TEACHER POLICY, TRAINING NEEDS AND PERCEIVED STATUS OF TEACHERS
National Council of Educational Research and Training , New Delhi
ABSTRACT The study focuses the State Government teacher policy covering teacher recruitment procedure, demand and supply of teachers, initial posting, transfer policy and representation of female teachers in the work force. It also examines the existing position of trained and untrained teachers of all the seven states. Teacher's perception about pre-service and in-service training was studied. Attempts are also made to identify needs of elementary teachers and their perceived social, economic and professional status was ascertained. Besides this, different problems related to residential accommodation particularly for female teachers, separate toilet facilities for female teachers, multi-grade teaching, high rate of students absentism, non-availability of textbooks in time and parents apathy towards children's education are also highlighted in this paper.
This study has suggested various interventions for improving the quality of elementary teacher education.
Introduction Quality Primary Education is a significant input to achieve the goal of "Education For All by 2000 AM But it is depressing to note that the quality of primary
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education is low (Shukla et. al: 1993). Studies conducted by Jangira and Yadav (1994) in DPEP districts reveal that learning achievement of pupils in Reading and Mathematics is abysmally low. The situation is a cause for deep concern and raises a number of issues : Are teachers qualified to teach? Are they appropriately trained to teach? Is teacher policy of different State governments conducive to promote and sustain teachers' motivation for good performance. Are there work and career rewards for promoting their performance? How do teachers' perceive their social, economic and professional status? The study was conducted to find answers to these questions.
Objectives Specific objectives of the Study were to
- Document and analyse state policy on teacher training, their recruitment procedure, transfer policy, demand and supply, initial and in-service training, etc.
- Document and analyse infrastructional facilities available at the district level for initial and in- service training.
- Study perceptions of teachers about their social economic and professional status.
- Identify training needs of teachers.
Methodology To realise objective relating to state policy with regard to teachers, documents and office orders were studied. The faculty of SCERTs/DIETs were interviewed. Data with regard to teachers' training and their perceptions about their status was collected through interview schedule.
Sample Two districts in each of the states of Assam, Maharashtra, Karnataka, Kerala, Tamil Nadu, Orissa and five districts of Madhya Pradesh were selected. The selection of districts was purposive wherever available, tribal district was selected.
One block in each district was selected randomly at the rural level. From the list of secondary schools in the block, one secondary school was selected randomly. From the urban area, one secondary school at the district headquarters was selected randomly. Primary school teachers working in the casement area of the selected secondary schools both in the block and district headquarters constituted the sample. The number of teachers selected in a district was hundred. The 100 teachers were apportioned to rural and urban areas on the basis of
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proportion of rural and urban population in the district according to 1991 Census. One thousand nine hundred and seven teachers constituted the sample.
Tools The following tools were developed for collecting data:
1 . State policy on Teacher Training Guidelines
2. Schedule of SCERT Faculty
3. Schedule of Districts/Block Education Officer
4. Training Institute Information Schedule
5. Teacher Schedule
Investigators were provided intensive training. The training covered objectives, methodology of the study, understanding each instrument and its use to collect data. Practice in sampling and conducting interviews. The training was transacted in participatory mode with practice in simulated as well as field situation. The data was scrutinised daily in the field by the field supervisors. The final scrutiny of the data was done at the NCERT headquarters.
Teacher Policy State Governments' teacher policy covering teacher recruitment procedure, demand and supply of teachers initial posting -and transfer policy, representation of male and female teachers in teacher work force, etc. is mentioned below:
Teacher Recruitment Minimum academic qualifications for the post of a primary school teacher prescribed by the states of Haryana, Karnataka, Madhya Pradesh, Maharashtra and Tamil Nadu is 12 years of schooling and 2 years of diploma in elementary education. Kerala and Orissa require 10 years of schooling with two years of diploma in elementary education. In Assam, entry recruitment for a primary school teacher is 10 years of schooling without any initial training. Kerala, Assam and Orissa need to enhance minimum qualifications for the post of a primary school teacher from 10 years to 12 years schooling. Further the government of Assam needs to review its policy of recruiting teachers without any initial training. Initial training of two years after 12 years of schooling need to be the minimum qualification. for a primary school teacher.
Recruitment procedure is centralized in some states. It is done at the district/ regional level in other states. Centralization of recruitment of primary school teachers is hardly suitable as it poses number of problems. For instance, in the absence of initial posting policy, centrally selected teachers may not join schools
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located in rural or remote areas and try to get posted in urban areas. As a result, vacancies in rural, remote and hilly areas remain unfilled for a considerable period of time affecting pupils' learning adversely.
DEMAND AND SUPPLY OF TEACHERS There are no conscious efforts to link supply to demand of primary school teachers. As a result, turn over of teachers is almost double the requirement in states of Kerala, Maharashtra, Karnataka and Tamil Nadu. The demand and supply of teachers is however, balanced in the states of Haryana and Madhya Pradesh. In the absence of a perspective plan for elementary teacher education, growth of private unaided elementary teacher training institutions causes concern. In Maharashtra and Karnataka nearly half of the elementary teacher training institutions are ill-equipped in terms of human and materials resources.
TRANSFER POLICY In the states of Maharashtra, Haryana, Karnataka and Orissa, the policy is to transfer teachers after 3 to 6 years. In the states of Assam, Tamil Nadu, Madhya Pradesh and Kerala, teachers are transferred on request and administrative grounds. Absence of sound transfer policy affects teachers' motivation and performance.
In Maharashtra, the policy is to post teachers at least 25 kilometers away from their home town. In many villages, suitable residential accommodation for teachers particularly female teachers is not available. They stay on large villages or nearer towns and commute distance. This may be affecting their motivation and performance adversely. Therefore, the impact of this policy on teacher's performance and their pupils' achievement needs to be studied.
ENTRY REQUIREMENTS The minimum entry qualifications for admission into a primary/elementary teacher training institutes is +2 in the states of Haryana, Karnataka, Maharashtra, Madhya Pradesh and Tamil Nadu. It is matriculation (10th pass) in the states of Kerala and Orissa. In Assam, none of the institutes is running any initial teacher training programme.
UNTRAINED TEACHERS The percentage of untrained teachers in the states covered in the study is given in Table 1.
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TABLE 1
Percentage of Trained and Untrained Teachers
State Trained Untrained
Assam 57.6 42.4
Haryana 99.5 0.5
Karnataka 95.3 4.7
Kerala 94.0 6.0
Madhya Pradesh 68.3 31.7
Maharashtra 95.0 5.0
Tamil Nadu 100 -
Table 1 manifests that the number of untrained teachers is very high in the state if Assam. This is because that the state has no system of initial teacher training. Teachers are recruited without any initial training and then after a certain period of service, they are deputed for initial training. In absolute number, there may be about 35,000 untrained teachers in the State. States of Assam and Madhya Pradesh need to avail of the Programme of Diploma in teacher training being launched by IGNOU from 1996. Further in-service education of untrained teachers has to be different from those of trained teachers. This is because "problems of trained and untrained teachers are different" (Cooke and Pang, 1991).
TEACHERS PERCEPTIONS ABOUT QUALITY OF INITIAL TRAINING The quality of initial teacher training programme determines to a great extent the instructional performance of teachers. Teachers' perceptions about their initial training programmes were, therefore, ascertained. About 30 per cent teachers in Haryana and 40 per cent in Kerala expressed that the initial training which they received was not satisfactory. The unsatisfactory aspects of initial teacher training were practice teaching, field/practical work, etc. Teachers also expressed that quality of teaching staff in their teacher training institutions was wanting. There is a need to review the curriculum of initial teacher training. It should be improved by providing significant inputs.
PARTICIPATION IN IN-SERVICE PROGRAMME Data was collected regarding percentage of teachers who got an opportunity to undergo in-service education during the last five years, i.e., from 1989-93. Table 2 provides data in this regard.
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TABLE 2
Participation In In-service Training Programmes
State District Percentage of
Teachers
Assam Karbi Anglong 12.00
Darang 48.00
Haryana Jind 47.00
Hisar 46.20
Karnataka Raichur 84.00
Belguam 37.00
Kerala Wayanad 82.00
Mallappuram 41.00
Maharashtra Aurangabad 65.00
Nanded 41.00
Tamil Nadu South Arcot 58.00
Dharmapuri 78.00
Orissa Gajapati 37.00
Rayagada 26.00
Madhya Betul 49.00
Pradesh Bilaspur 36.00
Ratlam 47.00
Sehore 69.00
Tikamgarh 67.00
Table 2 manifests that the percentage of teachers who underwent in-service training ranges from 12 in Karbi Anglong district in Assam to 82 in Wayanad district of Kerala. In most of the districts less that 50 per cent teachers could get an opportunity to undergo in- service education once during the last five years. The low coverage of in-service training programmes in the districts is due to inadequate infrastructural facilities, inadequate allotment of funds and the absence of a conscious policy at the district level to cover all teachers. Additional facilities for in-service education of teachers need to be created at the sub-district level-block/school cluster. The duration of in-service training provided to teachers ranges from one to three weeks.
DESIRED CONTENT OF TRAINING Teachers were asked to mention the areas in which they need to be trained. The following areas were mentioned by them.
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- Content of School Subjects
- Methods of Teaching
- Multigrade Teaching
- Playway Techniques for Teaching
- Preparation and Use of Improvised Teaching Aids
DURATION AND PERIODICITY OF TRAINING Most of the teachers preferred training of one to two weeks duration. In Aurangabad and Nanded districts of Maharashtra about one-third of teachers desired training of 3 weeks duration. Three week duration of training may be due to the condition for crossing the efficiency bar or getting selection grade. Most of the teachers wanted in-service training once in a year.
Veenman et. al. (1994) concluded that it is not the duration but the degree of satisfaction with the in-service contributes to the impact of training at the classroom level. Further one-shot workshops are widespread but are ineffective (Fullan, 1982). It is therefore, suggested that one shot training of two to three weeks needs to be replaced by recurrent training.
FACTORS IMPROVING TEACHERS' WILLINGNESS TO PARTICIPATE IN IN-
SERVICE TRAINING PROGRAMMES Teachers were asked to select factors which improve their willingness to participate in in-service training programmes. Competent resource persons involvement of trainees in the training process, consultation with teachers to assess their needs, support to teachers to implement new ideas/innovations acquired in in-service training programmes emerged as the most important factors in improving willingness of teachers to undergo in-service training programmes. Daresh (1987) reviewed 160 studies in the areas of in-service education of teachers and concluded that staff development and in-service education is viewed as more effective when content is based on self-reported needs of participants.
TRAINING NEEDS OF HEAD TEACHERS Most of the head-teachers expressed that they need training in the following areas:
- General administration
- Providing instructional support to teachers
- Team building
- Seeking community support
Champan et. al. (1993) in their study "Teacher Incentives in the Third World" suggested that "more attention should be given to the training of headmasters in instructional supervision techniques."
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Perceived Social Status Teachers were asked to indicate as to whether their social status had declined, improved or remained the same during the last one decade. Perceptions varied not only from state to state and also between districts within a state. More than 50 per cent of the teachers in the Assam and Haryana felt that their social status has declined during the last one decade. More than two-thirds of the teachers in Karnataka, Maharashtra, Orissa and Tamil Nadu felt that their social status has improved.
Teachers were also asked to give reasons responsible for decline of social status. Salary, working conditions followed by government attitude towards primary school teachers emerged most important factors in this regard. In all fairness teachers from almost all the districts also considered lack of integrity and devotion to duty as one of the reasons for declining social status.
Perceived Economic Status Very limited number of teachers 2 to 6 per cent expressed that their economic status was high. More than 70 per cent of the teachers perceived their economic status to be moderate. Female teachers perceived their economic status better than their counterpart male teachers.
Instructional Support More than 50 per cent teachers in Hisar district of Haryana, Wayanad and Mallapuram districts of Kerala, Bilaspur and Tikamgarh district of Madhya Pradesh and Dharampuri district of Tamil Nadu reported that they were not getting any instructional support from their District Education Officer. The interview with the District Education Officers also revealed that they were busy with their administrative responsibilities and as such that they do not find adequate time to provide academic guidance to teachers. Instructional support provided by Block Education Officers was also very limited. This was because a block education officer is required to visit primary schools in a year from 30 to 120. It was the highest in the Haryana and the lowest in the Kerala. Further when a school is visited/ inspected by a BEO/IO, the extent to which he/she is able to provide academic support is very limited on account of the time constraint at his/her level.
TEACHERS' PERCEPTIONS ABOUT THEIR PROMOTIONAL PROSPECTS Teachers were asked to mention as to how they perceive their promotional prospects. Data in this regard is given in Table 3.
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TABLE 3
Perceptions Regarding Promotional Prospects
State District Bleak
Assam Karbi Anglong 92.00
Darang 96.10
Haryana Jind 56.00
Hisar 62.50
Karnataka Raichur 54.00
Belgaum 63.00
Kerala Wayanad 65.00
Mallapuram 80.00
Maharashtra Aurangabad 38.00
Nanded 28.00
Tamil Nadu South Arcot 69.00
Dharmapuri 68.20
Orissa Gajapati 20.00
Rayagada 37.00
Madhya Pradesh Betul 67.00
Bilaspur 59.00
Ratlam 78.00
Sehore 66.00
Tikamgarh 58.00
More than 90 per cent of the teachers in Assam, and 50 per cent in Haryana, Kerala, Tamil Nadu, and Madhya Pradesh reported that their chances for promotion were bleak. In Maharashtra and Orissa, the percentage of such teachers was between 20 to 38. When teachers feel stranded in a dead-end position with few opportunities for growth or expectancy of reward, it is difficult to sustain their motivation for improved performance. Engelking (1987) also observed that keeping teachers motivated once they are in the profession is a growing problem. Job stress, alienation, frustrating working conditions all contribute to this lack of motivation. Career rewards and work rewards make the teaching profession a more attractive occupation and keep teachers motivated.
PROBLEMS OF FEMALE TEACHERS Majority of the female teachers in districts of Karbi, Anglong, Raichur, Belgaum, Wyanad, GaJapati, Rayagada, and Betul reported that they were finding difficulty in getting residential accommodation. The difficulty in other districts in this regard
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was less pronounced. Most of the teachers expressed that they were no separate toilets for them.
PROBLEMS IN SCHOOLS Majority of teachers from rural areas in all the districts except those of Wyanad, Mallappuram, South Arcot reported multigrade teaching, high rate of students' absenteism as their problems. However, high rate of students' absenteism was more pronounced in rural areas than in urban areas. Non-availability of textbooks in time was reported by almost all the urban and rural schools. The percentage of teachers who reported lack of guidance from seniors varied from district to district. Parent's apathy towards children education was reported by more teachers from rural schools than by urban schools.
REFERENCES Chapman David W. et. al. (1993) "Teacher Incentives in Third World. Teacher and Teacher Education." An International Journal of Research and Studies 9(3), 301-16.
Cooke, B.L. and Pang, K.C. (1991) "Recent Research on Beginning Teachers : Studies of Trained and Untrained Novices". Journal of Teaching and Teacher Education7(1), 93-110.
Daresh. John C. (1987), "Research Trends in Staff Development and In- service Education". Journal of Education for Teaching 13(1), 3-11.
Engelking, Jeri L. (1987), "Attracting and Retaining Quality Teachers Through Incentives". NASSPL Bulletin 1-6.
Fullan, M (1982), The Meaning of Educational Change. New York : Teachers College Press.
Jangira, N.K., Yadav, D.D. (1994). "District Primary Education programme - Baseline Assessment Study of Four Districts of Assam," NCERT, New Delhi: (Mimeo).
Jangira, NK, Singh A. and Garg, VP (1994), District Primary Education Programme. Workshop on Training Needs of Teachers, NCERT, Now Delhi (Mimeo).
Shukla, S. et. al. (1993), A Study of Attainment of Primary School Students in Various States, DMESDP, NCERT, New Delhi.
Veenman, S., Tulder, M. Van and Voeten, M. (1994)``The Impact of In- service Training on Teacher Behaviour". Teaching and Teacher Education 10(3), 303-17.
Van Tulder, M. and Veenman, S. (1991) "Characteristics of Effective In-service Programmes NW Activities". Results of a Dutch Survey Educational Studies, 17, 25-48.
Yadav, S.K. "Learning Achievement in Language and Mathematics of primary School Children of Madhya Pradesh (Malwa Region)", NCERT, New Delhi (Mimeo), 1994.
K.B. RATH is working as a Reader in Education at Regional Institute of Education Ajmer. His areas of specialisation include Computer Application in Educational Research, Learning and Information Processing and School Effectiveness.
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