A SURVEY OF THE GUIDANCE NEEDS OF THE UNTRAINED SCHOOL TEACHERS UNDERTAKING B.ED. PROGRAM AT GOVERNMENT COLLEGE OF EDUCATION, MUMBAI
DrParalikarUrmilaABSTRACT
ThisstudywasundertakenwiththesolepurposeoffindingoutwhethertheuntrainedbutexperiencedprimaryandsecondaryschoolteachersworkinginMumbai district,undertakingthePrograminEducationasacompulsoryfulfillmentoftheirqualificationsasrequiredbythestate,feeltheneedofguidanceandcounselling.It wasassumedthatmaybeonaccountoftheiractualteachingexperiencetheschoolteachersmaynotfeeltheneedtoseekguidance,training,counsellingonvarious aspectsrelatedtostudents,teachers,parents,curricularandotheralliedactivities.Itwashoweverfoundthatthealthoughtheuntrainedschoolteachersdidnotfeelthe needforguidanceaspressing,urgentbutdidfeeltheneedforit.Resultsobtainedhavedemonstratedthattherewerestatisticallyhighsignificantdifferencesbetween maleandfemalerespondentswhenselectingcertainoptions(highlyneeded)onthemuchneededcontinuumandnotsosignificantdifferenceswhenchoosingoptions thatfellonthenot-neededcontinuum.Overall,thesample,howsoevervariablydidaccepttheneedofgettingguidanceon65issueslistedintheinventory
KEYWORDS:Guidance,domains,highlytrue,mostlytrue,quitetrue,nottrue.
INTRODUCTION:
Guidance and counselling are the teachers’fundamental duties.All teaching is but guidance and counselling. The Secondary Education Commission, India (1948)hasstatedinitsreportthatGuidanceinvolvesthedifficultartofhelping boysandgirlstoplantheirownfuturewiselyinthefulllightofallthefactorsthat canbemasteredaboutthemselvesandabouttheworldinwhichtheyaretolive andwork.ArthurJ.Jonesdefinesguidanceasthepersonalhelpthatisgivenby onepersontoanotherindevelopinglifegoals,inmakingadjustmentandinsolvingproblems,thatconfronthimintheattainmentofgoals.Thefunctioningofthe schoolandtheroleofschoolteachersshallbenowseeninthelightofthesedefinitions.
TheeducationsysteminIndiaallowsforrecruitingofteachersattheschoollevel atalllevelsviz.primary,secondary,andhighersecondarywithoutpossessingthe required training qualification that is B.Ed. With this background and holding onlythesubjectknowledgeastheirsolequalification,byvirtueofbeinggraduatesorpostgraduatesthenovice,beginnerteachersstarttheirprofessionaljourney Sincetheyaresansanykindoftraining,theylearnonthejob,eachdayofferingthemnewexperience-goodorunpleasant.Asaconsequence,theymaynotbe competentenoughtogive100%justicetothetaskundertaken.Therebeingahost ofactivities,tasks,functionsinaliveschoolbuzzingwithrawhumanresources, itcallsforteachersfullytrainedtohandlemyriadsofproblemsandissuescomingupeveryday Intheabsenceofsuchtraining,teachersmightendupfailingin theirdutiesandcausingmoreharmthanbenefit.
Theinvestigatorthereforewantedtofindouthowmuchtheschoolteachersare aware of the need of guidance, and how strongly they feel about seeking guidanceasapartoftheirprofessionalupgrading.
Significanceofstudy:Itisawell-knownsaying-theteacherteachesJohnLatin. TheteacherknowsLatin,theteacherknowsJohn.Theteacheroughttopossessa multitude of competencies in order to deal with Johns in everyday situations emerging in the schools.The teacher must know himself first- his weaknesses, strengths, threats etc. before dealing with the Johns. Therefore for handling Johnsandthemselves,besidesholdingateachertrainer’sdegreetolicensethem toteachatschools,theymustbearmedwithotherhighlyessentialskillsthatare notdealtwith,norinculcatedthroughtheB.ED.programsesp.inthetwo-year CBCS semester programs. Teaching competence is incomplete without Guidance&Counsellingskills.Unlesstheschoolteacheristrainedandknowledgeableintheseareas,hewouldnotsucceedtohandlethestudents.
Reviewofrelatedliterature:JohnSedofia,StephenandEric,performedastudy onthe‘Guidanceneedsofteachertraineesinselectedcollegesofeducationinthe Volta region Ghana’, used a 27 item questionnaire on 401 second year teacher traineesusingfocusedgroupandsemistructureinterviews.Itwasrecommended thatcollegecounsellorstoundertakeregularneedsassessmentsoftraineesand design guidance programs based on such needs (https://www.eajournals.org/ journals/british-journal-of-education-bje/vol-6-issue-7-july-2018/guidanceneeds-of-teacher-trainees-in-selected-colleges-of-education-in-the-voltaregion-ghana/).Therewere6alliedresearchfound,butonlythemostrelevantis beingcitedhere.
ResearchDesign:Thisisqualitativeresearch,acohortstudy(asparticipantsare drawn from a group of individuals with similar characteristics) attempting to summarize,categorizeandinterpretthedatatoproposesolutions.
THEOBJECTIVEOFRESEARCH: Objective 1: to find out the differences in the guidance requirements of the schoolteachershavingminimumfiveyearsofteachingexperienceandundergoingTeacherTrainingfortheacademicyear2021-22attheGovernmentCollege ofEducation,Mumbai.
HYPOTHESIS:
Followingnullhypotheseswereformulatedtowardsthisobjective.
HO1:Beingfunctioningschoolteachers,therespondentsdonotfeeltheneedfor seekingguidanceinanyarea.
HO2:thereisnosignificantdifferenceintheneedsforguidancefeltbytheschool teachers.
Populationandsample: Thisbeingadescriptive/surveytypeofinvestigation,outofatotalof377BMC schools,atotalof39BMCschools(districtofMumbai,offeringeitherprimary or both primary and secondary school education), whose teachers presented themselves to undertake teacher training at Government College of Education, Mumbai,wheretheinvestigatorwasworking,wereselectedusingconvenience sampling. These 39 schools also had teachers who had done their B.ED. and hencetheywerenotincludedinthestudy Furtherstratifiedsamplingwithinthe sample chosen was done, to create gender strata among the teachers of these schools.Therewereatotalof17femalesand22malesinthegroup.
MATERIALSANDMETHOD:
Tool:
Astandardizedinventorycomprisingof65items,eachbasedonacertainareafor guidancewasemployed.Allthe65statementswerepositiveandaffirmativeonly asking the respondent to choose any one option from the given five. The responsesforeachoptionwerecountedandsoweretheresponsesforthetwogenders-malesandfemalesforallthe65items.
Statisticaltreatment:
The raw data obtained was then analyzed using- means, standard deviation, ttest,&p-valuetofindoutthesignificanceofthedifferencesandtestthehypotheses.
Tool
administration:
Theteacherswereorientedaboutthepurposeoftheresearchandexplainedthe wholeinventoryinface-tofacemodeduringoneoftheclassroomsessionsand then administered the tool through a google form (https://docs.google.com/ forms/d/1DUjZCubN0MREf1PyybQbV22qIeZZmVcV4LsDyJolDoc/edit#responses)toacceleratetheanalysisofresponsesandwereexplainedthemanner ofattemptingtheinventory,wereassuredabouttheconfidentialityofdata.
DATAOBTAINEDANDDATAANALYSIS:
Table1:RawDataofresponsesobtained
Noofresponses bymales
Noofresponsesby Females Totalnoof responses
Highlytrue 383 159 542
Mostlytrue 220 146 366
Quitetrue 320 309 629
Leasttrue 296 53 359 Nottrue 180 180 360
Gender N Avg. Std Devn.
Table2:Statisticaltreatmentof
Fig.1:GraphicalrepresentationofRawdata
data
Df MeansM-F @95%ConfidenceLevelThis Difference TTestValue StdError OfDiff 2TailedP Value Intr. OfDiff.
1.ForchoosingHIGHLYtrueforallquestionsbybothmalesandfemales
M 17 6.01 2.31 37 3.27
F 22 2.74 1.26
Fm. 2.00to4.53 5.24 0.62 <0.0001 Extremely Significant
2.ForchoosingLEASTtrueforallquestionsbybothmalesandfemales
M 17 4.74 2.54 37 3.738 Fm 1.69to5.78 3.70 1.01 =.0007 Extremely Significant
F 22 1.13 3.43
3.ForchoosingMOSTLYtrueforallquestionsbybothmales&females
M 17 3.59 1.78 37 1.138 Fm. -0.00to2.2 2.02 0.56 Equals =0.050 NotQuite Significant F 22 2.54 1.68
4.ForchoosingNOTtrueforallquestionsbybothmales&females
M 17 2.98 1.99 37 -0.08
F 22 3.06 1.81
Fm -1.33to1.17 0.12 0.61 Equals 0.89 NotSignificant
5.ForchoosingQUITEtrueforallquestionsbybothmalesandfemales
M 17 5.10 1.73 37 0.017
RESULTSANDDISCUSSION:
From -0.85to1.19 0.33 0.50
Equals 0.73 NotQuite Significant F 22 5.015 1.34
From the data given above one sees that all the 65 questions were answered, yieldingtheresultsabove.Allthe65statementswerepositiveaffirmativestatements seeking the need og guidance. The respondents chose their ideas from amongstfiveoptionsabouttheneedofguidancein65variousareas.
Objective 1: to find out the differences in the guidance requirements of the schoolteachershavingminimumfiveyearsofteachingexperienceandundergoingTeacherTraining.
HO1:Beingfunctioningschoolteachers,therespondentsdonotfeeltheneedfor seekingguidanceinanyarea.
HO2:thereisnosignificantdifferenceintheneedsforguidancefeltbytheschool teachers.
Observations:
a. Itisobservedthatallthe39adultschoolteachers,differstatisticallysignificantly genderwise when choosing the extreme viz. Highly true [where highlytrueindicatesamosturgentandcriticalneedofseekingguidancein alltheareas]Eventherawscoresdisplaythisattribute.
b. Same applies in the choice of the option Least true. where Least true indicatesthelowestneedforseekingguidanceneedinalltheareasgiven,asall the 39 adult schoolteachers differ statistically significantly genderwise, meanstheydonothaveamiddlegroundontheirviews.Eventherawscores displaythisattribute
c. Itisalsoobservedthatallthe39adultteachersdofeelaseriousneedofseek-
ing guidance in the areas suggested when choosing Mostly true and Quite trueasitmaybeseenthatthatdonotdifferstatisticallysignificantlyw.r.t. gender
d. The sample also seems to have a common sense of not feeling the need of seeking guidance when they chose the option-Not true for questions; here againitmaybeseenthatthatdonotdiffersignificantlygender-wise.
e. Maximum number of raw responses have been given to the option-Quite true
Sincenoneoftherespondentschose–nottrue-optionalonegoestosaythatthey areinneedofguidance.Alsothereareseensignificantdifferencesintheguidance needs of the school teachers not only wrt different areas but also with respect to gender, therefore both the hypotheses stand rejected, and objective Oneisachieved.
CONCLUSIONS:
ThiswasasurveyattemptingtoidentifythelevelofawarenessofneedofguidanceamongsttheuntrainedschoolteachersofBMCschoolsinMumbaiundergoingB..ED.atthecollegewhereresearcherworks.Theschoolteachersparticipatinginthissurveyhaveveryclearlydemonstratedthattheyareawareoftheneed totaketraininginguidancealthoughtheymaynothavebeenawareofthevarious areasofguidanceandthedetailsofit.
1. TheYCMOUDistancelearning(2021-22)firstyearbatchof39School teachers possessing a minimum of 5 years of teaching experience do needguidanceinmanyareas.
2. Therespondentsdodifferintheirneedsofseekingguidanceinvarious 65areas.
3. Allthe17femaleteachersdiffersignificantlyintheirneedsofseeking guidanceinallthe65areas.
4. Allthe22maleteachersdifferintheirneedsofseekingguidanceinthe 65guidanceareasbuttheydofeeltheneedofguidance.
5. Allthe39schoolteachersdofeelonlyamoderateneedofseekingguidanceintheareaslistedbyvirtueoftheirteachingexperience
WEBREFERENCES:
I. https://portal.mcgm.gov.in/irj/portal/anonymous/qlBMCScl123
II. https://www psychologydiscussion net/notes/psychology-notes/educationalpsychology-psychology-notes/guidance-in-school-need-principle-and-typeseducation/2653
III. https://wwweajournals org/journals/british-journal-of-education-bje/vol-6-issue-7july-2018/guidance-needs-of-teacher-trainees-in-selected-colleges-of-education-inthe-volta-region-ghana/
IV https://www.sciencedirect.com/science/article/pii/S1877042810017623