Effect of Integrated Feedback on Classroom Climate of Secondary School Teachers

Abstract

<p>This study aimed at finding out the effect of Integrated feedback on<br />Classroom climate of secondary school teachers. This research is<br />experimental in nature. Non-equivalent control group design suggested by<br />Stanley and Campbell (1963) was used for the experiment. Integrated<br />feedback was treatment and independent variable, Classroom climate was<br />dependent variable and pre- Classroom climate, and Intelligence were<br />considered as covariates. The sample of the study comprised of 77 secondary<br />school teachers and 220 students studying in secondary classes from<br />purposively selected four schools of Indore city. The data for Classroom<br />climate, Job satisfaction and Intelligence were collected through standardized<br />tools. One-way ANCOVA and 2X2 factorial design ANCOVA were used for<br />data analysis. Hypotheses were tasted at level of significance with α = 0.05.<br />It was found that the treatment has significant effect over Classroom climate<br />when pre- Classroom climate was taken as covariate. The results also shown<br />that Classroom climate was independent of the treatment when Intelligence<br />and pre- Classroom climate were separately considered as covariates. In<br />addition, classroom climate was also found independent of interaction<br />between feedback and intelligence when pre – Classroom climate was taken<br />as covariate.</p>