11 - Chapter 2

CHAPTER V
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CHAPTER V
SUMMARY.CONCLUSIONS AND RECOMMENDATIONS
5.1 SUMMARY:
The present study entitled A Comparative Study of the Teachers
Trained Through Four-year Integrated Course and One-year Course

in Secondary Teacher Education in respect of Teacher Competency
and Teaching Effectiveness was undertaken to obtain a comparative
profile of the teaching competence and the teaching effectiveness of the
teachers trained through the integrated model and traditional one-year
model of teacher education from Shivaji University, Kolhapur.
The entire study is divided into five chapters. The opening
introductory chapter is devoted to the present position of teacher
education and emergence of different models of teacher education. In
this same chapter need and importance, objectives, hypotheses, scope and
limitations of the study have also been explained.
OBJECTIVES :
The objectives of the study are as follows :

1) To study the structure and function of the four-year integrated
B.A.B.Ed. course and the one-year B.Ed. course in relation to
Professional Educational Component.

2) To compare the teaching competence of the teachers trained
through four-year integrated B.A.B.Ed. course and one-year
B.Ed. course.
3) To compare the teaching effectiveness of the teachers trained
361

B.Ed. course.
4) To compare teaching competence of the teachers trained
through
four-year integrated B.A.B.Ed. course and one-year B.Ed.
course in respect of male and female teachers.
5) To compare teaching effectiveness of the teachers trained
through
course in respect of male and female teachers.

through
course in respect of experienced and inexperienced teachers.
through

course in respect of experienced and inexperienced teachers.
through
course in respect of rural and urban teachers.
B.Ed. course in respect of rural and urban teachers.
362
HYPOTHESES :
The hypotheses of the present study are as follows. They are

stated in the Null form .
1) There is no significant difference in the teaching competence
of the teachers trained through four-year integrated B.A.B.Ed.
course and one-year B.Ed. course.
2) There is no significant difference in the teaching effectiveness
of the teachers trained through four-year integrated B.A.B.Ed.
of the male teachers trained through four-year integrated
B.A.B.Ed. course and one-year B.Ed. course.
4) There is in significant difference in the teaching effectiveness
of the male teachers trained through four-year integrated
of the female teachers trained through four-year integrated
B.A.B.Ed. course and one year B.Ed. course.
of the female teachers trained through four-year integrated
7) There is not significant difference in the teaching competence
of the male and female teachers trained through four-year
integrated B.A.B.Ed. course.
of the male and female teachers trained through four-year
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of the male and female teachers trained through one-year

B.Ed. course.
of the male and female teachers trained through one-year
B.Ed. course.
of the inexperienced and experienced teachers of one-year
B.Ed. course.
of the inexperienced and experienced teachers of four-year
of the inexperienced teachers of both the courses.
of the experienced teachers of both the courses.
of the inexperienced and experienced teachers trained through
four-year integrated B.A.B.Ed. course.
of the inexperienced and experienced teachers trained through
one-year B.Ed. course.
of the inexperienced teachers of both the courses.
of the experienced teachers trained through both the courses.
of the rural and urban teachers trained through one-year B.Ed.
course.
364
of the rural and urban teachers trained through one-year B.Ed.
course.
of the rural and urban teachers trained through four-year
of the rural and urban teachers trained through four-year
of the urban teachers trained through four-year integrated
of the rural teachers trained through four-year integrated
of the urban teachers trained through four-year integrated
of the rural teachers trained through four-year integrated
The third chapter presents the methodology used in the present

research work. It also discusses the tools used to gather data, sample
365
selected for the study and the procedure of the collection of data.
RESEARCH TOOLS USED :
To test hypotheses or to seek answers to questions, one must have a

valid, reliable instrument for collecting the data. The following tools
have been used by the investigator to collect necessary data for the
present study.
1) ‘General Teaching Competency Scale’ (GTCS) by Passi and
Lalita (1979) is used to investigate the teaching competencies of
the two groups of teacher i.e. four-year integrated B.A.B.Ed.
2) Teacher Effectiveness Scale (TES) by Promod Kumar and D.N.
Mutha (1985) is used to investigate the teaching effectiveness of
the two groups of the teachers i.e. four-year integrate B.A.B.Ed.
course and one-year course.
3) The structure and pattern of the two courses, i.e. four-year
integrated B.A.B.Ed. course and one-year B.Ed. course, is
studied from the respective syllabi for purpose of comparison in
terms of duration, functioning, practicals etc.
4) Questionnaire related to syllabi of both the courses
(Professional Education Component) is used to investigate the
comparative efficacy of the courses.
5) Interview schedule is used for the head-masters for their

reactions towards the teacher competence and teaching effectiveness of
the teachers trained through four-year integrated B.A.B.Ed. course and
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The investigator has used two standardized tools in the present

investigation. They are GTCS by Passi and Lalita and TES by Promod
Kumar and D.N. Mutha.
Questionnaire related to syllabi of both the courses has been

prepared by the investigator himself. After finalizing the questionnaire it
was administered to 800 teachers, 400 teachers from four-year integrated
B.A.B.Ed. course and 400 teachers from one-year B.Ed. course. The
interview schedule was also prepared by the investigator himself.
SAMPLE :
Purposive sampling method has been used to select sample in

this investigation. As the four-year integrated colleges affiliated to
Shivaji University, Kolhapur are situated only in Kolhapur district, the
maximum number of teachers having four-year integrated B.A.B.Ed.
degree is concentrated in this same district. The distribution of 400
teachers having four-year integrated B.A.B.Ed. degree, district wise is
shown in the following table.
Sr. No. District No. of %

Teachers
1) Kolhapur 343 85.75
2) Sangli 05 1.25
3) Sindhudurag 27 6.75
4) Ratnagiri 20 5.00
5) Solapur 05 1.25
Total 400 100
The distribution of 400 teachers having one-year B.Ed. degree

district wise is shown in the following table :
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Sr. No. District No. of %

Teachers
1) Kolhapur 231 57.75
2) Sangli 31 7.75
3) Sindhudurag 135 33.75
4) Ratnagiri 03 0.75
Total 400 100
The sample comprises the rural as well as urban teachers having
both the degrees. The distribution having four-year integrated B.A.B.Ed.
degree according t rural and urban teachers is as shown in the following
table.
Sr. No. Number of Teachers Total

Rural Urban
1) 359 41 400
Percentage 89.75 10.25 100
The distribution of the teachers having one-year B.Ed. Degree
according to rural and urban teachers is as shown in the following table.
Sr. No. Number of Teachers Total

Rural Urban
1) 294 106 400
Percentage 73.50 26.50 100
The sample also comprises the male as well as female teachers
from both the degrees. The distribution of the teachers having four-year
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integrated B.A.B.Ed. degree and the teachers having one-year B.Ed.
degree according to male and female teachers is as shown in the
following table.
Sr. Degree No. of Teachers Total %

No.
Male % Female %
1) Four-year 366 91.50 34 8.50 400 100
integrated
B.A.B.Ed.
2) One-year 320 80.00 80 20.00 400 100
B.Ed.
Total : 686 85.75 114 14.25 800 100
The sample also comprises experienced as well as inexperienced

teachers. The distribution of the teachers having four-year integrated
B.A.B.Ed. degree and one-year B.Ed. degree according to the
experienced and inexperienced teachers is as shown in the following
table.
Sr. Degree No. of Teachers Tota %

No. 1
Experience % Inexperience %
d d
1) Four-year 307 76.75 93 23.25 400 10
integrated 0
B.A.B.Ed
2) One-year 333 83.25 67 16.75 400 10

B.Ed. 0
Total : 640 80.00 160 20.00 800 10
0
In case of distribution between the rural and urban teachers, the

369
teachers working at Taluka and district places have been thought of as

urban teachers and the teachers working at villages have been thought of
as rural teachers.
In case of distinction between the experienced and inexperienced

teachers, the teachers having experience more than five years have been
thought of as experienced teachers and those having experience less than
five years have been thought of as inexperienced teachers.
The fourth chapter is regarding the presentation and analysis

of data. This chapter is divided into four sections.
Section I deals with the presentation of data gathered through the
two standardized tools i.e. General Teaching Competency Scale and
Teaching Effectiveness Scale.

Section II interprets the data gathered through the questionnaire
used for the teachers related to the syllabi of both the courses.
Section III presents the data gathered through the interview
schedule used for the headmasters regarding the teaching competency and
teaching effectiveness.
Section IV discusses the comparative excellence regarding the
syllabi of both the courses.

The conclusions emerging from the study are presented in the last
chapter.
370
CONCLUSIONS:
Conclusions have been divided in to four sections, in the

Section I the findings through standardized tools i.e. General Teaching
Competency Scale and Teaching Effective Scale are mentioned. As the
study seeks to find out the comparative excellence between the teachers
trained through four-year B.A.B.Ed. course and one-year B.Ed. course
regarding the teaching competence and teaching effectiveness, it is aimed
in that direction in this section. The null hypotheses have been formulated
regarding these scales to test the comparative superiority of the teachers.
These hypotheses have been tested on the basis of data gathered through
these two scales.
Section II reveals the findings through the questionnaire given to
the teachers of both the courses regarding the syllabi of theses courses.
The study was planned with a view to find out comparative efficacy of
they syllabus from these two courses. The items selected for this
questionnaire were related with the syllabi of four-year integrated course
and one-year B.Ed. course respectively. There were 60 items in the
questionnaire. After collecting the responses from the teachers of both the
courses the researcher analysed these items to draw the conclusions out
of it and they are presented in this section.

371
Section III is related with the findings through interview
schedule used for the headmasters. 100 headmasters were interviewed
and after analysing their responses the conclusions have been drawn out
in this section.
Section IV is about the study of the syllabi to find out relative
excellence between the two courses i.e. four-year B.A.B.Ed. course and
one-year B.Ed. course. The observations have been mentioned in this
section.
SECTION I
52 HYPOTHESES AND FINDINGS :
1) Hypothesis No. 1 is rejected at 0.01 level. So we can say that there is
significant difference in the teaching competence of the teachers
trained through four-year integrated B.A.B.Ed. course and one-year
B.Ed. course.
2) Hypothesis No. 2 is rejected at 0.05 level. So it can be said that there
is significant difference in the teaching effectiveness of teachers
trained through four- year integrated B.A.B.Ed. course and one-year
B.Ed. course.
3) Hypothesis No. 3 is rejected at 0.01 level. It shows that there is
significant difference in the teaching competence of the male teachers
B.Ed. course.
4) Hypothesis No. 4 is rejected at 0.01 level. It indicates that there is
significant difference in the teaching effectiveness of the male teachers
B.Ed. course.
5) Hypothesis No. 5 is rejected 0.01 level. It points out that there is
significant difference in the teaching competence of female teachers
B.Ed. course.
6) Hypothesis No. 6 is accepted. It means that there is no significant
difference between the teaching effectiveness of the female teachers
B.Ed. course.
7) Hypothesis No. 7 is accepted. So we can say that there is no significant
difference in teaching competence of the male and female teachers of
four-year integrated B.A.B.Ed. course.

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difference in the teaching effectiveness of the male and female
teachers of four-year integrated B.A.B.Ed. course.
difference in the teaching competence of the male and female teachers
of one-year B.Ed. course.
10) Hypothesis No. 10 is accepted. So it can be said that there is no
significant difference in the teaching effectiveness of the male and
female teachers of one-year B.Ed. course.
difference in the teaching effectiveness of inexperienced and
experienced teachers of one-year B.Ed. course.
12) Hypothesis No, 12 is rejected at 0.01 level. So we can say that
there is significant difference in the teaching effectiveness of the
inexperienced and experienced teachers of the four-year integrated
B.A.B.Ed. course.
13) • Hypothesis No. 13 is accepted. It means that there is no significant
difference in the teaching effectiveness of the inexperienced teachers
of both the courses.

374
difference in the teaching effectiveness of the experienced teachers of
both courses.
15) Hypothesis No. 15 is rejected at 0.01 level. So we can say that
there is significant difference in the teaching competence of
inexperienced and experienced teachers trained through four-year
difference in the teaching competence of the inexperienced and
experienced teachers trained through one-year B.Ed. course.
17) Hypothesis No. 17 is rejected at 0.01 level. It means that there is
significant difference in the teaching competence of the inexperienced
teachers of both the courses.
18) Hypothesis No. 18 is rejected at 0.01 level. It indicates that there is
significant difference in the teaching competence of the experienced
teachers trained through both the courses.

075
difference in the teaching competence of the rural and urban teachers
trained through one-year B.Ed. course.
20) Hypothesis No. 20 is accepted. It shows that there is no significant
difference in the teaching effectiveness of the rural and urban teachers
trained through one-year B.Ed. course.
21) Hypothesis No. 21 is accepted. It can be said that there is no
significant difference in the teaching competence of the rural and
urban teachers trained through four-year integrated B.A.B.Ed. course.
22) Hypothesis No. 22 is accepted. It suggests that there is no
significant difference in the teaching effectiveness of the rural and the
urban teachers trained through four-year integrated B.A.B.Ed. course.
23) Hypothesis No. 23 is rejected at 0.01 level. It shows there is
significant difference in the teaching competence of the urban teachers
B.Ed. course.
24) Hypothesis No. 24 is rejected at 0.01 level. So we can say that
there is significant difference in the teaching competence of the rural

376
teachers trained through four-year integrated B.A.B.Ed. and one-year
B.Ed. course.
25) Hypothesis No. 25 is rejected at 0.05 level. It shows that there is
significant difference in the teaching effectiveness of the urban
teachers trained through four-year integrated B.A.B.Ed. course and
26) Hypothesis No. 26 is rejected 0.05 level. It indicates that there is
significant difference in the teaching effectiveness of the rural teachers
B.Ed. course.
Through these findings we can conclude that the teachers
trained through four-year integrated B.A.B.Ed. course are more competent
and more effective in teaching than the teachers trained through one-year
B.Ed. course. This is also true with male and female, inexperienced and
experienced and rural and urban teachers having four-year integrated
B.A.B.Ed. course.
We do not find significant difference in the male and female,
inexperienced and experienced and rural and urban teachers of the same
course. It is true with both the courses.

in
SECTION II
53 FINDINGS REGARDING THE QUESTIONNAIRE
RELATING THE SYLLABI :
When the analysis and interpretation was done of the data
collected through the questionnaire regarding the syllabi of both the
courses the investigator arrived at the following conclusions :
1) As the duration of the course four-year integrated B.A.B.Ed. course is
of four years the student teachers get more time to practice the
practicals.
2) Co-curricular activities are almost the same mentioned by the teachers
of both the courses. And the teachers are of the view that they help
them to become a good teacher.
3) For the practice of micro teaching skills the student teachers from four-
year integrated course get more time than the students teachers from
one-year B.Ed. course. Therefore inclusion of more skills is possible
with this course.
4) The practicals related to the general knowledge enrichment and subject
knowledge enrichment have not been included in the one-year B.ed.
syllabus. But these practicals have been included in the four-year
integrated B.A.B.Ed. syllabus.

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5) The number of practice lessons i.e. 30, is same in both the courses.
But the student teachers from one-year B.Ed. course complete them in
one academic year and the student teachers from four-year integrated
course complete them in three academic years i.e. from second year to
fourth year. Therefore these student teachers get more time, they also
get sufficient time for receiving guidance and so they are more
satisfied with the output of the practice lessons. In four year integrated
college 25 teachers can be availed for the guidance of the practice
lessons. So the teachers of that particular subject can be made
available for the guidance.
6) Most of the teachers trained through four-year integrated B.A.B.Ed.
course think that the practice lessons helped them in becoming able
teacher.
7) As the four-year integrated course is one of the wings of Arts and
commerce college the better library facilities can be provided to the
student teachers of this course. So these teachers are more happy with
the library facilities provided to them in the course time than the
teachers trained through one-year B.Ed. course.
8) The subject content-cum-methodology has been included in the
syllabus of four-year integrated B.A.B.Ed. course at theory and

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practical level since 1990. Regarding one-year B.Ed. course it was
included only at practical level. Only in 2001 this subject was
included at theory and practical level in the syllabus of
one-year B.Ed. course. The four-year B.A.B.Ed. course has accepted
new concepts in the field of education without delay.
9) Weekly school and block teaching are different concepts. Most of the
teachers from one-year course do not have acquaintance with the
concept ‘Block teaching’. This concept was included in the syllabus
of four-year integrated B.A.B.Ed. course.
10) The concept of simulated teaching was included in the syllabus of one-
year B.Ed. only in 2001. But this concept was included in the syllabus
of four-year integrated B.A.B.Ed. course in 1990. Still these colleges
are implementing this concept. And so the teachers trained through
this course are more emphatic for its usefulness for practice lessons.
1 l)The practical, ‘action research’ has not been included in the syllabus of
one-year B.Ed. course. This practical is included in the syllabus of
four-year integrated B.A.B.Ed. course which gives training in research
activities to the student teachers.

380
12)The practicals, ‘subject teacher association’ and ‘parent teacher
association’ have been included in the four-year B.A.B.Ed. syllabus.
But they have not been included in the syllabus of one-year B.Ed.
course.
13) The practical social service is included in syllabus of both the courses.
In the syllabus of one-year course the social service at the community
level has been included. In the syllabus of four-year integrated course
the practical, social service has been included at two levels one at
institution level and second at community level. It has been
introduced in the practicum components at second year and fourth-year
B.A.B.Ed.
As the student teachers from four-year integrated B.A.B.Ed.
course get more time, the co-curricular and extra-curricular activities are
found more with them. At the same time the activities regarding the study
circle and discussion group are also found more with these teachers.
These activities are helpful for the student teachers to become a good
teachers.
The audio-visual section and psychological laboratory facilities
are found more with four-year integrated B.A.B.Ed. colleges.

381
The number of psychological experiments are found more with
the student teachers of four-year integrated B.A.B.Ed. course.
It seems through these points that the practicum component of
the four-year integrated course in far more superior than that of one-year
B.Ed. course.
SECTION III
5.4 FINDINGS REGARDING THE INTERVIEW SCHEDULE:
The interview schedule was used for the headmasters relating to
the points of teaching competence and teaching effectiveness. The
summary of the findings is as below :
5.4.1 Teaching Competency :
1) Recent graduates having four-year integrated B.A.B.Ed. degree are
better than the old four-year integrated B.A.B.Ed. teachers as well as
one-year B.Ed. teachers.
2) Comparative percentage regarding the presentation is higher with the
four-year integrated B.A.B.Ed. teachers than the one-year B.Ed.
teachers.
3) In closure and assignment more percentage is found among the four-
year integrated B.A.B.Ed. teachers than the one-year B.Ed. teachers.

382
4) The four-year integrated B.A.B.Ed. teachers are more superior in the
evaluation procedures than the one-year B.Ed. teachers.
5) The teachers from both the courses are equally good or poor in the
managerial skills.
5.4.2 Teaching Effectiveness :
1) More headmasters are of the view that four-year integrated B.A.B.Ed.
teachers have got more mastery over their subjects.
2) The percentage regarding the general knowledge is found higher with
the teachers having four-year integrated B.A.B.Ed. degree than the
teachers having one-year B.Ed. degree.
3) Due to different healthy practices the teachers trained through four-
year integrated course maintain better relations with the students than
the teachers having one-year B.Ed. degree.
4) As the teachers having four-year integrated B.A.B.Ed. degree have
chosen this field as their liking, they are more devoted towards the
profession than the teachers having one-year B.Ed. degree.
5) The percentage regarding the participation in day today work is found
higher with the teachers trained through four-year integrated
B.A.B.Ed. course.
6) The teachers from both the courses are equally confident.

383
7) According to the headmasters almost all the teachers maintain good
relations with the institution.
8) According to the headmasters the senior teachers keep themselves
aloof from the junior teachers. So the groups according to the
seniority are formed among the teachers.
9) As the four-year integrated B.A.B.Ed. teachers get moe opportunities
during their course time for participating and arranging the activities,
they are found more energetic and enthusiastic in co-curricular
activities.
10) More percentage is found among the teachers having four year
integrated B.A.B.Ed. degree regarding the use of teaching aids
consciously in the teaching.
11) Regarding the creativity, responsibility, insight and adjustment
capacity the teachers trained through four-year integrated B.A.B.Ed.
degree are more superior than the teachers trained through one-year
B.Ed. course.
12) More percentage is found with the teachers having one-year B.Ed.
degree regarding the content knowledge.

384
13) Regarding the expression the more teachers having four-year
integrated B.A.B.Ed. degree are more superior than the teachers
having one-year B.Ed. degree.
14) According to the head masters all the teachers use black board
maximumly.
15) Necessary supervision is done by all the teachers.
16) The headmasters think that remedial teaching is not possible in the
given time table in the school time.
17) Type of training does not affect the personality of the teachers.
18) All the teachers are well disciplined as well as they help the
headmasters to maintain the discipline in the school.
More than 50% headmasters are not ready to give the
weightage for getting teaching competency and teaching effectiveness to
the type of training the teachers have.

385
SECTION IV
5.5 SUMMARY OF THE FINDINGS REGARDING THE STUDY
OF SYLLABI OF BOTH THE COURSES :
1) The strength of the students admitted to the course is same at the entry
point.
2) The duration of the courses are different i.e. one-year and four-year.
3) The staff pattern is also different. For one-year B.Ed. course generally
10 teachers are appointed for the intake of 80 students. And for four-
year integrated B.A.B.Ed. course 25 teachers are appointed as per the
criteria laid down by the university i.e. 20 periods for 1 teacher.
4) In one-year B.Ed. course the students get admission after their
graduation and in the four-year B.A.B.Ed. the students get admission
after passing the XII standard.
5) After passing, one-year B.Ed. students get B.Ed. degree, four-year
integrated B.A.B.Ed. students get B.A. and B.Ed. degrees at the end of
fourth-year as B.A.B.Ed. (Integrated) degree. The equivalence is
sought with these two degrees.
6) The marks regarding the professional theory component are the same
with both the courses.

386
7) Regarding professional practicum component the marks allotted are
different. For one-year 550 marks are allotted and for four-year
integrated B.A.B.Ed. course 800 marks are allotted for practicum
component. More weightage is given to the practicum component in
the fourth-year integrated B.A.B.Ed. course.
8) The hours used for the completion of the practicum component are
also different. In case of one-year B.Ed. course 660 hours are
suggested to complete the practicum component in one academic year
and in case of four-year integrated B.A.B.Ed. course 4250 hours have
been allotted to complete the practicum component within the span of
four years. This time is 6 times more than that of the one-year B.Ed.
course. The maximum exposure is provided regarding the practicum

T.OLV
component in the fourjntegrated B.A.B.Ed. course.
9) In the span of one-year the student teachers of one-year B.Ed. course
study the six papers under professional education component
(Practical) for 550 marks
In the span of four-years the student teachers from four-year
integrated B.A.B.Ed. course study all the papers prescribed by
the university for the degree course under general education

387
component, six papers under professional education component
(Theory) and the practicum component under professional
education component (Practical) for 800 marks in an integrated
way.
10)In one-year B.Ed. course, in the practicum component, the more stress
is given on the practicals related to six theory papers and the practice
teaching. Total 12 items have been included in the practicum
component of the one-year B.Ed. course.
In four-year B.A.B.Ed. course, in the practicum component
practicals related to the theory papers have not been included.
The stress is given on the five teacher related tasks. They are
1) Personality Development Programme (PDP), 2) Content
Enrichment Programme (CEP), 3) Teaching competency
programme (TCP), 4) Social Interaction Programme (SIP), and
5) Teacher allied Tasks Training (TATT). For the execution of
every practical the sufficient time allotment is done. The
workload is allotted for every practical in the syllabus. Total 38
practicals have been included in the practicum component of

388
this course under the above mentioned five heads in the span of
four-years.
All round development of the teachers personality has been
thought of while preparing a plan of these practical. It is a more
comprehensive plan of the practicals for teacher preparation than that of
the one-year B.Ed. course.
5.6 RECOMMENDATIONS OF THE STUDY :
After having review of the study it is thought necessary to put
forth some recommendations to improve the present teacher education
system in Maharashtra.
1) Duration :
Almost all the committees regarding the teacher education have
raised the point of duration in their documents. They think that the one-
year duration of the present secondary teacher education model is not
sufficient for the preparation of a good teacher. It is quite necessary to
increase the duration of the present model of one-year B.Ed. or to
experiment four-year integrated model for the preparation of a good

389
secondary teacher. The duration of one-year is not sufficient for the
practice of all the practicals included in the syllabus.
2) Integration of Content and Methodology :
In the present one-year model of teacher education the student
teachers study the content separately up to their graduation and
methodology separately in the teacher education course. Content and
methodology can not be fused together properly in such a way. That is
why the integration of the content and methodology is quite necessary in
teacher education courses. Such an integration is possible only with
integrated model of teacher education. So for better teacher preparation
these type of teacher education courses are to be started.
3) Funds :
The experiments regarding the four-year integrated teacher
education courses have been stopped on the account of the expenditure.
The expenditure is more on these courses than that of the one-year B.Ed.
courses. So the Governments always prefer the economy model of
one-year teacher preparation. Good education is not possible without
good teachers and so the expenditure on the teacher preparation courses is

390
to be thought as the investment for the betterment of the education in
India. So the necessary funds are to be made available for starting these
types of teacher education courses.
4) Teacher Tasks :
It is seen in the syllabus of one-year B.Ed. that the more stress is
given on the practicals regarding the theory papers and practice teaching.
Teaching is not the only task of the teachers. It is necessary to fix the
teacher tasks and as per these tasks the practicum component is to be
finalized. The balance is to be maintained among various tasks and it
should be reflected in the syllabus.
5) Rigorous Implementation of the Practicum Component :
As the teacher education course is practical oriented course the
more attention is to be given towards this component. More time is to be
given for the execution of the practicals included in the syllabus.
6) Upgradation of the Courses :
It is necessary to up grade the courses as per the necessities of
the society. For the sake of this the experts from the field of education are
391
to be motivated. The review committees are to be appointed to take
review and to restructure the courses if and when necessary.
7) Regular Evaluation of the Courses :
It is also necessary to evaluate the teacher education courses
periodically by the experts in the field. Overall inspection of these
courses is to be done by these experts regularly. The necessary
suggestions for improvement are to be made by these experts and the
follow up is to be taken regularly.

392
5.7 SUGGESTIONS FOR FURTHER RESEARCH :
The researcher suggests to undertake the research in the

following areas :
1) Comparative efficacy of different models of teacher education.
2) Study of the implementation of different teacher tasks in the schools.
3) Comparative study of the integrated model of Shivaji University with

the integrated model of RCE (Regional College of Education)
4) Comparative study of the teachers trained through integrated and
traditional methods in terms of role performance, attitude towards
teaching and other variables.
5) Correlation between the teaching competence and teaching
effectiveness.
6) Comparative study of the teacher education institutes regarding the
physical facilities, self financing capacity etc.
7) Comparative study of the aided and non aided teacher education
institutions and their impact on the product.
8) A study of the execution of the practical work in the teacher education
institutes.
9) Correlation between the scholastic excellence and the teaching

effectiveness.
10) Impact of different practicals on the teaching competence.

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CHAPTER V

SUMMARY.CONCLUSIONS AND RECOMMENDATIONS

The present study entitled A Comparative Study of the Teachers

Trained Through Four-year Integrated Course and One-year Course

The objectives of the study are as follows :

Professional Educational Component.

through four-year integrated B.A.B.Ed. course and one-year

6) To compare teaching competence of the teachers trained

four-year integrated B.A.B.Ed. course and one-year B.Ed.

8) To compare teaching competence of the teachers trained

The hypotheses of the present study are as follows. They are

of the male and female teachers trained through one-year

of the experienced teachers trained through both the courses.

19) There is no significant difference in the teaching competence

of the rural and urban teachers trained through one-year B.Ed.

20) There is no significant difference in the teaching effectiveness

of the rural and urban teachers trained through one-year B.Ed.

21) There is no significant difference in the teaching competence

of the rural and urban teachers trained through four-year

integrated B.A.B.Ed. course.

22) There is no significant difference in the teaching effectiveness

of the rural and urban teachers trained through four-year

integrated B.A.B.Ed. course.

23) There is no significant difference in the teaching competence

of the urban teachers trained through four-year integrated

B.A.B.Ed. course and one-year B.Ed. course.

24) There is no significant difference in the teaching competence

of the rural teachers trained through four-year integrated

B.A.B.Ed. course and one-year B.Ed. course.

25) There is no significant difference in the teaching effectiveness

of the urban teachers trained through four-year integrated

B.A.B.Ed. course and one-year B.Ed. course.

26) There is no significant difference in the teaching effectiveness

of the rural teachers trained through four-year integrated

B.A.B.Ed. course and one-year B.Ed. course.

The third chapter presents the methodology used in the present

RESEARCH TOOLS USED :

To test hypotheses or to seek answers to questions, one must have a

5) Interview schedule is used for the head-masters for their

The investigator has used two standardized tools in the present

Questionnaire related to syllabi of both the courses has been

Purposive sampling method has been used to select sample in

Sr. No. District No. of %

The distribution of 400 teachers having one-year B.Ed. degree

Sr. No. District No. of %

The sample comprises the rural as well as urban teachers having

both the degrees. The distribution having four-year integrated B.A.B.Ed.

degree according t rural and urban teachers is as shown in the following

Sr. No. Number of Teachers Total

The distribution of the teachers having one-year B.Ed. Degree

according to rural and urban teachers is as shown in the following table.

Sr. No. Number of Teachers Total

The sample also comprises the male as well as female teachers

integrated B.A.B.Ed. degree and the teachers having one-year B.Ed.

degree according to male and female teachers is as shown in the

Sr. Degree No. of Teachers Total %

The sample also comprises experienced as well as inexperienced

Sr. Degree No. of Teachers Tota %

2) One-year 333 83.25 67 16.75 400 10

In case of distribution between the rural and urban teachers, the

teachers working at Taluka and district places have been thought of as

In case of distinction between the experienced and inexperienced

The fourth chapter is regarding the presentation and analysis