Dissertation MEPS-001

DISSERTATION ON
A STUDY ON LEADERSHIP SKILL AMONG THE TEACHER
EDUCATORS OF PAPUM PARE DISTRICT OF ARUNACHAL
PRADESH.
(MESP-001)

A Dissertation Submitted to
Indira Gandhi National Open University (IGNOU)
For the Degree of
MASTER OF ARTS (EDUCATION)

Submitted by: Supervisor:

Name : TUMPI SORA Name : Liza Mihin
Enrollment : 2006959193 Designation: Assistant Professor
Study Center : Rajiv Gandhi University, Study Center : Rajiv Gandhi University,
Doimukh, Papumpare, Doimukh, Papumpare,
Arunachal Pradesh (0311P) Arunachal Pradesh
Contact No : 8794422498 (0311P)
Email id : tumpisora070299@gmail.com

School of Education,
Indira Gandhi National Open University (IGNOU), Maidan
Garhi, New Delhi-110068
MARCH 2024
 DECLARATION

I hereby declare that the Dissertation entitled “A STUDY ON

LEADERSHIP SKILL AMONG THE TEACHER EDUCATORS OF PAPUM

PARE DISTRICT, ARUNACHAL PRADESH” submitted by me for the partial

fulfilment of the Master of Arts (Education) to Indira Gandhi National Open

University (IGNOU), New Delhi is my original work and has not been submitted

earlier to IGNOU or to any other institution for the fulfilment of the requirement

for any course of study. I also declare that no chapter of this manuscript in whole

or in part is lifted and incorporated in this report from any earlier work done by

others or me.

Signature :

Name : Ms. Tumpi Sora

Place:
Enrolment No. :2006959193
Date:

i
 CERTIFICATE

This is to certify that Ms. Tumpi Sora, a student of Master of Arts

(Education) from Indira Gandhi Open University, New Delhi was working under

my supervision and guidance for her Dissertation for the Course MESP-001. Her

Dissertation report entitled “A STUDY ON LEADERSHIP SKILL AMONG

THE TEACHER EDUCATORS OF PAPUM PARE DISTRICT, ARUNACHAL

PRADESH” which she is submitting, is her genuine and original work.

Signature of supervisor:

Name of Supervisor: Ms. Liza Mihin

Date:
Designation: Assistant Professor
Place:
Address. : Rajiv Gandhi University, Doimukh,
Papum Pare District, Arunachal
Pradesh .

ii
 ACKNOWLEDGEMENT

I feel indebted to my guide Ms. Liza Mihin for the completion of the

Dissertation report entitled “A study on Leadership Skill among the Teacher

Educators of Papum Pare District, Arunachal Pradesh”. The present work

could be completed only because of the able guidance and affectionate attitude

of my guide Ms. Liza Mihin.

I am thankful to all respondents and all those who assisted me by supplying

the requisite information towards the completion of the questionnaire there by

enable me to collect the relevant data.

Signature :

Name : Ms. Tumpi Sora

Date:
Enrolment No. :2006959193
Place:

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Contents
DECLARATION ...................................................................................................... i
CERTIFICATE ....................................................................................................... ii
ACKNOWLEDGEMENT ....................................................................................... iii
1. INTRODUCATION ........................................................................................... 1
1.1. INTRODUCTION ..................................................................................... 1
1.2. MEANING OF TEACHER’S LEADERSHIP .............................................. 4
1.3. TYPE OF TEACHERS LEADERSHIP SKILLS .......................................... 5
1.4. HOW TO DEVELOP TEACHER’S LEADERSHIPS SKILLS ...................... 7
1.5. LEADERSHIP STYLES ............................................................................. 8
1.6. RATIONAL OF STUDY ............................................................................. 9
1.7. STAEMENT OF THE PROBLEM ............................................................ 11
1.8. OPERATIONAL DEFINATION OF THE TERMS USED .......................... 11
1.9. OBJECTIVES OF THE STUDY ............................................................... 11
1.10. HYPOTHESES OF THE STUDY .......................................................... 12
1.11. DELIMITATION OF THE STUDY ........................................................... 12
1.12. PLAN OF THE REPORT ..................................................................... 12
2. REVIEW OF LITERATURE ........................................................................... 13
2.1. INTRODUCTION ................................................................................... 13
2.2. PURPOSES OF REVIEW OF LITERATURE ........................................... 13
3. RESEARCH METHODOLOGY ...................................................................... 21
3.1. INTRODUCTION ................................................................................... 21
3.2. METHODOLOGY OF THE STUDY ........................................................ 21
3.3. THE POPULATION AND SAMPLE OF THE STUDY ............................... 22
3.4. VARIABLES OF THE STUDY ................................................................. 22
3.5. TOOLS OF THE STUDY ......................................................................... 22
3.6. ADMINISTRATION OF TOOLS .............................................................. 23
3.7. SCORING PROCEDURE ........................................................................ 23
3.8. STATISTICAL TECHNIQUES USE ......................................................... 24
4. ANALYSIS AND INTERPRETATION ............................................................. 25
4.1. INTRODUCTION ................................................................................... 25
 4.2. ANALYSIS, INTERPRETATION, TESTING HYPOTHESIS, AND LEVEL
OF SIGNIFICANCE .......................................................................................... 25
5. SUMMARY AND CONCLUSIONS .................................................................. 36
5.1. SUMMARY ............................................................................................. 36
5.2. TEACHERS LEADERSHIP ..................................................................... 38
5.3. LEADERSHIP STYLES ........................................................................... 38
5.4. RATIONAL OF STUDY ........................................................................... 40
5.5. OPERATIONAL DEFINATIONS OF THE TERMS USED......................... 41
5.6. OBJECTIVES OF THE STUDY ............................................................... 42
5.7. HYPOTHESIS OF THE STUDY .............................................................. 42
5.8. DELIMITATIONS OF THE STUDY ......................................................... 43
5.9. METHODOLOGY .................................................................................. 43
5.10. POPULATIION AND SAMPLE ............................................................ 43
5.11. TOOLS AND TECHNIQUES OF THE STUDY ......................................... 44
5.12. MAJOR FINDINGS OF THE STUDY ................................................... 44
5.13. EDUCATIONAL IMPLICATIONS OF THE STUDY ............................. 45
5.14. SUGGESTION FOR FURTHER STUDY .............................................. 46
5.15. CONCLUSION .................................................................................... 46
BIBLIOGRAPHY ..................................................................................................... 47
APPENDICES ........................................................................................................ 50
ATTITUDE SCALE ON TEACHER’S LEADERSHIP SKILLS: ..................................... 50
INSTRUCTIONS ................................................................................................. 50
SCORING SYSTEM ............................................................................................. 50
QUESTIONARIES ............................................................................................... 51
PROFORMA FOR APPROVAL OF M.A. (EDUCATION)........................................ 56
1. INTRODUCATION
1.1. INTRODUCTION
Leadership is the process of action and operation, creativity and emotion of mind body, and
soul. leadership is the one who inspires for the fulfilment of the mind body’ nature and the
activities of the environment to a particular purpose in teaching, research, administration,
business, career, and life. He works for the(self/others) foundation of the mind body, natures
relationship, attachment separation and action. In this post you will learn what is leadership.
How leadership works. How to develop leadership skills. How we do it and our understanding
of it and how we teach leadership. there are already many definitions and explanation on
leadership. Teachers are hardly paid to exercise leadership. They are never paid enough.
Teachers’ leaders commonly report feeling trapped in the ‘’middle space’’ A. Lieberman & L.
Miller (2004) between the teachers whom they attempt to influence and represent and the
administrators who count on them to do work that they are, for various reason, unable to do
themselves-while being trusted fully by neither.

Teachers’ leadership may be especially challenging today. When so many of the urgent
‘’reforms’’ being visited upon college come with mandates that do not emphasize or reward-or
sometime, even tolerates-teachers exercise of initiative and autonomy, let alone leadership. The
editors of the most recent Occasional paper remark: Teachers’ leadership has to most proponent
of progressive, democratic education, an appealing historical ring to it. It defies, in some
measures the notion of college as hierarchies. It implies that everyone who works within
college organization has some responsibility for the welfare of the community as a whole.it
suggest a commitment to change for the better; progress in the interest of more roundly
educated students; and ultimately, a better society. There is a newer wave of instructional and
learning and support specialist and coaches and coordinators-and even specifically title
‘teachers’ leaders. But of even greater significance for our purpose here are the unofficial-and
often unacknowledged-acts of teaches who supported extend each other’s practice in a million
quite way; who press for the greater care of English language learners or dyslexic or bullied or
simply invisible students; or who advocate on committee or in principals’ offices or in the
hallways for fair treatment of their colleagues or overdue instructional reforms. They are very
good evergreen. Effective Leadership is widely accepted as being a key constituent in achieving
college improvement. The evidence from the international literature demonstrates that effective
leaders exercise an indirect but powerful influence on the effectiveness of the college an on the
achievement of students (leithwood et al, 1999). Whilst the quality of teaching strongly
influences levels of pupil motivation an achievement, it has been consistently argued that the
quality of leadership matters in determining the motivations of the teacher the quality of
teaching in the classroom (Fullan 2001; Segiovanni,2001). A preliminary glance at the
leadership research literature however reveals that it is largely premised upon individual
impetus rather than collective action an offers singular views of leadership predominantly
bound up with headship.

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Department of Education, Rajiv Gandhi University, Rono Hills Doimukh Arunachal
Pradesh:

The Rajiv Gandhi University (formerly

Arunachal Pradesh University), the
premier institution for Higher Education in
the state of Arunachal Pradesh, has
completed thirty- six glorious years of its
existence. Late Smt. Indira Gandhi the then
Prime Minister of India laid the
Foundation stone of the University on
February 04,1984. The University now has
been converted into a Central University
w.e.f. 9th April 2007 as per the Notification of the Ministry of Human Resources Development,
Govt. of India. The main objective of the University as outlined in the Act is to disseminate
advanced knowledge by providing instructional and research facilities in those areas of learning
that may bring the total development of the state in specific and of the whole nation in general.
Recently, the university has been ranked 2nd by the National Institutional Ranking Framework
(NIRF) among all the universities in India.

The Department of Education was Established in 1988 by recruiting one Professor, Two readers
and four Lecturers. The Department Launched the B, Ed programmed in the academic session
1988-89 as it was desired by the Government of Arunachal Pradesh for clearing the backlog of
untrained teachers working in secondary and senior secondary schools. The Department was
also set up with the objective of producing the faculty for teaching at college and University
level. M.A (Education) two-year course was needed at the college level to teach the Students
of B.A (Hons) of Education. M.Ed. programmed was started in 2014 as per the UGC Xll plan
allocation order of MHRD. Government of India. At present, the Department is running B.Ed.
programmed with intake capacity of 100 Students, M.Ed. programmed with the intake capacity
of 26 Students and M.A 55 intake capacity are available.

Hills College of Teacher Education (HCTE)

A premier private institution to
spread and upgrade Teacher
Education in the state of Arunachal
Pradesh in particular and in the
country in the general was
established in the year 2006 at
Naharlagun, one of the prime
towns of the state with the
pioneership of Shri Nabam Rebia,
the founder chairman under the
patronage of “ Tribal Areas
Development Society”, a registered Voluntary Organization registered under Section 3 of the

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Societies Registration Act, 1860 which is committed to provide Professional Education to its
aspiring students in the emerging areas of Professional Education. The state Govt. of Arunachal
Pradesh, Department of Higher and Technical Education has also given clearance to run the
institution vide letter No. ED/HE- 602/2003. It has also extended the Arunachal Pradesh
Stipend Scheme 2001 facility vide letter No, ED/HE-78/87 dated 14th March 2007 to the
bonafied Arunachal Pradesh Scheduled Tribe Teacher-Trainees of this institute to promote
Professional education in the state. During the Academic session 2015-16, the college has also
been permitted by Govt. of A.P., Director of Higher and technical Education to introduce
National Service Scheme (NSS) in the college in integrating the needs of current system of
education with the needs of the community society.

The institution promotes innovative practices and researches in the field of Teacher Education
and other allied areas by conducting Action Researches, Organizing work-experience activities,
field studies and seminars, webinars, developing indigenous Teaching-Learning materials,
practicing rigorous skills-based training programmes and other activities to bring out
Behavioral Changes in the Teacher- Trainees in particular and upgrading Teacher Education
system in general both at the state and country levels. The institution also celebrates different
Days having National and International importance.

Vivekananda Kendra College of Teacher’s Education in Itanagar Arunachal Pradesh

(VKCTE)

Vivekananda Kendra Vidyalayas

(VKVs) in Arunachal Pradesh, under
Vivekananda Kendra Vidyalayas
Arunachal Pradesh Trust
(VKVAPT), is the oldest service
activity center of its parent
organization Vivekananda Kendra, a
spiritually oriented service mission. With headquarters at Kanyakumari. Since in the inception
in 1977, VKVs have been striving to provide an all-round nationalistic education to the children
of this remote Himalayan State of India. In the following years, as people could comprehend
that the VKVs are for qualitative education, there is a demand for opening of VKVs in all the
district of Arunachal Pradesh. At present 40 VKVs and 2 KGBVs are catering to the educational
needs of all the district except the newly formed districts of Arunachal Pradesh.

VKVs are known for all round holistic development of the students. The 5-fold Development
methodology, i.e., Physical, Mental, Emotional, Intellectual and Spiritual aspects of Human
Personality are given due importance and accordingly, tailor-made activities are incorporated
in day-to-day school routine, with very good results.
VKVAPT is a registered Trust under Indian Trust act, having its Registered Office at Nirjuli,
Arunachal Pradesh, and its Administrative Office at Dibrugarh, Assam. Vivekananda Kendra
College of Teacher Education (VKCTE), in Arunachal Pradesh is an educational initiative of
VKVAPT which aims to educate the girls/boys and young men/women in a spirit of service to
the humanity. It caters to the educational needs of the aspiring students-teachers of the state

3
with regular B. Ed course. The B. Ed college is affiliated to Rajiv Gandhi University. Rono
Hills, Doimukh in Arunachal Pradesh

Donyi Polo B. Ed College of Teacher Education Itanagar Arunachal Pradesh.

With a view to fulfill the aspirations of the

people and the intellectual requirements of
the students of Papum Pare District. Donyi
Polo Private college, Itanagar was
established in the years of 2015. The
college is named after the Almighty Sun
and Moon, whom the inhabitants of the
region regard as the symbol of Supreme
Reality. Donyi Polo Private college
Itanagar is started functioning with six
dedicated faculty members and 90
students admitted to the Bachelor of Arts Programme modelled by Rajiv Gandhi University to
which it is affiliated. Bachelor of Education (B. Ed) is a two-years full- time undergraduate
course approved by National Council for Teacher Education (NCTE) and offered by Rajiv
Gandhi University.

1.2. MEANING OF TEACHER’S LEADERSHIP

A process where teachers go beyond their classroom responsibility and assume informal roles
within the school to influence and enhance instruction and learning for all students. Learn more
in: Teacher Leadership: supporting Special Educators Career Development. Teachers who hold
the professional identity as an educator who demonstrate leadership within the classroom,
school, community and beyond, either through formal or informal roles. Learn more in.
instructional Leadership: Whose Roles is it anyway? The leadership displayed by a teacher
leader in supporting a group of teachers towards a shared goal. Learn more in. Micro-
Credentialing Teacher Leadership: Coaching Digital Professional Development. A process
where teachers go beyond their classroom responsibilities and assume informal and formal
roles within the school to influence and enhance instruction and learning for all students. Learn
more in: A Vital Component in Enhancing inclusionary Practices in Schools. A teacher who
continues to teach students and also has influence extending beyond their classrooms to others
within their school and community. Learn more in: From Pixels to Picture; A Framework for
Mindful Teaching.

A term is generally used at schools to refer to teachers having leadership roles and additional
professional responsibilities. This term is closely related within shared leadership. Learn more
in: Teacher Leadership as a Teacher Career Path.

A leadership style in which teachers simultaneously take on administrative roles outside of

their classroom. Learn more in: Student-Authored Case Studies: The case of an Educational
Leadership Course in Kazakhstan. A process involving teachers’ Leadership of development

4
work and knowledge-building, as well as teachers’ voice. It is also characterized by formal and
informal groupings and is seen as a key contribution to school improvement (e.g., the spreading
of good practice and effective pedagogy, teacher initiative) Via teachers’ empowerment. Learn
more in: Transformational Teacher Leadership: A Global Perspective. Teacher and
administrator’s ability to collaborate with colleagues, parents, and students in school related
projects at the school or district level. Also, Teachers’ habits in sharing their classroom results,
practices, and experiences within their community in various ways. Learn more in: A New
Understanding of our Confusion insights from a Year-long STEM Fellowship Program.

1.3. TYPE OF TEACHERS LEADERSHIP SKILLS

Teacher Leadership qualities and teachers’ leadership skills do not solelytranspire within the
walls of educational institutions. Even in off hours, teacher leadership is a way of life. A
school’s essence is created by the norms and expectationsof its leaders. Teacher leadership
shapes and solidifies significant educational change and is an essential cornerstone to all
classroom, departmental, school, and district improvements.
A Teacher Leadership has the Following Skills

1. Empathy
➢ Achieves educational goals while advancing a sense of belonging
➢ Creates a safe, Welcoming learning environment
➢ Is emotionally intelligent
➢ Is Open-Minded
➢ Fosters encouragement, kindness, and respect
➢ Is self-aware, capitalizing on unique strengths to accomplish school goals
➢ Guides collective responsibility, school practices, procedures, and policies
2. Analytical
➢ Assesses educational strategies and the quality of resources
➢ Building goals-directed learners
➢ Is a critical thinker who encourages reflective practices
➢ Is a rational problem-solver
➢ Records class observations and outcomes
➢ Is strategic in clarifying common student misconceptions
➢ Uses data to inform decisions and improve outcomes
3. Adaptable
➢ Adapts curriculum content to correlate with advancements in modern
society
➢ Ensures class material is accessible for every learner
➢ Generates attention-grabbing, creative curriculum
➢ Is innovative with multimedia approaches

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 ➢ Maximizes educational Frameworks like Universal Design Learning
(UDL) thatprovide flexible learning environments for all
➢ Utilizes current events to coney class material
➢ Is willing to alter a syllabus for optimal success
4. Courageous
➢ Conducts inclusive conversations on social justice initiative
➢ Demonstrates resilience and determination
➢ Goes above and beyond the school’s status quo
➢ Identifies school system gaps and takes responsibility for resolutions
➢ Offers constructive feedback to others for professional development
➢ Since failures is required for learning-rewards effort, regardless of the
outcome
➢ Supports a willingness to take risks
5. Committed and Motivated
➢ Is accountable and action-oriented
➢ Has energy that stimulates teacher satisfaction
➢ Is motivated and determined to make a difference
➢ Is an organized planner who prioritizes with direction, momentum, and
vision
➢ Possesses an authentic passion, enthusiasm, and excitement for education
➢ Represents the school in the community on boards and committees
➢ Supports the development of colleagues and settings for students to thrive
6. Communication and Connection
➢ Has the ability to network and unite individuals, groups, communities, and
affiliates toward a common cause
➢ Is an active listener that paraphrases, mediates, and uses conflict-resolution
strategies
➢ Collaborates with administrators, colleagues, legislative leaders, parents,
and students
➢ Facilitates large and small groups
➢ Ignites others’ interest in educational issues
➢ Manages group dynamics with sensitivity and skill
➢ Is a trustworthy and transparent team player
7. A Love of Learning
➢ Actively keeps class material modern and relevant
➢ Confidently asks though-provoking questions about standard practices and
the efficiency of procedures
➢ Continually tries to self-improve, seeking feedback often
➢ Displays a genuine interest in people and learning processes
➢ Educates and challenges student comprehension and retention, so learners
reach their highest potential
➢ Seeks opportunities to understand

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 ➢ Shares collective knowledge, content, educational resources, and tips for
success with colleagues
8. Engaging Classroom and Community Presence
➢ Is approachable to students and parents seeking further information
➢ Diversifies curriculum content modalities
➢ Enables inclusive learning environments
➢ Entertains and enlightens
➢ Facilitates frequently asking questions
➢ Mobilizes audiences to act
➢ Acts as a positive role model
9. Patience
➢ Is a big-picture thinker who builds relationship, partnership, and
opportunities over time
➢ Clarifies any content questions from students with compassion

➢ Construct’s school capacity for sustainable success

➢ Deals calmly and effectively with resistance through self-regulation and
stress management
➢ Is hopeful with humility and keenly aware that meaningful plans take time
➢ Recognizes hierarchy and power structures at play.
➢ Sets achievable and realistic goals.
10. Honors Best Practices
➢ Administers careful due diligence in educational assessment, curriculum,
and instruction
➢ Conducts research on educational case studies and peer reviews for the
latest in effective teaching methods
➢ Employs time management techniques for efficiency
➢ Persistently revises course content for relevance
➢ Is tenacious in developing technical skills
➢ Uses technology (classroom management systems, databases, electronic
presentations, software, and virtual meeting platforms) as a tool to
collaborate, communicate, and instruct course content.

1.4. HOW TO DEVELOP TEACHER’S LEADERSHIPS SKILLS

Enrolling in a Master of Education (M. Ed) program, like Goodwin University’s Master’s in
Teacher Leadership, can develop the skills needed to serve students and communities best.
Career-focused institutions are all about convenience. Goodwin, for example, offers its M.Ed.
in Teacher Leadership program entirely online with transparent tuitions for Students who work
full-time.

Teacher Leadership programs at the graduate level can assist learners in integrating research
and theory to practice, strengthen communication and collaboration skills, and advance
understanding of ethics, diversity, equity, and inclusion within educational systems. From a
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teacher leadership curriculum to clear-cut career paths, a master’s degree in Education
promotes inclusive learning for all.

1.5. LEADERSHIP STYLES

Leadership styles refer to the behavioural approach employed by leaders to influence, motivate,
and direct their followers. A leadership style determines how leaders implement plans and
strategies to accomplish given objectives while accounting for stakeholder expectations and
the wellbeing and soundness of their team. Leadership styles have been studied in various for
a to establish the appropriate or most effective leadership style that motivates and influences
others to accomplish set goals. The major tenet of effective leadership style is the degree to
which it builds follower trust.

Studies carried out indicate that followers who trust in their leader are more likely to follow
through with the leader’s instructions over and above the expected. In turn, they will
accomplish set goals while being allowed to speak freely to air their ideas and suggestions on
the direction of the projects at hand.

Common Leadership Styles:

1. Democratic Leadership

A democratic leadership style is where a leader makes decisions based on the

input received from team members. It is a collaborative and consultative
leadership style where each team member has an opportunity to contribute to the
direction of ongoing projects. However, the leader holds the final responsibility to
make the decision. Democratic leadership is one of the most popular and
effective leadership styles because of its ability to provide lower-level employees
a voice making it equally important in the organization. It is a style that resembles
how decisions are made in company boardrooms. Democratic leadership can
culminate in a vote to make decisions.

Democratic leadership also involves delegation of authority to other people who

determine work assignments. It utilizes the skills and experiences of team
members in carrying out tasks. The democratic leadership style encourages
creativity and engagement of team members, which often leads to high job
satisfaction and high productivity. However, establishing a consensus among
team members can be time- consuming and costly, especially in cases where
decisions need to be made swiftly.

i. Autocratic Leadership
ii. Laissez-Faire Leadership
iii. Transformational Leadership
iv. Transactional Leadership
v. Bureaucratic Leadership
vi. Servant Leadership

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 2. Other Leadership Styles

Coach-Style Leadership. Coach-style leadership involves identifying and

nurturing individual strengths and formulating strategies for the team to blend and
work well together, cohesively, and successfully.

Charismatic Leadership. Charismatic leadership employs charisma to motivate

and inspire followers. Leaders use eloquent communication skills to unite a team
towards a shared vision. However, due to the charismatic leaders’ overwhelming
disposition, they can see themselves as bigger than the team and lose track of the
important tasks.

Charismatic leadership employs charisma to motivate and inspire followers.

Leaders use eloquent communication skills to unite a team towards a shared
vision. However, due to the charismatic leaders’ overwhelming disposition, they
can see themselves as bigger than the team and lose track of the important tasks.

3. Strategic Leadership

Strategic leadership leads the company’s main operations and coordinates its
growth opportunities. The leader can support multiple employee layers at the
same time. No one leadership style fits all organizations or situations. In addition,
there is no one right way to lead, and there may be a need to switch between
different leadership styles. It is therefore important to know all leadership styles
and their pros and cons. The right leadership approach is often determined by the
following factors:

✓ The type of organization, i.e., mature, or growth-oriented

✓ The type of work involved, i.e., routine, or creative
✓ The level of experience and skills of the team
✓ The personality of the leader

A consideration of the above factors will likely determine the appropriate

leadership style to adopt or an appropriate combination of certain leadership
styles.

1.6. RATIONAL OF STUDY

It is a great challenge of the today current orthodoxy of school organization to be seeks and
extend the current cessation debate about the distributed leadership. It offers a view of teachers’
leadership which is inclusive rather than limited to those with responsibility for specific change
agent roles. It focuses on learning-centred development work in which teachers act strategically

9
to improve the quality of teaching and learning. Successful management requires more than
just assigning tasks to the team. It calls for a leader who can inspire team members to achieve
their full potential. People want to be guided by a person they respect, someone who has clearly
sense of the direction. To be a that person, there are certain things have must be known and do.
And that’s what developing leadership skills is all about. It could be a real eye opener, and the
key to making changes to your leadership style. Take complete responsibility for how you are
heard. Always rephrase your message to make it sound positive. Effective communication is a
fine art. Integral part of developing leadership skills is to learn to respect your team’s
capabilities. You become a better leader by involving more people in the leadership process.
Wenner & Campbell (2017) studied on teacher leadership and their impact; Cooper and Kristy
(2016) studied on teacher leadership as a reform strategy for authentic instruction
improvement; Al-Zboon(2016) studied on leadership and professional learning community of
institution: Berg & Zoellick (2019) studied on change teacher leadership development
planning; Coggins & McGovern (2014) studied on teacher leadership interest instructional
management of five goals of Teachers Leadership; Ovando &Martha (1994) have conducted a
study on effect of teacher leadership on teaching practice and satisfaction with dual roles; Anna
& Malin (2017) studied on achieving educational goals of teacher leadership and students self-
efficacy on students educational motivation; Jon Eckert (2016) studied on educational path-
finding new teacher leadership roles; Cynthia L. Carver (2016) studied on academy leadership
development transformation learning critical preparation of teacher leadership; Crowther et al.
(2009) studied to help teacher and administrators work together to foster and develop teacher
leadership; Ashely Watson (2014) Leadership Dimensions, Leadership Styles, School Climate,
Teacher Leaders, Techer Leadership, Transformational Leadership Theory, are to examine
impact of school developing and

under-develop countries and the teaching style of government & private. Education in today’s
world should not focus on acquiring high scores or degrees. It is also about being able to apply
acquired knowledge, abilities, and skills in solving problems of a real world. In this regard
development of leadership skills such as integration of team building, interpersonal
communication skill, motivational skill and managerial skill should be the primary concern.

Many researchers have conducted study on leadership skills among the teachers and teacher
educators, but very rare study has been conducted in Arunachal Pradesh in general and Papum
pare, district in particular. Taking this aspect into cognizance, here the researcher has proposed
10
to make a sincere attempt to have a study on this area of leadership skill development among
the teacher educators. Therefore, researcher intended to develop interest in this area to know
the levels of leadership skills among the teacher educators whose primary duty is to build
teachers for the society, the nation. Considering the educational backwardness and the nature
of the problem of Arunachal Pradesh and Papumpare district in particular, the investigator
determined to carry out a study on leadership skills among the teacher educators in relation to
some specific variables which is envisaged in the statement of the research problem.

1.7. STAEMENT OF THE PROBLEM

A study on leaderships skill among the teacher educators of Papum Pare district of Arunachal
Pradesh.
1.8. OPERATIONAL DEFINATION OF THE TERMS USED
Leadership Skills: There are several key traits and skills sets that teachers in leadership
positions empathy, compassion, and motivation to learn and provide counsel can all encompass
the different skills teacher leaders possess. Here in this study leadership skills refers to the
development of the following skills.
❖ Communication
❖ Honesty and Integrity
❖ Decision Making
❖ Vision, Innovation
❖ Motivation
❖ Administration
❖ Cooperation and Empathy
❖ Stress Management

Teacher Educators: Teacher Educators refers here the teachers those who are serving as a
teacher in B.Ed. Teachers Training Colleges of Papum Pare district, of Arunachal Pradesh

1.9. OBJECTIVES OF THE STUDY

1. To Study the levels of Teacher Leadership Skills among the Teacher Educators
of Papum Pare District Arunachal Pradesh
2. To find out the significant difference in the Leadership Skills between the Male
and Female Teacher Educators of Papumpare District of Arunachal Pradesh.

11
 3. To find out the significant difference in the Leadership Skills between the APST
and Non-APST Teacher Educators of Papumpare District of Arunachal Pradesh.
4. To find out the significant difference in the Leadership Skills between the
Government and Private Teacher Educators of Papumpare District of Arunachal
Pradesh.

1.10. HYPOTHESES OF THE STUDY

1. There is a high level of Leadership Skills exists among Teacher Educators of
Papum Pare district Arunachal Pradesh.
2. There is no significance difference in the Leadership Skills between the Male
and Female Teacher Educators of Papum Pare District of Arunachal Pradesh.
3. There is no significance difference in the Leadership Skills between the APST
and Non-APST Teacher Educators of Papum Pare District of Arunachal
Pradesh.
4. There is no significance difference in the Leadership Skills between the
Government and Private Teacher Educators of Papum Pare District of
Arunachal Pradesh.

1.11. DELIMITATION OF THE STUDY

1. Geographical Area: This study was delimited at Papum Pare District of
Arunachal Pradesh only.
2. Levels of Education: it is based on the Leadership skills among the
Government and Private Teacher Educators of Papum Pare District of
Arunachal Pradesh.
3. Types of Study. It was conducted at surface level to know the subject’s Teacher
Leadership skills among the Male, female, apst, non-apst, & government
privates Teacher Educators of Papum Pare District of Arunachal Pradesh.

1.12. PLAN OF THE REPORT

In Chapter-1, the problem has been introduced, and objectives and hypotheses of the study are
stated. Review of related literature has been given in Chapter 2. The methodology and the
procedures adopted have been described in chapter 3. Results and discussion comprised of
Chapter 4. Chapter 5 concluded with findings and implications of the study.

12
2. REVIEW OF LITERATURE
2.1. INTRODUCTION
The Review of Related literature plays a major role in every research as it helps in providing
valuable evidence and authentic proof of research work. Teacher Leadership describes how a
group of teachers have developed a definition of teacher’s leadership as a stance. The article
explores how prior definition of teacher leadership tends to focus on individual skills or roles.
Neoliberal educational policies that emphasize market base policy, privatization, individual
effort and benefit, and efficiency have contributed these task-oriented definition of teacher
leaderships. The teacher leaders who participate in this project resist this framing and explores
teacher leadership as a stance that values professionalism and the intellectual, political, and
collaborative work of teaching. Teacher development does not stop when a degree is earned-
at that point, it has barely taken fight, Real teacher growth happens when meaningful time and
safe and authentic space are given to discussing and refining practice under the pedagogically
and contextually experience mentor. Here, one teacher leader recount her purposeful transition
from the classroom to a nearly fulltime mentoring role at an urban charter high school. Though
a review of, and reflection on, field notes from these first few years of mentoring, she shed
light on the challenges and victories of not just those she mentored but of learning to push for
a more practical and personal vision of teaching and learning. A review of related literature
gives the students an understanding of the research methodology, which show the path of
conducting the study. It helps us to know about the tools and instruments, which proved to be
useful and promising in the completion present study. The review of related literature helps
students in a every part of research field, and it is essential to emphasize the review for their
convenient and successful research.

2.2. PURPOSES OF REVIEW OF LITERATURE

The purpose of a review literature is to gain an understanding of the existing research debate
relevant to a particular topic or area of study, and to present that knowledge in the form of a
written report. Conducting a literature review help us to build our knowledge in our field, we
will learn about important concepts research methods, and experimental techniques that are
used in our field. We will also gain insight into how researchers apply the concept we were
learning in our unit to real world problems.
Another great benefit of literature review is that as we read, we will get a better understanding
of how research findings are represented and discussed in our particular discipline. If we pay
attention to what we read and try to achieve a similar style, we will become more successful at
writing for our discipline.
Studies Conducted Abroad and in India on Leadership Skills Among the Teacher
Educators of Papum Pare District of Arunachal Pradesh.

13
M.A Smylie & J.W Denny (1990) examined the finding of an exploratory study of teacher
leadership roles in a metropolitan K-8 districts. They suggested that the development and
performance of these roles are mediated by the organizational context in which these were
established. They suggested teacher leadership should be approached as an issue of
organizational development rather than solely as an issue of individual empowerment.
Ash,et al.(1991) examined and founded that forms of teacher leadership clearly exist in a large
number of schools in the UK, until recently they have not been the focus or the sources of a
great deal of research activity. The current spotlight on distributed leadership and collective
approaches to school improvement, seen for example in the national college for school
leadership (NCSL) ‘Networked learning communities’ program, has promoted research interest
teacher as leaders.
P.R Leblanc & M.M Shelton (1997) examined teacher leader aspect and their roles. To expand
more teacher leader views, using the constant comparative research methodology, the
researchers collected interview data from teacher leaders. The most important result was that
teacher leaders’ simultaneous needs for achievement and affiliation create a conflict in the
schoolwork place that has negative outcomes. They suggested specific area for further research
that will provide additional information for enhancing the development of teacher leadership.
Bishop et al. (1997).examined and redefine, leadership were rooted in notions of distribution
and in the acknowledgement that leadership permeates organization rather than residing in
particular roles or responsibility.
M. Coyle (1997) studied on major contact with the classroom teacher and student consist of
processing cut slip. If class size increase, if student have varying learning styles and critical
emotional or academic needs, if there are insufficient or outdated texts administrator have little
hand on connection with that reality.
Jex and Bliese (1999) revealed in their study that although prior result research shows that
self-efficacy generally parallels the quality of teachers’ leadership, to date, there has been no
conclusive empirical evidence supporting the interactive effect of teachers’ leadership with
self-efficacy on students’ educational motivations.
Snell and Swanson (2000) undertook the last and possibly the most significant dimensions of
the teacher leadership role, was focusing on close relationship with individual teachers through
mutual learning.
Sansone and Harackiewicz (2000) studied on student who do their homework because it is
fun and interesting are a good example of students who are driven by educational motivation.

14
Extrinsic factors are more controlling than intrinsic factor and are constituted by support, help
and encouragement from among other teachers.
Ryan and Deci (2000) identified the previous research has shown that, for many students,
educational motivation declines after their transition to secondary education. The results show
students self-efficacy and teacher leadership are of extreme importance for student’s
educational motivations, and the highly efficacious students lose most educational motivation
when the teacher’s leadership is poor.
K. Meyer and Moller (2001) examined on teacher leaders and founded that ‘teachers who are
leaders lead within and beyond the classroom, identify with and contribute to a community
teacher learners and leaders, and influences other towards improve educational practice’.
L. Limber (2003) examined teacher leadership has been shackled by archaic definition of
leadership and timeworn assumptions about who can lead. Such ideas have situated leadership
in the hand of a few formal leaders. Teachers have not seen themselves reflected in these
prevailing notions or invite into the process. In this research discussed that a new definition of
constructivist leadership and accompanying assumptions opens the way for teachers to consider
themselves as leaders.
Johnson & Donaldson (2004) examined and have suggested that teachers may want to remain
in schools, yet they want new and different challenges as their career progress; a stagnant career
trajectory may cause teachers to consider leaving the profession altogether. Although many
teachers with this desire opt to become administrator, there are several teachers who wish to
continue working in the classroom.
Donaldson et at.,(2005) studied and explored on call for accountability has grown given
evolution of teacher leaders who were viewed and utilized within schools during these two
decades.
D. Muijs & A. Harris (2006) studied their explored that teacher leadership is increasingly
being seen as a key vehicle for school betterment and development. Although study on this
phenomenon has certain limitations, especially outside of the US. In this research they try to
be finding from an empirical study of teacher leadership in the UK, aimed at exploring both
the way in which teacher leadership can influence school and teacher development, and what
in school factor can help or hinder the development of teacher leadership in school.
A. Harris (2007) stated that teacher leadership within the context of contemporary leadership
theory, focusing particularly upon distributed leadership. The article explores different
interpretations and the definition of the term teacher leadership and consider the implication
for professional practice in day-to-day life in institute curriculum.
15
Spillane & Diamond (2007) their study of concept was key to our working definition of
teacher leaders, it empowers all teachers, but implies that teacher leaders somehow go above
and beyond their typical duties. This working definition also allows us to view school as
complex systems that are comprise of “large number of agents in highly connected webs”.
T. Fitzgerald & H.M Gunter (2008) discovered this their study they are strongly aware that
the term teacher leadership’ has crept into educational vocabulary and there has not been
sustained and robust debate either about the term of its use and misuse in schools.
Ball & Forzani (2009) analyzed in their research moreover even less attention has been laid
to teacher leadership training in present teacher curricula. One way to make more strong teacher
leadership training in teacher preparation programs is to add a course in teacher leadership.
R. Lavanya (2009) studied to re-make the changing roles of teachers, into teacher leadership
in the emerging Indian scenario. It presents teacher leadership model-CID- CONNECT,
INFLUENCE, and DEVELOP that can be applied, at various institutes.
D.E. Roby (2009) examined those involved in the study were teachers pursuing graduate
degrees in teachers’ leadership. School administrator acknowledging the talent and gift of
teaching faculty, and their potential positive influence in the school will gain insight on one
very important teacher leadership skill-communication.
J. Thornton (2010) conducted a study on teacher enroll in graduate programs that included a
focus on H action research and teacher leadership designed and implemented studies within
their home schools. During his study he used action research project to examine teacher
leadership in 44 middle level schools in 13 countries. All were rural or small community
schools, identifying themselves as middle school or middle schools within a k-8 setting
V.R. Helterban (2010) conducted a study and founded that considers the teacher have always
been leaders, but there is little evidence that a focused, collaborative movement exist in public
schools designed to promote and support widespread teacher leadership in the profession. we
know that sustained, effective school leadership strengthens the student’s achievement
especially when coupled with a supportive school climate that encourage collaboration and
risk-taking.
P.S Angelle & C.A Dehart (2011) studied that multisite quantitative study examined the
relationship between teacher perception of the extend of teacher leadership in a school and the
grade level, degree level, and leadership status of the respondents. Attention to this outcome
will allow school district to better align leadership training with the needs of specific teachers
and support principals in school improvement.

16
L.L Warren (2021) revealed that teacher leaders possess excellent class management skills
and are most capable driving students towards academic success. The purpose of his study was
to explore in dept the entire concept of teacher leadership in the classroom and its relationship
to student performance and achievements. Students taught by teacher leaders have a high
probability of succeeding academically as well as other areas of growth as compared to those
taught under teacher who lack leadership within and outside the classroom.
Draycot & Rae (2011) examined on developing teachers learning in the context
entrepreneurial education. However, there are few studies which explicitly focus on
entrepreneurial leadership in schools. As the concept is written in several countries’ policy
documents, a relevant question is whether, and in what ways, entrepreneurial educational
demands may effect’s teachers’ leadership skills.
E. De. Villiers & SG. Pretorius (2011) studied and founded that main focus and goal was to
determine educators’ perceptions of and readiness for teacher leadership. A total of 283
educators in the Eden and central karoo education district in the western cape participated in
the study. The participants included district officials, principals, and members of school
management teams, as well as veteran, middle and novice educator.
G. Patmor (2012) examined the teacher leadership is about encouraging and enhancement of
teacher for their valuable output and to take a more active role in school improvement. Current
pathway to teacher leadership, namely the teacher leader master’s degree program and teacher
leader professional development, mainly target in service teachers.
J.C Fairman & S.V Mackenzie (2012) examined the conceptual model and rich narratives
that describes the context in which teacher leadership emerges and the many ways that
leadership is enacted. Teacher where leading through their strong commitment to continued
learning, and by modeling a willingness to take risk, to collaborate and question existing
practices. Teacher often began with a focus on their learning and classroom teaching and later
moved into other leadership spheres where they collaborate with and influenced colleagues and
other stakeholders on a wider scale.
N. Ghamrawi (2013) studied that he mainly concentrated on professional development model,
the professional development model enhances a constructivist approach whereby teachers train
colleagues teachers, and some high schools students provide ushering service during
professional development events.
Marimuthu & Mukherjee(2014) on this study outbound training is in the center stage in the
periphery of management domain. It is indeed in area of opportunity to encourage more
reciprocate approaches over other methods of conventional training
17
M.N Cosenza (2015) studied on the common definition for teacher leadership, the concept is
continually advanced as key component for both the success of school and professionalization
for teachers. The development of teacher leadership is increasingly viewed as an important
factor in improving schools, improving student achievement, and training teachers for long
term.
Shila & Sevilla (2015) examined the attention toward the effective leadership, that would
which organization will find it struggle too alive. To be effective, leaders not only require
technical skills but also people skills that can motivate the followers with understanding,
sensitively and produce.
Bhumika & Aakanksha (2016) examined in their research that the general consensus that
children’s experiences in school have a substantial bearing on various psychological outcomes
in their lives. Although most research was on implication on social experiences and explore in
school on their academic performance, there is relatively little empirical evidence that connect
these with non-academic consequences.
J. Jacobs, S.P Gordon & R. Solis (2016) they study on qualitative study, in this study they
found the study consisted of a survey of 177 teacher leaders across eight state representing all
region of the country. They conducted interview with 20 of the survey respondents to
supplement survey data. Finding point to the complex nature of the roles and activities of
teacher leaders. The data have implication for teacher leadership preparation and the ongoing
teacher leaders will need to actualize their roles within schools.
J.A Wenner & Campbell (2017) on this research they examine teacher leadership research
completed since York-Barr and Duke published the seminal review on teacher leadership. The
research was undertaken to examine how teacher leadership is defined, how teachers’ leaders
are prepared, their impact, and those factors that facilitate or inhibit teacher leaders’ work.
J. Hunzicker (2017) examined the actual conceptions of teacher leadership are trending away
from formal titles and positions to embrace a more informal, integrated approach. Moreover,
there is growing agreement among scholars that teacher leadership is a stance, or way of
thinking and being rather than a set of behaviors. As a result, understanding how teacher
progress from teacher-to-teacher leader remains unclear.
Malmstrom and Oqvist (2017) identified that educational motivation also provide insight into
why individuals persist and commit to task provide prediction for students’ performance.
Motivation is thus an important factor for the entire learning process.
Arnab (2018) acknowledged his study that educational technology empowers teachers and
learners to face and promote the change that world education is facing since the beginning of
18
21st century in course of its transformation from a traditional way of instruction and learning
toward more innovative ways.
Harris &Jones (2019) focused on the growing recognition that teacher agency and
professional influence are critical components in the pursuits of school and system
improvement. The possibility and ability of teacher leadership remains a core issue within the
international discourage about educational reform and change.
Berry (2019) examinedand found out that most of the decision-making authority in public
schools has been vested in individual principals and other administrators. However, new
models of collaborative teacher leadership are beginning to emerge. There were four trends
respectively 1) evidence of the positive effect of teacher leadership continues to mount, 2)
district and state policies are codifying teacher leadership roles, 3) teacher leaders are becoming
more proficient at using educational technology and sharing their expertise through digital
media, and 4) research are depending on their knowledge about how teacher learn to lead
effectively.
Stein (2020) studied on teacher and found out that theywere characterize as managers, who
explains our educational system’s focus on classroom management, rather than leadership
skills. Improving our educational system depends, in large part, on demonstrating to our teacher
that students, at all levels of education, respond best to leadership. The most effective teachers
are transformational, authentic, and servant leaders.
Gajendran (2020) examined the leadership role of Saudi special education teachers from their
own perspective and to survey their views toward challenges in leadership. This research
outcome shows toward the special education teachers had little experience in leadership roles,
where they considered participation in conflict resolution among colleagues as their most
important leadership role participation in mentoring, follow-up or training is the least
important. A critical examination of studies conducted on Leadership skills revealed that most
of the studied were conducted to know the styles of leadership, its impact and effect of teacher
leadership on teaching practice. Wenner & Campbell (2017) studied on teacher leadership
and their impact; Cooper and Kristy (2016) studied on teacher leadership as a reform strategy
for authentic instruction improvement; Al-Zboon(2016) studied on leadership and professional
learning community of institution: Berg & Zoellick (2019) studied on change teacher
leadership development planning; Coggins & McGovern (2014) studied on teacher leadership
interest instructional management of five goals of Teachers Leadership; Ovando &Martha
(1994) have conducted a study on effect of teacher leadership on teaching practice and
satisfaction with dual roles; Anna & Malin (2017) studied on achieving educational goals of
19
teacher leadership and students self- efficacy on students educational motivation; Jon Eckert
(2016) studied on educational pat-finding new teacher leadership roles; Cynthia L. Carver
(2016) studied on academy leadership development transformation learning critical preparation
of teacher leadership; Crowther et al. (2009) studied to help teacher and administrators work
together to foster and to develop teacher leadership. The present study focused on finding the
levels of leadership skills among the teacher educators in teacher training institutions, colleges
of Papumpare district of Arunachal Pradesh.

20
3. RESEARCH METHODOLOGY
3.1. INTRODUCTION
This multi-site quantitative study examined the relationship between the extent of teacher
leadership of among the skills as perceived by teachers of four B. Ed college in Papum Pare
district of Arunachal Pradesh. Methodology is a general research strategy that outlines the ways
in which the research is to be carried out and identifies the methods that are to be used in it.
Methods define the means or modes of data collection or how the results of a data results are
to be calculated. It gives attention to the nature and kinds of processes to be followed in a
particular procedure to attain an objective.

Since the study contains above such objectives and its usage the collection of data from the
teacher educators of teacher training colleges, so the investigator of the study will collect data
through Survey method. Therefore, Survey technique will be adopted from descriptive research
to collect information from the targeted section of population. Leader development takes place
through multiple mechanism: formal instruction, developmental job assignments, 360-degree
feedback, executive coaching, and self-directed learning, these approaches may occur in
dependently but are more effective in combination.

As methodology is a process of data collection and information for the purpose of making
decision. It includes both qualitative and quantitative research methods publication research,
interviews, Surveys, experiments, participant observation and other research techniques and
includes both present and historical information. Qualitative methods aim for a complete,
detailed description of observations including the context of events and circumstances whereas
quantitative research methods aim to classify features, count them, and create statistical models
to test hypotheses and explain observations. Research methodology enables the researcher to
organize their efforts into one cohesive and conceptual product idea generation it also helps in
trying to figure out new ideas. The investigator wanted to highlight the details of research deign
and procedure, How the investigator used the tools for finding out the Teacher Leadership skills
among the B. Ed college Teacher Educators of Papum Pare District of Arunachal Pradesh. The
present study is on the Teacher Educators of Leadership skills in B. Ed colleges of Papum Pare
District of Arunachal Pradesh. Therefore, the researcher has adopted Descriptive survey
method of educational research.

3.2. METHODOLOGY OF THE STUDY

The present study is based on descriptive method of research to know the leadership skills of
Teacher Educators of various Teacher’s Training colleges of Papum Pare district, Arunachal
Pradesh. Descriptive research is helpful to describe the characteristics of a population or
phenomenon being studied Question and Answers. Since the investigator took the study on the
Teacher Leadership Skills of B. Ed Training colleges of Papum Pare District, Arunachal
Pradesh. Therefore, the investigator adopted descriptive method of educational research to
investigate the attitude of teacher educators of Teacher’s Training colleges on leadership skills.
21
 3.3. THE POPULATION AND SAMPLE OF THE STUDY
Sampling is a process which is used in statistical analysis in which a predetermined number of
observations are taken from a larger population. It is a small representation which is
proportional in nature that acts as mirror to reflect the entire population drawn from the same
constituent population for a research study from which the researcher selects the sample frame
of population on random basis, the investigator can prepare an outline based on different
variables used for the study. Methodologies that are used for sampling from a larger population
depends on the type of analysis being performed, it may include simple random sampling or
systematic sampling. The researcher has selected the teacher educators of teacher training
colleges of Papum Pare district of Arunachal Pradesh as the Population of the study. For the
present study, the researcher selected four B.Ed. Teacher Training Colleges including
Government and Private spread over the Papum Pare district. The source of the list of total
colleges, number of teacher educators collected from (State Directorate of Higher Education,
Itanagar).
The total number of teacher educators in four B.Ed. teacher training Colleges are 61 as the
population of the study.
Table 1 Numbers of Selected Sampling of Teachers Educators Training Colleges of Papum Pare district of Arunachal
Pradesh.

Sl. Name of the B.Ed College in Papum No. of Teachers No. of Teachers
No. Pare District, (A.P.) Population (Symbols)
1. Dept. of Education, RGU Doimukh 21 10
2. V.K.C.T.E., Nirjuli 12 6
3. H.C.T.E., Lekhi 14 7
4. Donyi Polo B.Ed College, Itanagar 14 7
Again, out of total population of the study, the number of teacher-educators for the sample were
taken 30 (50%) from among the teacher training colleges selected through random stratified
sampling procedure.

3.4. VARIABLES OF THE STUDY

The main variables of the present study were-
Independent Variables: Gender, Category and Nature of Institution
Dependent Variables: Leadership skill.
3.5. TOOLS OF THE STUDY
Research tools are necessary to enable the researchers to construct theories and system models.
It supports capturing hypotheses inferring mechanism and formulating experimental results
22
within the same framework. it is important on the part of the researcher to adopt a systematic
procedure to collection essential, relevant, adequate, quantitative, and qualitative data for the
study of any problem. A research tool helps the researcher to arrive at the conclusion of the
problem of study.” Anything that becomes a means information for your study is called a
research tool or a research instrument. For example, observation
forms, interviews schedules, questionnaires, and interview guides are classified as research
tools.
In the research process the first practical step is to construct a research tool. The researchers
need to decide how he/she is going to collection data then they must construct a research
instrument to collect the data. For collecting data, the researcher can develop a research
instrument or select standardized instrument already available in the field of study.
As the objective of the present study is to study the attitude of Techer Leadership skills toward
Teacher Educators. The investigator adopted a tool developed and constructed by S. Tlesara
and A. Bano (2019)

3.6. ADMINISTRATION OF TOOLS

In order to collect the data, the investigator administered the attitude scale on selected Teacher
Educators of four B.Ed. Training colleges in Papum Pare district of Arunachal Pradesh. The
administration of tools took couple of weeks to cover the selected Teacher Educators of B. Ed
college. The completion of the collection of data was possible only with the co-operation of
the Teacher Educators. After the completion of the administration of the tool, the scoring work
and analysis of the response of the attitude scale was done.

3.7. SCORING PROCEDURE

Scoring System:
Table 2 Scoring system of Teachers Leadership Skills in Teachers Educators of Papum Pare district of Arunachal
Pradesh.

Scoring Status Scoring System Alternative

5 Marks for Best Option I
4 Marks for Good Option II
3 Marks for Moderate Option III
2 Marks for Poor Option IV
1 Marks for Very Poor V

In all the items first option was kept the best response and last option was poorest response.

23
Table 3 Scoring System

Sl. No. Area Question Nos Total

I. Communication 2, 3, 18 3
II. Honesty and Integrity 6, 8,11, 12 4
III. Decision Making 7, 14, 21 3
IV. Vision Innovation 15, 13, 20 3
V. Motivation 15, 13, 20 3
VI. Administration 9, 3, 25, 26 4
VII. Cooperation & Empathy 16, 19, 22 3
VIII. Stress Management 1, 3, 23 3
TOTAL 26

▪ Final draft of test of leadership style contains 26 situational statements, each having
five options. Final draft of test was again administered on 30 out of which four were
teacher educators training colleges of Papum Pare district Arunachal Pradesh.
▪ Which has been marked (i), alternative, similarly for alternative (iv) one mark will be
given and show very poor status. To find out reliability of test split half method was
employed. Whole test score was splitted into two parts (odd & even) coefficient of
correlation was calculated which was founded to be (0.82) which is significant at 2.05
level of significance.
▪ The content and construct validity of test of leadership style has already been confirmed
by experts. Concurrent validity of the test was assessed on the basic of comparison with
another test. Leadership effectiveness scale” developed by Dr. Haseen Taj. Scores of
both tests were highly correlated (.0.5) which is significant at .01 level of significance.

3.8. STATISTICAL TECHNIQUES USE

The data collected from the sample was analysed by using appropriate statistical technique
research. Mean, Standard Deviation and T-test were used to analyses the collected Data. T-test
was used to verify the hypotheses at 2.05 levels of significance. The t-values obtained were
compared against table values at 2.05.

24
4. ANALYSIS AND INTERPRETATION
4.1. INTRODUCTION
Analysis and interpretation of the data is one of the significant stages in any of the scientific
and systematic research work. Analysis is a branch of mathematics which studies continuous
changes and includes the theories of integration, differentiation, measure, limits, analytic
justification of duty, office, province, and infinite series. It is the systematic study of real and
complex-Valued continuous functions.
On the other handed Interpretation takes the results of analysis, makes inferences pertinent to
the research relations studied, and draws conclusions about these relations. Research work
depends upon the authenticity and varieties of data. The researcher should be well versed with
the required statistical techniques so that these techniques are to be used necessarily and
slightly to complete the work as desired. Item analysis is an important step in test construction
to increase test effectiveness. Each situation of test is analysis and assessed. Effectiveness of
alternatives had been determined. For this purpose, test was administered on 30 Teacher
Educators of Males, Females, APST, Non-APST, Government and Private Teacher Educators
of Papum Pare District Arunachal Pradesh.

4.2. ANALYSIS, INTERPRETATION, TESTING HYPOTHESIS, AND LEVEL OF

SIGNIFICANCE
Overall Presentation of Data with regard to Teachers Leadership Skill of Teacher Educators in
B.Ed. Colleges of Papum pare district of Arunachal Pradesh.
Objective-1: To Study the levels of Teacher Leadership Skills among the Teacher Educators of
Papum Pare District Arunachal Pradesh
Hypothesis-1: There is a high level of Leadership Skills exists among Teacher Educators of
Papum Pare district Arunachal Pradesh.

Table 4 scoring System norms for Teachers, Leadership Skills.

Sl No. Scores Males Females APST Non-APST Govt Private

01 107 107 107 107
02 119 119 119 119
03 114 114 114 114
04 87 87 87 87
05 112 112 112 112
06 120 120 120 120

25
 07 117 117 117 117
08 90 90 90 90
09 93 93 93 93
10 114 114 114 114
11 120 120 120 120
12 122 122 122 122
13 120 120 120 120
14 89 89 89 89
15 99 99 99 99
16 113 113 113 113
17 99 99 99 99
18 101 101 101 101
19 111 111 111 111
20 115 115 115 115
21 110 110 110 110
22 112 112 112 112
23 119 119 119 119
24 117 117 117 117
25 108 108 108 108
26 95 95 95 95
27 103 103 103 103
28 95 95 95 95
29 116 116 116 116
30 119 119 119 119
Total 3256 16/1824 14/1432 16/1785 14/1471 11/1212 19/2044

Table 5 Norms for interpretation of the Level of Teachers Leadership Skills.

Sl No. Range of Raw Grade Level of Leadership No. of Percentage

Response
Scores
Level wise
1. 99 & above A Extremely High 26 87 %
2. 90 to 98 B High 2 6.50 %
3. 82 to 89 C Above Average 2 6.50 %
4. 70 to 81 D Average 0
5. 62 to 69 E Below Average 0
6. 53 to 61 F Low 0
7. 52 and below G Extremely Low 0
TOTAL N=30 100%

26
Table 6 Frequency distribution of leadership skills scores of Teacher Educators of Papum Pare District Arunachal Pradesh.

Class-intervals f x Fx fx2
121-130 1 1 1 1
111-120 16 0 0 0
101-110 5 -1 -5 5
91-100 5 -2 -10 20
81-90 3 -3 -9 27
N=30 ∑Fx=-23 ∑fx2=53

Computation of Mean=AM+ ΣFX2 × 1

N
=115.5+−23 x10
30
=115.5+−230
30
=115.5+-7.66
=115.5-7.66
M=107.84

ΣFX2
Computation of SD=√ − ΣFX2 x I
N N

= √53/30−(−23/30)2 X 10

= √7.76−(0.76) X10

= √7.76−0.57 X 10
= √7.19 X10

2.68 x 10
SD = 26.8

Interpretation: From the table-2, it has been found out that the majority of the
teacher educatorsin B.Ed. Teacher Training Colleges of Papumpare district was 67%
which come under ExtremelyHigh level in leadership skill test followed with 6.50%
high and 6.50% above average. Therefore,the formulated hypothesis “There will be
high levels of Leadership Skills exists among Teacher Educators of Papum Pare
District of Arunachal Pradesh gets accepted. Also, the computed mean score of
Teacher Educators of Papum Pare District of Arunachal Pradesh came out to be
107.84 and the leadership scale possesses minimum (1x26=26) marks and maximum

27
 marks (5x26=130) marks, therefore, [(26+130)/2 =78] marks. Again, the computed
mean score of 30 Teacher Educators was the 107.84 which is quite higher than the
mean score of the teachers’ leadership skill test, so it is interpreted that most of the
teacher Educators have extremely high levels of leadership skills in Papum Pare
District of Arunachal Pradesh.

Objective-2: To find out the significant difference in the Leadership Skills between
the Male and Female Teacher Educators of Papumpare District of Arunachal Pradesh.

Hypothesis-2: There is no significant difference in the Leadership Skills between

the Male and Female Teacher Educators of Papumpare District of Arunachal Pradesh.

Table 7 Frequency distribution of leadership skills scores of Male teacher educators of Papum Pare District Arunachal
Pradesh.

Class Intervals f x fx fx2

121-130 0 2 0 0
111-120 8 1 8 8
101+110 3 0 0 0
91-100 3 -1 -3 3
81-90 2 -2 -4 8
N=16 ∑fx= 1 ∑fx2=19

AM+=ΣFX × i
N

=105.5 + 1/16 x10

=105.5 + 10/16
=105.5 + 0.62
M =106.12
SD =√(ΣfX2)/N− (ΣFX2) /N x I
=10x √19/16 – ((1)2)/16

=10x = √1.18 –(0.06)2

=10x =√1.18 –0.0036
=10x = √1.17
=10x1.08
SD =10.8

28
Table 8 Frequency distribution of leadership skills scores of Female teacher educators of Papum Pare District Arunachal
Pradesh.

Class Intervals f x fx fx2

121-130 0 1 1 1
111-120 7 0 0 0
101+110 3 -1 -3 3
91-100 2 -2 -4 6
81-90 1 -3 -3 9
N=14 ∑fx= -9 ∑fx2=19

AM+=ΣFX × i
N
= 115.5 + -9/14 x 14
= 115.5 + -90/14
= 115.5 + (-6.42)
= 115.5 – 6.42
M=109.08
SD=√(ΣfX2)/N− (ΣFX2) /N x I
=10x √212/14 – (-9)2/14
=10x = √1.5 – (0.64)2
=10x=
√1.1
10x=√1.04
SD =10.4
Computation of t-value by using computed results of table 4.3 and 4.4
SED(σD) = √SD1/N + SD2/N
= √10.8/16 + 10.4/14
=√0.67+0.74
=√1.41
SED =1.18
t-test =(M1-M2)/ σd
=(10.8-10.4)/1.18
=0.4/1.18
=0.33
DEGREE OF FREEDOM (df) = N1+N2-2
=16+14-2=28 df
=28 df at 0.05 level =2.05

29
Table 9 Summery of computed means, SDs and t-value of Male and Female Teacher Educators of Papum Pare District
Arunachal Pradesh.

Group N Mean SD SED t- Critical t- Level of

value value Significance
Male Teacher 16 109.08 10.4 1.18 0.33 2.05 T<2.05
Educators Not significant
Female Teacher 14 106.12 10.8
Educators

Interpretation: From the above table 4.6, it is revealed that the computed t value came out to
be 0.33 which is quite lesser than the criterion t value (2.05) at 0.05 level of significance for
28df. Therefore, the computed t value (0.33) has been considered not significant and the
formulated null hypothesis “There is no significant difference in the Leadership Skills among
the Male and Female Teacher Educators of Papum Pare District of Arunachal Pradesh” gets
accepted. From this, it is clearly understood that there exists no significant difference between
male and female teacher educators towards the teacher leadership skill in Papum Pare district
of Arunachal Pradesh. Looking into the table it is clear that the Mean score of male teacher
educators was (M=109.08) is slightly higher than the Mean score of female teacher educators
(M=106.12). This means that the male teacher educators of Papum Pare district of Arunachal
Pradesh were better than the female teacher educators in having teachers’ leadership skills.
Objective-3: To find out the significant difference in the Leadership Skills between the APST
and Non-APST Teacher Educators of Papumpare District of Arunachal Pradesh.
Hypothesis-3: There is no significant difference in the Leadership Skills between the APST
and Non-APST Teacher Educators of Papum Pare District of Arunachal Pradesh.
Table 10 Frequency distribution of leadership skills scores of APST teacher educators of Papum Pare District Arunachal
Pradesh.

Class Intervals f x fx fx2

121-130 1 1 1 1
111-120 9 0 0 0
101+110 5 -1 -5 5
91-100 0 -2 -0 0
81-90 1 -3 -3 9
N=16 ∑fx= -7 ∑fx2=15

30
 AM+=ΣFX × i
N
=115.5 + (-7/16)x10
=115.5 + -70/16
=115.5+(-4.37)
=115.5-4.37
M =111.13
SD =√(ΣfX2)/N− (ΣFX2) /N x I
=10x√15/16 –(-7/16)2
=10x=√0.93-(-0.43)2
=10x=√0.93-0.18
=10x=√0.75
=10x0.86
SD =8.6
Table 11 Frequency distribution of leadership skills scores of non-APST teacher educators of Papum Pare District
Arunachal Pradesh.

Class Intervals f x fx fx2

121-130 0 3 0 0
111-120 7 2 14 28
101+110 0 1 0 0
91-100 5 0 0 0
81-90 2 -1 -2 2
N=14 ∑fx= 12 ∑fx2=30

AM+=ΣFX × i
N
=95.5 + (12/14)x10
=95.5 + 120/14
=95.5+8.57
M =104.07
SD=√(ΣfX2)/N− (ΣFX2) /N x I
=10x√30/14 –(12/14)2
=10x=√2.14-(0.85)2
=10x=√2.14-0.72
=10x=√1.42
=10x1.19
SD =11.9
Computation of t-value by using computed results of table 4.3 and 4.4
SED(σD) = √SD1/N + SD2/N
= √8.6/16 + 11.9/14

31
 =√0.53+0.85
=√1.38
SED =1.17
t-test =(M1-M2)/ σd
=(111.13-104.07)/1.17
=7.06/1.17
=6.03
DEGREE OF FREEDOM (df) = N1+N2-2
=16+14-2=28 df
=28 df at 0.05 level
=2.05
Table 12 Frequency distribution of leadership skills scores of non-APST teacher educators of Papum Pare District
Arunachal Pradesh.

Group N Mean SD SED t- Critical t- Level of

value value Significance
APST Teacher 16 111.13 8.6 1.17 6.03 2.05 T<2.05
Educators significant
Non-APST 14 104.07 11.9
Teacher
Educators

The above table no. 4.9 reveals that the computed’ t-value came out to be 6.03 which is greater
than the criteria t-value 2.05 at 0.05 level of significance for df 28. The mean difference is
significant at 0.05 level of significance. Therefore, the formulated hypothesis “There is no
significant difference in the Leadership Skills between the APST and Non-APST Teacher
Educators of Papum Pare District of Arunachal Pradesh” get rejected. From this it is understood
that there is a significant difference in Leadership skills level among the APST and Non-APST
Teacher Educators of Papum Pare District of Arunachal Pradesh. According to their respective
mean scores which have been shown in the above table no.4.9 the APST teacher educators
(M=111.13) perform quite better than Non-APST Teacher Educators (M= 104.07) because low
mean score indicates that Apst teacher educators are more comfortable and skilled than the
non-Apst teacher educators.
Objectives -4: To find out the significant difference in the Leadership Skills between the
Government and Private Teacher Educators of Papumpare District of Arunachal Pradesh.

32
Hypothesis-4: There is no significant difference in the Leadership Skills between the
Government and Private Teacher Educators of Papum Pare District of Arunachal Pradesh.
Table 13 Frequency distribution of leadership skills scores of Government teacher educators of Papum Pare District
Arunachal Pradesh.

Class Intervals f x fx fx2

121-130 0 1 0 0
111-120 7 0 0 0
101+110 2 -1 -2 2
91-100 2 -2 -4 8
81-90 0 -3 -0 0
N=11 ∑fx= -6 ∑fx2=10

AM+=ΣFX × i
N
=115.5 + (-6/11)x10
=115.5+ -60/11
=115.5-5.45
M =110.05
SD =√(ΣfX2)/N− (ΣFX2) /N x I
=10x√10/11 –(-6/11)2
=10x=√0.90-(-0.54)2
=10x=√0.90-0.29
=10x=√0.61
=10x0.78
SD =7.8
Table 14 Frequency distribution of leadership skills scores of Private teacher educators of Papum Pare District Arunachal
Pradesh.

Class Intervals f x fx fx2

121-130 0 1 0 0
111-120 10 0 0 0
101+110 3 -1 -3 3
91-100 3 -2 -6 12
81-90 3 -3 -9 27
N=19 ∑fx= -18 ∑fx2=42

AM+=ΣFX × i
N

33
 =115.5 + (-18/19)x10
=115.5+ -180/19
=115.5-9.47
M =106.05
SD =√(ΣfX2)/N− (ΣFX2) /N x I
=10x√42/19 –(-18/19)2
=10x=√2.21-(-0.94)2
=10x=√2.21-0.88
=10x=√1.33
=10x1.15
SD =11.5
Computation of t-value by using computed results of table 4.3 and 4.4
SED(σD) = √SD1/N + SD2/N
= √7.8/11 + 11.5/19
=√0.70+0.60
=√1.14
SED =1.17
t-test =(M1-M2)/ σd
=(110-106.5)/1.14
=4/1.14
=3.50
DEGREE OF FREEDOM (df) = N1+N2-2

=16+14-2=28 df
=28 df at 0.05 level
=2.05
Table 15 Summery of computed means, SDs and t-value of Government and Private Teacher Educators of Papum Pare
District Arunachal Pradesh.

Group N Mean SD SED t- Critical t- Level of

value value Significance
Govt Teacher 11 110.05 7.8 1.14 3.50 2.05 T<2.05
Educators significant
Private Teacher 19 106.05 11.5
Educators

34
The above table no. 4.12, it is revealed that the computed’ t-value came out to be 3.50 which is
greater than the criteria t-value 2.05 at 0.05 level of significance for df 28. This shows that the
mean difference is significant at 0.05 level of significance. Therefore, the formulated
hypothesis There is no significant difference in the Leadership Skills between the Government
and Private Teacher Educators of Papum Pare District of Arunachal Pradesh. get rejected. From
this it is understood that there is a significant difference in Leadership skills level among the
Government Teacher Educators and Private Teacher Educators of Papum Pare District of
Arunachal Pradesh. According to their respective mean scores which have been shown in the
above table no.4.9 the Govt Teacher Educators (M=110.05) perform quite better than Private
Teacher Educators (M= 106.05) because low mean score indicates that the government teacher
educators are more satisfied with their jobs and administrative responsibilities than that of
private teacher educators.

35
5. SUMMARY AND CONCLUSIONS
5.1. SUMMARY
Leadership is the process of action and operation, creativity and emotion of mind body, and
soul. leadership is the one who inspires for the fulfilment of the mind body’ nature and the
activities of the environment to a particular purpose in teaching, research, administration,
business, career, and life. He works for the(self/others) foundation of the mind body, natures
relationship, attachment separation and action. In this post you will learn what is leadership.
How leadership works. How to develop leadership skills. How we do it and our understanding
of it and how we teach leadership. there are already many definitions and explanation on
leadership. Teachers are hardly paid to exercise leadership. They are never paid enough.
Teachers’ leaders commonly report feeling trapped in the ‘’middle space’’ A. Lieberman & L.
Miller (2004) between the teachers whom they attempt to influence and represent and the
administrators who count on them to do work that they are, for various reason, unable to do
themselves-while being trusted fully by neither.
Teachers’ leadership may be especially challenging today. When so many of the urgent
‘’reforms’’ being visited upon college come with mandates that do not emphasize or reward-or
sometime, even tolerates-teachers exercise of initiative and autonomy, let alone leadership. The
editors of the most recent Occasional paper remark: Teachers’ leadership has to most proponent
of progressive, democratic education, an appealing historical ring to it. It defies, in some
measures the notion of college as hierarchies. It implies that everyone who works within
college organization has some responsibility for the welfare of the community as a whole.it
suggest a commitment to change for the better; progress in the interest of more roundly
educated students; and ultimately, a better society. There is a newer wave of instructional and
learning and support specialist and coaches and coordinators-and even specifically title
‘teachers’ leaders. But of even greater significance for our purpose here are the unofficial-and
often unacknowledged-acts of teaches who supported extend each other’s practice in a million
quite way; who press for the greater care of English language learners or dyslexic or bullied or
simply invisible students; or who advocate on committee or in principals’ offices or in the
hallways for fair treatment of their colleagues or overdue instructional reforms. They are very
good evergreen. Effective Leadership is widely accepted as being a key constituent in achieving
college improvement. The evidence from the international literature demonstrates that effective
leaders exercise an indirect but powerful influence on the effectiveness of the college an on the
achievement of students (leithwood et al, 1999). Whilst the quality of teaching strongly
influences levels of pupil motivation an achievement, it has been consistently argued that the
36
quality of leadership matters in determining the motivations of the teacher the quality of
teaching in the classroom (Fullan 2001; Segiovanni,2001). A preliminary glance at the
leadership research literature however reveals that it is largely premised upon individual
impetus rather than collective action an offers singular views of leadership predominantly
bound up with headship.
It is a great challenge of the today current orthodoxy of school organization to be seeks and
extend the current cessation debate about the distributed leadership. It offers a view of teachers’
leadership which is inclusive rather than limited to those with responsibility for specific change
agent roles. It focuses on learning-centred development work in which teachers act strategically
to improve the quality of teaching and learning. Successful management requires more than
just assigning tasks to the team. It calls for a leader who can inspire team members to achieve
their full potential. People want to be guided by a person they respect, someone who has clearly
sense of the direction. To be a that person, there are certain things have must be known and do.
And that’s what developing leadership skills is all about. It could be a real eye opener, and the
key to making changes to your leadership style. Take complete responsibility for how you are
heard. Always rephrase your message to make it sound positive. Effective communication is a
fine art. Integral part of developing leadership skills is to learn to respect your team’s
capabilities. A process where teachers go beyond their classroom responsibility and assume
informal roles within the school to influence and enhance instruction and learning for all
students. Learn more in: Teacher Leadership: supporting Special Educators Career
Development. Teachers who hold the professional identity as an educator who demonstrate
leadership within the classroom, school, community and beyond, either through formal or
informal roles. Learn more in. instructional Leadership: Whose Roles is it anyway? The
leadership displayed by a teacher leader in supporting a group of teachers towards a shared
goal. Learn more in. Micro-Credentialing Teacher Leadership: Coaching Digital Professional
Development. A process where teachers go beyond their classroom responsibilities and assume
informal and formal roles within the school to influence and enhance instruction and learning
for all students. Learn more in: A Vital Component in Enhancing inclusionary Practices in
Schools. A teacher who continues to teach students and also has influence extending beyond
their classrooms to others within their school and community. Learn more in: From Pixels to
Picture; A Framework for Mindful Teaching. A term is generally used at schools to refer to
teachers having leadership roles and additional professional responsibilities. This term is
closely related within shared leadership. Learn more in: Teacher Leadership as a Teacher
Career Path.
37
 5.2. TEACHERS LEADERSHIP
A process where teachers go beyond their classroom responsibility and assume informal roles
within the school to influence and enhance instruction and learning for all students. Learn more
in: Teacher Leadership: supporting Special Educators Career Development. Teachers who hold
the professional identity as an educator who demonstrate leadership within the classroom,
school, community and beyond, either through formal or informal roles. Learn more in.
instructional Leadership: Whose Roles is it anyway? The leadership displayed by a teacher
leader in supporting a group of teachers towards a shared goal. Learn more in. Micro-
Credentialing Teacher Leadership: Coaching Digital Professional Development. A process
where teachers go beyond their classroom responsibilities and assume informal and formal
roles within the school to influence and enhance instruction and learning for all students. Learn
more in: A Vital Component in Enhancing inclusionary Practices in Schools. A teacher who
continues to teach students and also has influence extending beyond their classrooms to others
within their school and community. Learn more in From Pixels to Picture A Framework for
Mindful Teaching. A term is generally used at schools to refer to teachers having leadership
roles and additional professional responsibilities. This term is closely related within shared
leadership. Learn more in Teacher Leadership as a Teacher Career Path.
A leadership style in which teachers simultaneously take on administrative roles outside of
their classroom. Learn more in: Student-Authored Case Studies: The case of an Educational
Leadership Course in Kazakhstan. A process involving teachers’ Leadership of development
work and knowledge-building, as well as teachers’ voice. It is also characterized by formal and
informal groupings and is seen as a key contribution to school improvement (e.g., the spreading
of good practice and effective pedagogy, teacher initiative) Via teachers’ empowerment. Learn
more in: Transformational Teacher Leadership: A Global Perspective. Teacher and
administrator’s ability to collaborate with colleagues, parents, and students in school related
projects at the school or district level. Also, Teachers’ habits in sharing their classroom results,
practices, and experiences within their community in various ways. Learn more in: A New
Understanding of our Confusion insights from a Year-long stem Fellowship Program.

5.3. LEADERSHIP STYLES

Leadership styles refer to the behavioral approach employed by leaders to influence, motivate,
and direct their followers. A leadership style determines how leaders implement plans and
strategies to accomplish given objectives while accounting for stakeholder expectations and
the wellbeing and soundness of their team. Leadership styles have been studied in various for
38
a to establish the appropriate or most effective leadership style that motivates and influences
others to accomplish set goals. The major tenet of effective leadership style is the degree to
which it builds follower trust.
Studies carried out indicate that followers who trust in their leader are more likely to follow
through with the leader’s instructions over and above the expected. In turn, they will
accomplish set goals while being allowed to speak freely to air their ideas and suggestions on
the direction of the projects at hand.
Common Leadership Styles Democratic Leadership
A democratic leadership style is where a leader makes decisions based on the input received
from team members. It is a collaborative and consultative leadership style where each team
member has an opportunity to contribute to the direction of ongoing projects. However, the
leader holds the final responsibility to make the decision. Democratic leadership is one of the
most popular and effective leadership styles because of its ability to provide lower-level
employees a voice making it equally important in the organization. It is a style that resembles
how decisions are made in company boardrooms. Democratic leadership can culminate in a
vote to make decisions.
Democratic leadership also involves delegation of authority to other people who determine
work assignments. It utilizes the skills and experiences of team members in carrying out tasks.
The democratic leadership style encourages creativity and engagement of team members,
which often leads to high job satisfaction and high productivity. However, establishing a
consensus among team members can be time- consuming and costly, especially in cases where
decisions need to be made swiftly.
1. Autocratic Leadership:
2. Laissez-Faire Leadership:
3. Transformational Leadership:
4. Transactional Leadership:
5. Bureaucratic Leadership:
6. Servant Leadership:

Other Leadership Styles

Coach-Style Leadership: Coach-style leadership involves identifying and nurturing

individual strengths and formulating strategies for the team to blend and work well together,
cohesively, and successfully.
39
Charismatic Leadership: Charismatic leadership employs charisma to motivate and inspire
followers. Leaders use eloquent communication skills to unite a team towards a shared vision.
However, due to the charismatic leaders’ overwhelming disposition, they can see themselves
as bigger than the team and lose track of the important tasks. Charismatic leadership employs
charisma to motivate and inspire followers. Leaders use eloquent communication skills to unite
a team towards a shared vision. However, due to the charismatic leaders’ overwhelming
disposition, they can see themselves as bigger than the team and lose track of the important
tasks.

Strategic Leadership
Strategic leadership leads the company’s main operations and coordinates its growth
opportunities. The leader can support multiple employee layers at the same time. No one
leadership style fits all organizations or situations. In addition, there is no one right way to lead,
and there may be a need to switch between different leadership styles. It is therefore important
to know all leadership styles and their pros and cons. The right leadership approach is often
determined by the following factors:
The type of organization, i.e., mature, or growth-oriented
The type of work involved, i.e., routine, or creative
The level of experience and skills of the team
The personality of the leader

A consideration of the above factors will likely determine the appropriate leadership style to
adopt or an appropriate combination of certain leadership styles.

5.4. RATIONAL OF STUDY

It is a great challenge of the today current orthodoxy of school organization to be seeks and
extend the current cessation debate about the distributed leadership. It offers a view of teachers’
leadership which is inclusive rather than limited to those with responsibility for specific change
agent roles. It focuses on learning-centered development work in which teachers act
strategically to improve the quality of teaching and learning. Successful management requires
more than just assigning tasks to the team. It calls for a leader who can inspire team members
to achieve their full potential. People want to be guided by a person they respect, someone who
has clearly sense of the direction. To be a that person, there are certain things have must be
known and do. And that’s what developing leadership skills is all about. It could be a real eye
opener, and the key to making changes to your leadership style. Take complete responsibility
for how you are heard. Always rephrase your message to make it sound positive. Effective

40
communication is a fine art. Integral part of developing leadership skills is to learn to respect
your team’s capabilities. You

become a better leader by involving more people in the leadership process. Wenner &
Campbell (2017) studied on teacher leadership and their impact; Cooper and Kristy (2016)
studied on teacher leadership as a reform strategy for authentic instruction improvement; Al-
Zboon(2016) studied on leadership and professional learning community of institution: Berg
& Zoellick (2019) studied on change teacher leadership development planning; Coggins &
McGovern (2014) studied on teacher leadership interest instructional management of five goals
of Teachers Leadership; Ovando &Martha (1994) have conducted a study on effect of teacher
leadership on teaching practice and satisfaction with dual roles; Anna & Malin (2017) studied
on achieving educational goals of teacher leadership and students self-efficacy on students
educational motivation; Jon Eckert (2016) studied on educational pat-finding new teacher
leadership roles; Cynthia L. Carver (2016) studied on academy leadership development
transformation learning critical preparation of teacher leadership; Crowther et al. (2009)
studied to help teacher and administrators work together to foster develop teacher leadership;
Ashely Watson (2014) Leadership Dimensions, Leadership Styles, School Climate, Teacher
Leaders, Techer Leadership, Transformational Leadership Theory, studied to examine impact
of school developing and under-develop countries and the teaching style of government &
private. Education in today’s world should not focus on acquiring high scores or degrees. It is
also about being able to apply acquired knowledge, abilities and skills in solving problems of
a real world. In this regard development of leadership skills such as integration of team
building, interpersonal communication skill, motivational skill and managerial skill should be
the primary concern.

Many researchers have conducted study on leadership skills among the teachers and teacher
educators, but very rare study has been conducted in Arunachal Pradesh in general and Papum
pare, district in particular. Taking this aspect into cognizance here the researcher has proposed
to make a sincere attempt to have a study on this area of leadership skill development.
Therefore, researcher intended to develop interest in this area to know the levels of leadership
skills among the teacher

educators whose primary duty is to build teachers for the nation. Considering the educational
backwardness and the nature of the problem of Arunachal Pradesh and Papumpare district in
particular, the investigator determined to carry out a study on the presence of leadership skills
among the teacher educators in relation to some specific variables which is envisaged in the
statement of the researcher problem.

5.5. OPERATIONAL DEFINATIONS OF THE TERMS USED

Leadership Skills: There are several key traits and skills sets that teachers in leadership
positions empathy, compassion, and motivation to learn and provide counsel can all encompass
the different skills teacher leaders possess. Here are several more essential skills that make
effective teachers in leadership roles:

41
• Listening skills

• Critical thinking skills

• Emotional intelligence

• Problem-solving skills
• Technical skills

• Teamwork skills

• Organizational skills

Teacher Educators: Teacher Educators refers here the teachers those who are serving as a
teacher in Teacher Training Colleges (B.Ed. Training Colleges).

5.6. OBJECTIVES OF THE STUDY

1. To Study the levels of Teacher Leadership Skills among the Teacher Educators of
Papum Pare District Arunachal Pradesh
2. To find out the significant difference in the Leadership Skills between the Male and
Female Teacher Educators of Papumpare District of Arunachal Pradesh.
3. To find out the significant difference in the Leadership Skills between the APST and
Non-APST Teacher Educators of Papumpare District of Arunachal Pradesh.

4. To find out the significant difference in the Leadership Skills between the Government
and Private Teacher Educators of Papumpare District of Arunachal Pradesh.

5.7. HYPOTHESIS OF THE STUDY

1. There is a high level of Leadership Skills exists among Teacher Educators of Papum
Pare district Arunachal Pradesh.
2. There is no significant difference in the Leadership Skills between the Male and Female
Teacher Educators of Papum Pare District of Arunachal Pradesh.
3. There is no significant difference in the Leadership Skills between the APST and Non-
APST Teacher Educators of Papum Pare District of Arunachal Pradesh.
4. There is no significant difference in the Leadership Skills between the Government and
Private Teacher Educators of Papum Pare District of Arunachal Pradesh.

42
 5.8. DELIMITATIONS OF THE STUDY
1 Geographical Area: This study was delimited at Papum Pare District of Arunachal
Pradesh only.

2 Levels of Education: based on the Leadership skills among the Government and Private
Teacher Educators of Papum Pare District of Arunachal Pradesh.

3 Types of Study: This study was not an ‘in-dept’ study. It was conducted on the surface
an attempt was made to know the subject’s Teachers Leadership skills among the Male and
female Teacher Educators of Papum Pare District of Arunachal Pradesh.

5.9. METHODOLOGY
This multi-site quantitative study examined the relationship between the extent of teacher
leadership of among the skills as perceived by teachers of four B. Ed college in Papum Pare
district of Arunachal Pradesh. Methodology is a general research strategy that outlines the ways
in which the research is to be carried out and identifies the methods that are to be used in it.
Methods define the means or modes of data collection or how the results of a data results are
to be calculated. It gives attention to the nature and kinds of processes to be followed in a
particular procedure to attain an objective. In the present study the researcher used Descriptive
cum Survey method for gathering information related to his study.

5.10. POPULATIION AND SAMPLE

The researcher has selected the teacher educators of teacher training colleges of Papum Pare
district of Arunachal Pradesh as the Population of the study. For the present study, the
researcher selected four B.Ed. Teacher Training Colleges including Government and Private
spread over the Papum Pare district. The source of the list of total colleges, number of teacher
educators collected from (State Directorate of Higher Education, Itanagar). The total number
of teacher educators in four B.Ed. teacher training Colleges are 61 as the population of the
study.
Table 16 Numbers of Selected Sampling of Teachers Educators Training Colleges of Papum Pare district of Arunachal
Pradesh.

Sl. No. Name of B.Ed College at Papum Number of Number of

Pare District, (A.P.) Teachers Teacher’s
Populations (Symbols)
1. Dipt. Of RGU 21 10
2. V.K.C.T.E. 12 6
3. H.C.T.E 14 7
4. Donyi Polo B.Ed College 14 7
5. Total No. 61 30(50%)

43
Again, out of total population of the study, the number of teacher-educators for the sample were
taken 30 (50%) from among the teacher training colleges selected through random stratified
sampling procedure.

5.11. TOOLS AND TECHNIQUES OF THE STUDY

Tools are considered important because the significance of the study depends on it. The
accuracy of data depends on the accuracy of the tools. For studying the attitude of the Teachers
Leadership Skills towards Teacher Educators. The investigator used attitude scale popularly
known as Likert 5-point scale developed by Dr. Sushma Talesara & Dr. Akhtar Bano. This scale
includes 26 items related to several dimensions on attitude towards Teacher’s Leadership Skills
test. The response was to be made in closed ended form.

5.12. MAJOR FINDINGS OF THE STUDY

Following are the main findings of the present study as per the data interpretation:
1. After interpretation of data its computed overall attitude mean score came out to be
107.84 and the awareness scale possesses minimum scores (1x26=26) marks and maximum
marks (5x26=130) marks, therefore, [(26+130)/2 = 78]marks. Again, the computed mean score
of 30 Teacher Educators as find to the 107.84 which is quite higher than the mean score of the
teachers’ leadership skill test, so it is interpreted that most of the teacher Educators have
extremely high levels of leadership skills in Papum Pare District of Arunachal Pradesh. The
Teacher Educators are getting enough time in training and specialization, and they find the
curriculum relevant to the present needs of the societies.
2. After interpretation of data, it is revealed that the computed t value came out to be
0.33 which quite lesser than the criterion t value (2.05) at 0.05 level of significance for 28df.
Therefore, the computed t value (0.33) has been considered not significant and the formulated
null hypothesis “There is no significance difference in the Leadership Skills among the Male
and Female Teacher Educators of Papum Pare District of Arunachal Pradesh” gets accepted.
From this, it is clearly understood that there exists no significant difference between male and
female teacher educators towards the teacher leadership skill in Papum Pare district of
Arunachal Pradesh. Looking into the table it is clear that the Mean score of male teacher
educators was (M=109.08) is quite higher than the Mean score of female teacher

educators (M=106.12). This means that the male teacher educators of Papum Pare district of
Arunachal Pradesh were better than the female teacher educators in teachers’ leadership skills.

44
3. The table no. 4.9 reveals that the computed’ t-value came out to be 6.03 which is greater
than the criteria t-value 2.05 at 0.05 level of significance for df 28. Therefore, the mean
difference is significant at 0.05 level of significance. Therefore, the formulated hypothesis
“There is no significance difference in the Leadership Skills among the APST and Non-APST
Teacher Educators of Papum Pare District of Arunachal Pradesh” get rejected. From this it is
understood that there is a significant difference in Leadership skills level among the APST and
Non- APST Teacher Educators of Papum Pare District of Arunachal Pradesh. According to their
respective mean scores which have been shown in the above table no.4.9 the APST teacher
educators (M=111.13) perform quite better than Non-APST Teacher Educators (M= 104.07)
because low mean score indicates that APST teacher educators are more comfortable and
skilled than the non-APST teacher educators.
4. After interpretation of data, it is revealed that the computed’ t-value came out to be
3.50 which is greater than the criteria t-value 2.05 at 0.05 level of significance for df 28.
Therefore, the mean difference is significant at 0.05 level of significance. Therefore, the
formulated hypothesis “There is no significance difference in the Leadership Skills among the
Government and Private Teacher Educators of Papum Pare District of Arunachal Pradesh” get
rejected. From this it is understood that there is a significant difference in Leadership skills
level among the Govt Teacher Educators and Private Teacher Educators of Papum Pare District
of Arunachal Pradesh. According to their respective mean scores which have been shown in
the above table no.4.9 the Govt Teacher Educators (M=110.05) perform quite better than
Private Teacher Educators (M= 106.05) because low mean score indicates that the government
teacher educators are more satisfied with their jobs and administrative responsibilities than that
of private teacher educators.

5.13. EDUCATIONAL IMPLICATIONS OF THE STUDY

The investigator has recommended some of the following Pertinent educational implications
in references to the awareness and attitude of Teachers Leadership Skills of Papum Pare district
of Arunachal Pradesh.
✓ The study is very much important and beneficial to policy makers educational planner,
Teachers, teachers Educators, & students, to increase the quality of education.
✓ The study attempted to focus on overall development of teachers & their Leadership
skills to bring quality in educational and teachers training institutions.
✓ The study also attempted to developed decision taking availability, taking responsibility
to enable the teachers and students to faces issues challenges in their life.

45
 ✓ The study also helps the teacher’s educators, teachers and students, to developed
competence responsibilities and their contribution towards own institution and the
society.

5.14. SUGGESTION FOR FURTHER STUDY

The investigation would like to put some suggestions for further study, and these are under:
1. The study covered the attitude of Teachers Educators of Papum Pare district of
Arunachal Pradesh only, but the investigator suggested that the similar kind of studies
can also be taken up in another district of Arunachal Pradesh.
2. As the study is confined to attitude of Teachers Educators of Papum Pare district
Arunachal Pradesh. The investigator further feels that the studies may be conducted by
taking the problems of Leadership Skills, Quality of teaching, curriculum and etc.
3. This is the study related to the attitude of Teachers Educators of Papum Pare district of
Arunachal Pradesh further the investigator suggests that the same kind of studies may
be taken up in the state of Arunachal Pradesh.
4. Further, there is scope to conduct researcher work related to the problems of Teachers
Educators of Education in the State of Arunachal Pradesh.
5. There is also scoped to conducted researcher to study the differences between
Government and Privates Teachers Educators of Papum Pare district of Arunachal
Pradesh.

5.15. CONCLUSION
The present study was carried out to the study attitude of Teachers Leadership Skills test of
Teacher Educators of Papum Pare district of Arunachal Pradesh. In total fourobjectives and four
null hypotheses were formulated to find out the target of the study. The researcher used
descriptive cum survey method of educational researcher to carry out the study successfully.
So far, the sampling procedure is concerned the investigator used stratified random sampling
for the collection of data. 30 thirty Teachers Educators of both Government and Privates
Teacher Training Colleges of Papum Pare district of Arunachal Pradesh was used for analyzing
the collected data. Thus, the present study signifies that there needs improvement in the
awareness and attitude Teachers Leadership Skills test of Papum Pare district of Arunachal
Pradesh.

46
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49
APPENDICES
ATTITUDE SCALE ON TEACHER’S LEADERSHIP SKILLS:
Personal Data Sheet (To be filled by the respondent)
1. Name of the Teachers………………………………………………………
2. Name of the institution …………………………………………………...
3. Gender (Male/Female) …………………………………………………….
4. Institutions (Govt/Private) ………………………………………………….
5. Category (APST/NON-APST) ……………………………….……………
INSTRUCTIONS
Read the following information and instruction carefully before you being to respond to
the statements given on the following pages 26 statements have been given. Each statement
has five alternatives, (i), (i), (iii), (iv), and (v) out of which only one alternative is correct.
You are to select the correct answer and write its serial alphabet (i), or (ii), or (iii), or (iv),
or (v) in the space provided for it.
Please try to answer to all the 26 statements.
Though there is no time limits, but you can conveniently attempt it in 40-50 minutes
times.
Be rest assured, your answers will be kept confidential.

SCORING SYSTEM
Attitude scale on Teacher’s Leadership Skills test
Table 17 Scoring System

Score Status Scoring System Alternative

5 marks for Best option i
4 marks for Good option ii
3 marks for Moderate option iii
2 marks for Poor option iv
1 marks for Very poor option v

50
 QUESTIONARIES

Q1. Because of the inept food served in the hostel, the students are boycotting
the hostel food, The principal’s reaction would be:
i. Placate the students and inspect the food yourself. 🗆
ii. Discuss the issue with mess-Superintendent and 🗆
students in a joint-meeting.
iii. Rebuke the Mess-Superintendent and warn them. 🗆
iv.If students don’t want to eat, be that as it may. They 🗆
will eat when hungry.
v. Take a leave of absence considering the ruckus in the campus. 🗆
Q2. Some teachers often come to school late. The principal reaction would be.
i. Politely and peacefully ask them to be punctual. 🗆
ii. Keep the staff-attendance register in your room. 🗆
iii. Ask explanation of the causes of delay. 🗆
iv. Strictly ask them to be punctual. 🗆
v. Say nothing. 🗆
Q3. A camp must be organized by your college; faculty members are opposing this.
The principal’s reaction would be:
i. Try to decipher the reason behind the resistance and eradicate it. 🗆
ii. Introduce the faculty with the objectives of the camp. 🗆
iii. Organize the camp at any rate. 🗆
iv. State those unwilling to attend camp may do so. 🗆
v. Rescind the camp. 🗆
Q4. Because of the absence of the teacher, students are wreaking havoc in the class. As
a principal your reaction would be:
i. Engage the students in some interesting activity. 🗆
ii. Affectionately explicate them to maintain the discipline. 🗆
iii. Stand quietly at the doorway of the class. 🗆
iv. Scold firmly. 🗆
v. Slap two-three students. 🗆

Q5. A faculty member seems troubled at your workplace. The principal reaction would be:
i. Unravel the reason behind their trouble and help solve it. 🗆
ii. Console in private. 🗆
iii. Ask some other faculty member to help him. 🗆
iv. Won’t discuss this matter. 🗆
v. Won’t pay attention, everyone has their own set of trouble. 🗆

51
Q6. In the interview for a specific post, a close-relative of the principals is also an
application. The principals have a dominance in the selection-panel, though other
applications are better. The principal’s reaction would be:
i. Reject the relative, will select only the deserving candidate. 🗆
ii. Take your name off the selection-panel. 🗆
iii. Offer the relative a job at someplace else. 🗆
iv. Create more posts for the relative. 🗆
v. Select the relative. 🗆
Q7. A faculty member needs projector/microphone for personal work. As the head of
the institute, the principal’s reaction would be:
i. Grant permission provided the faculty member gets 🗆
it repaired if it goes out of service.
ii. Grant permission without any prior condition. 🗆
iii. Grant permission provided they don’t tell anybody. 🗆
iv. Deny on behalf of rules and regulations. 🗆
v. Find some excuses and deny. 🗆

Q8. Some guests arrive at your home; they will stay for half-a-day. There’s no
provision for half-day leaves. The principal’s reaction would be:
i. Ask the guests to excuse you and leave for office on time. 🗆
ii. Take leave for the day. 🗆
iii. Inform office about arriving late. 🗆
iv. Without informing office of the delay, will go to office after 🗆
the guests leave.
v. Will sign the attendance roll the following day. 🗆
Q9. You receive complaints about the unpunctuality of a teacher or about the teacher’s
lack- luster attitude towards real teaching. The principal’s reaction would be:
i. Will check the status yourself. 🗆
ii. Ask the teacher to provide explanation. 🗆
iii. Ask the students about the true status. 🗆
iv. Ask for a writing explanation. 🗆
v. Will not interfere in the job of the teacher. 🗆
Q10. In order to awaken curiosity of the students, a teacher attempts some new
experimental teaching methods. As a result, along with curiosity, Zeal and activity, the
class gets clamorous. The principal’s reaction would be:
i. Will entertain the new style of teaching himself. 🗆
ii. Will not interfere in the on-goings of the class. 🗆
iii. Will oversee the on-goings of the class from outside. 🗆
iv. Ask the teacher to control the boisterous atmosphere of the class. 🗆
v. Will go inside the class and ask the students to stay quiet. 🗆

52
Q11. You have been provided with a vehicle for office-work. For some personal work,
you must go to the airport. Generally, the Principal’s reaction would be:
i. Will take his private vehicle. 🗆
ii. Fill the fuel tank of the office-allotted vehicle and take it. 🗆
iii. Use private vehicle but take office driver. 🗆
iv. Use a cab and bill it to the office. 🗆
v. Use the office-vehicle. 🗆

Q12. You are writing a book for personal means, For the writing work, you use the
paper:
i. Will not do personal writing work at office. 🗆
ii. Use one-side papers of office-work. 🗆
iii. Use papers from office and pay them. 🗆
iv. Use office papers. 🗆
v. Use papers of office and get it type in office. 🗆
Q13. If some employee is unable to complete the given task on deadline, the principal’s
reaction would be:
i. Showing trust in their abilities give more chance. 🗆
ii. Ask the reason behind his inability to complete their work. 🗆
iii. Will not give them any important task in future. 🗆
iv. Fire them. 🗆
v. Will not continue in job further. 🗆
Q14. You must take some important decision of your institution; the principal’s reaction
would be:
i. Will take everybody’s opinions and hold the final decision himself. 🗆
ii. Will take the decision as per the majority suggestion of the members. 🗆
iii. Unitedly with the help of senior faculty members. 🗆
iv. Take the important decisions himself. 🗆
v. Will take the decision himself and get it implemented strictly. 🗆
Q15. If some faculty members do not greet the principal’s, the principal’s reaction
would be:
i. Will greet himself. 🗆
ii. Will not pay much attention of this. 🗆
iii. Will point this out to them. 🗆
iv. Ignore the faculty member. 🗆
v. Will not prioritize them in career building opportunities. 🗆
Q16. If the principal’s needs to prepare some project, the method will be:
i. Explain the project in vivid detail and then connect the
interested members with the project. 🗆

53
 ii. Will equally distribute the work in all the members,
providing directions. 🗆
iii. Hive the project to senior members. 🗆
iv. Take advice of all the members and them plan the project himself. 🗆
v. Prepare the entire project himself. 🗆
Q17. A good member of your team has landed a job somewhere else. The principal’s
reaction would be:
i. Increase the salary and try to make the employee stay. 🗆
ii. Respectfully organize a farewell. 🗆
iii. Let them go. 🗆
iv. Let them go and deduct from salary. 🗆
v. Will write against employee to the new institution they 🗆
have landed the job at.

Q18. A member is working half-heartedly for some time, as a principal your reaction
would be:
i. Will try to find reasons in private and motivate them. 🗆
ii. Will warm them to work seriously. 🗆
iii. Not everyone is exceptional at work, will ignore. 🗆
iv. Will ask them to work seriously in front of everyone in the meeting. 🗆
v. Will ask for a written explanation. 🗆
Q19. If one of your team members has met with an accident and is on leave, as a
principal’s your reaction would be:
i. Will got meet him at his residence. 🗆
ii. Will ask of his well-being over phone. 🗆
iii. Will text them to feel better. 🗆
iv. Will ask of their health once they resume their job. 🗆
v. Will give no reaction. 🗆
Q20. If the workload is more but less workers to execute the work, what will you do:
i. Will pay overtime to the current staff and get the work done. 🗆
ii. Will get work done according to the priority, will get the rest
of the work done later. 🗆
iii. Will motivate the current staff and get all the work done. 🗆
iv. Will hire some workers on contract. 🗆
v. Will not get the entire work done. 🗆
Q21. If the principal’s is getting work for which he/she dose not expert, what should
he/she do:
i. Provide expertise to team. 🗆
ii. Will appoint expert. 🗆

54
 iii. Will take help of outside experts. 🗆
iv. Whatever the work is, it will be done by team only. 🗆
v. Will not accept that project/work. 🗆
Q22. If the institution has been rewarded for excellent work how will the principal
react:
i. He will congratulate the co-workers. 🗆
ii. He will congratulate the higher officials only. 🗆
iii. He will do nothing, as it is part of routine work. 🗆
iv. He will take self-credit for good leadership. 🗆
v. He will be gland and immediately inform the officers. 🗆
Q23. If the project fails, how will the principal react:
i. Will take the failure as a challenge and take on a new project. 🗆
ii. Will take the blame of failure on himself. 🗆
iii. Will find out the reasons for the failure. 🗆
iv. Will get miffed on the workers for not working seriously. 🗆
v. Will not take on new projects in future. 🗆
Q24. All the aims of the institution fulfilled satisfactorily, principal:
i. Will set new goals with the team. 🗆
ii. He will himself set new goals. 🗆
iii. Will continue these goals. 🗆
iv. By taking up new goals, they will not take additional stress. 🗆
v. Will be satisfied from what they have achieved. 🗆
Q25. If any staff members dose not perform his/her work in a proper way, how will
principal react:
i. Ask some faculty member to help him. 🗆
ii. Will ask him to do it again. 🗆
iii. Ask him to do it in front of Principal. 🗆
iv. Will get angry. 🗆
v. Will not allow him to take the responsibility in future. 🗆
Q26. If the cultural Programme of the institution is not up to the level who will be
responsible:
i. The principal. 🗆
ii. Programme coordinator. 🗆
iii. Programme arrangement core team. 🗆
iv. Himself and staff. 🗆
v. Programmes presenters. 🗆

55
PROFORMA
School of Education
IGNOU, Maidan Garhi, New Delhi-110068

PROFORMA FOR APPROVAL OF M.A. (EDUCATION)

DISSERTATION PROPOSAL

Note: i) Please ensure that all entries of the proforma are correctly filled-in.
ii) The filled-in proforma along with the dissertation proposal should be submitted to
the concerned Regional Director for approval.
(To be filled in by the student)
Enrolment No.: 2006959193
Study Centre: Rajiv Gandhi University (0311P)
Regional Centre: IGNOU, Itanagar (03)
Dissertation Proposal No………………. E-mail: tumpisora070299@gmail.com
(for office use only)
Telephone No: 8794422498

1. Name and Address of the Student
2. Title of the Dissertation
3. Name and Address of the Guide
: MS. TUMPI SORA, Itanagar, Papum Pare,
Arunachal Pradesh 791111.
: “A study on leadership skill among the teacher
educators of Papum Pare district, Arunachal
Pradesh”.
: MS Liza Mihin, Assistant Professor,
Department of Education, Rajiv Gandhi
University, Doimukh, Papum Pare, Arunachal
Pradesh.

____________________ __________________
Signature of the Student Signature of the Guide
Date: Date:
For office use only

-------------------------------------------------------
Approved Not Approved Signature, Designation, Stamp of the Dissertation
Proposal Evaluator
(If not approved, please give suggestion for
reformulating the proposal in the enclosed sheet) Date: ………………………

Signature of the Regional Director

Date and Stamp

56
Suggestions for Reformulating the Dissertation Proposal:

57