Teacher effectiveness among high school teachers in relation to their locus of control

Page: 12-15

Gagan Deep (Department of Education, Punjabi University Regional Centre, Bathinda, Punjab)

Teaching is not everybody’s cup of tea rather it is an art that is learnt by undergoing a specific and rigorous training. Teachers have to be up to date regarding the changing trends in the educational system to ensure their effective role in teaching learning process. The extent of assertiveness, taking initiative, effective communication and a tendency to develop a sense of cooperative learning in the classroom will determine the level of effectiveness of teacher as a leader. Teacher’s effectiveness in an educational process is determined by several psychological, social, economic and political factors such as his intellectual abilities, job satisfaction, socio-economic status, mental health, locus of control, self-efficacy etc. The present study attempts to explore the relationship between teacher effectiveness and locus of control of high school teachers of Punjab. In the present study, descriptive survey research method was employed. The teacher effectiveness scale by Kulsum (2000) and Locus of Control Scale by Vohra (2002) were administered for collecting data for the study in hand. The sample of the study consisted of 200 male and female high school teachers, selected through random cluster sampling technique, from the government and private schools of Bathinda district of Punjab. Pearson’s Product Moment Correlation & t-test were used to analyze the teacher effectiveness and locus of control of high school teachers. The results revealed that high school teachers do not differ significantly on the variables of teacher effectiveness and locus of control across gender (Male & Female) and type of school (Government & Private). The findings of the study further indicated that there is no significant relationship between teacher effectiveness and locus of control of high school teachers.