The secondary school teachers teach the students pursuing sixth through tenth class students. The success of the secondary school students depends on well-resourced teachers with enthusiasm, efficiency and effectiveness along with free of academic and personal problems. Hence, this study is undertaken to study the problems of secondary school teachers. The government secondary school teachers are facing an average level of problems with regard to school facilities, school management, head master/mistress, colleagues/co-teachers, students, service matters, and job satisfaction. Almost all the variables have had the same effect on the problems of teachers, average level of problems to the government secondary school teachers. The government should do the needful in solving the problems to keep the teachers on right track to deliver their best in the classrooms.
Secondary education covers two phases on the International Standard Classification of Education (ISCED, UNESCO) scale. Level 2 or lower secondary education (less common junior secondary education) is considered the second and final phase of basic education, and level 3 (upper) secondary education is the stage before tertiary education. Every country aims to provide basic education, but the systems and terminology remain unique to them. Secondary education typically takes place after six years of primary education and is followed by higher education, vocational education or employment. The secondary education covers children aged 12 to 18. The final two years of secondary is often called Higher Secondary, Senior Secondary, or simply the "+2" stage. The two halves of secondary education are each an important stage for which a pass certificate is needed, and thus are affiliated by central boards of education under the Ministry of Human Resource Development, before one can pursue higher education, including college or professional courses.
The success of any educational system depends on good and well-resourced teachers. Teachers cannot be replaced with any other kind of instructional material. It is a reality that teachers are the best in the entire educational system. Therefore, teachers are considered the most important and fundamental factor for the success of any educational system. A teacher is more than what is commonly talked about as his duties of profession have many other dimensions. The effective and successful learning depends upon the quality of teaching which demands academically competent individuals who care about the well being of children and youth. Teaching is one of the most influential and powerful profession in society. Teachers are the lifeblood of any education system. School place, books and classrooms are ineffective and meaningless without teachers.
The teacher educators, administrators, policy planners and guidance personnel connected with teacher education programmes should think of ways and means of reducing the problems faced by the government secondary school teachers so that they can perform still better to improve the qualities among themselves and their students so that they can become the responsible citizens of the nation.
Objectives of the Study
The objectives proposed for the present study were [1]. To find out the problems of government secondary school teachers [2]. To find out the problems of male and female government secondary school teachers, rural and urban government secondary school teachers, under-graduate and post-graduate government secondary school teachers, above 15 years and below 15 years experienced government secondary school teachers. non-residential and residential government secondary school teachers, Telugu and English medium government secondary school teachers, unreserved and reserved caste government secondary school teachers, government secondary school teachers with unemployed or employed spouse, government secondary school teachers with an annual income above Rs.5,00,000 or below Rs.5,00,000, and Hindu and non-Hindu government secondary school teachers [3]. To find out the problems of government secondary school teachers regarding school facilities [4]. To find out the problems of male and female government secondary school teachers, teachers, rural and urban government secondary school teachers, under-graduate and post-graduate government secondary school teachers, above 15 years and below 15 years experienced government secondary school teachers. non-residential and residential government secondary school teachers, Telugu and English medium government secondary school teachers, unreserved and reserved caste government secondary school teachers, government secondary school teachers with unemployed or employed spouse, government secondary school teachers with an annual income above Rs.5,00,000 or below Rs.5,00,000, and Hindu and non-Hindu government secondary school teachers regarding school facilities [5]. To find out the problems of government secondary school teachers regarding school management [6]. To find out the problems of male and female government secondary school teachers, teachers, rural and urban government secondary school teachers, under-graduate and post-graduate government secondary school teachers, above 15 years and below 15 years experienced government secondary school teachers. non-residential and residential government secondary school teachers, Telugu and English medium government secondary school teachers, unreserved and reserved caste government secondary school teachers, government secondary school teachers with unemployed or employed spouse, government secondary school teachers with an annual income above Rs.5,00,000 or below Rs.5,00,000, and Hindu and non-Hindu government secondary school teachers regarding school management [7]. To find out the problems of government secondary school teachers regarding head master/mistress [8]. To find out the problems of male and female government secondary school teachers, teachers, rural and urban government secondary school teachers, under-graduate and post-graduate government secondary school teachers, above 15 years and below 15 years experienced government secondary school teachers. non-residential and residential government secondary school teachers, Telugu and English medium government secondary school teachers, unreserved and reserved caste government secondary school teachers, government secondary school teachers with unemployed or employed spouse, government secondary school teachers with an annual income above Rs.5,00,000 or below Rs.5,00,000, and Hindu and non-Hindu government secondary school teachers regarding head master/mistress [9]. To find out the problems of rural and urban government secondary school teachers regarding head master/mistress [10]. To find out the problems of under-graduate and post-graduate government secondary school teachers, teachers, rural and urban government secondary school teachers, under-graduate and post-graduate government secondary school teachers, above 15 years and below 15 years experienced government secondary school teachers. non-residential and residential government secondary school teachers, Telugu and English medium government secondary school teachers, unreserved and reserved caste government secondary school teachers, government secondary school teachers with unemployed or employed spouse, government secondary school teachers with an annual income above Rs.5,00,000 or below Rs.5,00,000, and Hindu and non-Hindu government secondary school teachers regarding head master/mistress [11]. To find out the problems of government secondary school teachers regarding colleagues/co-teachers [12]. To find out the problems of male and female government secondary school teachers, teachers, rural and urban government secondary school teachers, under-graduate and post-graduate government secondary school teachers, above 15 years and below 15 years experienced government secondary school teachers. non-residential and residential government secondary school teachers, Telugu and English medium government secondary school teachers, unreserved and reserved caste government secondary school teachers, government secondary school teachers with unemployed or employed spouse, government secondary school teachers with an annual income above Rs.5,00,000 or below Rs.5,00,000, and Hindu and non-Hindu government secondary school teachers regarding colleagues/co-teachers [13]. To find out the problems of government secondary school teachers regarding students [14]. To find out the problems of male and female government secondary school teachers, rural and urban government secondary school teachers, under-graduate and post-graduate government secondary school teachers, above 15 years and below 15 years experienced government secondary school teachers. non-residential and residential government secondary school teachers, Telugu and English medium government secondary school teachers, unreserved and reserved caste government secondary school teachers, government secondary school teachers with unemployed or employed spouse, government secondary school teachers with an annual income above Rs.5,00,000 or below Rs.5,00,000, and Hindu and non-Hindu government secondary school teachers regarding students [15]. To find out the problems of rural and urban government secondary school teachers regarding students [16]. To find out the problems of under-graduate and post-graduate government secondary school teachers, rural and urban government secondary school teachers, under-graduate and post-graduate government secondary school teachers, above 15 years and below 15 years experienced government secondary school teachers. non-residential and residential government secondary school teachers, Telugu and English medium government secondary school teachers, unreserved and reserved caste government secondary school teachers, government secondary school teachers with unemployed or employed spouse, government secondary school teachers with an annual income above Rs.5,00,000 or below Rs.5,00,000, and Hindu and non-Hindu government secondary school teachers regarding students [17]. To find out the problems of government secondary school teachers regarding service matters [18]. To find out the problems of male and female government secondary school teachers, rural and urban government secondary school teachers, under-graduate and post-graduate government secondary school teachers, above 15 years and below 15 years experienced government secondary school teachers. non-residential and residential government secondary school teachers, Telugu and English medium government secondary school teachers, unreserved and reserved caste government secondary school teachers, government secondary school teachers with unemployed or employed spouse, government secondary school teachers with an annual income above Rs.5,00,000 or below Rs.5,00,000, and Hindu and non-Hindu government secondary school teachers regarding service matters [19]. To find out the problems of government secondary school teachers regarding job satisfaction [20]. To find out the problems of male and female government secondary school teachers, rural and urban government secondary school teachers, under-graduate and post-graduate government secondary school teachers, above 15 years and below 15 years experienced government secondary school teachers. non-residential and residential government secondary school teachers, Telugu and English medium government secondary school teachers, unreserved and reserved caste government secondary school teachers, government secondary school teachers with unemployed or employed spouse, government secondary school teachers with an annual income above Rs.5,00,000 or below Rs.5,00,000, and Hindu and non-Hindu government secondary school teachers regarding job satisfaction.
The normative survey method of investigation is very common in educational research, which attempts to describe and interpret what exists at present in the form of conditions, practices, processes, trends, effects, attitudes, beliefs, etc. Hence, normative survey method was selected for the present study.
Variables of the Study
The variables are the conditions or characteristics that the experimenter manipulates, controls or observes. For the present study, these independent variables are chosen: 1. Gender: Male and Female Government Secondary School Teachers. 2. Locality: Rural and Urban Government Secondary School Teachers. 3. Educational Qualification: Under-graduate and Post-graduate Government Secondary Teachers. 4. Teaching Experience: Government Secondary School Teachers with Above 15 years and Below 15 years Teaching Experience. 5. Type of School: Non-residential and Residential Government Secondary School Teachers. 6. Medium of Instruction: Telugu medium and English medium Government Secondary School Teachers. 7. Caste Reservation: Reserved and Unreserved caste Government Secondary School Teachers. 8. Spouse Employment: Government Secondary School Teachers with Unemployed or Employed Spouse. 9. Annual Income: Government Secondary School Teachers with an Annual Income above Rs.5,00,000 and below Rs.5,00,000 of. 10. Religion: Hindu and Non-Hindu Government Secondary School Teachers.
Hypotheses of the Study
The hypotheses are tentative generalizations that provide basis to the whole study to be tested by facts. The hypotheses of the present study were: 1. There are no problems to government secondary school teachers. 1A. There is no significant difference in the problems of male and female government secondary school teachers. 1B. There is no significant difference in the problems of rural and urban government secondary school teachers. 1C. There is no significant difference in the problems of under-graduate and post-graduate government secondary school teachers. 1D. There is no significant difference in the problems of above 15 years and below 15 years experienced government secondary school teachers. 1E. There is no significant difference in the problems of non-residential and residential government secondary school teachers. 1F. There is no significant difference in the problems of Telugu medium and English medium government secondary school teachers. 1G. There is no significant difference in the problems of unreserved and reserved caste government secondary school teachers. 1H. There is no significant difference in the problems of government secondary school teachers with unemployed or employed spouse. 1I. There is no significant difference in the problems of government secondary school teachers with an annual income above Rs.5,00,000 and below Rs.5,00,000. 1J. There is no significant difference in the problems of Hindu and non-Hindu government secondary school teachers. 2. There are no problems to government secondary school teachers regarding school facilities. 2A. There is no significant difference in the problems of male and female government secondary school teachers regarding school facilities. 2B. There is no significant difference in the problems of rural and urban government secondary school teachers regarding school facilities. 2C. There is no significant difference in the problems of under-graduate and post-graduate government secondary school teachers regarding school facilities. 2D. There is no significant difference in the problems of above 15 years and below 15 years experienced government secondary school teachers regarding school facilities. 2E. There is no significant difference in the problems of non-residential and residential government secondary school teachers regarding school facilities. 2F. There is no significant difference in the problems of Telugu medium and English medium government secondary school teachers regarding school facilities. 2G. There is no significant difference in the problems of unreserved and unreserved caste government secondary school teachers regarding school facilities. 2H. There is no significant difference in the problems of unemployed or employed spouse of government secondary school teachers regarding school facilities. 2I. There is no significant difference in the problems of government secondary school teachers with an annual income above Rs.5,00,000 and below Rs.5,00,000 regarding school facilities. 2J. There is no significant difference in the problems of Hindu and non-Hindu government secondary school teachers regarding school facilities. 3. There are no problems to government secondary school teachers regarding school management. 3A. There is no significant difference in the problems of male and female government secondary school teachers regarding school management. 3B. There is no significant difference in the problems of rural and urban government secondary school teachers regarding school management. 3C. There is no significant difference in the problems of under-graduate and post-graduate government secondary school teachers regarding school management. 3D. There is no significant difference in the problems of above 15 years and below 15 years experienced government secondary school teachers regarding school management. 3E. There is no significant difference in the problems of non-residential and residential government secondary school teachers regarding school management. 3F. There is no significant difference in the problems of Telugu medium and English medium government secondary school teachers regarding school management. 3G. There is no significant difference in the problems of unreserved and unreserved caste government secondary school teachers regarding school management. 3H. There is no significant difference in the problems of unemployed or employed spouse of government secondary school teachers regarding school management. 3I. There is no significant difference in the problems of government secondary school teachers with an annual income above Rs.5,00,000 and below Rs.5,00,000 regarding school management. 3J. There is no significant difference in the problems of Hindu and non-Hindu government secondary school teachers regarding school management. 4. There are no problems to government secondary school teachers regarding head master/mistress. 4A. There is no significant difference in the problems of male and female government secondary school teachers regarding head master/mistress. 4B. There is no significant difference in the problems of rural and urban government secondary school teachers regarding head master/mistress. 4C. There is no significant difference in the problems of under-graduate and post-graduate government secondary school teachers regarding head master/mistress. 4D. There is no significant difference in the problems of above 15 years and below 15 years experienced government secondary school teachers regarding head master/mistress. 4E. There is no significant difference in the problems of non-residential and residential government secondary school teachers regarding head master/mistress. 4F. There is no significant difference in the problems of Telugu medium and English medium government secondary school teachers regarding head master/mistress. 4G. There is no significant difference in the problems of unreserved and reserved caste government secondary school teachers regarding head master/mistress. 4H. There is no significant difference in the problems of unemployed or employed spouse of government secondary school teachers regarding head master/mistress. 4I. There is no significant difference in the problems of government secondary school teachers with an annual income above Rs.5,00,000 and below Rs.5,00,000 regarding head master/mistress. 4J. There is no significant difference in the problems of Hindu and non-Hindu government secondary school teachers regarding head master/mistress. 5. There are no problems to government secondary school teachers regarding colleagues/co-teachers. 5A. There is no significant difference in the problems of male and female government secondary school teachers regarding colleagues/co-teachers. 5B. There is no significant difference in the problems of rural and urban government secondary school teachers regarding colleagues/co-teachers. 5C. There is no significant difference in the problems of under-graduate and post-graduate government secondary school teachers regarding colleagues/co-teachers. 5D. There is no significant difference in the problems of above 15 years and below 15 years experienced government secondary school teachers regarding colleagues/co-teachers. 5E. There is no significant difference in the problems of non residential and residential government secondary school teachers regarding colleagues/co-teachers. 5F. There is no significant difference in the problems of Telugu medium and English medium government secondary school teachers regarding colleagues/co-teachers. 5G. There is no significant difference in the problems of unreserved and unreserved caste government secondary school teachers regarding colleagues/co-teachers. 5H. There is no significant difference in the problems of unemployed or employed spouse of government secondary school teachers regarding colleagues/co-teachers. 5I. There is no significant difference in the problems of government secondary school teachers with an annual income above Rs.5,00,000 and below Rs.5,00,000 regarding colleagues/co-teachers. 5J. There is no significant difference in the problems of Hindu and non-Hindu government secondary school teachers regarding colleagues/co-teachers. 6. There are no problems to government secondary school teachers regarding students. 6A. There is no significant difference in the problems of male and female government secondary school teachers regarding students. 6B. There is no significant difference in the problems of rural and urban government secondary school teachers regarding students. 6C. There is no significant difference in the problems of under-graduate and post-graduate government secondary school teachers regarding students. 6D. There is no significant difference in the problems of above 15 years and below 15 years experienced government secondary school teachers regarding students. 6E. There is no significant difference in the problems of non-residential and residential government secondary school teachers regarding students. 6F. There is no significant difference in the problems of Telugu medium and English medium government secondary school teachers regarding students. 6G. There is no significant difference in the problems of unreserved and unreserved caste government secondary school teachers regarding students. 6H. There is no significant difference in the problems of unemployed or employed spouse of government secondary school teachers regarding students. 6I. There is no significant difference in the problems of government secondary school teachers with an annual income above Rs.5,00,000 and below Rs.5,00,000 regarding students. 6J. There is no significant difference in the problems of Hindu and non-Hindu government secondary school teachers regarding students. 7. There are no problems to government secondary school teachers regarding service matters. 7A. There is no significant difference in the problems of male and female government secondary school teachers regarding service matters. 7B. There is no significant difference in the problems of rural and urban government secondary school teachers regarding service matters. 7C. There is no significant difference in the problems of under-graduate and post-graduate government secondary school teachers regarding service matters. 7D. There is no significant difference in the problems of above 15 years and below 15 years experienced government secondary school teachers regarding service matters. 7E. There is no significant difference in the problems of non residential and residential government secondary school teachers regarding service matters. 7F. There is no significant difference in the problems of Telugu medium and English medium government secondary school teachers regarding service matters. 7G. There is no significant difference in the problems of unreserved and unreserved caste government secondary school teachers regarding service matters. 7H. There is no significant difference in the problems of unemployed or employed spouse of government secondary school teachers regarding service matters. 7I. There is no significant difference in the problems of government secondary school teachers with an annual income above Rs.5,00,000 and below Rs.5,00,000 regarding service matters. 7J. There is no significant difference in the problems of Hindu and non-Hindu government secondary school teachers regarding service matters. 8. There are no problems of government secondary school teachers regarding job satisfaction. 8A. There is no significant difference in the problems of male and female government secondary school teachers regarding job satisfaction. 8B. There is no significant difference in the problems of rural and urban government secondary school teachers regarding job satisfaction. 8C. There is no significant difference in the problems of under-graduate and post-graduate government secondary school teachers regarding job satisfaction. 8D. There is no significant difference in the problems of above 15 years and below 15 years experienced government secondary school teachers regarding job satisfaction. 8E. There is no significant difference in the problems of non-residential and residential government secondary school teachers regarding job satisfaction. 8F. There is no significant difference in the problems of Telugu medium and English medium government secondary school teachers regarding job satisfaction. 8G. There is no significant difference in the problems of unreserved and reserved caste government secondary school teachers regarding job satisfaction. 8H. There is no significant difference in the problems of unemployed or employed spouse of government secondary school teachers regarding job satisfaction. 8I. There is no significant difference in the problems of government secondary school teachers with an annual income above Rs.5,00,000 and below Rs.5,00,000 regarding job satisfaction. 8J. There is no significant difference in the problems of Hindu and non-Hindu government secondary school teachers regarding job satisfaction.
Sample of the Study
A sample is a smaller representation of the larger whole. A sample of 620 was selected randomly from different strata for the present study considering all the variables.
Research Tool of the Study
A research tool is used for the purpose of data collection. The tool used in the present study was “Teacher Problems Scale” standardized by the researcher, following the required research procedures.
Statistical Techniques of the Study
The statistical techniques, viz., mean, standard deviation, and critical ratio were used to analyze the raw scores and to extract the findings. Based on the findings, suitable conclusions were drawn for necessary discussion and implementation.
The present study regarding the problems of government secondary school teachers has resulted in arriving at the following conclusions which may be utilized in improving the present state of affairs concerned to teachers of secondary schools.
The government secondary school teachers are facing problems at an average level. There is no significant difference in the problems of male and female government secondary school teachers, rural and urban government secondary school teachers, under-graduate and post-graduate government secondary school teachers, Telugu and English medium government secondary school teachers, unreserved and reserved caste government secondary school teachers, and government secondary school teachers with annual income above Rs.5,00,000 and below Rs.5,00,000; except government secondary school teachers with above 15 years and below 15 years teaching experience, non-residential and residential government secondary school teachers, government secondary school teachers with unemployed or employed spouse, and Hindu and non-Hindu government secondary school teachers. The below 15 years experienced government secondary school teachers, residential government secondary school teachers, government secondary school teachers with employed spouse, and Hindu government secondary school teachers are facing more problems than their counterparts
As the government secondary school teachers are facing problems at an average level with infrastructural facilities, school management/supervision, head of the institution, relations with colleagues, different issues of the students, and the job satisfaction of teachers; and also as the nation and the society demand quality citizens with all required personality characteristics with necessary social awareness and vocational skills, it is the duty of the school teachers to impart quality instruction in their classrooms and to try to realize the personal aspirations as well as the goals of education.
The government secondary school teachers have an average level of problems regarding school facilities. There is no significant difference in the problems of male and female government secondary school teachers, rural and urban government secondary school teachers, under-graduate and post-graduate government secondary school teachers, government secondary school teachers with above 15 years and below 15 years teaching experience, non-residential and residential government secondary school teachers, Telugu and English medium government secondary school teachers, unreserved and reserved caste government secondary school teachers, government secondary school teachers with unemployed or employed spouse, government secondary school teachers with an annual income above Rs.5,00,000 and below Rs.5,00,000, and Hindu and non-Hindu government secondary school teachers regarding school facilities
The government secondary school teachers are facing an average level of problems with the distance between the school and the school, building facilities, inclusive facilities, sanitary facilities, teaching learning material, laboratories, library facilities, ICT equipment, etc., as these play a pivotal role in effective teaching learning activities. It is highly impossible to any organisation to provide everything and hence the teachers should also thing of improving the things that are possible at their level to impart the best to their best.
The government schools anywhere in the world, when compared with private institutions, are mostly suffering from inadequate facilities and amenities and this has become a menace to the quality teaching learning process. The government schools must be provided with required infrastructural facilities consisting of classrooms, laboratories, office rooms, staff rooms, rest rooms, store rooms, library, hall, etc., and also barrier-free environment; adequate instructional facilities such as teaching learning material, internet and computer facilities, traditional as well as electronic boards and allied equipment, curricular textbooks and reference books, equipment required for experiments, material required to conduct projects and activities, etc,; and teachers’ academic equipment by allocating adequate funds to each school.
The government secondary school teachers have an average level of problems regarding school management. There is no significant difference in the problems of rural and urban government secondary school teachers, under-graduate and post-graduate government secondary school teachers, non-residential and residential government secondary school teachers, Telugu and English medium government secondary school teachers, unreserved and reserved caste government secondary school teachers, government secondary school teachers with unemployed and employed spouse, and Hindu and non-Hindu government secondary school teachers regarding school management; except male and female government secondary school teachers, government secondary school teachers with above 15 years and below 15 years teaching experience, government secondary school teachers with an annual income above Rs.5,00,000 and below Rs.5,00,000. The female government secondary school teachers, less experienced government secondary school teachers, and government secondary school teachers with an annual income above Rs.5,00,000 have more problems than their counterparts regarding school management
The government secondary school teachers are facing problems at an average level concerned to teacher-oriented management policies, opportunities in expressing teachers’ opinions, school achievements, in-service teacher training programmes, attending seminars conferences workshops meetings, salaries and other emoluments, faculties and equipment, maternity and medical leaves, listening the opinions of the teachers, which play a commendable role in the academic activities of schools and teachers. The management/administration must be generous enough in every matter as it is the ultimate end in the pyramid of administrative affairs. The teachers must also take into consideration various issues dealing with the administrative matters.
The management, either the distant government officials or the immediate head of the institution, should function in accordance of the interests and requirements of the teachers by having teacher-oriented administrative and academic policies; by providing them with the opportunities of attending orientation programmes, workshops, seminars, conferences, etc.; by arranging in-service teacher training/orientation programmes and refresher courses and also allowing them to pursue higher education either through regular mode by providing study leave and also through distance mode by giving necessary permissions; by granting the medical, earned, casual and special leaves as and when required; and by listening to the teachers so that the management/administration can resolve the immediate issues without much delay to avoid frustrations among teachers, which may help the administration run on smooth lines.
The government secondary school teachers are facing problems at an average level with the head of the institution with regard to extending suitable academic support, showing impartial behaviour, taking care of the teachers, functioning democratically, appreciating the achievements of teachers, solving the problems of teachers, giving encouragement to teachers to attend teaching learning activities innovatively, arranging co-curricular activities, supervising the academic activities regularly, fulfilling the requirements for effective teaching learning activities as these play an effective role in the efficient functioning of the institution as well as interesting initiations of the teachers in teaching and learning programmes. The relationships between head and staff may often depend on the rules and regulations to be implemented, behaviour of the head and teachers, attitudes and egos of the concerned personalities, and finally how they look the issue under consideration.
The head of the school should behave democratically, act impartially, extend academic support, take care of his teammates, encourage to teach innovatively without losing the very essence of teaching, arrange co-curricular activities, supervise academic activities judicially, appreciate the achievements of the teachers, solve the problems of the teacher, fulfill the requirements of teaching learning activities so that a harmony is brought between head of the institution and the teachers, and it in return helps the teachers function energetically to achieve the set goals of the curriculum and school.
The government secondary school teachers are facing problems at an average level concerned to their colleagues with respect to showing the spirit of co-operation, extending helping hand, considering as an equal, feeling accountability, helping in teaching activities, supporting in conducting co-curricular activities, shouldering responsibilities on request, inviting advices and takes services, attending attentively my personal needs, and coming to rescue of colleagues in any issue, as these issues play a pivotal role in having coordinated cooperativeness among teachers of the school to achieve academic endeavours. The relationships among may mostly depend on the attitude, aptitude, perception, knowledge, wisdom, ego, emotions, beliefs, prejudices, stereotypes, etc., of each teacher and teachers put together. Internal as well as external forces also contribute to the relationships of teachers.
One of the major components of the schools is the relationship among the head of the institution, the teachers and the students and also with the parents of the students, then lastly comes the relationship of the whole school with the neighbouring community. The teachers must have cordial and humane relationships among them, in and out of the school, as these relationships help them serve each other, participate in cooperative and team teaching, appreciate each other upon achieving something laudable, share each one’s experiences successes and sufferings, attending other one’s personal as well as professional needs upon requirement, feeling and sharing accountability, and showing a feeling of team spirit as all of these bring a feeling of oneness among the teachers thereby a glamour to the instruction.
The government secondary school teachers are facing problems at an average level related to the students with regard to inclusive classroom atmosphere, students’ responsibility for the smooth conduct of classes, attending academic activities attentively, maintaining cordial relationship with teachers, meeting the teachers for advice, extending due respect to teachers, feeling comfort in consulting teachers for advice, maintaining self-discipline, follow instructions interestingly, attending the classes regularly as all of these add flesh and blood to the teaching and learning process in any academic institution. The problems regarding students may mostly depend on the usefulness of the syllabus, strength of the students in a class, self-discipline of the individual students and their parents, teacher and student relationship and wisdom of the stakeholders.
As the teachers working in the government secondary schools are having problems at an average level regarding the students, the teachers must develop a conducive and inclusive atmosphere in the classrooms, monitor the students in way that all the teachers admire the teachers and obey them in any academic matter, give access to the students during the leisure of the teachers to consult on academic matter, encourage and provide opportunities and situations to develop self-discipline by the students themselves, gain respect from students by being a personal example. Once the students are at the finger tips of the teachers, the students do whatever they are supposed to and achieve the set goals anytime and every time.
7. The government secondary school teachers are with an average level of problems regarding service matters. There is no significant difference in the problems of rural and urban government secondary school teachers, under-graduate and post-graduate government secondary school teachers, government secondary school teachers with 15 years and below 15 years teaching experience, non-residential and residential government secondary school teachers, Telugu and English medium government secondary school teachers, unreserved and reserved caste government secondary school teachers, government secondary school teachers with unemployed and employed spouse, Hindu and non-Hindu government secondary school teachers regarding service matters; except male and female government secondary school teachers regarding service matters, government secondary school teachers with an annual income above Rs.5,00,000 and below Rs.5,00,000. The female government secondary school teachers, and government secondary school teachers with an annual income below Rs.5,00,000 are facing more problems regarding service matters
The government secondary school teachers facing problems at an average level related to the service matters are salary connected with service matters, deriving pleasure from teaching, promotion opportunities, availability of time for recreation and rest, extra payment for extra work, suitability of the working hours, freedom to plan independently, teacher pupil ratio, making personal life comfortable with the available salary, and retirement benefits for happy living as these are very essential things in the life and career of a teacher. As the teachers are working in government secondary schools, the service matters will be as per the rules and regulations of the government and the satisfaction and dissatisfaction is an individual teacher’s attitude; and the things happen in the government as planned and scheduled as everything in the government is fixed and final.
It is the utmost responsibility of the teacher to do unconditional service to the students to mould them according to the academic and societal requirement, as the teacher has chosen the noblest profession of all professions of the humankind. Where ever the teachers may be working and whatever problems they may be facing, they must work for the common cause of education ignoring their personal problems as are explained in the service matters. In order to remove psychological dissatisfaction of the secondary school teachers, a proper service structure and time scale should be institutionalized for increments, promotions, retirement benefits, etc.; if not framed so far as per the interests of the teachers; so that they perform their duties perfectly without thinking about service matters. A satisfied teacher can only deliver the goods in the classrooms to the quantum required and status expected.
The government secondary school teachers are facing an average level of problems regarding job satisfaction. There is no significant difference in the problems of rural and urban government secondary school teachers, under-graduate and post-graduate government secondary school teachers, government secondary school teachers with above 15 years and below 15 years teaching experience, non-residential and residential government secondary school teachers, Telugu and English medium government secondary school teachers, unreserved and reserved caste government secondary school teachers, government secondary school teachers with unemployed or employed spouse, Hindu and non-Hindu government secondary school teachers regarding job satisfaction; except male and female government secondary school teachers, government secondary school and teachers with an annual income above Rs.5,00,000 and below Rs.5,00,000. The female government secondary school teachers, and government secondary school teachers with an annual income below Rs.5,00,000 are facing more problems regarding job satisfaction
The government secondary school teachers facing problems at an average level related to the job satisfaction with respect to receiving awards for their work, getting any rewards for my work, getting salary in accordance with my work, satisfaction with school policies, deriving any pleasure in my teaching work, satisfying with the service conditions, satisfying with the facilities available in school, satisfying with the opportunities provided in school, satisfying with the management support, and getting proper respect in school, as these all initially contribute for job satisfaction and consequently for the success of the teaching learning process. Often, the job satisfaction depends on several factors, some among them are these issues and these are some at personal level and some at management level.
The administrative issues are rule-bound and are not to be bent as desired so easily, so the teachers must have job satisfaction looking into the pros and cons of their employment responsibilities that include personal as well as affective issues. As the satisfied teachers can only do their best in and out of the school, the teachers should develop a positive attitude keeping outside the trade union culture as the teachers have joined the service accepting and agreeing the rules, regulations, norms and services of the job of a teacher. As the teacher is the backbone of any educational system, the teacher must be at his best in performing the responsibilities and obligations of the teacher.
In conclusion, all the government secondary school teachers are facing an average level of problems with regard to school facilities, school management, head master/mistress, colleagues/co-teachers, students, service matters, and job satisfaction. Almost all the variables have had the same effect on the problems of teachers, average level of problems to the government secondary school teachers. The government should look into the matter and do the needful in solving the problems to keep the teachers on right track to deliver the best in the classrooms.
Suggestions for Further Research
In the light of the present study, A Study of Problems of Government Secondary Schools, the following studies may be taken up by the researchers. 1. Comprehensive and comparative studies may be taken up covering the entire sample – private school teachers and government school teachers - of the state to find out the problems of secondary school teachers. 2. Studies may be taken up to identify the relationship among teaching aptitude, professional attitude, job satisfaction and problems of secondary school teachers. 3. Studies may be taken up to compare the problems of primary and secondary school teachers in order to fill the gap between these two levels. 4. Studies may be taken up to identify the influence of intelligence, personality, attitude, etc., on the problems of secondary school teachers. 5. Studies may be taken up to find out the problems of private primary and secondary school teachers. 6. Studies may be taken up to identify the influence of socio-economic status on the problems of secondary school teachers.
The educational organizations such as schools should have individuals who are committed to their organization, profession and well-being of the students. A teacher today has to play a definite role to modernize society. The vitality of all educational organizations lies in the willingness of teachers to contribute to the development of the organizations. Teachers strong in commitment find it easy to be interested in whatever they do and can involve themselves in it whole heartedly.
Anderson. The effective teacher. New York: McGraw-Hill International Editions, 1989.
Bernard, N.p and K. Kulandaivel. “A study of job satisfaction among graduate teachers in Coimbatore.” Journal of Educational Research and Extension, vol. 13, no. 2, 1976, pp. 120–124.
Best, J.W. and J.V. Khan. Research in education. New Delhi: Prentice-Hall of India Publishers Private Limited, 1989.
Bhaskara Rao, Digumarti. Scientific attitude, scientific aptitude and achievement. New Delhi: Discovery Publishing House, 2004.
Bhaskara Rao, Digumarti, editor. Encyclopaedia of education for all. 5 vols. New Delhi: APH Publishing Corporation, 1996.
Bhaskara Rao, Digumarti, editor. International encyclopaedia of AIDS. 11 vols. New Delhi: Discovery Publishing House, 1999.
Bhaskara Rao, Digumarti, editor. International encyclopaedia of human rights. 7 vols. in 13 parts. New Delhi: Discovery Publishing House, 2000.
Bhaskara Rao, Digumarti, editor. International encyclopaedia of science and technology education. 11 vols. New Delhi: Discovery Publishing House, 2000.
Bhaskara Rao, Digumarti, editor. Education for all: Achieving the goal. 3 vols. New Delhi: APH Publishing Corporation, 2000.
Bhaskara Rao, Digumarti, editor. International encyclopaedia of learning to live together. 4 vols. New Delhi: Discovery Publishing House, 2004.
Bhaskara Rao, Digumarti, editor. Encyclopaedia of education for all. 3 vols. New Delhi: Discovery Publishing House, 2005.
Bhaskara Rao, Digumarti, editor. Encyclopaedia of teacher education. 4 vols. New Delhi: Discovery Publishing House, 2007.
Bhaskara Rao, Digumarti, editor. Encyclopaedia of education for living together. 4 vols. New Delhi: Discovery Publishing House, 2007.
Bhaskara Rao, Digumarti, editor. Teacher education in India. New Delhi: Discovery Publishing House, 1998.
Bhaskara Rao, Digumarti, editor. World conference on higher education. New Delhi: Discovery Publishing House, 2001.
Bhaskara Rao, Digumarti, editor. Inspiring experiences in teacher education. New Delhi: Discovery Publishing House, 2003.
Bhaskara Rao, Digumarti, editor. International studies in education. 3 vols. New Delhi: Discovery Publishing House, 2003.
Bhaskara Rao, Digumarti, editor. Teachers in a changing world. New Delhi: Discovery Publishing House, 2003.
Bhaskara Rao, Digumarti, editor. General secondary education in the 21st century. New Delhi: Discovery Publishing House, 2004.
Bhaskara Rao, Digumarti, editor. Reforming secondary education. New Delhi: Discovery Publishing House, 2004.
Download PDF
Download PDF
Download PDF
Download PDF
Download XML
