Abstract
In the present study an attempt has been made to find out Effect of Teacher Training programme on Self-Concept, Self-Confidence, Teaching Competency, and Role Commitment of Special Teacher Trainees. Experimental research method was applied. One group as well as two group pre- and post- tests Quasi experimental research design was followed. The sample consisted All (150) Special Teacher Trainees (117 Orthopedic and 33 Vision disabled special teacher trainees) from Department of Teacher training, Jagadguru Rambhadracharya, Handicapped University, Chitrakoot, Uttar Pradesh, India, were selected purposively. For collection of data, four standardized tools were applied on trainees in group (on orthopedic disabled) as well individually (on vision disabled) for self-concept, self-confidence, and role commitment. Teaching competencies were observed by a group of experts which include researcher, one teacher trainer and one teacher from experimental school to make observation reliable, valid, and scientific. For the analysis and interpretation of the data, both descriptive and inferential modes of treatments were adopted. Analysis of co- variance and t-test were applied for testing the significance of Hypotheses and interpretation of data. The results revealed that although Teacher Training Programme develop positive self- concept among special teacher trainees (as a group), orthopedic and vision disabled special teacher trainees. But this effect is found statistically insignificant. TTP develops self- confidence among special teacher trainees as a group and vision disabled special teacher trainees. But do not develop self- confidence in orthopedic special teacher trainees. TTP develops more teaching competency among orthopedic than vision disabled special teacher trainees. It develops pledge of role commitment among special teacher trainees as a group but individual analysis indicate this programme is not fit for orthopedic and vision disabled trainees in respect to development of role commitment.
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