Job Satisfaction of Teacher Educators in Different Types of B.Ed. Colleges in West Bengal

Barman, Pranab; Bhattacharyya, Dibyendu

doi:10.9790/0837-2202028099

Cited by 8 publications

(9 citation statements)

References 11 publications

(7 reference statements)

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“…(a) classroom management (CM), (b) content and pedagogical skills, (c) facilitative classroom environment (FCE) and (d) student teacher relationship (STR). These findings are consistent with those of previous studies (Akram & Zepeda, 2015;Awofala, 2012;Barman et al, 2015;Calaguas, 2012;Catano & Harvey, 2011;Darling-Hammond et al, 2013;Faleye & Awopeju, 2012;Lowman & Mathie, 1993;Marsh & Dunkin, 1992;Mittal & Gera, 2013;Moreno-Murcia, Torregrosa, & Pedreño, 2015;Patrick & Smart, 1998;Ramsden, 1991;Shevlin et al, 2000). Finally selected 32 items were proved to be reliable source of teacher evaluation.…”

Section: Discussionsupporting

confidence: 91%

“…There is no census on factor structure of this construct. Some of them proved teaching effectiveness to be uni-dimensional (Altaf, Kamal, & Hassan, 2013;Silva et al, 2017) whereas others believe it to be multi-dimensional such as 10 dimensions (Barman et al, 2015), 9 (Catano & Harvey, 2011;Marsh & Dunkin, 1992), 7 (Awofala, 2012;Ramsden, 1991), 5 ( Akram & Zepeda, 2015;Darling-Hammond et al, 2013;Faleye & Awopeju, 2012), 4 (Calaguas, 2012), 3 (Brown & Atkins, 1993;Moreno-Murcia, Torregrosa, & Pedreño, 2015;Patrick & Smart, 1998), and 2 ( Lowman & Mathie, 1993;Mittal & Gera, 2013;Shevlin, Banyard, Davies, & Griffiths, 2000).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Purpose of education can never be achieved without teachers, who hold central position in education process (Rao & Kumar, 2004). As they are known to be backbone of the education process, therefore, effectiveness of education system largely depends on effectiveness of its teachers (Barman, Bhattacharyya, & Barman, 2015). Effectiveness can be assessed in terms of achievability of objectives.…”

Section: Introductionmentioning

confidence: 99%

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Development of Teaching Effectiveness Scale for University Teachers

Shahzad

Mehmood

2021

JRSS

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Effectiveness can be assessed in terms of achievability of objectives. Teaching process at higher education level aims at students' cognitive, psychomotor and effective development so that university graduates could become effective members of society after completion of their studies. Purpose of education can never be achieved without teachers. It can safely be said that effectiveness of education system largely depends on effectiveness of its teachers. Accountability or teacher evaluation helps ensure teaching effectiveness. Therefore, this study aimed at construction of such a scale which could be used to assess university teachers' teaching effectiveness. For preparing Teaching Effectiveness Scale (TES), primarily, 65 statements were prepared as an item pool after literature review related to capabilities of efficient and effective teacher. Items were extracted from literature review (i.e., contemporary scales for teacher evaluation), informal interviews with ten university teachers and focus group discussions with three intact groups of graduates were held. Later on, 16 Subject Matter Experts (SMEs) judged the content validity. Content Validity Index (CVI) and Content Validity Ratio (CVR) were calculated to retain 43 content valid items. Finally, these 43 items were administered to 698 university students. Confirmatory Factor Analysis (CFA) was performed on LISREL 8.8. to ensure construct validity. Finally, there remained 32 items whose factor loadings were more than 0.40. Reliability Coefficient Value (RCV) was high (r= 0.87). In this way, TES comprised four sub scales i.e. (a) Classroom Management (CM), (b) content and pedagogical skills, (c) Facilitative Classroom Environment (FCE) and (d) Student Teacher Relationship (STR). The scale possesses high psychometric properties and is available for use.

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Section: Discussionsupporting

confidence: 91%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Development of Teaching Effectiveness Scale for University Teachers

Shahzad

Mehmood

2021

JRSS

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“…The need and importance of research to enhance the teaching effectiveness and for the professional development of teachers, educators are observed by many researchers and experts in the field of teacher education in India and abroad (Rust, F. 2009, Munn, P. 2008, Swennen, A. et al, 2010. Several studies have been done on teaching research linkage on faculty of higher education abroad, but in India, this area is under-researched (Barman, P., Bhattacharyya, D., & Barman, P. 2015). After observing the gap in the research literature, the researcher intended to conduct a study on researcherlike-dispositions of teacher educators about their teaching effectiveness.…”

Section: Need Of the Researchmentioning

confidence: 99%

Teaching and Research

2022

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The present study was conducted to understand the relationship between Researcher-like disposition and teaching effectiveness of teacher educators in two phases. The first Phase was the quantitative Phase, in which Pearson product-moment correlation was carried out to understand the relationship between the variables. One hundred teacher educators are teaching B.Ed. A stratified sampling technique selected the course. The second Phase was the qualitative Phase, in which only 20 teacher educators were randomly selected and interviewed to understand the problems faced by teacher educators in teaching & conducting research. The present study's findings revealed a significant and positive relationship between researcher-like disposition and teaching effectiveness of teacher educators, and the researcher-like disposition has positively contributed to enhancing the teaching effectiveness of teacher educators (p<0.01 level). However, the findings also revealed that the teaching workload, inadequate research pre-service training, infrastructure constraints, Lack of training in ICT, and involvement in other administrative work were the various factors affecting teaching effectiveness and research performance. In a rapidly changing teaching and learning scenario, conducting research is one of the most potential approaches and thoughtful ways to inspire, motivate, and equip teacher educators with skills to teach evidence-based methods. The result of the present study provides a clear picture to the educationists and policymakers to improve the teaching effectiveness and research performance of teacher educators teaching in B.Ed. Institutions.

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“…Besides, there is no previous research evidence to throw light on prosody as significantly impacting teaching effectiveness. Factors such as presentation style, subject knowledge, maintaining discipline and decorum, and showing responsibility for student failure contribute more to the value of a teacher in India (Bambawale et al 2018;Barman & Bhattacharyya, 2017).…”

Section: What Could Be the Plausible Reasons For These Compelling Findings?mentioning

confidence: 99%

The Currency of Words: An Exploration of Motivational Prosody

Jain¹

2020

IJSS

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Prosody plays an important role in students' social and academic achievement. To explore the impact of motivational prosody on teaching effectiveness, we conducted a quasi-experimental study on ninety-three undergraduate students. Teaching effectiveness was measured through students' intrinsic motivation, task valuing, perceived choice, perceived competence, tension, effort expended, and creative problem solving. The prosodies investigated included autonomy-granting, controlling, and neutral prosodies. We used The Intrinsic Motivation Inventory (Deci & Ryan, 2005) and Passi-Usha Test for Creative Problem Solving (Passi & Kumar, 1996) for measuring the constructs. Statistical analysis along with the follow-up interviews revealed that the groups significantly differed in creative problem solving, with an effect size of 0.118. Moreover, the difference in scores for creative problem solving was due to differences in level of elaboration by participants, whereas the originality of responses was same across groups. This suggests that even though prosody has a role to play, a much more complex network of interconnected factors determines the student-teacher relationship.

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Job Satisfaction of Teacher Educators in Different Types of B.Ed. Colleges in West Bengal

Abstract: Abstract:-Job

Cited by 8 publications

References 11 publications

Development of Teaching Effectiveness Scale for University Teachers

Development of Teaching Effectiveness Scale for University Teachers

Teaching and Research

The Currency of Words: An Exploration of Motivational Prosody

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