Participation of Secondary Grade Teachers in School Administration for Quality Education

G Hema

doi:10.52634/mier/2014/v4/i2/1478

Abstract

Teachers play a major role in schools both academically and by participating in school administration for ensuring quality education for students. The present investigation was undertaken to study the participation of secondary grade teachers in school administration. The researcher selected 100 teachers teaching in government, government aided and private schools of Thanjavur district of Tamil Nadu. A standardized tool (Teacher's Participation in School Administration Scale-TPSAS) was used in the study. To know the participation of secondary grade teachers in school administration, data were collected and Mean and SD were worked out. 't' test was applied to find out significant difference between variables and also used F test, to find out where the difference exists among the groups. This study reveals that the secondary grade teachers have more participation in school administration. The Teachers who take part in school administration are encouraged to avail other benefits in schools. The study also shows that teachers who are doing administrative tasks make them more involved in the quality of education resulting in an enhanced level of students academic performance.

Highlights

Harvey (1995) defines the vision of educational quality by five goals i.e. exceptionality, consistency, fitness for purpose, value for money and Ogunsaju (2002) said that education management should be perceived as the aspect of management which concerns itself with the freedom and planning, with discipline and participation, with leadership and democracy, not merely in what they teach, but in the way they function as organizations
The study was conducted on a sample of 100 secondary grade teachers in Thanjavur district from different rural, urban, government, government aided and private secondary schools affiliated to school education department of the Government of Tamil Nadu
Teacher's Participation in School Administration Scale (TPSAS) was framed along with a five point rating scale developed by Taj (2000) was used to collect the data

Summary

Introduction

Harvey (1995) defines the vision of educational quality by five goals i.e. exceptionality, consistency, fitness for purpose, value for money and Ogunsaju (2002) said that education management should be perceived as the aspect of management which concerns itself with the freedom and planning, with discipline and participation, with leadership and democracy, not merely in what they teach, but in the way they function as organizations. The head of educational institutions in many cases shared the power and made teachers participate in other school activities to run a smooth administration. Teachers are satisfied and motivated with the participation in educational management. They are very keen and much interested to accept the responsibilities. Their satisfaction is related directly to the extent that they participate in decision making as individuals or in groups. Contribution of teachers is usually extremely valuable in the society. They are able to make other members of the management bodies and committees more aware of the problems and opportunities in education. Even for teachers, trainings are given for qualitative improvement towards developing professionalism for maintaining a better balance between theory and practice, broadening pedagogical and didactic skills, creating links to research and utilising new technologies

Objectives

Methods

Results