International Indexed & Referred Research Journal, April, 2012. ISSN- 0974-2832, RNI-RAJBIL 2009/29954; VoL.

IV * ISSUE-39

Research Paper - Education

Effectiveness of Secondary School Teachers and Their Intelligence

* Dr. Satish A. Hiremath
* Principal, Sri Kottureshwar College of Education, Bellary (Karnataka) The dictionary of education defined teacher efficiency as the degree of success of a teacher in performing instructional and other duties specified in the contract and demanded by the nature of the position. This is not a complete definition of Teacher effectiveness. This requires a criterion. Effectiveness as an attribute is not inherent in teaching but is imposed upon it from outside. To establish an ultimate criterion of Teacher Effectiveness it should be based on the goals of education. Obviously, a teacher is effective only so far as one facilitates the achievement of these goals. In the recent times the Teacher effectiveness is determined in terms of pupils growth outcomes since behaviour of pupil is equal to function of teacher behaviour. With the advent of the 1930's Teacher effectiveness became a subject of considerable interest to a new group of education al researchers. These people looked at teacher training traits, behaviors, attitudes, values, abilities, sex weight, voice, quality etc. Intelligence Educative ability is the ability to forge new insights, the ability to perceive and the ability to identify relationships. Since perception is primarily a conceptual process, the essential feature of educative ability is the ability to generated new, largely nonverbal, concepts which make it possible to think clearly. A person's maximum capacity for clear thinking has been found to vary with health and to improve with practice less than the speed of accurate intellectual work. For anthropological, genetic and clinical studies, an untimed "capacity" test is therefore more useful tan a test in which a person I working against time. For vocational guidance and occupational selection, on the other hand, a "speed" of "efficiency" test is sometimes more appropriate. For the former, therefore, the SPM untimed is the more useful. For the latter and especially for the guidance or selection people wishing to pursue higher technical courses of training, the Advance Progressive Matrices (APM) is provides finer discriminations. It is also more useful for the study or mental fatigue and its effects upon quick, accurate judgment. Need and importance Issues and methods associated with teacher evaluation depend upon the stage of professional development attained by the teachers to be evaluated. Graduates of preservice teacher education programmes seeking certification or licensing would not fairly have the same standards applied to them as would experience teachers seeking promotion to senior teacher positions. Clearly the assessment of preservice teachers would need to considered separately from the assessment of novice, in service teachers, who would need to be considered separately from experienced teachers seeking career awards, promotion or merit pay. Studies have been conducted to analyze and determine the special qualities of successful teachers. Although the studies have revealed different finding, there are certain basic qualities which are common to most of the successful or effective teachers. These qualities are to be imbibed by all the teachers, if they are being effective teachers. The dimension of effective teaching normally includes; human relations dimension, instruction dimension and evaluation dimension. Those teachers who are good on these dimension can become good professionals in their filed. Teachers with commitment, interest and love for teaching can be more effective in their profession. Research Design The present study is description survey method. It was meant for finding out the relationship between (a) Effectiveness of secondary school teachers and (b) their intelligence. Statement of the Problem "Effectiveness of Secondary School Teachers and their Intelligence". Objectives of the Study The present study is undertaken with the following objectives : To find out the correlation between Teacher effectiveness and its dimensions and intelligence of Secondary school teachers. Hypotheses of the Study Hypothesis : There is no significant relationship between Teacher effectiveness with intelligence and its dimensions of teachers of Secondary schools. Population and Sample The population of the study consists of the teacher those who were working in the Secondary schools of Bellary District. April , 2012

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International Indexed & Referred Research Journal, April, 2012. ISSN- 0974-2832, RNI-RAJBIL 2009/29954; VoL. IV * ISSUE-39

Tools Used for collection of Data years of teaching experience in Secondary schools. 1. Students Ratings of Teaching Effectiveness by Findings of the Study Deshpande 2001. 1. The increase in Intelligence increases the Teacher 2. Standard Progressive Matrics by Raven 1992. effectiveness of teachers of Secondary schools. Data Analysis Table-1: Results of Correlation coefficient between Teacher Effectiveness with Intelligence of Teachers of Secondary Schools Variable Teacher effectiveness of Total teachers Correlation t-value p-value Sign. coefficient (r) Intelligence 0.8049 27.0566 <0.05 S The above Table shows that: The relationship between Teacher effective- 1. The increase in Intelligence increases the teacher ness and Intelligence of teachers of Secondary schools effectiveness of teachers with 1-10 years of teaching was found to be positive and significant (r=0.8049, experience in Secondary schools. The increase in Intelligence increases the p<0.05) at 0.05% level of significance. Hence, the null 2. hypothesis is rejected and alternative hypothesis is teacher effectiveness of teachers with 11 and more accepted. It means that the increase in Intelligence years of teaching experience in Secondary schools. increases the Teacher effectiveness of teachers of Discussion and Conclusion This analysis reviews a wide range of empiriSecondary schools. Table-2: Results of Correlation Coefficient between Teacher Effectiveness with Intelligence of 1-10 years of Teaching experience of Teachers of Secondary Schools Variable Teacher effectiveness of 1-10 years of teaching experience of teachers of Secondary schools Correlation coefficient (r) t-value p-value Sign. Intelligence 0.8186 22.9826 <0.05 S The above Table shows that: cal studies that examine the impact of intelligence and The relationship between Teacher effective- teacher effectiveness in order to draw conclusions ness and Intelligence of 1-10 years of teaching experi- about the extent to which these characteristics are in ence of teachers of Secondary schools was found to be fact, linked with teacher performance. Greater clarity on positive and significant (r=0.8186, p<0.05) at 0.05% the empirical evidence can inform the wisdom of curlevel of significance. Hence, the null hypothesis is rent practice, guide state efforts as they struggle with rejected and alternative hypothesis is accepted. It means no child left behind compliance regarding teacher qualthat the increase in Intelligence increases the teacher ity and provide direction for future teacher policy deeffectiveness of teachers with 1-10 years of teaching cisions. It is important to note that many personal experience in Secondary schools. Table-3: Results of Correlation Coefficient between Teacher Effectiveness with Intelligence of Teachers with 11 and More Years of Teaching Experience in Secondary Schools Variable Teacher effectiveness of 11 and More Years of Teaching Experience years of teaching experience of teachers of Secondary schools Correlation coefficient (r) t-value p-value Sign. Intelligence 0.7687 14.0177 <0.05 S The above table shows that : characteristics important for a good teacher are less measured in the studies reviewed. The focus is on The relationship between Teacher effective- aspects of teacher background that can be translated ness and Intelligence with 11 and more years of teach- into educational recommendations and incorporated ing experience of teachers of Secondary schools was into teaching practice. found to be positive and significant (r=0.0.7687, p<0.05) It is notable that findings for these characterat 0.05% level of significance. Hence, the null hypoth- istics influence teachers at the Secondary school level esis is rejected and alternative hypothesis is accepted. and that the body of research on the subject of teacher It means that the increase in Intelligence increases the effectiveness suggests that the context of teaching teacher effectiveness of teachers with 11 and more matters.
SHODH, SAMIKSHA AUR MULYANKAN

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|Implications of the Study The present study highlights the following recommendations based on findings are as follows: 1. To become effective teachers they should spend more time working with small groups throughout the day. 2. Effective teachers use systematic feedback with students about their performance in a very positive manner. 3. Effectiveness of teachers planning which is an important component of attitude towards teaching profession provide a variety of opportunities for students

to apply and use knowledge and skills in different learning situations. 4. Teachers who have higher rates of communication with students are viewed as more effective which is an important component of intelligence. 5. As Study highlights that higher the intelligence, higher the teacher effectiveness. Teachers should have adequate time to enhance new learning through professional development which keeps them abreast of current issues in education helps them implement innovating and refines their practice.

R E F E R E N C E
1. Andrew, M. D. (2005) Verbal Ability and Teacher Effectiveness. Hampshire: Journal of Teacher Education, 56, 4, Pp. 34. 2.Annamalai, A. R. (2000) Attitude of Teacher Towards Teaching. Experiments in Education, XXVIII (4), Pp. 69-70. 3.Aburecht, J. D. (1978) Teacher Effectiveness: Self Determined Change. Ohio: American Journal of Physics. 46, 4, Pp. 324-328. 4.Medley, D. M. (1982) Teacher Competency Testing and the Teacher Educator. Charlottesville, VA: Association of Teacher Educators and the Bureau of Educational Research, University of Virginia.

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