PERCEPTIONS OF THE IN-SERVICE EDUCATION NEEDS FGR SECONDARY TEACHERS IN EAST PAKISTAN Thesis for the Degree of Ph. D. MICHIGAN STATE UNIVERSITY Shaikh Mohammad Abdun Near 1965 mass This is to certify that the thesis entitled PERCEPTIONS OF THE lN-SERVICE EDUCATION NEEDS FOR SECONDARY TEACHERS IN EAST PAKISTAN presented by Sheikh Mohammad Abdun Noor has been accepted towards fulfillment of the requirements for Ph.D, degree inAgticuItural Education Dr. Guy E. Timmons Major professor Date September 29, I965 0-169 I I ABSTRACT PERCEPTIONS OF THE IN-SERVICE EDUCATION NEEDS FOR SECONDARY TEACHERS IN EAST PAKISTAN by Sheikh Mohammad Abdun Noor Purpose: 1. To determine a set of criteria for in-service teacher “education in East Pakistan; 2. To analyze the in—service education needs for secondary teachers in East Pakistan as perceived by various adminis- trative and educational groups; 3. To determine a set of standards for salary increases or promotions in East Pakistani schools and 4. To deter— ufine the role played by the East Pakistan Education Extension Centre - alnimary agency for in-service education of teachers. Method: The basic data were collected personally through a three ummth "field trip" to East Pakistan from.two hundred twenty-two second— ary school teachers, forty-five administrators and thirteen consultants directly or indirectly connected with the in-service education of teach- ers in East Pakistan. The process of collecting data was mostly ac-' con1Plished by three different instruments, suited for different purposes and by tape-recorded, personal depth interviews. The data were analyzed UBntally, manually and by CD 3600 computer at Michigan State University. Eiflfiiflggt The administrators rated their need and the need of the teachers for in-service education consistently higher than the teachers in most of the two hundred twenty-six need items. The dif- ferences between the administrators and teachers on the relative "degree Sheikh Mohaummd Abdun Noor of need" of different items were statistically insignificant in most cases. The consultants tended to have greater affinity with the adminis- trators in their perception of those need items where differences be- tween teachers and administrators were considered statistically signifi- cant. The teachers expressed great need in the areas of library facilit- ies and curriculum. The administrators expressed great need in the areas of curriculum and personality as an administrator. Organized educational trips, intervisitation of schools, workshops and faculty meetings directed to professional improvement were preferred in-service education activities. Insufficient financial grants, and family respons- ibilities limited teacher participation in in-service education activities. Training in teacher training colleges, seniority, and evidence of good teaching were the three major standards on which promotions or salary increases were reported to be determined in most East Pakistani schools. The East Pakistan Education Extension Centre has made educational progress and has enlarged its responsibilities in spite of many obstacles stemming from ideological conflicts, organizational rivalries and com— petition. The differences in thought and perception between administrators and teachers were not significant enough to cause practical problems. In-service education activities, if arranged at a convenient time for a suitable group with appropriate procedures, would probably be armreciated by its participants and would help to secure the desirable and sought after outcome. Both administrators and teachers in East Pakistan are satisfied with their profession. However, this satisfaction could advantageously be maxi— mized by means of further incentives, both monetary and non-economic. AND HE UNTO WHOM WISDOM IS GIVEN, HE TRULY HATH RECEIVED ABUNDANT GOOD. Quran, II, 269. PERCEPTIONS OF THE IN-SERVICE EDUCATION NEEDS FOR SECONDARY TEACHERS IN EAST PAKISTAN By Sheikh Mohammad Abdun Noor A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1965 THIS WORK IS DEDICATED TO MY PARENTS: Sheikh Mohammad Patwari and Nurunnehar Patwari When I behold the sacred Liao Wo* my thoughts return To those who begot me, raised me, and now are tired. I would repay the bounty they have given me, But it is as high as the sky: It can never be approached.1 *A species of grass symbolizing parenthood 1A chinese poem ii ACKNOWLEDGEMENTS Anyone who prepared so modest a research study must be humbled by the extent, variety and ramifications of the obligations which he has entailed. To all those who have contributed to make the study possible directly or indirectly, let me here express my thanks and gratitude. Let me express my sincere thanks to those two hundred and eighty teachers, administrators and consultants of East Pakistan who partici— pated in conducting the study with genuine interest and active co— operation. My special gratitude and debt are due to Dr. Guy E. Timmons, chairman of my guidance committee whose contributions in "lighting the candle than cursing the darkness" of my career is invaluable. I am also indebted to my guidance committee, Drs. Harold M. Byram,‘Mason E. Miller and Edgar A. Schuler for the constant guidance, assistance, counsel and encouragement each gave to me in the conduct of the study and preparation of the manuscript; and to Dr. H. P. Sweany for his guidance in the statistical procedure used. My gratitude is due to Mr. Fazlur Rehman, Chairman, Text Book Board, East Pakistan; Mr. Md. Ferdouse Khan, Chairman, Board of Inter- mediate and Secondary Education, Dacca; Mr. Abdur Rab Chowdhury, C.S.P. IDeputy Secretary, Department of Education, East Pakistan; Mr. Abdur bkaktader, Director, East Pakistan Education Extension Centre; Mr. ()sumn Ghani, Principal, Teachers Training College, Dacca; Mr. A. S. iii TABLE OF CONTENTS ACKNOWLEDGEMENTS. LIST OF TABLES. . . LIST OF APPENDICES. CHAPTER I INTRODUCTION Statement of the Problem . . Purpose of the Study . Basic Hypothesis . . . Assumptions. . . . - The Need and Importance of the Study . Sources of Data. . . . . . . . . . . . . . . Procedure for Collecting Data. . . . . . . . . . Methodology for Collecting Data. . . Reasons for Collecting Data Personally . Definition of Terms. . . . . . Organization of the Remainder of the Report. 1 II REVIEW or LITERATURE Review of Literature on Importance of In-Service Education. . . . . . . . . . . . Review of Literature on In- -Service Educational Techniques and Needs . Review of Literature on Some Selected Research Studies on In-Service Education. . . Review of Literature and Officials’ Views on In-Service Education in Pakistan and India III CRITERIA FOR IN-SERVICE EDUCATION IN EAST PAKISTAN -4 IV METHOD OF STUDY. . . . . . . . . . . . . Sources of Data. . . . . . . . . . . . Universe and Population of the Study . Sampling of the Universe and Population. . Data Gathering Instruments . . . . . . . . . . Methods of Administration of Instruments Difficulties Encountered . . . . . . . . . . . . Method of Analysis . . . . . . . . . . . . . . Limitations of the Study . . . . . . . . . . . . Page ii viii 17 22 26 33 38 52 52 53 53 58 61 67' 69 7O CHAPTER V Part One: PRESENTATION AND ANALYSIS OF DATA. . . . Needs Research Objectives and Relevant Data. Biodata. . . . . . . . . . . . . . . . Subject Matter . . . . . . . . . . Curriculum . . . . . . . . . . . Methods of Teaching. . . . . . . . Personality as a Teacher . . . . . . . Human Growth and Development . . . . Principles of Learning . . . Administration and Supervision . . . Sources of Teaching Materials. . . . . Co-Curricular Activities . . . . . . . Student Organizations and Activities . Research and Experimentation . . . . . General Education. . . . . . . . . . Sources of Educational Help. . . . . Classroom Visitors . . . . . . . . . Use of Community Educational Resources In-Service Education Activities. . .IAdministrators' Education Needs. . Library Facilities . . . . . . . *v’Limiting Factors in In-Service Education Part Two: wRole of Teachers . . ... . . . . . . . ~'Reactions to the Teaching Profession . 0 Standard for Salary Increase or Promotions Centre Function of the Education Extension Centre Objectivescf In-Service Education at Education Extension Centre . . . . . . . . . . Distribution of Courses. . . . . . . . Problems . . . . . . . . . . . . . . Teachers Training College Vs. Education Exten- sion Centre. . . . . . . . . . . . . Cooperation of Cooperating Agencies. Vi Perceptions of In-Service Education A Case Study of the Education Extension Page 73 73 75 81 83 85 87 89 91 93 96 96 99 101 101 105 111 117 122 128 139 141 145 147 149 152 154 155 159 161 163 CHAPTER Page ‘VI ' SUMMARY, CONCLUSIONS AND RECOMMENDATIONS. . . . 166 Introduction. 0 I O O O O O O O O O I O O C O 166 Summary of Findings from Tangible Data. . . . 169 Conclusions . . . . . . . . . . . . . . . . . 176 Recommendations . . . . . . . ... . . . . . . 181 BIBLIOGRAPHY . . .. . . . . . .. . . . . . . . . . 201 vii LIST OF TABLES ’IABLE Page 1 Program of In-Service Courses During January-March, 1965, East Pakistan Education Extension Centre, Dhanmondi, Dacca 2. . . . . . . . . . . . . . . . . SS 2 School Classification . . . . . . . . . . . . . . . . 76 3 Type of Community . . . . . . . . . . . . . . . . . . 77 4 Age of Individual Respondents . . . . . . . . . . . . 77 5 Years of Teaching Experience. . . . . . . . . . . . . 79 6 General Education . . . . . . . . . . . . . . . . . . 79 7 Professional Education. . . . . . . . . . . . . . . . 80 8 End of Formalized Education . . . . . . . . . . . . . 8O 9 Perception of Need by Teachers and by Administrators for Teachers in the Need Area: Subject Matter Content 0 O C O O O O C O C O C O O O C C C O O O O 82 10 Perception of Need by Teachers and by Administrators for Teachers in the Need Area: Curriculum . . . . . 84 ll Perception of Need by Teachers and by Administrators for Teachers in the Need Area: Methods of Teaching. 86 12 Perception of Need by Teachers and by Administrators for Teachers in the Need Area: Personality as a Teacher. . . . . . . . . . . . . . . . . . . . . .. 88 13 Perception of Need by Teachers and by Administrators for Teachers in the Need Area: Human Growth and Development. . . . . . . . . . . . . . . . . . .. . 9O 14 Perception of Need by Teachers and by Administrators for Teachers in the Need Area: Principles of Learnirlg I O O O I O I O O O O C O I O O O O O O I I 92 15 Perception of Need by Teachers and by Administrators for Teachers in the Need Area: Administration and Supervision. . . . . . . . . . . . . . . . . . . .. 94 viii 'DABLE 16 17 18 19 20 21 22 23 24 25 26 27 28 29 Perception of Need by Teachers and by Adudnistrators for Teachers in the Need Area: Sources of Teaching Materials. I I I I I I I I I I I I I I I I I I I I Perception of Need by Teachers and by Administrators for Teachers in the Need Area: Co-Curricular ActiVitieSI I I I I I I I I I I I I I I I I I Perception of Need by Teachers and by Administrators for Teachers in the Need Area: Student Organizations and ActiVitieS I I I I I I I I I I I I I I I I I I Perception of Need by Teachers and by Administrators for Teachers in the Need Area: Research and Ex— perimentation . . . . . . . . . . . . . . . . . Perception of Need by Teachers and by Administrators for Teachers in the Need Area: General Education . . The Relative Need of Teachers for Sources of Educa- tional Help . . . . . . . . . . . . . . . . . . . .. Perception of Need by Teachers and by Administrators for Teachers in the Need Area: Sources of Educational HelpI I I I I I I I I I I I I I I I I I I I I I The Relative Need and Attitude of Teachers for Class- room Visitors . . . . . . . . . . . . . . . . . . .. Perception of Need by Teachers and by Administrators for Teachers in the Need Area: Classroom Visitors The Relative Need and Attitude of Teachers for Com- munity Educational Resources . . . . . . . . Perception of Need by Teachers and by Administrators to Teachers in the Need Area: Use of Community Educa- tional Resources. . . . . . . . . . . . . . . . . The Relative Need and Attitude of Teachers for In- Service Education Activities . . . . . . . . . Perception of Need by Teachers and by Administrators for Teachers in the Need Area: In-Service Education Activities. I I I I I I I I I I I I I I I I I I I I Perception of Need by Teachers and by Adndnistrators for Administrators in the Need Area: Personality as an Administrator. . . . . . . . . . . . .. . . . ix Page 97 98 100 102 103 106 107 113 114 118 119 123 127 130 TABLE 30 31 32 33 34 35 36 37 38 39 40 Perception of Need by Teachers and by Adndnistrators for Administrators in the Need Area: Curriculum. . Perception of Need by Teachers and by Administrators for Administrators in the Need Area: Management and Supervision of Courses. . . . . . . . . . . . . . .. Perception of Need by Teachers and by Administrators for Administrators in the Need Area: Administration. Perception of Need by Teachers and by Administrators for Administrators in the Need Area: Co-Curricular ActivitieSI I I I I I I I I I I I I I I I I I I I I Perception of Need by Teachers and by Administrators for: Library Facilities . . . . . . . . . . . . . . Perception by Teachers and by Administrators for Teachers in the Area: Limiting Factors in In- Service Education. . . . .. . . . . . . . . . . . . Perception of Role by Teachers and by Administrators on: Role of Teachers . . .. . . . . . . . . . . . . Distribution of Scores on: Reactions to the Teach— ing Profession. . . . . . . . . . . . . . . . . . . Perception of Importance of Some Standards for Salary Increase or Promotions in East Pakistani Schools by Teachers and by Administrators. . . . . . . . . Distribution of In-Service Education Programs Accord- ing to Areas of Training Given by the East Pakistan Education Extension Centre, January 1960 to February 12, 1965. . . . . . . . . . . . . . . . . . . . . . Biannual Distribution of Courses vs. Stability of the Centre, East Pakistan Education Extension Centre, January, 1960 to December, 1964 . . . . . . . . . Page 132 134 136 138 140 142 146 147 150 156 157 LIST OF APPENDICES APPENDIX Page A Instrument A . . . . . . . . . . . . . . . . . . . . . 212 B Instrument B . . . . . . . . . . . . . . . . . . . . . 214 C Instrument C and Covering Letter . . . . . . . . . . . 235 D List of Institutions frcm which Data were Collected. . 238 E The Procedure of Sampling of Teachers in Schools Visited. . . . . . . . . . . . . . . . . . . . . . . 242 F A ”Sample" of the 448 Tables Obtained from the CD 3600 Computer by Act II. . . . . . . . . . . . . . . 244 G Schedule of the Project. . . . . . . . . . . . . . . . 246 H Mean Responses and Standard Deviations of Mean Responses by Consultants. . . . . . . . . . . . . . . . . . . 248 xi CHAPTER I INTRODUCTION Statement of the Problem The present study is aimed at a determination of needs of in-ser— vice education for teachers of secondary schools, an analysis of the perceptions of administrative and educational groups regarding in-ser- vice education needs, and the role played by the East Pakistan Education Extension Centre--a primary agency for in—service education, and thus would provide a basis for future planning in in-service teacher education. Purpose of the Study This study was undertaken to determine: 1. A set of criteria for in-service teacher education in East Pakistan. 2. In—service education needs of teachers and administrators of East Pakistan secondary schools as perceived in present day educational thought. 3. In-service education needs of teachers as perceived by teachers. 4. In-service education needs of administrators as perceived by administrators. 5. In-service education needs of teachers as perceived by ad- ministrators. 10. 11. 12. 13. 14. 15. In-service education needs of administrators as perceived by teachers. The factors which prevent or tend to limit the opportunities for and participation by teachers and administrators in in- service education activities. The role of teachers and the activities that may be included in the teachers' program. The job satisfactions and reactions of teachers and adminis— trators as members of the teaching profession. The conflicts and differences between the administrators and teachers in their perceptions of all in—service education activities. The views of the consultants on specific in-service educa- tion needs regarding which administrators and teachers signi- ficantly differ. The uniformity or lack of uniformity (consensus or lack of consensus) in the degree of need reported among educators within an occupational group such as teachers and administrators. A set of standards for salary increase or promotion in East Pakistani schools. Aims and objectives of the East Pakistan Education Extension Centre and the extent and scope of its activities in terms of the stated objectives. A pattern of activities and responsibilities for the East Pakistan Education Extension Centre towards meeting the dis- covered needs. 3 Basic Hypothesis fiflme basic hypothesis of this study was as follows: there are dif- ferences of practical importance between teachers and administrators of the secondary schools of East Pakistan in the perceived importance of needs for their in—service education. Assumptions The present study was based on the following assumptions: 1. Situation That an adequate and effective in-service education program for teachers is an essential part of any educational system. That all persons responsible for education have had exposure to the idea If in-service education. However, they can only benefit by participating in a continuous well—planned educa- tional activity. That all persons responsible for education are anxious to grow educationally and professionally while in the service, if opportunities through in-service education are provided to them, and if proper information about these activities is made available to them. That there exists a need to the extent, quantity and scope of in—service education available in East Pakistan. The Need and Importance of the Study The changing needs and demands of a growing society give rise to ‘the importance of in—service teacher education. The teachers need to deal kfith.a vast ocean of knowledge and skill which is constantly 4 expanding and changing. In under-—developed countries, even more than in developed countries, the educational institutions are extremely tradition bound and tend to be a built-in cultural lag in society. The education of the past and present never meets the educational demands of the future. As the resources of human explorationznd endeavor in- crease day by day, the teacher has to constantly try to maintain him— self in the caravan of progress. In-service education for teachers assumes added significance in developing countries. . . . the teacher is the architect of the nation's destiny. It is the teacher to whom is entrusted the tender and pliable minds of the young and the privilege and the responsibility of mold- ing and firing them with the loves and loyalties for which they shall live and die.1 Dr. Gregorio Hernandez also emphasized if the teacher is important because he works for tomorrow, then, with more reason can we say that those who train the teachers are important because they work for today. . . . If the teacher . . . is the architect dfa nation's destiny, he who trains the teacher controls that destiny. Sentiments of this nature have constantly been expressed by educational leaders of the underdeveloped countries but their constant repetition does not in any way lessen their meaning and significance for education. Thus the teacher education institutes perform the pivotal role and their strategic importance to nation building is crucial. In-service teacher education assumes added significance in Pakistan primarily because of its large number of teachers without professional training of any type,and also because colonial rule placed no premium on 1Gregorio Hernandez, quoted in The Sixth Milestone: ICA and Education in the Philippines, Annual Report of USOM/ICA in the Philip- pines, 1958, p. 166. original creative thinking or self-advancement on the part of the teacher, ‘which he constantly needs. Pakistan's ambition of becoming equal in all respects with the great nations of the world is constantly checked prob- ably due in part to the fact that it possesses one of the most "inadequate educational systems of the world."1 Although the leaders recognize that this problem exists,2 no substantial effort has been made by them to correct it. Sharafuddin observed, “But every effort at quantitative or qualitative improvement in education is being handicapped by the woe- ful inadequacy of teachers and other educational personnel properly equipped for the job."3 In East Pakistan there are 3,659 secondary schools enrolling about 424,000 students. However, many of these schools have classes only up to the 10th grade and have a heavy drop-out rate. An estimated 22,600 teachers teach in these schools. The survey shows one in three have a Bachelor's or Master's degree, and only one in five is profession- ally trained.“ At the very first glance, the number of Bachelor's and Master's graduates would appear to be reasonably hopeful for an emerg— ing nation. However, the very nature of the tradition-bound education to which they have been exposed limits to a great degree their effective- ness in dealing with the needs and demands of the clientele in accord- ance with modern educational procedures and practices. 1A. M. Sharafuddin, ”In-Service Teacher Education," East Pakistan Education Extension Center Bulletin, Vol. 2, No. 2 (October—December, 1962), p. 12. 2Government of Pakistan, Planning Commission, The Second Five- Xgar Plan (1960-65) (Karachi: Pakistan Government Press, 1960), p. 345. 3Sharafuddin, op. cit., p. 12. “Education Directorate, East Pakistan, Report on the Ground Survey Of Educational Institutions in East Pakistan (May 20-June 10, 1960), Part II (Secondary Education) (Dacca: East Pakistan Government Press, 1961), P- 5. A 6 The teacher training institutions of East Pakistan at present pro- duce about 400 teachers each year. But tragically this output should be viewed in the light of Pakistan's second five~year plan (1960-65) which aimed to add 15,000 more teachers to the existing 50,000 presently in service.1 The Planning Commission believes that even with the increased capacity of the teacher—training colleges it would be impossible to train the required number of teacher—trainees. However, "an overall plan for educational improvement could not afford to wait until a whole new generation of trained educators was produced, and efforts to improve the quality of teachers already in service is therefore of crucial importance."2 Pakistan's educational situation at present can be compared fairly with the United States in the late nineteenth century, when we find there was an acute shortage of professionally trained teachers. The large-scale programs of in-service education in the so-called “teacher institutes" or normal schools went a long way toward solving the problem. It may be worthwhile for Pakistani educators to learn from the experience of educa- tion in the United States. East Pakistan Education Extension Centre The Education Extension Centre is a pioneer project established by the Government of Pakistan in cooperation with the University of Chicago in 1959 to foster professional growth among teaching personnel. From January 1960 to February 12, 1965 the Education Extension Centre had conducted 176 courses of one week to nine months duration. These 1Government of Pakistan, The Second Five-Year Plan (1960-65), op. cit., p. 344. 2Sharafuddin, op. cit., p. 13. courses attempted to offer orientation in our new educational outlook, primarily in its diversification of school curriculum. About 4,384 teachers, school principals,and education officers had participated. The Extension Centre also aims to undertake the conversion of a number of high schools into multipurpose schools and to assist in the training of the specialized staff needed for these schools. Other Agencies at Work The following agencies either offer Or plan to offer in-service education to the secondary school teachers in cooperation with the Educa- tion Extension Centre. Teacher-training colleges.--The Commission on National Education observed,"The in-service training of teachers will, however, have to be provided in the training colleges. Refresher cOurses of about two months duration should be organized in training schools and colleges at the district and regional levels."1 But the training colleges have concentrated their efforts more significantly upon pre-service education thaniin-service education. National development training institutes.--These institutes are primarily designed to offer in-service education to the personnel of the Department of Agriculture. But in response to the request made by the East Pakistan Education Extension Centre they have played a pivotal role for the in-service training of vocationalaagriculture teachers. The training periods for vocational agriculture teachers varied from two 1 Government of Pakistan, Report of the Commission on National Education (Karachi: Pakistan Government Press, 1961), p. 271. *— 8 weeks to ten months. The Directorate of Education depends entirely on these institutions for the steady supply of vocational agriculture teachers. Poly technique Institute, Dacca.--The training of teachers of in- dustrial education is conducted in this institution in addition to its responsibility of teaching technical crafts to the school students. Pakistan Academy for Rural Development, Comilla.--The Academy is demonstrating the potential role of government officers and also college and secondary school youth and teachers in rural development projects-- training,‘services, organization, financing, agencies to utilize youth. Pilot secondary schools.--With the help of consultants from the University of Chicago and East Pakistan Education Extension Centre, these twenty-one schools encourage experimentation in curriculum development, testing programs, audio-visual materials, and textbooks. They also offer instruction in agriculture, commercial subjects, home economics, and in- dustrial arts. The schools employ selected trained teachers from all over East Pakistan and aim at a higher quality of instruction in mathe- matics, science, language usage, social studies, and other aspects of general education. These schools are the best equipped institutions with the professionally best trained personnel in East Pakistan. In addition, the following institutions have been known to offer in-service education to secondary school teachers but the details are not available at the moment: 1. Institute of Education and Research, Dacca. 2. The British Council, Dacca. 3. East Pakistan Agricultural Institute, Dacca. 4. East Pakistan Agricultural University, Mymensingh. 5. Institute of Fine Arts, Dacca. 9 6. Chittagong Commercial College. 7. Bengali.Academy, Dacca. 8. Audio-Visual Education Centre, Dacca. The kinds of activities performed in these organizations were: idorkshops, seminars, practicums, special courses to meet specific needs, and conferences. The activities of the foregoing institutions are being considered in the present study only as they related to the work of the East Pakistan Education Extension Centre. It may be concluded, accordingly, that in-service education activit- ies for teachers have been in use in East Pakistan for a considerable length of time. But the effectiveness and impact of these activities have not been ascertained. The present writer is not aware of any study having been made to identify the in-service educational needs of secondary school teachers. Nor is he aware of any study having been conducted to deter— mine the effectiveness and inuect of the in-service education activities which have so far been carried out. In the absence of such essential in— formation it is doubtful that a comprehensive program of in-service educa- tion can be designed to satisfactorily and effectively meet these needs of all secondary school teachers in East Pakistan. The present study is aimed to partially fulfill this gap. It is hoped that the present study would begin to provide some of the basic factual identification of some of the factors that would permit improvement of in—service education of teachers in East Pakistan. Sources of Data The sample of the present study was drawn from the following groups.* *See Chapter IV, p.52. 10 Administrators The sample of administrators was divided into two broad groups. Staff administrators.--This included the personnel from the follow— ing three categories, directly or indirectly related to the‘planning or execution or any other activities of in-service education for teachers, butxdm>have an advisory, or staff, or vicarious relationship to the schools: 1. Officials of the Department of Education. 2. Headscf the cooperating agencies. 3. Personnel of the Education Extension Centre. Line administrators.--This included personnel from the following two categories who are in charge of day to day affairs of schools and have direct or indirect line relationship to the school system: 1. Headmasters of schools. 2. Inspectors of schools. Secondary School Teachers This sample was composed of members of the teaching staffs of secondary schools regardless of the degree possessed, training received, status held or subjects taught. Educators and Consultants Thissample was composed of persons who are directly or indirectly connected to the in-service teacher education program of East Pakistan, but are also closely related either to the pre-service education program or have an appreciable influence over the plans and policies of the govern- ment. The opinion of this sample was assessed whenever significant dif— ferences occurred between responses of teachers and administrators. 11 l. Recognized Pakistani educators. 2. Consultants from non-indigenous universities or agencies such as American universities, UNESCO, USOM/AID, British Council. Procedure for Collecting Data The present study was conducted in the following phases: 1. An extensive search of available materials in both English and Pakistani languages in the educational institutions of the United States and Pakistan, for setting forth the criteria of in-service education which provided the framework of the study. 2. An analysis and synthesis of the above material. 3. Evaluative instruments and questionnaires developed by the investigator and administered personally to the population included in the sample. 4. A series of personal depth-interviews with administrators, educators, consultants, and selected teachers. Methodology for Collecting Data The necessary data and evidences were collected in the following steps. Although effort was made to follow the ”sequential—step" signifi- cance, it was not always practical, for obvious reasons. 1. Identification of a set of criteria for in-service teacher education in East Pakistan based upon known generalizations of learning. 12 2. Development of a questionnaire, construction of interview form with specific questions, and instruments, in light of the criteria formulated. 3. Pre-test of each instrument with a very limited group in order to measure its applicability, reliability and validity. Appropriate changes were made after the pre-test was com- pleted. 4. Ascertainment of the relative emphasis given to each of the criteria and seeking the importance of each criterion in the organization of in-service education in East Pakistan. The above four steps were initiated prior to departure for East Pakistan. 5. In East Pakistan the following three different approaches were used to collect the data: (a) personal depth interview; (b) educational documents, records, literature, etc.; and (c) structured and opinion instruments. 6. Private discussions were made with sample individuals to check and further analyze certainrsituations whenever needed; The study involved approximately a three—month data collecting trip to East Pakistan. Upon completion of the field work, the analysis of data was completed in the United States, as well as the writing of the dissertation. Reasons for Collecting Data Personally The following were some reasons for collection of the data through a personal visit to East Pakistan. 1. A search of pertinent sources indicated that no similar study of teacher education had been made in East Pakistan 13 Much of the physical and documentary evidence required for the study was expected to be difficult, if not impossible, to obtain from persons unexposed to teacher education. Many of the needed material evidences were deposited with individual organizations in the form of school reports and value judgments of involved personnel, which would require extensive investigation. The very nature of the study required the working of a full- time researcher with considerable background in education for an appreciable length of time. The scope and importance of teacher education in modern life and culture makes it imperative that the aims, purposes, procedures, and results of an educational experiment of the magnitude envisioned by this research design, be studied and evaluated personally in order to provide a basis for future developments. Past experience in attempting to obtain by mail the type of data involved was considerably less than successful. Definition of Terms In-Service Education A number of terms have been used to define the process of upgrading and enriching individuals who are legally incorporated to manage the affairs of an organization. An assessment of the literature relative to general principles of in-service education discloses varied interpretations of terminology and differing views of influences. Several terms are used interchangeably. "In-service training," "in-service education," "improvement 14 prrugraum," "enrichment," "refresher courses," and "continuing education" are: interchanged most often. "In-service education" seems most applicable :forf‘this study. The hyphenated form"in-service" rather than the non—hy- phenated "in service" will be used except when quoting directly. Consultants: refers to personnel from non—indigeneous universities, UNESCO, lBOM/AID, and the British Council, directly concerned with the education of teachers. Educator(s): refers to persons who are not directly connected in any way to the in-service education of teachers in East Pakistan, but who are closely related either to the pre-service education program for teachers or have an appreciable influence on the plans and policies of the government of East Pakistan for education. In-Service Education.Acitivity: means and includes any formalized activity for the purpose of improving teachers professional skills and abilities in performing their duties. It may refer to any or all devices or techniques used such as conferences, conventions, meetings, workshops, seminars, demonstrations, and educational trips. In-Service Education or Training.--used interchangeably to refer to the programs which are designed to encourage and promote education of teachers on the job. Interschool Visits: refers to visits made by individuals or groups of teachers from one school to another for purposes of observing practices, facilities, and other professional and social aspects of the school pro- gram of the host school. Line Administrator(s): refers to personnel who are in charge of day to day affairs of secondary schools and have direct or indirect line relationships with the school system. Specifically the terulrefers to Headmasters of secondary schools and Inspectors of schools. 15 ProfessionallyfTrained Teacher(s): refers to graduates of a teachers training college. Professionally Untrained Teacher(s): refers to individual teacher(s) 'who have not attended a teachers training college. Respondent(s): refers to the member(s) used in the population sample. Secondary School(s) or Secondary High School(s): refers to any Sohool offering instructions from Class VI to Class X whether classified as rural or urban, boys or girls, pilot or non-pilot, government or non- government school. They are used interchangeably. Stagf Administrator(s): refers to personnel, directly or indirectly related to the planning, execution or any other activity of in—service education for teachers, but who have an advisory, or vicarious relation- ship with schools. Specifically the term refers to officials of the Directorate of Public Instruction, Heads of the cooperating agencies, and faculty of East Pakistan Education Extension Centre. Teacher or Teachers of Secondary Schools: is applied to any member of the teaching staff of secondary schools regardless of the degree possessed, training received, status held, or subjects taught. Organization of the Remainder of the Report The present chapter has dealt with a description of the research problem; the establishment of significance for conducting the study, sources of data, methodology for collecting data, reasons for collecting data personally, and definition of terms. 16 Chapter 11 contains a review of the literature and research findings bearing upon the present problem. Chapter III presents the formulation and a detailed discussion of ten basic criteria for in-service teacher education that are to be used in this study. Chapter IV presents the methodology used in the construction and distribution of instruments and in the collection of the data, and the procedures used in the analysis of the data. Chapter V presents the data and analyzes the findings. Chapter VI summarizes the findings, draws conclusions, makes recom- mendations,tnd suggests desirable directions for future research. CHAPTER II REVIEW OF LITERATURE An examination of the literature reveals that extensive materials have been written on the in-service education of school personnel. The educators recognized that planned programs in in-service education are essential to adequate professional improvement of school personnel. How- ever, little has been written on in-service educational needs and tech- niques of secondary school teachers in developing countries of the world. Literature that is pertinent to the problem under consideration has been hicluded in the review and classified into four groups. A. Review of Literature on Importance of In-Service Education Hass1 states that the major reason for in—service education is to promote the continuous improvement of the total professional staff of the school system. This is necessary because pre-service education may not adequately prepare the professional staff for their responsibil- ities, and because of the need for maintenance of familiarity with new knowledge and subject matter, improved teaching methods, and increased understanding of human growth and learning. Factors like rapid cultural and social changes, which characterize modern times, and the rapid cur- riculum changes necessitated by these developments require that in-service education be a continual process. #1 1Glenn C. Hass, "In-Service Education Today," In-Service Educa- tion: 'The Fifty-Sixth Yearbook of the National Society for the Study of the National Society for the Study of Education (Chicago, Illinois: University of Chicago Press, 1957), Chapter III, pp. 13- 34. 17 18 Kinnick gt_£l.1 offer a few generalizations for the in-service education program which denote some of its positive aspects and some possible pitfalls. l. In-service education means a program by which all persons engaged in education learn and grow together and not a pro- gram for making up teacher deficiencies. 2. The emotional climate which prevails in the in—service program is as important as the goals sought and largely determines the goals attained. 3. Teachers should have some part in setting up programs of in-service education. 4. Individual differences among teachers should be recognized in setting up in-service educationplans. 5. A primary purpose of in-service programs should be the development by every participant of a sensitivity to the viewpoints of others. 6. Good communications at each level and between all levels of the school society are necessary for the maximum success of the in-service guidelines in action. 7. Conflicts between administrative values and goal values are more easily resolved when discussed frankly by teachers and administrators. Hefferman2 considers that professional pre—service education should never be a fait accompli. A teacher who does not want to be hopelessly 1B. Jo Kinnick et al., "The Teachers and the In-Service Educatial Program,” In-Service Education: The Fifty-Sixth Yearbook of the National Society for the Study of Education (Chicago, Illinois: University of Chicago Press, 1957), Chapter VI, pp. 131-152. 2Helen Hefferman, "In-Service Education of Teachers in the Modern School," California Journal of Elementary Education, XXV (August, 1960).P.l. 19 lost in the new material and methods emerging from systematic research and experimentation must increasingly direct his efforts to keeping him- self abreast of educational progress. Misner1 believes that a well-planned, in-service education program could be the solution for the present and probable future inadequacies of in-service education and subsequent higher achievement in more effective teaching. Ade2 notes that no matter how extensive and elaborate the train- ing and preparation of teachers in colleges or universities, it does not end the need for further preparation and education. 3 Gray believes that the present need for continued in-service education is more due to the continual change and emergence of educational problems than the presence of ineffective pre-service education of teachers. a Hass agreed with Gray but emphasized that rapid curriculum changes are the most important factor necessitating in—service education. 5 Conants arguments for in-service education are three-fold. First, the teacher should continue to grow intellectually; second, the teacher 1Paul J. Misner, "In-Service Education Comes of Age," Journal of Teacher Education, I, No. 1, (March, 1950) p. 32. 2Lester K. Ade, In-Service Education of Teachers, Bulletin No. 155 (Harrisburg, Pennsylvania: Department of Public Instruction, 1939), p. 23. 3W. 8. Gray, ”The Professional Education of College Teachers," The Study of College Instruction, National Society of College Teachers of -_— Education Yearbook, XXVII (Chicago, Illinois: University of Chicago Press, 1939). pp. 248-266. “Hass, op. cit., p. 33. 5James B. Conant, The Education of American Teachers (New York: McGraw-Hill Book Company, Inc., 1963), p. 191. 20 is never adequately prepared in a four-year course and further preparation is desirable; third, 3 teacher needs to be kept up to date regarding new developments. Barr, Burton, and Brueckner1 agree that the expressed inadequacies of institutional training of teachers and growing awareness of the com— plexity of practical teaching lead to the need for continuous study of teaching. Giesller, Dohrens, and Dobinson2 together in a UNESCO report em~ phasized the idea that future leaders, having successfully completed an academic course in school and some also in a university, are still in need of education, particularly social education. Training, taken to include methodology, school practice, a study of the history and national systems of education, etc., is essential but is not enough. Truitt3 suggests a list of five precepts for assessment and evalua- tion of in-service education of student personnel programs. However, only three of them seem to be significant for this study. 1. The effectiveness of an in-service training program can be evaluated only in relationship to its goals--the philosophy of the organization. 2. Definite procedures must be established to interpret into the training program the results gained through evaluation. 1A. S. Barr, William H. Burton, and Leo J. Brueckner, Supervision (New York: D. Appleton Century Company, 1938), p. 639. 2The UNESCO Institute for Education - Hamburg, The Education and Training of Teachers for Primary Schools. (Hamburg, 1957), p. 75. 3John'W. Truitt, "In~Service Training Programs for Student Personnel Workers," Denver, Colorado, April, 1961, 14 pp. 21 3. Philosophy, program, and policy are essentials of an effective in-service training program, but the greatest asset by far is the individual staff worker. In 1947, the U.S. President's Commission on Higher Education1 urged the development of carefully planned, comprehensive programs of in-service enrichment to strengthen teaching on every college and university campus. The commission stressed three broad, basic principles of in-service educa- tion. 1. In-service education cannot be left to chance; it must be a planned program. 2. No one pattern of in-service education is universally applicable to all institutions. 3. The use of a variety of techniques and activities characterizes successful improvement programs. Parker2 believes that the final goals of in-service education activities are learning, change, and improvement. So all activities should be of significance to all persons involved. He suggests that if activities are to be effective, someone has to learn something. This means that guidelines for planning, organizing, and conducting in-service education programs are based, of necessity, upon sound principles of learning. Summary That there is a greater need for in-service education programs is rarely contested. Educators seem to agree that education is an investment 1President's Commission on Higher Education, Higher Education for American Democracy (washington, D.C.: Department of Health, Education, and Welfare, 1947). 2J. Cecil Parker, "Guidelines for In-Service Education," In-Service Education: The Fifty-Sixth Yearbook of the National Society for the Study gggEducationw(Chicago: University of Chicago Press, 1957), Chapter V, pp. 103-128. 22 in human resources and this investment should continue as a life—long process. The programmatic activity of the learning of educators should not be solely confined to the limited period of their attendance in a pre-service training institution, but should continue beyond its bound— aries. The increased, ever-changing knowledge on human growth and be- havior, theinadequacies of pre-service education, the growing awareness of the complexity of teaching, the need of a well—planned program of education, rapid curriculum changes, and absence of a universally ap- plicable educational policy and program are some of the factors that make in-service education a necessity. B. Review of Literature on In—Service Educational Techniques and Needs 1 suggests an organization for in-service education that Corey is quite different. The proposed organization should provide maximum opportunity to learners to: (8) identify the particular problems on which they want to work; (b) get together to work on those problems in ways that seem most productive to the group; (c) have access to a variety of needed resources; (d) try out in real situa- tions, those modifications, which in practice, give a prior promise; and (e) apprise and generalize from the consequence. Lewis et a1.2 state that the goal of an in-service education program must be concerned with helping professional personnel develop the attitudes, understandings, and skills that will enable them to pro- vide a better program of education. 1Stephen M. Corey, ”Introduction," In-Service Education: The Fifty- Sixth Yearbook of the National Society for the Study of Education (Chicago: The University of Chicago Press, 1957), Chapter 1, pp. 1-12. 2Arthur J. Lewis et al.,"The Role of the Administrator of In- Service Education," In-Service Education: The Fifty-Sixth Yearbook of the National Society for the Study of Education (Chicago: University of Chicago Press, 1957), Chapter VII, pp. 153-173. 23 1 point out that for a good in-service Morphet, Johns, and Keller education program there exists no clear-cut panacea; and one single approach is not sufficient to meet the problems and needs of the teachers which constantly differ. Appropriate procedures need to be devised and developed to meet the peculiar needs and problems of each particular group. However, good planning, a competent staff, and constructive human relations are basic to a satisfactory training program. Gilchrist2 suggested the following six basic factors as necessary for effective in-service education. 1. In-service education should cause people to change and to grow. 2. Individual and collective appraisal and evaluation should determine the starting point for in-service education. 3. In-service education should be planned in terms of the de— mands of society, the values which society cherishes and wants to preserve, the available body of knowledge on how Children learn and the developing needs of children, adoles- cents, and young adults. 4. In—service education programs should be centered around the individual problems of individual teachers. 5. In-service education programs should discover and utilize all the necessary resources. 6. In-service education programs should have constant communication with the community. 1Edgar L. Morphet, Roe L. Johns, and Florence L. Keller, Educa- tional Concepts, Practices, and Issues (Englewood Cliffs, New.Jersey: Prentice Hall, Inc., 1959), pp. 315—317. 2Robert S. Gilchrist, ”Highway to Quality Teaching,” National Education Association Journal, XLVII (May, 1959), pp. 18-19. 24 Fowler1 stated that if teachers are to become real leaders in their respective schools, they must be provided with a program of in—service training which is concerned with "doing" and not merely "listening." Weber's2 study indicated that the most promising techniques of in- service education are those which give teachers a large share in shaping policies, in planning, and in conducting meetings. Weber3 also concluded, in another study, that lack of time, heavy teaching loads, unprofessional attitudes of teachers, and conflicts of personality between teachers and between teachers and administrators, are some of the major obstacles occurring in a program of in-service educa- tion. Antell and Stahll‘I believe that teachers' morale is the most im- portant factor in an effective in-service teacher education program. Unless the teachers feel the urge to move ahead and do their best, the program will be a failure. Swearingen5 found that it is in the areas of guidance and special projects that teachers most frequently feel a need for in-service education. 1George W} Fowler, "Purposeful Program of Teacher Training," National Education Association Journal, (1957) p. 380. 2C. A. Weber, "Reactions of Teachers to In-Service Education in Their Schools," School Review, April, 1940, p. 247. 3 C. A. weber, "Obstacles to be Overcome in a Program of Education for Teachers in Service," Educational Administration and Supervision, December, 1942, pp. 425-430. “Henry Antell and Edgar Stahl, "What Constitutes An Effective In— Service Education Program?" Bulletin of the National Association of Second- ary School Principals, XL (April, 1956), pp. 147-152. SSwearingen, "Developing Bases for Education of Supervisors in Florida " (unpublished Ph.D. dissertation, Ohio State University, 1950). 25 Other priority needs are opportunities for coordination of efforts and cooperative planning, and interpretation of program to the public. The Commission on Teacher Education of the American Council on Education,1 in a nation-wide study on teacher improvement (1939-44), identified some areas in which teachers have the most in-service educa— tion needs. They are: child development, community understanding, per- sonal development, and curriculum construction and evaluation. Study groups, workshops and use of outside consultants were the most generally used techniques for in-service education. 2 Taylor's study denotes that the schools employing greater num- bers of teachers and located in the larger and wealthier cities tend to have a greater number of selected techniques for in-service teacher education programs. He thus concluded that wealth was a principal factor influencing in-service education programs. Prall and Cushman3 stated: In summary, we believe that the experience with the schools in the cooperative study has demonstrated that,given proper conditions, teachers will readily join together in an effort to do better what they conceive to be their jobs; that when people go to work on jobs that to them seem important, personal growth and program improvement become closely related; and, that given proper conditions, the teachers' conceptions of their jobs will broaden and also come to relate more closely to the needs of contemporary society. 1Maurice E. Troyer and C. RobertPace, "Evaluation in Teacher Educa- tion," Teacher Education In Service. Prepared for the Commission on Teacher Education (Washington: American Council on Education, 1944), pp. 248-304. 2Bob L. Taylor, "Factors Affecting In—Service Teacher Education Programs," Journal of Educational Research (May, 1959), pp. 336-338. 3Charles E. Prall and C. Leslie Cushman, Teacher Education In Service. Prepared for the Commission on Teacher Education (Washington: American Council on Teacher Education, 1944), pp. 441-442. 26 ESummary The techniques of in-service education vary with the needs of the participants in a particular situation. The activities of in-ser- vice education do not promise a panacea for all situations. Appropriate nethods need to be devised and developed to meet the corresponding needs. But educators agree that effective in-service education programs should make efforts for planned change and growth, have all participants shape plans and policies, and encourage activities that are more concerned with doing than listening. All these steps involve the concept of good planning. In-service education needs seem to be prominent in the fields of guidance, subject matter, child development, community understanding, personal development, curriculum construction, and evaluation and general knowledge in education. C. Review of Literature on Some SelectedflResearch Studies on In-Service Education Santiago1 stated that teachers in Manila felt that they were not offered enough external incentives to encourage them to grow profession- ally; that the relatively extensive participation of teachers in faculty meetings and group conferences with supervisors was to a great degree required rather than voluntary; that several in-service training techniques were utilized, but techniques involving cooperative action were rarely used; that the extent of teacher participation in in-service training activities depended largely on the extent of the offering of in-service 1Alicia A. Santiago, "A Study of the In-Service Education of Public Secondary School Teachers in.Manila, Philippines" (unpublished Ed.D. dissertation, Indiana University, 1957). Dissertation Abstracts, 18, No. 2 (Ann Arbor, Michigan: University Microfilms Inc., February, 1958), p. 515. 27 activities by the school. Various in—service techniques generally recog- nized by authorities as effective were used but only on a limited basis. The importance of providing professional library facilities to the teachers was evidenced by the results of the study. WOrkshops and conventions or conferences, when offered, were fairly well participated in by the teachers. Great importance was attached to the leadership provided by the central office of the Bureau of Public Schools in providing in-service training activities to the teachers outside of their schools. The teachers rated the in-service training programs, which they attended, fairly high. The most highlytxned technique was the use of teaching aids (audio-visual) such as educational films. However, this technique was the least used. The problems rated most important were: first, lack of instructional materials; and second, language difficulty of students. Taylor1 studied the status of in-service teacher education in public high schools in Indiana. He found that teachers took an active part in faculty meetings, but they did not plan them; teachers were active in curriculum improvements but worked individually rather than cooperatively; the most widely used techniques of in-service education were related to teacher welfare; schools in wealthier areas used the greatest number of different selected techniques; both principals and teachers showed great interest in in—service education; teachers and principals agreed closely as to the status of in—service teacher educa- tion programs in Indiana; and the emphasis was on the well-being rather than on the professional competency of the teachers. 1Bob Leslie Taylor, "The Status of In-Service Teacher Education in The Public Senior High Schools of the State of Indiana" (unpublished Ed.D. thesis, University of Indiana, 1957). Dissertation Abstracts, 18, No. 2 (Ann Arbor: University Microfilms Inc., 1958), pp; 515-516.’ 28 1 study indicated that administrators and teachers Sudershanam's of Andra Pradesh State, India, equally emphasized the need of in-service education forcontinuous growth. He noted that participation by teachers is more dependent on internal factors, the inner urge, than on external stimulation; i.e., encouragement and incentives provided by the local school administration. Some of the major problems were due to the lack of cooperation and coordination among the various leaders of local pro- grams and between the Director of Public Instruction on one hand and teacher-training colleges on the other. Some of the in-service education activities most appreciated by the teachers are educational trips, study leaves, panel discussions, seminars, visiting classes and schools, meet- ing educators from foreign countries, educational research, evaluation programs, refresher courses, study groups, participation in group activit- ies, reading of professional literature, and individual and group con- ferences with administrators. Sudershanam recommended that the needs of teachers be identified, analyzed, and evaluated and appropriate programs be formulated and conducted to meet them. Deems'2 study showed that the teachers ranked workshops, inform- ational sources, consultative services, and graduate courses (in that 1Ratna Sudershanam, "A Study of In-Service Teacher Education of Secondary School Teachers in Andra Pradesh State, India" (unpublished Ed.D. thesis, Indiana University, 1958). Dissertation Abstracts, 19, No. 12 (Ann Arbor: University Microfilms Inc., June, 1959), pp. 3240—3241. 2Howard M. Deems, "An Evaluation of The In-Service Program Provided by The University of Nebraska For Teachers of Vocational Agriculture” (unpublished Ed.D. thesis, University of Missouri, 1956), 260 pp. Summaries of studies in Agricultural Education, Supplement No. 10, Vocational Division Bulletifi No. 265, Agricultural Series, No. 69 (Washington: United States Department of Health, Education, and Welfare, 1957), p. 28. 29 order) as the most important devices used. The needs of teachers were ranked in the following order: (1) new developments in agriculture, (2) development of skills in farm mechanics, (3) training in organizing and using advisory councils, (4) training in organizing and conducting young and adult farm classes, (5) instruction in guidance and educational psychology, and (6) training in the use of proper techniques of publicity. Deane noted that teacher training institutions do not necessarily provide in-service training in the areas of greatest need for teachers. Deems' other recommendations were: teacher training institutions should make in-service education a definite part of the total educational program; definite plans and policies should be formulated; and adequate finances and facilities should be provided. He also suggested that a complete in- service program should include professional and technical graduate courses both on and off campus at a time convenient to teachers, workshops (both on and off campus), informational services of proper scope and variety, and consultative services for all teachers. A research program should be instituted and teaching aids provided to teachers. Diggs1 indicated that four techniques were extensively used for in-service education of teachers of vocational agriculture in Virginia. They are: full-time residence in college, full-time summer session, three-week short courses, and extension and week-end courses with credits. Teaching experience had no apparent effect on the attendance of teachers at workshops, but a relationship existed between experience and assistance 1Kermit Hunter Diggs, "In-Service Education of Teachers of Voca- tional Agriculture in Virginia (unpublished Ed.D. thesis, Cornell Univer- sity, 1957). Summaries of studies in Agricultural Education, Supplement No. 12, Vocational Division Bulletin No. 275, Agriculture Series, No. 72 (washington: United States Department of Health, Education,£nd Welfare, 1959). PP. 17-18. 30 received from supervisors or teacher trainers. The number of problems discussed varied inversely with the increase in experience. Lack of time limited the frequency of participation by teachers in in-service training programs. Finance and distance were also important factors limiting the pursuit of credit courses. Horner's1 study showed that the most important item of need expressed by teachers was "having in—service education opportunities conveniently available." Three—fourths of the teachers need assist~ ance in keeping up to date on information and techniques for effective teaching. Teachers expressed the highest needs regarding subject matter. The in-service program was found to be weak in: policy and planning, budget provisions, supply of new information, and technical off campus courses. It was found to be strong in facilities, visits to first-year teachers, and workshops. Teachers' evaluation of in-service education programs differed from the evaluation by educators. The most effective in-service media were: workshops, small group meetings, subject matter specialists, short courses, and extension courses. Santos'2 study indicated that teachers expressed a priority for assistance in the areas of research and experimentation, subject matter content, methods, co-curricular activities, general education, and ad- ministration and supervision. Administrators expressed a need for in- service training in the fields of administration, supervision, curriculum, 1James T. Horner, "An Evaluation of The In-Service Education Pro- gram Provided for Teachers of Vocational Agriculture by North Carolina State College" (unpublished Ed.D. dissertation, Columbia, Missouri: University of Missouri, 1959), 209 pp. Summaries of studies in Agricultural Education, Supplement No. 13, Vocational Division Bulletin, No. 282, Agriculture Series, No. 75 (washington: United States Department of Health, Education and Welfare, pp. 48-49. 2Bruno M. Santos, ”An Analysis of The In-Service Training Needs and Participation in In-Service Training Programs by Teachers of Agricultural Schools of the Philippines" (unpublished Ed.D. dissertation, East Lansing: Michigan State University, 1961), 213 pp. 31 guidance, and public relations. WOrkshops, conferences, and demonstrations were the techniques commonly used in in-service programs. The participation by teachers and administrators was directly related to years of tenure up to fifteen and twenty years, respectively, and inversely related thereafter. Limited opportunity, lack of funds, subject not in interest field, and family responsibilities were the most important reasons why teachers had limited participation in in-service training activities. In-service pro- grams held in the past were judged as generally effective but inadequate and limited in scope. Santos finally concluded that time, finance,and certain regulations appear to be the major sources of impediments limiting the number and frequency of in—service training activities provided and the participation by teachers in these programs. Tandoc1 stated that the most important factors which determined the content of the in-service education program were the needs, interests, and problems of teachers. The needs of the teachers involved teaching equipment and materials, professional improvement, procedures in teaching, program planning, evaluation of the program, and student progress. The in-service teacher education program had provisions for: (a) taking care of teachers with varying abilities in several ways, and (b) checking pro- gram accomplishment and teacher growth. Intervisitation was the most common, and correspondence work was the least chosen learning experience for in—service education. Tandoc believed that the adequacies of the pro- gram were: (a) the undertaking was cooperative and based upon the exist- ing social environment, (b) flexibility of operation was provided, (c) the 1Florangel Sevidal Tandoc, "Suggestions for Improving the In-Service Education Program of High School Home Economics Teachers in Luzon, Philip- pines" (unpublished Ph.D. dissertation, East Lansing: Michigan State Univer- sity, 1962), 139 pp. 32 local schoolsystem contributed a great deal to the creation of a suitable learning environment, (d) the variety of learning experiences provided contributed to the attainment of several purposes, and (e) methods were centered on group action. The inadequacies of the program were: (a) it lacked emphasis upon local school responsibility, (b) individuals were singled out for leadership, (c) program evaluation was limited in type and use, (d) the program did not tend to improve the processes and products of instruction, and (e) participation of teachers in the planning process was limited. Herron's1 study identified several characteristics of an effective in-service education activity, of which the following seem to be essential: 1. There are general procedures and basic principles involved in the inauguration of an in—service education program. 2. An in-service education program, to operate successfully, must be designed to function within the objectives of the college. 3. Flexibility is essential in structuring a program for in- service education activities; however, rigid formulation does not necessarily preclude success in in-service educa- tion activities. 4. In—service education programs can be implemented and continued without large expenditures of money. 1Orley R. Herron, Jr., "A Study of In-Service Education Programs for Boards of Trustees in Selected Colleges and Universities in The United States" (unpublished Ph.D. dissertation, East Lansing: Michigan State University, 1965), 177 pp. 33 Summary Research studies seem to indicate that the most essential features of in-service educational opportunities be conveniently available, and that the program be based on the needs, interests, and problems of the participants. While the participants attended activities because of an inner urge for learning rather than external stimulation, the attendance seemed to be required rather than voluntary. Participants usually did not have a share in planning, they worked individually rather than cooperat- ively, training was not necessarily provided in the field of greatest need, and there was an absence of cooperation and coordination in planning of in-service education activities exists. D. Review of Literature and Officials' Views On In—Service Education in Pakistan and India "Let us create in our educational institutions a high calibre teaching staff, satisfied with their lot and dedicated to their profession,"1 urged Ferdouse Khan, Chairman of the Board of Intermediate and Secondary Education, Dacca. He emphasized that the creation of a "high calibre" teaching staff is only possible through constant refresher courses.2 Mr. A. Rab Chowdhury, C.S.P., Deputy Secretary, Department of Educa- tion, Government of East Pakistan, commented, We think that the growing purpose behind all teacher training pro- grams is to train teachers and qualify them constantly by refresher courses in a specific teacher training institution. Education being a dynamic subject, the refresher courses are not a luxury, 1Md. Ferdouse Khan, "Some Urgent Problems in Education," President- ial Address, Education and Social Sciences Section, Seventh Pakistan Science Conference, Karachi, February, l965,p.7. 2In a tape recorded discussion session with the researcher at Dacca, March, 1965. 34 but a necessity. Attendance in refresher courses should not be complete by itself; it should be continued through follow up.1 Moktader2 observed that: good teaching should never be viewed as something to be achieved once for all and never to be worried about again. It is an art never fully attained and never to be "put away on ice." A good school must provide for the continuous growth of its professional staff. The principal3 of the Central Teacher Training College at Lahore emphasized that mastery over the subject matter alone was not sufficient for teaching. Command over methodology, an acquaintance with profes- sional literature, and a careful study of the prevalent social conditions are essential for successful teaching. Rapid change characterizes con- temporary human affairs. As the definition and scope of various subjects are continuously changing, and as the techniques of teaching are con- stantly developing, maximum service to the student community can be rendered only if the teacher keeps on adjusting himself to new concepts. The Director‘I of Public Instruction of West Pakistan observed that a teacher has to be constantly alert in a shifting situation. There is no doubt that some people are born teachers-~perhaps they are interested 1In a tape recorded discussion session with the researcher at Dacca, March, 1965. 2M. A. Moktader, ”Introduction," East Pakistan Education Exten- sion Centre Bulletin (Dacca: East Pakistan Government Press, Vol. 1, No. 4, December 1960 to February, 1962), p. l. 3M. A. Makhdumi, "Welcome Speech," The Proceedings of the In- Service Education Course for Lecturers of Intermediate Classes (Lahore: Central Training College, 1958), p. 99. “Professor Sirajuddin, ”Inaugral Address," The Proceedings of the In-Service Education Course for Lecturers of Intermediate Classes (Lahore: Central Training College, 1958), p. 13. 35 in other human beings, or because they have an inner urge to teach. But even with a native aptitude, one has to develop the natural gift, and hence, there is the need for training. The gifted man may indulge in idiosyncrasies. Whether a person is engaged as a teacher, a lecturer, or a professor, training is necessary for all categories. Kirpal1 observed that the educational growth of a teacher is a two- way process: first, he is prepared for his task before he enters the profession; and second, he:B prepared again and again to keep abreast of current demands by periodical refresher training. The most successful educational enterprise is that which narrows the gap between the pre- service and the in-service training, so that ultimately, in-service train- ing does not merely have to repair the lag in pre-service training, but it is also able to build further upon it. Kirpal also observed that it is not the money or physical facilities, or even the quality ofthe train- ing college that determine the excellence, but it is the confidence, faith, determination, vitality, understanding and sympathy of the teaching per- sonnel which determine the success of a program. Dr. Shrimali2 observed that the human factor in all educational processes is of the greatest importance. If teachers begin to feel that there is somebody who is trying to find fault with them, they are likely to develop resistance. In one instance, Dr. Shrimali explains that the teachers came for discussions, meetings, seminars, conferences, and the 1P. N. Kirpal, ”In-Service Training of Teachers," Teacher Education, (New Delhi: The Directorate 6f,Extension.Programs for Secondary EdUcation), VI, Nos. 3"and 4 (March, April, 1962),“p158o . 2K. L. Shrimali, "The Improvement of the Teacher," Teacher Educa- tion (New Delhi: The Directorate of Extension Programs for Secondary Education), VI, Nos. 3 and 4 (March, April, 1962), p. 94. 36 state gave them all kinds of facilities, but still there was a lurking fear in their minds that something was being imposed on them and this had developed resistance. And so, Dr. Shrimali concludes: In all your programs the human factor is the most important and unless you tackle your problems in a human way, it will be difficult to achieve progress however efficient you may be in your work and whatever skills you may have acquired. A UNESCO1 report stated that: Top priority should be given to plans for the expansion of teacher training facilities with the aim of reducing the number of inadequately trained teachers in the shortest possible time and of meeting the expanding needs of primary education. With a view to meeting the needs of rural areas, the teacher training institutions should be set up in rural areas, when— ever necessary. Such institutions would be in a better position not only to attract people from the rural areas, but also to provide training suited to the needs of rural schools. Sentiments of this nature have been expressed in official documents of the Pakistan government. The Commission on National Education, 1959, recognized that "no system of education is better than its teachers."2 They further recommended that: Apart from the fact that large numbers of our teachers at all levels are untrained, and continued and vigorous efforts are thus needed to equip them professionally for their work, it must be recognized that no teacher once trained can, throughout his career, be regarded as fully competent without periodic refresher courses. It is time for us also to stop treating refresher courses as a luxury and to accept them as a necessity if educational standards are to be raised and maintained.3 1UNESCO Report on the Regional Meeting of Representatives of Asian Member States on Primary and Compulsory Education. Karachi, December, 1959—January, 1960. Paris, UNESCO/ED/l73, February 29, 1960, p. 17. 2Government of Pakistan, Report of the Commission on National Education (Karachi: Ministry of Education,l959), p. 265. 31bid., p. 271. 37 The authors of the Curriculum.Committee for Secondary Education1 not only agreed with the report of the Commission on National Education, but also strongly recommended that, government must undertake an extensive program of teacher training and refresher courses if education is to make headway. The teacher is the soul of the educational system. Let it be a live soul. The Pakistan Government paid notice to the calling of the intellectuals within the country and abroad and stated that, training of human beings in all fields of endeavor is essential if a breakthrough is to be effected from the state of chronic back- wardness and the country is to move rapidly forward towards the attainment of the desired social and economic goals.2 In—service training of teachers has been given more importance in the state- ment. Teachers by the nature of their profession, deal with a body of knowledge and skills that is constantly expanding and changing. It is imperative that their understanding of their subjects and of the best techniques for teaching them be constantly refreshed. The plan makes provision for the in-service training of educational administrators, inspectors, headmasters, and specialized teachers.3 ,lGovernment of Pakistan, Report of the Curriculum.Committee for Secondary Education (Rawalpindi: Ministry of Education, 1960), p. 58. 2GovernmentPilot Schools (boys and girls) each in Comilla, Dacca, and Sylhet became the centers of "cluster” schools in those areas for visitations. Two other non-government, private schools (one for boys and one for girls) in each area were selected at random for inclusion in the sample. And finally a fifth school was selected outside the fifteen mile radius of the center Pilot Schools for inclusion in the sample. The fifth school represents the rural school. The six rural Pilot Schools in category three were arranged alphabetically, and the first and last schools in alphabetical order (i.e., Narangiri and Sarda) were selected for inclusion in the sample. All the subject teachers and headmasters in the schools visited were included in the sample, through a pre-selected procedure.* *See Appendix E. 58 Data-Gathering Instruments Most of the data were collected with the help of three instru- ments developed by the researcher. Instrument A consisted of six open— ended questions and was administered to the secondary school teachers only. Instrument B was a highly structured questionnaire with multiple- choice responses, and was administered to all the subjects in the sample. Instrument C was a survey questionnaire with checklists and was ad- ministered by mail to the administrators only. Instrument B was created for administration to the teachers, ad- ministrators, and consultants for collection of the major data. The in— strument consiSted of twenty-one major groups. They are related to educational and personal information, job information, in—service educa— tion needs, participation in in-service education programs, role of teachers, and attitudes towards the teaching profession. .All three sets of instruments were pretested on two Pakistani students, three Filipino students, and five American secondary school teachers at Michigan State University.* The Philippines are similar to East Pakistan. Both are rice-growing Southeast Asia countries where English is predominantly spoken and is a medium of instruction in secondary schools. Cultural, social, and economic conditions are more or less similar, or tend to be similar, in the two countries. The American classroom teachers helped particularly in the classification and elaboration of many items in the instrument in the light of their classroom experience. Appropriate changes were made after each pretest was taken. Further changes were *One of the Pakistani students had experience teaching second- ary schools in West Pakistan, and the other taught at the college level in East Pakistan. All three Filipino students had teaching experience in the Philippines. 59 incorporated after the sixth draft of the instruments was scrutinized by the members of the Doctoral committee. At this stage, the instruments were presented to Dr. Kenneth J. Rehage at the University of Chicago, and Dr. John B. McClelland at Iowa State University, both of whom were closely connected with in-service education of teachers in East Pakistan. The researcher had personal consultations with Drs. Rehage and McClelland. The seventh draft of the instrumenflswas then mimeographed. Five copies of the mimeographed instruments were mailed to three experienced headmasters and two renowned educational administrators of East Pakistan, for review and suggestions. They were requested to act on three instruments in accordance with seven steps. The headmasters were the researcher's former teachers. The ad- ministrators were well known to the researcher and were his patrons. The researcher selected them in anticipation of their close cooperation.= Step 1: Please indicate categories or items that do not exist as "need" for teachers and administrators, and could be omitted. Step 2: Please indicate items which aretlot intelligible, understand- able, or clear to the average school teacher in East Pakistan, due to the use of the phrasing, English, sentence structure, or for any other reason. Step 3: Please indicate areas or items of "need" that have not been included in these instruments but are significant enough for inclusion. Step 4: Please indicate the "statements" and "directions" that are vague or unclear. Step 5: Please write your general attitudes and reactions in response to such instruments. Step 6: Please indicate the total time consumed in responding to the instruments. Step 7: Please write freely if you have further advice and suggestions. 60 Two headmasters and two educational administrators responded to the researcher's request and their suggestions were incorporated as far as feasible. The instruments were then finally mimeographed for ad- ministration. The three forms of instrument B for teachers, consultants, and administrators are basically the same as far as items of information are considered, but they differ in their wording of the statements to be checked. In instrument B for teachers, an attempt was made to identify the teachers totally with the instrument. Statements like, "I need to increase my knowledge and understanding in the subjects I teach," were written. This made teachers more psychologically prepared to respond to the instruments as individuals and as honest persons, and not as representatives of the universe of secondary school teachers. This procedure, the researcher believes, significantly assured the teachers that the responses they were making were individual opinions about themselves. They were the persons in the best position to pass judgment over the items on which opinions were sought. Their opinions would never be challenged or argued by the researcher or any other group. A sense of security and confidence towards the researcher was nurtured and fostered among teachers. Thhsconfidence, the researcher believes, contributed greatly to the reliability of the responses. Instrument B for administrators and consultants contained the same items of information but was written with an objective approach (e.g., "teachers need to increase their knowledge and understanding of 'the subjects they teach"). Also the administrators and consultants were EISked not to respond to certain items which were not applicable to them. 61 Methods of Administration of Instruments The theoretical method of administration of instruments A and B was very simple. The teachers would be requested to meet the researcher in groups of five to ten, in two different sessions. In the first ses' sion, the teachers would be given an orientation to the over-all purpose of the researcher and the responsibilities and roles expected of them. Next, they would be requested to respond to instrument A or open-ended questions. The entire session would take about forty-five to sixty minutes. In the next session which could be in the afternoon or next day, the teachers would be exposed to instrument B (the highly structured questionnaire). This session would continue from ninety to 120 minutes. The over-all plan of administration of instruments A and B would consume a total of three hours for every five to ten groups of teachers. However, in actual practice the entire process of administration of instruments varied with the groups of teachers, places where it was administered, educational backgrounds, situations (i.e., in school or in the home, or in East Pakistan Education Extension Centre) and the hour. Teachers seemed to respond best when they were in good humor and had relaxed over a cup of tea. Tense classroom situations, with the researcher acting as a classroom teacher, seemed to be the most discouraging situation. The first experience of the researcher with the teachers at the East Pakistan Education Extension Centre was that the teaches were pro- bably having difficulty in responding to the instruments due to the fact that they were in English. The English language is not the mother tongue in.East Pakistan, but only the medium of instruction in secondary schools. 62 So the alternate method (administration of the instruments in Bengali, the mother tongue) was considered. The instruments were translated by a Doctoral candidate in Bengali literature at Dacca University, in association with the researcher.* The Bengali draft was pretested with five line administrators at the East Pakistan Education Extension Centre and three teachers. Six of them, all three teachers,and three adminis- trators, opined that the Bengali version was more difficult to under- stand due to the complexity of the language itself. Further polishing of the translated language was not of much help, so administration of the instruments in Bengali became out of the question. The researcher believes that two significant reasons were respons- ible for the difficulty of the teachers in responding to the instruments. First, the teachers were unaccustomed to making responses to such instru- ments. About 80 percent of the teachers indicated that this was their first participation in a large-scale research project, so they did not understand how to react in such a situation. Second, they are character- ized by a peculiar sense of uncertainty plus a type of complex (the researcher is not sure whether he should call it inferiority) which as— sumes that any effort to learn about teachers in East Pakistan is futile, because no one is really interested in the upgrading and well being of the teachers.. All interest shown in the teachers is assumed to be super— ficial. The researcher tried in every way possible to make them feel like free, independent, and honest teachers while responding to the instru— IIlents. The researcher spent about eight to ten hours with each group of teachers divided into five distinct sessions. ‘ *Mr. Fakruzzaman Chowdhury is now an employee of the government of EBeast Pakistan. His dissertation is awaiting Doctoral committee acceptance. 63 In the first session, which continued from fifteen to twenty minutes, the subjects were oriented to the problem and were exposed to instrument A (open-ended questions). In the second session, which continued for sixty minutes, teachers made responses to the open-ended questions, and were introduced to instru- ment B (the highly structured questionnaire). The method of response to this questionnaire was explained at length and in detail. In the third session which continued for sixty to ninety minutes, the entire instrument B was re-explained inlight of the difficulties faced by the teachers while reading through it the previous night. Teachers were requested to go through instrument B again, and told that if they have more difficulties, they should bring those problems for discussion the next morning. The fourth session, which continued for about 180 minutes, was primarily to ensure that all teachers in the group understood clearly how to respond to the instrument. Next the teachers were asked to respond to the instrument in the presence of the researcher who was to extend help whenever needed. In the fifth session, the teachers were interviewed in private for ten to fifteen minutes, to assess in depth some of the responses. The experiences of the researcher in the administration of the in- struments among the subjects in the schools he visited were significantly different from those experienced at the East Pakistan Education Extension Centre. Due to the time limitation, the researcher planned to have two sessions of three hours each in the schools he had visited. 64 In the first session, the researcher explained in detail the pur- pose of his visit, the purpose of the study and the role and responsibil- ities expected from the subjects for the study. Next the researcher explained page by page, item by item, instrument B, and the procedure for its response. The subjects were requested to take the instrument home that night, make the appropriate responses, and bring it back for the next session. In the next session, the researcher worked with every teacher for ten to fifteen minutes. During this short interview, the completed instruments were checked and questions pertaining to certain responses where further investigation was needed, were made. Deep at- tention was paid to determine whether the teacher had responded to the instruments with full understanding or not. Often they understood; but again, some teachers brought incompletely filled out instruments, omitting those segments of items which they did not clearly understand. When re-explained, they answered them promptly. It was extremely encouraging for the researcher to note that the teachers were more at ease and more interested, willing, cooperative, and energetic to work with the researcher, at their own town of work than at Dacca. They also provided additional time, in off hours, to meet the researcher and cooperated with him in every way possible. The researcher was able to build more confidence in them, in a much shorter time. The researcher believes two reasons were responsible for this particular behavior. First, since the researcher came all the way from Dacca to meet them, to talk with them and tocarry away their important views with him, they felt somewhat more important (a status personality sought after) and thus were more willing to help. Second, since the 65 teachers realized that they were not in any way forced to respond to the instruments, they took a more cooperative attitude towards it. The researcher believes that these two elements were not present when he administered the questionnaire at the East Pakistan Education Ex- tension Centre. Teachers under training persistently held an idea that the act of responding to the instruments was part of an obligation of their presence at the East Pakistan Education Extension Centre,although the researcher constantly tried to refute this notion. He had to work extra hours, outside the regular training hours, with the teachers. Although the researcher repeatedly requested the teachers to join these sessions voluntarily, and on their own, some of them would come without having any real interest in the project, but only in order to oblige the researcher who happens to be a member of the faculty. This concern of the teachers, which may have biased the data to some extent, could have been avoided if research time had been provided to the researcher within the scheduled training time. And finally, the teachers being "captive” for two weeks may have grown dependent on the availability of the researcher's presence on campus whenever educational help was required, which may have thwarted their interest and eagerness to learn within the shortest period avail- able. However, these experiences may denote the extreme and greater diversity that the teachers in East Pakistan possess and the thrills and difficulties that one experiences in assessing their in-service educa- tion needs. 66 AThe procedure followed for the administration of instrument B to the categories of administrators and consultants was the same. However, the time and efforts consumed for these groups were much less, probably due to their mature experience and higher educational background. -In all cases, the respondents‘wefewagsured and guaranteed that their names would not appear in any of the instruments nor their schools or institutions identified individually in any segment of the study. Their instruments would be identified only by a code number known to the researcher. Also they were assured repeatedly that their responses would not be shown to any individual; they would be tabulated at Dacca by persons who are not concerned with in—service education activities in East Pakistan* and would be processed by computers filthe United States. The respondents were requested to respond only when they had built up an extreme sense of confidence in the researcher. Respondents who were reluctant to respond to the instruments, or believed that the responses were to be used for some purposes other than the one claimed by the researcher were omitted from the population. Although the researcher was a government education officer on leave, careful efforts were made to prevent any thinking that there was an obligation of the respondents to respond, since the researcher happens to hold some power in the school system. Efforts were made to create an atmosphere in which the only obligation the respondents felt to respond to the instruments was the ob- ligation of the individual to himself as an honoured member of the profes- sion. *Tabulation of the data were completed by the researcher's younger brothers, S.MLA. Rasul, a student of sophomore class, S.M1A. Hannan, a student of grade 10 in high school and Abdul Matin, an employee of the government of East Pakistan. 67 Difficulties Encountered The researcher was an officer of the government of East Pakistan on leave and under training in the United States when he made his field trip for collection of data in East Pakistan. This peculiar situation of the researcher led him to assume five different roles which were extremely diversified and complex, and the combination of which was unique. Role 1: A government officer and a member of the faculty of the East Pakistan Education Extension Centre. Role 2: A student and a trainee at a United States university. Role 3: An officer on leave and under training in the United States working on a research project which attempted to study in depth the program of a government institution for which he had worked previously. Yet the researcher did not have access to all the facts since he did not enjoy all the privileges he is supposed to enjoy when on active duty. Role 4: An individual, friend or colleague, or client of a patron. Role 5: A professional educator, irrespective of status and nationality. The researcher was called upon at various times by various people to assume any or all of these roles, which at times proved to be a most difficult adjustment. The researcher preferred to assume the role of student (Role 2) or of a friend, colleague (Role 4). On many occasions while in East Pakistan the researcher was called upon to perform his functions as a member of the faculty, as if he were on duty,and the re— searcher gladly obliged. But he was not invited to attend faculty 68 meetings (the East Pakistan Education Extension Centre had three faculty meetings between January 15 and January 30, 1965) on the grounds that he was no longer a full-fledged member. However, he attended one of the faculty meetings because of a desire to collect needed data. On many occasions it was hard to make people understand the signifi- cance of a study made in a situation where action was taking place. Many wondered why the researcher was in East Pakistan, since he was supposed to be at training in the United States and not vacationing in East Pakistan. Others had a vague notion that the purpose of the researcher's field trip to East Pakistan was anything but for research purposes. The administrator of the girls' Pilot School at Dacca refused to provide time to the researcher on irrelevant grounds, thus attaching more importance to the latter's role as a student (Role 2) than to the other roles. While the researcher could have exerted his privileges as a government officer (Role 1) with active assistance of others in the officer he did not prefer it. Forcing an unwilling population to be part of the universe, would in itself undermine and jeopardize the data received. Then again, a principal of a teachers training college gave more importance to the researcher's role as student and trainee, and extended all his cooperation for the research project. This cooperation might not have been forthcoming if the researcher had other roles in action. While working at the East Pakistan Education Extension Centre, the researcher had to adapt constantly to shifting roles, each being emphasized with the appropriate group for maximum results. In a com- municating situation, often the perception of the two parties concerned was not identical. For example, many respondents accepted the researcher under Role 1 while he was constantly trying to act under Role 2. .Among 69 various age groups, it seemed that the researcher had more access to and cooperation from the people belonging to the aged and younger group, while the middle-aged group seemed to be less cooperative and more reluctant to offer assistance. This was especially true at the East Pakistan Education Extension Centre Campus. Although the faculty members of the East Pakistan Education Ex- tension Centre made efforts to provide all cooperation, including time, to the researcher within the scheduled time of training program to meet the teachers for collection of data, this was not often possible due to official bureaucratic perception that this research was not a part of the in-service education program originally planned for teachers, and so any time needed for that purpose must come from outside the scheduled activity. However, the researcher always maintained, in vain, that responding to the instruments itself constituted an in—service education activity. The need for punctuality was not observed; respondents were more often late than punctual. Finally, the teachers themselves were skeptical regarding the researcher's purpose, because in many areas it was beyond their com- prehension that fundamental research could be made and needed to be made based on teachers' perceptions, attitudes, thinking and needs. Want of confidence in themselves has probably caused such human behavior. Method of Analysis The tangible data collected were analyzed by CD 3600 computer at Michigan State University. The data were mostly analyzed through "Analysis of Contingency Tables (Act II)" and "Single Column Frequency Distributions" methods. were made 70 For each variable in the instrument B, the following calculations with the help of Act II. Observed frequencies Row means and standard deviations Percentage of cells in row totals (N 1..) Percentage of cells on column total (N .hj) Percentage of cells on table total (N ...) Theoretical frequencies Contribution of cells to chi square Column means and standard deviations Chi square with degrees of freedom For each variable in the instrument B an analysis of contingency tables for above calculations was run which resulted in 448 tables. The required information from these tables was tabulated by hand. Calculations of "ranking by teachers and administrators," ”the difference between rank- ings" and "difference between means" were calculated manually. A sample of the tables (Act II) is included in the appendix. Limitations of the Study There were certain limiting factors which were inherent in this study. It was recognized that the in—service education needs of teachers were many and varied, hence their uses would be many and varied. The structured instrument B included almost all the possible needs (total need item: 226) which have been reported in the available research studies. However, it is possible that there are many other needs that were not in- eluded. 71 As to the sample of teachers who participated in the study, it was assumed that the sample was representative of the secondary school teachers of East Pakistan, although the sample was drawn by means of a preplanned procedure. It is assumed the thoughts and ideas of those included in the sample were not different from those of the rest of the second- ary school teachers in East Pakistan. The instrument A, which was lost during the process of trans- portation to the United States, could have substantiated some of the needs that the structured instrument findings suggests are of crucial importance. This study is limited by the degree to which the respondents were able to present their in-service education needs. The limitations inherent in a structured instrument in securing data are recognized in the present study. Owing to the fact that variation would occur in the interpretation of words by different respondents, this study is limited to the accuracy of the interpretation by each respondent. The present study depends upon the perception of needs by the respondents during January-March, 1965. Since the opinions of each person are subject to change with changing conditions, the opinions held or reported in 1965 may not remain consistent with future opinions. The rating scores are relative measures only. In analysis of data "great need" was given four points, "more need" three points, "average need” two points, “little need" one point and ”no need" zero points. While each of the 280 respondents checked the importance of each need, his response depended 72 upon whatever he considered 'great' or 'more' or 'average' or 'little' need to be. Personal biases and/or errors of judgment may be reflected in the need scores. Therefore, the rating scores and mean scores used in this study indicate a relative measure only. Such limitations as those listed above should be recognized in con- nection with any attempts which may be made to interpret the findings of this study or to apply them in various other situations. CHAPTER V PRESENTATION AND ANALYSIS OF DATA In this chapter are presented the summarized data and pertinent findings relative to the purpose of the study. This chapter is organized in two parts. Part One presents the findings of tangible data obtained through instrument B. The categories are arranged in an order similar to that of the instrument. Part One covers the purposes nos. two to thirteen. Part Two presents a case study of the East Pakistan Education Extension Centre and the findings from instrument C. Part Two covers the purposes nos. fourteen and fifteen.‘ Part One Research Objectives and Relevant Data In light of the general purposes and basic hypotheses of this study, the following specific research objectives and data are assumed to be pertinent and relevant: 1. To determine the in-service education needs of seccndary school teachers and administrators in East Pakistan as per- ceived by them. The data relevant to this objective were acquired by calculating the mean responses to each need by the group. 73 74 To identify conflicts or differences between the degree of their needs perceived by school administrators and teachers. The data relevant to this objective were acquired by (a) calculating the differences among the mean responses to each need, (b) calculating the ranking of each need and the differences in ranking among the groups, and (c) chi square. To determine the uniformity or lack of uniformity (consensus or lack of consensus) in the degree of need among members within a position group such as teachers and administrators. The data relevant to this objective were acquired by deter- mining the standard deviation of the responses of the respect- ive groups to each need. I . To identify the range of responses on individual items within a needs area to determine the variation of responses by mem- bers of a position group. The data relevant to this objective were acquired by subtracting the minimum mean value of an individual item from the maximum mean value of another item within the needs area for occupational groups such as teachers and administrators. To identify the mean value given to each needs area by teachers and administrators in order to determine a hierarchy of need areas. The data relevant to this objective are the mean value of each need area acquired by calculating the average value of all mean values given to each item in the same need area by teachers and by administrators. The computed mean values above 2.70 were considered as "great need," mean values 2.50 to 2.70 as "more need," mean values 2.30 to 2.50 as "average 75 need,” and below 2.30 as "little need," in the need area. The cutting points were determined on the basis of the dis- tribution of the mean scores of all need areas by the two position groups. A. Biodata The teacher's sample consisted of 222 teachers. Eighty teachers (36.5 percent) came from rural schools and 140 teachers (63.5 percent) from urban schools. One hundred and thirteen teachers (50.8 percent) came from pilot schools and 109 teachers (49.2 percent) from non-pilot schools. None of the teachers came from a teachers training institute (Table 2). The administrators' sample consisted of forty-five administrators. Seventeen (37.8 percent) of the administrators came from rural schools. Fourteen administrators (31.1 percent) came from urban schools. The remaining fourteen administrators (31.1 percent) came from teachers train- ing institutions, either pre-service or in-service. Eighty percent of the teachers were males, 20 percent were females. Thirty—six percent of the teachers were single and 63 percent were mar— ried, two were widowed and none was divorced. Seventy-eight percent of the teachers were Muslim by religion, 20 percent were Hindu and 2 per- cent Christian. The administrators' sample consisted of 38 males (84.44 [>ercent) and 7 females. Thirteen percent of the administrators were single, 82 percent married and 5 percent widowed. Eighty-two percent (37) of the administrators were Muslim by religion, 16 percent Hinduand 2 percent Christian. 76 Table 2. School Classification J ‘Y Teachers Administrators School No. Percent No. Percent Rural boys 44 19.82 9 20.00 Rural girls 3 1.35 5 11.11 Rural pilot boys 34 15.32 3 6.67 Urban boys 44 19.82 6 13.33 Urban girls 18 8.11 4 8.89 Urban pilot boys 54 24.32 4 8.89 Urban pilot girls 25 11.26 0 0.00 Teacher's Training Instit- utions including EEC 0 0.00 14 31.11 Forty-two percent of the teachers compared to 33 percent of the administrators had spent most of their time before entering the teach- ing profession living in a village. It seems that 65.5 percent of the teachers were from a rural area and had a rural orientation in education before entering the teaching profession, although only 36.5 percent of them were now teaching in a rural school. This may indicate the obvious preference of the teachers for teaching in an urban school (Table 3). Similarly, 57.8 percent of the administrators were froma rural area and had a rural orientation to education and 37.8 percent of them were now working in rural situations. 77 Table 3. Type of Community Teachers Administrators N-222 N-45 Community No. Percent No. Percent Village 92 41.63 15 33.33 Town less 5,000 population 15 6.79 2 4.44 Town less 10,000 population 38 17.19 9 20.00 Town less 50,000 population 45 20.36 9 20.00 Town above 50,000 population 31 14.02 10 22.22 Table 4. Age of Individual Respondents Teachers Administrators N-222 N-45 Age No. Percent No. Percent Under 25 years 74 33.33 4 8.89 25 to 34 years 96 43.24 14 31.12 35 to 44 years 30 13.52 14 31.12 45 to 54 years 17 7.66 6 13.34 Over 55 years 5 2.25 7 15.56 The school administrators in the sample group were somewhat older than members of the teacher sample. This might be expected be- cause of the experience that is usually required for administrative positions. The largest share of the administrators (62.24 percent) fell in the 25 to 44 year old group. The teachers' sample had its largest number of respondents in the under 34 year old group (76,47 per— cent). A large minority of the teachers (33.33 percent) were under 25 years of age (Table 4). 78 The teachers in thissample group had less experience than the ad- ministrators. However, in the groups with experience of 10 to 14.9 years and from 15 to 19.9 years the same percentage held for adminis- trators and teachers. The percentages of teachers in categories with longer experience declined, presumably because of the shift in their position to administration (Table 5). Nearly half of the school administrators (45.2 percent), held the Master's degree while the greatest number of teachers held the Baccalaureate degree. All the administrators had attained a Baccalaureate degree, while 19.5 percent of the teachers had no degree (Table 6). I _’ ,// ///' 'Most of the administrators (62.22 percent) had some degree of professional education, compared with 29 percent of the teachers. The percentages of trained administrators and untrained teachers were al- most the same (Table 7). About half of the teachers (48.21 percent) were recent graduates in education and had finished their formal education between 1960 and 1964. While 26.77 percent of the administrators had completed their for- mal education prior to 1940, only 6.31 percent of the teachers had done so (Table 8). The overall characteristics of the administrators' and teachers' samples may be summarized as follows: 1. The administrators were consistently older, more experienced, and better educated than the teachers of East Pakistan. 2. The majority of the teachers and administrators had rural orientation in their formal education, although their pre- ference for teaching positions appeared to be in urban situations. 79 Table 5. Years of Teaching Experience Teachers Administrators N—222 N-45 Years No. Percent No. Percent 0 to 4.9 years 97 43.70 11 24.45 5 to 9.9 years 53 23.87 5 11.11 10 to 14.9 years 37 16.67 8 17.78 15 to 19.9 years 19 8.56 4 8.89 20 to 24.9 years 11 4.95 6 13.33 Above 25 years 5 2.25 11 24.44 Table 6. General Education Teachers Administrators N-222 N-45 Degree No. Percent No. Percent Doctorate 0 0.00 O 0.00 Master of Science 1 0.5 0 . 0.00 Master of Arts 8 4.0 19 45.24 Incomplete Master's 3 1.5 3 7.14 Bachelor of Arts 112 56.0 15 35.71 Bachelor of Science 27 13.5 5 _ 11.90 Bachelor (other) 10 5.0 0 0.00 Undergraduate 39 19.5 0 0.00 Undefined 22 ---- 3 --—- 80 Table 7. Professional Education Teachers Administrators N-222 N-45 Degree No. Percent No. Percent M.E.D. 6 2.78 8 17.78 B.T. 21 9.72 13 28.89 B.Ed. 36 16.67 7 15.56 Tr. from Junior Teacher Training College 2 0.93 —— ----- Other training 2 0.93 -- ----- No training 149 68.98 17 37.78 Table 8. End of Formalized Education Teachers Administrators N—222 N-45 Years No. Percent No. Percent Earlier than 1940 14 6.31 12 26.67 1940 to 1944 12 5.41 2 4.44 1945 to 1949 20 9.01 3 6.67 1950 to 1954 24 10.81 8 17.78 1955 to 1959 45 20.27 6 13.33 1960 to 1964 107 48.21 14 31.11 81 B. Subject Matter Teachers and administrators were requested to identify six subject matter areas in which the secondary school teachers needed further educa- tion. In all, twenty-two subjects were mentioned. which indicated that a felt need existed in all items proposed (Table 9). The chi squares were insignificant in all the subject matter de- noting that there were no practical differences between the groups in the importance they attached to each subject matter area. However wide dif- ferences were observable in mean scores and ranks. But higher mean scores in this area represent more enthusiasm for learning a certain subject matter by one group compared with the other. They do not neces- sarily represent difference of practical significance. The standard deviations indicate that the administrators were more uniform than the teachers in their responses indicating the degree of need. The teachers gave top priority to the subjects of(a) English, (b) Bengali, (c) social studies, (d) mathematics, (a) science, (f) geography, and (g) agriculture. The administrators gave top priority for teachers in the subject areas of (a) English,(b) science, (c) mathematics, (d) Bengali, (e) social studies, (f) agriculture, (g) geography. It seems that the teachers and administrators were in agreement with the immediate importance of these seven subjects,and only differed on relative importance given to each. 82 .He>ae m0. ea eeauauaawamr a0.0 am.0 00.0 .. ..... ---- -- 0N 00.aa 0w.N m see: mN.0 0H.N Na.m m N0.Nm 00.N NH m 00.N0N 00.N NN maaeaem Hemeom He.0 NH.H aNm.0e N 00.m0H me.m mN m 0H.NaH 00.N 0e eeeeaom 00.0 m0.e 00.: ea 00.m 00.: N NH 00.mN 00.N 0H meaaeem 00.0 00.H ma.: 0 00.NH 00.: N we 00.NN mN.N 0 eoeeaeaem HaoNeNem Na.0 N0.H 0N.m a 00.Hm ma.m 0N a me.meH ma.N ee moaeaEeeeaz Nm.0 mN.H aN.N NN 00.m 00.N a ea 00.0N ae.N ea aaaeaem easaHaN mm.0 mm.0 00.0 NH 00.0 NN.N m HN 00.0 MN.N N mace Haaeemaeee NN.0 NH.N 0N.N 0H 0m.N 0m.N N as N0.NH me.N N aeaawem 00.0 00.H N0.0 m 00.0N 00.N e as N0.Nm a0.N ma eeaaoeoem 050: 0m.0 m0.a 00.N ea 00.0 mN.N a 0 No.00 0N.N mN escape: HH.H 0H.H 00.0 N N0.0H HN.N N e mm.wN NN.N 0N areaemoeo N0.0 00.0 me.N a 0H.0HH aN.N NN N NN.aem 00.N NNN eeaawem mm.0 NN.N 0N.a 0H 00.0 mm.m N 0N 00.:m 0N.N 0N moaeoeoom 00.0 NH.N 00.m HN 00.N 00.m N NN 00.m 0m.N N aoeaaaoo HN.0 N0.H 0m.m 0N 00.N 00.N N 0 00.0N 0N.N Hm mua>ao 0m.0 a0.N ee.N NA 00.0 mm.m N 0N N0.mN NN.N 0 seemaaeeo 00.0 aN.0 N0.0 0N 00.m 00.N N mN 00.0N 00.m NH ewoaoam 30.0 00.H 00.N N 00.N0 m0.N on N m0.NmN NN.N doe Seaweam Nm.0 00.H NN.N as 00.0 NN.N N Na 00.Nm mm.N 0N aeuaeo e muse mm.0 NN.e m0.m we H0.m Ne.N N Na 00.0: em.N ea eaeaaeeaae N0.0 00.0 0N.N e N0.0H NH.N e N m0.NN mm.m MN eeaeaaeaew< S S 0 no S l N ..N N O N H S l N ...N N D N . . U. B 8 0 8 8 8 8 O B 3 O 8 8 8 8 O nu G I. u 01 38 8.1.. u 01. as 8.1.. . . a. J a D.u D.A H J a o.u o.A S 8 T. 8 .d 8 T. 8 .d V l b S O D. 8 S O D. a D. 8 n I. J 10 1 m B 8 . _ I. a 1 u U. a . . mooumpumflcwaoa. muoeomoh enmeeoo Aeneas seaweam “moo< oooz ecu CH momcomoh pom muOuouumNcNEo< so one muocomoe so oooz mo :oNuooouom .0 dance II. III. IV. VI. VII. 83 C. Curriculum Both the teachers and administrators agreed that the teachers have "great need” (2.72)* to develop an increased understand— ing and appreciation of the various changes proposed and adopted by the Commission on National Education (Table 10). But the administrators seemed to be a little more enthusiastic about it and gave mean scores on the average 0.5 higher than the teachers. Although the administrators and teachers differ on relative importance of four sub-items (Cl, CZ, C3 and C5) and their differences were statistically significant at .05 level, the differences in mean scores are relatively small, in- dicating minor practical significance. The standard deviations denote that the administrators had greater uniformity than the teachers in their responses in- dicating degree of need. The range of responses among teachers was 0.15 and among ad- ministrators was 0.44 for the five sub-items. Both teachers and administrators ranked the five sub-items in the same order. The consultants were closer to the administrators in expressing their mean scores on the need items C1, C2, C3 and CS. *See explanation, p. 75. 84 .Ha>ae m0. ea eaauaoacmama 3 “soooouu mo moouwoo dmm.m “mono poms ommwo>< 33.0 mH.o momcoamoe mo owawm NN.0 aa.m ee.N 0am: emaee>< om.o NN.H «mN.m o :m.o N :N.m N oN.N finances nose 3o: mo cofiumuCoEmHasw ow museums» an ocean wagon mom umcu maoanooa mo Hemamwae< mo oo.~ HN.H mm.m o om.o m mm.m m om.m moansum mo camcom Hmuocoo do mH.H mH.H soH.HH o m:.o : oo.m : mo.m xooopxou 3o: mo om: mo NN.0 0N.H 1a.HH 0 0m.0 N NN.N H aN.N aaeaaeea Bo: mo mm: was :oHumucoEoHaEH NU No.0 0H.H «mm.@ o om.o m :m.m m mo.m Soumzm coflumosoo 3o: «0 mugsodOo ocm Scoomoflwnm owmmm Ho S as s: . . mammmmm mm wmwwwm G G Tulwsell. au aeauae . . Hm} um} PH Pu PH Pu 8888888 w. a a A...“ E o o o o m 9 9 U U 1.. T: T: I. ...... D J D a u u. a a a T... a S S s 1 . s mooumupmHCNEo< muonomoh Esazowwuso .OH mHDmH “moo< oooz one CH muocomoh ecu mucumoumNCMEo< as one mnocomoh ze oooz mo :oHuaoooom 85 D. Methods of Teaching 1. Both the administrators and teachers agreed that the teachers have "more need" (2.50) to learn further various methods of teaching, but they disagreed among themselves in rating and ranking the extent of need of various sub-items (Table 11). II. Administrators perceived the needs of the teachers as consistently higher than the teachers themselves did. 111. The differences in perception between teachers and administrators were statistically significant at .05 level for four sub—items (D5, D7, 011 and D14) and at .01 level for seven sub-items (D2, D4, D8, D10, D12, D16 and D18), but the differences in means indicate that the four sub-items have differences below .60, and were thus of little practical significance. IV. In the other seven sub—items (mark students impartially, manage unruly classes, do less lecturing and get more discussion, arouse more interest in the subject, be certain that the stu- dents understand the teacher, develop leadership in students, and teach students to think and to understand) the administrators perceived the needs of the teachers in these areas as much higher (the differences in means were above .60) than the teachers' own perceptions and these large differences seem to have some practical significance. V. The standard deviations indicate that the administrators were more uniform than the teachers in responding to the degree of need. VI. The range of responses among teachers was 0.86 and among ad- ministrators was 1.09 for nineteen sub—items. 86 Ho>oH mo. um pcmowmwszmka No>oN No. no osmowmwcwwmk : “Eoooowm mo moouwom om.m “mono poo: owmuo>< mo.N om.o monsoomou mo swamm NN.0 N0.N Na.N ease ewaee>< NN.0 0N.N 0a.N N- 0:. N 0N.N N aN.N eoNeaeeaeQEee preamp 00N>oem 0N0 00.0 NN.N aNN.NN N em. 0N NN.N NN NN.N Naeaeaama meoeeaa eoesoaee was NNQ N0.N 0N.N a0.N N- NN. 0N 0a.N aN NN.N NNa>NNeaNNa meNNaNa aNoe em: NN0 NN.0 NN.N aNN.0N 0 Na. N NN.N N Na.N . NNa>NNeaNNa moonmsomNo macaw NNoam om: oNQ NN.0 eN.N aN.N N- NN. NN 00.N 0N Na.N NNa>NeeeNNa rues mpoomoua ode maoanoua om: mNo em.0 NN.N aamN.0 N- NN. NN ae.N NN NN.N waNeuaae eN maNee 0NeNN we: eNa 00.N NN.N 0N.0 N 0N. 0N N0.N NN NN.N .eseemeN No eczema NNes .>a0 NNO 00.N 0a.N .0N.aN N :0. a NN.N N NN.N eeaemeeee: UGN xcwnu OH mHCmvaHm SommB NHD NN.N NN.N ..NN.NN N NN. 0 N0.N eN NN.N meeeeaee eN aNeaeaeaeN aoNe>en NN0 NN.N NN.N rNe.NN N N0. 0 ao.N 0 Na.N aNe egaeaeae I69 mgdmvdum was». fiwmuumo mm OHQ NN.0 NN.N aaNN.NN N 00. N 0a.N N NN.Naaeheaa eN NaaeeNeN aeoe aaaoe< 0o NN.0 NN.N aNN.NN N NN. N 0e.N a N0.N eoNamaemNe apes new one wcwuzaooa mmoH on ma NN.N aN.N NN.0 N- NN. aN NN.N e NN.N meeeeaem Ne eNaN zfiucmwu: umoa momma uo>oomND Na a0.N NN.N 0N.N 0 as. N 00.N N NN.N meeeeaem eawNee meeN new uchNe pom chcomou unmo< on a0.N Na.N aeNN.0N 0 NN. NN Ne.N NN NN.N aaaeaNe emeaN comma mm 00.0 aa.N .eN.NN N 0N. NN NN.N 0N NN.N maeeaNo NNaaea eweeaz an N0.N NN.N N0.N N- Na. NN NN.N NN N:.N maeeeaeN soNe nears No 0N.N NN.N NN.NN N NN. NN NN.N NN aN.N NNNaNNeaaeN eeeeeaee seas N0 NN.0 NN.N NN.0 N- 0N. N NN.N N N0.N aNaNeeeaa NaamN> 0N00< No S S 0 End 0 ..N 8 O N “a N W N H N W . . U.. 8 8 I. 8 8 T: 8 B 8 8 8 B 8 8 G U I. U 1. I. 8 1. 1a 8 U 8 B 8 U 8 E . . HM I. u M 3 D. H. D. u D. N. P u S S 8 8 S 8 8 V rm .b a J a J o o 0 o D. 8 n U 8 U 8 I. 1: 1: I. m B B u u I. 8 1 8 O U U. 8 8 8 T. a S S S l . S mucuwuumwcwao< muocomoh wcwcoooh mo moocumz muoumuumwcwao< one neocomoh Na oooz mo coHuaoonom .NN oNamH ”moo< oooz on» c« muocomok N0u VII. VIII. IX. II. III. 87 The administrators seemed to be more interested in letting the teachers learn the modern and advanced methods of teach- ing than the teachers themselves. Teachers tended to rate higher than administrators did some of the methods of teaching which are rather expensive (audio- visual materials, field trips, etc.) to the school system. In spite of the obvious values of these methods it seems the administrators, keeping in view the precarious financial condition of the school system in general, tended to rate higher those methods of teaching which are inexpensive and which depend heavily on the individual merit and promise of the teacher (do less lecturing and get more discussion, manage unruly classes, arouse more interest in the subject, develop leadership in students). The consultants were closer to the administrators in express— ing their mean scores on the need items D2, D4, D8, D9, D10, D11 and D12. E. Personality as a Teacher Both the administrators and teachers agreed that the teachers have “average need" (2.40) to improve their personality as a teacher (Table 12). However, the administrators perceived the needs of the teachers consistently higher than the teachers did. Both administrators and teachers ranked almost similarly the six sub-items in the group. But their differences in mean values were statistically significant at .05 level for two 88 Ne>aN N0. ea NaeoNeNewNmr. N32 8. a... 233303.. .3 Booowum_mo.moouwmo o3.N "noun oooc owwuo>¢ mm.o 0m.o momconmou mo swamm 0N. NN.N NN.N .11. 0am: awaaeae 30.0 NN.N NN.3 0 NN. N 0N.N N NN.N waN>NN NNNeaaaoe one Nooeom .maoe o>oumaH om mN.N 33.N No.m N 3N. m 3w.N N om.N NwNa one sees aches .omwa ooow a weed mm NN.N 03.N aNN.NN 0 NN. e N0.N e N0.N aaaNeoea Nm:0mooe mo mmoaouwwoo panama mNocoNNm a cw o>weom 3m mo.N mm.N «som.oN 0 mm. m N0.N m mo.N mcawouwsw :uNz Jena mm mo.N om.N sNN.3N o No. 3 oN.N 3 3N.N moswmoNNoa name» cues sues Nm NN.N N3.N asNo.NN N NN. N No.m m mm.N mucoospm Nwoeu euw3 sup; NM NS 90 no 1- . . u wwmmmm mm wmww mm m. nu I. m.1 1. B 1 1. 00m. 8 8 a u a e . S mfiwwm. nr PuPH Pu V. .i .b s a J a J o o o o D. 8 n.. U8 U8 1: 13 I. 13 m e e u u T: a J a a u u. a a a I. a S S E a u emmwmmmeummeee masseuse penance m an huwHo:00Nom EN momnomoh Now muouwwumwcwao< up was masseuse so oomz mo coNuaoouom .NN oNcmH "mow< oooz onu IV. VI. VII. VIII. 89 sub-items (82 and B4). The difference in mean value which is above .60 for three sub-items (ability to work with their students, ability to work with their colleagues,amd ability to behave in a friendly manner regardless of their personal problems)may indicate some practical significance. The standard deviations indicate that the administrators were more uniform than the teachers in responses to the degree of need. The range of responses from teachers was 0.96 and from adminis- trators was 0.58 for six sub-items. Both administrators and teachers gave top priority to increas-' ing the "ability of the teachers to improve home, school,and community living." This may indicate a growing awareness on the part of the education personnel of the isolation of the school from the community which is typical of East Pakistan. Teachers gave more importance to learning further ”how to lead a good life, to enjoy work and play" in preference to increas- ing their "ability to work with their students" and thus dis- agreed with the administrators in ranking this sub—item. The consultants were closer to the administrators in express- ing their mean scores on the need items El, E2, and E4. F. Human Growth and Development Administrators and teachers agreed that the teachers have "great need" (2.79) to understand different aspects of human growth and development (Table 13). 90 Hm>mH mo. am ucQOHuchHm.* 3 “Bowomum mo mmmwwmo mm.m "moum com: mwmuo>< mo.o 3m.o momcoammu mo mwcmm on. oo.m mk.~ com: mwmpm>a NH.H HN.H mm.H. H mo. m Hn.m 3 mo.m mosHm> muonHHow umooom cmuoHHno 30m mm mm.o -.H **H0.HH H Ha. N :~.m H mm.~ HHHaacma aon>mo can zoom couchco 30: 3h mo.H cm.H m3.m H- 3m. 3 mm.“ m am.~ HHHmonHaQ moHo>ov vcm 30pm cmuvHHno 30m mm om.o 3N.H mm.m H «3. m 3N.m N Nw.m . muoNHuHo woow on on cumoH couwHHno 30: mm mo.o 3N.H *kmm.NH NI mm. H mm.m m mn.~ mum mummumu:« Mucmosum cam m.:ownHHco Hogs Hm S Ha qo ncq_a "w.u.u Mud "NHwnmuu nuw . . U; 881.831. 89 3889 33 U G I. ".1381; SW: seen 88 . . XMJUMJ D. Pupfl. Pu S $33333 V .i .b a J a J o o o o D.. 8 R US US I. 13 13 13 m e e u u T: a 1 3 a u U. a 8 8 T... a S S S J . s muoumuumwcHac< moonommh ucoaaoHo>oQ can gazebo swan: “mou< ommz may CH muonommh new mucumuuchwao< mp mam muonomoh mo ommz mo coHuamowom .mH oHan II. III. IV. II. 91 Administrators perceived the needs of the teachers consistently higher than the teachers did. Although the differences between administrators and teachers were statistically significant at .05 level for two sub-items (F1 and F4), the differences in mean value being below .60 indicates little practical significance. The standard deviations indicate that the administrators were more uniform than the teachers in responses to the degree of need. Both the teachers and administrators gave almost equal value to each sub-item in the group. However, the teachers were more consistent in rating. The range of responses from teachers was 0.24 and from administrators was 0.62. G. Principles of Learning Administrators and teachers agreed almost equally that the teachers have “average need" (2.42) to understand better how students really learn and the conditions of effective learning (Table 14). Although the administrators and teachers showed wide differences in ranking the eight sub—items within the group, the differences in means which were below .60 in seven sub-items and were not statistically significant indicate their non-significance in practical application. 92 Ho>mH mo. um pamoHanme.. .3 "acummnu mo mmmpwma N3.m "mono com: ammuo>< no.0 33.0 momcommou mo swamm mm. mN.N mm.N some wmmam>< so.H mN.H Hm.o N eN. m N0.N m Na.N wcHeumoH euHa wcHuummuom wan mcwumnaoaow mo cowumHom mu em.o 0N.H Nm.m H- ow. H N0.N N Nm.N mchummH ecu euHmmm Hausa: No Na.o Nm.H .«NN.NH m- Nm. N Ho.N m em.N wchummH was aoHun>Huoz co mo.H oN.H em.3 0 an. N om.N N NN.N mHmHu» mo muomumm mnu wcH>wmouom mo NN.H 3N.H ea.N o mN. m 3:.N m mH.N wchHapu mo roumamua so Ho.H oH.H HH.N N mN. o N0.N a N3.N wchummH mo cowuwwcoo m an oowuomwm no Ho.H oN.H No.3 N mN. m Nm.N H mm.N maHaH>Huoa weH acummH mo moamwwsw umnommfi Nu oo.o mH.H Ho.o N- mm. a HN.N o mm.N wchummH new zuwusuma :mmzuon coflumHom H0 S S O HHGWHG NH NWNH NW . . U. 881.881.. 88 8888 88 G G .1. U171. 81.13 8U 88 8U 88 . . XMJUMI. PX. Pupfl. Pu 3 S88 888 V L .D 31 81 O O O O D. 8 n ua U8 3.. 13 1: 1.. m e a u u T... O J a a U U. 8 8 8 T: a S S m m (L muouauumwcwsn< muonommfi wcwcumoa mo mmHQHucwum “mmu< @062 any CH mumnommk wow muoumuumwcwao< up cam mwmnommfi ha @662 no :oHuaooumm .3H oHan III. IV. II. III. IV. 93 The standard deviations denote that the administrators were more uniform than the teachers in assigning the degree of need. The range of responses among teachers was 0.44 and among ad- ministrators was 0.63 for eight sub-items. H. Administration and Supervision Both administrators and teachers agreed that the teachers have "average need" (2.26) to learn more about different aspects of administration and supervision in a school (Table 15). However, wide inter— and intra-group disagreements were evident in mean values and ranks. Administrators perceived the needs of the teachers to be con- sistently higher than the teachersdid. The differences were statistically significant at the .05 level for three sub-items (H4, H5 and H9) and at .01 level for six sub-items (H1, H2, H7, H8, H10 and H11) which indicates that the participants disagreed on scoring for almost all items in this group. However, the differences in mean values denotes that five sub—items have differences below 0.60 and were thus of little practical significance. In four other sub-items (teachers role as a teacher within the classroom, leadership, group dynamics and writing of reports) the administrators' perception of the need of the teachers in these areas was much higher (the differences in means are above 0.60) than the teachers' own perception and these constant dif- ferences have some practical significance. 94 Hm>mH mo. Hm HamoHHchHm.. Hm>oH Ho. Hm semoHHchHm. 3 "aovomum mo momuwon om.m "noun vows ammum>< No.H 3N.o momcommou no mwcmm mm. o~.~ NH.N com: ommuo>< 3N.H Nm.H .Hm.3H 0 3m. HH 3o.N HH oN.H mmuuHaaoo manmcms we“ on aHemcoHHmHmu HHmea HHm NH.H o3.H .mo.oH o mm. N oo.N N 3H.N mHaHoHHHo Hoonom umnuo a umummEmen may ou aHemcoHumHmu uHmeH on 3o.H oN.H .«om.oH m- oo. o HN.N o HH.N muuoamu Ho wcHtuz om No.0 mN.H .mH.HN o- wN. 3 om.N oH N0.N Humpsms macaw a mm are: Has >65» 305V moHamch mzouu mm No.H Hm.H .Nm.3H 3- om. N oo.m o oN.N HumemmH a maoomp mas awn» 305V aHnmuovmmH mm No.H mN.H om.m m NN. a N0.N 3 om.N wcmea-aonHome 8cm >oHHom mo mmmooua one on Nm.o mN.H ..oo.oH N N3. N HN.N H 33.N coHumuuchHaem Hooeom mo mm>Huummno 8cm Haa0moHHnm m: 3H.H m3.H ..mH.HH H 0H. 0H N3.N m Nm.N mcoHuaHsmma can mamH Hooeom 3m NN.H H3.H oH.N m m3. m N0.N m NN.N Hweoamu mm HoH>aeun HaoHeHm mm Ho.H NN.H .oN.3H N. am. m HN.N m NH.N soopmmmHo may meHm nuso wonowmu n ma oHou uHmnB mm mo.H Nm.H *Om.mH H- mN. H HH.N N om.N sooummmHo we» :HnuHs ponomou m mm mHou uwwzfi Hm HS 3 O 380 W80 NH NWNH NW . a U- 881: 881.. 88 8888 88 G G I. u 1 I. pua+13 a u a a a u a a . . x.n 3. u m 1. 0.x. D.u 0.x. D.u V TH hw .sMwmu s w m o o o o D. 8 n U8 U8 1.. 13 I. 13 m e e u u T: a J D O u u. a a a T: 3 S S S J . S h conH>poa=m cam-aoHuwHuchHav< “mmu< @662 059 :w mumnomoh you mucuauumwcwac< up can mumnomofi mp @662 no :oHumoonm muoumuumwcHSc< mumnomoh .mH mHnt VI. VII. VIII. IX. XI. 95 Differences in the standard deviations denote that the ad- ministrators had greater uniformity than the teachers in responding to the degree of need. The range of responses from teachers was 0.74 and from ad- ministrators was 1.07 in the degree of need reported for eleven sub—items. Teachers' three top choices for learning were (a) policy and objective of school administration, (b) teachers' role within the classroom, and (c) school laws and regulations. The three top choices of the administratorsibr learning by teachers were: (a) teacher's role within the classroom, (b) leadership, and (c) policy and objective of school administration. The teachers and administrators agreed equally in ranking sub-items ”teachers' relationship to the headmaster and other school officials" and "teachers' relationship to the manag- ing committee" as seventh and eleventh respectively. But they disagreed sharply in ranking sub-items "school laws and regula- tions," ”the process of policy and decision making” and "group dynamics." The teachers ranked the first two items above as third and fourth contrary to the administrators' tenth and ninth. It seemed that the administrators with their traditional conservat- ism made an effort to.keep teachers out of spheres of activity which traditionally go with the administration. The consultants scored much higher than the teachers and ad- ministrators in expressing their mean scores on the need items H1, H7, H8 and H9. II. III. IV. 96 1. Sources of Teaching Materials Both administrators and teachers agreed that the teachers have "great need" (2.79) to get some help regarding sources of various teaching materials for use in the classroom (Table 16). Both administrators and teachers were in surprising agreement in scoring mean values and ranking to the three sub-items. The differences in mean values did not exceed 0.19, although the administrators scored consistently higher than the teachers. The teachers' range of response (0.27) was almost equal to the administrators (0.33) for the three sub-items. The staidard deviations denote that the administrators had greater uniformity than the teachensin responding to the degree of need. J. Co—Curricular Activities 1. Both administrators and teachers agreed that the teachers have "average need" (2.40) to know how to organize, participate in, and guide different co—curricular activities (Table 17). II. The administrators perceived the need of the teachers as con- sistently higher than the teachers did. 111. The difference between administrators and teachers was significant at .05 level in one sub-item (J9) only; and the differences be— tween means was below .60 which denotes its non-significance in practical application. 97 3 "Housman mo mmouwmo oN.N ”moan coo: mwmuo>< mmmcoammu mo swamm mm.o NN.0 NH.o mm.N 0N.N was: ammuw>¢ No.H NN.H mo.m o 3H.o m 3m.N N mo.N maHHH eHoHH sou mHaHpmHma new mmoudomou zuwcqasoo MH mo.o mH.H on.m o NH.o H ao.m H N¢.N mHmHuouma Hmsmw>nowvz< NH mo.H aH.H on.m o 0H.o N ow.~ N ON.N meHumuus vmucHum HH Ha Ha : . . m. mam mam mm wmwm WW 0 no I. u 1.1. a 1.1. a u a a a.u a e . . n.n 1. u n 1. 0.x. D.u 0.x. D.u V TH .ms 5 w m s a m o o o. o m. w m u m u m I. .J I. J T: D l a a U U- 8 8 8 m. m S S . s muouauuchHac< mumnowmh mHmHumumz wcHnommH mo mmouzom “mou< 8662 men CH mpmcomoh new muouauumHGHEo<.>n 8cm muonommh mm 8662 Ho mcowuamouom .wH mHamE Hm>mH mo. um HamoHHchHm.. 98 3 "Souoouu mo mmowwmo 03.m "mono woo: mwmum>< mm.0 mm.0 mmmcoammu mo owcmm mm.o N0.N 3m.N ems: ammum>< mm.o 3H.H 3«Nm.o m- Hm.o m cw.N o NN.N are: Hmscma pom msmuwoum mm mo.H 0N.H mH.m N mN.o o mm.N 3 mm.N .oum :.xomz 35259. ...xmmz 8H3. INDUCE: ...HWKVWCHWU H00hmu= mh. NH.H 3N.H mo.o m No.o- m om.N m mm.N mncsoum can mwcH IUHHsn Hoocom mo unmsm>oua -EH you muoomoum Ho mampwoum uh Na.o NN.H HH.m N NN.o N mm.N m om.N .oum .HoHHmH wooHu .Hoonom unwwc..w.m .xuoz zuHcsaaoo How mamuwonm 00 H0.H NN.H 00.0 mu 33.0 m 00.N m 0H.N mumnommu so amuwoua :oHumuHmH> meow m0 m0.H NN.H Hm.3 m- mm.0 3 oonm N mm.m nsHo ucmvsum-Honomoh 30 0H.H mm.H Hm.m 0 3m.0 H 00.m H mm.mmuoumuuchHawm 0cm muozumou .mcchumsw mo mwcHuooZ m0 0N.H mm.H mm.0 0 H3.0 N 00.N m mm.m meowumo uHHnsa acmndum 0cm Hoonom N0 Ha cu no nuq_0 "NHUHu Mud an nuuu NHN .a .a u. Him-Han. a...“ a”: : . . I n.m n" u m.1. 0.x. D.u nauq D.u S 888888 V .i .D a J a J o o Au 0 p 8 n U8 U8 1: 1.. 13 13 m a a u u T: a J a a U U- 8 8 8 I. a S S S 1 . S mpoumuuchHaw< wuonomoh mmHuH>Huo< umHsoHHHSU-oo ”mmo< wmmz mnu :H mpocomoe no“ muoumuumwcwac< me was mumnommh an 06oz mo newuaoouom .KH 0~nn~ IV. VI. VII. II. III. IV. 99 The standard deviations indicate that the administrators had greater uniformity than the teachers in responding to the degree of need. The range of mean values of the rating by administrators was 0.53 and that of teachers was 0.39 for the eight sub-items. Teachers' three top choices for learning were: (a) organiza— tion of meetings of guardians, teachers, and administrators, (b) school and student publications, and (c) organization of programs and projects for improvement of school buildings and grounds. The administrators agreed with the first two choices of the teachers, but replaced the third with "programs for manual work." J1. Student Organizations and Activities Both administrators and teachers agreed that the teachers have "little need" (1.99) to know how to organize, participate in, and guide various student organizations and activities (Table 18). Administrators and teachers ranked the five sub-items almost similarly. Administrators scored consistently higher in perceiving the needs of the teachers. The range of the mean values of the administrators was 0.53 and of teachers was 0.44 for five sub—items. 100 3 "Bonomuu mo mmouwma om.H ”mono woos mwmum>< mm.0 33.0 mmmcoamou mo swamm omd 3N.N 33H some swung... m3.H 3m.H mo.m H 00.0 m 00.N 3 NN.H nsHo wnwcmm hsnmm mH0 mN.H Hm.H H0.H H 0H.0 m NN.N N HH.N mmouo 0mm Howcsh 0H0 om.H mm.H mm.3 H- 30.0 3 N0.N m mo.H nzHo numb camco 0H0 m3.H 03.H NN.N H- 0m.0 N mm.N m N0.N museum HHHQ mH0 Nm.H m3.H NH.H. o H3.0 H HH.N H NH.N 8.3on sea fin S nu ma HHHHu wuqun. Nnd an MHH _NHw . . Us 8 8 T: 8 8 T: 8 8 8 8 8 8 8 8 G n“ I. u 1 I. e 1 I. a u. Hope a u a e . . x.n 1. u M I. 9.1 o.u “run b.u as s a a s a a V .i .b a J a 1 o o o o D. a n u a u a I. I. .3 .3 m e e u u I. 3 J a a u u. a a a T... a S S S J . s mwouwuumwcflaum.muonommfi moHuH>Huu¢ can mcowumuwcmwuo unmcsum "wop< omoz onu aw mwmcomma Ham muoumuumwcwav<_mn 0cm mumnowmk NH 0662 no coHumooumm .mH oHan V. II. III C IV. II. 101 The standard deviations indicate that the administrators and teachers were equally consistent in the degree of need. K. Research and Experimentation Both administrators and teachers agreed that the teachers have "more need" (2.63) to be better informed about educational research and experimentation (Table 19). Both administrators and teachers perceived the needs of the teachers almost equally in scoring the mean values. The difference in rating was significant at the .05 level in one sub-item, but the difference in mean value was below 0.60 denoting non-significance in practical application. The standard deviations indicate that the administrators had greater uniformity than the teachers in responding to the degree of need. The range of mean values for the administrators for the three sub-items was 0.18 and for the teachers was 0.29. I” General Education Both administrators and teachers agreed that that the teachers have "average need" (2.44) to increase their general knowledge and understanding of various aspects of general education (Table 20). Administrators scored consistently higher than teachers in per- ceiving the needs of the teachers. 102 Ha>mH No. as HaauHHchHm.. 3 "sovoouu mo.mmouwmn N0.N ”News 000a wwmuo>< 0H.0 0m.0 momaGAmmu mo «mama ON. om.N oe.N some mwmum>< 00.0 3H.H **OM.NH 0 HH. N 00.N N 00.N mmUHSOmmh Hqcowumua :06 mo >m>u=m a axes ca 30: mm Ho.H NH.H em.m N Ho. N HN.N H oN.N mamuwoua nuummmmu onomnowuwH aw mummonuumm on momuwaauuomao NM No.H NN.H NN.e N- 33. H NN.N o3.N NuHaaaaou we» H0\0cm Hoozum on» :H .aoou ummmHo cH mucmawumaxm 0cm mowvsum HHmsm ausccoo OH 303 HM Ha Ha mo x.q_n."w q.n. "Nun "Nun “mnd "NHN . . U- 881.881.. 88 8888 88 G G 1.. U33811: 8U 888U 88 . . x.n 1."u M I. 0.3. nrn. D x. D.u no no.3 s a a V. 1m .6 a 1 a J o o P a n "uHa u a o .9 o I. m a s u u I. 13 I. D l 8 8 u u. a a a T... a S s S J . s muoumuuchHac< mumzomofi cowumucmaHumaxm can souwmmmm “mmH4 0062 any cw memcommfi ecu muouwpumwcwace.mn can mumcommh NH 0662 no :oHuaoonm .mH mHan 103 Ho>oH m0. um pamUHchme«« 3 "Eovmmuu mo mmmuwmn 33.N "mono woo: mwmum>< N3.H HH.H mmmcoammu mo mwcmd N3. 3N.N eN.N ems: mmmu¢>< NN.H N3.H «NON.mH 0 N3. N. N0.N N mH.N oqua ou NAHHHHom HHmnu can 0N.H N3.H ¥«00.HH 0 ON. m N0.N m HN.H came cu NHHHHnm HHmau omH 00.H NN.H no.0 0 mm. H 00.m H Nm.N xmoam ou NHHHHHnm HHmcu an NHHmHomamm-umwmsmCmH anchm m0.H 0H.H mm.m N NN. 0H N0.N m 03.N mHHmmum 0Haocoom HmHoOm aw “coaaon>m0 NHHSDEEOU mHH NN.0 NN.H ..NN.HH 3- No. N NH.N e NN.N NHmHnHH Hooeom weHms Ho census HemHoHHHm NHH 3H.H NN.H 03.0 0 ON. NH NN.H NH N3.H mwmswemH see: HHH mN.H 03.H NH.m H- 00. m N0.N 0H NN.N owgwcmH HHmwamm 0HH 0H.H HN.H aaHN.NH HI 00. m mm.N 0 mm.N vamSEoo Hmuop-nmwmsowH :mHchm oH NN.0 NH.H HN.N o NN. N HH.N N NN.N eoHHmusem cH mxoon zmz NH 00.0 3H.H No.0 m NH. N mm.N N 0N.N mHHmmum nHHoa pampuso nH oo.H NH.H NN.N H NN. N 03.N 3 33.N mHHmHHm HmcoHpmc 333.330 0H 0N.0 NH.H 3m.m 0 Hm. H 0N.m H 0N.N coHumoswo :o mmmww 362 ma 3o.H HN.H N3.N N- em. 3 oo.N N 33.N coHHmosem Ho HegemoHHeH 3H 0N.H NN.H 0N.m 0 mN. NH N0.N NH mm.H onsz. mH 0N.H NN.H NH.H 0 0H. HH Hm.N HH NH.N HH< NH mm.0 0N.H 00.m H Nm. 0 0m.N m 30.N menumHmuHH pamuudu HH 3 .s m. wwmmwm mm wmww wm .0 .a ... wmywmy mm. mm. mm m...... V ... .m. swmswm o o o o D. 8 n U8 U8 1: 13 ...: 1: m e B u u m. m. a m H... T.. 8 S Ilnm 1 m muoumuuchwav< mumnumme coHumosvm Hmuocmo "mmH< 0mmz as» :H muocommfi How mHonuuchN50<.>n 0am muscumoh an 0mmz mo coHpamonm .0N mHan III. IV. VI. VII. VIII. IX. 104 The differencesbetween administrators and teachers were statistic- ally significant at .05 level in two sub-items (English language, total command, and efficient method of using school library). The differences in mean values are above 0.60 and denote their significance in practical application. The standard deviations denote that both teachers and adminis- trators were equally uniform in responding to the degree of need. The range of the mean values of the administrators was 1.42 and that of teachers was 1.11 for thirteen sub-items. The top three choices ofthe teachers for learning were: (a) new ideas in education, (b) current world affairs, and (c) new books in education. The three top choices of the administrators were: (a) new ideas in education, (b) efficient methods of using school libraries, and (c) new books in education. The teachers and administrators differed widely in ranking sub- items "current world affairs,” "efficient methods of using school libraries," and "philosophy of education." But the teachers and administrators ranked similarly the three least important sub—items for learning. They are: (a) art, (b) music, and (c) Urdu language. Learning of the English language was given equal importance by both teachers and administrators. However, they emphasized the importance of improving their "ability to speak" followed by "ability to write” and "ability to read." 105 XI. The consultants scored much higher than the teachers and ad- ministrators in expressing their mean scores on the need items L9 and L12. M. Sources of Educational Help Every human being finds need for help. All teachers from time to time find that they have need for educational help. Where they go for help naturally depends upon the resources that are available to them at that time and in that situation. In order to determine the various sources of educational help that a typical East Pakistani teacher depends on, in time of need, each was requested to review a comprehensive list of sources of educational help that are usually available in an East Pakistani school. Teachers were requested to: (a) identify each type of help that they themselves have used at any time during their teaching career, and (b) to what degree they feel the need for each type irrespective of whether they have used the type of help or not. Each administrator was requested to identify his perception of the degree of need by the teachers for each type of help available to them (teachers). The results are summarized and shown in Tables 21 and 22. I. All the teachers indicated that they have used at least one source of educational help during their entire teaching career. Most of the teachers, however, have used a wide range of sources of educational help. 106 HoOHuuo coHuaosvm HUHHHNHQ .HmUHuuo coHpmosvm chonH>H0-n:m* NH HH.N 3H NN.N NH NN NNH somnma .NouN No .HNNN .mmochsn HNooH HNz 3 NN.N 3 3N.H N ooH NNH oHNmN to emaNNNmNmzme .HmHHacuson ON» ON HN.H NH NN.N HN N3 NNH HmoHNNo 3H Hoeo NNNNNNH HNoHHHHoH NH: NH NN.H NH NN.N NH N3 3NH mumoHNNo Hamscus>oN usage NH: HN NN.H oN NN.N NN N3 NNH mumuooame OHNNN NHz NH HN.N N NN.H NH NN NNH .>mn Hansm .Nao< .xmm scum NHHsomN NH: NH NN.N N NN.H NH NN NNH NNNUHNNo HausuHsoHNN< NH: 3H NN.N HH NH.H NH NN N3H NumoucsHo> NNHoo momma 3H2 N NN.N N NN.H N NoH NHH NHoNH>Nm N33 NHNHHNHUNNN emeaom NH: N NN.N NH NN.H NH NN NNH H..ONQ.ONNNN NNNUHNNo coHHNosem HmeHo NH: N NN.N H NH.N 3 HNH HN meucmo .HxN .osem scam NHNHHNHUNNN HHz NH NN.N N NN.H N NN NNH mHooeom No HouomameH NH: N 33.N HN NN.N NH HN HNH Hooeom NNH No Numuouomm N: N NN.N N NH.H N NNH NN NNHNNENNNN HcNHmHmN< N: H NN.N N NN.H N NNH N3 hoummaumm: N: N H3.N NH NN.N 3H NN NNH mmNmHHou HmooH scum muommmNoHH N2 HH NN.N NH NH.H N NNH 3HH meommmNouN HmauoN HHaea N2 NH HN.N NH NN.N N 3HH NNH mumeommu Nuancooom Ho NHmEHHa Hmauom uHmnh 3: NH NN.H NH HN.N HH NN NNH mucmessm seesaw eHoee N2 NH N0.N NH N0.H 0H mm NNH Hoocum umnuocm 3H mumnowofi N: N HN.N N NN.H H NNH NN Hooeom NHNNH 3H masseuse Hz 8 0H 8 0H H HNHHN .u. NN. N. NN. N wNwNN N. Pd N- pd N. d .00. D. N N N N 1. D. mumzommh we cmoz Hocommh ‘ aHmm HmcoHumosum mo moousom How mumnumofi mo comzfla>HumHmm one .HN oHnmh vi Table 22. Perception of Need by Teachers and by Administrators for Teachers in the Need Area: Sources of Educational Help Teachers Administrators m _ L: U) a: m o) H m m m z a O 0 $4 0 ‘H s: c: as cu E u.- 44 <44 44 0):: ma: :1 0) r0 0 o o o H m H m 0‘ H < GNU) (1)017) Cl) c-U H's c 0 x 0 m 3 c M 3 M ‘ ‘ cum Cmmm Cid) u—awm 44+): "4 D D mm Comma) com 3400) ‘HQJCU :- - - EIZ m Z Z Z M Z O m E D m m U m m Ml Teachers in their school 2.61 5 2.95 2 0.34 —3 4 66 1.08 1 00 M2 Teachers in another school 2.03 16 2.00 16 —0.03 0 5.91 1.03 0 75 M3 Their former students 1.98 18 1.92 18 —0.06 0 5.05 1 01 0.93 M4 Their former primary or secondary teachers 2.01 17 1.92 17 -0.09 0 5.69 1.08 0.84 M5 Their former professors 2.33 11 2.03 15 -0.30 4 8.21 1.14 0.91 M6 Professors from local col. 2.41 7 2.35 9 —0.06 2 10.37** 1.13 0.71 M7 Headmaster 2.85 l 2.92 3 0.07 2 4.50 1.14 1.09 M8 Assistant headmaster 2.39 8 2.55 5 0.16 -3 12.31** 1.16 0.72 M9 Secretary of school 2.44 6 2.39 8 -0.05 2 3.29 1.32 1.09 M10 Inspector of schools 2.37 10 2.50 6 0.13 -4 3.50 1.18 0.99 M11 Spec. from Ed. Ext. Centre 2.72 2 3.06 1 0.34 —1 2.75 1.19 1.00 M12 Other ed, officers (SDEO, DEO, etc.) 2.38 9 2.27 12 —0.11 3 10.14** 1 25 0.78 M13 Foreign specialists and advisors 2.63 3 2.46 7 —O.l7 4 3.50 1.15 0.95 M14 Peace Corps Volunteers 2.21 14 2.16 14 —0.05 10 6.14 1.19 0.90 M15 Agricultural officers 2.26 13 2.33 10 0.05 —3 4.53 1.15 0.82 M16 Faculty from Pakistan Acad. etc. 2.31 12 2.30 11 —0.01 —1 4.67 1.14 0.80 M17 Basic democrats 1.60 21 1.77 19 0.17 —2 5.35 1.20 0.87 M18 Other government officers 1.83 19 1,60 20 —O.23 1 6.63 1.23 1.29 M19 Political leaderS(notfi1ofc) 1,81 20 0.61 21. —1.21 1 12.30** 1.26 0.78 M20 Journalist, newspapermen or radio 2.63 4 2.58 4 —0.05 0 1.47 1.05 0.95 M21 Local bus., agri., or profes. per. 2.11 15 2.23 13 0,12 —2 2.27 1.09 0.91 Average need 2.28 2.23 —0.05 Range of responses 1.25 2.45 Average need area: 2. Degrees of freedom: 4 7“Significant at .05 level [01 Hm>ma mo. am “smegmaawamir : ”Eocmmum mo mmouwma II. III. IV. VI. VII. 108 The most commonly used educational help came from the "teachers in their school," followed by the ”headmaster," "assistant headmaster," "specialists from East Pakistan Education Exten- sion Centre," "the former teachers," "former professors," ' "foreign specialists and advisors," "journalists, newspapermen, and radio broadcasters," "Inspector of schools," and "teachers in other schools." The least used sources of educational help were "political leaders," "Basic Democrats," "government officers," "faculty from Pakistan Academy for Rural Development," and "agricultural officers." The extent of use of different sources of educational help seems to be more influenced by the availability factor than by the degree of need or resourcefulness. The appreciable agreement in ranking the degree of need by both groups of teachers, i.e., teachers who used the help and the teachers who did not use the help, may reflect the con- sistency of the teachers in their responses. Teachers who did not use help perceived the degree of need for such help consistently as much lower than the teachers who did use help. The range of mean values of the teachers who did not use help was 1.60 and of the teachers who did use help was 1.25 for twenty-one sub-items. VIII. IX. XI. 109 The correlation between ranking of the "degree of need" of different sources of educational help and the ranking based on the extent of use, reflects the fact that there is no relationship between reported use and perception of need. This was true both for those teachers who did not use the help and expressed the expectations of future need and for those who did use the help and expressed the need based on experience. The firstrfine choices of sources of educational help by the teachers who had used the help previously were: (a) head- master, (b) specialists from Education Extension Centre, (c) foreign specialists and advisors, (d) journalists, news- papermen or radio broadcasters, (e) teachers in their school, (f) professors from local colleges, (g) assistant headmasters, (h) education officers, and (i) Inspector of schools. The teachers who did not use the help agreed with the choices of the teachers who did use the help in seven sources, but replaced the sources "secretary of the school," "professors from local colleges," and "education officers," with ”faculty from Pakistan Academy for Rural Development," "agricultural officers" and "former professors." The sources of educational help perceived to be least needed both by teachers who used the help and those who did not use the help were: “basic democrats," "political leaders (not in office)" and "government officers.“ These sources were also the least used sources of educational help. 110 XII. Both the administrators and the teachers who experienced help agreed thatthe teachers have "average need" (2.26) of assistance from various sources of educational help. XIII. However, the perception of the teachers of their own need for help was consistently higher than the perception of the ad- ministrators regarding teachers' needs. XIV. This relationship is very significant in light of the previous responses of the teachers where teachers were constantly shy in comparison to the administrators in perceiving their own needs. XV. The differences were significant at .05 level for four sub- items (M6, M8, M12 and M19), but the differences in mean values which were below .60 in three sub-items denote their non— significance in practical application. XVI. Although the differences in mean value is above 0.60 in the sub-item, "political leaders (not in office),“ the ranking by both teachers and administrators on this sub-item denotes that they agree rather closely on its importance. In reality both are opposed to the use of political leaders in schools, but administrators are stronger in their opposition. The consultants showed even stronger opposition than the adminis- trators (0.85). XVII. The mean value of the administrators ranged within 2.45 and of the teachers (who experienced help) within 1.25 in twenty- one sub—items. XVIII. The standard deviations denote that administrators were more uniform than the teachers in responding to the degree of need. lll XIX. The first nine choices of the administrators as a source of educational help for teachers were identical to the choices of the teachers who experienced help, but dissimilar in rank- ing (refer to MIX). However, the administrators replaced the choice of "educational officers (SDBO, DEO)" by ”agricultural officers." XX. The administrators agreed similarly with both groups of teachers in identifying the least needed sources of educational help (refer to MXI). N. Classroom Visitors Classroom visitation is a common phenomenon in an East Pakistani school. A number of persons visit the average classroom from time to time. The present study tried to get some idea of: (a) what kinds of people usually visit an average classroom, (b) the attitude of the classroom teacher to such visits, and (c) the perception of his future needs for such visits. The teachers were requested to review a comprehensive list of types of classroom visitors and to indicate whether or not each type of visitor had visited his classroom during the year 1964. If the teacher had a visit, then he was asked to express his attitude towards that visitor. And finally, he was requested to indicate his present feeling re— garding the "degree of need” for this type of help in light of his ex- perience. 112 The teachers who did not experience visits were also requested to express the "degree of need" for this type of help in light of their expectations. The administrators were requested to identify their perceptions of the degree of need by the teachers for each type of visitation avail- able to them (teachers). The results are summarized and shown in Tables 23 and 24. I. II. III. All the teachers indicated individually that they have ex- perienced at least one type of classroom visitor during the year 1964. But most of the teachers reported a wide range of classroom visitors. The most common classroom visitor was the: (a) headmaster, followed by (b) assistant headmaster, (c) Inspector of schools, (d) Specialists from Education Extension Centre, (e) foreign advisors,(f) education officers, (g) Peace Corps Volunteer, (h) agricultural officials, and (i) instructor from teachers training college. The extent of visitation by different types of classroom visitors seems to be more influenced by routine, regularity and formality, than by the degree of need of resourcefulness. The degree of need was measured but not the degree of resource- fulness. Perhaps some other research study should try to measure the relationship between frequency of visits and re— sourcefulness. 113 00.0H 00.00 00.00 m.oH H.om s m mm.~ e em.H s a as m am was mumuaaao Hmaaussuarw< oz Km.mH m0.o~ mm.Hm H.NH a.nw s o so.m m om.H m m 3H A NN moH amoucoao> mauoo modem 02 m:.m Hm.Ha NN.Nm 0.:m N.mn R m NN.N : 0m.H m mm mm m mm NOH poww>0< cwwmuom nz m.m 0m.m: NH.m: 0.mm N.sm s m :m.m H N0.N m mm mm 3 nm m0H maucmo cowmcmuxm COM» umosom sou“ mumwamwoomm 0z 0 om.mm oH.0n m.a m.om $ m Km.m m oo.m o m 0H 0 Ha HON .o.H.H seam nauooomcH mz ea.“ m:.o: mm.~m o.mH o.Hm $ 0 :m.m m N3.H m NH mm 0 m: 00H mamomuuo coHumooom :2 mo.: Hm.mm mm.00 m.m: 0.30 $ : mm.m m mm.~ m mm n0 m HoH HNH mHoonom mo nouooamaH mz n.0 am.dm m0.:0 0.3: m.mm s m mm.m m H3.H 0 am o0 m mo mmH umummacmmn ucmamwmm< mz NN.: N0.NH Ho.mm 0.30 0.0m s ... .. H mu.m m mm.m . wHH H msfl om woummeomom Hz a. m. a MW 3.. m a a A... was 0 ...... m m... m... a .m w. my. may. 1 1. e 1 e 1 q 1. U a a Q. 1 Q. a a a a D; D. T. e ...L 0.1 D.. l 9 m. a nocomoh up 0662 omuwmw> nocomofi s0 moauaaa< mucuflmw> Eooummmao new wumcomoh mo mozuwuu< cam ommz m>flumfimm one .mm mHan 114 Hm>mH mo. um acmoaaacwam11 3 “Bandeau mo mmmuwoa 33.N ”moan com: ammuw>< mn.H 00.0 mmmcoammn 00 memm sm.o NN.N mm.~ new: mwm0m>< eo.H os.H m~.m H mm.o 0 am.“ m mm.~ mumoaaao HausaHsoauw< oz 00.0 nm.H NN.0 0 3N.0u 0 00.H m 30.N ummucsHo> mauoo momom 02 30.0 0H.H 3n.m 0 «H.0u w m0.m w NN.N uOmH>0m :wHouom n2 NN.0 0H.H NN.0 H: 00.0 N N3.m m 3m.m mauomo :oncouxm coHumusum scum umHHmHommm 02 00.H mm.H mm.m m sm.0 3 30.~ m sm.m umucmo wchHmnH mumnomoh Boom acuoouumcH m2 00.0 mm.H axmu.o H 0m.0 N om.m 0 3m.m A.ouo .oma .omamv umonuo coHumoowm 3E mo.o sN.H o0.m H- “3.0 m oo.m 3 mm.~ mHooaum do rosemamcH m2 00.H 3H.H m0.3 m: 03.0 m m0.m n mm.m woumm80mmn ucmumwmmm NZ s0.0 0H.H «*n0.0 0 m 0 H mm.m H mm.m uwummammm: H: s s 0. mam. mam mm mm mm mm .0 . I. U11. 81.1: au 88 au 88 . G X.M I. u m I. 0.x. D.u 0.x. D.u . m. saw sma o o o o W. l n ua um I. I. I. 1: a B U u m B l O 0 I. D a a a U U. S S I. a s 1 o S muoumauchH60< mnocommh mucuHmH> BOOMmmmHo ”mma< 0662 on» :H mamnomoe com muoumnuchHsv< >0 0am mnecomob an 0662 00 coHuamoumm .3m oHan IV. VI. VIII. IX. 115 The correlation between ranking of the "degree of need" for various classroom visitors and the ranking based on the extent of visitation reflects that there is no relationship between the frequency of visitation and perception of need. This was true both for those teachers who did not have classroom visitors and expressed expectation of future need and those who did have classroom visitors and expressed much need based on ex- perience. Most of the experienced teachers expressed favorable attitudes toward the classroom visitors. There was appreciable agreement in ranking the degree of need by both groups of teachers, those who experienced a classroom visitor and those who did not. But teachers who had not experienced a classroom visitor per- ceived the need for such visitations persistently much lower than those who had experienced a visitor. The range of mean values(fiftheinexperienced teachers was 1.32 and of experienced teachers was 0.69. The first four choices of the experienced teachers for further classroom visitation were: (a) headmaster, (b) instructor from teachers training college, (C) specialist from Education Ex— tension Centre, and (d) Inspector of schools. The first four choices of the inexperienced teachers were: (a) specialist from Education Extension Centre, (b) headmaster, (c) instructor from teachers training college and (d) foreign advisors. XI. XII. XIII. XIV. XV. 116 The differences in choice between inexperienced and experienced teachers in expressing the need for "specialists from Education Extension Centre" and ”foreign advisors" may reflect an assess- ment of their performance in actual practice. Both administrators and experienced teachers agreed that the teachers have "average need" (2.43) for various types of class- room visitors. In seven sub-items the administrators' perception of the need of the teachers was much higher than that of the teachers. But in two sub-items, "foreign advisors" and "Peace Corps Volunteer," the teachers' perceptions of need were higher than those of the administrators, although they ranked them similarly in order of importance. This may have some significance in practical application. The disagreements were significant in two sub-items (N1 and N4) but the difference in mean in one sub-item being below .60 indicates its non-significance in practical application. In the other sub-item the difference is above .60, which de- notes in reality the higher priority attached by the adminis- trators to ”headmasters” visitation in classrooms, and may have some significance in practical application. The range of mean values of the teachers' ratings was 0.69 and of the administrators was 1.75 in nine sub-items. Standard deviations indicate that administrators were more uniform than the teachers in their responses indicating the degree of need. 117 XVI. The administrators agreed with experienced teachers in the first four choices of classroom visitors, but differed in ranking them (refer to NIX). XVII. The consultants were closer to the teachers in expressing their mean scores for the headmaster's visitation in the classroom. 0. Use of Community Educational Resources A wide variety of educational resources is usually available in a community forxme by the school. The present study sought to get some idea of the extent of availability and use of such community resources in class— room teaching. The teachers were requested to indicate availability of each of a list of community educational resources. If the resource was available, then the teacher was requested to indicate his attitude towards that re- source. And finally, he was requested to indicate his present feeling about the "degree of need" for this type of resource in light of his ex- perience. The teachers who did not have available resources were also re- quested to express the degree of need felt for this type of help, in light of their experience. The administrators were requested to identify their perceptions of the degree of need of the teachers for each type of community resource available. The results are summarized and shown in Tables 25 and 26. 118 0m.H 00.0m 30.H0 0.Nm H.N0 g HH 00.H HH 00.H H AN 03 NH MN 03H moHocmw<.uH< 0H0 00.HN mm.mN H.3m 0.m3 N H 00.N H N0.N 0 0N 30 N 0NH NOH >amunHH 0HHnom NHO mme N0.0m 03.00 0.00 0.03 0 0H 3N.N m 00.H 3 mm 3N 0 mHH 00H mUH>umm cowumauomcH cmHanm HHO 0 0m.0N m0.mN 0.03 0.00 0 m mN.N N 3m.N 0 0N Hm N 0HH NHH ooH>umm coHumauomcH cmumemm 0H0 00.N m3.0m m0.00 0.H3 N.m3 N 0 3N.N 0H 00.H m mm NN m mHH NoH mUH>umm coHumauomoH .m.: 00 mm.NN 00.0N n3.m3 H.Hm 0.00 g .2 and 2 8.0 3 ON on 2 8 m2 23 3250.8 03:28 8 0N.H 30.mH 0H.nm 0.00 H.03 g 3 SN 0 3...; N 2 as m 2H 2: 2383503 8302mm 3 0N.0N 0N.0m m0.0m 0.Nm H.N0 0 0H 3N.H mH 3N.0 mN mm 0N 0H 30 me mumuooawn owmmm 00 0 0m.mH H3.Hm 0.00 H.03 0 0 0N.N 3 HN.N 0 HN N0 3 mHH 00H muoxuoz HmHoom mo 03.N Hm.mH N0.0N 0.0m m.m0 N m 00.N N 30.H N 0H 30 HH Hm H3H m>Huwuooo :00 no mmochsn.HoHuumaccH 30 mm.0 mm.NN 00.0N 0.00 0.03 g N 30.N m mm.N H on NOH H mmH 0m mHmHonmo nuHmom m0 0H.H mN.MN mm.mN N.0m m.H0 N m 3N.N 0 N0.H H 0N m0 0 0m 00H mow>kmm :oHumEuOMCH HonouHsoHuw< N0 00.m mm.0H mm.NN N.33 0.00 N N 3N.N m N0.N m 0H 0N 0 m0 3NH moH>umm conCmuxm HonouHaoHuw< H0 H Vud nu "N“d nu nu W. H v. e N 8 A a 8 0 a O u .... 8 A Q. 0 u 8 S u 1. S D N. u 8 T. 1 H. 1.0 “a o N a a H I. a T. n V n O J T. V 8 J A J 1 1 8 A 0.. O 8 O 8 q 8 I a T: 8 Fl. T: I I. 3 I I. U 3 .l e x. _ a. a m. .HHm>< wou9006m waw>mm nonommh an vomz peacock an ovauHuu< «unnamed 1‘1 Lfii mmuuDOmmm Hocowumoovm zuHcaaaoo uOu muocomoH mo oosuHuu< one 0mmz o>HumHmm ash .mN oHan an... ~< uvhv..z 9:. a Cu .0 .u 3.. .0 3:.— A L3-— H:_=L -05.... ..u—ttd‘ \‘F. hhrh : ...! (I 1.! .n I.\ In 4": 119 Hm>0H 00. um acmoHuchH01 H0>0H H0. 00 aamoHuacme.. 3 “Sowmmum mo mmmpwmn 0m.N ”mono com: mwmum>< Nm.N NN.H momcoamou mo swamm H0.0 00.N . 00.0 000: mmmrm>< 00.H 3H.H 00.0 0 00.0 HH 0H.N HH 00.H H.000 .0300 ..E<.:mm .nmm coHumaroucH amHaHnm HH0 0N.0 00.H 00.3 H- 03.0 0 HN.0 m 0N.N moH>amm :oHumauoucH :mamemm 0H0 00.H 30.H 05.0 0 00.0 0 00.0 0 30.~.>umm coaumarouaH museum emcha 00 30.0 0H.H H0.m H 03.0- 0H 00.0 0H 00.H acoHumNHamwno HmoHaHHom 00 3H.H HH.H 00.0 0 00.0- 0H 00.0 3 H0.N mcoHumuHamwuo muonHHma N0 00.0 0N.H 100.0H H- 03.0 NH HH.H 0H 3N.H 000000500 onmm 00 0N.0 00.0 00.3H H- 05.0 0 “0.0 0 00.0 000300: HmHuom 00 00.0 NH.H N0.0 N 00.0 N N0.N m 00.0 00000000 m>Humnm0o loo .HO mmmcwmsn HNHHHmHHUCH .30 30.0 30.0 1100.0 H 00.0 m 0H.m N 30.0 mHmHoHamo aaHmmm 00 N0.H 00.H 1100.0H 3- 0N.0 3 00.0 0 30.0 .>umm coHamauoaaH HausaHsoHuw< 00 00.H 0H.H 00.0 H- HN.0 0 00.0 A 30.0 ooH>rmm :oncmuxm HausuHsoHuwe H0 S S 3 no 8 G W H G N “a N W N H N N . . U. 8 8 I. 8 8 I. 8 B 8 8 8 B 8 8 G G T. U 1. I. B 1. I. 8 U 8 B 8 U 8 B . . x.m 3_u M I. 0.x. nvnu nrn. D.u l 90 S a a s a a V a .D a J 8 J o 0 O o D. B n U 8 U 8 13 13 13 13 m o e u u I. u. 1 D a U 8 8 8 8 T: 1 S S S S mucumuuchHan<.muocommH moUMSOmmm HmcoHumosnm >uwcsaaoo mo mm: “moa< cmmz may :H mumnucoh pom muowmuumwcwan<.0n cam muonommh 0n vomz mo coHuamouwm .0N oHan II. III. IV. 120 All the teachers indicated individually that at least one type of community educational resource was available for use in the school. But most of the teachers had a wide range of community educational resources available for their use. The most commonly available community educational resources were: (a) health officials, (b) public library, (c) United States Information Service,(d) social workers, and (e) religious organizations. The least available community re- sources were: (a) political organizations, (b) airlines (PIA, Pan. Am., BOAC, etc.). (c) industrial, business or cooperative concerns, and (d) Basic Democrats. The correlation between ranking of the "degree of need" of various community educational resources and the ranking based on the extent of availability reflect the fact that there was little relationship between the incidence of availability and perception of need. About 70 percent of the teachers who indicated the avail- ability of a resource also denoted their favorable attitude towards the use of that resource. The remainder were un- certain about their attitude, and a negligible percent had negative reactions. This observation was true for ten re- sources. In the other three resources, "airlines," "political organiza- tions," and "Basic Democrats," the attitudes of the respondents were more or less equally divided among favorable, unfavorable and uncertain. VIII. IX. XI. XII. XIII. XIV. 121 Attitude and need may have a direct relationship. The teachers who had community resources available and the teachers who did not have community resources available, ranked quite similarly the degree of need for these resources. Teachers who did not experience the availability of the com- munity resources, however, perceived the need for the resources persistently lower than the experienced teachers. The range of mean values of the inexperienced teachers was 2.23 and of experienced teachers was 1.72 for thirteen sub- items. The first five choices of the experienced teachers were: (a) public library, (b) health officials, (c) Pakistan In- formation Service, (d) religious organizations,and (e) in- dustrial, business, and cooperative concerns. The experienced and inexperienced teachers agreed substant- ially regarding the three least needed community resources. They were: (a) Basic Democrats, (b) political organizations, and (c) airlines. Both experienced teachers and administrators agreed that the teachers have "average need" (2.30) for various types of community educational resources. The administrators' perception of the need was consistently higher than that of the teachers for all the sub-items except "political organization." The differences were statistically significant at the .05 level for two sub-items (02 and O3) and at the .01 level for two sub-items (05 and 06). The differences in mean value XVII. XVIII. II. 122 were above .60 in two sub-items ("social workers," ”agricul- tural information service"). These differences may have some practical significance. The standard deviations indicate that both teachers and ad- ministrators were almost uniform in responding to the degree of need. The range of responses among teachers was 1.72 and among ad— ministrators was 2.37 for thirteen sub-items. The administrators agreed with the first three choices of the experienced and inexperienced teachers (refer to OK). The next two choices were "social workers" and "agricultural extension service." The administrators also agreed with teachers in indicating the three least needed resources (refer to OX1). The consultants were close to the teachers in expressing their mean scores for the need items 02 and 05. P. In-Service Education Activities All the teachers indicated individually that they have partici- pated in at least one in-service education activity within the last three years. However, many teachers participated in a wide range of in-service education activities (Table 27). The most common in-service education activities participated in were: (a) individual study(l95), followed by(b) workshop at Education Extension Centre (102), (c) opportunity to observe others demonstrate teaching (60), (d) East Pakistan Education week (56), and (a) teachers conventions or conferences (51). 123 00.H 00.0 00.00 0.00 0.30 0 0 00.0 0 00.0 H 0 00 3 00 00H .03 000000000 0000H000 000m 3H0 0 00.0H 00.00 0.0H 0.00 0 0H 00.0 0H 00.H 0 0 00 0H 00 000 0003 00000000000000 0H0 0H.0 00.00 00.30 H.00 0.00 0 0H 00.0 0H H0.H 0 0 00 HH 00 00H 00000000 00000 0H0 00.0H 00.0 00.00 0.0H 3.00 s H.000 .000000 .0000000 0H 03.0 0H 00.H 0 0 00 3H 00 00H 000H0000> 00H000 0000000 HH0 00.0 00.3 H0.00 0.0 0.00 0 H000H00 00 00.0 00 00.H 0 H 0H 0H H0 H00 00 0000000 000H0 000HH00 0H0 00.0H 00.H0 0.0 0.00 0 .000H .0000 000000 0H 00.0 0H H0.H 0 0 0H 00 0H 000 00 00000H0 0000z 00 00H00>0 00 00.0 00.0H 00.H0 0.00 0.00 0 00H00000 00000000000 0 00.0 0_ 03.0 0 0 03 0 00 00H 000000 0>00000 00 00H00000000 00 00.0H 00.0H 00.00 0.0 3.H0 0 H00000 0000000 00 H0 00.H 0H 30.H 0 0 3H 0H 0H 000 00000H0 00000 00 000H000H0H> 00 00.0 00.0H 00.H0 3.0H 0.00 0 H00000 000 0H 3H 03.0 3H 00.H H 0 00 0 03 00H 00000H0 00000 00 000000H0H> 00 30.3 00.00 00.00 0.0H 0.00 0 0 00.0 0 00.0 H 0 0H 0H 00. 000 0H00000 00 000000H0H>0000H 00 0 30.00 00.00 3.0H 0.00 0 H000.0< .000.000H00 H000 0 00.0 3 00.0 0 0 30 0 03 00H .00 00000000000>000 0000000 30 03.0 00.0H 30.00 0.0H 0.00 s H 00.0 0 H0.0 0 3 00 0H H0 H0H 0000 H00oH000000 000H00000 00 0 0N.0H 30.00 -- 0.0H 3.Nw & 000500 00 0 00.0 0 00.0 0 3 00 0H 00 00H 0000000 00H0H000 00000 00 - -- - -- 0.0 0.3H 0.00 - 0.03 0.30 0 000000 0000 3 00.0 H 00.0 H 3H 00 0 00H 00H -00000 00H000000 00 0000000: H0 3 I.d H I..dN AN 0 A H d dN 8 U8 8 U80 80 U B B 8 80 U 091 u 0911. .11. 3 T. u 1 1.1. N. 1. N- 1 n 8 n 04. .1 8 m. n. w. u w. m. a.“ I. I. T. 8 I I. J .m .m a m. a .m up 1. 1+ 1. 3 . 0, 0050009 m. a. 00000009 00 000A wcHumaHOHuumm hm moHuH>Huo< mcauHuu< .osom mow>0mmtcH moHuH>Huo< :oHumoaom 00H>0omncH uou muonomok mo mosuHuu¢ 0:0 @002 m>HumHmm ash .0N oHan. 124 00.0 00.33 00.00 0.00 H.0H 0 0H H0.0 .. ---- 3 00 30H H 00H 00 00000 H0000>0000 H00 00.30 0.00 0.HH 0.00 0 HH 00.0 0H 30.H 0 0 0H 0H 00 00H 0H00H0000 .000 .00< £5503 .MCOU 0w mCOHumHHSmGOD ONm 00.00 0.00 0.3 0.00 0 000000 0H 00.0 0H 00.H 0 0 0 H0 0H 000 000 0000000 000000 000 000 0 00.00 30.00 0.0H 0.00 0 .0>000a0 .0000 00 0 30.0 0 00.H 0 0 00 0H 00 30H 00000000 0000002 0000000 0H0 00.0 0H.0H 30.00 0.00 0.00 000000s.0>000a0 .0000 0H 00.0 0H 00.0 0 0 00 0 33 00H 00 0000000000 H00000 0H0 00.0 00.00 mn.~m o.mm 0.00 0 00050000500 00 0 00.0 0 00.0 H 0 03 0 H0 H0H 0000000>000 .00000000 0H0 0 00.0H 00.00 H.0H 0.H0 0 0H 03.0 HH H0.H 0 0 00 0 03 00H 000000000 .uoum mo 0w500002 mam N 0 00 0 00 00 0 0 0 0 00 u on 1 u I. 1. T. 1. O T. u 1 1 .4 x. 1 x. u n a n x. 1 a. I. qp.d e 1 e I. D.d D 9 C. 1+ q 3 . B T... 1 TL 8 TL 1.. 1 d 1. a I. 8 d 1. B I. u 8 I. a 0 0 0. . .m. P _ . 0050009 00050009 05 @002 wawumawo0uumm mm 00000>000< mwsuwuu< .oscm mow>0wmucH 502500500 .0N 00509 III. IV. VI. VII. 125 The least common in-service education activities were: (3) off campus courses for credit (10), (b) evening or night classes (16), (c) visitation of other classes in another school (19), (d) holiday class (21), and (e) correspondence work (22). The correlation between the ranking of the "degree of need” for various in-service education activities and the ranking based on the extent of participation reflect that there was little relationship between the extent of participation and perception of need. Over 70 percent of the teachers who participated in an in- service education activity indicated a favorable attitude towards that activity. The remainder were uncertain about their attitude, and a very negligible number had negative reactions, This observation was true for all the in-service education activities except "individual study." The attitude on individual study was almost equally divided between "val— uable" (53 percent) and ”uncertain (45 percent). This ap— parently favorable attitude of the teachers for all in- service education activity may denote their earnest desire to grow and develop professionally. Both participating and non-participating teachers ranked almost similarly the need of each in-service education activity. The participating teachers, however, perceived the need of the in-service activities as consistently higher than did the non-participating teachers. VIII. IX. XI. XII. XIII. 126 The range of responses of the participating teachers was 1.18 and the non-participating teachers was 1.92 for twenty- one sub-items. The first seven choices of the participating teachers were: (a) organized educational trip, (b) short training courses by others, (c) intervisitation of schools,(d) workshop by Education Extension Centre, (8) faculty meetings directed to professional improvement, (f) student conventions, and (g) teachers conventions or conferences. The non-participating teachers made the same six choices but replaced "faculty meetings directed to professional improve- ment" by "opportunity to observe others demonstrate teaching.” However, they differed from participating teachers in their rankings of these choices. Although participating teachers denoted favorable attitudes to activities like "holiday class," "correspondence work," ”off-campus courses for credit," and "guest speakers," the need expressed both by participating and non-participating teachers for these activities does not seem tote very en- couraging. These differences may have some practical signific- ance. Both participating teachers and administrators agreed that teachers have "more need" (2.59) for various types of in— service education activities (Table 28). The administrators' perception of the needfbr these activities was persistently higher than was the teaches' perception. m~ d ..< un- - .V.u-u ... . 1 . ) 127 Hm>oa mo. am acmoaoacaamix Hm>ma #0. pm “cacaoacwamx : “Boomoum mo moouwoo mm.m "mono com: mwmum>< dm.H mH.H momcommou mo mwcmm o:.o mm.m Hm.m cam: ammum>< am.o mm.H .oa.om a- o~.o m mo.m ma Hm.m snsam Hmsoa>accH Hmm 00.H 0H.H om.: a mm.o NH :o.~ Ha om.m .wmu mtmuauuo Hausuasoauwm nww3 .mcoo cam c0wumuasmcoo omm aa.o mm.a om.m m- oo.o 0H om.~ oH o~.~ “gumbo too mambsoo madame «no mam mm.o mo.H ..mm.HH a- an.o H m:.m m :k.~ acmsm>obaaa ..uoua on Juno..uoma suaaumm mam mm.o mH.H om.o :. Ho.o m Ha.m NH om.~ abouams pcmaw>ouaaa HmCOMmmomonm :o .600 Hoonom mam mm.o NH.H 33.N NI 00.0 m mm.m, m mo.m acoo no muoHuco>coo .muonommh cam du.o mo.H no.3 o mm.o ma om.m mH o:.~ .oOm Hmcowmmomoua «0 .uooz mam om.o 0H.H NH.N m mH.o mH mm.m m wo.m .xB :oHumosom cmumwxmm ammm :Hm om.o mm.o ssm~.o~ mu um.o 3H dm.~ NH mm.~ xyoS oococcoamouuoo Mam ma.o 00.H mH.m m: mo.c Ha. :o.m ca mm.~ muoxmoam umoso «Hm mo.H mm.H om.¢ m H0.0 om H3.N ma 03.N mCOwumom> wcwuso womuzoo Ham :m.o mm.H m:.n H 00.0: Hm do.H om 00.N A.wum no .csmv mmmao mmcwaom on om.H om.o om.d w mH.o ma oo.~ 0H om.m mcowuswwumcw amcowumosoo hound: um mommmfio mafico>m mm mn.o 00.H o~.m mu mm.o o mm.m m 00.N .5omou.coaoo muonuo wcw>uomno mm oo.o on.o ssod.o~ mu on.o ma mm.m Hm mN.H mHoonom nonuo mo .uwmw> mm 00.0 co.o oo.m m mm.o NH du.m 3H m:.~ mommmfio nozuo mo newumuwmw> om mm.o mw.o Hm.o H m:.o 3 mm.m m ~m.~ mHoonom «0 cowumuwmw>umucH mm om.o mm.o mm.m 3 mm.o OH mo.m o NN.N muoHuco>coo ucocsum 3m so.o no.0 mm.o e :H.o a Ha.m H no.~ asap Hmcoaumosna omuacmwuo mm mu.o mN.H ma.m a om.o m Ha.m N mm.~ .eao an amusoo wcaaamuu “poem mm mm.o mH.~ dm.m Nu mw.o N ¢:.m : am.m oupcmu .uxm.vm an dogmxuoz Hm S S O H a a N a a N H N w N a N w . . U. 8 8 T: a a T: 8 B 8 9 8 B 8 9 a G T: ..u 1. I. 8 1. I. 8 U 8 8 8 u 3 8 . . N.M_J u m I. 0.x. o.u 0.x D.u S S a 8 S 8 9 V l ..D 8 J a 1 0 O O 0 P a n u a u a I. I. I. 3 m e e u u T: 3 J a a ..u U.. 8 8 8 T: a 8 S S J . S muouwuumwcwsc<.mpo£omoh mmwuw>wuo< GOMHQUSUM mow>ummICH ”mm: 252 2:. 5 3288. you 30353353. .3 new 3338. .3 252 mo cofiamoomm .mm 3an 128 XIV. The differences were statistically significant at the .05 level for four sub-items (P1, P7, P13 and P18) and the .01 level for one item (P21). The differences in means were above .60 in four items (workshop by Education Extension Centre, visitation of other classes in another school, faculty meetings directed to professional improvement and individual study). However, the rankings by both groups were quite similar except for "individual study." In reality, it indicates the administrators' greater enthusiasm for these activities and may not have any practical signific- ance. XVI. The standard deviations indicate that both teachers and ad- ministrators were uniform in responding to the degree of need. XVII. The range of responses among participating teachers was 1.18 and among administrators was 1.5h for the twenty-one sub-items. XVIII. The first six choices of the administrators were similar to those of the experienced teachers but the teachers replaced the "student conventions" with "opportunity to observe others demonstrate teaching" (refer to PIX). However, the adminis- trators differed widely with the participating teachers in ranking. These differences may cause some practical concern. Q. Administrators' Education Needs Like teachers, administrators also need refresher courses or additional training in some areas of their responsibility. In order to determine the in-service education needs of the administrators, the teachers and administrators were requested to indicate their opinions with 129 regard to the need for in-service education by administrators in five areas on the five point rating scale. The areas were: II. III. IV. Personality as an administrator Curriculum Management and supervision of various group subjects Administration and supervision Co-curricular activities Q1. Personality as Administrator Both administrators and teachers agreed that the administrators have "more need" (2.50) to increase their strength of personal- ity as an administrator (Table 29). However, the administrators' perception of their own need was consistently higher than the teachers'. Both administrators and teachers perceived the needs of ad— ministrators in this area as higher than the teachers' (refer to Ell). Both teachers and administrators ranked similarly the six sub-items in the group. Their differences were statistically significant at .05 level for two sub-items (Qlc and Qlf). In reality this difference in mean value above .60 denotes the administrators' own desire to increase their ability to im- prove home, school and community living and may have little or no practical significance. The standard deviations denote that administrators were were uniform than the teachers in responding to the degree of need. 130 Ho>oH mo. um unmoHuchHm«* : “aoumouw mo moouwoo om.N "mono com: owmuo>< Hm.o mm.o mmmcoamou mo owcmm mm.o om.N H3.N coo: owmum>< om.o mN.H ssmo.NH Ha mo.o H NN.m N mm.N wcH>HH zuwcsasoo can Hoonom .msoz o>ouaEH HHO 0N.H :m.H HH.m o H0.0 m No.m m H3.N zmHa one xuos mohco cu .oMHH ooow m ommH oHO mm.a om.H o:.m o mm.o m mm.~ m om.~ mamHnoua HmCOmumm mo mmoHvumwou panama kchoHum m :H o>mnmm UHO 00.H NN.H .xom.mH o mm.o o eH.~ e mm.m schsaaoo may mo mampfios cuHs xup3 oHO HN.H Nm.H mm.m H om.o N No.m H Ho.N muonommu :qu xpcz nHO Om.H Nm.H mo.c o Nm.o : Nm.N d am.N mucmvsum nuHs xuoz mHo S S O 880 WHO NH NW NE NW . . U. 881.. 881.. 89 88 89 88 G G I. U11: 813 an 88 au 38 . . XMI. uni. Pun Pu PX. Pu 8 S88 888 V .m .o a 1 a 1 o o o o D.. 8 n.. U8 U8 1: I. .4. 1a m 8 e u u T: O l D o u H a a a T». a s S 1 m muoumuuchHao< muocomoh E acumuumwcHEc<.cm mm zuHHQGOmuom “mou< nooz one CH mqumuuchHao<.u0u muoumuumwcwaomH mo. Hm>mH Ho. Hm HcQUHHHame.. Hm acmoHHchme ”sandman mo moopwoo ”moan vow: owmum>< oo.o nm.o momcommou mo owcmm N0.N m:.N woos owmuo>< NH.H NN.H Nm.m o mm.o m om.N m H3.N HHHHHHHHoH.H luau 3oz mo coHumucoaoHQ :8H CH mucumuuchHavw wan muonomou >2 woomu wcwon mum umcu .noua mo HmmHmpaa< wNo 0N.H 0N.H «smo.NH 0 No.0 N on.N N oo.N xoonuxou 3o: «0 om: «No No.H 0N.H .Nm.¢H N- 30.0 N mo.m : m:.N msanHHm 3m: mo and van :oHumucoSonEH oNO mo.H HN.H **MN.0H o mm.o o om.N o NN.N mmHosum mo oaocom Hmumcmo 8N0 mo.H mN.H «mm.aH o oN.o H om.m H 00.N sapwoua 3am wcHumsHm>o can wcHusomxo .wcwccmHa CH oHou aHnmuocmoH oNO 00.H NN.H oH.o o mm.o m mH.m m om.N EsHsoHuuso 3m: mo coHumHCma uoHaEH pom moHuHHHnHmcommom 2N0 mo.H mm.H dm.m N N:.o a No.m N 00.N aoumzm coHumosco So: no mudmudOo wan hzmomoHHna onmm mNO Ho Ho mo nuaunu W 8.0 Mud NHH "Nun NHH . . u earman mm wmmpu. mm me me I. W.M n“ u m I. Hv“% D.u 9.x. o.u S 888888 V TH .b a 1 a 1 o o o o p 8 H U8 U8 1: 13 1: 13 m e e u u I. 3 J O D U U. 8 8 8 I. a S S m m mucumuuchHsv< muocomoh asHsoHuuso Hmonfi omoz ecu CH maoumuuchHac< new muoumuuchHao<7>n 8cm meonomoh No oooz mo coHuamoHom .om oHan VI. II. III. IV. VI. 133 The range of responses of the administrators was .60 and of the teachers was .57 for the seven sub-items. Both administrators and teachers gave top ranking to the ad- ministrators' "leadership role in planning, executing and evaluating new programs," followed by "implementation and use of new syllabus" and "responsibilities for the implementation of new curriculum." Q3. Management and Supervision of Courses Both administrators and teachers agreed that the administrators have “average need" (2.21) for management and supervision of different group courses (Table 31). The administrators rated their own needs consistently higher than did the teachers. The differences were statistically significant at .05 level for two sub-items (Q3b and Q3g) but the difference in mean values being below .60 denotes its non-significance in practical application. The standard deviations denote that administrators and teachers were equally uniform in responding to the degree of need. The range of responses of the administrators was 1.04 and teachers was 0.89 for the thirteen sub-items. The four top choices of the administrators for supervision and management of courses were: (a) science group, (b) ag- riculture group, (c) industrial arts group, and (d) humanities group. 13h Hm>mH mo. um ac.0HHchHm.. HH ”aovoouu mo 38on HN.N 2..on Home: owmuo>< :oH amd momcoamou mo owcmm H3.0 mm.N :H.N cams ammum>< HN.H o:.H NH.N N- Ho.o N om.N : oH.N macaw muzuHaoHuw< Hmo Nm.H ma.H mm.: H mm.o oH NN.N a oo.H macaw mosmHom NuauHHHz Hmo oN.H NN.H mm.m oH so.o m 0N.N n NN.N macaw mmHusum OHEmHmH nmo mm.H e:.H ..Nm.NH N- m:.o m om.N oH HN.H macaw wchpsz wmo m:.H N3.H #3.: H- Ha.o N N3.N m Ho.N Naouw onaoaoom mac: «no ::.H NN.H oN.N H- m:.o o ma.N N Ho.N asoum mamaschH «no ea.H Nm.H mm.m H Nm.o m mo.N N mN.N macaw HmoHcaooa HaHuumsecH emo om.H ea.H mm.¢ H- mm.o m Nm.N o :H.N. macaw moumaaoo one Ho.o NN.H ..m:.oH o Nm.o H NN.N H oN.N macaw wocmHom Hmo NN.H mm.H NH.o H- am.o : so.N m :H.N macaw mmHHHcmasm «no S S O “a 8 G W H G N H N W N H N N . . U. 3 8 T. 8 8 T. 8 B 8 8 8 B 8 8 a a I. U 1. 1.. 8 H4 3. 8 U 8 B 8 U 8 9 . . x. n .... u n .... P x. P u D. X o. u S S 8 8 S 8 8 V L b a J a J o o o o D. 8 n. U 8 U 8 I. 13 1: 1: m 8 e u u T: a J a a U U. 8 8 8 1.. a S g .8 .HN muoumhumwcwfifl< muwfiomOH. 39:50 No sonH>uRHHHm nfiucoaowmcmz “no.3. vomz on“. HH.H muoumuumwcHaHi ham muoumuuchwanc. .3 can anaconda. .3 nooz mo coHuaooumnH .Hm 3an. VIII 0 II. III. IV. VI. VII. 135 Teachers accepted the first three choices of the administrators but replaced "humanities group" by "Islamic studies." Q4. Administration Both the administrators and teachers agreed that the adminis- trators have ”average need" (2.40) for further learning in the area of administration (Table 32). The administrators in contrast to the teachers perceived their own need consistently higher than the teachers. The conflicts were statistically significant at .05 level for four sub-items (Q8, Q9, 012 and 016) and at .01 level for one sub—item (Qfl). The differences in mean value are above 0.60 in one sub-item (guidance and counseling) and this may not have any practical significance. 2 The standard deviations denote that the administrators were almost equally uniform with teachers in responding to the degree of need. The range of responses of the administrators was 0.70 and teachers was 0.86 for the thirteen sub-items. The four top choices of the teachers were: (a) new ideas in examination methods, (b)guidance and counseling, (c) leadership, and (d) school development programs. The four top choices of the teachers were: (a) school develop- ment programs, (b) new ideas in examination methods, (c) audio- visual methods in instruction, and (d) research and evaluation. 136 Hm>mH 00. am HamoHNchHm.. : “Sovmoum mo mmouwon 03.N “mono vows owmum>< mm.o 30.0 momcoamou mo memm 00.0 0N.N N0.N 00.: ammum>< HH.H 00.H ..0N.0 H- H0.0 0 0N.N 0 0N.N mwcmzu HmHoom HON mucmasuumcH mm mHoonom 0H0 00.H 00.H 30.: 0 H0.0 0H 00.N NH N0.H moHeHm HmconmmmHoum 0H0 0H.H 00.H 00.0 N- 00.0 0H NN.N NH 0H.N mcmes-conHomo oHHmuo uoamc can coHumH38H0m onHom :HO 0N.H 00.H HN.N : H0.0 NH 00.N m 0N.N mcoHamHsmmu 0:0 mzmH Hooeom 0H0 H0.H 0N.H ..H0.0 H- 00.0 H NH.N N N0.N meoeama .amxm 0H mmmeH 3m.z NHo 00.H HN.H 0H.0 H ::.0 HH 00.N 0H 0N.N mwcmeo asHsoHuuso mo mmoooua och HHO 00.H 0N.H 00.: m 00.0 N 0N.N 0 H:.N coHHmsHm>m 0cm coummmmm 0H0 00.0 0N.H ..Ns.0H 0 0N.0 0 NN.N m 00.N :oHaosuamcH No meoeHaa HmamH> oH02< 00 NN.H 0N.H ..N0.0 N- N:.0 : 00.N 0 N0.N aHemHmemmH 00 NH.H HN.H NH.0 N 0H.0 m 00.N H 0N.N mamuwoua Hamsaon>00 Hooeom No 0N.H 00.H 0N.m 0 03.0 m 00.N m 00.N pcmamwmcms oonwo van coHpmNHCmmHo mmmum oo NH.H 0N.H NN.0 H- 30.0 0 00.N N 00.N wcHamwesa 0:0 mocmcHH Hooeom mo H0.H 00.H 00.0H 0- NN.0 N 00.N HH 0H.N wcHHmmcsoo can mocmeHso 00 S H0 no Nufl_fl W.8Hu nuuu "an NHH NHH . . U. 8 8 I. 8 8 I. 8 B 8 8 8 B 8 8 G G .... u 1 1.. a 3 I. a u a m a m- 8 8 . . X. M I. U M I. D. 3.. D. D. D. U Q0 8 a a s a a 0 V .I .D a J a 1 o 1: o o D. 8 n U 8 U 8 ...: 1: I. m a e u u T.. a l 3 a U U. 8 8 8 T? a S S S l . S muouwhumwcwfifi< mumfiummh. coHumuuchHav< “mou< nmmz ecu CH mucumpuchHSv<.u0m muouwuumHCH8U< an 8cm neocommh um oooz mo :oHuaoouom .Nm oHomH II. III. IV. ‘/rVI. VII. 137 Q5. Co-Curricular Activities Both the administrators and teachers agreed that the ad- ministrators have "average need” (2.h2) for further learn- ing in the area of co-curricular activities (Table 33). The administrators rated their own needs consistently higher than the teachers did. The differences were statistically significant at .05 level for one sub-item (Q19) and .01 level for two sub—items (Q17 and Q18). The differences in mean value being below 0.60 denotes their non-significance in practical application. The standard deviations indicate that the administrators were more uniform than the teachers in responding to the degree of need. The range of responses of the administrators was 0.60 and of the teachers was 0.38 for the five sub—items. The three top choices of the administrators were: (a) or- ganization of school library, (b) organization of program for manual work, and (c) organization of experimental research in classroom. The teachers' top choices for administrators were similar to the administrators‘ but they replaced "organization of. ex- perimental research in classroom" by "arrangement of field trips.” It seems that the teachers have a soft corner for field trips (refer to DVIII). 138 Hm>mH mo. pm unmowmwcwHW*¥ Hm>mH H0. a. unonNchHm. : ”Eowooum.mo moouwoo N3.N “mono woos owmum>< 00.0 om.o momcoamou mo mwamm 00.0 00.N 00.N 00¢: mmahm>< mH.H NN.H om.m o Nm.o N oo.m N m:.N .ouo :.HHwN mucowow: :.xoo3 coHumoDvoz :.xmo3 muaocaum: mo :oHumNHcmeo HNo 00.0 NH.H 30.0 N NH.0 m HN.N m :m.N mNHHH 0HmHH No ucmawwcmbu< 0N0 00.0 0H.H ..0N.0H 0 00.0 H HH.N H N0.NNumHHHH Hooeom No coHHmNHcmeo 0H0 00.0 0N.H «0N.mH H- Nm.o : mN.N m oH.N x903 Hm:Cma pom msmuwoum mo coHumuHcmwuo mHo 30.0 0N.H st.oH HI om.o m om.N d 3N.N SooummmHo :H nopmomou HmucmsHuoaxo mo coHumNHcmwuo NH0 8 H0 do H_8_u H.8Hu nuuu Nun “Nuu N N n . U. 881.881.. 89 88 8988 G nu I. u 1 I. 0..+.a a u a m a u ,0 a . . XMJUMI. 0.3. D. Pquu S S88 388 O V .m .b a J a J o I. o o D. 8 D. U8 U8 1: 1.. 13 m e e u u I. O J 8 8 U U. 8 8 8 T: 8 S S S J . S muoumuuchHso< muonomoh moHuH>Huo< umHnoHuusouoo “mmu< 8mmz may CH mucumuuchHEc< HON muoumuumwcwac<_zn use mpmnommfi ND Dmmz mo coNuaooHom .mm mHan 139 R. Library Facilities Administrators and teachers were requested to indicate the degree of need in their opinion regarding the various aspects of their school libraries. I. II. III. IV. The results are summarized and shown in Table 34. Both teachers and administrators agreed that the school library has “more need" (2.99) for availability of various facilities. The teachers and administrators perceived almost equally the degree of need in this area. The teachers rated very high (average 2.94) compared to their own rating in previous need areas. The administrators (average of 3.26) seemed to con- tinue their tendency for a higher rating in this need area also. The comparatively higher rating of this need felt by the teachers seems to be very significant and may express their earnest desire to learn individually through library resources. The differences were statistically significant at .05 level in three sub—items (R5, R7 and R13), but the ranking of these items and the differences in mean value, which were below 0.60, reflect that these differences may not have any practical significance. The standard deviations denote that the teachersand adminis- trators were almost equally uniform in responding to the degree of need. The range of responses of the teachers was 1.30 and the ad— ministrators was 0.89 for the fourteen sub-items. 140 FQNVQF MC +0 +COCWKWCtWU¥¥r : “socoouu No moouwon om.N "moan woo: mwmuo>< mm.o om.H momcommou mo owcmm 0N.m do.~ new: mwmum>< H0.H NH.H mo.m H- mm. : N3.N m mo.m cwHHmHQHH ooaHmuu < :Hm mm.o NH.H exo:.oH nu ma. 0 NN.N m Nm.N :wwumu unHH man you wchHmuu ouoz mHm No.H oH.H Hm.N N oN. o NN.m N om.N mumammm3oz NHm H0.0 :0.H H0.0 H- 0:. m 00.0 0 00.N mH9.-:60 Ho mmcHuamma ucmuuso HHm 00.H 0N.H :N.0 H 0H. 0H 0N.N NH N0.N mason wcHxHos wcHuae maHu wcmeou No NuHcsuuoaao on :O.H Hm.H mH.m o Hm. :H mN.N :H NN.N NoHHoa wcchoH HmuonHH om Nw.o mH.H mH.m 0 mm. HH NH.N HH mN.N umo upoucH mo cHoHN Mao» cw mxoom mm do.H No.H ..NH.mH mu om. N mm.m oH mm.N mucovspm ozu mo oocoHco>coo onu How meson NHmHDHH mo unocoowHH< Nm No.H No.H om.: N MN. oH 0H.m m mo.N muocomou on» No moccho>coo on» How meson NHMHDHH No acoaowcmuu< om NH.H NN.H NNNm.oH H- Hm. NH No.m mH c:.N mxoon ou mmooom uccho>coo mm ma.o 0N.o mH.m 0 OH. H Nw.m H Nm.m mucovsum on Hzmom: whoa mum was» mxoom 3m oc.o om.o 3N.N o NN. m m:.m m NN.N coHumoHHnsm ucooou mo mxoom mm 00.0 00.0 NH.0 0 0N. N N0.N N N0.N NpHHmsu smegma No mxoom Ne mN.o mo.H N:.o : mo. m NN.N : NH.m mxoon mo Hanan: Howuma Hm H0 H0 Ho 8 8 G HNHuHU _N“d “2w _N“d MHW . . U. 981.. 881.. 89 88 89 88 G G 1. U11. 811. an 38 an em . . x.m I. u M I. 0.2. nru 0.3. Na S 838 $88 0 V 10 .b a J a 1 o o o I. D. 8 n U8 U8 1... 13 1: m B B u u 1... O J a a U U. 8 8 8 1.. a S S S l . S mucumuumwawao< muocomoh moHaHHHomm NHQHHHH “ecu mucumuuchHav< an vcm muozomoH Ne vooz No :oHuaooumm .00 oHan 141 VI. The first three choices of the teachers and administrators were "books that are sure useful for students," "books of better quality" and "books of recent publication." VII. However, in further ranking administrators expressed the need for a "trained librarian" and "current magazines and journals" whereas the teachers felt a need for a "larger number of books” and a "trained librarian." VIII. Both administrators and teachers had the same choices for the four least need facilities. They were: (3) books in your (respondent's) field of interest,* (b) convenient access to books; open shelf system, (c) opportunity of reading time dur- ing working hours, and (d) liberal lending policy. S. Limiting Factors in In-Service Education In order to determine the factors that may limit the attendance and participation of teachers in in—service education programs arranged by the East Pakistan Education Extension Centre, the respondents were requested to indicate the degree of limitation of seventeen limiting factors. The results are summarized in Table 35. I. Both administrators and teachers agreed that all these seven— teen factors have "average limitations,” (1.99) for regular attendance in an in-service education program. 11. However, the administrators and teachers differed widely within themselves in rating individual items. These inter— and intra- differences may signify the apparent lack of unanimity within and between the two occupational groups on the relative *The term "your” denotes the respondents; own field of interest. The purpose of using the phrase "yours" was to determine how personal in- terest may reflect in rating. It seems that personal interest did.not have much bearing on ratings. 142 3:.H N3.H mo.N m oH.- m om.N N 00.Naonmxuo3 on» umumm mHoumHnt 18H momcomxo mo ucmaxma :oz mHm NN.H m3.H exam.HH N- oN.- w om.H oH om.H 08H» HHm mmaamcoo :oHquu ouw>Hum HHm NN.H H3.H 03.3 N 00.- 0 03.N 3 03.N mmHHHHHHHmconmu NHHamm 0Hm 3N.H H0.H 0H.0 H m3.- NH NN.0 HH 00.H HamaHma egos 03H. Hos 0H0 0mm Np - mamuwoua covcmuum 0:3 muonomoh mm NH.H wN.H mm.o m 03.1 HH mH.H m No.H ouucoo .uxm :oHpmoscm Scum vo>Hmo Ion mum mcoHumuH>cH 3mm no oz mm 0N.H mm.H NN.: N- oN.- N om.H o mo.H oHnwuHsm uo: mH aonmxao: no main. Nm mm.H 3m.H «NNm.oH m mm.- oH cm.H N mm.H muucoo concouxm :oHumos 18m mp 8Hon mum mmozmxuo3 3mm om 3H.H H3.H *«H3.oH mu mm. m NN.N o mo.N mommmHo mo mumo oxmu ou Hozommu ousuwumHSm oz mm 03.H 00.H N0.H 0- HH. 0 03.H NH 0N.H mumaHoHuuma o» woo: onu Homu Ho: ow mumnomoh 3m mN.H mN.H N3.N 0 NH. H om.N H. NN.N wchHmuu :H oHan mocmonHm NHHmn .u>ow couHaHH mm om.H 3m.H mm.H H No.- : Nm.N ,m om.N museum Ho>wuu .cuw>ow wouHEHH Nm NH.H Nm.H Nm.3 mu o:. N Nw.N m N3.N xuoz Hoonom SHHS mmsn 00p mponomofi Hm S .0 no H.a.0 wua.fl 1.8 HLW Hlua W.w .a .a m. wen”: m0. 0...... E m.” . . uflMJUMI. 1.x. TU 1.2. I.U S 888888 1. 1. 1. 1. V .m .b a J a J B o 80 e o n.o D. 8 n U8 U8 1.13 .41: 1.4.1.1... m .... ... w w m. m. N. .... u H a a a u u u u mu... m S S S S S S . s muoumuuchHa©< muozowofi coHumoscm ooH>uomucH :H mucuomm wcHuHEHH “mou< may CH mumnomoh HON muouuuuchHEc< Na 8cm mnocomoh Ne :oHumooHom .mm oHan 143 Hm>mH 00. .3 HcmoHHHame.. : ”Eovmopu mo mmouwmo om.H "mono No mcoHumuHSHH mwmpo>< oo.N ow.H momcoammu mo oowm 00.H 00.N aoHHmuHaHH ammum>< 00.H 0N.H 0N.m 0 H0. H 0N.N H 0H.N H3.N «so mNHm m3.H mm.H mo.: 0 mm. N mH.N N mm.H menace omen» UNHm NN.H mm.H Nw.H 0 80. m N3.H m H3.H mxmmS anew oNHm mN.H om.H NN.: o No.1 : No.H d 0H.H mxooz moan“ nNHm 3N.H NN.H Nm.: 0 NN.- m Nm.o m NH.H mxoo3 03H mNHm no» macawcoupm HHEHH maocmxupz c0 3% no x.8 . . ueammwmm mm mm mm mm 0 O I. u 1 1. B 1.1. m u m m m u m e . . “an; um} 1.x. .... 1.3 In UV 8888 S88 1 1+0 1. .4 l b 91 a... 90 81.80 80 D. a n u a u a 1.3 1 1.1. 1 3 m 9 9 U U 1.. 1.. 1.. 1.. m m. m m m m o o o r a s s u u u S l . S mucuwuumHaHav< muonomoe omsaHuaoo .mm .Han III. IV. VI. VII. VIII. 144 . importance of various limiting factors. How far these dif— ferences would have practical significance could not be assessed. I The differences were statistically significant at .05 level in three sub—items (35, S6 and 311). But the differences in mean value were above 0.60 in one sub-item only (no sub- stitute teacher to take care of classes) and this may have some practical significance. The standard deviations denote that both teachers and ad- ministrators were equally uniform in responding to the degree of need. The range of responses of the teachers was 1.50 and of the administrators was 2.19 for the thirteen sub-items. The first five limiting factors by teachers were: (a) limited government daily allowances while in training, (b) non-payment of expenses immediately after the workshops, (c) limited government travel grant, (d) family responsib- ilities, and (e) teachers too busy with the demands of school work. The administrators agreed with teachers in four factors al- though they differed in ranking them, but replaced "family responsibilities" by ”no substitute teachers to take care of classes.“ Both administrators and teachers agreed similarly on the limitation of attendance due to duration of the courses. The order of limitations were: "one year,” "three months," IX. II. III. IV. 145 "four weeks," "three weeks," and "two weeks." However, the range of limitations between "two weeks" and "four weeks" by teachers was 0.29 and by administrators was 0.65. These dif— ferences may signify the unwillingness of the administrators to permit teachers to attend courses of long duration. It appears that many of the factors tending to limit the participation of teachers in in-service education activities could be eliminated by better organization and planning and by modifying traditional practices and regulations. T. Role of Teachers Both teachers and administrators agreed equally on the role of teachers in East Pakistani schools and the activities that should be included in the teachers' program (Table 36). The administrators' perception of the role of teachers was consistently higher than the teachers' perception. The differences were statistically significant at .05 level for two items (T2 and T8) and .01 level for three items .(T1, T3 and T7). These differences denote the difference be- tween a function that "should be done" and one that "must be done" which in reality is a difference in relative emphasis. So this difference may not have any practical significance. The standard deviations indicate that the administrators were more uniform than the teachers in responding to the role of teachers. 146 H3>mH m0. 3. aamoHNchHm.. Ho>mH H0. .3 pamoHHchHm. m ”Bonooum No moopwma mN.o NH.H xxdo.oH o mm.o m HH.: m 0N.m coHHmosvo Hmnuusm C30 ch oscHucoo 8cm xHOS OH my 00.H mH.H Noo.mH o m:.o m co.N m oH.N xuos HmoHHoHu m.Hoonom cqu mHon OH NH H0.0 0H.H mH.N H- 00.0 m N0.N 0 33.0 NuHcsaaoo 0:. 0H HowmoH HmcoHumosco cm mm xuoz OH my 0N.0 00.H 00.0 0 03.0 3 00.0 3 03.0 33300000 Hooaom No .303 uo>ouaEH map How moouuHano Honuo Ho asHaoHuuso co m>uom OH m9 00.H mN.H HN.3 o mN.o N mm.m N NN.m mucocswm mo mason uHmH> 08 38 HN.0 00.H .0m.mH H 0N.0 0 30.0 m 33.0 mcmHoumsw :HHB mmocmemucoo Hmst>HccH vcm macaw 5902 CH mummHoHuuma 09 m8 00.0 3H.H ..00.NH 0 N0.0 N N3.3 N 00.0 mamHaoaa HmcoH nuosuumcH new HmCOmHoa HHocu co mucocsum mmH>wm cam ocst oh NH Nm.o 0H.H soo.mH 0 No.0 H eN.3 H No.3 mesonsum Hoonom :an comma oh HH H0 H0 H0 n.q.n. N 8.0 NIH NHH NHH NHH . . U. 981:88I. 89 88 89 88 G G .1 u 1.1. e 1 I. a u a e a u a 8 . . x.m 1. u M 1. 0.2. D.u 0.x. p.u S 888888 V. .1 .b a 1 a 1 o o o o D. 8 D. U8 U8 1. 1: 1: 1: m 8 e u u 1.. O J a D U U. 8 8 8 I. a S S S J . S mpoumuumwcHav< mpmcomofi 1 ? muonomofi No oHom "co mHOHmHuchHEv< so can muonomoe Na oHom mo :oHuaoouom .cm mHnt 147 V. The teachers and administrators agreed that seven roles should be performed by the teachers in the following order of preference: (1) To teach high school students; (2) to guide and advise students on their personal and instructional problems; (3) to work and continue their own further education; (4) to serve on curriculum and other committees for the im— provement of school program; (5) to work as educational leaders in the community; (6) to participate in both groups and individual conferences with guardians; (7) to visit homes of students. VI. Both teachers and administrators were undecided whether or not' teachers should "help with the schools' clerical work." U. Reactions to the Teaching Profession Are the teachers and administrators of secondary schools of East Pakistan satisfied with their jobs? This has long been a pertinent ques- tion. The present study tried to understand and measure their satis- factions. The instrument (instrument B, part U) used to arrive at job satis- faction scores was adapted for the East Pakistan situation from a ques- tionnaire used by Robert Hoppock1 in his study of job satisfaction at New Hope, Pennsylvania. Hoppock reported that the items discriminated between satisfied and dissatisfied workers; the test had a reliability of 0.87. 1Robert Hoppock, "Job Satisfaction Researchers of 1960," Personnel and Guidance Journal, Vol. XL, No. 4 (December, 1961), p. 373. 148 The four-question inquiry used in this study was also used by Juan Robles1 and William Allen Householder.2 Both of them have expressed their con- fidence in the reliability of this instrument. Hoppock3 defined job satisfaction as any combination of psychologi- cal, physiological, and environmental circumstances that causes a person truthfully to say, "I am satisfied with my job." According to Table 37, twenty—one teachers and two administrators scored twelve or below out of a possible twenty, which was the median score on the dissatisfaction—satisfaction continuum. The actual per- centages of dissatisfied teachers and administrators were 10.8 percent and 6.6 percent respectively. Hoppock’4 states that the percentage of dissatisfied workers in the United States fluctuates between twelve and thirteen percentand that studies in foreign countries indicate dissatisfaction may average as high as 29 percent. 5 Householder reported that the percentage of dissatisfied graduates was 18 percent for a Panamanian school of agriculture. 1Juan Robles, "The effects of a Special Program of Teacher Education and Supervision Upon Job Satisfaction of Vocational Agricultural Instructors of Puerto Rico " (unpublished Ph.D. dissertation, Pennsylvania State Univer- sity, 1959), Chapter VI. 2WilliamAllen Householder, ”An Evaluation of Werk Experience Pro- grams as an Element of Agricultural Education in a Panamanian School of Agriculture" (unpublished Ph.D. dissertation, Michigan State University, 1965), Chapter V, p. 69. 3Robert Hoppock, Job Satisfaction (New York: Harper & Brothers, 1935), pp. 267-269. “Ibid., p. 361. SHouseholder, op. cit., p. 69. 149 Table 37. Distribution of Scores on: Reactions to the Teaching Profession Teacher Administrator N-222 N-45 Score No. Percent No. Percent Dissatisfied 4-8 5 2.25 -- ---- 9-12 19 8.55 3 6.6 Satisfied 13-16 102 45.95 10 22.22 17-20 96 43.25 32 71.12 Compared with universes of American and foreign workers and grad- uates of a Panamanian school, it may be inferred that the present sample of teachers and administrators of East Pakistan have a higher percentage of satisfied workers. This finding is contrary to the present widespread opinion regarding the nonsatisfaction of teaching personnel with their jobs. Standard for Salary Increase or Promotions 1. There is no evidence, from this study, that the educational administrators in East Pakistan are significantly different from secondary school teachers in their perception of the importance of selected standards for determining salary in- creases or promotions in an East Pakistani secondary school (Table 38). II. However, the educational administrators in this sample tended to rate the standards consistently higher as shown by mean scores on the scales than the teachers did. 150 Hm>mH 0H. 3. uamoHHHamHm... Hm>mH 00. pm acmoHHHame.. ‘.‘.| 3 “Eonmoum mo mmouwoo 00.H 00.H ...H0.N 3- m NN.H 3 NN.H uoHamasm N3 amHquo>mm 0N.H 00.H N0.N H- N Hm.N N NN.N NuHuoHcmm 00.H 00.H H0.0 H N 00.N m NH.N waHaompe eooo 0H.H NN.H 03.3 H- 0 No.H 0 0H.H Hm>mae .0m 3N.H HH.H ..N0.0H N N H0.H 0 00.0 mcHuHaz.Hmconmwmoam 03.H H3.H 0N.0 H 3 NN.N m NN.H “Ham: 0:3 meaoHH 03.H 03.H 0N.N H 0 No.H N 03.H .o.m.m um weHaHmue NN.H N3.H NH.m o H No.m H 3c.N .U.H.H :H wchHmpH NN.H 03.H NH.0 H m N0.N 0 00.H . wmawma eooam>0< S S G G .... U11. 8U 80 an 88 . . 34M 1. 0.3. D. 0.x. D.u V L .HN... saw 0 m. o o 1.. O l D u ..u. a a m. m s . s mucumuumwcHac<_ muonomme muoumuuchHav<.>m use muonowmh mm mHoonom Hcmumemm Hmmm :H mcoHuoeoam Ho mmmmpoeH NumHmm new mnumccmum meow mo moswuuoaaH mo coHummoHom .wm mHan III. IV. VII 0 151 Although the differences between administrators and teachers were statistically significant at the .10 level for the standard, "favoritism by superior," and at the .05 level for "professional writing," the actual differences between means were only 0.60 and 0.36 respectively. These two differences have little practical significance. The consultants were closer to the teachers in expressing their mean scores on these items. Training in a teachers training college seemed to be the most important standard for promotion and salary increase in an East Pakistani school. Seniority and good teaching were the next two important factors. However, administrators considered "seniority" as a more im- portant factor than "good teaching," as opposed to the teachers' belief. The teachers' preference for good teaching may be ex- plained by the fact that most of the teachers are younger than administrators in age and experience,£nd thus they consider seniority as a deterrent factor. The three least important factors as rated by administrators were: (a) professional writing, (b) favoritism by superiors, and (c) educational travel; and by the teachers as: (a) train- ing in Education Extension Centre, (b) educational travel, and (c) professional writing. The standard "advanced degrees like M.A., and M.Sc." were con— sidered of approximately equal importance by both groups. 152 Part Two Part Two is an attempt to provide a case study of the East Pakistan Education Extension Centre. It is based on a compilation of all available facts gathered by the researcher during his field trip, December 29, 1964 to March 19, 1965. Because he has been an employee of the Centre for one and one-half years, a special effort was made to maintain an objective point of view. Function of the Education Extension Centre The designers of the Education Extension Centre1 planned that the Centre would have responsibility for developing, arranging and coordinat- ing a program of in-service education for teachers, headmasters, inspect- ors and other educational administrators. They perceived the following functions for the Centre: 1. To increase the knowledge and teaching skills of experienced and inadequately trained teachers through short intensive courses. 2. To enable inspectors and other education officers to acquire better understanding of present-day needs for education and greater skill in discharging their responsibilities for im— proving teaching and school administration. 3. To train headmasters in procedures for expanding the offer— ings of schools in science and technical fields, developing greater initiative and responsibility on the part of students, helping teachers to improve instruction, and provide better administration and supervision generally. IGovernment of East Pakistan, Scheme for Establishment of Educa— tion Extension_§entre for East Pakistan (Dacca: East Pakistan Government Press) pp. 5-7. 153 To provide refresher courses for teachers at teacher train- ing colleges. To organize conferences for top-ranking officers. To stimulate and guide the proposed multi-lateral courses in pilot secondary schools. To assist professional groups and education institutions to plan and carry out programs of in-service education for their members. To disseminate among educational officers and teachers know— ledge of modern instructional materials and reports or promis- ing new developments in Pakistani schools. However, in reality the Centre, in its five years of existence, has moved forward surprisingly and charged itself with further responsibilities: 9. 10. ll. 12. Arrangement for instruction in appropriate institutions in methods of teaching vocational and technical subjects in second- ary schools for those already technically proficient in such fields as agriculture, commercial subjects, home economics and industrial arts. Provision of intensive training for selected teachers from secondary schools to introduce modern educational methods and higher quality of instruction in mathematics, science, lang- uage, social studies and other general education subjects. Extension of facilities to individual teachers and adminis- trators and groups of teachers and school administrators who desire to enhance their professional growth. Provision of consultant services to the schools who need and request such help. 154 Objectives of In-Service Education at Education Extension Centre The objectives of in-service education through workshops and other media have also undergone quite a transformation as the Centre learned by trial and error during its early years. The purposes of the various workshops in the early 60's were:1 a. "Development" and understanding of the nature of the subject matter, evaluation, etc. b. "Development'of skill in constructing teaching units, using varieties of teaching techniques, etc. o. "Development'of ability to teach, to adopt new teaching methods, etc. d. "Development" of appreciation of the importance of individual differences, etc. The key words written in these objectives conveyed the authoritarian tendency of "developing“ the understanding, ability, skill and appreciat- ion of various teaching factors, an unexpressed but a strong motivation of "telling what to do." The tendency has changed through experience as is reflected in the newer objectives of the workshops. The key words now are "to acquaint," "to identify," "to discuss," “to orient,” or ”to create awareness” of educational problems and policies of the present day.2 1"Workshop for Teachers for Social Studies,” September 6—17, 1960. (Program.Mimeographed) 2Werkshop programs for "Study Conference of Heads of Pilot Schools," March 17-25, 1965; "18th Workshop for Arts & Crafts Teachers of High Schools," February 8-27, 1965; "26th Short Course for Science Teachers," February 8-20, 1965; "Short Training Course for English Teachers of Pri- mary Schools,“ September 19, 1964. (Mimeographed.) 155 The following statement of the Centre Director, Mr. Moktader, makes this new outlook more expressive and clear. The programme of the present conference has been so designed as to provide an opportunity to the participants for equip- ping themselves with understanding, skills,and attitudes for increasing their professional competence needed for the ac- complishment of their task.1 Director Moktader, commenting on the pre-planned program, ob— served that although the program "appears to be rigid, it admits flex- ibility, providing for inclusion of new topics which they may communicate to us, from time to time, during their present stay at this campus." Director Moktader's approach, of "direct contact" with persons concerned with education in schools, practically incorporates all the advantages of "action research." It has been established truth that face to face frank discussion with active teachers is immensely helpful in assessing and understanding their problems in order to plan and or- ganize teacher education programs suited to their needs. The present attempt of the Education Extension Centre in formulating "mutually" agreeable educational concepts deserves commendation. Distribution of Courses The distribution of the in—service courses is shown in Tables 39 and 40. It is obvious that the "pace" of the courses has been uneven (Table 40). The reasons for lack of balance are unknown. Some attributed this unevenness in large part to failure of "long-term planning."2 This 1East Pakistan Educaticn Extension Centre, "Working Paper for the TWenty-First Study Conference of Headmasters and Headmistresses of High Schools," March 1959, p. l. (Mimeographed.) 2The University of Chicago Pakistan Education Project, "Report of Progress, May 23, 1958 to June 30, 1963," Chicago, Illinois, 1963, p. 21. 156 Table 39. Distribution of In-Service Education Programs According to Areas of Training Given by the East Pakistan Education Ex- tension Centre, January, 1960 to February 12, 1965 No. of No. of Area of Training Courses Participants Study conference of high school heads 24 1,239 Teaching English 48 1,042 Teaching Bengali 11 157 Teaching science 25 526 Teaching mathematics 8 171 Teaching social studies 10 270 Teaching agriculture 14 227 Teaching arts & crafts 17 392 6 73 102 Teaching industrial arts 2 Teaching home economics Conference of education officers 3 Conference of principals of degree colleges 1 23 Teaching religious education 1 24 Library service 1 16 Teaching music 2 22 Teaching health education __1 19 172 4,332 Long courses Teaching agriculture 2 31 Teaching industrial arts 1 7 Teaching commercial subjects 1 14 4 52 157 wchHmuu poann 803m 333335393 mousHocHs 0H m 00N.3 00H H3333 N - NH 000 0H 300H ..333 - NH30 .H - 0H 030 0H 300H .3330 - .330 m N HH 003 0N 003H ..333 - NH30 .0 - 0H NHO NN 000H .3330 - .330 m H 0 H30 0N N00H ..333 - NH30 0 - 3 00H m N30H .3330 - .330 N - N 003 0 H30H ..333 - NH30 H - m 000 mm HO0H .3330 - .330 - - - - 3 NmN 0 030H ..333.-.NH30 N - - - N HHH 3 000H .3330 - .330 wocHom Hommcmue o>moH wchHmDH >350 mucmaHoHuumm mmmusoo mHm>uousH so so Hoanm 3>Huo< mo .02 onchDH HensonHm co co No.02 muonsmz zuHsomm mo HonEDZ 3omH .33353030 0» ocmH .humscmh .mHHCoU concmuxm_coHp Imoonm :mumemm Hmmm Nopucoo any we zuHHHnmum .m> momusoo No mcoHuanHumHQ HWDCCmHm .03 mHnt 158 maybe true, since often workshops are arranged on short notice. However, the present researcher believes that this unevenness may be more due to the comparative stability or instability of the or— ganization as a result of training, leave, transfer, and joining of personnel than to lack of “long term planning." In five years the Centre has experienced transfer of eight individuals, the join— ing of twenty—one new employees, and the absence for extended periods of three persons for higher training and of nine for lengthy vacations. Every time a new professional person joins the Centre he requires an orientation to de ideology of the Centre. It takes quite a while be- fore one can get adjusted and imbued with the newspirit. The Centre conducted most of its educational programs at Dacca on its own premises. But some of the conferences were held outside Dacca also. From January 1960 to December 1964 the Centre conducted 168 courses, conferences, workshops and training programs for 4,268 teachers, heads of schools, inspectors of schools,principals of degree colleges, health and medical officers, and other officers. In addition the Centre from time to time has arranged orientation courses for Peace Corps Volunteers, and other individuals interested in professional growth in education. Of these programs 133 were held in Dacca, six in Comilla, five each in Chittagong, Sylhet and Jessore, four in Rangpur, three each in Mymensingh and Rajshahi, one each in Barisal, Chandpur, Daulatpur and Ishurdi. However, in 1964 the Centre tended to concentrate all its education programs in and around Dacca. This tendency does not seem to be very encouraging. 159 Almost all the courses have been of short duration, usually two weeks. Quite a number of workshops ran for only a week or ten days. The training program for agriculture and industrial arts teachers ex- tended over nine months. The Centre concentrated most of its efforts on English. Not much was done in the new fields of industrial arts, commercial subjects and home economics. Problems The problems faced by the Education Extension Centre were many, deeply rooted and diverse. In citing these problems the writer is not in any way trying to convey a criticism of the situation. 0n the other hand, he is making efforts to identify the areas so that further im- provement may be stimulated to take place in the future. Some of the problems are: 1. Conflict between the purpose and objectives of the Education Extension Centre. and the actual practice, or opportunity or practicability in the real school situation. 2. Absence of administrative authority or control over the schools in which it plans to bring about change. The per- suasive nature of the Centre, although a very welcome sign, often betrays the original purpose due to the existing situa- tion which necessarily conforms with current bureaucratic practice. 3. Difficulties affecting availability and employment of proper staff for the Education Extension Centre. A high turnover of personnel has not made for stability within the organization. 160 Difficulties affecting availability and employment of an adequate number of qualified teachers for each course planned. The manner of recruitment of participants does not seem to be very effective (see Chapter IV, p. 54). The low pay scale of the personnel concerned with education. It has been difficult to attract and retain well qualified personnel for the Centre because of the relatively low pay scale. The heavy demands imposed upon the Centre regardless of the limitations and the inadequacies of its staff. The contrast between the lack of adequate financial provisions for conducting in-service education program and the high ex- pectations of the teachers who have made the effort to attend. Poor morale of the faculty due to the Centre's "temporary" or emergency status. Permanent institutions such as pre-service education institutions carry permanent status and so the Centre, lacking such permanent status, suffers in prestige. This situation has affected the Centre in various ways. Well qualified personnel were reluctant to join and were eager to leave. The promising young man was understandably unwilling to serve in a temporary institution and he left for greener pastures whenever opportunity permitted. Intra-organizational rivalries, rapport among staff members, and horizontal and vertical communication within the adminis- tration are some of the problems that are yet to be solved. 161 10. Coordination and correlation of the personnel problem of the Education Extension Centre with the training programs it anticipates carrying out. Teachers Training College Vs. Education Extension Centre The researcher has tried to assess how the Education Extension Centre compares and correlates with the functions of the teacher training in- stitutions. His discussions with the educational authorities have led him to conclude that some significant beliefs are widespread among them. However, these conclusions do not necessarily representthe writers point of view on what ought to or ought not to be done. These views are held by many very important persons in East Pakistan, but not necessarily all of them are held by each one. These views need to be weighed before a decisive plan for the Education Extension Centre can be worked out. a. The Education Extension Centre is an emergency institution and its purpose is to arrange a series of frantic, emergency con- volutions of intensive catch—up training, to be discontinued presumably when someone in authority considers the emergency to be over. b. The courses are planned on the assumption that the participants concerned already "know" the subject matter, teaching methods, and other relevant material; but it is necessary from time to time to check on what they know. It is more a matter of "prob— ing" than imparting knowledge. 162 Long-term courses (three months or more) and courses which lead to degrees cannot be entrusted to the Education Ex- tension Centre since this responsibility in itself would de- feat the purpose of the creation of this institution. The faculty of the Education Extension Centre are not qualified to be the faculty of a degree granting inStitution. This particular belief came largely from the personnel of the prev service training institutions. A comparison of the educational qualifications and experience of the personnel of the teachers training colleges at Dacca and Comilla with that at the Centre led to the researcher's belief that the Centre had far more qualified and experienced staff than these teacher training institutions. The Centre should concentrate its efforts on introducing modern methods of teaching, modern curriculum, the new subjects of agriculture, home economics, commerce, arts and crafts, science, and experiments with increasing use of educational television. In other words, let the Centre be the ”pioneer" of all educa-- tional thought, experiment on it in East Pakistan,£nd later transmit its experience to the teacher training institutions. Communication between pre-service education and in-service education would be possible only if and when the traditional conservatism of pre-service education is not threatened by the efforts of the Centre. The concept basically was that pre—service education has borne its fruits, but in-service education has not. And so let the pace of change of pre-ser- vice education be "slow" and when the change takes place, let it be ripened with experience. 163 The "emergency" role of the Centre would never change and should never change. The educational development of a growing country never ceases to be in an "emergency." New thoughts and ideas, new needs and problems, new con- flicts and concerns, would be created through the concentrated effort of time which would constantly call for fresh learning. The proposed elevation of the Education Extension Centre to an educational staff college where all the people concerned with education would be brought in to bridge the gap between ad- ministration and the educational process is a welcome sign. All teachers and administrators should be brought in for "short, quite effective intensive training”1 to get a long- range view of what education can do in a developing economy. This specific role cannot be performed by the existing teacher training institutions. As long as these contradictory viewpoints are held by important educational authorities of East Pakistan, the optimal function of the Centre will continue to be below its great potential. Cooperation of Cooperating Agencies The cooperation and involvement of various institutions in provid- ing in-service education programs for teachers through the coordination of the Education Extension Centre seem to be an encouraging reality. The responses of the thirty-six institutions who returned the questionnaire2 1A.S. Khan Chowdhury, in a tape recorded discussion session with the researcher. February 1965. 2See Instrument No. 3, Appendix. 164 sent to them indicate that the majority of them, twenty-eight institUtions are willing and in a position to do the following: 1. Cooperate with the East Pakistan Education Extension Centre in providing and conducting in-service training programs for teachers. Offer refresher or advanced courses specially for teachers who express the need for these courses. Initiate a follow-up program consisting of on-the-job visits and conferences for teacher-trainees in their institutions (who have been trained or would be trained in their institution under cooperation of Education Extension Centre) in order to help them adjust to and become more effective in their teach- ing jobs. Organize off—campus claSses on specific courses at some schools during summer vacation periods. Arrange and make it possible for teachers visiting their in- stitutions to confer with members of their faculty, listen to lectures, and observe the latest techniques and procedures used by their institutions in their programs. Make available to teachers publications of institutions per- taining to teaching and other aspects of education for their professional information. Participate in conferences, conventions or workshops on the various problems of education in the country. Sponsor workshops, seminars, and conferences for teachers. 165 9. Seek the suggestions or recommendations of Education Exten- sion Centre officials and school administrators regarding teacher education curricula. In addition, twenty-two of the responding institutions are willing to be hosts to participant teachers at workshops and conferences for the duration of these activities. Eighteen are willing to offer summer school scholarships consisting of free tuition to a fimited number of outstanding teachers. Ten will provide funds for the travelling expenses of members of their education faculty who may be invited by the East Pakistan Education Extension Centre and authorized by their institution to serve in workshops, seminars or conferences of secondary school teachers. Surprisingly, none of the five teacher training colleges responded to the questionnaire. Despite the lack of enthusiasm of the pre-service education institutions, the cooperation of other institutions suggests optimism and a significant leadership role for the Centre. CHAPTER VI SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Introduction A significant wealth of information resulted from the responses to the instruments B and C, the researcher‘s personal visits, his constant interaction and communication with the respondent groups, and impressions that originate from a detached position. At times it was a difficult task to confine his attention only to data rele- vant to the purpose of the study. More often it was difficult to .justify an impression, an idea, or a thought which seemed significant for the study but could not be conclusively demonstrated due to the absence of tangible data. This chapter presents significant and relevant findings both from tangible data and from observationsand impressions, in the form of summary, conclusions and recommendations. The present study made an effort to determine: 1. A set of criteria for in-service teacher education in East PakiStan. 2. In-service education needs of teachers and administrators of East Pakistan secondary schools as perceived in present day educational thought. 3. In-service education needs of teachers as perceived by teachers. 166 10. 11. 12. l3. 14. 167 In-service education needs of administrators as perceived by administrators. In-service education needs of teachers as perceived by administrators. In—service education needs of administrators as perceived by teachers. The factors which prevent and tend to limit the opportunities and participation of teachers and administrators in in-service education activities. The role of teachers and the activities that may be included in the teacher's program. The job satisfactions and reactions of teachers and adminis- trators as members of the teaching profession. The disagreements or differences between the administrators and teachers in their perceptions of all in-service educa- tion activities. The views of the consultants on specific in-service educa— tion needs regarding which administrators and teachers signifi- cantly differed. The uniformity or lack of uniformity (consensus or lack of consensus) in the degree of need perceived by members of a professional group such as teachers and administrators. A set of standards for salary increases or promotions in East Pakistan schools. Aims and objectives of the East Pakistan Education Extension Centre and the extent and scope of its activities in terms of the objectives. 168 15. A pattern of activities and responsibilities for the East Pakistan Education Extension Centre towards meeting the discovered needs. Procedure The basic data used in this study were collected from 222 second- ary school teachers, forty-five secondary school administrators, educa- tional staff and line administrators and thirteen consultants directly or indirectly connected with the in-service education of secondary school teachers in East Pakistan. The process of collecting data was accomplished primarily by three different instruments, suited for dif- ferent purposes. In addition, personal depth interviews,some of which were tape recorded, were used to go more deeply into certain areas of crucial need where detailed information or clarification was a necessity. Also data were gathered while attending a faculty meeting at the East Pakistan Education Extension Centre and by visiting the schools and participating in workshops. Educational documents, records, literature, course outlines, syllabi of in-service education in various subjects, and individual reports of participants were systematically analyzed. The data collected were analyzed mentally, manuallyand by CD 3600 computer at Michigan State University. The tangible data were mostly analyzed through "analysis of the contingency tables (Act 11)" and "single column frequency distributions" methods. 169 Summary of Findings from Tangible Data The administrators were consistently more advanced and mature in age, experience and in education than the teachers of East Pakistan. The majority of the teachers and administrators have a rural orientation in their formal education, although their prefer— ence for teaching positions appears to be in urban situations. The administrators rated their need and the need of the teachers for in-service education consistently higher than the teachers in most of the need items. The differences between the administrators and teachers on the relative "degree of need" of different items were statistically insignificant in most cases. The consultants tended to have greater affinity with the ad— ministrators in their perception of those need items which were statistically significant. The administrators had greater uniformity (consensus) than the teachers in their responses indicating the degree of need. The teachers tended to have a wider range of responses on individual items than the administrators within a need area. The teachers expressed great need for themselves in the areas of Library Facilities (2.94), Sources of Teaching Materials (2.76), Curriculum (2.66) and Research and Ex— perimentation (2.60). The administrators expressed great need for the teachers in the areas of Library Facilities (3.26), Curriculum (3.14) and Principles of Learning (3.09). 10. ll. 12. l3. 14. 15. 16. 170 The teachers expressed top need for administrators in the areas, Curriculum (2.43) and Personality as an.Adminis- trator (2.41). The administrators agreed with the teachers, but scored higher than the teachers, 3.02 and 2.96 respectively. The administrators and teachers showed awareness of the isolation of the school from the community which is typical in East Pakistan. The administrators showed a tendency to keep teachers from learning about such activities and individual needs as traditionally are included within the sphere of administrative activity. The administrators were more intereSted for teachers to learn the ”programs of manual work" than were the teachers. Both administrators and teachers placed more emphasis on the importance of increasing the ability to speak English than to write or read it. All the teachers indicated that they have used at least one source of educational help during their entire teaching career. But most of the teachers have used a wide range of sources of educational help. The most commonly used educational help came from the other ”teachers in their school" followed by the "headmaster," "assistant headmaster," and "specialists" from East Pakistan Education Extension Centre. The teachers who did not use the help perceived the degree of need for such help consistently much lower than the teachers who used the help. 17. 18. 19. 20. 21. 22. 171 The correlation between ranking of the "degree of need" for different sources of educational help and the ranking based on the extent of use showed there was no relationship between reported use and perception of need. The perception by teachers of their own need for educational help was consistently higher than that of administrators re— garding teachers' needs. The first eight choices of "sources of educational help" for teachers by teachers and administrators (not in the order of importance) were: (a) headmaster, (b) specialist from Educa- tion Extension Centre, (c) foreign specialists and advisors, (d) journalists, newspapermen or radio broadcasters, (e) teachers in their schools, (f) professors from local colleges, (g) assistant headmaster, and (h) inspector of schools. All the teachers indicated individually that they have ex- perienced at least one type of classroom visitor during the year 1964, but most of them reported a wide range of class- room visitors. The most common visitors were “headmaster," "assistant headmaster," "inspector of schools" and "specialists from Education Extension Centre." Most of the experienced teachers expressed favorable attitudes toward classroom visitors. Teachers who had not experienced a classroom visitor per- ceived the need for such visitations consiStently much lower than teachers who had experienced a visitor. 23. 24. 25. 26. 27. 28. 172 The first four choices of classroom visitors for teachers by both teachers and administrators (not necessarily in that order) were: (a) headmaster, (b) instructor from teachers training college, (c) specialist from Education Ex- tension Centre, and (d) inspector of schools. The low correlation between ranking of the "degree of need" for various classroom visitors and ranking based on the ex- tent of visitation showed there was no relationship between frequency of visitation and perception of need. All teachers indicated individually that at least one type of community resource was available for use in the school. But most of the teachers had a wide range of community educa- tional resources available for their use. The most commonly available community educational resources were: health officials, public library, United States Information Ser- vice, and social workers. The correlation between ranking of the degree of need for various community educational resources and ranking based on extent of availability, showed that there was no relation- ship between the incidence of availability and perception of need. Seventy percent of the teachers who indicated the availability of a resource also denoted their favorable attitude toward the use of that resource. The first three choices of resources by both administrators and teachers were: (a) public library, (b) health officials, and (c) Pakistan Information Service. 29. 30. 31. 32. 33. 34. 173 All teachers indicated individually that they have partici- pated in at least one in-service education activity within the last three years. However, many teachers participated in a wide range of in-service education activities. The most common in-service education activities participated in were: (a) individual study, (b) workshop at Education Extension Centre, (c) opportunitytx>observe others demonstrate teach- ing, (d) East Pakistan Education Week, and (e) teachers' con- ventions or conferences. Over 70 percent of the teachers who participated in an in- service education activity also reported favorable attitudes toward that activity. The first six choices for in-service education activities by both participating teachers and administrators were: (a) organized educational trip, (b) short training courses by others, (c) intervisitation of schools, (d) workshop by Ed- ucation Extension Centre, (e) faculty meetings directed to professional improvement and (f) students‘ conventions. Administrators' ability to work with teachers was given more importance by the teachers than by the administrators them- selves. Both administrators and teachers gave top preference for the administrators' leadership role in planning, executing and evaluating new programs. Teachers and administrators agreed that administrators have in-service education needs for supervision and management of courses in: (a) science group, (b) agriculture group, 35. 36. 37. 38. 39. 40. 174 (c) industrial arts group, (d) new ideas in examination methods, (e) school development program, (f) organization of school library, and (g) organization of program for manual work. Both administrators and teachers felt that the schools in East Pakistan should have: (a) books that are more useful for students, (b) books of better quality, and (c) recently published books. Administrators and teachers both identified seven roles that a teacher should perform in East Pakistan's schools. The following are the most important limiting factors agreed to by both administrators and teachers as affecting attend- ance of in-service education programs for teachers; (a) limited government daily allowance while in training, (b) non-payment of expenses immediately after the workshop, (c) limited government travel grant and (d) family responsibilities. Receiving of training in Teachers Training College, seniority, and good teaching were the three criteria on which promotions and salary increases were reported to be decided in most East Pakistani schools. Teachers and administrators of secondary schools in East Pakistan appeared to be as well satisfied with their jobs as the workers in the United States, who had been studied by Hoppock. The East Pakistan Education Extension Centre had enlarged its responsibilities beyond those envisioned in the original plan. 41. 42. 43. an. 45. 46. 175 The objectives of in-service education to be performed through workshops and other media have undergone a trans- formation as the Centre has gained experience. The lack of balance in the biannual distribution of courses in various subject matters seems probably due more to the instability of the organization than to inadequacies in long term planning. However, the data suggest this issue is still debatable. The Centre has made educational progress in spite of many obstacles stemming from ideological conflicts, organizational rivalries, and competition. A number of diverse and conflicting but significant general beliefs are widespread among the educational authorities regarding the functions of the Education Extension Centre and Teachers Training Colleges. A large majority of the institutions concerned with teacher education programs, either in-service or pre-service, offered to cooperate with and provide help to the East Pakistan Educa- tion Extension Centre. Teachers Training Colleges, however, seemed to be reluctant to cooperate since they failed to respond to the questionnaire sent to them. 176 Conclusions The degree of need expressed by the different professional groups does not necessarily represent any deficiency or in- adequacy on the part of respondents in those groups. On the contrary, the degree of need expressed more often represented the urge for further learning regarding in- dividual items by the respondents. Experience, emotional involvement in an activity, and posses- sion of the urge for further learning may have direct inter- relationships. Experiencing various aspects of learning probably leads to liking which, in turn, reflects an urge for further learning. Their preconceived ideas regarding any activity that they have not experienced may lead them to ex— press conservatively their feeling of need for that activity. If the degree of need perceived actually expressed deficiency or inadequacy, then the inexperienced teachers' ratings should have been higher than those of experienced teachers. But it was not so. The data also showed participation in a program to be positively associated with liking of that program. Any or all in—service education activity, if arranged at a convenient time for a suitable group with appropriate pro- cedures, would probably be appreciated by its participants and would help to assure the desirable and sought-for outcome. Further research may disclose what constitutes appropriate- ness of time, group and procedure. 177 Among the individuals reached in the course of this study almost everyone concerned with secondary education in East Pakistan recognized the need for in-service education and was willing to participate and extend this cooperation to further such activities whenever needed. Educational administrators' perception of their needs and of teachers' needs .for in-service education were consistently higher than were those of teachers. The administrators were more mature and experienced. Possibly experience has con- tributed significantly to their stronger urge for additional growth and learning. Further research may throw light on the reasons for this differential. Educational administrators were more consistent than the teachers in their thoughts and perceptions regarding in-ser- vice education needs. These administrators in East Pakistan can correctly be considered a comparatively homogeneous en- tity in this respect. Since teachers more often lacked uniformity or consensus regarding perceptions of in-service education needs con- sequently appropriate in-service education activities should be arranged for suitable sub-groups of teachers who are more homogeneous in their educational experience, and outlook. Generally speaking, the differences in thought and perception between administrators and teachers were not significant enough to cause practical problems. In most of the in-service education needs they were in agreement, often very closely. However, they did differ widely in their thinking regarding 10. ll. 12. l3. 14. 15. 178 some areas of need. Accordingly from a practical point of view it may be preferable to defer, at least temporarily, efforts to provide in-service education programs in such need areas. Teachers recognized their own need for continued professional growth and the right ofthe community to expect them to partici- pate in activities contributing to such growth. In spite of the teachers' expressed wishes for regular attend- ance at in-service education activities, certain factors in- volving duration of courses, travel grants, and daily allowances limited their attendance at such activities. Most of the in-service education activities liked by the teachers could be made available to teachers in their own schools, homes and communities. Teachers recognized their participation in in-service educa- tion activities is not merely a polite compliance with an administrative invitation but a professional necessity. School libraries in East Pakistan are in a deplorable condition. Concentrated efforts need to be made to improve the situation. Both teachers and administrators have real and equal concern for the improvement of school libraries. The recorded objectives for various workshops of the East Pakistan Education Extension Centre, which usually indicate the content of the workshops, when compared with the data ob- tained in the present study, suggest that the Education Exten- sion Centre is not meeting the perceived essential needs of the teachers. Similarly, subject matter courses offered by the Centre do not correspond with teachers' and administrators' preferences. 16. 17. 18. 19. 20. 179 All organized activities of in-service education for public secondary school teachers in the Province should be coordi- nated, and the Education Extension Centre is in the best position to provide such coordination. Teachers and administrators have expressed their faith in the activities of the East Pakistan Education Extension Centre and of the teachers training colleges. However, at the time the present study was made there was serious lack of communication between these two types of institutions. In general, respondents in this study apparently were not aware of the differences between the twc>types of organizations. The respondents' unawareness of actual inter-organizational rivalry combined with their trust and confidence in both agencies offers a tremendous potentiality for bridging the existing undesirable gap between in-service and pre-service education. Both administrators and teachers are satisfied with their profession. However, this satisfaction could advantageously be maximized by means of further incentives, both monetary and nonheconomic. Ten criteria were identified in this study as guidelines for developing the instruments, the questionnaire, and the procedures for personal depth interviews and observations. The criteria served their purpose satisfactorily. Personal collection of the data, as had been anticipated, proved to be very useful. 21. 22. 23. 180 However, the amount of time available for collection of data was not quite sufficient for the volume of work pro- jected. Ideally, it would seem, the researcher should anticipate all probable if not possible hazards to be met in the course of his field work. So far as possible he should be prepared with alternative plans of action if and when such obstacles materialize. Flexibility, within limits, is necessary so that the researcher may appropriately modify his field operations. The response indicate that teachers being educated today--no matter whether a product of the teachers training college or a degree granting academic institution-~are being prepared to serve in an obsolete role and to teach in an obsolete way. This conclusion is not meant as a criticism of, or to cast blame upon, the teacher preparation institutions themselves. The problem is inherent in the imbalance that obtains today in the total complex of human society characterized by change rather than stability. The academic climate is oriented to the past rather than to the future, while the social climate is oriented to achievement of a future which is new. On the basis of the relevant data presented in this study, the basic hypothesis of the present study is rejected. 181 Recommendations Introduction Preeminent among the many problems with which teacher education in East Pakistan is fraught today is in fie humility to furnish guiding principles for its own systematic improvement. The question of what knowledge is relevant to the teaching be- havior is an empirical one, because teaching is a natural social phenomenon. It has its own forms, its own constituent elements, its own regularities, and its own problems. It takes place under a stable set of conditions--time, limits, authority figures, systems of knowledge, social structures, psychological capacities, etc.1 In other words, if we would understand teaching and thereby gain control over it, then only would it be justified for us to suggest a continuing flow of new knowledge pertinent to in-service education of secondary school teachers of East Pakistan. In spite of increasing criticism of East Pakistan's procedures for the education of its teachers, there has been remarkably little basic research relating to the education of teachers during the past. The dilemma facing Pakistani educators and consultants who are concerned with the preparation of the teachers is whether to try to improve teacher education before understanding it better, or to under- stand it better before trying to improve it. 13.0. Smith, "Knowledge about Knowledge for Teachers," University of Illinois, 1961, p. 2 (mimeographed), cited by Frederick R. Cyphert and Ernest Spaights, "Analysis and Projection of Research in Teacher Education," The Ohio State University Research Foundation, Columbus, Ohio. 182 This situation has often led to critical generalizations about "educationism" in East Pakistan. Knowledgable educators could only retort with instances that challenge such criticism, but could not offer a potentially valid counter generalization. The present investigation does not cover all aspects of teacher education discussed above. No single study could do this adequately and the researcher is unwilling to make generalizations which go be- yong the scope of his own research. Nevertheless the writer feels professionally obligated to offer, in all humility and with all due caution, some recommendations which are interrelated and somewhat dependent on other areas of teacher educa- tion. Any such related recommendation which reaches beyond the present research area itself should be considered with care and accepted only with caution. With these limitations in mind, the researcher would vent- ure to offer the following recommendations which are based largely but not exclusively on his data and field experience. Criteria for In-Service Education The proposed ten criteria for in-service education were used in this study as a guideline for developing the instruments, the questionnaires, procedures for personal depth interviews and obser- vations. The data collected strongly suggest that the proposed ten criteria have served their purpose successfully. Hence it is recom- mended that the criteria be adopted as the postulates on which to base a program of in—service education for the secondary school teachers of East Pakistan. 10. 183 Participation in in-service educationis a regular part of the school program. The program includes both long range and immediate continuous activities. People work on problems that are significant to themand plan how they will proceed. Multiple and rich resources are made available and are used. An atmosphere conducive to the testing, trial, and utilization of creative ideas and plans in practical situations is main- tained. Activities are related to the pertinent aspects of the cur- rent educational, cultural, political and economic scene. To move from decisions to actions, the simplest possible means, are developed. An atmosphere conducive to building mutual respect, support, permissiveness, and creativeness is established. To achieve complementary in-service education activities, continuous attention is given to the interrelationship of different groups. Appraisal is nede an integral part of in—service activities. Philosophy of In—Service Education Every educational institution concerned with in-service educa- tion of educators should have a written philosophy of in-service education. The objectives, purposes and goals outlined should be sub- ject to modifications so that they will be responsive to new trends 184 in education, and to new demands for in-service education in profes- sional skills and new knowledge. The following are proposed for pos- sible adoption as the initial objectives for in-service education: 10 In—service education providescontinuity in the educational growth of professional school personnel. In-service education plans and provides opportunitites for professional growth. "In-service education promotes and enhances the personal welfare of teaching personnel. In-service education provides for the continuous improve— ment of instruction. In-service education promotes wider, better and closer public and community relations. In-service education provides for more effective adminis- tration and supervision of schools. In-service education provides for a systematic and continuous program of evaluation. Role of the Teacher The following role and activities of the teacher may be con- sidered and possibly accepted for inclusion in the teacher's program. 1. 2. Teach high school students. Guide and advise students on their personal and instructional problems. Continue to work on his own further education. Serve on curriculum and other committees for the improve- ment of the school program. 185 5. Serve as an educational leader of the community. 6. Participate in both group and individual conferences with guardians. 7. Visit homes of students. Governing Principles for Teachers, Administrators and Schoolggystem The planning and policies of the educational systenare currently centralized in the hands of the school administrators in East Pakistan. A balanced decentralization of power, a more democratic determination of fundamental policies by both teachers and administrators,£nd maximum freedom within the framework of the educational policy for all individuals would be conducive to the effective growth of the school system and the individual. But in order to enjoy these specific purposes each individual within the system needs to conduct himself in a professional and ethical manner. The researcher wishes to suggest the following formulation of principles for teachers, administrators and the school system for possible acceptance. Teachers The teacher to grow personally and professionally may aspire to cultivate the following qualities within himself: 1. A strong desire to grow. 2. A readiness to share with others--in activities, enterprises, and responsibilities. 3. A sensitivity to the opinion of others. 4. Intelligence, enlightenment and familiarity with education. 5. An intention to abandon unproductive practices and principles of teaching. 186 6. A determination to be a 'pioneer,‘ —-accept challenges for desirable innovation and change even though they require extra effort and their outcomes are uncertain. Administrators The administrator may aspire to cultivate the following character- istics within himself: 10 An awareness and acceptance of his responsibility to devote the necessary time and energy to learn as much as possible about the teachers and other individuals with whom he will be working. A supportive and cooperative attitude which facilitates the orientation of the teacher to all facets of the teach- ing experience, establishes a team relationship, and gradually develops the novice into a responsible, professional, adult teacher. A determination to plan together the responsibilities of his teachers on the basis of talents, abilities, needs and interests, so that each teacher is willing and likely to perform his individual responsibilities to the best of his ability. Leadership in implementing a policy that places high value on research and experimentation, creative effort and innova- tion, and group study in the school. A willingness to help the teacher in self-evaluation, to guide continually toward greater professional and personal growth, and to assist the interested teacher prepare him- self for his future administrative position. 187 School Philosophy All individuals within the school may cultivate the follow- ing characteristics: 1. An intention to admit error with a desire to learn to be right. Emphasis on mrre use of horizontal rather than vertical channels of communication. Contribution to an atmosphere of freedom to learn and to teach. A determination to achieve self and school improvement. An honest recognition of the integrity and worth of each individual in the school, regardless of his status and power. In-Service Education Needs The teachers and administrators have expressed a wide number of in-service educational needs for the improvement of their professional growth. The present facilities of in-service education, the resources opportunities prevalent, and the educational background of the clients do not permit the fulfillment of all needs at the same time. Thaneeds can be classified into those requiring immediate, short term and long term action, and plans may be made accordingly. The researcher is suggesting the following identification of immediate, short term and long term needs for teachers and adminis— trators, and recommending their acceptance in that order in the in- service teacher education program. 188 Immediate Needs Teacher.--The teachers have immediate need in the areas of "curriculum," "sources of teaching materials" and "human growth and development." It is recommended that all the sub-items in these need areas be included in a teacher education program immediately. In addition to the above three areas, the teachers have im- mediate needs in the following areas, and these topics should also be included in the in-service teacher education program: 1. Preparation and use in class of audio visual materials. 2. Arousal of more interest in the subject. 3. Presentation of better demonstrations. 4. Greater use of discussion and less use of lecturing method of teaching. 5. Making certain that the students understand the teacher. 6. Teaching students to think independently and to understand. 7. Enhancing teacher's ability to improve home, school and community living. 8. Introduce new ideas in education. 9. Current world affairs. 10. New books in education. 11. Efficient methods of school library use. 12. Current literature. 13. Philosophy of education. 14. Current national affairs. 15. Increase teacher's ability to speak English. 16. Teacher guidance of learning activities. 17. 18. 19. 20. 21. 189 Teacher's role as a teacher within classroom. Leadership (how teachers may become leaders). Organization of meetings for guardians, teachers and administrators. Organization of student publications. Organization of manual work in schools. Administrators.--The administrators have immediate needs in the areas "personality as an administrator" and "curriculum." The administrators, in addition to the above two need areas, have immediate needs for help in the following topics: 1. 2. Management and supervision Management and supervision group. Management and supervision Management and supervision of of of of School development programs. courses hiscience group. courses in industrial arts courses in agriculture group. courses in humanities group. New ideas in examination methods. Guidance and counseling. Organization of school library. Organization of programs for manual work. Organization of "students week," "education week," "science fair," etc. 190 Short Term Needs Teacher.--The teachers have short term needs in the need areas: (a) personality as a teacher, (b) student organizations and activities, (c) general education, (d) methods of teaching, and (e)research and ex- perimentation. All items in these need areas should be included in the short term program. .Administrator.--Theadministrators have short term needs in the area "management and supervision of different group courses." All items in this need area should be included in the short term program. Long Term.Needs Teacher .--The teachers have long term needs in the following areas: (a) principles of learning, (b) administration and supervision, and (c) co—curriculum activities. All items in these areas should be included in the long term program. Administrator.--The administrators have long term needs in these areas: (a) student organization and aetivities and (b) administration and supervision. All items in these areas should be included in the long term program. Sources of Educational Help )' Immediate sources.--The immediate sources for educational help to the teachers should be: 1. Other teachers in their own school. 2. Headmaster of their school. 3. Specialists from East Pakistan Education Extension Centre. 4. Journalists, newspapermen, and radio braodcasters. All efforts should be made to encourage their participation and cooper- ation in the school program and their willingness to help the teacher. 191 Secondary sources.--The secondary sources of help for the teachers should be: 1. Their former professors. 2. Professors from local colleges. 3. Assistant headmaster. 4. Secretary of the school. 5. Inspector of schools. 6. Agricultural officer. Classroom Visitations Educational growth of the professional staff is greater when democratic principles are understood and used. This being the case, classroom visitors should not continue to "instruct" and "inspect" the teachers, but should establish a cooperative relationship in their attempts to solve the teachers problems. The researcher believes that the "headmaster of the school," "specialists from Education Extension Centre" and"instructors from.Teacher Training Colleges" are in better positions to achieve these objectives than the other suggested visitors. Classroom visitation for the prime purpose of the professional improve- ment of the teachers may be confined to the three groups specified.. The "Inspector of schools," and "foreign adviSors and specialists" .should continue their visits only if and when they can establish a good J rapport with the teacher concerned. Community Educational Resources All educators were concerned with the great and growing isola- tion of the school from its community. Use of various community educa- tional resources in the classroom by the teachers would certainly help 192 create an atmosphere conducive to ending this undesirable isolation. The following community educational resources may be used widely in the schools. A desire to use these resources in the schools already exists. 1. Health officials. 2. Social workers. 3. Pakistan Information Service. 4. Public libraries. 5. Agricultural Extension Service (for rural schools). 6. Agricultural Information Service (for rural schools). However, if the school is in a position to use further com- munity educational resources, than its efforts may be concentrated on: 1. Industrial, business and cooperative concerns. 2. United States Information Service. 3. British Information Service. In-Service Educational Activities A number of in-service educational activities have proven to be successful for the in-service growth of educational personnel. The effectiveness of each activity is entirely dependent on time, resources, facilities, educational background, psychological motivation, and many lother factors. Some are observable, some could be measured quantitat- ively and many others cannot be measured even qualitatively. The re— searcher believes that the following in-service education activities may prove effective and may be accepted for immediate implementation: 10. 11. 12. 193 Werkshops run by the East Pakistan Education Extension Centre. Short training courses run by other competent and qualified teacher education agencies. Organized educational trips. Student conventions. Intervisitation between schools. Opportunity to observe others demonstrate teaching. Teachers' conventions or conferences. Faculty meetings directed to professional improvement. Individual study. East Pakistan Education Week. Guest speakers. School committee on professional improvement matters. Other in-service education activities may be continued if their effectiveness is assured. School Libraries 3' School libraries in East Pakistan are in a pathetic and deplor- able condition. At the same time, a hunger exists within the teachers for further learning through school libraries. The school libraries in East Pakistan should have: 10 2. 3. 4. Larger numbers of books. Books of better quality. Books of recent publication. Books that are more useful for students. Trained librarians. 194 Encouragement for Participation In order to encourage teachers to participate in in—service education activities, and to eliminate the limitations upon their attendance, the following steps should be taken: 1. The daily allowance given to the participants while in training should be increased to adequately compensate for their needs. The travel grants should also be increased so that more teachers may attend the activities. The travel and daily allowances admissible to the partici- pants should be paid to the participants immediately after the workshop prior to their leaving for their school. The teacher's workload should be flexible enough to permit him to attend regularly in-service education activities in a pre-planned fashion. Substitute teachers should take care of classes whenever a teacher is on duty at an in-service education activity. School management shall provide for leaves of absences with salary for the duration of time the teacher is in residence at an institution designed to increase the teacher‘s competence. Government funds should be provided to meet the teacher's expenses during his presence at the institution. Sa lary and Promotion The salary increase or promotion in East Pakistani schools should be based upon: (a) successful exposure to training at a Teachers Training College, (b) evidence of good teaching, (c) seniority, (d) successful a 195 exposure to training at the East Pakistan Education Extension Centre and (e) promise and merit. The mere increase of age without respect to its bearing on the teacher's actual work should not be given much importance. School management and the government, jointly, should provide financial assistance so that teachers may attend various in-service programs more frequently. Salary schedules should haverrovisions for rewarding meritor- ious teachers with salary increments that go beyond those conferred on the basis of simple seniority. Successful participation in a course of long duration should qualify a teacher for a salary increase. East Pakistan Education Extension Centre The East Pakistan Education Extension Centre should be central to the in—service education of teachers. The communications and under- standing gap between the producer and the applier of knowledge in educa- tion is rapidly increasing. It should be the function of the Centre to narrow this distance. The principles which should govern the future functioning of the East Pakistan Education Extension Centre, as per- ceived by the writer in light of his research experience,may be stated as follows: 1. The activities of the Education Extension Centre should be as varied as the interests of teaching people, professionally as broad as the whole of education, and geographically as ex- tensive as the confines of the nation. Let it look upon it- self as a pioneer. A pioneer is one who is in the forefront in the march of civilization. 196 2. The Education Extension Centre should have the freedom and flexibility that will permit it to adjust itself continually to the needs of those it serves. 3. The Centre should focus its attention on all legitimate humen educational activities that are worthy for continuing educa- tion. 4. The Education Extension Centre should not be parochial in its interests and outlook if it expects to serve the needs of society. The Centre should cultivate a sympathetic interest in the well-being of its teachers and educators and be true to the great humane traditions. 5. The Education Extension Centre is now in the process of at- tempting to merit and acquire the confidence and trust of those it serves. Once those goals are achieved, it should become the obligation of all the faculty and the adudnis- tration to make certain that the Centre does not betray that confidence and trust. The East Pakistan Education Extension Centre, being the primary agency for in-service education in East Pakistan, may incorporate into its acknowledged responsibilities most of the recommendations suggested in this study for effective implementation. As the major centralized agency for in—service education the Centre may perform the following jobs: 1. Cooperate with otherteacher education institutions in provid- ing and conducting in—service training programs for teachers. 197 2. Organize off-campus classes on specific courses on the campuses of some schools during summer or other vacation periods. 3. Arrangaand make it possible for teachers visiting these in- stitutions to confer with members of their faculties, listen to lectures, or observe the latest techniques and procedures used by these institutions in their programs. 4. Invite their faculty members to participate in conferences, conventions and workshops arranged by the Centre. 5. Seek suggestions and recommendations from them regarding various aspects of teacher education. 6. Make systematic, sustained and explicit efforts to bridge the distance between pre-service and in-service teacher education institutions. The East Pakistan Education Extension Centre, the teacher train- ing colleges, or some equivalent agency, should cooperatively devise a degree granting summer vacation program for increasing the competence of the teachers as teachers. It should be open to any graduate teacher. The proposed summer school session should be arranged in such a way that four summer residences of ninety days would complete the degree requirements. If the offering in different subject areas is not wide enough to provide meaningful work in the summer session, arrangement should be made for the return of the concerned teachers to attend such a course during normal academic year. .. . -.v-n v,” 198 The proposed ninety day sessions, if successful, should be offered throughout the entire year to enable more teachers to attend such programs. For undergraduate teachers, a continuous program of "practicum” which would lead in six years to a Bachelor of Education degree should be arranged. The courses should be of three-month duration and continue all the year around. The courses taken should maintain a balance between the subject matter the teacher is planning to teach and the methods and psychology of education. A teacher should be encouraged to attend a workshop in his major subject area once every three years and successful participation should be recognized by an appropriate salary increase. He should also be en- couraged to attend other types of in-service programs. The well educated teacher of the future will need to be primarily a self-educated man. Attainment of this end will usually require a 2 strong desire to learn and years and years of individual study. The Education Extension Centre may help to stimulate, sustain, and gratify this desire among teachers. Recommendations for Future Studies The most informative research on teacher education should be con- cerned with coordinating some aspects of teacher training with some as- pects of teaching performance. Future research on teacher education may well beconcerned pri- marily with the four following questions: 199 What are the present practices for teacher education? The studies may attempt to find out what objectives shape the direction of training programs, together with the content and its placement in the programs. The studies may also report on administrative practices, the kinds of preparation given to junior high school and other types of teachers, and duplication of courses. What elements of personality are associated with different kinds of teaching behavior? The studies may be concerned with the relation of personality variables to certain teach- ing behaviors and to verbally expressed attitudes; with the effects of anxiety upon teaching behavior, the relation be- tween self-concept and teaching attitudes, and between social backgrounds of teachers and their attitudes toward students. What aspects of training and experience are associated with different kinds of teaching behavior or criteria of teaching success? The studies may determine criteria by which to select students for teacher training programs and to provide information as to the effects of certain aspects of training and experience.’ What are the comparative effects of different ways of train- ing teachers and other educational personnel? The studies may be concerned with the comparative effects of various methods for training teachers-~technological media vs. field trips, and observational procedures and techniques; integrated vs. conventional courses; problem method vs. lecture or 200 discussion method. The inquiries may be designed to seek out whether one way of dealing with contentand students has a greater or lesser effect than another way. Essentially, these four questions may be more simply restated as follows: 1. What is valid content for teacher education? 2. What should be the organizationand placement of this know- ledge? 3. What are the most effective ways of teaching this content? 4. What are ways of evaluating programs thus derived? While efforts may be directed toward Questions 2, 3 and 4, it is obvious that Question 1 should receive major initial attention. BI BLI OGRA PHY BIBLIOGRAPHY Books .American Association for School Administrators. Inservice Education for School Administration. Washington, D.C., 1963. American Council on Education. Teacher for Our Times. Washington, D.C., 1944. Barr, A.S., William H. Burton and Leo J. Brueckner. Supervision. New York: D. Appleton Century Company, 1938. Beggs, Walter J. The Education of Teachers. New York: The Center for Applied Research in Education, 1965. Beck, HubartP. Men Who Control Our Universities. New York: Kings Crown Press, 1947. Benjamin, Harold (ed.). Democracy in the Administration of Higher Education. New York: Harper and Brothers, 1950. Brumbaugh, Aaron J. Problems of College Admdnistration. Nashville Methodist Church National Board of Education, 1956. Brunner and Sanders. Farmers of the World. New York: Columbia Univer- sity Press, 1955. Cardozier, V. R. Inservice Education of Teachers of Vocational Agriculture. Washington: U.S. Department of Health, Education and Welfare, 1959. Chambers, M. M. The Campus and the People: Organization, Support and Control of Higher Education in the United States in the Nineteen Sixties. Danville: The Inter State Printers and Publishers, Inc., 1960. Conant, James B. The Education of American Teachers. New York: McGraw- Hill Book Company, Inc., 1963. Dickhoff, John S. Tomorrow's Professors. New York: Fund for the Ad- vancement of Education, 1959. 202 203 Deutch, Monroe E. The College from Within. Berkley, California: University of California Press, 1952. Flexner, Abraham. 1 Remember. New York: Simon and Schuster, 1940. Hardin, M. Charles. Freedom in Agricultural Education. Chicago: University of Chicago Press, 1955. Henry, Nelson B. (ed.) Inservice Education. The Fifty-sixth Yearbook of the National Society for the Study of Education. Chicago, Illinois: The University of Chicago Press, 1957. Hoppock, Robert. Job Satisfaction. New York: Harper Brothers, 1935. Imayetullah (ed.). Bureaucracy and Development in Pakistan. Peshawar: Pakistan Academy for Rural Development, 1963. Khan and Aziz (ed.). The Proceedings of the Inservice Education Course for Lecturers of Intermediate Classes. Lahore: Central Training College, 1958. Knoblauch, Law, and Meyer. State Agricultural Experiment Stations. Washington: U.S. Department of Agriculture, 1962. Mackenzie, Gordon N., and Stephen N. Corey. Instructional Leadership. New York: Bureau of Publications. Teachers College, Columbia University, 1954. McClelland, David C. The Achieving Society. Princetown, N.J.: D. VanNostrand Company, Inc., 1961. Millet, John D. The Academic Community. New York: McGraw—Hill Book Company, Inc., 1962. Morphet, Edgar L., John L. Roe and Florence L. Keller. Educational Concepts Practices and Issues. Englewood Cliffs, New Jersey: Prentice Hall, 1959. Prall, Charles E. and C. Leslie Cushman. Teacher Education Inservice. Washington, D.C.: American Council on Education, 1964. President's Commission on Higher Education. Higher Education for American Democracy. Washington, D.C.: Department of Health, Education and Welfare, 1947. Rogers, Meverett. Diffusion on Innovations. New York: Free Press of Glencoe, 1962. Rugg- Harold. The Teacher of Teachers. New York: Harper and Brothers, Pub., 1952. Spears, Harold. Curriculum Planning Through Inservice Programs. Englewood Cliffs, New Jersey: Prentice Hall, Inc., 1957. 204 Taylor, Harold W. The American College President. New York: Harper and Brothers, 1959. ' Tead, Ordway. Administration, Its Purpose and Performance. New York: Harper and Brothers, 1959. U.S. Department of Health, Education and Welfare. Education for a Changing world of WOrk. Washington: U.S. Government Printing Office, 1963. Webster,Noah. Webster's New'World Dictionary of the American Language. New York: The World Publishing Company, 1962. Wilson, Logan. The Academic Man, A Study in the Sociology of a Pro- fessor. New York: OxfoniUniversity Press, 1942. Wiles,Kimball. Supervision for Better Schools. Englewood Cliffs, New Jersey: Prentice Hall, Inc., 1956. Wiles, Kimball. The Changing Curriculum of the American High School. Prentice Hall, Inc., Englewood Cliffs, New Jersey, 1963. Articles and Periodicals Antell, Henry and Edgar Stahl. "What Constitutes an Effective In- Service Education Program," Bulletin of the National Association of Secondary School Principals, XL (April, 1956), 147—152. Beery, John R. and Mark Murfin. "Meeting Barriers to In-Service Education,” Educational Leadership, XVII (March, 1960), 351-355. Durkee, Frank M. "Organizing for Growth in Service," Educational Leadership, XVII (March, 1963), 458-501. Fowler, George W. "Purposeful Program of Teacher Training," National Education Association Journal, (April, 1957), 380. Gilchrist, Robert S. ”Highway to Quality Teaching," National Education Association Journal, XLVII (May, 1959), 18-19. Gordon, 1. J. "The Creation of an Effective Faculty Advisor Training Program Through Group Procedures," Educational and Psychological Measurement, X (Spring, 1950), 505-512. Gray, W. S. "The Professional Education of College Teachers," The Study of College Instruction, National Society of College —_— Teachers of Education Yearbook, XXVII, Chicago: University of Chicago Press, 1939. 205 Guzzeta, Dominico. "Growth Through In-Service Training," Phi Delta Kappan, XXXVI (May, 1955), 311-321. Hanna, John A. "The American Land Grant University System: Its Origin and Basic Principles,” Journal of the East Pakistan Academy for Rural Development, Comilla, 111, (April, 1963) 6. Hansen, Morris H. and William H. Hurwitz. "The Problem of Non-Response in Sample Surveys," Journal of the American Statistical Associa- tion, XLI (1946), 517-529. Havighurst, Robert J. "The Governing of the University," School and Society, (March 20, 1954) 81-86. Hefferman, Helen. "Inservice Education of Teachers in the Modern School," California Journal of Elementary Education, XXV (August, 1960), l. Hoppock, Robert. ”Job Satisfaction Researches of 1960," Personnel and Guidance Journal, XL (December, 1961), 373. Kelley, William.F. "TWenty Studies of In-Service Education of College Faculty and the Procedures Most Recommended," Educational Ad- ministration and Supervision (Oct., 1956), 351-358. Kirpal, P. N. "In-Service Training of Teachers," Teacher Education. New Delhi: Directorate of Extension Programs for Secondary Education; VI (march-April, 1962), 8. Moktader, M. A. "Introduction," East Pakistan Education Extension Centre Bulletin, Dacca; I (December.'60-February'62), l. Misner, Paul J. "Inservice Education Comes of Age," Journal of Teacher Education, I (March, 1950), 32. Norris, Robert B. "AdministeringIn-Service Education in the College," School and Society, (May, 1953), 327-329. Neyman, J. "Contributions to the Theory of Sampling Human Populations," Journal of the American Statistical Association, XXXV (1938), 101-116. Parker, J. Cecil, and William P. Golden,Jr. "Inservice Education of Elementary and Secondary School Teachers," Review of Educational Research, XXII (June, 1952), 193—200. 206 Sharafuddin, A. M. "In-Service Teacher Education," East Pakistan Education Extension Centre Bulletin, Dacca; II (Oct-Dec, 1962), p. 12. Slaggen, Fred C. "Inservice Program Trends," National Association of Secondary School Principals, XXXVI (April, 1953), 152-159. Srimali, K. L. "The Improvement of the Teacher,” Teacher Education. New Delhi: The Directorate of Extension Programs for Secondary Education; VI (March-April, 1962), 94. Taylor, Bob L. "Factors Affecting Teacher Education Programs," Journal of Educational Research, (May, 1959), 336—338. Weber, C. A. "Reactions of Teachers to Inservice Education in Their Schools," School Review, (April, 1940), 247. Weber, G. A. "Obstacles to be Overcome in a Program of Education for Teachers in Service," Educational Administration and Supervision, (December, 1942), 425-430. Wilson, Francis M. "What Makes an Effective Inservice Training Pro- gram?“ Journal of the National Association of the Deans of WOmen, XVI (1953), pp. 51-56. Reports Ade, Lester K. Inservice Education of Teachers. Bulletin No. 155, Harrisburg, Pennsylvania: Department of Public Instruction, 1939. American Council on Education. The Improvement of Teacher Education. A Final Report of the Commission of Teacher Education, Washington, 1946. Education Directorate, East Pakistan. Report on the Ground Survey of Educational Institutions of East Pakistan (May 20-June 10, 1960), Part 11, (Secondary Education), Dacca: East Pakistan Government Press, 1961. Government of East Pakistan. Scheme for Establishment of an Education Extension Centre for East Pakistan. Dacca: East Pakistan Govern- ment Press, 1960. Government of Pakistan, Planning Commission. The Second Five-Year Plan (1960-65). Karachi: Pakistan Government Press, 1960. 207 Government of Pakistan. Report of the Commission on National Educa- tion. Karachi: Government of Pakistan Press, 1959. Khan, Md. Ferdouse. "Some Urgent Problems in Education," Presidential Address, Education and Social Science Section. Seventh Pakistan Science Conference. Karachi: February, 1965. Myers, Noel T. The Sixth Milestone: ICA and Education in the Philippines. Annual Report, USOM, ICA, Manilla, Philippines, 1958. National Commission on Teacher Education and Professional Standards. The Development of the Career Teacher: Professional Responsibility for Continuing Education. Report of the 1963-64 Regional TEPS Conferences, washington, D.C.: National Education Association of the United States, 1964. Sledge, George W.,George P. Devoe and Harold M. Byram. Principles for Practices for Planning In-Service Educational Programs for Teachers of Vocational Agriculture in the Central Region. Madison, Univer- sity of Wisconsin: Dept. of Agriculture and Extension Education, 1959 (mimeographed). Summaries of Studies in Agricultural Education. U.S. Department of Health, Education and Welfare, Office of Education, washington, D.C., 1956-60. UNESCO Report on the Regional Meeting of Representatives of Asian Member States on Primary and Compulsory Education. Karachi, December, 1959-January, 1960. Paris: UNESCO/ED/l73, February 29, 1960, p. 17. UNESCO. The Education and Training of Teachers for PrimarypSchools. Hamburg: UNESCO Institute for Education, 1957. University of Chicago, Pakistan Education Project. Report of Progress, May 23-1958-June 30-1963, Chicago, Illinois, 1963. Unpublished Material Boyd, Claude Collins. ”A Study of the Relative Effectiveness of the Selected Methodscf'In—Service Education for Elementary School Teachers." Unpublished Ed.D. dissertation, University of Texas, 1961. Bukhamana, Charootasana. "The Problems of Student Teachers in the Secondary Schools of Thailand as a Basis for the Improvement of the Undergraduate Teacher Education Program," Unpublished Ed.D. dissertation, Indiana University, 1962. Browns, Marjery Frances. "A Survey of the Guidance In-Service Train- ing Programs and Courses Offered by Institutions of Higher Education in the Pacific Coast States," Unpublished Ph.D. dis- sertation, University of Washington, 1962. 208 Britt, John Francis. "A Criterion Study of Inservice Education for the Archdiocesan Elementary Lay Teacher." Unpublished Ph.D. dissertation, St. Louis University, 1962. Cyphert, Frederick R. and Ernest Spaights. "Analysis and Projection of Research in Teacher Education? Columbus: Ohio State University Research Foundation (mimeographed). Deems, Howard M. "An Evaluation of the In-Service Program Provided by the University of Nebraska for Teachers of Vocational Ag- riculture." Unpublished Ed.D. dissertation, University of Missouri, 1956. Diggs, Kermit Hunter. "In-Service Education of Teachers of Vocational Agriculture in Virginia." Unpublished Ed.D. dissertation, Cornell University, 1957. Draytons, Earl Mash. "Inservice Teacher Education in Oregon Junior High Schools," Unpublished Ed.D. dissertation, University of Oregon, 1960. Duncan, Billy Milton. ”A Study of Factors Associated with the Success- East East ful Operations of In—Service Programs of Education in Selected Alabama Schools.” Unpublished Ed.D. dissertation, University of Alabama, 1964. Pakistan Education Extension Centre, Dacca. Mimeographed'Workshop Programs for "Teachers for Social Studies" Sept. 6-17, 1960; "Study Conference for Heads of Pilot Schools,” March 17-25, 1965; "18th Workshop for Arts and Crafts Teachers of High Schools" February 8-27, 1965; "26th Short Course for Science Teachers," Feb. 8-20, 1965; "Short Training Course for English Teachers of Primary Schools," Sept. 19, 1964. Pakistan Education Extension Centre, Dacca. "Working Paper for the Twenty—first Study Conference of Headmasters and Headmistresses of High Schools,” March, 1959 (mimeographed). Gross, Richard E. "A Study of In—Service Education Programs for Student Personnel Workers in Selected Colleges and Universities in the United States." Unpublished Ph.D. dissertation, Michigan State University, 1963. Grant, Sydney Robert. "Teachers as Curriculum Workers." Unpublished Ed.D. dissertation, Columbia University, 1961. Hassouna, Mohammad Munir. "A Proposed In-Service Program in Audio- Visual Education for Teachers in Industrial Schools in Cairo, Egypt." Unpublished Ed.D. dissertation, Indiana University, 1962. 209 Herron Jr., Orley R. “A Study of Inservice Education Programs for Boards of Trustees in Selected Colleges and Universities in the United States," Unpublished Ph.D. dissertation,Michigan State University, 1965. Horner, T. James. "An Evaluation of the In-Service Education Program Provided for Teachers of Vocational Agriculturety North Carolina State College." Unpublished Ed.D. dissertation, University of Missouri,l959. Householder, WilliamlAllen. “An Evaluation of Work Experience Pro- grams as an Element of Agricultural Education in a Panamanian School of Agriculture." Unpublished Ph.D. dissertation, Michigan State University, 1965. Houston, Jr., William Robert. "Selected Methods of In—Service Educa- tion and the Mathematics Achievement and Interest of Elementary School Pupils." Unpublished Ed.D. dissertation, University of Texas, 1961. Karbal, Harold T. "The Effectiveness of a Workshop as a Means of Inservice Education of Teachers." Unpublished Ed.D. dissertation, Wayne State University, 1963. Kebret, Makonen. "The Contribution of Agricultural Education to the Rural Development of Ethiopia." Unpublished Ph.D. dissertation, Cornell University, 1964. Laws, Ruth M. "A Study of the Inservice Education Needs of Homemaking Teachers in Delaware." Unpublished Ed.D. dissertation, New York University, 1956. Maston, Robert Edward. "English Language Workshop for English Teachers of South Korea: Inservice Experiences Leading to a Mastery of English Structures Through an Audio/Lingual Pattern Practice Approach." Unpublished Ph.D. dissertation, UniversityxfiEMichigan, 1963. Miller Theodore Roosevelt. "Selected University of Houston Graduates Appraisal of Their Pre-Service Preparation and In-Service Educa- tional Needs for Public Junior High School Teaching.” Unpublished Ed.D. dissertation, University of Houston, 1964. Nizami, Feroz Ahmed. "Comparison of Teacher Education Programs for Secondary School Teachers in India and the United States." Un- published Ph.D. dissertation, Southern Illinois University, 1963. 210 Robles, Juan. ”The Effects of a Special Program of Teacher Education and Supervision Upon Job Satisfaction of Vocational Agricultural Instructors of Puerto Rico." Unpublished Ph.D. dissertation, Pennsylvania State University, 1959. Santiago, Alicia A. ”A Study of the In-Service Education of Public Secondary Schools in Manilla, Philippines." Unpublished Ed.D. dissertation, Indiana University, 1959. Santos, M. Bruno. “An Analysis of In-Service Training Needs and Participation in In-Service Training Programs by Teachers of Agriculture Schools of the Philippines.” Unpublished Ph.D. dissertation, Michigan State University, 1961. Schulmans, Benson Richard. ”The Role of University Extension in Meeting the In-Service Education Needs of School Districts." Unpublished Ed.D. dissertation,University of California, Los Angeles, 1964. Schild, Robert Joseph. "A Survey of Certain Practices and Some Pro- posed Directions for In-Service Education Programs in Selected Schools of the APSS. “Unpublished Ed.D dissertation, Columbia University, 1964. Selser, Will Lindsey. "An Evaluation of an In-Service Institute for Improving Science and Mathematics Instruction in the Hillsborough County Junior High Schools." Unpublished Ed.D. dissertation, University of Florida, 1962. Smith, B. 0. "Knowledge about Knowledge for Teachers. University of Illinois. 1961 (mimeographed). Sudershanam, Ratna. "A Study of In-Service Teacher Education of Second- ary School Teachers in Andra Pradesh State, India." Unpublished Ed.D. dissertation, Indiana University, 1958. Sunhchawee, Aree. "Development of Guidelines for an In-Service Leader— ship Training Program for the Staffs of the Teacher Education Institutions in Thailand, Based on a Study of Two Selected In- stitutions." Unpublished Ed.D. dissertation, Columbia University, 1963. Swearingen. "Developing Bases for Education of Supervisors in Florida.” Unpublished Ph.D. dissertation, Ohio State University, 1950. 211 Tandoc, Florengel Sevidal. "Suggestions for Improving the In-Service Education Program of High School Home Economics Teachers in Luzon, Philippines." Unpublished Ph.D. dissertation, Michigan State University, 1962. Taylor, Bob Leslie. "The Status of In-Service Teacher Education in the Public Senior High Schools of the State of Indiana." Unpub- lished Ed.D. dissertation, University of Indiana, 1957. Truit, John W. ”Inservice Training Programe for Student Personnel WOrkers." Denver, Colorado: 1961 (mimeographed). Vossbrink, Meta. "An Analysis of the Inservice Education Program for Home Economics Teachers with Suggestions for Improving the Michigan Program.” Unpublished Ph.D. dissertation, University of Chicago, 1953. West, Leroy Clinton. "Effectiveness of a Television-Correspondence- Study Method of In-Service Teacher Education." Unpublished Ed.D. dissertation, University of Florida, 1961. Other Sources Board of Intermediate and Secondary Education, Dacca. Personal tape recorded discussions with Mr. Md. Ferdouse Khan, Chairman, March, 1965. Department of Education, Government of East Pakistan, Dacca. Personal tape recorded disucssions with Mr. A.R. Chowdhury, C.S.P. Deputy Secretary, March, 1965. Directorate of Public Instruction, Government of East Pakistan, Dacca. Personal tape recorded discussions with Mr. A.S. Khan Chowdhury. Deputy Director, March, 1965. East Pakistan Education Extension Centre, Dacca. Personal discussions with Mr. M.A. Moktader, Director, March, 1965. East Pakistan Education Extension Centre, Dacca. Personal tape recorded discussions with Dr. A. M. Sharafuddin, Deputy Director, March, 1965. Teachers Training College, Dacca, East Pakistan. Personal tape recorded discussions with Mr. Osmar Ghani, Principal, March, 1965. Text Book Board, Dacca, East Pakistan. Personal discussions with Mr. Fazlur Rehman, Chairman, January, 1965. APPENDIX A APPENDIX A INSTRUMENT.A In-Service Education Needs of Teachers OPEN ENDED QUESTIONS When I remember my life as a high school teacher, the first few things that I like most and the thing I dislike most are: As a teacher I often face many needs in my teaching. The following are some of the needs which if fulfilled will help me to carry out my teaching with more efficiency. When I need help in connection with my teaching program I can get additional help from: When I use the phrase, In-Service Education of Teachers I mean: For the improvement of In-Service Education of Teachers I feel the following steps should be taken: When I recall my experience with the East Pakistan Education Ex- tension Centre, the first few things that come to my mind are: 213 APPENDIX B 7",Iisli’) '| ll- 30838800 No uoHocomm "ll socmHom Ho uoHonomm nH> muu< mo uonnomm A> llllmoueasoo.lllloo:3Hom Illlmuu< Illlw.uoummz muoHasoocH H>H 30838800 No 3333332 AHHH up< No 3333332 HHH IllllvocmHom Ho muoummz AH 333% Avocumo mouwmo uwoann momoHesH ommoHav "coHumosem .o NHHooam 33:30 umHnmoam :oHumHuno soon 8HHm=z “conHHom .m Umouo>Ho mosooHB lllleoHuumZ mech "msumum HmuHumz .3 uo>oIoo am-mm 3mIOm m3lm3 33103 om-mm 3mnom aNImN 3NION ON 30Hmm H3m< .m mngom 3H3: "Xmm .N Hoonom .H 333 33HHH3 3333 .oz ucoEDHHmCH mmmt0mmmle Hooz .2 33H333 monsmmao HH<_3mzmz< 09 333m 33 m HZMZDmHmzH m XHszmm< 333s 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