Ashalakshmi Maedu Thesis: Primary School Teacher Effectiveness

STUDY ON PROFESSIONAL EFFECTIVENESS OF PRIMARY SCHOOL TEACHERS IN RELATION TO THEIR MULTIPLE INTELLIGENCES A DISSERTATION SUBMITTED TO INDIRA GANDHI NATIONAL OPEN UNIVERSITY FOR THE DEGREE OF MASTER OF ARTS (EDUCATION) By Under the Supervision of ASHALAKSHMI M. Dr. N. K. ARJUNAN (Enrl. No. 2301657674) ASTC, Kalady-683574 SCHOOL OF EDUCATION INDIRA GANDHI NATIONAL OPEN UNIVERSITY Maidan Garhi, New Delhi-110068 May, 2024 STUDY ON PROFESSIONAL EFFECTIVENESS OF PRIMARY SCHOOL TEACHERS IN RELATION TO THEIR MULTIPLE INTELLIGENCES A Dissertation Submitted to Indira Gandhi National Open University for the Degree of MASTER OF ARTS (EDUCATION) By ASHALAKSHMI M. (Enrl. No. 2301657674) Under the Supervision of Dr. N. K. ARJUNAN Principal, ASTC, Kalady-683574 SCHOOL OF EDUCATION INDIRA GANDHI NATIONAL OPEN UNIVERSITY Maidan Garhi, New Delhi-110068 May, 2024 DECLARATION I hereby declare that the Dissertation entitled ‘STUDY ON PROFESSIONAL EFFECTIVENESS OF PRIMARY SCHOOL TEACHERS IN RELATION TO THEIR MULTIPLE INTELLIGENCES’ submitted by me for the partial fulfilment of the M. A. (Education) to Indira Gandhi National Open University (IGNOU), New Delhi is my original work and has not been submitted earlier to IGNOU or to any other institution for the fulfilment of the requirement for any course of study. I also declare that no chapter of this manuscript is whole or in part is lifted and incorporated in this report from any earlier work done by others or me. Place: Kochi Signature Date: ASHALAKSHMI M. (Enrl. No. 2301657674) SAAKETHAM, SURYA ERNAKULAM-683105 CERTIFICATE This is to certify that Ms. ASHALAKSHMI M. (Enrl. No. 2301657674), Student of M.A. (Education) from Indira Gandhi national Open University, New Delhi, was working under my supervision and guidance for her Dissertation for the Course MESP-001. His dissertation entitled ‘STUDY ON PROFESSIONAL EFFECTIVENESS OF PRIMARY SCHOOL TEACHERS IN RELATION TO THEIR MULTIPLE INTELLIGENCES’ which he is submitting, is his genuine and original work. Place: Kochi Signature of Supervisor Date: ACKNOWLEDGEMENT I place on record my immense gratitude to all those who contributed directly or indirectly to complete my research work. At the outset, I wish to express my profound and sincere gratitude to my guide, Dr. N. K. Arjunan, Principal, Adi Sankara Training College, Kalady, for his scholarly guidance, meticulous supervision and the untiring efforts taken for guiding the study. I am extremely indebted to him for the support he extended to me in every stage of this endeavor, which fortified me with confidence and enthusiasm to carry out this study to completion. I place on record my sincere gratitude to Prof. (Dr.) Bindhu. M. K., Programme- In-Charge, and Academic Counsellors, IGNOU Study Centre, MES, Training College, Edathala, Aluva, for the valuable suggestions and advices extended throughout the study. I would also like to extend my profound thanks to the Regional Director, Asst. Regional Directors, and other officials of Indira Gandhi National Open University, Kochi Regional Centre, Kaloor, for the academic and official supports they extended to me during the period of this study. I wish to acknowledge the whole-hearted co-operation rendered by the Headmasters/Headmistress and Teachers of various Elementary Schools during the data collection period of my study. The help rendered by Dr. Tittu Tom, Asst. Professor, MES Training College, Edathala, Aluva, for her effort to read the manuscript critically. Thanks are due to Dr. Apsara P. A., Asst. Professor, Teacher Education Centre, University of Calicut, Thrissur, for her assistance in doing the statistical analysis with the help of SPSS. ASHALAKSHMI M. CONTENTS LIST OF TABLES LIST OF FIGURES ABSTRACT CHAPTERS CONTENT PAGE I INTRODUCTION 1 – 18 1.1 Introduction 1 1.2 Multiple Intelligences and Educational Practice 3 1.3 Professional Effectiveness of Teachers 5 1.4 Multiple Intelligence and Teacher Effectiveness 8 1.5 Need and Significance of the Study 11 1.6 Statement of the Problem 13 1.7 Operational Definitions of Key Terms 14 1.8 Objectives of the Study 15 1.9 Hypotheses of the Study 15 1.10 Scope and Delimitations of the Study 17 1.11 Methodology in Brief 19 1.12 Chapterization 20 II REVIEW OF RELATED LITERATURE 21 - 45 2.1 Introduction 21 2.2 Studied Related to Multiple Intelligences 21 CHAPTERS CONTENT PAGE 2.3 Studies Related to Professional Effectiveness of Teachers 33 2.4 Synthesis of Literature Reviewed 44 III METHODOLOGY 46-53 3.1 Introduction 46 3.2 The Research Design 46 3.3 Method Adopted for the Study 47 3.4 The Research Population 47 3.5 Sample for the Study 47 3.6 Variables of the Study 48 3.7 Tools used for the Study 50 3.8 Procedure of the Study 51 3.9 Scoring and Consolidation of Data 52 3.10 Statistical Techniques Used 52 IV ANALYSIS AND INTERPRETATION 54-74 4.1 Multiple Intelligences of Primary School Teachers and 55 Comparison of Subgroups 4.2 Professional Effectiveness of Primary School Teachers 61 and Comparison of Subgroups 4.3 Relationship between Multiple Intelligences and 68 Professional Effectiveness of Primary School Teachers 4.4 Comparison of the Relationship between Multiple 70 Intelligences and Professional Effectiveness of Sub-samples V CONCLUSIONS AND SUGGESTIONS 75-84 5.1 Conclusions of the Study 75 5.2 Suggestions for Implication of the Study 78 5.3 Suggestions for Further Research 81 CHAPTERS CONTENT PAGE BIBLIOGRAPHY 85-93 APPENDICES A Multiple Intelligence Scale for Primary School Teachers B Professional Effectiveness Scale for School Teachers C General Data Sheet LIST OF TABLES Sl. Page No. TABLE No. 3.1 Distribution of the final sample based on gender and type of 48 school 4.1 Statistical indices pertaining to multiple intelligences of the 55 teachers 4.2 Comparison of the multiple intelligence of male and female 57 teachers 4.3 Comparison of the multiple intelligence of teachers with diploma 58 and teachers with degree 4.4 Comparison of the multiple intelligence of government-, aided- 59 and unaided school teachers (Summary of ANOVA) 4.5 Post hoc tests for comparison of multiple intelligence of 60 government, aided and unaided school teachers 4.6 Statistical indices pertained to professional effectiveness of 62 secondary school teachers 4.7 Comparison of the professional effectiveness of male and female 64 teachers 4.8 Comparison of the professional effectiveness of teachers with 65 diploma and teachers with degree 4.9 Comparison of the professional effectiveness of government-, 66 aided- and unaided school teachers (Summary of ANOVA) 4.10 Post hoc tests for comparison of teachers from govt.-, aided- and 67 unaided schools with regard to their professional effectiveness 4.11 Relationship between multiple intelligence and professional 69 effectiveness of secondary school teachers 4.12 Comparison of male and female teachers with regard to the 71 correlation between MI and PE 4.13 Comparison of teachers with diploma and teachers with degree 72 with regard to the coefficients of correlation between MI and PE 4.14 Comparison of government-, aided- and unaided school teachers 73 with regard to the correlation between MI and PE LIST OF FIGURES Sl. Page No. FIGURE No. 4.1 Distribution of multiple intelligences scores in total sample 56 4.2 Mean difference in the multiple intelligence of government-, 60 aided-and unaided school teachers 4.3 Distribution of professional effectiveness scores in total sample 63 4.4 Mean difference in PEST scores of teachers from government, 67 aided and unaided schools 4.5 Scatterplot with regression line output: MI & PE (Total Sample) 70 ABSTRACT The present study aims to find out the relationship between multiple intelligences and professional effectiveness of primary school teachers, and further to explore the effect of selected socio-demographic factors on the variables. The descriptive study utilised data collected from a random sample of 228 primary school teachers working in different government, aided and unaided schools following state syllabi in Ernakulam district. The data were collected by administering standardized psychometric instruments. It was revealed from the statistical analysis that the male and female teachers working in primary schools do not differ significantly in their multiple intelligences. Likewise, teachers with diploma and teacher with degree in education were also found to be alike with respect to their multiple intelligences, as there is no significant difference between the groups. Type of school, however, is a significant factor in discriminating primary school teachers on the basis of their multiple intelligences. Teachers working in government schools were found to have significantly higher multiple intelligences than their counterparts working in aided and unaided schools. As in the case of multiple intelligences, gender and educational qualification was found to be not significant in discriminating the primary school teachers on the basis of their professional effectiveness. Teachers from government-, aided-, and unaided schools, however, differ significantly with respect to their professional effectiveness, wherein teachers working in government schools excelled their colleagues working in aided and unaided sector. Significant positive correlation was found to exist between multiple intelligences and professional effectiveness of total sample and sub- samples of primary school teachers. None of the sub-samples, however, differ significantly with respect to the degree of relationship between their multiple intelligences and professional effectiveness. In another words, gender, educational qualification, and type of management of the school are not significant factors affecting the association between multiple intelligences and professional effectiveness of primary school teachers. Key Terms: Multiple intelligences, Professional effectiveness, Primary school teachers. CHAPTER I INTRODUCTION 1.1 INTRODUCTION Education is an integral part of every human being. It moulds each and every human being to be noble and responsible citizens. The real asset of a country is its human resource. That is why, Adam Smith, the Father of Economics once remarked, “The wealth of a nation depends on the education of its citizens”. Education prepares each generation to play their respective roles in the society in a meaningful way. It is the teacher who plays a pivotal role in this process. The advance in the field of Education depends largely on the qualification and ability of the teaching staff in general and also on the human, pedagogical and technical qualities of individual teachers. Teachers are the central pillar of any educational attempt. They strengthen and give direction to the educational endeavour. Teachers are specialists in identifying student’s strength and needs and in matching the diverse instructional programmes to these strengths and needs. The corner stone of the school is the uniqueness of each child, and the school is designed to be flexible and have a positive impact on the child. Many of our schools today are not structured to address students’ diverse abilities. Majority of our schools tend to emphasis on curriculum that specifically targets on the linguistic and analytic abilities. Children who are strong in linguistic and analytic tasks are likely to be successful in school and feel a great sense of achievement. Other children, however, who may be very competent or even gifted in non-traditional school tasks, may experience frustration or failure. As a teacher, it is important to be aware of, and to help and nurture a broad spectrum of abilities and strengths lying deep within the students. 2 Students differ in the way they approach learning. All students have strengths and abilities, but each student may have a preferred way of using these abilities for learning. Students learn in different ways and vary in their abilities to perform certain tasks. The teaching and learning styles of the classroom instructor and students have important implications for effective teaching. For many years educational leaders have recognized the need for alternative instructional approaches to meet the wide variety of students in the classrooms. Students vary in their needs and interests. Teachers sometimes become frustrated when they fail to meet the needs of students in their classroom. Not being able to accommodate the unique learning styles of students is the one reason for this problem. When the teachers are able to analyse the differences and needs of their students, the educational process is likely to become optimized for both students and teachers. The effectiveness of a teacher depends largely on his/her personality (Khatal, 2010). His abilities, both inborn and acquired, his talents, professional skills, his attitudes, temperament etc. are all decisive factors in classroom effectiveness. The new generation is living in a world of knowledge explosion. Modern education involves integration of multiple ability factors in both teaching and learning. The role of the teacher has changed from an information provider to organizer and facilitator of learning. To be successful and effective in his profession, the teacher should have multiple abilities along with ability to identify, use, and manage emotions (his/her own as well as that of students) and the ability to understand others and act wisely in human relations. These ability factors are of active research areas in psychology in the given names of multiple intelligence. 3 1.2 MULTIPLE INTELLIGENCES AND EDUCATIONAL PRACTICE The theory of multiple intelligences segregates intelligence into specific ‘modalities’, rather than seeing it as ruled by a single general ability. Howard Gardner put forward this model in his 1983 book Frames of Mind: The Theory of Multiple Intelligences. According to Gardner (1999), an intelligence must satisfy 8 criteria: potential for brain isolation by brain damage, place in evolutionary history, presence of core operations, susceptibility to encoding, a distinct developmental progression, the existence of savants, prodigies and other exceptional people, and support from experimental psychology and psychometric findings. Gardner chose eight abilities that he held to meet these criteria: musical-rhythmic, visual-spatial, verbal-linguistic, logical- mathematical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. Gardner’s seven intelligences are: 1) Verbal-linguistic intelligence - well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words. 2) Logical-mathematical intelligence - ability to think conceptually and abstractly, and capacity to discern logical and numerical patterns 3) Spatial-visual intelligence - capacity to think in images and pictures, to visualize accurately and abstractly 4) Bodily-kinesthetic intelligence - ability to control one’s body movements and to handle objects skilfully 5) Musical intelligences - ability to produce and appreciate rhythm, pitch and timber 6) Interpersonal intelligence - capacity to detect and respond appropriately to the moods, motivations and desires of others 4 7) Intrapersonal - capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes 8) Naturalist intelligence - ability to recognize and categorize plants, animals and other objects in nature 9) Existential intelligence - sensitivity and capacity to tackle deep questions about human existence such as: What is the meaning of life? Why do we die? How did we get here? What makes the Multiple Intelligences Theory robust and valuable in a classroom is its utility for any subject and at any level. A learner comes to a classroom as a complete person who has developed various kind of intelligence. This means that every learner has his/her own intelligence dominances and debilities, and unique way of using these abilities in learning. This is somewhat like a learning style, where these intelligence domains determine how easily or difficultly a student can learn through a specific teaching method. Of course, in any classroom there can be many learning styles depending on the dominant intelligence of learners. The responsibility of the teacher is to assist individual learner to identify and utilise his/her dominant ability best suited to understand the learning task. Further, when exposed to a learning experience that addresses the learner’s weak intelligence, the teacher should demonstrate how to understand the task by applying his/her dominant intelligence. For example, a learner who has well developed musical intelligence can be asked to learn about a war by composing a song about the course of war and its outcome (Temur, 2007). Likewise, if the dominant intelligence is aptly used to learn a task, students can learn with great pleasure and satisfaction even subjects that they hate most. Learning will be joyous experience and retention will be more. It has also been 5 reported that higher instructional objectives are easily accomplished when dominant intelligence of the learner is effectively utilised for classroom learning (Kumar, 2014). Identifying the dominant intelligence of the learner and utilise it in teaching learning situation has found to be effective in not only in classroom teaching but also in professional development of skills and abilities (Francis, 2017; Chaudhari, 2012). Scope of the application of multiple intelligences theory in the professional training of teachers seems to be viable in this context. Teaching involves the integration of knowledge, attitude, and values along with numerous pedagogical and interpersonal skills. Developing such skills in prospective teachers for equipping them professionally is a challenge faced by teacher educators. An understanding of the multiple intelligences of the pre- service teachers, in this context, will be useful for utilising dominant intelligences for developing adequate professional skills in them which subsequently contribute to their improved competency in teaching. 1.3 PROFESSIONAL EFFECTIVENESS OF TEACHERS The term ‘professional effectiveness of teachers’ refers to the effectiveness of the teachers in their planning and preparation of lessons for teaching, classroom management, knowledge of subject, interpersonal relationship, attitude towards the children, usage of teaching aids and time management during their teaching-learning process. Teaching is a dynamic and complex phenomenon involving teachers, pupils and the subject matter. The teachers play a pivotal role in the total process of education. In a high-tech society knowledge, technology and industries taking off at top speed and information highways opening up new vistas of prospects, the profile of the teacher would be quite different. Education is increasingly being perceived as a stake of crucial significance, capable of modifying the economic scenario and transforming the dreams of millions of human beings for a better and higher quality of life into a 6 reality. A very different kind of a teacher in specific contexts would have to be thought of and prepared to shoulder new responsibilities extending far beyond the confines of the classroom. Professional effectiveness of teachers includes a collection of characteristics, competencies, and behaviors of teachers at all educational levels that enable students to reach desired outcomes (Hunt, 2009). Awofala (2012) claimed that teacher effectiveness is synonymous to individual teachers’ performance and teacher effectiveness is encompassed in knowledge, attitudes, and performance. In particular, teacher characteristics are one of the factors that influence teachers’ overall effectiveness (Pagani & Seghieri, 2002). Teacher characteristics are relatively stable traits that are related to and influence the way teachers practice their profession (Anderson, 2004). Specifically, effective teachers are those who achieve the goals they have set for themselves or which they have set for them by others. They enable their students to attain specific learning objectives as well as broader goals such as being able to solve problems, think critically, work collaboratively, and become effective citizens (Hunt, 2009). Additionally, the work of effective teachers reverberates far outside of school walls. Their students develop a love of learning and a belief in themselves that they carry with them throughout their lives (TEMM, 2012). It must be recognized also that the quality of a teacher can make the difference of a full year’s growth in learning for a student in a single year (Hunt, 2009). There are a multitude of factors that contribute to the professional effectiveness of teachers. Kemp and Hall (1992) synthesize research to identify specific factors that contribute to student achievement. It was noted that the teacher factors include attributes such as teacher’s knowledge base, sense of responsibility, communication skills, his affective and cognitive skills, in-service training and inquisitiveness. Teachers must possess the vital skills, personality characteristics and behaviours that students perceive to impact their motivation to 7 learn, since it is a teacher’s job to connect with each student to foster the passion and excitement to learn (Littkey, 2004). Effective teachers are also expected to organise and manage the classroom environment as an efficient learning environment and thereby to maximise engagement rates (Creemers & Reezigt, 1996; Kyriakides, 2008). Doyle (1986) claims that key indicators of effective classroom management include: good preparation of the classroom and installation of rules and procedures at the beginning of the year, smoothness and momentum in lesson pacing, consistent accountability procedures, and clarity about when and how students can get help and about what options are available when they finish. As far as the actual teaching process is concerned, research into classroom discourse reveals that, although there is a great deal of teacher talk in the classes of effective teachers, most of it is academic rather than managerial or procedural, and much of it involves asking questions and giving feedback rather than extended lecturing (Cazden, 1986; Kyriakides & Creemers, 2008). The effectiveness of a teacher depends largely on his / her personality (Khatal, 2010). His abilities, both inborn and acquired, his talents, professional skills, his attitudes, temperament etc. are all decisive factors in classroom effectiveness. The new generation is living in a world of knowledge explosion. Modern education involves integration of multiple ability factors in both teaching and learning. The role of the teacher has changed from an information provider to organizer and facilitator of learning. To be successful and effective in his profession, the teacher should have multiple abilities along with ability to identify, use and manage emotions (his / her own as well as that of students) and the ability to understand others and act wisely in human relations. These ability factors are of active research areas in psychology in the given names of multiple intelligence, emotional intelligence and social intelligence. Studies exploring the relationship between professional effectiveness of teachers and their personality factors or 8 those exploring the relationship between classroom effectiveness and teachers’ ability factors like general intelligence, creativity and aptitude in specific areas are at least sparsely reported in psychological and pedagogical literature. A review of literature made in this context convinced that the professional effectiveness of teachers and its relationship to their multiple intelligence, emotional intelligence and social intelligence is an area which is not much studied. How far the multiple intelligence, emotional intelligence and social intelligence interactively contributes to the professional effectiveness of teachers at secondary level remains as an unexplored area in research literature. The present study is a modest attempt to bridge this research gap by investigating the interrelationship between professional effectiveness of teachers to their multiple intelligence, emotional intelligence and social intelligence. 1.4 MULTIPLE INTELLIGENCE AND TEACHER EFFECTIVENESS Gardner’s innovative proposal had strong effects on various fields including education and in particular school education. Today, teachers are expected to provide MI-inspired instruction (Gunst, 2004; Koksal & Yel, 2007), which means a type of instruction that taps all intelligence types. On the contrary, what teachers bring to the teaching-learning process is an important question to be explored, and teachers are themselves human beings who may be more developed in some of the intelligences and less developed in others. Moreover, the fact that they are stronger in one specific intelligence may lead them to use exercises and activities that tap that specific intelligence because of their strength in that intelligence. Gunst (2004), in his study, found that teachers tend to use teaching strategies that are aligned with their self-reported multiple intelligence. However, teachers need to be able to move beyond their strongest intelligence and incorporate several approaches in classrooms where students have varying abilities, interests, and aptitudes. For a teacher to stimulate 9 intellectual competences in her or his students, it is significant to provide activities that encompass all types of intelligence. As Yalmanci and Gozum (2013) stated, Gardner’s MI theory has two important advantages in education. First, it paves the ways for planning the education program in a way that students realize their potentials and move toward their desires. Second, it makes it possible for us to reach students who are more active because learning would be more attractive in a condition that learners are trained through the use of these intelligences. This happens when the teacher’s lesson plan includes a variety of activities that are related to various types of intelligences (Carlin, Salazar, & Cortes, 2013). Therefore, it is important to reveal to what extent a teacher’s own preferences, for example, her or his dominant type of intelligence is interfering with the fact that they should use MI-based instruction. Teaching and learning based on constructivist principles demands that the teacher be much more than a transmitter of knowledge. Instead, the teacher should become facilitators of learning, organizing appropriate learning experiences that will help students develop more responsibility for their learning and become active, engaged learners in science. If teachers are to ascertain students' pre-existing ideas about a topic or concept, help students explore those ideas, challenge their ideas, and allow students to review and share their ideas in a public way, they need to draw upon a wide range of instructional and assessment strategies. The teachers’ own multiple intelligences is an important factor that enable them to identify the learners’ multiple intelligence abilities and to organise learning experiences according to the dominant multiple intellectual abilities. The professional effectiveness of a teacher, therefore, likely to depends on the multiple intelligences of the teacher. In any educational system, the teacher performs the significant function of perpetuating society’s heritage and energizing human resources towards social progress. This supports the fact that the teacher is an important variable in the 10 teaching-learning situation. Hattie (2003) observed that the teacher accounts for about thirty percent source of variance in students’ achievement. His knowledge, skills and attitude are instrumental in creating the conditions for learning. Indeed, it is reasonable to say that teachers have more influence on the future of young people than do the members of other professions. Lassa (1996) identified the teacher as ‘the initiator of the learning process, the facilitator of learning skills, the coordinator of learning sequence and indeed the pivotal element in the entire education development’. This makes the teacher the most formidable determinant of quality learning. Effective teachers are also expected to organize and manage the classroom environment as an efficient learning environment and thereby to maximize engagement rates (Kyriakides, 2008). Doyle (1986) claims that key indicators of effective classroom management include: good preparation of the classroom and installation of rules and procedures at the beginning of the year, smoothness and momentum in lesson pacing, consistent accountability procedures, and clarity about when and how students can get help and about what options are available when they finish. As far as the actual teaching process is concerned, research into classroom discourse reveals that, although there is a great deal of teacher talk in the classes of effective teachers, most of it is academic rather than managerial or procedural, and much of it involves asking questions and giving feedback rather than extended lecturing (Kyriakides & Creemers, 2008). According to the ‘Bright Person Hypothesis’ (BPH) present by Kennedy et al. (2008), ‘the best teachers are bright, well-educated people who are smart enough and thoughtful enough to figure out the nuances of teaching in the process of doing it’. In other words, the cognitive capabilities with which people enter the teaching career are seen as crucial for determining teacher quality. This argument is based on the idea that teaching is a highly demanding, complex, and 11 inherently unpredictable task that requires high cognitive flexibility and a capacity for quick problem solving (Feldon, 2007). Research in vocational psychology has provided empirical evidence in support of the BPH, showing that cognitive abilities (as measured by standardized tests) and academic abilities (as indicated by high school grade point average, GPA) strongly predict professional success (Kuncel et al., 2004). These findings span many vocations and professions, but teachers are rarely included in the samples. Empirical evidence for the teaching domain is mixed. Although some studies have found a positive association between teachers’ general cognitive ability and student performance, others have reported zero correlations (Aloe & Becker, 2009; Kuncel et al., 2004; Yeh, 2009; Zumwalt &Craig, 2005). According to Sternberg and Horvath, (1995), cognitive ability is not an important predictor of teacher effectiveness. 1.5 NEED AND SIGNIFICANCE OF THE STUDY Recent years have seen an upsurge of research investigating the characteristics that predict teachers’ effectiveness and, in particular, how well they succeed in providing high-quality instruction that fosters student learning (Kennedy et al. 2008). According to Kennedy et al. (2008), ‘the best teachers are bright, well-educated people who are smart enough and thoughtful enough to figure out the nuances of teaching in the process of doing it’. In other words, the cognitive capabilities with which people enter the teaching career are seen as crucial for determining teacher quality. This argument is based on the idea that teaching is a highly demanding, complex, and inherently unpredictable task that requires high cognitive flexibility and a capacity for quick problem solving (Feldon, 2007). According to Sternberg and Horvath, (1995), cognitive ability is not an important predictor of teacher effectiveness. 12 Successful teaching is the net result of the harmonious integration of so many component abilities, skills, knowledge and motivational factors of the teacher. Cognitive intelligence of the teacher is not a guarantee for effective classroom teaching. Teaching is not only a cognitive challenge; it is also socially and emotionally demanding (Jennings & Greenberg, 2009). The teacher characteristics, especially his diverse mental abilities may have a decisive influence on performing effectively in the classroom. A review of literature carried out in this context convinced the investigator the existence of a research lacuna in bringing the relationship between teacher effectiveness and multiple intelligences components. In this context, this study has been designed to investigate the interrelationship between teachers’ multiple intelligences and their professional effectiveness. Successful teaching is the net result of the harmonious integration of so many component abilities, skills, knowledge and motivational factors of the teacher. Cognitive intelligence of the teacher is not a guarantee for effective classroom teaching. Teaching is not only a cognitive challenge; it is also socially and emotionally demanding (Jennings & Greenberg, 2009). The teacher characteristics, especially his diverse cognitive and non-cognitive abilities, may have a decisive influence on performing effectively in the classroom. A review of literature carried out in this context convinced the investigator the existence of a research lacuna in bringing the relationship between teacher effectiveness and non-cognitive abilities such as multiple intelligences. In this context, the present study has been designed to investigate the interrelationship between the professional effectiveness of teachers and their three non-cognitive intelligences such as multiple intelligence. It is expected that the outcome of the present study will contribute to improve the educational practices at all levels. It will be useful for the teachers to be self-aware of their potential to perform their role effectively, their 13 possibilities for self-improvement, and limitations due to the boundaries set by inherent potentials. It is further hoped that the study will contribute to teacher preparation at all levels by influencing the theory and practice of teacher education directly and indirectly. The study is expected to be useful for teacher educators to know the prospective teachers in better manner in terms of their special intelligences and enabling them to manipulate the multiple intelligences of the student teachers effectively for moulding them competent for the profession. The upshot of the study will be useful for administrators and policy makers to take factors such as multiple intelligence, emotional intelligence and social intelligence into consideration while recruiting teachers, giving them promotion, assigning them special responsibilities and also exposing them to in- service training. It is further hopped that the study will contribute to the restructuring of teacher education curriculum by strengthening its psychological foundation by incorporating findings likely to emerge from the present study. 1.6 STATEMENT OF THE PROBLEM The goal of the present study is to find out the relationship between multiple intelligences and professional effectiveness of primary school teachers. The major research questions raised during the course of investigation are: (a) Do socio-demographic factors like gender, educational qualification and type of management of the school have a significant effect on the multiple intelligences and professional effectiveness of secondary school students? (b) Is there be any significant association between multiple intelligences and professional effectiveness of secondary school students? (c) Do the selected socio- demographic factors exert a decisive role in the degree of relationship between multiple intelligences and professional effectiveness of primary school teachers? Come to valid answers to these questions require finding out the multiple intelligences and professional effectiveness of teachers, estimating correlation 14 between the variables, and the comparison of the relationship between the variables in relevant subsamples. Since the main emphasis of the present investigation is on the relationship multiple intelligences and professional effectiveness of primary school teachers, the study is stated as: “Study on Professional Effectiveness of Primary School Teachers in relation to their Multiple Intelligences” 1.7 OPERATIONAL DEFINITION OF KEY TERMS The important terms used in the study are explained below for the sake of clarity. 1.7.1 Multiple Intelligences Multiple intelligence is a distinct set of processing operations that permit individuals to solve problems, create products, and discover new knowledge in a diverse array of culturally valued activities. Gardner (1999) identified 10 distinct abilities as component of intelligence. They are: musical- rhythmic, visual-spatial, verbal-linguistic, logical-mathematical, bodily- kinesthetic, interpersonal, intrapersonal, naturalistic, existential and moral intelligences. 1.7.2 Professional Effectiveness of Teachers In the present study the construct ‘professional effectiveness of teachers’ refers to the ability of a person involved in the profession of teaching to successfully bring about wanted and acceptable changes in his/her students. 15 1.7.3 Primary School Teachers In the present study the term ‘primary school teachers’ refers to those teachers who are handling different academic subjects in Classes I to VII (grades 1 to 7) in Lower Primary and Upper Primary Schools affiliated to the Board of Secondary Education, Government of Kerala. 1.8 OBJECTIVES OF THE STUDY The present study aims to investigate the multiple intelligences of primary school teachers and its relationship with their professional effectiveness. The specific objectives of the study will be: 1. To find out the multiple intelligences of primary school teachers. 2. To compare the multiple intelligences of primary school teachers with respect to: (a) Gender, (b) Qualification, (c) Type of School Management 3. To find out the professional effectiveness of primary school teachers. 4. To compare the professional effectiveness of primary school teachers with respect to: (a) Gender, (b) Qualification, and (c) Type of School Management 5. Find out the relationship between each of the components of multiple intelligences and professional effectiveness of primary school teachers. 1.9 HYPOTHESES OF THE STUDY The following hypotheses were tested to find out valid answers to the research questions: 16 1. There will be significant difference between male and female teachers in the primary schools with regard to their multiple intelligences. 2. There will be significant difference between teachers with diploma and teachers with degree in the primary schools with regard to their multiple intelligences. 3. There will be significant differences among primary schoolteachers of government, aided and unaided schools with regard to their multiple intelligences. 4. There will be significant difference between male and female teachers in the primary schools with regard to their professional effectiveness. 5. There will be significant difference between teachers with diploma and teachers with degree in the primary schools with regard to their professional effectiveness. 6. There will be significant differences among primary schoolteachers of government, aided and unaided schools with regard to their professional effectiveness. 7. The multiple intelligences of primary schoolteachers will be significantly related to their professional effectiveness. 8. There will be a significant difference between male and female teachers with regard to the degree of relationship between their multiple intelligences and professional effectiveness. 9. There will be a significant difference between teachers with diploma and teachers with degree with regard to the degree of relationship between their multiple intelligences and professional effectiveness. 17 10. There will be a significant difference between teachers of government-, aided-, and unaided schools with regard to the degree of relationship between their multiple intelligences and professional effectiveness. 1.10 SCOPE AND DELIMITATIONS OF THE STUDY The study aimed to explore the professional effectiveness of primary school teachers in relation to their multiple intelligences. The study has been designed with professional effectiveness as dependent variable and multiple intelligence as independent variable. An understanding of the professional effectiveness of primary school teachers in relation to their multiple intelligences may help the teachers, teacher educators, administrators, policy makers and curriculum framers to make an appraisal of the strength and weakness of the current educational practice, pre-service and in-service teacher education at different levels and thus to make necessary modifications in the programmes and policies currently in practice. Further, an understanding of the effect of multiple intelligence on professional effectiveness of the teachers may help the teachers themselves and curriculum planners of teacher education to select and organize appropriate themes, topics and activities to address these ability factors so as to impart adequate knowledge, instill desirable skills, attitude and values necessary to function as an effective teacher with maximum satisfaction and commitment to their profession. The investigator adopted all possible steps to make the study a reliable one and generalizable as far as possible. However, a few limitations have crept into the study which are listed below: 1. The population for the present study is teachers working in Upper Primary and Lower Primary Schools in Kerala. The sample for the study, however, was selected only from one district of the State, i.e., Ernakulam district. Teachers from other districts could not be included in the study 18 due to certain practical difficulties involved in the data collection procedure such as accessibility to schools and the cost involved. The generalizability of the findings are, therefore, limited to representativeness of the State of Kerala by Ernakulam district. 2. The primary school teachers of Kerala are a highly heterogeneous group in terms of their socio-cultural, educational and economic composition. The teachers working in the schools of Ernakulam district need not be the natives of the district. Most of the aided schools are managed by religious and communal groups where teachers from that religion or community is mostly employed. Locale-wise distribution of the schools are also very wide. Some are located in city, some in urban area, some in semi- urbanized areas, some in rural areas, some on coastal areas and some in tribal areas. Giving representation to schools from all these geographic areas in the sample was not possible due to obvious reasons. The representativeness of the sample selected for the study was limited by the geographic diversity of school locale. However, care had been taken to give representation to all the socio-demographic and cultural sections of the population in addition to drawing samples from different groups based on gender, locale, type of school management etc. 3. Special school teachers, technical school teachers and specialist teachers of normal schools were excluded from the study. The findings of the study is applicable only to subject teachers who possess either a Diploma or Degree in Education and handling in one of the core-school subjects. 4. The tools used by the investigator may have their own limitations. However, it should be pointed out that only standardized psychometric instruments having acceptable validity and reliability, and those developed in Kerala context have been used for data collection. 19 5. There are some limitations of the study associated with the types of measures used. All the data are based on self-reports, and as such are susceptible to problems of common method error variance. The strength of the study is also limited by the lack of indicators of actual behaviours. Despite the limitations cited above, it is hoped that the findings of the study are generalizable to a great extent, and may serve as guidelines for teachers, teacher educators, administrators, educationists and researchers in planning and implementing programmes and policies for the pre-service and in- service education for teachers by considering these independent variables so as to mould and re-mould them as effective teachers. 1.11 METHODOLOGY IN BRIEF The quantitative descriptive study adopted normative survey method. Teachers working in the primary school classes (Std. I to VII) following the primary school curriculum prescribed by the Govt. of Kerala were the population for the study. The study made use of a stratified random sample of 228 primary school teachers selected from Government, Aided and Unaided schools where the state syllabus prescribed by the government of Kerala is following. The Multiple Intelligence Scale for Teachers (MIST) developed by Arjunan & Bindu (2013) and the Professional Effectiveness Scale for Teachers (Arjunan & Paul, 2015) were used to collect the data. Apart from the estimation of descriptive statistical indices such as mean, median, standard deviation, skewness, kurtosis etc., independent sample t-test, one way ANOVA, Pearson product-moment correlation and Fisher’s z-transformation test were used for testing the hypotheses. 20 1.12 CHAPTERIZATION The report has been prepared in five chapters as detailed below: CHAPTER I: Contains a brief discussion on the contextual framework of the study undertaken, significance of the study, statement of the research problem, operational definitions of the key terms, objectives, hypotheses, and methodology in brief. CHAPTER II: This chapter deals with a detailed review of related literature to get a picture of work already done in the area of professional effectiveness of teachers and multiple intelligences. CHAPTER III: This chapter contains the method adopted for the study, the sample selected, the tools used for data collection, the procedure adopted for the study, and the statistical techniques used for analysing the data. CHAPTER IV: The details of the analysis of data with statistical evidence and graphics, testing of hypotheses etc. are given in this chapter. CHAPTER V: The major findings and conclusions arrived at on the basis of the analysis, educational implications and suggestions for further research are presented in this chapter. ◼ CHAPTER II REVIEW OF RELATED LITERATURE 2.1 INTRODUCTION The present study covers two psychological constructs, viz., multiple intelligences and professional effectiveness of teachers. A brief overview of some of the recent studies carried out in these areas were reviewed for getting insight into the research trends in the area. 2.2 STUDIES RELATED TO MULTIPLE INTELLIGENCES Beam (2000) conducted research on, ‘A comparison of the theory of Multiple Intelligence instruction to traditional text book - teacher instruction in Social studies of selected fifth grade students.’ The purpose of this study was to compare the social studies grades of fifth grade students involved in two different modes of instruction in a public-school setting. At the end of the programme, t-test was used to analyse the mean scores. The results indicated that there is no significant difference in the achievement level of the control group and the experimental group. Results of the present study indicated that two modes of instruction were effective in teaching the concept of social studies. Smith et al. (2000) conducted a study titled “The typologies of successful and unsuccessful in the core subjects of Language, Arts, Mathematical, Science and Social Studies. Using the theory of Multiple Intelligence in a high school environment.” The purpose of the research was using the theory of Multiple Intelligence of academic success of 10th grade students. Results showed that the theory of Multiple Intelligence was found to be unproductive in the areas of 22 students’ metacognitive activities, awareness and the areas of student academic success under the M.I theory, the more successful students should have had a significantly different typology of metacognitive awareness and activities across all subject areas from that of unsuccessful student. The typologies were significantly different', the typologies themselves were not the same across differing subject areas. Synder (2000) made a research study about the learning styles, multiple intelligence and academic achievement of students. The purpose of Synder’s study was to try to prepare an efficient instrument that teachers could easily administer to their classes to learn more about the learning needs of their students. The second purpose was to study the relationship between academic achievement and the learning styles and multiple intelligence. The most obvious and the strongest result of the study pointed out the fact that this sample of high schools students, in spite of academic data and achievement test data, were primarily tactile / kinesthetic and global learners. At the end of the study, she found that for the male students there is a positive relationship between the students’ grade point average and the categories of preferring working alone, self-motivated visual and logical. There is a negative correlation between the students GPA and the categories of preferring sound and preferring to work with others. For the female students, there is a positive correlation between the students GPA and the categories of global learning style, bodily kinesthetic intelligence and tactile- kinesthetic learning style. In general, the students with stronger GPAs considered themselves to be more self-motivated, persistent and more likely to study alone. Katz et al. (2002), investigated the engaged behaviour and social interactions of 10 students with developmental disabilities in two types of inclusive classrooms which are the one ascribed to MI pedagogy, instruction and assessment and the one that used no specific educational theory or approach to 23 instruction. They found at the end of the study that the experiences of the participants in both typical and MI-inclusive classrooms were more alike than different. They observed more frequently the participants in the MI classroom to be engaged in multiple response activities. They observed the participants in MI classrooms spent more time interacting with their typical peers, whereas those in typical classrooms spent more time interacting with adults during 1:1 activities that were different from those of their peers. Gögebakan, (2003) investigated the effect of gender and grade level of the students on their multiple intelligence in her master thesis at METU. The study was conducted at Middle East Technical University Development Foundation School in the spring of the 2001-2002 academic-years with classes of first, third, fifth and eighth grade levels. She applied Pictorial Teele Inventory for Multiple Intelligence on 321 students and analyzed the results. Results of her study showed that students’ multiple intelligence showed variety according to their grade levels. For example, the students at the first-grade level demonstrated strong preference for linguistic intelligence and logical-mathematical intelligence in the first grade and the two intelligences were followed by spatial intelligence and bodily kinesthetic intelligence. While the third-grade students’ most dominant intelligences preferences were interpersonal, spatial, logical- mathematical and linguistic intelligence, the fifth and eighth grade students’ preferences were interpersonal intelligence, bodily-kinesthetic intelligence, musical intelligence and spatial intelligence. Mabuva (2003) conducted a study on “Implementation of multiple intelligence theory in the 21st century teaching and learning environments”. The study focused on different types of intelligences, historical developments of multiple intelligence and application of M.I into the classroom examination. The study finds out that the traditional ways of teaching are giving ways to new class-room examination and application of the multiple intelligence. It also 24 suggested that the process of employing the multiple intelligence teaching should also consider the cognition, language and culture of each student. Chan (2003) made an investigation of six hundred and thirty-nine Chinese primary and secondary gifted students on their adjustment problems using the revised Student Adjustment Problems Inventory (SAPI). He concluded that less salient was the problem of poor interpersonal relationships. According to the findings, Chan stated that students reported highest scores on the two personal intelligences, followed by the conventional verbal and mathematical intelligences and musical intelligence and they scored lowest on the visual- spatial, naturalist and bodily - kinesthetic intelligences. He found that different multiple intelligence related differently to different adjustment problems. According to Chan, perhaps more compelling were the findings that conventional intelligences (verbal and mathematical intelligences) did have an effect on problems related to Intense Involvement and Unchallenging Schoolwork, whereas personal intelligences (intrapersonal and interpersonal) could help reduce vulnerability to problems related to Poor Interpersonal Relationships. Ascı, (2003) investigated the effects of multiple intelligence-based instruction on ninth grade students’ ecology achievement, their attitudes toward ecology and their multiple intelligence. She made an experimental study which consists of two groups called experimental group and control group. She applied Ecology Achievement Test, Ecology Attitude Scale and Multiple Intelligence Inventory. She analyzed the results with MANCOVA and concluded that the multiple intelligence-based instruction is more effective than the traditional instruction in terms of achievement and multiple intelligence; however, she found no significant results between the two groups. 25 Chen et al. (2003) conducted an experimental study for enhancing the creative and thinking ability of regular 5th grade students by applying the Multiple Intelligence Theory to practical learning activities. Initially, teachers of 10 classes from Wu-Hsing National Primary School, Taipei, were instructed how to apply the theory to real teaching processes. Next, these teachers conducted an educational experiment for one semester on 197 5th grade students. 130 students were randomly selected from the experimental group and compared with students that had not participated. There were no significant differences between groups in creative thinking ability and progress according to the Williams Creativity Assessment Packet. Additionally, there were no significant differences between groups in performance on fluency, divergence, flexibility, elaboration, originality and naming tasks. Loori (2005) investigated the differences in intelligence preferences of male and female students learning English as a second language at higher institutions in the United States of America. There were 90 international students registered at ESL centres at the three American University. The results of Loori’s study showed significant differences between males’ and females’ preferences of intelligences. According to the results, male students preferred learning activities involving logical and mathematical intelligence, whereas female students preferred learning activities involving intrapersonal intelligence. In addition, the most preferred intelligence was interpersonal intelligence, second was logical mathematical, the third highest was linguistic and the fourth one was bodily-kinesthetic; the least preferred one was intrapersonal intelligence. Shariffudin and Ta’Zim (2007) the research study examines the Multiple Intelligence pattern among the high achievers and the normal student. This research compares between the high achievers and the normal students with respect to their preferences of learning style. The respondents comprised 150 26 normal students and 160 high achievers from secondary schools around Sarawak. The results showed that the normal students posses the following intelligences: Interpersonal > Bodily / Kinesthetic > Musical / Rhythmic > Visual / Spatial > Verbal / Linguistic > Logical / Mathematical > Intrapersonal > Naturalist. Whilst for high achievers posses the following intelligences: Interpersonal > Logical / Mathematical > Intrapersonal > Visual / Spatial > Verbal / Linguistic > Naturalist > Musical / Rhythmic > Bodily / Kinesthetic. Based on these result, a theoretical framework was proposed to develop a software to match students learning styles (Multiple Intelligence) with computer and web-based learning environments. Through an awareness of preferred learning styles and environments, more effective learning environments can be set upto assist students in their learning. Nasser et al. (2008) conducted a study on a sample of 648 Lebanese and 252 Indian students estimated their multiple intelligence based on Gardner’s conceptualization. Males rated on the bodily kinaesthetic component higher than females while females estimated their verbal and intrapersonal intelligence higher than males. Differences appeared between Indian and Lebanese samples on the cognitive components, namely, verbal, spatial and logical abilities. Using the educational level of the parent as a covariate, significant differences were found between the Indian and Lebanese sample on verbal, spatial and logical abilities. Interaction effects of gender and nationality were observed on the logical component. While Lebanese males rated the logical component higher than the Lebanese females, Indian females rated the logical component higher than their male counterparts but lower than the male and female Lebanese students. Razmjoo, (2008) in their study examined the strength of the relationship between language proficiency in English and the 9 types of intelligences. As such, the objectives of this study were three-folded. The research tests tools 27 consisted of a 100-item language proficiency test and a 90-item multiple intelligence questionnaire were distributed among 278 male and female Iranians taking part in the Ph.D. Entrance exam to Shiraz University. The data gathered were analyzed descriptively utilizing central tendency measures (mean and standard deviation) and inferentially using correlation, regression analysis and independent t-test. The results indicated that there is no significant relationship between language proficiency and the combination of intelligences in general and the types of intelligences in particular. Similarly, the results revealed no significant difference between male and female participants regarding language proficiency and types of intelligences. Moreover, none of the intelligence types was diagnosed as the predictor for language proficiency. The results of this investigation point to no significant relationship between multiple intelligence and English language proficiency in the Iranian context. Berbaum (2009) the purpose of this multiple case study was to describe and evaluate the experience of 5 general education teachers from a north-eastern urban middle school as they integrated differentiated instruction with students who have specific learning disabilities. Initiating differentiated instruction that incorporates multiple intelligence theory was one strategy to facilitate academic success of students with specific learning disabilities. The results showed that educator interpersonal skills effected willingness to execute differentiated instruction. Process and assessment differentiation were typically utilized to diversify instruction. Educators experienced challenges due to lack of differentiated instruction training, lack of collaborative planning time and a perceived lack of motivation in students. Differentiated instruction seemed to facilitate general educators' ability to meet the needs of students with learning disabilities in the classroom. This research has implications for reducing marginalization of students with learning disabilities and facilitating their long term success beyond the classroom. 28 Vevania (2009) did a research for developing interpersonal and intrapersonal intelligence through multicultural education. A Standardized psychological questionnaire by V. Chistlett and A. Chapman was used. 72 teachers constituted the sample. A 12 hour long intervention programme based on Multicultural education (Racism, Classism, Ageism, gender based oppression etc.) was carefully designed & conducted on 2 consecutive days. On each of these, certain situation or thought provoking questions were asked followed by group discussion. Also slide shows were used. A significant difference in the pre-tests and post-test Interpersonal scores of Experimental group was seen. A significant difference in the pre-tests and post-test Intrapersonal scores of Experimental group was seen. But there was no difference between pre-tests and post-tests of experimental and control group. Naoe (2010) this study identified the multiple intelligence of the grade V pupils of David Elementary School through instructional process which integrates the Multiple Intelligence Theory that helped the learners recognize the importance of discovering and awakening their latent intelligences. Gathered information from the respondents, namely: fifteen (15) parents, four (4) teachers and fifteen (15) pupils were processed and analysed using frequency counts, percentages, weighted mean and t-test. The pupils who attended the MI class were found to possess all the eight intelligences in varied degrees. Bodily- kinesthetic intelligence, as perceived by the pupils, appeared to be their strongest intelligence. It was also found out that among the three important subjects that the researcher tested namely Science, English and Math, the pupil respondents appeared to be naturalists. Both the parent and teacher groups had almost the same perception with regard to the children’s pupils’ intelligences. However, it was in the intrapersonal intelligence that the two adult groups differed significantly in their perception. Except for this area of intelligence, the null hypothesis that there is no significant difference between the parents’ and the teachers’ perception on the different multiple intelligence of the pupils is 29 accepted. The activities that integrate the MI theory were most preferred by the pupils, which gave them relatively high scores in the post test. Watve (2010) in their study aimed at investigating the ways the parents perceive their ward related to different intelligences. Sample consisted of 100 high schoolers whose parents gave rating based on their observations regarding intelligences of their ward. A Multiple Intelligence (MI) rating scale based on activities, related to these intelligences was used for the purpose. Summated ratings on eight areas were subjected to correlation analysis. Almost all the correlations were found to be significantly high, except that between Linguistic and Interpersonal. Significant high correlations between Linguistic and Intrapersonal. Logical Mathematical appeared to be least correlated with others. Some probing into various such relationships is discussed to point new direction in case of parents’ perception of multiple intelligence among their wards. Almeida et al. (2010) in their study a battery of General and Differential Aptitudes (BADyG: reasoning, memory, verbal aptitude, numerical aptitude and spatial aptitude) and a set of Gardner's multiple intelligence assessment tasks (linguistic, logical, visual / spatial, bodily-kinesthetic, naturalistic and musical intelligence) were administered to 294 children aged 5 to 7. The confirmatory factor analysis points out the absence of a common general factor considering both batteries, indicating the existence of two general factors, which gather the tests that encompass them. Also, these two general factors correspond to traditional and multiple intelligence assessments and show a statistically moderate correlation between them. These results challenge Gardner's original position on refusing a general factor of intelligence, especially when considering the cognitive dimensions measured which do not coincide with the more traditional tests of intelligence. 30 A research paper by Surapuramath (2011) was published in the International Referred Research Journal. The title of the research was ‘A study on Multiple Intelligence of B.Ed. trainees studying in B.Ed. colleges of Bangalore City.’ The sample included 300 students selected by using random sampling technique, out of which 120 were male and 180 were female B.Ed. trainees from B.Ed. Colleges. The Multiple Intelligence Tests - based on Howard Gardner's MI Model was used for data collection. 't-test' technique was adopted for data analysis. There was a significant difference in Multiple Intelligence of B.Ed. trainee. The female students were better than male students and that the science students were better than arts students in Multiple Intelligence. It is found that, there was no significant difference between aided and unaided B.Ed. trainees studying in B.Ed. colleges of Bangalore city. Yi et al. (2011) studied the relationship between creativity and intelligence. This study adopted a descriptive survey method where a set of questionnaire was used for the purpose of data collection in determining the relationship between the two variables. A total of 1040 randomly selected students which consisted of both male and female students were involved in the study. Research findings showed that overall, there was a significant and positive relationship between multiple intelligence and creativity (r=0.648). Research findings also showed that students from both gender possessed high intelligence in common domains, namely interpersonal (M=3.795, SD=0.61), followed by intrapersonal (M=3.656, SD=0.628) and musical (M=3.648, SD=0.863) as well as similar characteristics of creativity in two constructs (imagination and fantasy and playfulness). To conclude, it is important to identify students’ intelligence profile as well as their creativity level according to domains. Khataybeh and Al-Sheikh (2011) investigated different intelligence types among Jordanian students at different public and private universities in Jordan. This study has used survey as an instrument of collecting data. The study sample 31 consisted of (1436) students. The students estimated their own IQ scores on each of Gardner's 7 multiple intelligences: logical-mathematical IQ, musical IQ, interpersonal IQ, Kinesthetic IQ, Intra-personal IQ, Linguistic IQ and Spatial IQ, t-test indicated that interpersonal intelligence is the highest and the most common intelligence among Jordanian students. Following are Intra-personal, Kinesthetic, Linguistic, Spatial, logical- mathematical and musical respectively. There were significant differences among Jordanian students in the linguistic and interpersonal intelligence in favour of the females. There were significant differences in the logical intelligences in favour of the governmental universities. There were no significant differences in the multiple intelligence that can be attributed to the averages of the students. There were significant differences in the musical intelligence in favour of the graduates. Abdorreza and Hoda (2011) conducted studies on increasing attention paid to learner-centered pedagogy. This study explores EFL learners' perceived use of language learning strategies across various intelligence types as reflected in Gardner's Multiple Intelligence Theory (1983). Among Ninety students the findings of the study revealed that intelligence did not significantly affect the overall strategy use of the participants. All types of intelligence fell within the "medium" user of LLSs. However, participants of verbal linguistic type were found to be higher in terms of their strategy use and visual-spatial students were the lowest strategy users overall. In addition, participants of verbal-linguistic type were found to be higher users of cognitive strategies. In terms of metacognitive strategies, verbal-linguistic, bodily-kinesthetic, interpersonal, intrapersonal and naturalist were found to be higher than logical-mathematical, visual-spatial and musical-rhythmic types. Visual-spatial learners were also found to be lower in terms of their use of social strategies. Shahzada (2011) in a survey tried to reveal the relationship between mother’s level of education and multiple intelligence levels of their children. 32 The sample consisted of 714 first year college students whom 382 of them from urban schools and 332 of them from rural schools. It was revealed that there was meaningful correlation between mother’s level education and verbal-linguistic, logical-mathematical and musical intelligences of their children. Narli et al. (2011) identified the relationship between individuals multiple intelligence areas and their learning styles with mathematical clarity. Multiple intelligence areas and learning styles of 243 mathematics prospective teachers studying at a state university were identified using the Multiple Intelligence Inventory for Educators" developed by Armstrong and the "Learning Styles Scale" developed by Kolb. Second, the data was appropriated for rough set analysis and they identified potential learning styles that a student can have based on the learning style s/he already has. Certain degrees of the learning style sets were [alpha] [subscript R] (D) [congruent to] 0.717, [alpha] [subscript R] (C) [congruent to] 0.618, [alpha] [subscript R] (AS) [congruent to] 0.699, [alpha] [subscript R] (AC) [congruent to] 0.461 and these sets were found to be rough sets. Finally, decision rules were identified for multiple intelligence and learning styles. Mc Fartane and Donovan (2012) their study examines the theory of Multiple Intelligence (MI) as the most viable and effective platform for 21st century educational and instructional methodologies based on the understanding of the value of diversity in today's classrooms and educational institutions, the author sees the value of MI theory as broad enough to facilitate 21st century understanding of education and intelligence in so much as diversity and technology have fuelled changes in the definitions and requirements of individuals with regard to pedagogy. In putting forth a strong argument of multiple intelligence (MI) being a strong platform for effective educational and instructional methodologies in 21st century classrooms and schools, the author 33 also examines opposing views and attempts to counteract as such with supporting literature, examples and ideas. Kumar and Biju (2012) conducted studies on a sample of 300 students from grade 9 and grade 10 of two high schools in Arba Minch, Ethiopia were taken for the study. Students were found to exhibit more of interpersonal, intrapersonal, logical and verbal intelligence. The usage of visual spatial, bodily- kinesthetic and musical intelligent strategies were low. The research also revealed that boys exhibit more multiple intelligent strategies than female students. 2.3 STUDIES RELATED TO PROFESSIONAL EFFECTIVENESS OF TEACHERS Raj (2000) conducted a study on teacher effectiveness of secondary school teachers in relation to motivation to work and job satisfaction. The findings of the study showed that teacher motivation to work has significantly effect upon teacher effectiveness, i.e. those having higher level of motivation to work do effective teaching. The conclusions drawn from the study were that teacher effectiveness was positively correlated with the level of motivation to work and teacher effectiveness was not significantly related to job satisfaction. Jayaramanna (2001) conducted a study on teacher effectiveness in relation to work orientations and academic achievement of students. He studied teacher effectiveness giving priority to personal aspect, professional aspects intellectual aspect, teaching strategies and social aspect of teacher effectiveness. He found all the above mentioned factors strongly influenced teacher effectiveness and that teacher effectiveness influenced academic achievement of students. He also reported that work orientation and teacher effectiveness were positively correlated. 34 Ford (2002) attempted to determine the relationship among teachers induction programme variable, namely content, personnel and delivery modes employed and the perceived effectiveness and satisfaction The findings revealed that there is a positive correlation between new teacher induction content addressed during teachers' first years and their levels of self-perceived effectiveness. Next, direct input on a specific task was the most common way new teachers were supported and produced a strong correlation with effectiveness and satisfaction while lectures, although used seldom, produced the least effect on teacher effectiveness and satisfaction. Finally, principals were most frequently involved in the induction of new teachers, while other teachers were also highly involved. The principals' involvement produced the strongest relationship with effectiveness and satisfaction. Kagathala (2002) studied teacher effectiveness of secondary school teachers in Gujarat in relation to area of their schools, sex, educational qualifications, experience of teaching, type of school personality and caste. Result of the study revealed that: Teacher effectiveness of teachers of secondary schools in Gujarat was found to be of average; The teachers of urban area are superior than rural area in teacher effectiveness; Sex of the teacher does not affect the teacher effectiveness; The teachers with masters degree possess more teacher effectiveness than bachelor degrees holders; The effect of experience of teaching on the teacher effectiveness is found increasing up to the experience of 19 years but it found decreasing after that level of experience; The teachers of boys schools are found to be effective than girls and coeducational school; The teacher having high creative personality are found superior to the teacher having low creative personality in their teacher effectiveness; No effect of caste of teacher on the teacher effectiveness was found. Vijayalakshmi and Mythill (2004) studied the influence of personal variables (Age, Marital Status, Sex) and professional variables (Experience, 35 qualification, subject of teaching, designation, level of college, type of college management) on the teacher effectiveness and work orientation of teachers working in junior colleges, degree colleges and professional colleges of Viziangaram district of Andhra Pradesh. Results showed that there was significant difference between the teachers’ up to 35 years and above 35 years of age, married and unmarried, teachers with different designation and working in junior and degree colleges with regard to their teaching effectiveness. Regarding their work orientation, significant difference existed between married and unmarried, male and female teachers, teachers of different cadres, between junior and degree college staff and government and private college teachers. Positive and moderate relationship was present between teacher effectiveness and their work orientation. Teachers of above 35 years age, married teachers, female teachers, assistant professors and degree college teacher are more effective than their counterparts. Arokiadass (2005) conducted a study to examine teacher effectiveness of 275 college teachers from Madurai Kamaraj University in Tamil Nadu. The study explored that 18% teachers had high level of teacher effectiveness and 15% had low level of teacher effectiveness whereas 67% were at the average or moderate level of teacher effectiveness. Women teachers were effective in advising and guiding and possessed better skills of teaching and evaluation. Male teachers were effective motivators. Arts teachers had higher mastery in their subjects and involvement in college activities. Private college teachers showed more involvement in college activities. Autonomous college teachers were equipped with higher teaching skills and were more involved in college activities. Teachers with research degrees had mastery over their subjects, motivating skill and developed rapport with the students effectively. Rai (2005) found the factors of effective teaching from the student ratings of teacher characteristics and determine if there was any agreement between 36 student evaluation of teaching and self – evaluation of teaching using the criteria. Tools used in the study were rating scale for student evaluation of teaching effectiveness and attitude scale by Ahluwalia. Students and teachers had similar views regarding the criteria of effective teaching. Self-rating of teaching in respect of overall teaching effectiveness was significantly higher than student rating of the same. Significant correlation was found in the teaching effectiveness score of male and female teachers. Srivastava (2005) studied teacher effectiveness of upper primary school teachers of different age groups. The findings revealed that the teacher effectiveness of male teachers dilutes with their increasing age. The teacher effectiveness of female teacher increased to some extent with their increasing age. The age variable did not produce a significant impact on teachers’ effectiveness. The male and female teachers did not differ significantly with one another at different age- level. Thus, age was a mild determinant of teacher effectiveness. Jain (2006) attempted to study teaching effectiveness of teachers trained through formal and distance mode. Result findings explored that one of the five aspects, i.e. development of the lesson of the teaching effectiveness is not being properly utilized in the classroom. The skills required for ‘development of the lesson’ play a major role in determining the effectiveness of teachers. The study further revealed a significant relationship between the attitude and the teaching effectiveness of the teachers. Carlo and Josefina (2007) tested two models on the interaction of teacher variables using Structural Equations Modelling. In the first model, the effect of teacher's personality characteristics and teaching efficacy on teacher's performance and effective teaching was tested. In the second model, the effects of learner-centered practices on teacher's performance, effective teaching and 37 teaching efficacy were included. It was found that the teachers practicing learner - centered approaches use their self-efficacy in order to be effective in teaching, but it was also found that being effective did not result in high teaching performance ratings. Newa (2007) examined teacher effectiveness in relation to work satisfaction, media utilization and attitude towards the use of information and communication technology among secondary school teachers of Nepal. Result finding explored that secondary school teachers belonging to government and private schools exhibited comparable teacher effectiveness. The secondary school teachers belonging to different academic streams viz, Language, Science, Mathematics and Social Sciences exhibited comparable teacher effectiveness. No significant interaction was found between school type and teachers of different academic stream with regard to teacher effectiveness. Rajeev and Raghuveer (2007) comprehend the students’ behavioural attitudes and attributes in referring to a teacher as ‘bad or good’ so as to establish a better communication between the teachers and the taught and promote more effective teaching and learning in medical school. Q-methodology questionnaire was distributed randomly on open-call to 94 final year medical students, who had been exposed to about 160 teachers of various departments of a medical college, to recognize Q-factors. Three Q factors have been constructed on distinct items. Teachers’ recognition stands on different traits and trends. In fact, universal acceptance is still elusive. Factor-1 Teacher is practical and up-to- date, neither too strict nor witty and shows no evidence of favour. Factor-2 Teacher is a disciplinarian and is intolerant to misbehaviour and relies on examination performance to label students good / bad. Factor-3 Teacher is dynamic and enthusiastic but not very knowledgeable and do not mind misbehaviour of students in the classroom and do not impose workload. 38 Sridhar and Hamid (2007) examined teacher efficacy and emotional intelligence of 100 primary school teachers of urban district in south Mysore. Teacher Efficacy Scale (TES) and Emotional Intelligence Test were used for data collection. Results indicated that the levels of teacher efficacy and emotional intelligence of primary school teachers were placed under moderate category; a high level of both teacher efficacy and emotional intelligence would be correlated with student achievements, job satisfaction, teachers’ willingness to implement innovation, effective teaching. It was also concluded that younger teachers had the highest teaching efficacy and that teaching efficacy declined slightly with age. Dawson (2008) studied use of information and communication technology by early career science teachers in Western Australia to improve teaching efficacy. The study revealed that the most frequently used ICTs were word processing, ‘e’ mail, internet research power point. The least used techniques included palm top computers, webpage design online discussions and virtual excursion. ICT uses were enhanced by factors like access to the computer, internet and teacher confidence. The inhibiting factors in using ICT were behavioural management issues and workload. The study concluded that use of ICT helped teachers in increasing their self-efficacy. Indira (2008) examined burnout and stress among secondary school teachers in relation to their teaching effectiveness. Ninety three secondary school teachers were drawn from eleven secondary schools of Greater Bombay, using stratified sampling technique. The Maslach Burnout Inventory, Teaching Stress Survey of Mishra, Teaching Effectiveness – Teachers’ Self Evaluation Rating Scale of Silva and Students’ Evaluation of Teaching Effectiveness Rating Scale of Silva were used. Teaching effectiveness as perceived by teachers and burnout due to intensity and frequency of emotional exhaustion as well as personal accomplishment were significantly related. Teaching effectiveness as 39 perceived by students and burnout due to frequency of personal accomplishment were significantly correlated. Teachers had the perception that teaching effectiveness was not influenced by the level of stress. Students also had the perception that teaching effectiveness was not influenced by the level of stress that teachers perceive. Teachers had shown positive relationship between stress and burnout due to intensity of emotional exhaustion. Relationship of teaching effectiveness as perceived by teachers and burnout did not make any difference between experienced / inexperienced teachers, qualified /overqualified teachers, aided / unaided school and subjects taught (Language / Social science / Science) with the exception of age of teachers, single sex / co-ed school. Relationship of teaching effectiveness as perceived by students and burnout did not make any difference between experienced / inexperienced teachers, age of teachers, single sex /co-ed school, aided / unaided school with the exception of qualified / overqualified teachers and subjects taught (Language / Social science / Science). Teachers had shown that their Stress and teaching effectiveness on the basis of qualification, experience, subjects taught, type of school and age of teachers are not related. Similarly teachers stress and teaching effectiveness as perceived by students on the basis of qualification, experience, subjects taught, type of school and age of teachers were not related. Kaur (2008) studied job satisfaction, occupational, stress and value dimensions as correlates of teacher effectiveness. The result of present study reflected that: The government secondary school teachers are average in their effectiveness; highly effective teachers were more satisfied with their jobs than less effective teachers. Further the study has shown that job satisfaction is a positive correlate of teacher effectiveness; Occupational stress is a negative correlate of 60 teacher effectiveness. Also the teachers who are under high occupational stress are less effective; Theoretical, aesthetical and social values are found to be positive correlate and economic and political values are found as negative correlates of teacher effectiveness. 40 Laxmi and Chandel (2008) attempted to explore the relationship between non-verbal classroom communication and teaching effectiveness. Findings of the study revealed that; non-verbal classroom communication behaviour of pupil teacher was found to be of moderate level, teaching effectiveness and non-verbal communication are highly positively correlated and high and low effective teachers’ non-verbal classroom communication behaviour was scientifically different from one another. Shukla (2008) examined burnout and stress among secondary school teachers in relation to their teaching effectiveness. Result findings explored that teaching effectiveness as perceived by teachers and burnout due to intensity & frequency of emotional exhaustion as well as personal accomplishment are significantly related. Teaching effectiveness as perceived by students and burnout due to frequency of personal accomplishment are significantly correlated. Teachers have the perception that teaching effectiveness is not influenced by the level of stress. Students also have the perception that teaching effectiveness is not influenced by the level of stress that teachers perceive. Teachers have shown positive relationship between stress and burnout due to intensity of emotional exhaustion. Relationship of teaching effectiveness as perceived by teachers and burnout did not make any difference between (i) experienced / inexperienced teachers, (ii) qualified / overqualified teachers, (iii) aided / unaided school and (iv) subjects taught (Language / Social science / Science) with the exception of (i) Age of teachers, (ii) single sex / co-ed school. Relationship of teaching effectiveness as perceived by students and burnout did not make any difference between (i) experienced /inexperienced teachers, (ii) Age of teachers, (iii) single sex / co-ed school, (iv) aided / unaided school with the exception of (i) qualified / overqualified teachers and (ii) subjects taught (Language / Social science / Science). Teachers have shown that their Stress and teaching effectiveness on the basis of (i) qualification, (ii) experience, (iii) subjects taught, (iii) type of school and (iv) age of teachers are not related. 41 Similarly teachers stress and teaching effectiveness as perceived by students on the basis of (i) qualification, (ii) experience, (iii) subjects taught, (iii) type of school and (iv) age of teachers are not related. Satwinderpal (2008) studied occupational stress in relation to teacher effectiveness among secondary school teachers. Results revealed that the values of correlation coefficients between teacher effectiveness and occupational stress were -.871, -.468 and -.892 for the highly effective, less effective and total group of teachers. All the values were negative and significant. The findings indicated that with the increases in the level of occupational stress the effectiveness of the teachers reduced. Sridhar and Badiei (2008) examined and compared the teacher efficacy of higher primary school teachers in India and Iran by surveying 225 Indian teachers and 222 Iranian teachers. Overall participant teacher efficacy scores were almost high. Iranian male teachers had high personal efficacy than counterparts in India. Results also revealed that no significant differences regarding efficacy beliefs on both dimensions for number of years of teaching experience even when compared as a function of country. Kaur and Brar (2009) studied impact of B.Ed. programme on teacher effectiveness, personality, teaching aptitude and attitude towards teaching of prospective teachers. It was found that B.Ed. programme was effective in bringing positive changes in teacher effectiveness, teaching aptitude, attitude towards teaching and personality traits of prospective teachers. The study revealed that B.Ed. programme had more favourable effect on teacher effectiveness of female prospective teachers as compared to male prospective teachers. It further added that B.Ed. programme was equally effective in enhancing teaching aptitude and attitude towards teaching of both female and 42 male prospective teachers. The study also concluded that male teachers were more tense and frustrated as compared to female prospective teachers. Kumar (2009) compared personality characteristics of most effective and least effective prospective teachers. Findings revealed that most effective prospective teachers were found to be high on factor less intelligence vs. high intelligence, in comparison to least effective prospective teachers. Most effective and least effective prospective teachers did not differ significantly with regard to personality factor lower ego strength vs. high ego strength. Most effective and least effective prospective teachers did not differ significantly with regard to personality factor submissiveness vs. dominance. Most effective and least effective teacher did not differ significantly with regards to personality factor weaker super ego strength vs. stronger super ego strength. Dakshinamurthy (2010) designed a study to examine the effect of teachers’ personality, teachers’ attitude towards profession and teachers’ teaching effectiveness on academic achievement in social science. Results concluded that the teachers with introversion personality type influenced higher on the academic achievement of students in social science than the teachers with extroversion personality type. The teachers with favourable attitudes towards profession influenced more on the academic achievement of students in social science than the teachers with unfavourable attitudes towards profession. The teachers with effective teaching influenced higher on the academic achievement of students in social science than the teachers with effective teaching. Kauts and Saroj (2011) explored the relation of teacher effectiveness and occupational stress with emotional Intelligence among teachers at secondary stage. Results of the study revealed that teachers with high emotional intelligence were having less occupational stress and more teacher effectiveness, whereas, teachers with low emotional intelligence were having more 43 occupational stress and less teacher effectiveness. Thus, emotional intelligence was found to be helpful in reducing occupational stress of teachers and enhancing their effectiveness in teaching. Sawhney and Kaur (2011) examined teacher effectiveness in relation to self-concept of elementary school teachers. Results of the study revealed that there was no significant difference found in the teacher effectiveness of male and female teachers. A significant difference was found between self-concept of male and female elementary school teachers. There existed significant relationship between teacher effectiveness and self-concept of male and female elementary school teachers. Jha and Singh (2012) conducted a study to understand the correlation between emotional intelligence and teaching performance in the case of faculty members at medical and engineering colleges, as courses related to these two fields are quite extensive and demanding which often leads to stress among students. Gender differences on the scores of emotional intelligence and teacher effectiveness was insignificant. The emotional intelligence and self-reported teacher effectiveness of engineering faculty members were relatively higher than those of medical faculty. However, according to students’ rating there was no significant difference in teacher effectiveness among the two groups. Implications of this research from the perspective of training faculty members are discussed. Kumar (2013) conducted a study on teaching effectiveness of self financing engineering

Ashalakshmi Maedu Thesis: Primary School Teacher Effectiveness

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