Journal of Advance Management Research, ISSN

Journal of Advance Management Research, ISSN: 2393-9664 Vol.05 Issue-04, (October 2017), Impact Factor: 4.598 Divergence among Teachers’ contribution in Sarva Shiksha Mission of Hooghly District of West Bengal Smt. Sanghamitra Basak1, Assistant Professor, Surendranath Women’s College, Kolkata & Scholar, University of Kalyani, India Professor Prasenjit Deb2 Supervisor & Head, Department of Lifelong Learning & Extension, West Bengal, India (Principal & Corresponding Author) Abstract Teachers are most noteworthy factor in education system. Teachers are playing very significant role for the success of education system. That system of education may be for primary level or for secondary level, or it may be for level of higher education. Teachers are dynamic and conscious aspect of education, they are very cognizant about every phenomena of education due to their professional competence. They are well acquainted with national literacy mission, post literacy mission, district primary education programmer and Sarva Shiksha Mission. This study had concentrated on the differences of the level of perception about Sarva Shiksha Mission (SSM) among the school teachers in terms of 23 variables viz. Age (X1), Formal qualification (X2),Training (X3),Teaching experience (X4), Monthly Income(X5), Interaction with NGO (X6), Association with different organizations (X7), Social participation (X8), Expose to media (X9), Job satisfaction (X10), Engagement in other activities (X11), Availability of TLM (X12), Use of teaching aids (X13), Impact of TLM (X14), Use of training workshop (X15), Suggestion towards minimizing dropout (X16), Facilities available at school (X17), Effectiveness of MDM (X18), Motivation towards Backward children (X19), Reasons of drop out (X20), Role of Mother in promoting education (X22) and Role of Society (X23) were found to bear mentionable impact on the high and low level of perception (Y) of the school teachers of West Bengal. The D2 Statistics identified that the five factors namely, Availability of TLM (X12), Engagement in other activities (X11), Use of teaching aids (X13), Teaching experience (X4), and Monthly Income(X5) played their pivotal role in categorizing divergence among teachers’ contribution in Sarva Shiksha Mission of Hooghly District of West Bengal. Key words: Sarva Shiksha Mission, Mid-day Meal, and level of perception etc. Introduction In the study of Azavedo (2011), he found that an overview of what we were doing in 2009 -2010 to help GSSA appointed resource persons in rural contexts become facilitators for school teachers and also generate their own learning materials. The Goa Sarva Shiksha Abhiyan (GSSA) is the Goa unit of the Central Government regulated programme for the up gradation of teacher training and the preparation of teaching/learning material for standards 1 to 7. As an important part of its mandate, it undertook various activities to train teachers as facilitators and materials developers. This paper explores a programme undertaken by GSSA for the teachers from Goa. Two main aspects were addressed in this paper: 1. The societal context within which English is learnt in Goa.

Double-Blind Peer Reviewed Refereed International Journal - Included in the International Serial Directories

Journal of Advance Management Research, ISSN: 2393-9664 (JAMR) http://www.jamrpublication.com email id- [email protected] Page 224

Journal of Advance Management Research, ISSN: 2393-9664 Vol.05 Issue-04, (October 2017), Impact Factor: 4.598 2. How was the program conceptualized? 3. What aspects are being emphasized as especially important in rural contexts? 4. What are the main challenges we face in this continuing program? The so called rural areas of Goa are visibly different from those in the rest of India, many of them being like prosperous small towns.1 In their study, D’Souza and Rao (2011) showed that, an attempt to describe a training programme implemented jointly by the British Council, Sarva Shiksha Abhiyan (SSA) and Department of State Educational Research and Training (DSERT) Karnataka supported by UNICEF for primary school teachers in government schools in Karnataka. The overall aim is to give teachers of English new skills and knowledge and increase their confidence to conduct their lessons in English. The training programme has been very well received by teacher educators and teachers alike. During the programme techniques to increase learner interaction are explored with the aim of giving learners every opportunity to communicate in English2. According to Clegg and Dick (2011), an overview to a teacher filming project involving the British Council, the Government of Tamil Nadu’s Sarva Shiksha Abhiyan (SSA) and UNICEF. It covers the background to the project, the teacher selection process followed, filming logistics and editing, how the accompanying teacher training materials were conceived and piloted and the learning points with future recommendations. The films have received very positive feedback to date and have generated a lot of interest in the region, and as a result, West Bengal, The National Capital Region Delhi and Sri Lanka are all going ahead to make their own films for teacher training in partnership with the British Council, based on the model we followed in Tamil Nadu3. Siddiqi (2008) found that, here are some problems of elementary such as out of school children, working children, or child labourers, parents ignorance family’s poor financial conditions, attitude of parents towards girl’s education, distance of the school from the place of residence, lack of provision basic infrastructure and lack of women teachers in the school is another problem (1). To bring out of school children in the fold of elementary education child wise planning should be undertaken, (2) Child labour should be minimized, (3) Fond for primary education should be increased, (4) Part-time and alternate school should be opened in large number nevertheless, unless efforts to attract the children to schools and to retain them in schools by making both parents and children feel that schools are worthwhile, the success of elementary education may remain a distant dream in country’s developmental programmes4. In the study of Bhad (2012), he found that realizing this aim of education there is existence of a horizontal as well as vertical relationship that is learnt at various stages of education and for that Primary Education is the first step of formed education. In this connection, different commissions and committees, policies and schemes have been contributed to improve the status of primary education as National Policy of Education (NPE) 1968, scheme of Operation Black 1

A Teacher Orientation Programme

2

Overcoming Resistance to Change: Karnataka Teacher Empowerment Programme

3

Teacher Filming Project: Tamil Nadu, India

4

Universalization of Elementary Education in India



Journal of Advance Management Research, ISSN: 2393-9664 Vol.05 Issue-04, (October 2017), Impact Factor: 4.598 Board (OBB), Minimum Level of Learning (MLL), Special Orientation Programme for Primary School Teachers (SOPT), Mid Day Meal Scheme (MDMS), District Primary Education Programme (DPEP) and Sarva Shiksha Abhiyan Mission (S.S.A.M.). All these programmes existed with the prime goal of Universalization of primary education. However the fact is that yet even after half century of post independence, the much cherished goal of UEE still remains a distance dream. At this time again an attempt is made by the government as existing scheme Sarva Shiksha Abhiyan Mission (S.S.A.M.). It has been designed as a mission. It is a timely effort for the Universalization of primary education with the three main goals as Enrollment, Retention and Quality enhancement to achieve these goals S. S. A. M. works with the different schemes. While working with such goals having different strategies the role of the teacher becomes central in Sarva Shiksha Abhiyan Mission (S.S.A.M.) Programme. Findings are (1) Primary School Teachers possesses middle perception towards S.S.A.M Programme; (2) Male and Female Primary School Teachers possesses middle perception towards S.S.A.M Programme; (3) Primary School Teachers of urban and rural area possesses middle perception towards S.S.A.M Programme; (4) There is no significant difference in the perception of male and female Primary teachers, so gender is not affected factor on the perception of teachers towards S.S.A.M. Programme; (5) There is significant difference in the perception of Primary School teachers of urban and rural area so area is effected factor for the perception of Primary School teachers towards S.S.A.M. Programme; (6) Primary teachers of rural area possesses higher perception towards S.S.A.M. Programme than the teachers of urban area; (7) Male Primary Teachers of urban and rural areas are possesses equal perception towards S.S.A.M. Programme; (8) There is significant difference in the perception of female Primary School teachers of urban and rural area; and (9) Female teachers of rural area possess high perception than the female teachers of urban area5. In the study of Ghosh and Deb (2017), it is found that few eminent variables such as Age of respondent, Education of teachers, Training Experience, Year of Experience, Engagement in other activity, Family Income, Social Participation, Interaction with Head Teacher, Interaction with School Inspectors, Interaction with SSM Personnel, Organizational Interfacing, Involvement in SSM actions, Value Judgement, Response about SSM activities, Use of TL Materials, Exposures to Media and Opinion about present education system have been described to discriminate the level of perception among Elementary School Teachers of Dooars Region of West Bengal6. Research Method The present study is based on intensive individual survey conducted during January to August 2016 in 40 different secondary schools of Hooghly District of West Bengal which were selected on random basis out of 1038 elementary schools. Generally, Teachers at the upper primary level were selected as respondents. For the purpose of the study, two blocks from eastern part of Hooghly Districts namely, Chanditala-I and Mogra-Chinsurah and another two blocks from western part of the Districts namely, Pursura and Khanakul-II. From each block, ten schools were identified and from each school, ten students were selected whose parents were being considered as respondents. While calculating the high and low level perception, the district with highest literacy, that is, Pursura and Khanakul-II blocks were taken as high level of perception among its 5 6

A Study of Perception of Primary School Teachers Towards Sarva Shiksha Abhiyan Mission (S.S.A.M.) programme with respect to Some International Journal of Scientific Research and Management (IJSRM), 5(09), 2017.



Journal of Advance Management Research, ISSN: 2393-9664 Vol.05 Issue-04, (October 2017), Impact Factor: 4.598 respondents and Chanditala-I and Mogra-Chinsuraha Blocks of the Hooghly District were chosen to close proximity to low level of perception among its respondents. A structured schedule containing of 40 questions/ statement/ views/ opinions/ options were placed before each teacher individually to assess the level the perception about Sarva Shiksha Mission. Above 40 questions were again arranged in twenty three (23) causal variables. Here, in order to identity the problems, various statistical analyses like correlation, mean, and Mahalanabis D-square analysis method are used to understand the cause of discrimination in their perception level. Objective of the Study The General objectives of the study are as follows: 1. To study the level of perception (Y) on Sarva Shiksha Mission (SSM) of school teachers. 2. To assess the nature and extend of causal factors viz. Age (X1), Formal qualification (X2),Training (X3),Teaching experience (X4), Monthly Income(X5), Interaction with NGO (X6), Association with different organizations (X7), Social participation (X8), Expose to media (X9), Job satisfaction (X10), Engagement in other activities (X11), Availability of TLM (X12), Use of teaching aids (X13), Impact of TLM (X14), Use of training workshop (X15), Suggestion towards minimizing dropout (X16), Facilities available at school (X17), Effectiveness of MDM (X18), Motivation towards Backward children (X19), Reasons of drop out (X20), Role of Mother in promoting education (X22) and Role of Society (X23). 3. To study the nature of interdependency between and among the causal and consequent variables as assumed the above segment. 4. To screen out the causal variables and its substantial effect on the level of perception (Y) out of this 23 causal variables for formulating a strategy of intervening Sarva Shiksha Mission (SSM) for the betterment of secondary education. The main objectives of this specific study are as follows: a) To assess the level of perception among teachers of eastern region of Hoogly district of West Bengal from some socio-economic, socio-cultural, and other factors associated with secondary school education system; b) To assess the level of perception among Teachers of western region Hooghly district of West Bengal from some socio-economic, socio-cultural, and other factors associated with secondary school education system; c) To evaluate the difference of their level of perception among Teachers of two regions of the district; and d) To identify the factors responsible for the high and low level of perception of teachers.



Journal of Advance Management Research, ISSN: 2393-9664 Vol.05 Issue-04, (October 2017), Impact Factor: 4.598 Result Analysis and Discussion Table 1: Values of Linear Discriminant Coefficient against 23 casual variables Variables Age (X1) Formal qualification (X2) Training (X3) Teaching Exp (X4) Monthly Income (X5) Interaction with NGO (X6) Association with different organizations (X7) Social Participation (X8) Exposure to Media (X9) Job Satisfaction (X10) Engagement in Other Activities (X11) Availability of TLM (X12) Use of Teaching Aids (X13) Impact of TLM (X14) Use of Training Workshop (X15) Suggestion towards minimizing Dropout (X16) Facilities available at School (X17) Effectiveness of M.D.M (X18) Motivation towards Backward children (X19) Reason of Dropout(X20) Role of Mother in Sending Children (X21) Role of Mother in Promoting Education (X22) Role of Society (X23)

Linear Difference of Coefficient 0.14564 -0.11857 0.01607 -0.33986 0.06123 -0.0829 -0.51631 0.20291 -0.03205 -0.04239 1.1495 1.29879 0.58754 0.11395 -0.21363 0.09181 -0.00967 0.51305 0.40184 0.39152 0.11982 -0.08743 0.03096

The table 1 shows the Discriminant analysis of the seventeen variables. These values of Discriminant analysis present the difference of teacher’s perceptions of two different regions of the district in the light of Sarva Shiksha Mission of Hooghly District of West Bengal. The success of Sarva Shiksha Mission depends on the fulfillment, aim and objectives towards fulfillment of Universalization of Elementary Education in these two regions of the district. The difference of these twenty three variables in level of perception among school teachers of two regions of the district explains the importance of identifying the factors determining the high and low level of perception of elementary teachers.



Journal of Advance Management Research, ISSN: 2393-9664 Vol.05 Issue-04, (October 2017), Impact Factor: 4.598 Table - II: Means, their differences and ‘r’ values of variables with respect to attitudinal levels High Level Low Level Mean N1= 240 N2= 240 Difference Variables Mean Value Mean Value (MD) ‘r’ value X1 38 36 2 -0.1914 ** X2 2 2 0 -0.0936 X3 1 2 1 0.2592 ** X4 13 9 4 -0.2164 ** X5 35 27 8 -0.3156 ** X6 1 3 2 0.3781 ** X7 1 2 1 0.2720 ** X8 2 1 1 0.1544 ** X9 3 2 1 0.3019 ** X10 3 3 0 0.3651 ** X11 9 3 6 0.1925 ** X12 3 10 7 0.3222 ** X13 14 25 11 0.6095 ** X14 3 3 1 0.6188 ** X15 1 2 1 0.2499 ** X16 2 2 1 0.4799 ** X17 2 2 0 0.2620 ** X18 2 2 0 0.8135 ** X19 2 3 1 0.6454 ** X20 2 2 0 0.3215 ** X21 2 2 0 0.3484 ** X22 2 2 0 0.3396 ** X23 2 2 0 0.3128 ** *Significant at 5% level (r = 0.092) ** Significant at 1% level (r = 0.118)

The table 2 shows the mean values of 23 variables classifying teachers’ perception of two different regions of Hooghly District of West Bengal to be identified as high and low level. High level means higher level of understanding and perception on different aspects of Sarva Shiksha Mission. Low level means lower level of understanding and perception on different aspects of Sarva Shiksha Mission. In this table, high level and low level of mean values do not always indicate the high level of perception and low level of perception. The table shows that the age level of teachers of eastern region of the Hooghly district that is, two blocks Chanditala-I and Mogra-Chinsurah where the mean value is high (38 years) whereas in the western region of the district that is, two blocks Pursura and Khanakul-II , the mean value of age of teachers is 36 years. This difference can not indicate directly the high level and low level of perception about Sarva Shiksha Mission. From these twenty three variables, almost all the variables except formal qualification of teachers (X2) had shown their strong significance in determining the high and low level of perception among teachers of eastern and western region of Hooghly district. The table shows that in many respect the mean values of variables of eastern region of the Hooghly district are lower than the mean of the same variables of western region of the Hooghly Double-Blind Peer Reviewed Refereed International Journal - Included in the International Serial Directories


Journal of Advance Management Research, ISSN: 2393-9664 Vol.05 Issue-04, (October 2017), Impact Factor: 4.598 district. Here low mean values of teachers’ perception indicate that the infrastructural development of schools of eastern region of the Hooghly district is sufficient there is no need and no more space for new infrastructural development what is essential for elementary schools and elementary education of the western region of the Hooghly district. The value of the factor Age for eastern region of Hooghly district is 38 whereas the same for western part of the district is 36. Higher age means higher understanding level of teachers which enables teachers to impart better teaching and higher involvement in entire teaching learning process. Similarly, higher Teaching experience indicates the higher experience, better understanding, and more involvement in the teaching-learning process. The eastern region of Hooghly district comprising two blocks viz. Chanditala-I and Mogra-Chinsurah has the higher value of the factor teaching experience than its counterpart of western region of the same district comprising of another two blocks namely, Pursura and Khanakul-II. Again, Monthly Income of teachers of the eastern region of Hooghly district is higher than the western region of the same district. Higher income means high level of comfort within and outside the family. As a result, teachers pay more attention on the students. So, higher monthly income would create the positive ambiances among teachers for transacting better teaching learning process. Social participation (social involvement, or social engagement) refers to one's degree of participation in a community or society. It includes informing people with balanced, objective information; consulting, whereby the affected community provides feedback; involving, or working directly with communities; collaborating by partnering with affected communities in each aspect of the decision including the development of alternatives identification of solutions; and empowering, by ensuring that communities retain ultimate control over the key decisions that affect their wellbeing. Teachers’ participation can strengthen political will around Sarva Shiksha Abhiyan and Sarva Shiksha Mission. So, higher social participation means higher achievement of Sarva Shiksha Abhiyan and Sarva Shiksha Mission. Employee engagement is a workplace approach resulting in the right conditions for all members of an organization to give of their best each day, committed to their organization’s goals and values, motivated to contribute to organizational success, with an enhanced sense of their own well-being. Engagement in other activities refers to the engagement other than Employee engagement. Such types of engagement would help teachers to motivate themselves or gather knowledge from these different types of engagement. While teachers are performing their classes, they can relate the classroom situation with the outer world. So, these are the few factors among others which may bring front the eastern region of Hooghly district as High level of perception region than the western region of the same district.



Journal of Advance Management Research, ISSN: 2393-9664 Vol.05 Issue-04, (October 2017), Impact Factor: 4.598

Table 3: The percentage contributions of individual character to the total distance measurement. Code No.

Variables Mean Coefficient (D2) Difference

Mean Difference x D2

Percentage Contribution

X1 X2 X3 X4 X5 X6 X7 X8 X9 X10 X11 X12 X13 X14 X15 X16 X17 X18 X19 X20 X21 X22 X23

0.14564 -0.11857 0.01607 -0.33986 0.06123 -0.0829 -0.51631 0.20291 -0.03205 -0.04239 1.1495 1.29879 0.58754 0.11395 -0.21363 0.09181 -0.00967 0.51305 0.40184 0.39152 0.11982 -0.08743 0.03096

0.2348 0 0.0050 1.4104 0.4763 0.1417 0.2151 0.1627 0.0129 0 7.8261 9.6868 6.5755 0.0512 0.1211 0.0076 0 0 0.0786 0 0 0 0

0.86 0 0.01 5.22 1.76 0.52 0.79 0.60 0.04 0 28.97 35.86 24.34 0.18 0.44 0.02 0 0 0.29 0 0 0 0

2 0 1 4 8 2 1 1 1 0 6 7 11 1 1 1 0 0 1 0 0 0 0

Rank

IV V

II I III

Table 3 shows the contribution of every variable in percentage forms through discriminate analysis. From the entire twenty three variables, variables like Availability of TLM (35.86%), Engagement in other Activities (28.97%), Use of teaching aids (24.34%), Teaching Experience (5.22%) and Monthly Income (1.76%) showed their 96.15 per cent contribution to the total discrimination. The rest eighteen variables demonstrated only 3.85 per cent involvement to the total divergence among teachers’ contribution in Sarva Shiksha Mission of Hooghly District of West Bengal. Conclusion Teacher is one of the important components of Sarva Shiksha Mission. The ultimate goal of Sarva Shiksha Mission is to create provisions so that all children of 6-14 age groups may access the school. The adequate infrastructure would help in transacting better teaching learning process. Every child must achieve the elementary level of education with quality. To ensure the quality, the role of teachers is predominant. This study depicted that teachers of different regions of the same district would not play the same task in achieving the goal of Sarva Shiksha Mission in the district specific. During study, there are some factors evolving like Availability of TLM, Engagement in other Activities, Use of teaching aids, Teaching Experience, and Monthly Income Double-Blind Peer Reviewed Refereed International Journal - Included in the International Serial Directories


Journal of Advance Management Research, ISSN: 2393-9664 Vol.05 Issue-04, (October 2017), Impact Factor: 4.598 which exerted their existence in divergence the high and low level of perception of elementary teachers with reference to the objectives of Sarva Shiksha Mission. References 1. Azavedo, Florinda M. J. (2011). A Teacher Orientation Programme. Starting, Stimulating and Sustaining English Language Teacher Education and Development, British Council, pp. 22-26 2. D’Souza, Mary Flavia and Rao, Asha Bharath. (2011). Overcoming Resistance to Change: Karnataka Teacher Empowerment Programme. Starting, Stimulating and Sustaining English Language Teacher Education and Development, British Council, pp. 43-48 3. Clegg, Philip and Dick, Lesley. (2011). Teacher Filming Project: Tamil Nadu, India. Starting, Stimulating and Sustaining English Language Teacher Education and Development, British Council, pp. 78-85 4. Siddiqi , Saima. (2008). Universalisation of Elementary Education in India. JOURNAL OF EDUCATIONAL RESEARCH, Dept of Education IUB, Pakistan, 11(1), pp. 7-15 5. Bhad, Varchasa. (2012). A Study of Perception of Primary School Teachers towards Sarva Shiksha Abhiyan Mission (S.S.A.M.) programme with respect to some goals of Universalization of elementary education. International Multidisciplinary e – Journal, 1(10), pp. 22-29. 6. Ghosh, G. S. and Deb, P. (2017). Disparity in Teachers’ Discernment of Malbazar & Matiali Blocks of Dooars Region of West Bengal towards Universalization of Elementary Education. International Journal of Scientific Research and Management (IJSRM), 5(9), pp. 7147-7153.

