235

S.No

To Item

Faculty members attend District Level Committee (DLC

DLC Number of faculty

Number of times

2002 - 2003 2003 - 2004 2004 - 2005

11 Faculty members attend Block Level Committee ( BLC)

BLC Number of faculty

Number of times

2002 - 2003 2003 - 2004 2004 - 2005

12 Faculty members attend VEC?

13

VEC Number of faculty

Number of times

2002 - 2003 2003 - 2004 2004 - 2005

Number of Faculty members who acted as KRP / SRG in the SSA training programmes / projects under the X Five Year Plan / Textbook writing / Proficiency test

Expert KRP Projects Text Book Proficiency Test

Nu

mber

of

facu

lty

Nu

mber

of

tim

es

Nu

mber

of

facu

lty

Nu

mber

of

tim

es

Nu

mber

of

facu

lty

Nu

mber

of

tim

es

Nu

mber

of

facu

lty

Nu

mber

of

tim

es

Nu

mber

of

facu

lty

Nu

mber

of

tim

es

2002-2003

2003-2004 2004-2005

*****

236

ASP - Scoring Key

1. Staff Position Principal Regular 1 In-charge 0 Senior Lecturer More than 4 3 3-4 2 1-2 1

Lecturer More than 10 3 6-10 2 1-5 1

Other Teaching Staff More than 2 2 1-2 1

Non teaching Staff More than 10 3 8-10 2 5-7 1 Less than 4 0

Statistical officer Yes 1 No 0

2. Educational Qualifications Ph.D.: More than 4 5 3-4 4 1-2 3

M.Phil.: More than 8 3 1-8 2

Diploma: More than 10 2 1-10 1

237

3. Publications Books on Education: More than 2 2 1

Text Books: More than 3 3 2 1

Training Modules: More than 10 6-10 1-5

Articles: More than 30 25-30 21-24 1-20

6 5 4

6 5 4 3

321

5 4 3 2

4. Professional Exposure International Seminar: More than 25 6 22-25 5 1-21 4

Conferences / National Seminar: More than 30 5 21-30 4 1-20 3

National Seminar: More than 75 4 50-75 3 1-49 2

Other Seminars: More than 75 3 50-75 2 1-49 1

Exposure Visits: More than 2 4 1 3

238

More than 90 Percentage 561-90 Percentage 4

Field Trips: More than 10 6-10 1-5

Educational Tours: More than 10 5-10 1-5

Faculty Exchange: More than 2 1

3 2 1

4 3 2

5 4

5. Research Experience Action Research: More than 35 3 22-35 2 1-22 1

Projects: More than 3 4 2-3 3 1 2

Awards NCERT: More than 3 2-3 1

National: More than 3 2-3 1

State: More than 3 2-3 1

6 5 4

6 5 4

5 4 3

BRC Visits

BRC visit = No. of times visited x 100

No. of faculty in position x 12 (Estimated per year)

239

More than 90 Percentage 561-90 Percentage 4

31-60 Percentage 3 11-30 Percentage 2 1-10 Percentage 1

8. CRC Visits

CRC visit =No. of times visited x 100

No. of faculty in position x 20 (Estimated per year)

More than 90 Percentage 5 61-90 Percentage 4 31-60 Percentage 3 11-30 Percentage 2 1-10 Percentage 1

9. School Visits

School visit = No. of faculty in position x 40 (Estimated per year)


10. DLC Meeting Attending

No. of times visited x 100 DLC visit = No. of staff (Principal only) x 2 (Estimated per year)


11. BLC Meeting Attending

No. of times visited x 100BLC visit = No. of faculty in position x 4 (Estimated per year)

No. of times visited x 100

240

31-60 Percentage 3 11-30 Percentage 2 1-10 Percentage 1

12. VEC Meeting Attending No. of times visited x 100

VEC visit = No. of faculty in position x 10 (Estimated per year)

More than 90 Percentage 561-90 Percentage 4 31-60 Percentage 3 11-30 Percentage 2 1-10 Percentage 1

13. Expert: More than 20 4 11-20 3 1-10 2

KRP: More than 25 3 20-25 2 1-9 1

Projects: More than 4 7 2-4 6 1 5

Text Books: More than 2 5 1 4

Proficiency Test: More than 2 1

4 3

241

Student's Perception on Functioning of DIET (SPFDIET)

Strongly Agree Not s. No.

Factor Agree to some extent

at all


2 I am proud of my institute. 3 The teacher educators of my institute

focus more on preparing us for the profession of teaching








11 I get adequate training in microteaching 12 The teacher educators take ample model

classes





17 Internal assessment tests are conducted periodically

18 There are enough sports goods in my institute

19 We go in frequent field trip to gain content clarity


21 I participate enthusiastically in all the club activities

242

Strongly Agree Not s. No.

Factor Agree to some extent

at all


2 I am proud of my institute. 3 The teacher educators of my institute

focus more on preparing us for the profession of teaching









SPFDIET - Scoring Key

For Positive Items

Strongly Agree 2 points


Not at all 0 point

For Negative Items

Strongly Agree 0 point


Not at all 2 points

243

Student's Perception on Availability and Use of Infrastructure in DIET (SPAUIDIET)

s. No.

Factor Yes No


2 There are adequate library facilities in my institute.

3 Adequate laboratory facilities are there in my institute.



6 There is a well furnished auditorium in my institute

7 There is sufficient playing space in our play ground.

8 There are adequate drinking facilities in my institute.

9 There are adequate toilet facilities in my institute.

10 I make best use of the library 11 Practice is given in the optimum use of sports

materials.

SPAUIDIET Scoring Key

For Each item

Yes 1 Point

No 0 Point

244

Principals' Perception on DIET Infrastructure (PPDIETIS)

S.No Facilities Sufficient Insufficient

Classroom





7 Lighting in Physical Science Laboratories

8 Ventilation in Physical Science Laboratories






Biological Science


15 Size of Biological Science laboratories 16 Lighting in Biological Science

laboratories

17 Ventilation in Biological Science laboratories





245


Classroom












Biological Science



laboratories







246


Classroom












Biological Science



laboratories





21 Instruments in Biological Science

247

For each item

Sufficient 1 Point

Insufficient 0 Point

Physical Education

84 Furniture in Games Room 85 Sports and Games Articles 86 Usage of sports and games Articles 87 Availability of Indoor games 88 First Aid Materials in sports room Staff Accommodation

89 Availability of accommodation 90 Furniture in staff quarters 91 Protected drinking water in staff

quarters

92 Water for bathing & other uses in staff quarters

93 Telephone connection in staff quarters

94 TV / Radio facility in staff quarter Student's Accommodation

95 Availability of accommodation for students

96 Furniture in student rooms 97 Protected drinking water in students

hostel

98 Water for bathing & other uses in students hostel

99 Telephone connection in student hostel

100 TV / Radio facility in student hostel

PPDIETIS Scoring Key

DIET Effectiveness Tool TN

Documents

Transcript of DIET Effectiveness Tool TN