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INTRODUCTION

CHAPTER NO: 01

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 INTRODUCTION
1.1 Meaning
1.1.1 Education
Education is being considered a key to change and progress. Progress and prosperity of the
country depends on the kind of education that is provided to the people.
Education is the process of facilitating learning, or the acquisition
of knowledge, skills, values, beliefs, and habits. Educational methods
include teaching, training, storytelling, discussion and directed research. Education frequently
takes place under the guidance of educators, however learners can also educate themselves.
Education can take place in formal or informal settings and any experience that has a formative
effect on the way one thinks, feels, or acts may be considered educational. The methodology of
teaching is called pedagogy.
Formal education is commonly divided formally into such stages
as preschool or kindergarten, primary school, secondary school and then college, university,
or apprenticeship.
A right to education has been recognized by some governments and the United Nations. In most
regions, education is compulsory up to a certain age. There is a movement for education reform,
and in particular for evidence-based education.

1.1.2 Educational Standard

Educational standards present criteria by which judgments can be made by state and local school
personnel and communities, helping them to decide which curriculum, laws of administration,
health program, staff development activity and assessment program is appropriate. Educational
standards encourage policies that will bring coordination, consistency, and coherence to the
improvement of the process of education.
They allow everyone to move in the same direction, with the assurance that the risks they
take in the name of improving education will be supported by policies and practices throughout
the system. JavaScript (story print) (2004) evaluated that Academic standards describe what
students should know and be able to do in the core academic subjects at each grade level.
Content standards describe basic agreement about the body of education knowledge that all

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students should know. Performance standards describe what level of performance is good
enough for students to be described as advanced, proficient, below basic, or by some other
performance level.
Usually educational standard stands for quality of education. Quality has been the goal of
an eternal quest through the corridors of human history. It has been the divining force of all
human endeavors. Concerning standard or quality of education the Marmar Mukhopadhyay
(2005) clears that defining quality of education is a challenge since it deals with the most
sensitive creation on earth, the human beings. Industrial products are finished goods, but
education has no such finished product, nor even the graduates.
Educational standards of India have been a burning issue among the educationalists since
independence. Every member of the society has its own views concern the educational standards
in India. Although every government tried its best to raise the standards of education but their
efforts were mainly limited to preparing only educational policies in papers. We could not find
practical implementation of their recommendations regarding standards of education in India. In
the more vast sense a standard is anything used to measure, for example a standard of conduct, a
standard of weight or length.
Actually a standard is a thing which has been used as a model to which objects or actions
may be compared. The standard of education is defined in encyclopedia of education (1985) in
the following sense:
“In the education context, then, standards should be regarded as objectives to be achieved
or expectations of desirable attitude or levels of performance”
For more defining the standard of education, we actually have to provide the answers of
some questions, like which types of aims regarding education are considered in the current
educational system? How these aims are set? To what extent these aims are achieved? How
much these aims are related with the society? Which principles are considered while planning
curriculum? Which teaching method can be suitable according to the age and psychological need
of the child? By providing the answers of these questions we can describe the standards of
education easily. The present education system of India has failed to disclose before the new
generation the founding reasons of India. Musa khan Jalalzai (2005) stated that the disastrous
results of this negligence are now evident in every walk of life. The responsibility for this
deterioration lies with influential factions and those in power. The most alarming aspect besides

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ideological confusion and moral degradation is the falling standard of education. Due to constant
decay India educational document are now no more acceptable abroad.

1.1.3 Public Schools

In Britain, a public school is a private school
that provides secondary education which parents have to pay for. The pupils often live at the
school during the school term.In the United States, Australia, and many other countries, a public
school is a school that is supported financially by the government and usually provides free
education.
In India primary and secondary level school education is mandatory. Basically public school in
India take very less fee and in some cases they do not take fee from student for the education
offered. Public schools in India are the schools which are run by the government or government
bodies. Public schools in India also provide afternoon meals to the students. There are well
established public schools in India which offer world – class education which are run and
controlled by the states. Certain public schools are funded by the states.
Purpose of Public Schools in India
Public schools are established all across India which is engaged in providing world – class
education. Their main objectives are :
 To bring enhancement in the field of academic education.
 Encouraging the aspirants in reading and learning.
 Aspirants are prepared to face the competitive exams.
 Making aspirants to learn more in practical approach than in theoretical concepts.
 Since the future depends in their hands making them to inculcate the habit of reading and
gaining knowledge.
 Imparting the necessary knowledge and attitude.
The task of public schools in India is to fulfill the said objectives and make the aspirants the best
citizen of India.

1.1.4 Deteriorating Educational Standard

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Deteriorate is defined as to make or become worse or lower in value or quality.
“The standard of education in India is deteriorating day by day. We have to provide scope and
ensure quality education. A number of Asian countries cutting across their political ideology
have advanced a lot in the education sector,” Sen said, addressing a meeting organised
by Pratichi Trust here.
“The political leaders’ attention towards quality education is an important factor. On the other
hand the common people must demand for it,” he said.

1.2 Definition of Education

 Education is the process of training man to fulfill his aim by exercising all the faculties to
the fullest extent as a member of society. Aristotle
 Education is every interaction that happens is every association that occurs between
adults with children is a field or a state where the educational work in progress. M.J.
Langeveld
 Education efforts that are deliberately chosen to influence and assist children with the
aim of improving knowledge, physical and morals that can gradually deliver the child to
the highest goal. In order for the child to live a happy, and all what dilakukanya(he did)
be beneficial to himself and society. Prof. H. Mahmud Yunus
 Education is all one with growing; it has no end beyond itself. (Education is everything
along with growth; education itself has no final destination behind him). John Dewey
(1978)
 In the broadest sense, education is the device by which a social group continued existence
renew yourself, and defend his ideas. H.H Horne

1.3 Characteristics of Education

Education is a process of continuous reconstruction of experience. Education exhibits a wide
characteristics among which the most important are:-
1. Education is a social process: Education occurs only in social environment and without it no
one can acquire experiences. As we know experience is the most important ingredient of
education and it can only be perceived in social environment, so it is a social process.

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2. Interrelationship of life and education: The different situations and strange incidents that
occurs in our life and education, both of them influences our life to a great extent. Therefore, we
can call life is as education and education is as life.

3. Education is development: Education is directly or indirectly in the all round development of

child. The aim of education is the development of child to it’s fullest extent. So, education is
development and development itself life.

4. Education is the root cause of creativity: Education gives new experiences to individuals

and helps them to create new things.

5. Education is the reconstruction of experience: Man acquire different experiences in

different situations. In due course of time some of these were excluded and some were converted
and new experiences fills the empty spaces. In human life this conversion and reconstruction of
experiences is termed as education.

6. Education plays significant role in social conservation: Every society has it’s own rites and
rituals, ethics, morality, language, culture, beliefs, etc. Education helps the society to conserve
them.

7. Education is an Art: Education is an art. It develops the inherent qualities of child in

beautiful way like Arts. Teaching is also an Art. Therefore the teacher helps the students good
and healthy personality under his guidance.

8. Education is a socializing process: Every society has it’s own moral values. With the help of
education people can develop these moral values. Therefore, it is termed as socializing process.
9. Education brings about desirable change in human behavior: Education brings change of
human behavior in a desired way. Good and ethical behavior makes us a good person and helps
in our development.

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10. Education is the power to make adjustment in new situations: Education gives us
strength to solve the difficult problems that we have faced in our life.

1.4 Rationale of the Study

At the sub-regional meeting of South Asian Ministers in Kathmandu in April 2001, Quality
Education was unanimously identified as a priority area from the regional perspective. The
ministers and all participants were in agreement that there was an urgency to seek remedies for
bottlenecks faced in these areas to meet the intermediate targets and EFA (Education For All)
goals by 2015. In the context of quality education, the discussions highlighted that in spite of
concerted efforts and resources devoted to quality, the results have been neither satisfactory nor
sustainable. Why is this so? If dropout rate is any indicator of quality, the picture is not a
promising one. The region cannot afford high internal inefficiencies within the education system
and the leakage must be addressed comprehensively. Failing standards reveal poor service
delivery, leading in turn to low levels of interest; and improvement in quality is a key element
that could ensure equity for learners through substantive entitlements in terms of capabilities for
improving human well-being.
Several international and regional meetings have reiterated the need for Quality EFA. In this
context, the Dakar Framework of Action refers to quality both within the six goals and the
accompanying strategies:
Improving every aspect of the quality of education, and ensuring their excellence so that
recognized and measurable learning outcomes are achieved by all, especially in literacy,
numeracy and essential life skills (Goal 6: Dakar Framework of Action, 2000).
Strengthening the quality of education has become a concern of paramount importance in
discussions on education. The concern is shared equally by all the stakeholders at all levels of
education including the primary education. The Universal Declaration of Human Rights (1948)
declared primary education as the basic human right of all people. Accordingly, all nations
prioritized universal access to education. The developed, and many developing, nations have
attained universal or near universal access to primary education. Now the focus is on the quality
of students' learning. The concern is valid not only for nations who have attained the quantitative
targets, it is also valid for nations still striving for expansion of educational access. It has been
established that access and quality are not sequential elements. Quality is rather considered, in

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the light of growing evidence, a means for achieving the universal access and equity of education
regardless of gender, location, race, religion, and social class (Hoy, et al, 2000). The World Bank
(1997) in one of its reports on elementary education in India has also laid equal emphasis on the
expansion of access and quality as the quality has been visualized instrumental in improving
access. The report states:
"The best way to improve access is to improve quality which would make coming to school or
staying in school a more attractive option from the perspective of parents as well as children.
Moreover, effort to improve quality will tend to increase the efficiency of the public expenditure
and will encourage parents to contribute to children education."

Quality of education also means setting standards which make a pavement for assessment of
standards, comparability of programs, and accountability for meeting the targets.

1.5 STATEMENT OF THE PROBLEM

Following is the statement of the problem on which research was conducted:
“Causes of deteriorating standards of education in public school of city Indore”

1.6 OBJECTIVES OF THE STUDY

Following were the specific objectives of the study:
i. To define the actual meaning of educational standards.
ii. To analyze/examine the different factors and their impacts of causes of deteriorating
standards of education in public school of Indore.
iii. To ascertain the majors causes of deteriorating standards of education and how these
causes will be eliminated effectively.
iv. To analyze the views and opinion of employees and teachers about the main reasons of
deteriorating educational standards public school of Indore.
v. Understand which leadership style or techniques and strategies are most effective in
addressing and eliminating the causes of deteriorating standards of education in public
school of Indore.
vi. To give the recommendations to improve the standards and performance of education in
public school .

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 Unfortunately, there appears to be a gap in the research identifying which
leadership styles or techniques and strategies are more effective in dealing with causes of
deteriorating standard of education before the dispute escalates to more extreme behavior
requiring disciplinary action.

1.7 SIGNIFICANCE OF THE STUDY

The study is considered relevant public schools in territory of City Indore , India, Since
the effect of causes of deteriorating standards of education can hinder the performance of
the public schools. It will also help in creating a cordial relationship, which is necessary for a
conducive environment.
The knowledge gained will also be vital the government in making the right policies that
will positively affect the public schools; it is also relevant to B.Ed students in furthering their
studies especially in research work. The study will be helpful for the following purpose:
i. The study will be helpful to know what are the factors of causes through which can
we improve the standards of education in public schools.
ii. The study will give sufficient, reliable and valid results for future researchers who
will intend to work on causes of deteriorating standards of education in public school
ofIndore.
iii. This study will be helpful to understand the positive and negative aspects towards the
standards of education.
iv. This study will be helpful to the management and teachers of public school to know
the basic needs and challenges for enhanced the standards of education.
1.8 DELIMITATION OF THE STUDY
Due to the limited time and resources the study was delimited to:
i. Teachers and employees of different public school at Indore city.

ii. The study was conducted on the employees and teaching staff of public school in city
Indore.

iii. The study was conducted on the employees of city Indore.

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 iv. Five point agreement scales presented by likert.

Finally, this study was conducted under strict time constraints: within a four to five month period
and reseach was carried out only on public schools in Indore City, data collection is difficult
from the govt. employees and teaching staff of education department because of their busy
routine. Many other areas were remaining untouched due to limited resources and as a female
constraint at some time I face problems regarding data collection.

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 2

LITERATURE REVIEW

CHAPTER NO: 02
REVIEW OF THE RELATED LITERATURE

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 School education provides a pathway to higher education. Students join school, college
and university level education with the learning concepts which they gain at school level. The
concepts, students learn at school level help in understanding advance form of these concepts at
higher education level. If students got sophisticated concepts at this level, ultimately, will work
smartly in higher education. This is possible only through quality education. Presently, Quality
education is need of the time. In India, school education is suffering due to many reasons.
Teachers’ education, curriculum and basic facilities are the pillars of quality education, and in
India all these are criticized on many forums. A particularly evident relationship between state
power and the schools is manifested through the widespread prevalence of education enforced by
the state of India. It is a process of segregation that serves to maintain inequality (Rehman,
2004). Restricted access, education quality, syllabus and curriculum constructed as other
symptoms of conflict indirectly elicited by the State. Similar issues prevalent in Indore today - be
it poverty, feudalism, political violence, discrimination and injustice - represent the nature of
education which perpetuate conflict in the province.
School is a place which prepares young children for future. School education provides
base foundation for higher learning and the skills which are needed for practical life. School’s
experiences remain unique in the whole life of a student. College and university education
depend upon learning of school. Students join the fields of practical life with the taste which
develop at school level. School education tells a student how to think? How to manage life and
how to organize the scattered concepts? Students enter school, college or university with all
round capabilities and higher learning polish these capabilities and prepare leadership force for
different fields of life.
Sadker and Sadker (2000, p.203), quoted Hilda, a highly regarded educator, said
“learning in school differs from learning in life in that it is formally organized. It is the special
function of the school to so arrange the experiences of children and youth that desirable learning
takes place”.
Quality School education provides such skills and knowledge which are necessary for
further education. The World Education Forum, Dakar Framework of Action (2000) Emphasis
on quality of education is included as one of the six goals:

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“Improving all aspects of the quality of education, and ensuring their excellence of all so that
recognized and measurable learning outcomes are achieved by all especially in literacy,
numeracy and essential life skills” (Article 7(vi))

2.1 CHALLENGES TO QUALITY EDUCATION IN INDIA

The single most important factor that impacts the future of the country and its young population
is access to quality education. Education is the level, and its quality and access to it are the main
attributes to be applied for India to achieve great financial and social development (Xhaferri &
Iqbal, 2010). National Education policy (2009, p. 42) stated that defining quality is elusive but
some parameters will need to be drawn. There is an impending need to debate and agree on what
constitute quality at each stage of education and the system overall.
Teachers
Teachers are the most important element in the whole educational system of a country.
Without quality teachers, quality education is only a dream. Quality education can be achieved
through quality teachers. The
“World Declaration on Education for All “describes the role of teacher as:
The pre-eminent role of teachers as well as of other educational personnel in providing
quality education needs to be recognized and developed to optimize their contribution ……
improve their working conditions and status notably in respect to the recruitment, initial and in-
service training, remuneration and career developmentpossibilities." (Article 1.6 para 33, p. 58).
National Education Commission (1959) documented that no education system is better
than its teachers. Memon (2007) is of the view that Teachers are perhaps the most critical
component of any system of education. It is also said that teachers join their job without required
skills and pedagogies. Even after joining teaching as a profession, teachers do not show interest
in their jobs and think that once they become a teacher, now they are teachers forever.
Association for Teacher Education in Europe (2006) describes in its policy paper entitled “the
quality of teachers” that the quality of teachers affects both the quality of schools and the
learning of pupils.
Curriculum

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 Curriculum of teacher training and curriculum of school education are criticized within
India. It is common perception that curriculum of teacher training is old and does not fulfill the
requirements of the technological era. Teachers learn this curriculum only for degree, not for
knowledge. School curriculum does not prepare the students for the market. Students rote
selected topics and appear in the examination. When these students come in market place with
degrees, face many problems and found unable to fulfill the requirements of work place. Baloch
(2003, p.192) describe the condition of present school curriculum as: It is obvious that all the
educational objectives are concerned with the development of the individual and with the quality
of his behavior in various life situations. The school curriculum must center, therefore, on the
individual in his social environment. Our present curriculum is centered on textbooks and
subjects. Our whole educational practice primarily aims at teaching the texts and developing the
subjects.
National Education Policy (2009, p. 35) tells that quality is the most central strategic
education policy priority and painted that Ministry of Education has adopted following vision:
Our education system must provide quality education to our children and youth to enable them to
realize their individual potential and contribute to development of society and nation, creating a
sense of Indiai nationhood, the concept of tolerance, social justice, democracy, their regional and
local culture and history based on the basic ideology enunciated in the constitution of the Islamic
Republic of India. (p.17)

Basic facilities
Basic facilities like school building, electricity, laboratories drinking water are necessities for
education. Without these facilities education is very difficult. For quality education, these
facilities are compulsory. Inadequate facilities are one of the challenges in the way of quality
education.

2.2 STEPS TAKEN FOR QUALITY BY THE GOVERNMENT OF INDIA

Education Sector Reforms (2002) describes the following strategies for quality improvement at
all levels:

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1. Benchmarking competencies.
2. Continuous improvement of curricula.
3. Staff development, teacher education and training, and professional development of planners,
managers and staff at all levels.
4. Establishment of National Educational Assessment System (NEAS).
5. Strengthening the Teacher Training institutions.
6. Setting Academic Audit through linkage of grants/incentives with quality.
7. Increase of non-salary budget for provision of conducive educational environmental.
8. District based educational planning and implementation under the Devolution Plan.
9. Public-private partnership and community participation.

India Economic Survey (2008, p.177) documented that government has undertaken a
number of reforms to widen access to education and raise its quality in the country. This
document highlighted the following steps of government taken for imparting quality education to
its mass:

Establishing National Education Assessment System

Government of India launched National Education Assessment System (NEAS) to improve and
assess the quality of education at elementary level.

Formulation of a National Textbook and Learning Materials Policy

National Textbook and Learning Materials Policy (2007) has been prepared to prop up the
quality of education at all levels through better quality textbooks at affordable prices and other
learning materials for promoting India as a knowledge based society.

National Commission for Human Development (NCHD)

NCHD is a public-private partnership aims to improve quality of education through budgetary
measures, and eliminate gender disparity at primary and secondary level by 2015.

Strengthening of Teacher Training

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The government has taken several substantial initiatives for teacher’s education and professional
development.

Technical and Vocational Education

Realizing the role of skilled and technically educated manpower for the economy, the
government has established the National Technical and Vocational Education Commission
(NAVTEC) in November 2006. National Educational Policy (1998-2010, p. 39) tells that the
quality of schooling is linked with the qualification of teachers, curriculum, educational
materials, teaching methodologies, equipment and physical facilities. This policy further narrated
that the quality of education is directly related to the quality of instruction in the classroom… the
quality of textbooks in teacher training education is poor. National Educational Policy (1992,p.
23) highlights that the quality of public instruction has deteriorated rapidly. This is particularly
so in sciences, mathematics and languages and define a strategy to ensure quality through
curriculum and medium of instruction, textbooks, teachers, physical facilities and evaluation.

Curriculum and Medium of Instruction

 A new cycle of curriculum development will be initiated and a major effort will be directed
towards improving the delivery of the curriculum.
 The curricula shall encourage enquiry, creativity and progressive thinking through projected-
oriented education.
 The professional base of institutions involved in curriculum development shall be enlarged.
 All vocational curricula shall be related to employment market.
 The linkage among curriculum development, textbooks writing, teacher training and
examination will be reinforced.
 Science curricula will be revised and made compatible with the demands of new knowledge.
 A special mathematics course shall be introduced for students studying social sciences. The
teaching of language will be improved in order to enhance communication skills.
 Overcrowding and overlapping of concepts in the curricula shall be removed.

Textbooks
 Textbooks shall be revised and updated to incorporate new knowledge.

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 Curriculum development and book development shall be coordinated.
 Incentives shall be provided to teachers for producing new and attractive learning materials,
making use of audio, video and print media.
 For each course, multiple textbooks may be approved and the institutions may be allowed to
select any one of these texts.
 Use of library materials will be encouraged by teachers, through various types of academic
assignments.

Teachers
 A separate unit for organizing teacher training shall be set up by each provincial education
department and at the federal level.
 Mobile trainings units may be set up for on-the-job training of teachers.
 Teacher training institutions will be equipped and strengthened, and their faculty will be
provided training to update their knowledge and skill.
 A regular in-service training programme will be launched for teachers at all levels.
 Deficiency of science, mathematics and languages teachers shall be removed.
 Teacher training curricula will be updated and the need for increasing the duration of teacher
training will be assessed.

Physical Facilities
 Science laboratories shall be provided in all middle schools.
 Science kits will be developed with emphasis on new and modern experiments and shall be
provided to all middle schools.
 Arrangements will be made for computer education at all levels through phased program
starting with secondary schools.

Evaluation
A system of continuous internal evaluation culminating in the annual examination will be used to
evaluate the performance of students.
Education is a factor of considerable importance in economic growth and does not need
any further elucidation. Globally, it has been observed that countries attach the highest priority to

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education due to its complementarily with other sectors e.g., - Higher levels of education lead to
higher returns to the health agriculture and industrial sector. The investment in education sector
is vital for human resource development and quality of manpower. It is a universal accepted fact
that the education is considered most powerful instrument to gear up socio-economic
development and welfare of a society. This sector is highly associated with important variables
in other sector. Such as health, family planning, house hold and family structures and labor force.
The development in these sectors depends on how many man and women are literate and their
level of education attainment. The education brings about changes in the attitude and behavior of
the people towards modernization and quality of life, Particularly in the educated women. Govt.
of India accepts education as fundamental right for its citizen as well as its commitment to
provide access to education to every citizen. This challenge demands efficient use of available
resources.

2.3 CAUSES OF DETERIORATION OF QUALITY AND STANDARDS IN

EDUCATION

A report of the National Education Assessment System (NEAS) of India (2008, p. 1-12)
stated that there is a significant deterioration in educational quality, confirming perceptions of
the people of India. For raising the standard of education, there is a dire need to bring
innovations in teaching practices, curriculum contents, evaluation system, infrastructure and
learning atmosphere in the institutions. The quality of teaching, guidance and counselling as well
as leadership skills are the most important factors in shaping the destiny of education and youth.
Unfortunately, the education system of India is lacking in many of these factors. According to
Ahmad et al. (2013a, p. 85-93) the system of education in India is ranked as the lowest in terms
of quality in South Asian countries. There are various causes, which lead to deterioration of
quality education at the secondary level. These include insufficient financial support, political
interference in appointments and transfers, lack of social recognition, non-availability of
accommodations, meager professional development opportunities, estranged relations among
staff, lack of parental participation in school affairs, unrealistic working conditions, lack of
physical and learning resources, weak supervision, and curriculum issues.

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 Rashid and Mukhtar (2012, p. 332-339) found that the main reasons for declining
standard of education include low allocation of funds for education, wide disparity of system
among different regions, medium of instruction, non-availability of committed and potential
candidates for teaching, inadequate pre- service and in-service training, dry curriculum, gap
between teachers and curriculum design, corruption, lack of accountability, teachers‟
absenteeism, obsolete teaching methods, rapid mushroom growth of private schools, and poor
examination system. The authors recommended that there is a dire need to focus upon teachers‟
professional development, revising curricula, developing quality textbooks revolutionizing
examination system, improving students‟ learning and making classroom environment
conducive to education.
Suleman et al. (2012, p. 324-328) viewed that there are various causes which affect the
quality of education negatively and lower the standard of education at the secondary level. These
causes include lack of physical facilities, unattractive salary packages, over-crowded classrooms,
poor financial status of teachers, inadequate teaching material, lack of required training and
refresher courses, autocratic environment of schools, non-availability of standard laboratories
and well-equipped libraries. The study also found that shortage of teaching staff, excess of
workload, teachers‟ part time engagements, posting in remote areas and different administrative
duties assigned to the teachers to collect data or to facilitate the administrative heads and
provocative and aggressive attitude of the students also deteriorate the quality of education at the
secondary level.

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 3

RESEARCH
METHODOLOGY

CHAPTER NO: 03
RESEARCH METHODOLOGY

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In this chapter the appropriate method must be selected for attaining the facts about the study of
causes of deteriorating standards of education in public school of city Indore. So the method of
descriptive research was selected for this study and data was collected through the questionnaire.

3.1 DESIGN OF STUDY

It was important that an appropriate method must be selected for attaining the current facts about
the study. This research was based on the present issues that type of research called descriptive
research. So the method of descriptive research was selected for this study and data was collected
through the questionnaire. The present study was descriptive in nature. Therefore descriptive
type of research methodology was adopted for current data collection.

3.2 POPULATION
The study was conducted on the employees and teaching staff of public schools at Indore.

3.3 SAMPLE
Sample is one that is a representative of the population from which it was selected so 5 to 10
respondents/employees and teaching staff from public schools at city level were considered as a
sample for the study.

3.4 SAMPLE SIZE

Sample was one that represents the population from which it was selected so 100 employees and
teaching staff of different public school at Indore (city level) was considering as a sample size
for the study.

3.5 SAMPLE TECHNIQUE

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Through random sampling the researcher collected the data in which all the employees of
different public schools were provided an independent chance of being selected for the sample.

3.6 DATA COLLECTION

The researcher collected the data through the questionnaire. The researcher gave the
questionnaire to the employees and teaching staff of public schools for taking the answer of the
questions.

3.6.1 RESEARCH TOOL DEVELOPMENT

This study was conducted through a selection of suitable instrument or tool. The questionnaire
was developed or selected by a researcher for getting the correct and accurate information. The
questionnaire was used to collect data. It was prepared after reviewing the related literature and
having discussions with the supervisor. The questionnaire was consisted of 12 statements. The
five point likert scale was used in questionnaire to have the responses of the employees and
teaching staff of public school. The questionnaire was distributed by personally visiting them.

3.6.2 PILOT STUDY/ VALIDATION OF TOOL

After development of the research tool 10 questionnaires were given to the employees and
teaching staff of public schools for checking the validation of the research tool that there is no
any ambiguity in questions or questions were related to topic etc and if there is any error or
ambiguity then researcher were changed their questionnaire at initial stage to collect correct or
accurate data and was improved in the light of the suggestion given by experts.

3.6.3 ADMINISTRATION OF THE RESEARCH TOOL

After validation of the research tool and to initiate the research study, the researcher approach to
the administration and employees and teaching staff of different public schools at city level and
distributed the questionnaire personally for collecting the data.

3.7 DATA ANALYSIS

22
The study was conducted on the employees and teaching staff of public schools in the city of
Indore so the data was calculated and analyzed through the percentage, mean, frequency
distribution, graphs and tables. So that it helped to give the standardized ratio which declared the
study of research.

3.7.1 TABULATION OF DATA

The data obtained through questionnaire were tabulated and presented in the form of table and
also plotted the data in the graphs e.g. in the pie chart to reach certain conclusions.

3.7.2 S TATISTICAL ANALYSIS

The researcher recorded the results on the master sheet or in the SPSS software and then
tabulated. For positive statements, scoring key was:
SA (Strongly Agreed) =5
A (Agreed) = 4
U (Undecided) = 3
D (Disagreed) = 2
SD (Strongly Disagreed) = 1

For the negative statements, the order of weight age was reversed. After awarding marks to each
opinion, total was computed. To reach certain conclusions, percentage, mean score, frequency
distribution, graphs and tables was computed by using modern software like MS Excel and
SPSS.

3.7.3 NORMS FOR ACCEPTANCE AND REJECTION

The norm for acceptance or rejection of statement on the part employees and teaching staff was
3.00. Mean score more than 3.00 indicated the agreement while the value of mean score less than
3.00 showed the disagreement.

3.7.4 FORMULAS TO CALCULATE THE PERCENTAGE AND MEAN SCORE

23
Percentages are calculated by using the following equation:
Amount × 100 = Percentage

Total

Mean scores are calculated for each statement, the following formula was used:

1. For Positive Statement:

SA×5 + A×4 + U×3 + D×2 + SD×1
Total No. of Employees

2. For Negative statement:

SA×1 + A×2 + U×3 + D×4 + SD×5
Total No. of Employees

24
 4
ANALYSIS
&
INTERPRETATION

CHAPTER NO: 04
ANALYSIS & INTERPRETATION OF THE DATA

25
This chapter deals with analysis and interpretation of the data collected for the study. The data
were analyzed in the followings ways:
 Item Analysis
 Analysis of Mean Scores of the Total Sample

4.1 ITEM ANALYSIS: TABLES & GRAPHS (PIE CHARTS)

There were 12 statements in the scale that were administered to 100 employees and teaching
staff of public schools in city Indore. Statements were analyzed on the basis of percentage and
mean score. The analytical data were recorded in the form of following tables given on next
pages. In addition to tabular form the data were presented in the form of pie charts to understand
the clear results of data collected.

STATEMENT NO: 01

26
 The use of unfair means and mal-practices in examination has resulted in overall
deterioration of quality of education

TABLE NO: 4.1-1

Cumulative Mean
Options Frequency Percent Percent Score
SA 15 15.0 15.0
A 41 41.0 56.0
U 9 9.0 65.0
D 23 23.0 88.0 3.24
SD 12 12.0 100.0
Total 100 100.0

GRAPH NO: 4.1-1

12% 15%

23%
SA
A
U
D
SD
41%
9%

Table & Graph No: 4.1-1 shows that 56% of the respondents were agreed to statement and 35%
of the respondents were not agreed. Only 9% of the respondents were undecided. Mean score
was 3.24 so level of acceptance was high.

STATEMENT NO: 02

27
 Bad inspection system, in-adequate supervision and monitoring of schools by district level
officers are a big reason for poor quality.

TABLE NO: 4.1-2

Cumulative Mean
Options Frequency Percent Percent Score
SA 15 15.0 15.0
A 42 42.0 57.0
U 18 18.0 75.0
D 17 17.0 92.0 3.39
SD 8 8.0 100.0
Total 100 100.0

GRAPH NO: 4.1-2

8% 15%
17%

SA
A
U
D
SD
18%
42%

Table & Graph No: 4.1-2 shows that 57% of the respondents were agree with statements while
25% of the respondents do not agree. And 18% were undecided. Mean score was 3.39 so level of
acceptance was high.

STATEMENT NO: 03

28
 The existing system of examination at secondary level is questionable and does not
evaluate actual knowledge of students.

TABLE NO: 4.1-3

Cumulative Mean
Options Frequency Percent Percent Score
SA 19 19.0 19.0
A 54 54.0 73.0
U 12 12.0 85.0
D 10 10.0 95.0 3.72
SD 5 5.0 100.0
Total 100 100.0

GRAPH NO: 4.1-3

10% 19%
5%

12%
SA
A
U
D
SD

54%

Table & Graph No: 4.1-3 shows that 73% of the respondents were agreed to statement while
15% of the respondents do not agree. And 12% were undecided. Mean score was 3.72 so level of
acceptance was high.

STATEMENT NO: 04

29
 The present curriculum captivates student’s interest and prepares them for better career
and develops student’s creative thinking and analytical skills and revised on a regular basis.

TABLE NO: 4.1-4

Cumulative Mean
Options Frequency Percent Percent Score
SA 20 20.0 20.0
A 49 49.0 69.0
U 14 14.0 83.0
D 15 15.0 98.0 3.70
SD 2 2.0 100.0
Total 100 100.0

15% 2% 20%

14% SA
A
U
D
SD

49%

Table & Graph No: 4.1-4 shows that 69% of the respondents were agreed to statement while
17% of the respondents do not agree and 14% were undecided. Mean score was 3.70 so level of
acceptance was high.

STATEMENT NO: 05

Principal monitors the classes regularly to check the performance of students and
teachers.

30
 TABLE NO: 4.1-5

Cumulative Mean
Options Frequency Percent Percent Score
SA 12 12.0 12.0
A 55 55.0 67.0
U 20 20.0 87.0
D 11 11.0 98.0 3.64
SD 2 2.0 100.0
Total 100 100.0

GRAPH NO: 4.1-5

11% 2% 12%

20%
SA
A
U
D
SD

55%

Table & Graph No: 4.1-5 shows that 67% of the respondents were agreed to statement while
13% of the respondents were not agreed and 20% were undecided. Mean score was 3.64 so level
of acceptance was high.

STATEMENT NO: 06

31
 Your school has mal administration and do not looks after all the important matters of
school which is the main cause of deteriorating educational standards in public schools.

TABLE NO: 4.1-6

Cumulative Mean
Options Frequency Percent Percent Score
SA 15 15.0 15.0
A 54 54.0 69.0
U 20 20.0 89.0
D 10 10.0 99.0 3.72
SD 1 1.0 100.0
Total 100 100.0

GRAPH NO: 4.1-6

10% 1% 15%

20%
SA
A
U
D
SD

54%

Table & Graph No: 4.1-6 shows that 69% of the respondents were agree to the statement while
only 11% of the respondents do not agree and 20% were undecided. Mean score was 3.72 so
level of acceptance was high.

STATEMENT NO: 07

You are using the diagnostic evolutional method to know the problems of students.

32
 TABLE NO: 4.1-7

Cumulative Mean
Options Frequency Percent Percent Score
SA 11 11.0 11.0
A 31 31.0 42.0
U 18 18.0 60.0
D 29 29.0 89.0 3.02
SD 11 11.0 100.0
Total 100 100.0

GRAPH NO: 4.1-7

11% 11%

SA
29%
31% A
U
D
SD
18%

Table & Graph No: 4.1-7 shows that 42% of the respondents were agree to the statement while
40% of the respondents were not agree and 18% were undecided. Mean score was 3.02 so level
of acceptance was high.

STATEMENT NO: 08

Government does not provide sufficient funds to your school to meet student’s
requirements.

33
 TABLE NO: 4.1-8

Cumulative Mean
Options Frequency Percent Percent Score
SA 15 15.0 15.0
A 37 37.0 52.0
U 18 18.0 70.0
D 22 22.0 92.0 3.29
SD 8 8.0 100.0
Total 100 100.0

GRAPH NO: 4.1-8

8% 15%
22%

SA
A
U
D
SD
37%
18%

Table & Graph No: 4.1-8 shows that 52% of the respondents were agreed while 30% of the
respondents were not agreed and 18% were undecided. Mean score was 3.29 so level of
acceptance was high.

STATEMENT NO: 09

The quality of education has deteriorated due to unsatisfactory teaching learning process
and outmoded teaching methods are used by teachers.

34
 TABLE NO: 4.1-9

Cumulative Mean
Options Frequency Percent Percent Score
SA 10 10.0 10.0
A 30 30.0 40.0
U 21 21.0 61.0
D 32 32.0 93.0 3.04
SD 7 7.0 100.0
Total 100 100.0

GRAPH NO: 4.1-9

7% 10%

32%
30% SA
A
U
D
SD
21%

Table & Graph No: 4.1-9 shows that 40% of the respondents were agreed while 39% of the
respondents do not agreed. And 21% were undecided. Mean score was 3.04 so level of
acceptance was high.

STATEMENT NO: 10

The unavailability of scholarships to the needy and intelligent students destroys quality of
education.
TABLE NO: 4.1-10

35
 Cumulative Mean
Options Frequency Percent Percent Score
SA 38 38.0 38.0
A 49 49.0 87.0
U 7 7.0 94.0
D 3 3.0 97.0 4.16
SD 3 3.0 100.0
Total 100 100.0

GRAPH NO: 4.1-10

7% 3%
3%
38%

SA
A
U
D
SD

49%

Table & Graph No: 4.1-10 shows that 87% of the respondents were agreed while only 6% of the
respondents were not agreed. And only 7% of the employees were undecided. Mean score was
4.16 so level of acceptance was high.

STATEMENT NO: 11

.Excess of workload and different administrative duties assigned to the teachers to collect
data or to facilitate the administrative heads.

TABLE NO: 4.1-11

36
 Cumulative Mean
Options Frequency Percent Percent Score
SA 30 30.0 30.0
A 51 51.0 81.0
U 7 7.0 88.0 3.99
D 12 12.0 100.0
Total 100 100.0

GRAPH NO: 4.1-11

7% 12% 30%

SA
A
U
D
SD

51%

Table & Graph No: 4.1-11 shows that 81% of the respondents were agreed while 12% of the
respondents do not agreed and only 7% of the employees were undecided. Mean score was 3.99
so level of acceptance was high.

STATEMENT NO: 12

Your school teachers complete and revised the prescribed syllabus within given time of
an academic year.

37
 TABLE NO: 4.1-12

Cumulative Mean
Options Frequency Percent Percent Score
SA 11 11.0 11.0
A 45 45.0 56.0
U 19 19.0 75.0
D 18 18.0 93.0 3.35
SD 7 7.0 100.0
Total 100 100.0

GRAPH NO: 4.1-12

18% 7% 11%

SA
A
U
D
SD
19% 45%

Table & Graph No: 4.1-12 shows that 56% of the respondents were agreed while 25% of the
respondents were not agreed and 19% of the employees were undecided. Mean score was 3.35 so
level of acceptance was high.

4.2 ANALYSIS OF MEAN SCORE OF THE SAMPLE

To determine the level of acceptance the mean score was calculated for each statement and
recorded in the following form.

TABLE NO: 4.2 DESCRIPTIVE STATISTICS

38
STATEMENT N SUM MEAN

1. The use of unfair means and mal-practices in 100 324 3.24

examination.

2. Bad inspection system, in-adequate supervision and

monitoring of schools. 100 339 3.39

3. The existing system of examination is questionable & does

not evaluate actual knowledge of students. 100 372 3.72

4. The present curriculum captivates student’s interest

and develops student’s creative thinking and analytical
100 370 3.70
skills and revised on a regular basis.

5. Principal monitors the classes regularly to check the

performance of students and teachers. 100 364 3.64

6. Your school has mal administration and do not looks after

all the important matters of school. 100 372 3.72

7. You are using the diagnostic evolutional method to know

the problems of students.
100 302 3.02

8. Government does not provide sufficient funds to your

school to meet student’s requirements. 100 329 3.29

9. Unsatisfactory teaching learning process and outmoded

teaching methods are used by teachers. 100 304 3.04

10. The unavailability of scholarships to the needy and

intelligent students. 100 416 4.16

11. Excess of workload and different administrative duties

assigned to the teachers to collect data or to facilitate the 100 399 3.99
administrative heads.

12. Your school teachers complete and revised the

prescribed syllabus within given time of an academic
100 335 3.35
year.

39
Table No: 4.2 shows that all the 12 statements of questionnaire, the level of acceptance were
high i.e. mean score was more than 3.00. So, it indicated the agreement. There is no any
statement which has low level of acceptance i.e. mean score less than 3.00. Hence, the level of
acceptance of analysis of mean score of total sample was high.

40
 5
FINDINGS,
CONCULSIONS

AND

RECOMMENDATIONS

CHAPTER NO: 05
In this chapter the summary of the findings was drawn from the questionnaire which was
analyzed in chapter four that would be presented. Thereafter, conclusions and recommendation
will be as to knowing the causes of deteriorating standards of education in public schools of
cityIndore.

41
5.1 FINDINGS
On the basis of data analysis the following results were drawn from it.
1. 56% of the respondents were agreed to statement that the use of unfair means and mal-
practices in examination has resulted in overall deterioration of quality of education and
35% of the respondents were not agreed. Only 9% of the respondents were undecided.
Mean score was 3.24 so level of acceptance was high.

2. 57% of the respondents were agreed with statements that bad inspection system, in-adequate
supervision and monitoring of schools by district level officers are a big reason for poor quality
while 25% of the respondents do not agree. And 18% were undecided. Mean score was
3.39 so level of acceptance was high.

3. 73% of the respondents were agreed to the statement that the existing system of examination
at secondary level is questionable and does not evaluate actual knowledge of students while only
15% of the respondents do not agree and 12% were undecided. Mean score was 3.72 so
level of acceptance was high.

4. 69% of the respondents were agreed to the statement that the present curriculum
captivates student’s interest and prepares them for better career and develops student’s
creative thinking and analytical skills while 17% of the respondents were not agree and
14% were undecided. Mean score was 3.70 so level of acceptance was high.

5. 67% of the respondents were agreed to the statement that Principal monitors the classes
regularly to check the performance of students and teachers and looks after all the
important matters regarding your academic achievements and discuss with your parents
while 13% of the respondents were not agreed and 20% were undecided. Mean score was
3.64 so level of acceptance was high.

6. 69% of the respondents were agreed to the statement that your school administration do not
looks after all the important matters of school because mal administration in public schools is the

42
 main cause of deteriorating educational standards while only 11% of the respondents were
not agreed. And only 20% of the employees were undecided. Mean score was 3.72 so
level of acceptance was high.

7. 42% of the respondents were agreed to the statement that you are using the diagnostic
evolutional method to know the problems of students while 40% of the respondents do
not agreed and only 18% of the employees were undecided. Mean score was 3.02 so level
of acceptance was high.

8. 52% of the respondents were agreed to the statement that Government does not provide
sufficient funds to your school to meet student’s requirements while 30% of the respondents
were not agreed and 18% of the employees were undecided. Mean score was 3.29 so
level of acceptance was high.

9. 40% of the respondents were agreed to the statement that the quality of education has
deteriorated due to unsatisfactory teaching learning process and outmoded teaching methods are
used by teachers while 39% of the respondents were not agreed and only 21% were
undecided. Mean score was 3.04 so level of acceptance was high.

10. 87% of the respondents were agreed to the statement that the unavailability of
scholarships to the needy and intelligent students destroys quality of education while only
6% of the respondents were not agreed and 7% were undecided. Mean score was 4.16 so
level of acceptance was high.

11. 81% of the respondents were agreed to the statement that excess of workload, teacher’s part
time engagements, posting in remote areas and different administrative duties assigned to the
teachers to collect data or to facilitate the administrative heads deteriorate the quality of education
while 12% of the employees were not agreed and 7% were undecided. Mean score was
3.99 so level of acceptance was high.

43
 12. 56% of the respondents were agreed to the statement that your school teachers complete
and revised the prescribed syllabus within given time of an academic year and use
teaching aids to make the lesson effective while 25% of the employees were not agreed
and 19% were undecided. Mean score was 3.35 so level of acceptance was high.

5.2 CONCLUSIONS
After analyzing the results it can be easily concluded that ineffective administration, non
flexible curriculum and outdated teaching methods used by teachers are the main reasons of
declining educational standards at secondary level. We may say that to some extent the imperfect
evaluation system and bad inspection involved in this deterioration. Improper health facilities,
political interference, lacking of co-curricular activities, non availability of scholarships are also
some of the factors which destroy standards of education. The results have shown that despite the
availability of properly trained and committed teachers the teaching-learning processes suffered
at the secondary level in the Indore. In most cases, teachers did not pay individual attention to
every student due to large class sizes; above all, most respondents were of the view that teachers
did not prepare or use lesson plans for ensuring implementation of the scheme of studies. The
findings have shown that teachers did not apply appropriate teaching methodologies for their
lessons. Students were not satisfied with the checking of their monthly tests and marking of their
answer books by their teachers. However, the respondents viewed that teachers observed
punctuality and had command over their subjects. A majority of the schools lacked physical
facilities and modern techniques of teaching were not incorporated in classrooms. However,
large number of high schools had library and laboratory facilities but students were not
encouraged to use them. Incentives in the form of scholarships and rewards were not available in
schools for the needy students and teachers. It was acknowledged that indiscipline adversely
affected quality of education. The respondents emphasized following merit in all matters of
school affairs and emphasized more opportunities for student involvement in co-curricular
activities. The respondents shared that mal-administration in the schools, lack of HR department and
lack of teachers‟ supervision and monitoring were the major causes of deterioration in education
quality. However, the respondents expected School Council and parents to play its due role in
promoting education quality. In conclusion, it appears eviden t that while a majority of the
respondents were of the view that material resources and physical infrastructure related factors

44
were not fully available to them, they strongly agreed that quality of education deteriorated due
to teaching, school environment and culture related factors.

5.3 RECOMMENDATIONS
In the technological era, development depends on education. Quality education is the
only source for survival in the globalization. If a country does not provide adequate access to
quality education, its survival in the 21st century will be very difficult. Quality is not a concrete
that can be presented to someone. Quality education depends upon teachers, learning materials
and basic facilities. Quality cannot be attained if one of these elements is missing.

A number of suggestions are offered and recommendations made for improving the
standards of education in the public schools of cityIndore. School Heads should control teachers‟
absenteeism, handle disciplinary issues and utilize instructional time to promote learning
outcomes of students. They should further ensure that teachers prepare lesson plans, follow
scheme of studies and use teaching strategies according to the needs of students. Classroom
lectures should be supported by student-centred activities such as presentations, group
discussions, simulations and role-playing. Teachers need to ensure that they use audio-visual aids
more frequently for teaching effectiveness. They should also prepare lesson plans on a daily
basis to ensure full implementation of the scheme of studies. The appointing authorities should
ensure to appoint adequately trained, qualified and committed teachers based on their aptitude
and intelligence tests so that meritorious teachers could promote quality education.

Overcrowded classrooms put students at risk of lower achievement rate and lead them to
disruptive behavior. In order to overcome these problems and maintain close contact between
teacher and the taught, the number of students in a class should not exceed 30 students. School
heads and secondary school teachers must be made accountable for poor performance and
unsatisfactory Board results. Quality infrastructural and physical facilities have great impact on
student learning. Therefore, the missing facilities like science laboratories, computer labs,
furniture, halls, auditoriums, toilets, clean drinking water, electricity and instructional aids
should be made available in schools by increasing budgetary allocations and mobilizing
community to support public sector education.

45
 Talent Hunt program should be launched to provide scholarship to the needy and
intelligent students. This would facilitate the deprived but deserving students to continue
education. Incentives and rewards (such as medals, certificates of excellence, monetary benefits)
should be given to hard working teachers to motivate them towards work and retain their interest
in the teaching profession. Discipline should be maintained in secondary schools for providing
students conducive environment for learning. Teaching staff transfers, appointments and other
administrative decisions in schools should be made on merit for eliminating the element of
favoritism and nepotism. Co-curricular activities like debates, quiz, art and craft, science
exhibition, essay writing, music, in-door and out-door games should be planned and participation
of every student be ensured for overall development of their personalities. The role of the Parent-
Teacher Councils should be improved to ensure monitoring of the work and behaviour of
teachers and students and use all measures for improvement of quality of education. Un-
warranted political interference in recruitment, transfers and administrative affairs of schools
should be stopped so that an environment of professionalism prevails in educational
organizations. Special professional development programmes and refresher courses should be
arranged for Secondary School Teachers because, without transforming them, the quality of
education cannot be improved.

Education should be recognized as a priority, political interference in running the

education department should be banned and head teachers should be more empowered to run
their schools effectively. Budget allocation for education especially must get more funds,
government to be pressurized. Raising public expenditure on education at least 4% of GDP, as
recommended by UNESCO with particular emphasis on improving the quality of Education. All
schools-private schools, public schools, madrassas should all be made to follow the same
curriculum. The curriculum to equip all students with knowledge, skills and competencies to
help them grow into useful members of the society.
An effective system of supervision and monitoring should be ensured through
monitoring/supervisory cell, composed of highly qualified and experienced professionals to
increase the capacity of system. School administration should be improved by recruiting
dynamic School Heads. Moreover, professional development courses should be introduced to

46
improve managerial skills of School Heads. Constant efforts are required to make curriculum
useful, effective and relevant to societal needs. The curriculum must be revised on a regular basis
to address ideological, social and economic needs of the country. The examination system at the
secondary school level must be made reliable so that it evaluates the actual knowledge of
students. In order to stop mal-practices and un-fair means in examination, there should be
complete ban on pocket books, guides and cheating material of all sorts. Questions given in
papers should be thought provoking and based from the entire course. In order to discourage
memorization and selective study, there should be ban on preparation of model papers and guess
papers.

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Gbenu, J.P. (2012). State of Nigerian Secondary Education and the Need for Quality Sustenance
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QUESTIONNAIRE

Respected Participant,

This questionnaire is deliberate to identify the “Causes of deteriorating standards of

education in public school of city Indore”. The information provided by you will assist in my
research thesis. Because of that you are the right one who can provide me precise information about my
research. So, I am requesting you to make your respond truly and frankly.

49
 I ensure that your provided information must be used only for academic purpose and kept in
confidential.
Thank you very much for your time and cooperation with me, so that I would be able to complete
my academic research.

Requestor,

Rashmi Sengar
B.Ed (2018-2020)
Christian Eminent College, Indore

Part A: Personal Information

Name:_________________________________

School Name:___________________________

Designation:____________________________

Time employed in school:__________________

Gender:________________________________

Age:___________________________________

Marital Status:___________________________

Qualifications:___________________________

Part B: Questions
Instruction
Please indicate the extent to which you agree or disagree with the given statements. Reade
carefully and place a mark of tick () in the relevant box of your answer for each statement.
1. S.D = Strongly Disagreed
2. D = Disagreed
3. U = Undecided
4. A = Agreed 5. S.A = Strongly Agreed

Sr. Causes of Deteriorating Standards of Education in Public Schools SA A U D S

D
1. The use of unfair means and mal-practices in examination.

2. Bad inspection system, in-adequate supervision and monitoring of schools.

3. The existing system of examination is questionable & does not evaluate

actual knowledge of students.
4. The present curriculum captivates student’s interest and develops student’s
creative thinking and analytical skills and revised on a regular basis.

50
5. Principal monitors the classes regularly to check the performance of
students and teachers.
6. Your school has mal administration and do not looks after all the important
matters of school.
7. You are using the diagnostic evolutional method to know the problems of
students.
8. Government does not provide sufficient funds to your school to meet
student’s requirements.
9. Unsatisfactory teaching learning process and outmoded teaching methods
are used by teachers.
10. The unavailability of scholarships to the needy and intelligent students.

11. Excess of workload and different administrative duties assigned to the teachers to
collect data or to facilitate the administrative heads.
12. Your school teachers complete and revised the prescribed syllabus within
given time of an academic year.

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