Abstract
The present study attempts to compare teacher effectiveness, general intelligence and creativity of secondary school teachers in relation to gender and type of school. The sample for the study consisted of 850 secondary school teachers of Punjab. The findings of the study revealed that there is no significant difference in teacher effectiveness of male and female secondary school teachers. The significant main effect of type of school is independent of gender groups, i.e. government school teachers are effective both in case of male and female groups of school teachers. There is significant difference in general intelligence of male and female secondary school teachers, female teachers being more intelligent as compared to male teachers, both in case of government and private schools. The results also show that male teachers of private secondary schools are more creative than female teachers of private secondary schools but not in case of government secondary schools. Government school teachers are significantly high on creativity than private school teachers only in case of female group and not in case of male teachers. Teacher effectiveness is positively and significantly related with general intelligence and creativity among secondary school teachers.
Highlights
Teacher plays a pivotal role in educational administration; a teacher must be philosophically, sociologically and psychologically sound so that students imbibe these qualities
Effectiveness of teacher stems from a combination of knowledge, skills and personal characteristics (Katz, 1993), the characteristics which are correlated with effectiveness are: good knowledge of subject matter, ability to organize learning materials, ability to communicate his knowledge to the students successfully and to deal with classroom situations (Gupta & Jain, 2007) and personal characteristics that is enthusiasm, effective communication, adaptable to change, a life long learner, competent, accepting of others, patient, willingness to take risks, flexibility, creativity, hardworking and sense of humour (Taylor & Wash, 2003; Colker 2008)
The general intelligence means scores of male and female teachers are 44.23 and Teacher Effectiveness, General Intelligence and Creativity 56 46.16 respectively. This shows that mean general intelligence score of female secondary school teachers is higher than male teachers
Summary
Teacher plays a pivotal role in educational administration; a teacher must be philosophically, sociologically and psychologically sound so that students imbibe these qualities. An effective teacher helps the students in the development of basic skills, understanding, proper work habits and desirable attitude, value judgment and adequate personal adjustment (Ryan, 1969). Spearman (1927) gave the earliest factor theory of intelligence which comprises two kinds of factors, general factor and specific factors. Thurstone (1938) accepted Spearman's theory and identified primary mental abilities. Guilford (1967) in his structure of intellect model proposed that intelligence comprises of 120 elementary abilities, each of which involves the action of some operation upon some content to produce some product. Under the Triarchic Theory of Intelligence of Sternberg (1985) the intelligent behaviour is the product of analytic, creative and practical abilities. Under the Triarchic Theory of Intelligence of Sternberg (1985) the intelligent behaviour is the product of analytic, creative and practical abilities. Gardner (1983, 1993) has been foremost among theorists arguing that human cognitive abilities are best envisaged as several independent forms of intelligence i.e. (linguistic, logical/ mathematical, bodily/kinaesthetic, spatial/visual, musical, inter-personal/intrapersonal)
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