ISSN: 2223-9553

Academic Research International

Volume 1, Issue 2, September 2011

A STUDY OF TEACHING APTITUDE AND RESPONSIBILITY

FEELING OF SECONDARY SCHOOL TEACHERS IN RELATION TO
THEIR SEX AND LOCALE
Ravi Kant
PG Department of Education,
Teerthanker Mahaveer Institute of
Management and Technology,
Moradabad, UP
INDIA.
[email protected]

ABSTRACT
Teacher is the main pillar of educational system. It is to him compulsory to have teaching aptitude
and responsibility in his job. An attempt has made to determine the difference between teaching
aptitude and responsibility feeling among secondary school teachers. A sample consisting of 100
secondary school teachers were chosen in this study. Sample was equally divided on sex and locale
base. After statistical treatment it revealed that sex and locale has no significant effect on teaching
aptitude and responsibility. However minute differences were found in some cases.
Keywords: Teaching aptitude, Responsibility feeling, Secondary school teachers

INTRODUCTION
Teacher is very important person in the field of education. It is on him that the organization of
education is based. His scholarship, conduct, behavior have a permanent effect on the students
because the student imitates the teacher. For young children he is the hero of ideal. It is necessary for
the teacher to be intelligent in his subject, polite nature etc. Teacher is the main pillar in the process of
education. In case he is half hearted in doing the job, he cannot deliver the good expected of him. All
the duties and responsibilities of the teachers are limited theoretically in books. It would the endeavor
of the world to find whether the teacher feel that they are true towards their duty. The role of teacher
in moldings in the personality of the students depends on the aim of education. Education is to aim at
wholesome progressive, harmonious and spontaneous growth and development of personality. T P
Nunn agreed The primary aim of all education efforts should be help boys and girls to achieve the
highest degree of individual development of which they are capable of.
It is universally accepted and established face that academic growth and intellectual advancement of a
nation is shaped by the quality of its citizen and this quality is inseparably linked with the quality of
education imported to them and it is depend upon several factor home, inherited traits, parental
attitude, financial support, material equipments, curriculum and method of instruction in schools. The
identification of qualified and able teaching personal constitutes one of the most important of all
educational concerns. The role played by the teachers in the growth of civilization is of great
significance and worth assuring recognition. A teacher is the king pin of, what is generally called
educational policies and programs depend Where the teacher is so important factor in the educational
system. It is very essential that he/she should possess specific skills and justify the responsibility of
his job.
Mailmen (1977) in his study revealed that the variables of school levels, sex, experience, special
training and interaction with vocation have a little significance on teachers perception on
Copyright 2011 SAVAP International

www.savap.org.pk

www.journals.savap.org.pk

254

ISSN: 2223-9553

Academic Research International

Volume 1, Issue 2, September 2011

responsibility. Ronald (1979) concluded that in elementary school with organizational climate other
than the extreme closed climate, there is a significantly greater perceived on the teachers professional
responsibilities. Srivastava (1979) found no significant difference between male and female teachers
on the quality of disciplinarism and interest in teaching job. Regarding age and teaching experience it
was observed that younger teachers have shown higher sense of responsibility than older ones. Rao
and Suvarnal (1990) in his study found that there was no significant difference between teacher
effectiveness on sex base.
Ediger (1991) said in his article Teachers as professionals that teacher need to be viewed as trained
educated brings within a profession. To be a teacher means to be a decision maker within an open
ended area, problems arise and solution needs to be found the suggested ten approaches that will help
teacher to be good professional i.e. engaging in research, doing profession, reading, attending
professional meetings, conducting faculty meetings, taking university courses, being involved in
departmental meeting, planning as in-service education program, participating in workshops,
developing a school and doing self evaluation.
Perveen (2006) in her study revealed that Discipline and Sex of the pupil teachers does not contribute
towards teaching aptitude of male and female arts pupil teachers were compared, it was observed that
female arts pupil teachers secured significantly higher mean scores than their counterpart male arts
pupil teacher. It was found that teaching aptitude of the pupil teacher was significantly correlated
with their general teaching competence, professional interest and academic achievements. General
teaching competence and professional interest of the pupil teachers significantly affect their teaching
aptitude. In addition to this, effect of academic achievement on teaching aptitude of the pupil teaches
was positive but not significant at acceptable level of confidence. Uaha (2010) in her study revealed
that there was a significant difference between teaching aptitude of effective and ineffective male and
female teachers

OBJECTIVES
The main objectives of the present study are as followA. To find out whether the teaching aptitude and responsibility feeling differ significantly on the
basis of sex (Male and female).
B. To find out whether teaching aptitude and responsibility feeling differ significantly on the
basis of their location (Rural and urban).

HYPOTHESES
To extract some meaningful results following hypotheses were formulated1. There is no significant difference between the teaching aptitude of male and female secondary
school teachers.
2. There is no significant difference between the responsibility feeling of male and female
secondary school teachers.
3. There is no significant difference exists between male rural and urban teachers in teaching
aptitude.
4. There is no significant difference exists between male rural and urban teachers in
responsibility feeling.
5. There is no significant difference between female rural and urban teachers in teaching
aptitude.
6. There is no significant difference between female rural and urban teachers in responsibility
feeling.

Copyright 2011 SAVAP International

www.savap.org.pk

www.journals.savap.org.pk

255

ISSN: 2223-9553

Academic Research International

Volume 1, Issue 2, September 2011

CLARIFICATION OF TERMS
Teaching aptitude- According to Bingham, - As a condition symptomatic in his readiness to acquire
proficiency his potential ability and another is his readiness to development an interest in exercising
his ability. So that it can be said that teaching aptitude is a specific ability, potentiality, interest,
satisfaction and fitness in teaching profession.
Relationship- Degree of correspondence statistically expressed as a coefficient of correlation.
Responsibility Feeling- Sincerity and devotion according to ones capacity and ability towards his
profession.

SAMPLE
In this normative survey type research following sample from Rampur was usedNumber of Institution 06
Total number of teachers- 100
Total sample - 100
Male teachers
(50)

Rural
(25)

Female teachers
(50)

Urban
(25)

Rural
(25)

Urban
(25)

INSTRUMENTATION
For research purpose following instruments were useda. Teaching Aptitude Test Battery (TATB)
By Dr R P Singh and Dr S N Sharma
Patna University, Patna.
This aptitude test has been designed for use among teachers. This test will work with Hindi
knowing population. It is intended to serve a tool for find out the teaching aptitude. Items are
divided in to 5 areas. They are mental ability, attitude towards children, adaptability,
professional information and interest in profession.
b. The Responsibility Feeling Test
By Dr V S Gupta
Hindu college, Moradabad.
This consists of 28 items with no sub division.

Copyright 2011 SAVAP International

www.savap.org.pk

www.journals.savap.org.pk

256

ISSN: 2223-9553

Academic Research International

Volume 1, Issue 2, September 2011

ANALYSIS AND INTERPRETATION

1. Statistics of teaching aptitude of male and female teacher

S.N.
1
2

Table 1 Mean, S.D., and CR values of male and female teachers of teaching aptitude.
GROUP N
MEAN
S.D.
SED
CR
SIGNIFICANCE
Male
50
80.33
7.21
4.54
1.97
Not significant
Female

50

77.29

8.30

The mean values of teaching aptitude are 80.33 and 77.29 for the male and female teachers
respectively. In this case male teachers have the higher mean value than that of female teachers but
the obtained CR value is not significant at any level. On the basis of higher mean value it can be said
that male teachers have more aptitude towards teaching profession in comparison to female teachers.
One of the reasons may be that female teachers have to spend more time in household works.
2. Statistics of responsibility of male and female teachers

S.N.
1
2

Table 2 Mean, S.D., and CR values of male and female teachers of responsibility feeling.
GROUP N
MEAN
S.D.
SED
CR
SIGNIFICANCE
Male
50
34.00
4.78
0.98
0.46
Not significant
Female

50

34.30

5.50

Table shows that the mean values of responsibility feeling are 34.00 and 34.30 respectively for male
and female teachers. It appears that the mean value of female teachers is higher in comparison to that
of male teachers. But the difference is not significant. So it can say that male teachers and female
teachers feel more or less the same responsibilities. Hence in this case of responsibility feeling sex has
nothing to do.
3. Statistics of teaching aptitude of rural and urban male teachers
Table 3 Mean, S.D., and CR values of rural and urban male teachers of teaching aptitude.
S.N.
GROUP N
MEAN
S.D.
SED
CR
SIGNIFICANCE
1
Rural
25
77.69
6.36
1.65
0.57
Not significant
2

Urban

25

78.05

5.39

The mean values of teaching aptitude for male rural and urban teachers are 77.69 and 78.05
respectively. Obtained CR value is not significant at any level of significance. Both have more or less
same mean value so location has no important role in teaching aptitude.

Copyright 2011 SAVAP International

www.savap.org.pk

www.journals.savap.org.pk

257

ISSN: 2223-9553

Academic Research International

Volume 1, Issue 2, September 2011

4. Statistics of responsibility feeling of rural and urban male teachers

Table 4 Mean, S.D., and CR values of rural and urban male teachers of responsibility feeling.
S.N.
GROUP N
MEAN
S.D.
SED
CR
SIGNIFICANCE
1
Rural
25
34
5.09
1.43
1.43
Not significant
2

Urban

25

34

4.47

Table show that means values of both teachers is same and the obtained CR value is not significant. It
proves that location has no place in rural and urban teachers for responsibility feeling.
5. Statistics of teaching aptitude of rural and urban female teachers
Table 5 Mean, S.D., and CR values of rural and urban female teachers of teaching aptitude.
S.N.
GROUP N
MEAN
S.D.
SED
CR
SIGNIFICANCE
1
Rural
25
76.80
8.11
2.38
0.51
Not significant
2

Urban

25

75.80

8.66

The mean values of rural and urban female teachers are 76.80 and 75.80 respectively. The obtained
CR value is not significant at any level. So it can be inferred that rural and urban female teachers feel
more or less the same teaching aptitude. So location has no important role in teaching aptitude in case
of female teachers.
6. Statistics of responsibility feeling of rural and urban female teachers
Table 6 Mean, S.D., and CR values of rural and urban female teachers responsibility.
S.N.
GROUP N
MEAN
S.D.
SED
CR
SIGNIFICANCE
1
RURAL 25
35.70
4.76
1.55
1.63
Not significant
2

URBAN

25

33.80

5.12

The mean value of rural and urban female teachers is 35.70 and 33.80 respectively for responsibility
feeling. The obtained CR value is not significant. The mean values have no remarkable difference.
Hence it can be said that in this case of responsibility feeling location has no role.

FINDINGS
Findings of the this research are as follows:1. The first hypothesis was There is no significant difference between the teaching aptitude of male
and female secondary school teachers with the objective to find out whether teaching aptitude
differ significantly on the basis of sex. On the analyzing the result the hypothesis has been
accepted and the objective has been achieved. It is clear that there is no significant difference in
teaching aptitude among male and female teachers of secondary schools. But the higher value of

Copyright 2011 SAVAP International

www.savap.org.pk

www.journals.savap.org.pk

258

ISSN: 2223-9553

Academic Research International

2.

3.

4.

5.

6.

Volume 1, Issue 2, September 2011

mean in case of male teachers indicates that they have more teaching aptitude in comparison to
female teachers.
Second hypothesis was There is no significant difference between the responsibility feeling of
male and female secondary school teachers. It appears from results that the mean scores on the
level of responsibility of both male and female teachers have no significant difference. The higher
value of mean of female teachers indicates that they have more responsibility in comparison of
male teachers. Thus null hypothesis is accepted.
There is no significant difference exists between male rural and urban teachers in teaching
aptitude was third formulated hypothesis. Obtained CR value is not significant at any level. So
null hypothesis has been accepted. But the higher value of urban male teacher indicates that they
have little more teaching aptitude in comparison of rural male teachers.
The forth hypothesis was There is no significant difference exists between male rural and urban
teachers in responsibility feeling. It reveals through table that there is no significant difference.
So null hypothesis stands accepted. Mean value of responsibility feeling is exactly same, so it can
be said that rural and urban male teachers both have feel same responsibility.
Fifth hypothesis was formulated as There is no significant difference between female rural and
urban teachers in teaching aptitude. Statistics revealed that CR value is not significant on any
level. So null hypothesis has been accepted. It can be said that in case of female teachers location
does not matter.
There is no significant difference between female rural and urban teachers in responsibility
feeling. This hypothesis has been also accepted because CR value is not significant at any level
of significance. The mean value is approximately same for both categories.

REFERENCES
1. Malimen, Vonna Mal (1977), Secondary special education teachers perception of the
responsibility for the instruction to handicapped secondary students in Riinnesola, Doctoral
Disseartation FROM www.goole.com.
2. Deek, Ronald Robert (1979), A study of the relationship between organizational climate and
the perceived congruence between teachers and principals of teachers in the elementary
school. Nassa country doctorate dissertation abstract, Int (A), 1979, 40:3, pp-1170A.
3. Srivastava, Usha (1979), A study of sense of responsibility among secondary school teachers,
Ph.D. BHU, 1979.
4. Rao, G Sundara and Savarna D (1990), Teaching effectiveness- an observational study, The
educational Review, Feb 1990, pp 29-33.
5. Ediger, Marlow (1991), Teachers as professionals, The progress of education, Feb.1991, pp154-156.
6. Sharma, Parveen (2006), A Study of Teaching Aptitude in Relation to General Teaching
Competency, Professional Teaching and Academic Achievements of B. Ed. Pupil Teachers,
Ph.D. Jamia Milia University, New Delhi.
7. Rani, Usha (2010), A study of teaching aptitude, adjustment and job motivation of effective
and ineffective teachers of government secondary schools in view of teaching, Ph.D. IASE,
Rajasthan.

Copyright 2011 SAVAP International

www.savap.org.pk

www.journals.savap.org.pk

259