Attitudes towards comprehensive evaluation system of school teachers as function of gender and level of teaching

Pages: 523-525
Gurpreet Kour Chhabra and Meeta Jha (School of Studies in Psychology, Pt. Ravishankar Shukla University, Raipur, Chhattisgarh)

The aim of the present piece of research work is to examine empirically that whether or not gender and level of teaching work independently or in interaction with each other are capable of generating variance in attitudes towards comprehensive evaluation system in case of school teachers. Employing a (2)2 ex-post facto, non-experimental factorial design (fixed model) there are two levels of teaching, i.e. primary and higher secondary, and two levels of gender, i.e. male and female were manipulated in the study. Employing the stratified random sampling technique, finally 280 school teachers within the age range of 20 to 48 years were drawn randomly from different CBSE schools of Durg district of Chhattisgarh State to serve as subjects in the present study. All the two independent variables were found to be potential enough in generating variance on attitudes towards comprehensive evaluation system. Barring few exceptions, the interactions were not found significant. Theoretical interpretations have been given.