1210. BAJPAI, M., A Study of the Administration of Secondary Education in Uttar Pradesh after Independence, Ph.D. Edu., Kan. U., 1984

The study was designed as a critical review of the administrative set- up for secondary education in Uttar Pradesh after independence and to make suggestions for its improvement.

Information about development of the administrative set-up for the secondary education was obtained from the primary and. the secondary sources, mainly comprising government reports and other documents.

The main findings of the study were: (1) Secondary education in the state of Uttar Pradesh is managed by local bodies and voluntary agencies. (2) In the schools managed by local bodies, there is strict control by the government and the staff can be transferred also. (3) In schools managed by the private agencies and religious organisations, narrow sectarian policies are followed and some times powers are misused also. (4) There are significant differences in the administration of the government, local bodies and the private schools. (5) The

RESEARCH IN EDUCATIONAL MANAGEMENT-ABSTRACTS 1073

Anglo-Indian schools form a separate group of their own. (6) There has been reorganization of secondary school administration after independence but, in general, it is patterned on the model set-up during the British period. (7) In the secretariat the officials in education department are drawn from the general cadre. They are often not aware of the specific problems of education. (8) The office of the Director of Education is located at Allahabad but he has a camp office at Lucknow. This leads to delay in disposal of the work. (9) The Education Secretary looks after the posting and transfer of the offi- cials. This denigrates the position of the Director of Education. (10) There has been a tremendous increase in the work-load in the Director's office but the staff has not been increased adequately. (11) Because of the increase in the work of the District Inspector of Schools, he is not able to look after the inspection work properly.

1211. BARAIYA, V.V., A Study of the Organizational Climate of Higher Secondary Schools of Gujarat State in relation to Certain Variables, Ph.D. Edu., SPU, 1985

The objectives of the study were (i) to classify the higher secondary schools of Gujarat State according to organizational climate, (ii) to discover whether there existed sex difference in the dimensions of the organizational climate of schools, (iii) to investigate the relationship between leadership behaviour of headmasters and or- ganizational climate, (iv) to investigate the relationship between management behaviour and organizational climate, (v) to study the headmasters' behaviour and its components as factors affecting the organizational climate, (vi) to study the sex of the headmasters as the factor affecting the organizational climate, (vii) to study the type of management as the factor affecting the organizational climate, (viii) to study the stream of higher secondary schools as the factor affecting the organizational climate, (ix) to study the location of schools as the factor affecting the organizational climate, and (x) to study the headmasters' age as the factor affecting organizational climate.

The tools used for collecting data were the Organizational Climate Descriptive Questionnaire developed by Halpin and Croft, Leadership Behaviour Descriptive Questionnaire developed by Halpin and Winer, Management Leadership Behavour Description Questionnaire developed by the investigator, personal data sheets for teachers, headmasters and management developed by the investigator. The data were collected from 500 teachers of 100 higher secondary schools of Gujarat State. One hundred headmasters and 75 management members were also administered the questionnaires. The data were analysed using chi-square test.

The major findings were: 1. Out of 100 schools, 27 were found to have open climate, eight were found to have autonomous climate, 11 were found to have controlled climate, six were found to have familiar climate, 13 were found to have paternal climate, whereas 35 schools were found to have closed climate, 2. Out of 100 headmasters 45 were described as effective leaders and 30 as ineffective leaders. Thirteen headmasters were found to be high on initiative structure but low on consideration and the other 12 were found to be high on consideration but low on initiative structure. 3. The sex of the schools and also the qualifications of the principal were not found to be determining factors in the organizational climate of the school. 4. The school management providing good or poor cooperation did not influence school climate in the case of schools in rural and urban areas. 5. The members of the management committee having varying qualifications did not influence the school climate, 6. The age of the members of management. committee did not influence the school climate. 7. The type of stream could not be considered as a factor responsible for types of school climate. 8. There was no significant difference between the climates of rural or urban schools.

1212. BARUAH, H., A Critical Study on the Administration of the Secondary Schools of Assam in Post-Independence Period (1947-1977), Ph.D. Edu., Gau. U., 1983

The main purpose of the study was to investigate the conditions of educational administration of secondary schools of Assam in post- independence period and to find out its defects and drawbacks, if any, and to suggest measures for its improvement. The hypotheses were: (1) Bureaucratic administration has led to many defects in the educational administration. (2) lack of proper distribution of duties among different branches of educational administration hampers efficient administration. (3) Traditional inspection and supervision need reform. (4) Coordination and cooperation between the Department of Education and Board of Secondary Education would lead to efficiency and improvement in educational administration.

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Government reports, records, etc. were critically studied. Schedules and questionnaires were prepared and used for interviewing officials and collecting data from inspectors of schools of ten districts of Assam and heads of secondary schools regarding the condition of internal administration of the secondary schools. The secondary-level administrative set-up at the directorate, inspectorate and institutional levels, development of the system of educational administration, internal administration of secondary schools, academic administration of the secondary education as well as the defects, drawbacks and the problems of the secondary school administration in Assam in the post-independence period were critically studied. Some measures for improvement were suggested.

The study revealed: 1. In Assam educational administration was a legacy of British rule. While education had expanded a great deal, the administration procedures and methods had remained more or less unchanged. The administrative machinery was engulfed in a bureaucratic covering. 2. The type of administration was traditional by and large, and even after three decades of independence, the aim was still conservative, preserving what was rather than developing new ideas and practices, consistent with the changing needs of developing society. 3. Though educational administration had assumed a special importance in the post-independence era it was handicapped by tradition. 4. The conditions of secondary schools was not satisfac- tory. Quantitative expansion during the post-independence period had resulted in a comparative neglect of the qualitative aspect of education. There were various defects and drawbacks in the. administration of the secondary schools. One of the main defects was the concentration of powers and authority in the heads of the administrative hierarchy of the education department. 5. The heads of the secondary schools did not possess powers and authority as administrators. 6. Besides, there were some other anomalies. There was a need for reforming secondary education and its administration. Maximum authority should be delegated to the lower unit. New, dynamic, creative ways of administration were called for to meet the challenges. A developmental administration has to be true to its task.

The significant educational implication is that the suggested measures in terms of the findings will provide a clear and scientific administrative machinery of secondary schools and contribute to planning and improving the standard of administration and education at the secondary stage in Assam.

1213. BAVAKUTTY, M., A Critical Study of the Organisation and Utilisation of Libraries in Higher Educational Institutions in Kerala, Ph.D. Edu., Ker. U., 1984

The main objectives of the study were (i) to assess the existing state of libraries in the colleges under study with respect to their administrative set-up, organizational efficiency, mode of financing, method of book selection and acquisition, technical processing, servicing, personnel and physical facilities, (ii) to assess the existing library facilities and resources in the colleges under study, in terms of their ability to cater to the varied requirements of modem higher education, (iii) to study the service efficiency of the libraries under study with the help of indices like the rate of use of library resources and facilities by both the students and the teachers in the institutions, and (iv) to work out solutions for some of their crucial problems so as to ensure a more efficient organization and operation.

The study covered nine colleges, 51 librarians, 404 students and 123 teachers. The tools and techniques used in the study were three questionnaires administered to librarians, students and teachers respectively interviews with librarians using an interview schedule prepared for the purpose, a checklist to assess adequacy' of book collection, observation by the investigator of the organization and administration of librarians and analysis of relevant records. Percentages of the responses were calculated and differences between percentages were statistically tested.

The main findings were: 1. No library advisory committee was functioning in the majority of colleges. 2. In a majority of the colleges, the traditional practice of placing a teacher in charge of the library, as a control over the librarian, was in evidence. The status of the librarian, in this situation, was reduced to that of a clerk or an attender. 3. Nearly 75 per cent of the colleges covered by the study maintained departmental libraries besides a central library. 4. The main sources of finance for a college library being special fees from students, government and UGC grants, there were variations in finance. 5. The percentage proportion of annual expenditure to the total college expenditure varied between six and nine. The average percentage was far below the proportion recommended by the Education Commission (1964). 6. The colleges under study did not follow any scientific principles for selection of books. 7. In nearly 90 per cent of the government college and 60 per cent of the private college libraries, the books were

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not properly classified and catalogued. 8. Private colleges had an average collection of 17,574 volumes as compared to the average of 14,853 volumes of government colleges. There was no relationship between book collection and strength of students in the colleges. 9. The libraries were open on all working days, but the colleges differed in the working hours. 10. Special library services were not attempted in any of the colleges under study. 11. The salary of college librarians was very low. 12. The general qualifications of librarians varied widely, with only 50 per cent having a bachelor's degree in li- brary science. 13. Physical facilities of libraries were very poor, with only 24 per cent having separate buildings. 14. Only a small percentage of teachers and librarians were satisfied with the condition of libraries. 15. The frequency of use of library by students was satisfactory, but there were no differences between the different classes of students. 16. The libraries were used more for extracurricular requirements than for curricular purposes by students, and vice versa by teachers. 17. The extent of borrowing books from the library, for general as well as special subjects, was not satisfactory for students but was satisfactory for teachers.

*1214. BHAGABATI, N., Cocurricular Activities Organised in the Secondary Schools of Assam, and its Relevance on Physical, Social, Emotional Aspects of Adolescent Girls and Boys, Ph.D. Edu., Gau. U., 1987

The objectives of the study were (i) to examine the prevailing conditions of cocurricular activities organized in the secondary schools of Assam, (ii) to find out the number of teachers trained to organize cocurricular activities, (iii) to find out the number of deputed or trained teachers to conduct NCC/ACC girl-guide and scout activities, (iv) to find out the extent of provision of, (A) playground, (B) school hall, (C) store room, (D) games materials, (E) swimming pool, (v) to find out the provision of cocurricular activities in the school timetable, and the number of students participating in different cocurricular activities after school hours, (vi) the number of cocurricular activities present in the school programme, (vii) to find out the number of teachers in general education and cocurricular activities, (viii) to survey the opinions of the school authorities regarding acceptance of the cocurricular activities programme, (ix) to find out the position of funds regarding cocurricular activities, (x) to find out the influence of cocurricular activities in relation to the adjustment of the adolescent students in their physical, emotional and social aspects, and (xi) to give necessary suggestions.

The normative survey method was employed to find out the existing pattern of cocurricular activities in secondary schools of Assam. One hundred schools were selected. A questionnaire was used. To find out the influence of cocurricular activities on physical, emotional and social aspects of adolescents, 1000 boys and girls (VIII to X) were selected. Experimental and control groups were formed. To study mental adjustment another set of questionnaires consisting of five statements was administered to 200 adolescent boys and girls. To find out the opinions of adolescents about participation in physical education, 100 boys and girls were administered. Prasad and Thakur's Attitude Measurement for Physical Education. A case study with 25 selected adjusted and 25 selected maladjusted boys and girls was made. School teachers, teachers-in-charge of games and sports, heads of schools and parents/guardians were interviewed. Bhatia's Battery of Performance Test of Intelligence and Observation method was also used. Mean, SD, critical ratio, etc. were employed for data analysis.

Some of the major conclusions were: 1. The prevailing conditions of cocurricular activities in secondary schools of Assam was very disappointing. 2. The existing number of cocurricular activities in secondary schools were not sufficient. 3. Cocurricular activities played an important role in the adjustment of physical, emotional, mental and social aspects of adolescents. 4. Students participating in social as well as cocurricular activities were better adjusted than those who avoided or did not participate in them. 5. The contributions of cocurricular activities were many and varied. Every student realized the importance of physical education and expressed his desire for its introduction in the school. Every teacher desired to introduce cocurricular activities as a compulsory subject. 6. The subject of cocurricular activities was trailing far behind general education in terms of staff position. Funds allotted for cocurricular activities were very poor. 7. Teachers-in-charge of games and sports wholeheartedly supported the cocurricular activities programme.

*1215. BHAGIA, N.M., JUNGA and D.H. SRIKANT, Role Performance of Heads of Colleges, NIEPA, 1986

The objectives of the study were (i) to identify the roles

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of heads of colleges, (ii) to explore the frequency of performance of different types of roles by the heads, and (iii) to find the relationship of some factors with the role-performance of the college heads.

The study was a field survey in a randomly selected section of the population of colleges in the National Capital Region. Out of 129 colleges (arts, science and commerce) 51 were selected on the basis of stratified random sampling for the purpose of study. The tools used in the study were: (i) Role Performance Questionnaire (RPQ), (ii) Personal Data Questionnaire (PDQ), (iii) Cattell's 16 Personality Factor Questionnaire (16 PF), (iv) Organizational Health Questionnaire (OHQ) (D.K. Sharma). OHQ, RPQ, 16 PF along with background data were administered to 51 heads of colleges and a few lecturers through mail. RPQ and OHQ were administered to sample lecturers of 51 selected colleges. The data were fed into a computer for tabulation and statistical computation.

The main findings of the study were: 1. According to lecturers' assessment of the performance of various roles by the college heads, the roles connected with academic and curriculum management were the ones which got the last ranks on the frequency of their performance. 2. The greater frequency of the administrative roles as compared to the roles of `Supervisor of the Instructional Programmes', `Promoter of Cocurricular Activities', and `Academician and Teacher' showed that there was a trend in the direction of the principal being more of an administrator. 3. For the roles of `Office Manager', `Promoter of Cocurricular Activities' and `Staff Evaluator and Motivator', there was relatively little difference between the ranking of perception of teachers about the frequency with which the role was performed and the ranking of the relative time taken by the heads. 4. On the other hand, for the roles, `Planner and Innovator', `Supervisor of the Instructional Programme', and Academician and `Teacher' the principals reported spending a fairly large or considerable chunk of their time, while the lecturers felt that the roles were not being performed to that extent. 5. There. was no significant relationship between personal factors (age, qualification, experience and training of college heads) and role performance except in the role of `Promoter of Cocurricular Activities', the age of the college heads was significantly and negatively related. 6. There was significant negative correlation between the personality factors `Reserved vs. Outgoing' and the role `Staff Evaluator and Motivator'. 7. There was a significant positive correlation between the personality factor `Sober vs. Enthusiastic' and the performance on the roles `Academician and Teacher' Representative of the College', and `Bridge Builder with the Community'. 8. There was a significant negative relationship between the personality factor `Forthright vs. Polished' and the role of `Staff Evaluator and Motivator'. 9. Three dimensions of organizational health, namely, `Goal Focus', `Communication Adequacy' and `Resource Utilization', correlated positively and significantly with all the ten dimensions of role performance.

1216. BHAVARE, N.G., A Study of the Appointment of Teachers under the Reservation of Seats Scheme in the Affiliated Colleges and Departments of the Marathwada University during the Period 1977 to 1984, IIE, 1985

The major objectives were (i) to examine the category-wise recruitment and the percentage of scheduled caste teachers in colleges and in the departments of Marathwada University, and (ii) to study the causes and the circumstances responsible for not fulfilling the reserved seats.