Effect Of Face-To-Face B.Ed. Programme On Teacher Interns Attitude Towards Teaching Profession With Respect To Type Of Institutions, Academic Streams, And Different University System

Abstract

Teaching being a dynamic activity requires a favorable attitude and certain specific competencies from its practitioners. Teachers’ proficiency depends on the attitude she possesses for the profession. The positive attitude helps teacher to develop a conductive learner friendly environment in the classroom. This also casts a fruitful effect on learning of the students. Attitude being a social construct is influenced by many factors like gender social strata, age, stream of education, type of institutions and previous experience of the job. This study deals with effect of face-to-face B.Ed. Programme on Teacher Interns Attitude towards Teaching Profession with respect to type of Institutions, academic streams, and different university System. The sample constituted of 1256 teacher interns belonging to science and humanities streams drawn from fifteen education Colleges from two universities i.e. Guru Nanak Dev University Amritsar and Panjab University Chandigarh were selected from government-aided and self-financed. The effect of execution of B.Ed. programme on the teacher attitude of the teacher interns was studied with the help of a pre-test, post-test experimental design with 2×2×2 factorial design taking gain scores of the teacher attitude as dependent variable. The results revealed that teacher interns of self-financed institution exhibited significantly higher gain in the teacher attitude than their counterparts in government-aided institutions. Teacher interns studied in Panjab University Chandigarh exhibited significantly higher gain in teacher attitude than their counterparts Guru Nanak Dev University Amritsar as an outcome of B.Ed. programme. Whereas teacher interns following different academic streams were did not differ gain significantly in their teacher attitude. 

Teaching being a dynamic activity requires a favorable attitude and certain specific competencies from its practitioners. Teachers’ proficiency depends on the attitude she possesses for the profession. The positive attitude helps teacher to develop a conductive learner friendly environment in the classroom. This also casts a fruitful effect on learning of the students. Attitude being a social construct is influenced by many factors like gender social strata, age, stream of education, type of institutions and previous experience of the job. This study deals with effect of face-to-face B.Ed. Programme on Teacher Interns Attitude towards Teaching Profession with respect to type of Institutions, academic streams, and different university System. The sample constituted of 1256 teacher interns belonging to science and humanities streams drawn from fifteen education Colleges from two universities i.e. Guru Nanak Dev University Amritsar and Panjab University Chandigarh were selected from government-aided and self-financed. The effect of execution of B.Ed. programme on the teacher attitude of the teacher interns was studied with the help of a pre-test, post-test experimental design with 2×2×2 factorial design taking gain scores of the teacher attitude as dependent variable. The results revealed that teacher interns of self-financed institution exhibited significantly higher gain in the teacher attitude than their counterparts in government-aided institutions. Teacher interns studied in Panjab University Chandigarh exhibited significantly higher gain in teacher attitude than their counterparts Guru Nanak Dev University Amritsar as an outcome of B.Ed. programme. Whereas teacher interns following different academic streams were did not differ gain significantly in their teacher attitude.