CHAPTER I INTRODUCTION

Don't try to fix the students, fix ourselves first. The good teacher makes the poor student good and the good student superior. When our students fail, we, as teachers, too, have failed. ~Marva Collins

1.1 TEACHERS Teachers are always expected to reach unattainable goals with inadequate tools. The miracle is that at times they accomplish this impossible task. From the conventional concept of mastery of the content and the inherent authority the objectives of preparing teachers for universal elementary education and expanded secondary education could focus on acquisition of competencies and nurturing of qualities of every individual teacher, befitting the emerging social scenario in India in which social justice and equity could apparently be the visible and desirable components of all the future social processes. In this context, a good teacher may be the one who:

- Is liked and loved by the children, appreciated by the community and endeared by the peers; - Is modest and has the necessary self-confidence and selfimage of being a partner in the nation building process: - Is aware of the impact of knowledge explosion, population explosion and explosion of the rising expectations from education; - Knows how to collect information from the right sources and process it for the teaching learning strategies; - Is willing to renew his/her approach, methodology and techniques in consonance with the changing times; - Is confident, willing and skilled to achieve professional upgradation, particularly through self-directed learning; - Realises his position as a role model for the children and as a communicator of new developments to the community; and - to have the capacity; as a socialising agent, to interact with all those who could help enhance institutional efficiency and contribute to the growth, relevance and utility of education.

A teacher should have maximal authority, and minimal power. ~ Thomas Szaz To teach is to learn twice. ~ Joseph Joubert, Penses The secret of teaching is to appear to have known all your life what you just learned this morning. ~ Author Unknown

The object of teaching a child is to enable him to get along without his teacher. ~ Elbert Hubbard

Expansion of an educational system often results in dilution of quality and low levels of achievement of children particularly in elementary schools, and specially so, if adequate measures are not taken to maintain the standards. Our system of education is no exception. In order to arrest and obviate dilution, the National Policy on Education, 1986, therefore, envisaged Minimum Levels of Learning for all stages of school education. Accordingly, the Government of India initiated a major project for achieving quality, equity and social justice in elementary education through the implementation of Dave Committee Report on Minimum Levels of 3

Learning at the primary stage. Further action on similar lines is also being taken for the upper primary education, thus covering the entire elementary stage. Teachers have been trained, educational administrators and planners oriented and teaching-learning materials such as

competency based textbooks and workbooks, as required for its implementation, have been developed, tried out and finalised. Curricula in terms of competencies to be acquired by children during grades I-V in the areas of language, mathematics and social studies have been spelt out. Similar changes have been worked out in other curriculum areas as well. Teachers have accepted the new approach and found it interesting. It has instilled a new confidence amongst the teachers as it has made it possible even in the case of low achieving children to easily attain mastery level achievement through remedial inputs. Developments like these have made it imperative for elementary teacher education institutions to adopt the approach of enhancing competencies and nurturing qualities and commitments among teachers. It has also made it essential to identify a comprehensive set of critical competencies and commitments particularly relevant to elementary school teachers. The demands of Education for All (EPA), globalization, liberalization of economy and the universal spread of the media can no longer permit any kind of inadequacy in the process of learning and education. Such compulsions and considerations, among others, make it necessary

for the schools, the teachers and the community to respond to the new task with determination, understanding and confidence. Hence the need to transform teacher education curricula appropriately, and at the earliest, to help teacher education institutions meet the emerging challenges adequately, effectively and urgently. On the basis of the consultations organized by NCTE, five major performance areas have been identified for the teachers to develop practical skills supported by competencies on the one hand and commitments on the other. These are: (i) Classroom performance; (ii) School level performance; (iii) Performance in the out-of-school educational activities; (iv) Parents related performance; and (v) Community related performance. A birds eye view of the categories of competencies, commitments and performance areas, as given in the subsequent sub-sections, may tender useful insight into their import for quality school education.

Commitment To The Learner The existence of a teacher depends on the touchstone of his/ her ability to make pupils learn and develop. Learning is an attitude, which starts taking shape at the school and stays throughout life. This is made possible when the learner experiences that being a learner is a joyful and rewarding experience. It gives joy not only to the learner but also to the teacher who loves and cares for the learner. It is a gratifying experience for a learner to be in secure hands of the teacher. Commitment to the learner implies teachers genuine love and affection for children, tolerance towards their mistakes and mischiefs coupled with their to pedagogically their correct and

interpretations,

commitment

progress

development, concern for their human empowerment and care for the development of quality of life among the children. These commitments will, indeed, add to the effectiveness of every teachers role performance. Genuine love for children and tolerance towards the learners can be co-related while teaching educational psychology. The teachers should do self-analysis of their own aggressive behaviour and write down their individual experiences in order to understand their reactions and modify their behaviour accordingly Self-analysis is, in fact, an important tool for commitment building. The teachers should also know about the impact of their intolerance and

aggressiveness on the growth and development of the children. They should make sincere efforts for the wholesome development of the children in every respect under their caring guidance. The commitment is quite crucial on the part of the teachers in making the learning effective and as such it ought to be inculcated in them through teacher education programmes. Commitment To The Society The teachers have also to remember that they are responsible to the local community individually as well as collectively. They must serve it faithfully and conscientiously. This service may be of different types. For instance, those sections of the society who were denied the right to education in the past require special attention and commitment. Similarly, children of the parents coming from the poor and deprived sections too need extraordinary care and love. Encouraging and enthusing them to join the ranks of the educated will not be beneficial to them alone, but also to the society as a whole. Their enhanced knowledge, skills and attitudes will lead to increased productivity to improve the quality of life of the whole community. The adults, belonging to this section of the society could be encouraged to join adult education and nonformal education classes while all children of the school going age could be enrolled in primary schools or NFE classes so as

to help them get educated to contribute their share in improving the quality of their life as also that of the community Teachers commitment to the community may basically relate to developing the sense of equity for children of the poor and illiterate parents; willingness to take initiative to advise the parents for enrichment of the child and community mobilisation for development of the school; and willingness to actively participate in the enrolment drive. The teacher who is committed to the society would very soon create a sense of belonging among its members. Once this is achieved, there would not be any problem in mobilizing the community for raising resources for the school in terms of physical facilities or for encouraging, monitoring and optimizing the learning of pupils. Teachers would be honoured if they prove themselves to be true friends, philosophers and guides of the community they serve. The society also would appreciate if the teachers response is positive and helpful for the total community Commitment of the teachers to the local community should gradually extend to the whole society. Since the teachers are considered to be nation builders, it is extremely important for teacher education to develop this commitment in the teachers as well as teacher educators to help them contribute constructively and meaningfully for wholesome development of the society.

In other words, the teachers should be willing to understand the local community and participate in various activities related to the development of the school and the community and also be able to internalise the value of their own day to day work in developing a rich human resource for the advancement of the individual learner, family, local community and the larger society. The teachers should understand and realize invaluable significance of their work for national development. Commitment To The Profession This commitment area involves two essential

components namely, pride in ones being in the teaching profession and a strong desire for professional development. However, with the expansion of educational facilities in the country, many of the teachers join this profession not because of any kind of inner compulsion or love for the profession but due to situational constraints. In fact, after joining the profession they should fully understand that as long as they are there, they have to develop pride, knowing full well that this is a noble profession charged with great responsibilities as the society hands over its children to this system for their wholesome education, development and proper socialization.

Imparting rudiments of the learning process is just one of many demands on the teachers. Educating children is indeed empowering them. This process needs total

involvement. During and even after school hours, a committed teachers mind remains always occupied with thoughts of children, their growth, individually as well as collectively, and improvement of their performance. Committed teachers not only seek all-round development of children put to their charge but also work hard for their own professional growth to contribute their best to the profession as teachers. They observe professional ethics befitting the nobility of the profession. This implies that: Having once accepted the teaching profession, the teachers should identify themselves fully with it and take pride in becoming teachers; They should develop an internal commitment towards the nobility of the profession which once upon a time existed in full measure in India and on Which many teachers of modern times also have earned merit on the basis of their performance and behaviour;

10

 They should extend co-operation and collegiality to fellow teachers and other educators in their collective work as and when occasion arises giving them due respect and reverence; and They should participate in the profession and its organisation with a positive attitude towards

professional development and national welfare. Commitment to the profession thus deserves to be an integral part of teacher education, as without inculcating such commitment in the teachers, they may not be able to understand the nobility of the profession nor their true role therein. Teaching is the only major occupation of man for which we have not yet developed tools that make an average person capable of competence and performance. In teaching we rely on the "naturals," the ones who somehow know how to teach. Considering the

importance of teaching and teachers in society the present problem has undertaken with a view that this problem helps in identifying the need for achievement of the career shapers say, teachers. Schools Schools have a four-fold mission, namely, i) To cater to the educational needs of children of transferable Central Government & State Government employees and the civilians by providing a common programme of education;

11

ii)

To pursue excellence and set the pace in the field of school education;

iii)

To initiate and promote experimentation and innovations in education in collaboration with other bodies like the Central Board of Secondary Education (CBSE), Gujarat Board and the National Council of Educational Research and Training (NCERT) etc. and

iv)

To develop the spirit of national integration and create a sense of Indianness among children. In pursuance of the above objectives, the Schools have been

set up. The National Policy on education in its programme or action stressed upon the needs of In-service Education of teachers arising from several sources, such as challenging national goals, revision of school curricula, additional inputs of teaching learning system etc. The present life is affected widely by the technological advancement and the children are to be exposed for these advancement. Expected outcomes of Induction, orientation Courses Appreciate required learning points. Follow individualized teaching learning process. Acquire skills and competencies required in transaction of curriculum.

12

 Apparent change of attitude towards profession of teaching. New experimentation / innovation in methodology and evaluation. Improve upon self esteem Imbibe life skills for a sound mental health for self and others. Faculty Development The teacher is the kingpin of any educational Institution. Hence, it is necessary to update his/her knowledge constantly. For this purpose, induction, in-service and refresher courses are organized in such a manner that all the teachers are covered in a cycle of six years. The objectives of these courses are: 1. To enhance the level of the teachers Commitment, Competence and Performance. 2. To expose the teachers to the latest literature in their relevant subject and motivate them to look for interesting and meaningful material to supplement their lessons. 3. To help the teachers acquaint themselves with the

methodologies of curriculum transaction educational technology and policies etc. 4. To acquaint them with the sources of professional information and reference material.

13

5. To enable the teachers to use information technology. Towards Academic Excellence The steps taken towards professional development of teachers have helped Schools to be pace setters in the field of school education and much sought after by students and parents. Besides giving periodical orientation to the faculty members, a carefully conceived course of studies, updated teaching methods and materials of teaching and learning, evaluation, rational admission policies, well-planned co-curricular activities, planned home work, democratic administration of schools, good library services, exposure of the pupils to competitions organized by Government Functionaries and several outside agencies, use of audio visual aids besides computers, non-formal learning opportunities through bulletin boards and excursions, utilization of the community resources and the system of internal assessment of the students throughout the academic session have contributed much in the pursuit and achievement of excellence. 1.3 MOTIVATION / ACHIEVEMENT MOTIVATION Mc Clelland (1953) introduced the term Achievement Motivation for the first time. Achievement motivation can be defined as a need or motive to excel in a wide variety of situations. When a motive is aroused, it is expressed in deriving energy directed towards attaining excellence, getting ahead, improving previous work, doing things better, faster, more efficiently and finding solutions to difficult problems which require ingenuity. 14

Achievement motivation has been referred to as the need for achievement, a wish to do well. It refers to the behaviour of an individual who strives to accomplish something, to do his/her best to excel others in performance. This involves competition with a particular standard of the excellence of the performance. Achievement motivation is thus, a learned motive to complete and strive for success. Mehta defined achievement motivation as an urge to improve oneself. Lewin found that successful goal attainment often produced reward and increase goal striving. An Attributional Model o Achievement Behaviour Bernard Weiner (a student of Atkinson) and his colleagues have examined extensively the relationship between attributions and achievement (Weiner, 1979, 1985). According to their model we often ask ourselves in an achievement situation why we have done as well or as poorly as we have. The answer to this question then determines how we feel about the performance and what we will do in similar situations in the future. There are many ways to analyse the kinds and attributions people give for their performances, The researchers concerning n Ach have shown that (1) Achievement Motive is a drive which can be aroused by inducing a situation of ego-involvement of Achievementorientation. This situation produces the same kind of effect on the 15

subjects projection as in the case of manipulation in hunger and sex deprivation. (2) Achievement Motive varies from person to person group to group and is open to culture influences. Achievement Motivation may be acquired through social and culture milieu and training programmes. (3) The Achievement is acquired by following the same process as in the case of reward and punishment. Competitiveness, Work & Mastery Competitiveness as a way of life can have an abrasive effect on ones life. To be successfully competitive, it is necessary to be on constant guard against the potential superiority of ones opponents. Another aspect of our culture which has warping effects on our personalities is our tendency to deny human values when it becomes a question of gaining or losing power. Perhaps it is our over concern with power, or our tendency to deny the existence or the importance of the emotional side of our life. but whatever it is, we often find ourselves maneuvered into situations that seem to call for insincerity. The earned compliment is such a situation. Usually, the unearned compliment is simply a social nicety you praise your hostess for a dinner that was poorly cooked and tasteless so that she will not feel bad about it, although both you and she know the truth.

16

Then there are the compliments paid to a young artist which encourage him to devote his life to art, with the result that he makes sacrifices and studies only to discover that he has a minor talent. There is also the widespread belief that we must avoid facing unpleasant facts at all costs, which results in much being hidden that ought to be revealed in politics and business as well as in more personal relationship. Then there are the public relations specialists and the advertising men who work frantically to get us to raise our expectations of a person, service, or product to unrealistic heights. Eventually our sensitivities are dulled, we are disappointed too many times, we become cynical- which is another way of saying we routinely expect to be disappointed. We begin to believe that there are no real values in anything, that the most sincere and dedicated person has his axe to grind. We depreciate an outstanding performance by saying: Well, thats what hes paid to do. In short, we try to convince ourselves that everyones motivation is wholly selfish. This is an attempt to deny the existence of such basic motives as the need for companionship, love, self-expression, and creativity. Since we are afraid that we will not be able to satisfy these needs, we try to convince ourselves that they do not exist. If we are really successful in so convincing ourselves, we have submitted to warping influences of considerable force, because we are effectively preventing ourselves from becoming emotionally mature and realizing our better potentialities.

17

Success is the achievement of ones chosen goal in life. It is the realization of ones worthy ambition and certainly it comes from need for achievement. It is the fulfillment of ones wants be it wealth, power, position, recognition, appreciation, love, friendship and the like. In a nutshell, it is getting what we want in life. Since everything that comes to us in life must come to us from or through other people, the ability to get along with people becomes the all-important ingredient of success. We have to sell ourselves and our ideas to other people and win their whole-hearted cooperation, help and along with people. They know how to get people do the things they wanted to be done. There were adepts in putting themselves and their ideas across in such a manner as to win over and influence others. Regardless of how competitive they are what they are, their success depends upon their ability to sell themselves to others. It is all in what they do and what they say. During each day and every day of their lives, they are all salesmen in that they are selling their ideas, their plans, their energies, their enthusiasm and their talents to those they come into contact with. There is a direct link between service to others and the rewards in life. To the degree to which they contribute to the welfare and happiness of others, they will be rewarded. If competitors wish others to respect themselves, then they must show respect for them also. Teacher community can fight this war and get

18

succeeded only when fully equipped and possessing high need for achievement. The present-day trends and tendencies on the part of individuals and nations hold the view that speed and success are synonymous both in content and context. Opinions may differ among knowledgeable persons on the subject of fast life and fast food. For some the hectic pace of life is heading towards a priceless possession, whereas for some it is a dubious drift towards perils or problems. Polemics apart, like nations, individuals too have to grasp the basic or rigorous reality that we live in a highly competitive world in which the rise or decline of individuals is determined by the rapid pace of speed with which they respond to new challenges and constantly changing circumstances. The ability to keep pace with the mobility and momentum of fast moving times, as also the determination to sweep aside odds and obstacles and press ahead with reform and restructuring is the key to the success. Necessity is the mother of invention. If today the requirements of combating forces inimical to progress and prosperity are urgent and pressing, so is the urgency to accelerate the tempo of our concepts and concrete actions. It is due to the rapid pace of life and other compulsions that we are obliged to win the race against time and adopt all possible means to rush help to those peoples who are in dire straits. Since there is no gain without pain, it is but natural that the more we exert to break previous records and

19

accomplish targets, the more we suffer the ill effect as of our burnt out energies. It is not only individuals who have benefited the most rapid strides made on the path-breaking parameters of speed and

success, but the world as a whole has achieved unprecedented supremacy over time and space. The speed with which we travel across the globe, and even probe space and other planets, is a telling tribute to the tone and temper of life that has adjusted itself so well with mind-boggling miracles brought about by man, mind and machine. Undoubtedly, speed offers thrill. The axiom, slow and steady wins the race has lost much of its relevance. The need of the hour or to steal a march over others, be the natural phenomena or human hindrances, and register success stories without delay. There is no denying fact that rapid pace of life has contributed a lot to progress and prosperity (that we see around) in patches and pouches. Work The desire to work and to do a good job. Recent management studies classify the work in two types. The Hard Work The Smart Work Hard work involves more physical involves more physical involment for reaching towards a goal while, in smart work more

20

mental involve reach towards a goal is required Infact, the smart work is promoted by need for high achievement because it clearly indicate the desire to work and to perform a job in a effective manner so that it can achieved in less time by less physical involvement. Mastery Natural or acquired facility in a specific activity: ability, adeptness, art, command, craft, expertise, expertness, knack, proficiency, skill, and in technique. It is defined as a preference for difficult, challenging task and for meeting internal prescribed standards of performance excellence. Study Habits Poor habits of study are one of the important cause of educational backwardness. The potential of any one for full scholastic achievement is hardly ever realized due to many factors. Attempts are made to remove obstacles to higher attainments by improving the quality of instruction, instructional materials, educational environments, and so on. On the part of the student also, attempts are made to improve his motivation interest, and workhabits so that he can make maximum of his potential. When it is said that attempts are made, this is true of a few progressive countries and a few progressive is lacking in our country. The present research over study habits is a small attempt at making the teacher, the student and the parents aware that certain habits of study are good and conductive to better achievement. 21

1.4 PROBLEM OF THE PRESENT STUDY: The statement of problem of the present study is "A Comparative Study of Achievement Motivation Among Teachers and Students of Grant-in-aid and Self finance

Secondary Schools of Gujarat. 1.5 OPERATIONAL DEFINITIONS OF THE TERMS USED The operational definitions of the key words are given below: Achievement Motivation: A drive to excel in learning tasks and the capacity to experience pride in accomplishment. Work Factor: The desire to work and to do a good job. Mastery: Natural or acquired facility in a specific activity: ability, adeptness, art, command, craft, expertise, expertness, knack, proficiency, skill, and in technique. It is defined as a preference for difficult, challenging task and for meeting internal prescribed standards of performance excellence. Competitiveness: The characteristic of an individual who strives the person who wants excel from others. It is defined as the enjoyment of interpersonal competition and the desire to win. Study Habit: The habit of person in academics like reading books, magazines, newspaper etc.

22

Teachers: Persons who teaches and preaches regarding what is right, what is wrong and why it is right and why it is wrong. In present study, the persons who are teaching students of Schools. Male: A man or a boy. Female: A woman or a girl. 1.6 SIGNIFICANCE OF THE PROBLEM In a world shrinking fast into a global village characterized by knowledge, technology and industries taking off at top speed and information highways opening up new vistas of prospects, the profile of the teacher would be quite different. Education is increasingly being perceived as a stake of crucial significance, capable of modifying the economic scenario and transforming the dream of millions of human beings for a better and higher quality of life into a reality A very different kind of a teacher in specific contexts would have to be thought of and prepared to shoulder new responsibilities extending far beyond the confines of the classroom. That universal elementary education is still not within the reach of every child up-to fourteen years of age, is indeed a major challenge before the nation today Critical attention is being paid to the relevance of a variety of important aspects like the quality of education imparted in schools, the learning environment, the schoolcommunity relationship and the professional preparedness of teachers. Only professionally well prepared and committed teachers

23

can create an environment

for joyful, activity-based and

participatory learning, besides providing equal opportunity of success in learning attainments for every child. Such teachers could achieve it by establishing close rapport and understanding with every learner to meet his/her individual learning needs and to identify and provide remedial inputs. All this would obviously not be possible in isolation from family and community contexts and their relationship to school environment. The need to prepare welltrained dynamic teachers, willing to acquire new competencies to augment those already acquired and to display a sense of partnership in preparing requisite manpower for the future is increasingly being experienced. The tasks before the teachers, particularly at the elementary stage, are now becoming increasingly complex and manifold. Particularly in Gujarat education is inculcated through two types of schools: 1 Grant-in-Aid Schools: In these type of schools a Government

grant is given for smooth conduction of school necessities. The entire controls of these schools are under the Gujarat Government. 2 Self-Financed Schools: In these type of schools for smooth

conduction of school necessities the finance is generated at the institution level. The entire controls of these schools are under the management Bodies of institutes.

24

The present investigation "A Comparative Study of Achievement Motivation Among Teachers and Students of

Grant-in-aid and self finance secondary schools of Gujarat. is an attempt in the direction of finding the effects of gender and residential background on the achievement motivation of teachers and then suggesting steps to be taken for improving the different components of Achievement Motivation (Work, Mastery and Competitiveness) so that the competencies with proper efficiency are developed among teachers who are lagging behind. The study will try to formulate the policies at different levels by different educational agencies of the nation so that the gender and residential background not remain hindrance in attaining high values of achievement motivation for teachers. The study is further an attempt to identify the variables, which make a teacher, an effective and persuasive teacher. The study is also an attempt to discuss the study habits of students and teachers of Grant-in-aid and Self Financed Schools of Gujarat. The study would try to find out if there is any difference in the rating mode of achievement motivation of Grant in aid and Self Financed school teachers and students. The study will also try out to compare study habits of teachers of Grant in aid and Self Financed school teachers and students. The present study of nature of management of schools which affect the study habits, efficiency and achievement motivation of

25

teachers and students can help the educational planners and administrators, social workers and other persons concerned with the teaching learning by organizing different types of orientation programmes, seminars, refresher courses etc. It is in this light that the investigator took up this work which seeks to find out the relationship among the achievement motivation and study habits of Grant in aid and Self Financed school teachers and students. 1.7 OBJECTIVES OF THE STUDY 1. To study the achievement motivation on work, mastery and competency components among teachers of Grant-inaid and Self Financed schools. 2. To study the achievement motivation of among teachers of Grant-in-aid and Self Financed schools as a whole. 3. To study the achievement motivation of students of Grantin-aid and Self Financed schools. 4. To study the study habits of teachers of Grant-in-aid and Self Financed schools. 5. To study the study habits of students of Grant-in-aid and Self Financed schools. 6. To construct a tool for study habits of teachers and standardized it.

26

1.8 HYPOTHESES 1. There will be no significant difference on achievement motivation of teachers of Grant-in-aid and Self Financed schools. 2. There will be no significant difference on achievement motivation of students of Grant-in-aid and Self Financed schools. 3. There will be no significant difference on Study Habits of teachers of Grant-in-aid and Self Financed schools. 4. There will be no significant difference on Study habits of students of Grant-in-aid and Self Financed schools. 5. There will be no significant difference on achievement motivation of Male & Female Teachers of Grant-in-aid schools. 6. There will be no significant difference on achievement motivation of Male & Female Teachers of Self Finance Schools. 7. There will be no significant difference on study habits of Male & Female Teachers of Grant-in-aid schools. 8. There will be no significant difference on study habits of Male & Female Teachers of Self Finance Schools.

27

9. There will be no significant difference on achievement motivation of Male & Female Students of Grant-in-aid schools. 10.There will be no significant difference on achievement motivation of Male & Female Students of Self Finance Schools. 11.There will be no significant difference on study habits of Male & Female Students of Grant-in-aid schools. 12.There will be no significant difference on study habits of Male & Female Students of Self Finance Schools. 1.9 DELIMITATIONS OF THE STUDY The study is concluded only in state Gujarat. The study is delimited to Students and students of Grant-in-aid and Self Financed Schools of Gujarat.

28