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| Impact of Personality Development Workshops on Teachers’ Attitude and Their Anxiety Level Towards Teaching - A Study | |||||||
| Paper Id :
16361 Submission Date :
02/08/2022 Acceptance Date :
19/08/2022 Publication Date :
25/08/2022
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| Abstract | The researcher felt that by understanding the relationship between each attitude, aptitude and working stress/achievement, the study would further help in recognizing the importance of personality development workshops and related parameters toward teaching profession and anxiety level in the field of education. Objective of the study is to identify the impact of In-service personality development workshop on teachers’ attitude and their anxiety level towards teaching in Secondary schools of district Faridabad Hence the in-service development training seminar does have slightimpact on attitude and anxiety towards teaching. The main objective of the present investigation was to study the impact of in-service teacher education programme on attitude and anxiety of teachers towards teaching in respect to gender and other related factors.The major findings show that in service teacherdevelopment trainingprogramme enhances the attitude and reduce anxiety towards teaching of pupil-teachers in no significant way. It has an implication that to bring improvement in attitude and anxiety towards teaching of the pupil-teachers, the introduction of in-service teacher trainingprogramme is needed. | ||||||
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| Keywords | Impact of Personality, Development Workshops, Attitude, Comparison. | ||||||
| Introduction |
India is a developing country. It needs competent teachers to build a strong foundation for its growth and development. It is believed that the quality of a nation depends on the quality of its citizens; quality of its citizens depends more than any other features on the quality of their education. The quality of education in turn depends to a great extent upon the quality of their teachers and their attitude towards teaching. Dr. Radhakrishnan, our former President and Chairman of the University Education Commission (1949) rightly observed, “The Teacher’s place in the society is of vital importance. Teacher acts as the pivot for the transmission of intellectual traditions and technical skills from generation to generation and helps to keep the lamp of civilization burning.” Teachers are, therefore regarded as the custodians of the present as well as the future.
Gone are the days when the teacher was the supreme master of the educational arena. She was the school, the textbook and the moral force. Nobody was there to rival, to share this responsibility and to supplement her efforts. But the conditions have changed and the situations have improved. Many agencies of education have come, several media have emerged and a variety of materials are being used for education. There are radios, television, newspapers and other materials, there are meetings, conferences and congregation of all kinds, political, social, cultural, literary and religious and all these also have educational roles to play and individuals are all exposed to such learning.
Teachers are truly responsible for shaping future citizens. It is evident here that importance of personality parameters like Attitude, Aptitude and Anxiety of the teacher must come into picture. The teacher should have an interest and inclination and then only he/she will be able to do justice with the profession.
As we all know in the recent years, there has been a gradual recognition of the fact that attitude, individual personality and motivational variables are important correlates of scholastic achievement along with the intellectual aptitudes. Much attention has been given to the impact of attitude, aptitude and anxiety on the student achievement in the teaching and learning process. Various teaching techniques and methodologies have been developed for the purpose of alleviating anxiety in order to maximize learning. Although numerous studies have indicated that positive aptitude and attitude tend to facilitate learning process, there have been very few quantitative studies on the role of anxiety in achievement.
In the above context, it is pertinent to seek the relationship of the achievement and impacts of teachers’ personality development training in education. While it holds true that anxiety and attitude does not always necessarily affect a person negatively, excessive levels of anxiety can inhibit the ability to teach effectively. This in turn, could be detrimental to learning.
In this Synopsis study, the researcher will gather data on aptitude, attitude and anxiety level of the secondary school teachers (B.Ed.) to investigate the relationship of these variables to their participation in personality development workshop. Researcher believes that this study would help to know the impact of personality development workshops on teachers’ attitude and their anxiety level towards teaching. |
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| Aim of study | 1. The impact of In-service personality development workshop on teachers’ attitude towards teaching in Secondary schools of district Faridabad 2. The impact of In-service personality development workshop on teachers’ anxiety towards teaching in Secondary schools of district Faridabad 3. The comparison of In-service personality development workshop on male and female teachers’ attitude and anxiety level towards teaching in Secondary schools of district Faridabad. 4. The relationship of In-service teachers’ attitude and anxiety level of teachers towards teaching in Secondary schools of district Faridabad. | ||||||
| Review of Literature | A summary of the writings of recognized authorities and of previous research provide evidence that the researcher is familiar with what is already known and what is still unknown and untested. 25 31 papers were studied which were related to Personality Development Workshop, Teaching Aptitude, Attitude, stress and anxiety of teacher towards their teaching performance and different impact of personality development and in-service development workshop. It is evident that quality of teachers' learning experiences directly affects the quality of their students' learning experiences. Teaching aptitude and teaching attitude being an important parameter, several studies have been conducted in this area of research. Though teaching attitude and aptitude are positively correlated to academic achievement of students. The anxiety is negatively correlated to academic achievement and is significant predictor of it. It is highly recommended that personality parameters should also be considered significant along with the academic scores of the teacher educators. The reviews presently showed that teaching aptitude and attitude and stress/anxiety are having a positive significant relationship with academic achievement so it is recommended that in-service development workshop should be made to reduce anxiety should be undertaken in the field of teacher education. The role of anxiety in other personality parameters as well as in other aspects of teacher education should be studied more extensively. the study would help in recognizing the importance of personality parameters like positive attitude towards teaching profession, aptitude toward teaching profession and anxiety level in the field of teacher training. To conclude “To learn to be a good (highly qualified) teacher, the person needs to be exposed to different skills and activities and in-service teachers need opportunities to practice their acquired skills to feel more confident and attain positive attitude. |
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| Methodology | Administration of the Tests: the Following Procedure Was Adopted For The Conduct of The Study.
Pre-Test – Before the in-service personality development workshop
2nd stage - Personality development workshop undertaken
post-test - Soon after the In-service personality development workshop
Design of Study
For testing of hypotheses, a research design involving 2 groups, pre-test and post-test, two level of sex (male and female), In-service development workshop were used.
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| Sampling |
The sample for the present study was drawn from the population from the Secondary schools Teachers teaching in Faridabad Distt., Haryana. For the total 50 sample of present study the researcher adopted simple random sampling technique for collecting the data. The sample were selected from the different secondary schools of Faridabad district. The sample consisted of 50 Secondary school teachers out of which 25 female and 25 were male teachers. |
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| Tools Used | In order to collect, the requisite data, investigator used following research tools: 1. ‘Teacher Attitude towards teaching (TATT): a verbal scale of Teacher Attitude towards Teaching - QUESTIONNAIRE ON TEACHERS’ ATTITUDE TOWARDS TEACHING constructed and standardized by Dr. (Mrs.) UmmeKulsum, Bangalore. 2. For the present study, Comprehensive Anxiety Test (CAT) was used for measuring the anxiety of teacher educators.SINHA ANXIETY SCALE(SINHA W.A. SELF ANALYSIS FORM)Constructed & Standardized byD.SINHA, Professors HeadDepartment of Psychology, University of Allahabad. Statistical Techniques Used After the collection of data next step is to analysis and interpretation of the data. For the analysis and interpretation of collected data the following statistical techniques was used. 1. ‘t’-test were used to analysis the data. 2. ‘Karl Pearsons’ co-efficient of correlation. |
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| Findings | In the light of analysis and interpretation of the present study, following findings may be laid down. 1. There is no significant difference between attitude of secondary schools teachers towards teaching profession in relation to gender, but mean score shows slightly difference between two. 2. There is no significant difference between anxiety of secondary schools teachers towards teaching profession in relation to gender, but mean score shows slightly difference between two. 3. There is no significant difference between attitude of senior secondary schools teachers towards teaching profession in relation to in-service development workshop, but mean score shows slightly difference between two. 4. There is no significant difference between anxiety of senior secondary schools teachers towards teaching profession in relation to in-service development workshop, but mean score shows slightly difference between two. 5. Impact of pre-service teacher education training on anxiety towards teaching of the pupil-teachers were not found to be significant at 0.02 level of confidence. 6. There was negligible significant effect of gender on attitude and anxiety towards teaching of the pupil-teachers. | ||||||
| Conclusion | In this study we conclude that In-service development workshop and programs do not affect significantly attitude and anxiety towards teaching of pupil-teachers. In addition to this, effect of gender, career development seminars on attitude and anxiety towards teaching was not significant at acceptable level of confidence. Hence the in-service development training seminar does have slight impact on attitude and anxiety towards teaching. The main objective of the present investigation was to study the impact of in-service teacher education programme on attitude and anxiety of teachers towards teaching in respect to gender and other related factors. On the basis of the findings of the study, the investigator has arrived at implications of this investigation are as under: To see the effect of in-service teacher development training, gender, and their interactions on attitude and anxiety towards teaching of the secondary school pupils, the analysis of co-variance was computed. The major findings show that in service teacherdevelopment trainingprogramme enhances the attitude and reduce anxiety towards teaching of pupil-teachers in no significant way. It has an implication that to bring improvement in attitude and anxiety towards teaching of the pupil-teachers, the introduction of in-service teacher trainingprogramme is needed. The present study will stimulate the academic bodies to plan the in-service teacher development training programme in a more effective way, so that better competent teachers can be produced, and it will definitely provide data-base to bring chance in the current syllabi, duration of training period, theory or practical hours, teaching practice, teaching methodology, work experience and methods of evaluation, etc. Findings will also help the academic administrators and education colleges in providing the rationale for dissemination of teacher education programme along with in service teacher developmentworkshop and if necessary, to bring improvement in the in-service teacher developmentprograms on the light of feedback received. Government and other organizations engaged in teacher education and in-service teacher development training may extract the requirement of spending money in a proper way for the development of a healthy attitude, teaching aptitude, personality and teacher competency of prospective teachers doing B.Ed. Hence, findings will be useful for policy makers, especially NCTE and other national level organizations to bring desired changes in the programme. | ||||||
| Suggestions for the future Study | 1. The study may be extended to a large and vast sample and for different schools. 2. The study may be undertaken to the attitude of primary and senior secondary schools teachers of govt. and private Institutions of all district of Haryana towards teaching. 3. The study may be conducted in different district of Haryana or other state. 4. The study can be further done with BEd colleges for future teachers. 5. The study can be further done with the higher educational institutions with other variables. 6. The study may be conducted to study the teacher adjustment and teacher attitude of non–tribal teachers serving in non-tribal and tribal areas. 7. The study may be conducted to study In-service developmental workshops done by the teacher themselves for other teachers Educational Implimations- In view of the results of the present study the investigator laid down the following educational implications: 1. In-service Programmed such as seminars, workshops and refresher courses must be arranged more frequently for in-service teachers to sustain the improvement of their attitude towards teaching profession. 2. In-service Programmed such as seminars, workshops and refresher courses must involve teachers to have relax environment and improvement oftheir towards anxiety level. 3. There should be reasonable workload (teaching as well as non-teaching workload) on teachers so that they may not feel over-burdened and anxious. 4. Focus should be on improving school climate by workshops and open discussions session which will help the teachers to perform better in teaching learning process. 5. There should not be much interference in the work of teachers by higher authorities so that they can prove their potentialities and learns to be independent. 6. Social status and economic conditions of private school teachers should be improved so that they have no other goal but teaching. 7. For the attainment of good mental health and adjustment of teacher it is necessary to provide them with personal and group guidance through interactive workshops. |
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