The study employed a descriptive research design and involved extensive field work. The method of simple random sampling was used in order to select the sample. The study covered four districts-Pune, Thane, Satara and Gadchiroli. The sample consisted of 329 subjects of which 90 were headmasters, 90 extension officers, 90 block development/education officers, 45 taluka masters, and six educational superintendents. The data were collected by means of a questionnaire and an interview schedule.

Major findings of the study were: 1. The overall IRS was less purpose-oriented and more a collection of statistical information. 2. There was no correlation between the roles of officials at different levels and in the information reported to them. 3. There was lack of role clarity on the part of school managements and government authorities. 4. There was no uniformity in reporting. 5. Budgeting was not used as an effective tool of planning and control. 6. There was no single mode of sending information to lower levels. 7. Guidelines and instructions were not communicated to lower levels regularly. 8. The Inspection Report was a very important document. 9. Information on dropouts was not reported by all levels in a uniform manner. 10. Gadchiroli district had considerable scope for improvement of IRS. 11. Inspection, though done on a yearly basis, Was not uniformly performed. 12. Block Development Officers did not seem to be very effective. 13. Reporting on special schemes was infrequent and ununiform.

GARG, D.P., Teaching Attitude and Teaching Behaviour of Highly Satisfied and Dissatisfied Teachers of Secondary Level, Ph.D. Edu., Rohelkhand U., 1983

The study was intended (i) to observe the teaching behaviour of highly satisfied and of dissatisfied teachers, (ii) to assess whether the highly satisfied and dissatisfied groups of teachers differed significantly with respect to their teaching attitude, (iii) to test whether the highly satisfied and the dissatisfied groups of teachers of both the sexes differed significantly with respect to their teaching behaviour, and (iv) to identify the causes of dissatisfaction.

A sample of 400 teachers was selected from Badaun district from 19 secondary schools. The sample was drawn with the help of the multi-stage random-sampling technique. Data were collected with the help of standardized tests (Minnesota Teacher Attitude Inventory, Job- Satisfaction Questionnaire and Flanders Interaction Analysis Category System) and an Interview Schedule developed by the researcher. Mean, S.D., t-test, chi-square test and partial correlation were used to analyse the obtained data.

From the analysis, the conclusions drawn were : 1. The level of job-satisfaction and the attitude of secondary teachers was found not to be correlated with the salary of the teachers, 2. Teachers' attitude, job-satisfaction and teaching behaviour, all these were sig- nificantly related with the sex of the subject. 3. Fe-

APPENDIX 1621

male teachers had reported a more favourable attitude, a higher level of job-satisfaction and better teaching behaviour than their male counterparts. 4. Both the teaching attitude and job-satisfaction of teachers were identified independently of their teaching experience. 5. A positive and highly significant relationship was obtained between teachers' attitude and level of job-satisfaction. 6. A significant relationship was found between teaching attitude and teaching behaviour. 7. Highly satisfied teachers possessed a more favourable teaching attitude and showed better teaching behaviour than highly dissatisfied teachers. 8. A significant difference was obtained between urban and rural teachers with respect to their teaching attitude as well as job-satisfaction. 9. Urban. teachers were observed as being more satisfied and scored higher mean values on the attitude scale than their rural counterparts. 10. The main causes of dissatisfaction reported by the teachers were absence of appreciation for good work, overload of work of a clerical nature, partiality of administrators, lack of autonomy in work and low salary.

GUPTA, N., A Study of Effective Secondary Teachers in relation to Family Relationship, Personality Factors', Sex and Disciplines of the School on the basis of Different Types of Schools in Rohilkhand Division, Ph.D. Edu., Rohilkhand U.,. 1985

The main objectives of the study were (i) to find out the personality factors of effective teachers working in different types of schools, (ii) to know the nature of relationship between teaching effectiveness and different personality factors, (iii) to assess the variation in family relationships among effective teachers of different types of schools, (iv) to determine the effect of sex and discipline separately on personality factors, family relationships and teaching effectiveness.

Cattle's 16 P.F. Teacher Effectiveness Scale (Pramod Kumar & Mutha) and a self-developed Family Relationship Scale were administered among 740 randomly selected teachers to collect the data which were analysed with the help of t-test and correlation coefficient.

The conclusions drawn from the study were: 1. On teaching effectiveness, the central school teachers scored significantly higher mean value than teachers of state government, private and missionary schools. 2. Female teachers and teachers of arts disciplines were found more effective than their male and science discipline counterparts. 3. The variables, teaching efficiency and family relationships yielded a positive correlation. 4. Out of 16 personality factors, A,B & Q2 were found to be positively correlated; on the contrary, M & Q, were negatively correlated with the teaching efficiency of private school teachers. 5. In the case of government school-teachers, the personality factors A & Q2 had a significant positive relationship while M & N had a significant negative relationship with teaching efficiency. 6. Factors A, C & E showed a positive and significant relationship with teaching efficiency and factor O yielded a significant negative value of correlation coefficient in the case. of missionary schools. 7. Further, among cen- tral school teachers, personality factors O, I & Q4 had a significant and positive relationship with teaching efficiency. None of the factors showed a negative relationship with teaching effectiveness. 8. On some personality factors, Viz., A, B, C, E, F, I, N, O and Q3 significant variations were obtained between effective male and female teachers. 9. On comparing the personality factors of effective teachers of different disciplines, significant variations were obtained on A,C, F, I, M, Q and Q, factors.

KASHYAP, LINA, A Study of Communication between the School-going Deaf Child and His Family, Ph.D. Social Work; TISS, 1983

The objectives of the study were (i) to trace the emerging patterns of communication between a deaf child and his parents and siblings in these two environments, and (ii) to analyse the influencing factors as perceived by each parent, the problems each parent identified and ways of coping that each devised.

The study was exploratory in nature and was restricted to 100 schoolgoing deaf children of which 52 were male and 48 female, aged between 5 and 14 years from four special schools in Greater Bombay. The tools employed in this study were interview schedule for parents and a questionnaire for teachers for getting their assessment of the child's performances Chi square was applied to gauge the degree of significance of the relationship between some of the variables.

The main conclusions of the study were: 1. Ninety children had at least one hearing aid, but 63 had never worn one at home and 13 wore it only sometimes. The main reasons for this, according to the mothers, were that the child did not like to wear it and that parents did not think if helpful. 2. Length of schooling had a positive relationship with the child's communication abili-

1622 APPENDIX

ty. 3. The child's ability to socialize with peers was significantly related both to his communication ability and academic performance. 4. A majority of parents had poor knowledge of all aspects of the handicap and not a single parent had good knowledge of the available services. 5. Very few parents had good or even average knowledge of the administrative set-up, educational methods, curriculum, etc. of their child's school. 6. Fathers showed greater hesitancy about utilizing the services than did the mothers. 7. The majority of parents felt that their deaf child was aware of his handicap and its consequences. 8. There was a greater amount of communication between mother and child than between father and child. 9. The child communicated most-with the mother, next with siblings and least with the father. 10. Medium of instruction at school was significantly related to the communicative patterns (CPs) used by the father-child, child-father and child-mother dyads. 11. The parents' overall extent of communication with the child and their satisfaction with it influenced the CPs when the parents- were the initiators. 12. As far as the children's school performance was concerned, less than 50 children were assessed by their teachers as good in communication skills and academic subjects. 13. Sixtyfour were assessed as good in the use of motor skills and only five were found to be poor in socialization abilities. 14. Data showed that the longer the use of a hearing aid, the fewer the children showing poor communication skills. However, only after six years of wearing a hearing-aid did more children show good performance in communication skills. 15. Mass media and special teachers were pointed out as the most frequent sources of information for gaining knowledge of the handicap.

KOHLI, T., Impact of Home-centre Based Training Programme on Reducing Development Deficits of Disadvantaged Young Children under ICDS Scheme in Chandigarh, Dept. of Edu., Pan. U., 1987

The objectives of the study were (i) to survey the slum areas and ICDS centres (anganwadis in Chandigarh) and estimate developmental deficits of disadvantaged children coming to these centres, (ii) to develop a low-cost home-centre based affordable helping model which would be effective and practical for reducing developmental deficits of disadvantaged young children covered under the ICDS scheme in Chandigarh, (iii) to develop a positive attitude in parents towards their children with conspicuous deficits, (iv) to individualize portage training for young children with the help of an adopted form of portage check list developed by Bluma and others, (v) to mobilize parents and to directly involve and train them as home teachers (therapists) for effectively teaching the relevant skills to their young children with developmental delays, (vi) to involve and train a few of the ICDS workers/supervisors in reduction of developmental deficits of young children coming to their centres, (vii) to make a qualitative and quantitative evaluation of the effectiveness of home- centres based training programme on young children up to six years in five different areas of development, viz., socialization, language acquisition, self-help skills, cognitive development and motor development.

The study followed a time-series quasi-experimental design with the pre-school developmentally delayed children acting as their own controls. The sample of 120 pre-school developmentally delayed children belonging to a low socioeconomic status group was selected by administering the Developmental Screening Test (Bharathraj), Vineland Social Maturity Scale and Gesell's Developmental Schedule on 3000 pre- school children of four clusters of 200 anganwadi centres (ICDS) situated in the slum areas of Chandigarh. The subjects. were divided into two groups consisting of 39 and 81 developmentally delayed children respectively. The first group was trained by anganwadi workers and the second by their parents for 16 months. Other tools used to collect data were the Developmental Checklist, Parental Attitude Scale (Bhatti), SES (Srivastava), Curriculum Cards and Activity Charts. The data were analysed using coefficient of correlation and t-test.

The study revealed: 1. The home-centre based intervention programme had proved effective in gaining behavioural skills in five areas of development (Soc, LG. SH, CoG and Mot) and thus reduced/minimized developmental deficits of disadvantaged pre-school children. 2. Those children who received training for 11 to 13 months acquired more skills and more DQ gain than those who received training of 8 to 10 months. But developmentally delayed children in 14 to 16 months of training gained higher DQ scores and acquired more skills as compared to these with 11 to 13 months of training. 3. It was proved that the degree of developmental deficits had A partially significant impact on acquisition of skills and individual DQ gain scores, Sex seemed to have had no effect on acquisition of skills and DQ gain scores. 4. The possibility of pseudo-developmental delays in the developmentally delayed

APPENDIX 1623

due to environmental deprivation could be corrected through early intervention programmes. 5. It was found that the non-professionals (parents) and the paraprofessionals (anganwadi workers) carried out early intervention programmes for developmentally delayed children with equal effectiveness., 6. Correlation matrices clearly depicted that there was a positive correlation within and among the different skills in all the five areas of development. 7. The attitude of parents towards their developmentally delayed children was found remarkably changed in the positive direction due to portage training.

MACIA, JOHN, Organizational Purpose and Distinctive character of Colleges.- A Study of Jesuit Colleges in India, Ph.D. Social Science, TISS, 1983

The major objectives of the study were (i) to study the similarities among three Jesuit colleges that arise out of a common management and a common system of higher education, (ii) to study the differences that arise out of the particular local and regional environments in which they are situated, (iii) to analyse the empirical data collected on the colleges themselves; and (iv) to explore the relations between the colleges and their context.

The study employed a primarily historical descriptive and exploratory approach. The sample consisted of 879 subjects of which 615 students and 264 teachers from three colleges, one each in Tiruchirapally, Calcutta and Bombay. The method of purposive and stratified random sampling was used to select teachers and students respectively from the three faculties of arts, science and commerce. Data were collected through the methods of observation, interviews, visits, and written documents. The main tool used for data collection was a questionnaire which was developed by the investigator. The data were analysed by statistical techniques, namely, mean, standard deviation, correlation coefficients, and factor analysis.

The major findings-of the study were: 1. All three colleges shared several features, such as a liberal humanistic philosophy of education, a concern for academic excellence and institutional prestige, efficiency in management, features that reflected the ethos of the Jesuit order. 2. The peculiar features of each college were also identified, specially the different types of student to which they catered, a greater or lesser concern for the promotion of social justice and varying degrees of westernization. 3. The common features of the three colleges which reflected the structures of the Indian education system required little elucidation since, being generally shared by all private colleges, they were well known. 4. The religious dimension of education was an integral part of the Jesuit philosophy of education. 5. Non-Christian students felt that these colleges were not used as instruments of conversion to Christianity. 6. Christian students were helped to grow in the knowledge and practice of their faith by regular religious services and by personal contact with. Jesuit priests. 7. Non-Christian students were imbued with Christian secular values such as integrity and honesty, hard work and a sense of brotherhood. 8. Students as well as staff perceived, as the first objective, the maintaining and increasing of their institutional prestige, which implied academic excellence. 9. Admission of students on merit as measured by examination results attracted, for many years, a type of student that was predominantly upper caste and upper or middle class. 10. AR three colleges differed consideraly in terms of both the student population and the attitudes and beliefs of the students.

NAIR, C.P. SREEKANTAN, A Critical Study of the Education of the Tribals in Kerala with special reference to Wynad Area, Ph.D. Mu., Calicut U., 1987

The specific objectives of the study were (i) to estimate the educational development of tribals with regard to quantitative expansion in number of schools, number of pupil enrolment and financial investment at various levels, (ii) to study analytically the existing conditions of the personnel (teachers instructing tribal pupils, tribal parents, social workers in tribal area) associated with the education of the tribals, (iii) to study the socio-familial conditions and parental involvement among tribals, (iv) to estimate the nature of interaction of tribal pupils, (v) to examine the suitability of the existing school system and curriculum for tribal pupils, (vi) to locate problems faced by teachers in the implementation of the educational programmes for tribal children and (vii) to make a comparative study of the scholastic attainments of tribal pupils and non-tribal pupils.

Survey reports were used to find out the quantitative expansion of tribal education. All teachers of Wynad area teaching in schools having more than ten tribal pupils formed the sample of teachers (n=454). The tribal pu-

1624 APPENDIX

pils in these high schools belonging to five major tribes, viz., Kurichiya, Paniya, Adiya, Uraly Kuruma and Mulluva Kuruma, formed the sample of tribal pupils (n = 462). Both teachers and pupils were given questionnaires. Besides, 150 tribal parents of 30 hamlets and 30 social workers were interviewed with the help of interview schedules. Participant observation was also used to check and reinforce the data.

The major findings were: 1. The rate of enrolement of tribal pupils at the prematric level was growing and quantitative expansion of schools and teachers took place mostly in the plains. Most of the teachers in their schools belonged to forward or backward communities. Scheduled tribe teachers were virtually absent. Educational facilities in tribal belts were scant. The average age of scheduled tribe pupils was higher than that of others in each class. 2. The social-familial conditions of the tribal pupils continued to be poor. Most of the tribes included small peasants and coolies with meagre monthly incomes. More than 70 percent of them were illiterates. A good percentage of tribal pupils were found to work after school hours, on holidays or even by abandoning school studies. Very few pupils enjoyed residential facilities. 3. Some tribal parents. had a negative attitude towards education, especially for girls. Very few of them sought guidance from teachers. They were also not satisfied with the financial and other incentives provided by the government. 4. Most of the teachers and tribal pupils believed that there was normal intermingling between tribal and non-tribal pupils, but there was poor interaction among pupils of different tribes. 5. There was disagreement among teachers and social workers regarding the suitability of the existing curriculum. A normal curriculum with provision for additional job-oriented training for the schools in tribal belts was preferred by the teachers and social workers. Common schools were preferred to special schools for tribals. 6. Teachers confront special problems like poor and irregular attendance of tribal pupils, non-cooperation of tribal parents, lack of school facilities and lack of proper motivation, poor ability to learn and indifference towards education of tribal pupils. 7. Tribal pupils achieved significantly low compared to non-tribals in all school subjects, except in the case of the regional language (Malayalam).