A STUDY OF PROFILE OF MALE AND FEMALE TEACHER EDUCATORS FROM GOVERNMENT AND PRIVATE COLLEGES
Kumari Pallawi
Research Scholar, Radha Govind University, Ramgarh, Jharkhand 1 INTRODUCTION
Teaching is a pious profession. The fraternity of teachers is venerated due to the endeavor of the task accomplished to carve the prospect of the nation. The lustrous dawn of any nation is surmised by the gain of knowledge of its people and recognized by the education they have been imparted. It is also associated with the edifice of personality of the students by their teachers through inculcation of good habits among the students. In the present scenario teacher education has become a sizable and steady inherent aspect of our educational system along with an enormous endeavor of institutions along with academic excellence. School education and teacher education may emblazon the path of nation building and amelioration of the society in an auspicious manner. It is mandatory that every community should have adept and dedicated teachers for every classroom. We have tremendous fortuity for ensuring teachers’ quality for a well strengthen nation. The trait of a nation relies upon the sort of its dwellers.
The attributes of its inhabitant depend upon the oddity of their education and the quirk of their education confided upon only one aspect the quality of their teacher.
1.1 Teacher Education Scenario
The spawn of contriving teachers is called teacher education that is imparted by teacher educators and this trend has been augmented in the previous years of nineteenth century. It postulates all the means and measures to prepare competent teachers to build a strong nation for future and skilled teacher educators enshrine the path of teacher trainees to be a good teacher and worthy citizens of the country. Teacher Educators imparts quirk training of all the traits to the teacher trainees expected for quality teaching. Teacher education program collaborate amalgamation of the knowledge in vibrant and fortuity of educational aspects, training of teaching skills along with professional skills.
Teacher education is an unceasing process and its in-service and pre- service activities are approbatory to each other.
Teacher Education is an inseparable and integral part of the educational system. It is effervescently associated with the well- being of the society incorporated with the eminent cultural heritage of the nation especially value based educational implications of our glorious past. The teacher education program works for the assassination and enhancement of competent genesis of teachers according to the needs of the present circumstances through which the teacher education programs should be aligned. Teacher education must be well-structured along with the mingling of the advanced traits of the global level so that it would train genesis of teachers ready to face the challenges of the globalization.
1.2 Teacher Educator
The teacher educators have always enshrined with the grace and honored with venerable position in the teaching fraternity from the inception of teacher education. In our mythological sermons the place of a teacher is considered equal to and sometimes more auspicious than God. This theology was the benchmark statement of the report of Secondary Education Commission 1953. It says that the future of our nation is confides on the augmentation and persuasion of knowledge from genesis transformation.
This process fulminated with the establishment of the educational institutions with the teacher as the inner core. The aspect that enshrines the quality of education to pursue the nation on the path of advancement paves the ways for the fact that teacher is the most vulnerable substratum of the nation’s fate. Teacher of teachers is considered to be a benevolent, path illuminator and guiding star for the teacher trainees who are termed as pre-service teachers. A teacher educator deliberately staves his knowledge, concept and skills to his disciples to enhance quality of teaching.
The educational criteria for teacher educators have been ascertained at random in our country while it must be imparted highest priority because the school education confided onexcellence of teachers who are nurtured, skilled and enshrined by the teacher educators.
In the present scenario of teaching –learning enigma it is mandatory to impart knowledge to the teacher trainees with practical approach and concept formation along with enhancement in proximal level of learning. It is expected that teachers’ educators are path illuminator for their teacher trainees and enshrine them to engross in collaborative classrooms to explore new vistas of knowledge with excellence of concept formation. It is earnest responsibility of teaching fraternity to improvise classroom teaching of teacher trainees with formation of concepts, active participation of teacher trainees in teaching-learning situations along with collaborative approach for proximity of learning through their innovative and thriving style of teaching. It is a matter of immense contentment that teacher training institutes are preparing the trainee teachers to enshrine the path of their students with excellence of knowledge.
2 REVIEW OF RELATED LITERATURE Gorain, R (2016) conducted their study to measure the effect of gender and experience on teaching style of the teacher educators of teachers training institutions. They ascertained on the basis of the outcomes of his study that senior and tremendous experienced teacher educators exhibit higher levels of physical, mental, social, emotional, spiritual amalgamation of teaching style during classroom teaching of teacher trainees.
Cartwright and Hardy (2017) statedoutcomes of their study that they conducted to fetch the level of teaching style of the teacher educators of teachers training institutions on the basis of their gender. It has been observed that female teacher educators have better performance with reference to teaching style than male teacher educators. The research study might be abridged as male and female teacher educators in contrast altogether in their level of teaching
performance irrespective to age and experience.
Khanna, S., and Pandey, S.
(2018) conducted a study on teacher educators of teachers training institutions to assess the teaching style on the basis of gender, terrain and experience. The findings of the study postulated the fact that female teacher educators of urban terrain with tremendous experience ascertain excellent teaching style during their classroom teaching. The female teacher educators are more mentally healthy along with high level of teaching performance.
Sao, S., and Behera, S.K. (2020) postulated on the basis of their study to establish co-relation between age, experience and teaching style among teacher educators of teachers training institutions. They stated that the age and gender were found positively significant correlated with the excellence of teaching style of teacher educators of teachers training institutions.
Adhikary, A. (2022) conducted a study to reckon the effect of age and gender on level of teaching style among teacher educators of teacher training institutions. The outcomes of the study revealed that there was no momentous difference between the age and gender of the teacher educators on their teaching style.
2.1 Research Questions for the study The study is persuaded with following research question: -
(1) Is there perceived any bizarre trim of teaching among teacher educators to emblazon teacher trainees to be effervescent teachers during their course in teacher education institutes?
(2) Is there any promulgation of innovation of the teacher educators to enshrine path of teacher trainees in due course of study in teacher training institutes?
(3) Is there any perpetual upsurge in recentness of the teacher educators for the academic advancement of teacher trainees in due course of study in teacher training institutions?
2.2 Objectives of the study
The researcher ascertained following
objectives for maneuver of the present study-
1. To probe teaching-style of Teacher- Educators of teacher training Institution.
2. To inquest prowess of Teacher- Educators of teacher training Institution in lexicon to their gender.
3. To quest the profile of Teacher- Educators of teacher training Institution in kindred to their gender.
2.3 Hypothesis of the study
The present research study has following hypotheses-
1. There will be no cogent disparity between average score of male and female Teacher-Educators of teacher training institution.
2. There will be no momentous variation between average score of male and female Teacher-Educators of teacher training institution from urban area.
3. There will be no apt contrast between average score of male and female Teacher-Educators of teacher training institution from rural area.
3 TOOLS AND TECHNIQUES
In quantitative methods of data collection, we have to concentrate for the data in numerical form. The process of research is incepted with the determination of research design and it cannot be violated.
The tools for data collection must be standardized to enlighten the path of researcher for the appropriateness of the questions whether they are clear, concise and specific to receive desired responses with proper management of time. The nature of the present study was instrumental and field oriented so the researcher was very much particular for the selection of the research area to conduct the research work in an appropriate manner along with the framing of questionnaire for collection of data. To acknowledge all the aspects of the research, the researcher accomplished all the effervescent parameters.
4 STATISTICAL ANALYSIS OF DATA H01 There will be no cogent disparity between average score of male and female Teacher-Educators of teacher training
institution on Teaching-Style Rating Scale.
Table No: 4.2.1-Analysis of mean scores of the average of male and female Teacher-Educators of teacher training
institution.
Group Number Mean Standard
Deviation SD t-test Merits Male 210 186.95 21.006 2.06 1.12 NS Female 190 189.25 20.258
Figure No: 4.2.1- Mean scores of the average of male and female Teacher-
Educators of teacher training institution.
It has been observed from the statistical analysis of scoring of the responses that teaching style score of male teacher educators and female teacher educators of teacher training institution. It has been depicted from the above table that the calculated value of average score and standard deviation of Score of male teacher educators of teacher training institutions are 186.95 and 21.006 while the average and standard deviation of score of female teacher-educators of teacher training institutions are 189.25 and 20.258. It has been postulated that calculated t-value is found to be 1.12 with 2.06 standard error of average, which is not significant at 0.01-level of significance. Average score of female teacher-educators of teacher’s training institutions are not significantly higher than the average score of male teacher- educators of teacher’s training institutions.
H02 There will be no momentous variation between average score of male and female Teacher-Educators of teacher training institution from urban area.
Table No: 4.2.2- Analysis of average score of male and female Teacher-
Educators of teacher training institution from urban area.
Group Number Mean Standard Deviation
SD t- test
Merits Urban Male 106 183.22 20.587 2.82 1.05 NS Urban Female 102 187.45 20.065
Figure No: 4.2.2 Mean score of male and female Teacher-Educators of teacher training institution from urban
area.
It has been observed from the scoring of the responses that male and female teacher educators of urban terrain do not have same level of inference for teaching style. Number of psychological postulations supported the inference of the study that teaching style of teacher educators is highly influenced by their terrain. It has also been ascertained on the basis of analysis of numerical scores that the average score and standard deviation of score of urban area terrain male teacher-educators of teacher’s training institutions are 183.22 and 20.587 while the average and standard deviation of score of female teacher- educators of teacher training institution are 187.45 and 20.065. It has been pertained that calculated t-value is found to be 1.5 with 2.82 standard error of average, which is not significant at 0.01- level of significance. Average score of urban terrain female teacher-educators of teacher training institutions are ineluctably higher than the average score of urban area terrain male teacher- educators of teacher training institution.
H03. There will be no apt contrast between average score of male and female Teacher-educators of teacher training institution from rural terrain.
Table no.4.2.3 Analysis of average score of male and female teacher-
educators of teacher training institution from rural terrain on the
Teaching -Style -Rating Scale.
Group Number Mean Standard
Deviation SD t-
test Merits Rural Male 104 189.96 21.344 3.03 0.6 NS Rural Female 88 191.46 20.495
Figure No: 4.2.3 Average score of male and female Teacher- educators of teacher training institution from rural
terrain.
It has been observed from the scoring of the responses that male teacher- educators and female teacher-educators of rural terrain have level of inference for the teaching style. The responses of target group analyzed statistically. It has been depicted on the basis from the above table that the average score and standard deviation of score of male teachers- educators from rural terrain self-financed teacher training institutions 189.96 and 21.344 while the average and standard deviation of score of female teacher- educators of self-financed teacher training institutions are 191.46 and 20.495. It can also be postulated that calculated t-value is ascertained to be 0.5 with 3.03 standard error of average that is not significant at 0.01-level of significance.
Average score of rural terrain female Teacher-educators are not significantly higher than the average score of rural terrain male Teacher-educators from self- financed teacher training institutions.
5 CONCLUSION
A teacher-educator enshrines paramount place in the pyramid of connoisseur level to embark genesis of competent teachers.
A competent and effective teacher
educator emblazons the path of national development through inculcation of skills among teacher trainees. The teacher- educator is the epitome of centrifugal force in the vast arena of teaching- learning situation. Teacher-educators are venerated as the path illuminators to restructure the educational scenario of the country for the actualization of ethics along with accomplishment of aims and objectives of education.Traits of education swivel pave the ways for the quirk of teacher-educators because they emblazon the genesis of the future teachers. The educationalist of the present time imparts the teaching model with effervescent enshrinement of learning objectives. They emblazoned the permanence that teaching is cherished to be more gratifying, admissible, meaningful and substantial. It is the time for the restructuring of teaching technologies, framing new strategies for deliberating progressive teaching competence to the teacher trainees who are going to cull teaching. It is the noteworthy aspect that teaching is a utilitarian pilgrimage that pertain specialized seminaries through which appropriate cultivation is imparted.
A standard teacher education institution is enshrined to impart capable aspirants who are sworn to their profession and enshrine the pilgrimage with innovation and advancement of teaching-learning.
Teacher educators are responsible for the extensively capable genesis of teachers to pursue the country on the path of development through lantern of education. They are path illuminator for the teacher trainees and enlighten them to be extravagant aspects conceptual and pedagogical framework of the school subjects. It is expected from the teacher educators to inculcate prowess of problem solving among the teacher trainees.
Teacher trainees are amalgamated with excellence of knowledge to enshrine their path for accomplishment of cognitive abilities for the dexterity of their students and to shape the India’s future in the classrooms.
REFERENCES
1. Adhikary, A. (2022). A Study on the Perception of the Teacher Trainees towards Two Year B.Ed. Programme Implemented in the Teacher Education Institutions in Assam.
International Journal of Scientific and Research Publications, 7(9), 385-388.
2. Cartwright and Hardy (2017). Perception of Trainee Teachers towards Two-Year B.Ed.
Programme with Respect to Some Determinants. Online International Interdisciplinary Research Journal, 8, 36-44.
3. Gorain, R. (2016). Views of Teacher educators towards Two-Year B.Ed. Programme of West Bengal. International Journal of Interdisciplinary and Multidisciplinary Studies (IJIMS), 4(2), 95-98.
4. Khanna, S., & Pandey, S. (2018). A comparative study of attitude of teacher educators and stakeholders towards NCTE regulations 2014. International Journal of Academic Research and Development, 3(4), 29-34.
5. Sao S. and Behera, S.K. (2020). Attitude of B.Ed. Student-Teachers towards Practicum.
American Research Journal of Humanities and Social Sciences, 4, 1 13.
https://doi.org/10.21694/23787031.18004
