Kumar Fayaz Ahmad et al.

, IJSRR 2019, 8(1), 1127-1135

Research article Available online www.ijsrr.org ISSN: 2279–0543

International Journal of Scientific Research and Reviews

AComparative Study of Different Dimensions of Teacher Effectiveness
Among Direct Recruited and Promoted Senior Secondary School
Teachers of Kashmir

Kumar Fayaz Ahmad*

Faculty of Education, Jaipur National University,E Mail [email protected]

ABSTRACT
The present study was conducted to compare teacher effectiveness of direct recruited and
promoted senior secondary school teachers of Kashmir. The total sample for the present study was
200 comprised of direct recruited (100) and promoted (100) senior secondary school teachers who
were selected randomly from different senior secondary schools of Kashmir (J&K). The investigator
used standardized scale of teacher effectiveness developed by Umme Kulsum (2000) to collect the
data from the field. The investigator used various statistical techniques Mean, S.D, & T-test to
analyze the data. The researcher revealed that the direct recruited teachers have better teacher
effectiveness as compared to promoted senior secondary school teachers.

KEYWORDS:Teacher effectiveness, Direct recruited and promoted senior secondary school

teachers

*
Corresponding author
Mr. Fayaz Ahmad Kumar
Research Scholar,
Faculty of Education,
Jaipur National University,
E Mail [email protected]

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INTRODUCTION
Teacher effectiveness plays an important role in teaching – learning process. An effective
teacher does not create image of the students rather help the students to create the image of their own
by understanding the problems of the students and helping them by making any subject interesting,
by controlling the class and by being fair with the students while dealing with them. Parihar (2011)
viewed that effective teachers are the avenues of effective teaching who consistently achieve their
goals that are either directly or indirectly related to student learning and the strategies adopted for
achieving this purpose needs orientation and reorientation with changing needs and priorities in
teacher education. Effective teachers are the most important factor contributing to student
achievement. Although curricula, reduced class size, district funding, family and the community
involvement all contribute to school improvement and student achievement, the most influential
factor is the teacher. Choosing effective teachers is critically important for schools trying to improve
their performance. Effective teachers exhibit certain skills and qualifications. These include verbal
ability, knowledge of special needs and content knowledge of specific subjects to be taught.
Instructional planning, allocating time for academics, keeping students engaged, using appropriate
instructional strategies, monitoring learning and differentiating learning for individual students are
all important characteristics of an effective teacher. Effective teachers have a thorough knowledge of
their subject content and skills. Through this, they inspire in their students a love of learning. They
also understand how student’s best learn concepts, content and skills. Effective teachers use their
knowledge of learning processes to determine which will be the most effective to help the particular
students in their classes learn successfully. Effective teachers closely monitor each student’s
achievements. This enables them to provide every one of their students with regular feedback on
their performance. Ranju Bala (2017) revealed that the group of secondary school teachers with high
emotional intelligence is more effective than the group of teachers with average or low emotional
intelligence. Goel Sunita (2013) revealed that teacher effectiveness of female teachers was
significantly more when compared to male teachers and teacher effectiveness of urban school
teachers was significantly more when compared to rural school teachers .Elizabeth Block, et-al
(2012) studied “The importance of Teacher Effectiveness”. The study revealed that the current
challenge and future challenge for implementation of best practices will be closely aligned with the
roles of school leaders in promoting professional development along with informal and formal
professional development by teachers and other stakeholders. Binakshi Sodhi (2010) reported no
significant difference in teacher effectiveness of secondary school teachers across gender,
location,stream, and teaching experience groups. Ronald H. Heck (2009) studied “Teacher
effectiveness and student achievement: investigating a multilevel cross classified model”. The study

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revealed that effectiveness of successive teachers is related to student achievement in reading and
math. Second, collective teacher effectiveness as an organizational property of school was positively
associated with achievement levels. Third, the stability of the school’s teaching staff and the quality
of its academic organization and teaching processes were positively related to achievement levels.
Significance of the study
In order to promote quality education to students, the teachers need to update their
remarkable knowledge and information. They also require to integrate both antediluvian and the
most innovative teaching methods and strategies to their pupils to become best products and to
transcend it to next generation. Secondary education is an important stage where the desirable skills,
attitudes and cognitive abilities are to be promoted among adolescents. Thus, the teachers, by being
role models, can mould the pupils with good character, subject matter, social life and the like. They
constitute the most affective factor of educational outcomes. But in reality, the present situation is
opposite to what one is expected of them. The teachers are unable to meet the challenges of the
society. By keeping the above said facts; the investigator took this study entitled “A comparative
study of different dimensions of teacher’s effectiveness among direct recruited and promoted senior
secondary school teachers of Kashmir”.
Statement of the problem
A comparative study of different dimensions of teacher effectiveness among direct recruited
and promoted senior secondary school teachers of Kashmir
Objectives of the study
The following objectives have been formulated for the present investigation:
To study and compare the teacher effectiveness of direct recruited and promoted senior secondary
school teachers
Hypothesis of the study
Based upon the above mentioned objectives, the following hypotheses were formulated:
There is no significant difference between direct recruited and promoted senior secondary school
teachers on teacher effectiveness
Operational definitions of the terms and variable:
Teacher effectiveness: Teacher effectiveness in the present study refers the dominant set of scores
obtained by the respondents on professional commitment scale developed by UmmeKulsum (2000)
Direct recruited teachers: Direct recruited teachers are those teachers who have been recruited
directly as lectures by state recruiting agency, Jammu and Kashmir public service commission.

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Promoted teachers: Promoted teachers are those teachers who have been promoted as lecturers on
the basis of experience and educational qualification.
Delimitations of the study:
Keeping in view the availability of time, budget schedule and limited resources, the present
study has been delimited to:
 The direct recruited and promoted teachers working in government higher secondary
schools,
 Four districts of the valley viz. Anantnag,Shopian, Pulwama and Kulgam.
METHODOLOGY:
Keeping in view the research evidences, objectives and hypotheses, the researcher found it
suitable to go through Descriptive Survey Method through which data was collected.
Population of the study:
Population of the present study consisted of 600 senior secondary school teachers teaching in
70 Government senior secondary schools of four Districts in Jammu And Kashmir State.
Sample of the study:
The present investigation was carried out on a sample of 200 teachers working in
Government Secondary Schools of Kashmir valley. These teachers were drawn from four districts:
Anantnag,Shopian,Pulwama, and Kulgam. A random sampling technique was adopted to carry out
the investigation. The age of the subjects was between 30 to 55 years.
The breakup of the sample is as under:

Total sample Direct recruited teachers Promoted teachers

200 100 100

Tools used:
The investigator, after screening a number of available tools, selected the following research
tools to collect the required information.
Teacher effectiveness:
Teacher effectiveness scale developed by Umme Kulsum (2000)
Statistical techniques employed:
Information gathered was put to suitable statistical analysis by computing percentage,Mean,
S.D and test of significance (t-test).

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Analysis and interpretation:

Descriptive analysis
Table1.1: Showing the levels of Teacher Effectiveness among direct recruited and promoted senior secondary
school teachers of Kashmir

Direct Recruited Promoted Teachers

Levels of teacher effectiveness Teachers
N %age N %age
Most effective teacher 8 8.0 6 6.0
Highly effective teacher 12 12.0 8 8.0
Above average effective teacher 70 70.0 14 14.0
Moderately effective teacher 4 4.0 64 64.0
Below average effective teacher 2 2.0 4 4.0
Highly ineffective teacher 2 2.0 2 2.0
Most ineffective teacher 2 2.0 2 2.0
Total 100 100.0 100 100.0

The perusal of the above table shows the levels of teacher effectiveness among direct
recruited and promoted senior secondary school teachers of Kahmir . The statistical data reveals that
8% , 12% ,70% ,4% , 2%, 2% and 2% of the direct recruited senior secondary school teachers fall in
the most effective teacher , highly effective teacher ,above average effective teacher , moderately
effective teacher, below average effective teacher, highly ineffective teacher , and most ineffective
teacher levels teacher effectiveness scale respectively. The statistical data further reveals that 6%,
8% ,14% ,64% 4%, 2%,and 2% of the promoted senior secondary school teachers fall in the most
effective teacher , highly effective teacher ,above average effective teacher , moderately effective
teacher, below average effective teacher, highly ineffective teacher , and most ineffective teacher
levels of teacher effectiveness scale respectively .

Comparative analysis
Table1.2 showing the mean comparison between direct recruited and promoted senior secondary school teachers
on preparation for teaching and planning dimension of Teacher Effectiveness

Std. Level of
Dimension Group N Mean t-value
Deviation Significance
preparation for DRT 100 83.26 9.113
Significant at 0.01
teaching and PT 100 67.10 9.366 8.744
level
planning
DRT= Direct Recruited Teachers; PT= Promoted Teachers

The perusal of the above table shows mean comparison between direct recruited(M=83.26)
and promoted (M=67.10) senior secondary school teachers on preparation for teaching and planning
dimension of teacher effectiveness. The statistical data reveals that there is significant difference
between the groups and the difference was found to be significant at 0.01 level(t= 8.74) which
confirms that direct recruited were found to have full control over the subject and prepare the lesson
plans well in advance than the promoted senior secondary school teachers.
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Table1.3 showing the mean comparison between direct recruited and promoted senior secondary school teachers
on classroom management dimension of Teacher Effectiveness

Std. Level of
Dimension Group N Mean t-value
Deviation Significance
classroom DRT 100 82.70 11.648 Significant at 0.01
6.833
management PT 100 69.30 7.525 level
DRT= Direct Recruited Teachers; PT= Promoted Teachers

The perusal of the above table shows mean comparison between direct recruited (M=82.70)
and promoted (M=69.30) senior secondary school teachers on classroom management dimension of
teacher effectiveness. The statistical data reveals that there is significant difference between the
groups and the difference was found to be significant at 0.01 level(t=6.8) which confirms that direct
recruited were found to be manage the classrooms effectively than the promoted senior secondary
school teachers.
Table1.4 Showing the mean comparison between direct recruited and promoted senior secondary school teachers
on knowledge of subject matter dimension of Teacher Effectiveness

Std. Level of
Dimension Group N Mean t-value
Deviation Significance
knowledge of DRT 100 84.54 11.592 Significant at 0.01
7.518
subject matter PT 100 70.58 6.165 level
DRT= Direct Recruited Teachers; PT= Promoted Teachers

The perusal of the above table shows mean comparison between direct recruited (M=84.54)
and promoted (M=70.58) senior secondary school teachers on knowledge of subject matter
dimension of teacher effectiveness. The statistical data reveals that there is significant difference
between the groups and the difference was found to be significant at 0.01 level(t=7.5) which
confirms that direct recruited were found to have up to date knowledge of subject matter than the
promoted senior secondary school teachers.

Table1.5showing the mean comparison between direct recruited and promoted senior secondary school teachers
on teacher characteristics dimension of Teacher Effectiveness

Std. Level of
Dimension Group N Mean t-value
Deviation Significance
teacher DRT 100 83.62 11.346 Significant at 0.01
7.471
characteristic PT 100 69.56 6.952 level
DRT= Direct Recruited Teachers; PT= Promoted Teachers

The perusal of the above table shows mean comparison between direct recruited (M=83.62)
and promoted (M=69.56) senior secondary school teachers on teacher characteristics dimension of
teacher effectiveness. The statistical data reveals that there is significant difference between the
groups and the difference was found to be significant at 0.01 level (t=7.4) which confirms that direct
recruited were found to be better teacher characteristics than the promoted senior secondary school
teachers.

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Table1.6showing the mean comparison between direct recruited and promoted senior secondary school teachers
on inter personal relations dimension of Teacher Effectiveness

Std. Level of
Dimension Group N Mean t-value
Deviation Significance
inter personal DRT 100 83.32 9.228 Significant at 0.01
8.729
relation PT 100 67.30 9.123 level
DRT= Direct Recruited Teachers; PT= Promoted Teachers

The perusal of the above table shows mean comparison between direct recruited (M=83.32)
and promoted (67.30) senior secondary school teachers on inter personal relations dimension of
teacher effectiveness. The statistical data reveals that there is significant difference between the
groups and the difference was found to be significant at 0.01 level(t=8.7) which confirms that direct
recruited were found to be better inter personal relations than the promoted senior secondary school
teachers.
Table1.7showing the mean comparison between direct recruited and promoted senior secondary school teachers
on overall Teacher Effectiveness

Std. Level of
Group N Mean t-value
Deviation Significance
Overall Teacher DRT 100 417.02 10.676 Significant at 0.01
29.073
Effectiveness PT 100 343.48 14.350 level
DRT= Direct Recruited Teachers; PT= Promoted Teachers

The perusal of the above table shows mean comparison between direct recruited (M=417.02)
and promoted (M=343.4) senior secondary school teachers on overall teacher effectiveness. The
statistical data reveals that there is significant difference between the groups and the difference was
found to be significant at 0.01 level (t=29.07) which confirms that direct recruited were found to
have better teacher effectiveness than the promoted senior secondary school teachers.
Hence the hypothesis which states that there is no significant difference between direct recruited and
promoted senior secondary school teachers onteacher effectiveness stands rejected.

RESULTS AND DISCUSSION

On the basis of statistical analysis various meaningful conclusions have been drawn which are
reported as under:
 The results presented in table reveals that in case of direct recruited senior secondary school
teachers ,8% were found most effective teacher ,12% direct recruited senior secondary school
teachers were found highly effective teacher , 70% in the category of above average effective
teacher ,4% moderately effective teacher, 2% in below average effective teacher level of
effectiveness and 2% in highly ineffective teacher category on teacher effectiveness scale and
a small percentage of 2% were found to be most ineffective teacher. However in case of
promoted senior secondary school teachers,6% were found most effective teacher, 8%

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promoted senior secondary school teachers were found highly effective teacher, 14% in the
category of above average effective teacher, 64% moderately effective teacher, 4% in below
average effective teacher level of effectiveness and 2% in highly ineffective teacher category
on teacher effectiveness scale and a small percentage of 2% were found to be most
ineffective teacher.
 There was a significant difference between the direct recruited and promoted senior
secondary school on preparation for teaching and planning dimension of teacher effectiveness
scale. The results may be attributed to the fact that direct recruited teachers make their lesson
plans well in advance and judiciously use of audio visual aids to make their teaching more
effective as compared to promoted senior secondary school teachers.
 It was found that direct recruited and promoted senior secondary school teachers differ
significantly on classroom management dimension of teacher effectiveness scale. The direct
recruited teachers were found to have better management of classes as compared to promoted
senior secondary school teachers.
 Significant difference was found between the direct recruited and promoted senior secondary
school teachers on knowledge of subject matter dimension of teacher effectiveness scale. The
direct recruited teachers were found to have better up to dateknowledge of subject matter than
promoted senior secondary school teachers.
 Significant difference was found between the direct recruited and promoted senior secondary
school teachers on teacher characteristics dimension of teacher effectiveness scale. The direct
recruited teachers were found to have a great sense of duty and responsibility and substantial
knowledge of human development and learning as compared to promoted senior secondary
school teachers.
 There was a significant difference between the direct recruited and promoted senior
secondary school on inter personal dimension of teacher effectiveness scale. It was revealed
that the direct recruited teachers consider with the maintenance of discipline in the classroom
with in the frame work of democratic atmosphere as compared to promoted teachers.
 There was a significant difference between the direct recruited and promoted senior
secondary school on composite score of teacher effectiveness scale. It was revealed that the
direct recruited teachers were seen to have a higher mean score in comparison to promoted
senior secondary school teachers.

REFERENCES

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1. Bala, R. Teacher Effectiveness of Secondary School Teachers in Relation to Their Emotional

Intelligence. The International Journal of Indian Psychology, 2017;4(4), 71-78.
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3. Block, E., Crochet, F., Jones, L., & Papa, T. The importance of teacher's
effectiveness. Creative Education, 2012;3(06), 1164.
4. Garrett, H. E. Statistics in Psychology & Education. Central Book Company.1969
5. Goel, S. Teacher effectiveness of school teachers in relation to their job satisfaction,
personality and mental health.2012
6. Heck, R. H. Teacher effectiveness and student achievement: Investigating a multilevel cross-
classified model. Journal of Educational Administration, 2009; 47(2), 227-249.
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Ltd.2009
8. Kulsum, U. Kulsum Teacher Effectiveness Scale. New Delhi: Psycho-Educational Testing
Centre.2000
9. Parihar, Raj.Concept of Teacher Effectiveness. New Delhi: Jaypee Brother Publications,2011.
10. Sodhi, B. Teacher effectiveness of secondary school teachers of Punjab in relation to school
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