Attitudes of Secondary School Teachers in Guntur District, Andhra Pradesh, India Toward in-Service Education
Yesuratnam, Basimalla
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https://hdl.handle.net/2142/68815
Description
Title
Attitudes of Secondary School Teachers in Guntur District, Andhra Pradesh, India Toward in-Service Education
Author(s)
Yesuratnam, Basimalla
Issue Date
1982
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Teacher Training
Abstract
Purpose. The purpose of this study was to examine the pattern of attitudes held by secondary school teachers in Guntur District, Andhra Pradesh, India toward in-service education as they related to sex, qualification and experience.
Procedures. To examine the pattern of attitudes of the groups of teachers, a Likert-type attitude scale was constructed to reflect opinions that were believed to exist relative to the four components of in-service education, content, organization, format of presentation and participant involvement. The questionnaire was mailed to a random sample of 600 teachers working in secondary schools located in Guntur District, Andhra Pradesh, India. 489 questionnaires were the usable ones out of 519 returned questionnaires. Data from the questionnaires were used to determine the relationship between teachers' sex, qualification and experience and their attitudes toward in-service education. A three-way analysis of variance was computed to test the null hypotheses formulated in the study.
Findings. The data produced the following results. (1) There was no significant relationship between teachers' sex and their attitudes toward the four components of in-service education. (2) There was a significant relationship between teachers' qualification and their attitudes toward content, organization, and format of presentation. Only for participant involvement the relationship was nonsignificant. (3) There was no significant relationship between teachers' experience and their attitudes toward the four components of in-service education. (4) There were no interactive effects of three independent variables of sex, qualification and experience.
Conclusions. (1) Sex has little influence on the attitudes of teachers. This conclusion would imply that female and male teachers are to be equally involved in planning, organizing and evaluating the in-service education programs. (2) Qualification has significant influence on teachers' attitudes. This implies that different in-service programs are to be planned for teachers on the basis of teachers' qualification. (3) Experience has little influence on teachers' attitudes.
Recommendations. A study be conducted in India: (1) To determine the influence of university education on the attitudes of teachers working at various levels of school education; (2) To examine the factors which determine the content most useful to teachers; (3) To investigate the existing methods and techniques employed in in-service education programs.
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