CHAPTER- II

REVIEW OF RELATED LITERATURE

Having discussed the theoretical background of the study and

established its need, it is necessary for the researcher to probe into and discuss
the related researches conducted by other researcher. If research is based on all
of the relevant thinking and research that has preceded it, it becomes a part of
the formulated knowledge in the field and this contributes to thinking and
research as a whole. This chapter deals with the review of related literature.

The studies reviewed have been classified into the following three
sections:

2.1 Studies related to Teaching competence

2.2 Studies related to Personality type

2.3 Studies related to Attitude towards teaching profession

Studies related to Teaching competence are discussed in Section 2.1. A

review of Personality type is discussed in Section 2.2. Review of related
literature on Attitude towards teaching profession is discussed in Section 2.3.

An overview of this chapter is presented in Figure no. 2.1.

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Figure No2.1.Figure showing the Overview of Review of Related Literature

Sec: 2.1
Studied
Related to
Teaching
competence

Sec: 2.2
Morphological Conclusions
Framework of Studied of Review of
Related to
Review of Related
Personality
Related type Literature.
Literature

Sec: 2.3
Studied
Related to
Attitude
towards
Teaching
Profession

Review of related literature is an essential aspect of an investigation. It

constitutes a very important step not only in identification of the problem but
also in formulating hypotheses. A brief review is made of relevant researches
with respect the variables of this study.

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2.1 STUDIES RELATED TO TEACHING COMPETENCE
Passiand Sharma (1982) in their study focused on teaching competency
of secondary school teachers. The study was conducted on a sample of 107
teachers (48 teachers of Hindi and 59 teachers of English) and 9360 students
with the major variables teaching competency, demographic, presage and
product variables. The study aimed at some of the major skills of
competencies identified were giving assignment, loud reading, asking
questions, introducing a lesson, managing the classroom, using blackboard,
pausing, using reinforcement, avoiding repetition, dealing with pupil's
response, audibility, shifting sensory channel etc. The male and female
teachers did not differ in their teaching competency. There was a positive
significant correlation between the age of the language teachers teaching at the
secondary level and their teaching competency. There was negative correlation
between the self-perception of the language teachers and teaching
competency. There was significant positive relationship between the teachers'
teaching competency, the liking of their pupils of their teaching behaviour and
the academic achievement of the pupils of grade IX in Hindi.

Singh and Sathyanarayana (1984) investigated the effect of training in

teaching skills using Micro-class peers and pupil on the general teaching
competence of student teachers at elementary level. The study aimed at
comparing the general teaching competence of the student teachers
undergoing student teacher programme using microteaching and the traditional
approach, the study also aimed to find the effectiveness of microteaching
under simulated and real classroom situation in respect general teaching
competence and to find the effect of training on the attitude of student-teachers
towards microteaching. The entire student population of 36 students of the
first year TCH of an English medium women’s Teacher Training Institution
(TTI) was selected as the sample. The population was divided into three
groups of 12 students each. Group I, the reference group, was the control
group. The other two groups formed the experimental groups II. By General

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teaching competency rating scale, evaluation proforme for rating teaching
skills, reaction towards microteaching rating scale, and self-evaluating
microteaching programme rating scale designed and developed by NCERT
were used. Experimental group I practiced under real classroom conditions.
Each student teacher practiced a skill for two complete microteaching cycles.

The findings of the study showed that the student teacher trained using
microteaching under the simulated condition acquired better teaching
competency than those trained under the traditional training method. The
student teachers trained using microteaching under real classroom conditions
were found to acquire better teaching competency than trained under the
traditional training method. The effectiveness of the microteaching training
technique was more significant in respect of those trained under real
classroom conditions than those trained under simulated classroom conditions
in developing the teaching competence of student-teachers. The microteaching
training technique was found to have a significant impact in developing a
positive attitude in the student-teachers towards microteaching.

Chaudhari (1985) took a factorial Study of the Teaching Competencies

of Teachers Teaching English at the Secondary Level. The study aimed at
identifying the competencies required of a teacher teaching English at the
secondary school level and to find the significant difference in the teaching
competencies with respect to background variables viz. Age, Sex, and
Educational Qualifications. It also aimed to determine the significant
relationship of the competencies with intelligence, attitude towards teaching
and interest in teaching. Stratified random sampling technique was used to
select 178 teachers from Pune and Indore Districts. Raven’s standard
progressive matrices, Teacher attitude scale, Interest Inventory, and Self
Perception Scale. Were used to collect the data. The study identified twelve
independent pedagogical competencies in teaching English. The competency
structuring questions accounted for 32% variance and correlated significantly
with both the product variables. All the competencies were found to be

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correlated positively with the product variable. Teacher’s intelligence and
attitude towards teaching was found to be associated with some of the
competencies.

Sathiyagirirajan (1985) studied the competency, personality, motivation

and professional perception' of college teachers. It was found that teacher
competency was related to intelligence, emotional stability, consciousness,
tender mindedness, trusted nature, placid nature, self-sufficiency and related
factors of Cattell's 16 PF questionnaire teacher competence was found to be
significantly related to creativity, dynamism, organized demeanour and
warmth and acceptance, self-actualization and profession perception of
teachers. The more competent teachers significantly differed from the less
competent teachers in all the above variables. Those variables that correlated
significantly with teacher competence were found to be inter-correlated with
one another significantly

Prakasham (1986) studied teacher effectiveness in relation to teaching

competency and as a function of school organizational climate. 800 secondary
school teachers from Raipur and Bilaspur districts in Madhya Pradesh formed
the sample. Teachers from government and non-government schools were not
found to differ significantly in teacher effectiveness and in teaching
competency. Significant positive correlation was found between teacher
effectiveness and teaching competency of teachers in different types of
organizational climates. The main effect of teaching competency was found to
be significantly higher than other independent variables like territorial
variations and school organizational climate.

Rajameenakshi (1988) analysed the factors affecting teaching

competency of B.Ed., trainees in teaching physical science. The objectives of
the study were to identify factors that affected the teaching competence of
B.Ed trainees and to assess the competencies of B.Ed students using
appropriate tools and to make differential and correlational studies between

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teaching competence and various factors. Data was collected from 610
Physical Science students of colleges of education and 1500 school pupils
with the help of Teaching competency scale and Self-evaluation scale.
Experimental method was used to study the impact of training in the skill of
demonstration on teaching competence. The researcher found that Pupils’
evaluation scores were accumulated at the higher end of score (80-95), Self-
evaluation score were between (50-85) and professors score ranged from 45-
60 with regard to teaching competence, Training in the skill of demonstration
and micro teaching significantly increased teaching competence, The type of
management and the time of admission and teacher pupil ratio were the factors
found to affect the mean teaching competence of B.Ed. trainees. Female
teacher trainees and teacher trainees with higher socio economic status were
found to be significantly higher in teaching competency than others.

Shah & Beena (1991) investigated the determinants of Teacher

Effectiveness with the view to predict the effect of aptitude, intelligence,
values, self-concept, job motivation, job satisfaction, personality attitude and
school climate on teaching effectiveness among the secondary level teachers.
Multi-stage random sampling technique was used to select 2000 secondary
level teachers of the Garhwal region. Teacher efficiency scale (TES) by
Chauhan and Jain, Teaching Aptitude Test Battery by Singh and Sharma,
Teachers’ attitude scale by Uniyal, Group test of Intelligence of Tandon, Eight
value scale by Shah, Self-concept Scale by Deo, Job Satisfaction Scale of
Uniyal, School Organisational climate Index questionnaire of Sharma, Job
motivation Analysis form by Oniyal, Introversion – Extraversion personality
inventory by Shah were as the tools to collect the data. The findings revealed
that teacher effectiveness was significantly affected by teaching aptitude, job
satisfaction, job attitude, job motivation, personality, value pattern, self-
concept, intelligence and organizational climate.

Basi & Kaur, Satpal (1991) examined the teaching Competency of

Language Teachers in relation to their Job Satisfaction, Locus of Control and

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Professional Burn Out. The objectives of the study were: To measure the
teaching competency of language teachers; To ascertain the difference
between the more competent and less competent language teachers in relation
to job satisfaction, locus of control and professional burn out; To study the
various criterion measures of teaching competency. 440 male and female
trained graduate language teachers and 2000 student from secondary and
higher secondary schools of Ferozpur, Ropar and Ludhiana were selected
using incidental purposive sampling technic. Self-rating scale for teachers
developed by Sidhu. Pupil’s ratings of teachers scale developed by Grewal,
Teachers’ job satisfaction scale by Chandel, Rottor’s internal and external
locus of control scale and Maslach Burn out inventory were used to collect the
data. The study found that the teaching competency of language teachers was
moderate. Professional burnout was not experienced by language teachers; No
significant difference was found between teaching competency and job
satisfaction of teachers on the basis of their locus of control. There existed a
positive correlation between job satisfaction and teaching competency.
Negative correlation existed between locus of control and teaching
competency.

Gupta (1993) examined the effect of training strategies on the teaching

competence of student-teacher for teaching through social inquiry model. It
was found that the student-teachers of the three experimental groups attained
higher teaching competency scores after practicing the lessons in peer practice
feedback. The mean teaching competency scores of student-teachers were
found to be higher through holistic peer practice feedback as compared to
phase-wise peer practice. The mean teaching competency scores of all the
three experimental groups improved after coaching in real classroom
condition. The student-teachers were found to have gained more teaching
competency through exposure to holistic demonstrations as compared to
exposure to phase wise demonstrations.

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 Lalitha (2000) studied creativity in relation to teaching competence of
B.Ed teacher trainees in colleges of education of Bangalore University. The
sample comprised of 206 B.Ed trainees studying in four colleges of education
of Bangalore University. Using a stratified random sampling procedure 130
Arts graduates and 76 science graduates were drawn. Baquer Mehdis
Creativity test and Baroda General teaching competence scale were used as
the tools. Statistical techniques include Mean, SD, Co-efficient of correlation
and step wise Regression Analysis. Significant correlation wan found between
teaching competence and other variables pertaining to creativity.

Naseema (1994) conducted a study on teaching competency of

secondary school physical science teachers in relation to satisfaction of
teaching physical science. The major objectives of the study were to find out
the efficiency of satisfaction to predict teaching competence of physical
science teachers. The sample comprised of 150 physical science teachers from
secondary school of Kerala. Selected by random sampling method. The tool
used were Teaching Competence Rating Scale, Job Satisfaction Questionnaire
for physical science teachers and School organizational climate description
questionnaire. The collected data was treated using percentages, biserial co-
efficient of correlation, chi square and multiple regression analysis. 30.92
percent of physical science teachers were found to differ in perceived teaching
competence this was attributed to work.

Meddor & Laurie, Annie (1995) conducted a study on teacher

Competencies needed by New Secondary Vocational Instructors in Georgia.
The main objective of the study was to determine the importance of 80
instructional competencies as rated by new secondary vocational instructors
who completed the NTI from 1989 through 1993. Data were collected from
196 NTI completers from 1989 through 1993 by using teacher competencies
questionnaire. The author found that there was no significant difference in the
ratings of importance of the 80 instructional competencies taught in the NTI as

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rated by those who are in the profession and those who left the institute after
training.

Thiagarajan, A. P., Santhanakrishan, S. &Jeyalatha, S (1995) conducted

a study on teaching competency and achievement. The objective of the study
was to find out whether there is any significant relationship between the
competency of the teachers perceived and academic achievement by the male
and female students. A random sample of 290 teachers was selected from
eight schools in Chidambaram district. Teaching competency scale by Passi
was used to collect the data. Statistical treatment was done using correlation
and critical ratio. Results showed significant relation between teaching
competency and academic achievement. Significant difference was found in
scores obtained by male and female.

Damayanti Pandey (1997) examined the relationship between teaching

competency and students achievement. The study was taken up with the
objective of assessing the general teaching competency of economics teachers
of senior secondary schools of Delhi and to find out the relationship between
teaching competency and student's achievement. 75 teachers and 1300
students found the sample of the study. Tools used for data collection were
General Teaching Competency Scale, Teacher Attitude Scale, Student Morale
Test and Achievement Test in Economics. Standard deviation, t-test and
correlation were used to analyse the collected data. The relationship between
teaching competency and attitude of male economics teachers towards
teaching profession was not found to be significant and significant relationship
was found between teaching competency of male teachers and morale of their
students.

Chang and Hueypor (1998) took up research to assess the nature and
level of teaching competency in apprentice science teachers. The purpose of
this study was to investigate the durability of changes in pre-service primary
teachers’ self-efficacy beliefs. Science teaching self-efficacy was measured at

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the beginning and end of a science method of course and then after a delay
period of nine months. Interviews were carried out one year after the end of
the course. The results indicated that positive changes in self-efficacy occurred
as a result of the course and these high levels were still present even after the
delay period. Having an opportunity to teach science in primary school was
found to be a significant factor in consolidating efficacy levels after the
methods course.

Leou, Shian (1998) took up a study on teaching Competencies

Assessment Approaches for Mathematics Teachers. The aimed study to
construct a list of assessment items for Mathematics teachers; to establish
assessment models for Mathematics teachers and to develop evaluation
instruments for mathematics teachers by using Delphi method and classroom
observation technique. The researcher established the teaching competency
assessment items for Mathematics teachers, a procedure for designing the
videotapes and also established an assessment model for math teaching
competencies for Mathematics teachers.

Shakuntala K. S (2001) studied the adjustment of secondary school

teachers in relation to their teaching competency, emotional maturity and
mental health. The main objective of the study was to study the relationship
between adjustment and teaching competency of secondary school teachers in
relation to different psycho-sociological variables. The sample of study
consisted of 1000 secondary school teachers randomly selected from 100
schools belonging to government, private aided and private unaided
managements of Bangalore Urban district. It was found that there was a high,
positive and significant correlation between teachers' adjustment and teaching
competency of secondary school teachers. There was a high, positive and
significant correlation between gender, adjustment, teaching competency,
emotional maturity and mental health of the school teachers. A significant
difference was found in teaching competency of secondary school men and
women teachers. There was a significant difference in teaching competency of

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teachers working in government and private secondary schools. There was a
significant difference in adjustment and teaching competency of teachers
working in government and private secondary school teachers. A significant
difference in existed adjustment and teaching competency of secondary school
men and women and government and private secondary school teachers.

Gorham & Ephraim (2002) investigated multicultural teaching

competence as perceived by elementary school teachers. The objective of the
study was to explore elementary school teachers’ perceptions of their strengths
and deficiencies for working with, and meeting the need of students from
diverse cultural backgrounds and to assess the relationships between these
perceptions and the teachers’ multicultural background and demographic
factors such as age, gender, and ethnicity. Elementary school teachers in the
Guilford County School System, North Carolina formed the sample. Jacobeth
Ntsebe Thabede’s dissertation, Multicultural Teaching Competence as
Perceived by Business Education Student Teachers (1996) as a model to frame
the research. The outcome of the regression formula indicated 38 percent of
the variance of Building Respect was explained. Building respect for diversity
represents the teachers’ reported willingness to model respect building
practices. The four important independent variables were age, the number of
hours of multicultural instruction, whether they taught in a suburban school,
and whether the participants had experiences with diversity during their
education. The more multicultural background during teacher education, the
older the participant, the more hours of multicultural instruction, and if
teachers were working in a suburban teaching environment, the more likely
teachers were to report behaviours that reflect building respect for
multicultural diversity. The findings of the focus groups and the survey
showed that teachers who had multiethnic family origin, early education
experience with cultural diverse students and multicultural friendship groups,
perceived themselves competent to teach multicultural students.

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 Frazier et al., (2005) examined the multicultural education teaching
competencies and the achievement outcomes of African American middle
school students. They investigated the influence of multicultural education
teaching competencies on the mathematics and reading achievement of
African American sixth grade and eighth grade middle school students. 123
teachers from twelve schools formed the sample and Multicultural knowledge
and skills (MKS) sub scale of the MECCA was used. It was found that the
schools level of multicultural competency was not significantly influenced by
the average number of multicultural education courses or the number of
professional development course taken by its teachers. It was also found that
an inverse relationship existed between multicultural education competency
and the number of years the teacher had been in the teaching profession.
Significant relationship was found between Multicultural Education
Competency and sixth grade reading achievement; Mathematics achievement
at the sixth grade level and reading and mathematics relevant at the eighth
grade level were not found to be significantly correlated with multicultural
education competency ratings at the school level.

Pushpam. M. Lily and Sundararajan (2004) took up a study to examine

the level of teaching competence of science teachers at higher secondary level
and to study the association of the level of teaching competency of science
teachers with their subject of specialization, qualification, experience, age,
income, nature of the job and sex. The study also compared the level of
teaching competencies of science teachers with reference to the type of
management of the school and also with reference to their extroversion-
introversion behaviour. The findings of the study revealed that community of
teachers and nature of the school did not influence the teaching competency of
science teachers significantly Post-graduate teachers with B.Ed., M.Ed or
M.Phil were found to have better teaching competency than the graduate
teachers with B.Ed. Private, unaided school teachers were found to have better
teaching competencies than government and corporation school science

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teachers. Family size, sex of the teachers and location of the school did not
significantly influence the teaching competency of science teachers.

Lakshminarayana & Babu (2004) attempted to identify the indicators of

training competence of teachers in DPEP and Non DPEP Schools. The study
was taken up with an objective of finding the teaching competence of teachers
in DPEP and Non-DPEP schools with reference to Gender, Locale,
Motivation, Attitude and adjustment of teaching. Data was collected from 640
primary teachers belonging to DPEP and Non DPEP Districts by using
Teaching competence scale, Teacher motivation scale, Teacher attitude
inventory and Teacher adjustment scale. The findings indicated that there was
a significant influence of motivation on teaching competence of teachers.
Significant influence of attitude towards teaching on teaching competence of
teachers and significant influence of teacher adjustment on teaching
competence of teachers was found..

Chahar. S. S (2005) studied the teaching competencies of student

teachers in relation to certain non-cognitive variables. Researcher aimed to
study the general teaching competency of the student-teachers with different
socio, psychological and demographic variables. The findings revealed that
the significant relationship between General Teaching Competency and
intelligence, General Teaching Competency and Attitude towards teaching,
and General teaching Competency and Socio-Economic Status of student
teachers. The mean General Teaching Competency scores of female student
teachers higher than that of the male student teachers. The mean General
Teaching Competency scores of female student teachers was higher than that
of the male student teachers in Science group. The mean General Teaching
Competency scores of female student teachers was found to be higher than
that of the male student teachers in Arts group.

Jeba. A (2005) examined the teaching competency and mental health of

the student teachers of DIET. The study aimed to find out the gender and

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group difference in teaching competency and mental health status of student
teachers in DIET and to find out the relationship between teaching
competency and mental health status of student teachers in DIET. The size of
the sample was 300 student teachers undergoing D.Ed course in a DIET. The
finding showed that there is no significant difference between men and women
student teachers in teaching competency and certain mental health dimensions.
Science and Arts group student teachers significantly differed in their level of
teaching competency. Mental health of the teacher trainees showed a
significant positive correlation with their level of teaching competency.

Viswanathappa. G. (2005) made an attempt to study the influence of

attitude towards teaching and teaching competence of student teachers at
secondary level. The objective of the study was to find out the influence of
attitude towards teaching, admission test rank on teaching competence of
student teachers at secondary level. 200 student teachers of two education
colleges constituted the sample. The study found that the attitude of the
student teachers towards teaching as a predictor variable predicts their
teaching competence in lesson planning, presentation, closure of lesson and
evaluation. Admission test rank, age, father's occupation and father's education
of student teachers as predictor variables were not found to predict their
teaching competence in lesson planning, presentation, closure of lesson and
evaluation.

Rajasekharan. P and Anandan. K (2005) investigated the relationship

between teaching competency and attitude towards teaching of social science
among distance learners of B.Ed. They aimed to measure the relationship
between teaching competency and attitude towards teaching social science
among global sample and to measure the relationship among teaching
competency and attitude towards teaching social science of women and men
bachelor-degree holders and master-degree holders and years of experience.
The results of this study revealed that the relationship between teaching
competency and attitude is significantly positive among men teachers towards

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teaching social science. The relationship between teaching competency and
attitude towards teaching social among women was significantly positive. The
relationship between competency and attitude towards teaching social science
of B.Ed distance learners with bachelor degree was found to be significantly
positive and the relationship between teaching competency and attitude
towards teaching History of B.Ed distance learners with Master’s degree was
found to be significantly positive.

Gultekin (2006) took up a research study on attitude of pre-school

teacher candidates studying through distance education approach towards
teaching profession and their perception level of teaching competency. The
purpose of this study was to determine the attitude of pre-school teacher
candidates studying through distance education approach towards teaching
profession and determine their perception level of teaching competency. The
population and sample of the study were the senior students of Anadolu
University, Open education faculty, pre-school training undergraduate
programme. The study was conducted on 957 teacher candidates. The study
revealed that the attitude of teacher candidates towards teaching profession
was quite positive and their perception levels of teaching competency was
found to be very good. Moreover the teacher candidate considered the
programme as beneficial for them to gain teaching competencies.

Bondu, G. Raju & Viswanathappa (2007) studied the competency of

D.Ed. and B.Ed. Trained Teachers working in Primary Schools of Andra
Pradesh. The purpose of the study was to measure the teaching competency of
B.Ed. and D.Ed. trained teachers working at primary level and to compare the
teaching competency of B.Ed. teachers with D.Ed. teachers. 40 primary
teachers from 20 schools of Nalgonda District in Andhra Pradesh were
selected by stratified random sampling technique. Teaching competency scale
developed by the investigators was used as the tool. The investigators found
that there was no significant difference in teacher competency of primary
school teachers with reference to background variables and a significant

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difference was found in teacher competency of D.Ed. and B.Ed. teachers
working at primary level.

Lakshmi & Shanmugaganesan (2008) conducted a study on Personality

and Teaching competency of Teacher Trainees with the objective of knowing
the personality types of teacher trainees and to understand the level of teaching
competence of teacher trainees. 150 male and 150 female teacher trainees
from ten colleges of education affiliated to Bharathiar University formed the
sample. Eysenck's Personality Inventory Scale and Teaching competency scale
were used to collect the data. It was found that there was a significant
relationship between the personality type and teaching competency of
teachers. Teaching competency of Extroverts was found to be higher than
Introverts. Teaching competency and performance were not directly related. It
was also found that gender had low influence on the teaching competency of
teacher trainees.

Anisha (2008) examined the relationship between Self-Efficacy and

teaching competency of secondary teacher education students. The research
aimed to find out the level of self-efficacy of secondary teacher education
students and to find the level of teaching competency of secondary teacher
education students and also to find the relationship between self-efficacy and
teaching competency of secondary teacher education students. The sample
consisted of 98 secondary teacher education students. Self-Efficacy Scale and
Teaching Competency Scale developed by the investigator were used to
collect the data. The investigator found that the self-efficacy of secondary
teacher education students were moderate. No significant difference was found
in the self-efficacy of student teachers with respect to their gender, educational
qualification and the subject of specialization. The teaching competency of
student teachers were found to be moderate. There was no significant
difference in the teaching competency of student teachers with respect to
gender, educational qualification and subject of specialization. Significant

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relationship existed between teaching competency and self-efficacy of
secondary teacher education students.

Jon-Chao Hong, Jeou-Shyan Horng, Chan-Li Lin, Lih-Juan and

Chanlin (2008) conducted a study on competency disparity between pre-
service teacher education and in-service teaching requirements in Taiwan. The
purpose of this study was to explore whether pre-service teacher education in
Taiwan equipped in-service teachers with the necessary knowledge and
competency to meet the demands of the professional career. A questionnaire
was developed to investigate competency disparity. The questionnaire
containing 44 items within six categories was distributed to 305 samples in
Taiwan. With a return rate of 92.5%, 282 valid samples were returned and
analysed. The results of this study indicated that risk management and
proactive thinking skills are the most significant factors in terms of
competency disparity. Moreover, the results of this study showed that years of
service, and size of school have a significant difference in the value system of
competency disparity. The results of this study can be applied to change the
program of prospective teacher education to enhance future teachers’
performance.

Hsiao, Yun-Ju.et al., (2008) investigated the teaching competencies for

elementary school teachers to teach the classrooms with students having
foreign parent. The study aimed at identifying the related competencies, in
addition to general teaching competency, which elementary school teachers
should have in teaching foreign spouses’ children in school. In-depth
interview was conducted. The main competency identified in the study
includes understanding and respecting cultural differences, understanding
students’ requirements, interests, weakness and strength due to cultural
background differences, creating cultural dignity for students, using no
cultural bias examples for teaching, dealing with student problems with
fairness, and using no cultural bias instruments for testing. In the dimension of
assessment, teachers need to observe students’ expressions and their behaviors

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by a variety of testing methods rather than only by paper and pencil testing. It
also found that the teachers should understand students’ learning differences
resulting from the influence of different culture.

Franziska Vogt and Marion Rogalla (2009) conducted a study on

developing adaptive teaching competency through coaching in teacher
education. 32 primary and secondary teachers took part in an intervention to
foster their Adaptive Teaching Competency based on content-focused
coaching whilst 18 teachers formed the control group. Teachers receiving the
coaching were found to increase their Adaptive Teaching Competency with
regard to planning and their students showed a higher learning outcome
compared to the control group.

Abdul Rahim Hamdan (2010) conducted a study on teaching

competency testing among Malaysian school teachers. The findings showed
that there was a significant relationship between gender and teaching
competency. There was no relationship between ethnic and teaching
competency. There was no relationship between teaching experience and
teaching competency. There was no significant relationship between academic
qualification and teaching competency of Malaysian School Teachers.

Sabu (2010) examined the effect of in-service training programmes and

teaching competency of teachers. The findings showed that secondary school
teachers significantly differed with regard to the number of in-service
programmes attended. Men and women teachers did not differ significantly in
teaching competence. Government and private school teachers did not differ
significantly in their teaching competency.

Antony Gracious F. L. (2011) took up a study to probe the relationship

between Creativity and Teaching Competency of prospective B. Ed Teachers.
Data for the study were collected using self-made Teaching Competency Scale
and Creativity Scale. The investigator used stratified random sampling
technique was adopted for selecting the sample. The sample consisted of 242

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prospective B. Ed Teachers. 't' test and Pearson's product moment co-efficient
were the statistical techniques used to analyse the data. Findings show that
there was no significant relationship between Creativity and Teaching
Competency of prospective B.Ed teachers. The findings show that there is no
significant difference in Creativity of Prospective B. Ed Teachers by their age,
marital status and locality. Prospective B. Ed Teachers below 22 years of age
are better than those above 22 years in their Classroom Management,
Teaching Aids, Extra Curricular Activities, Curricular Activities,
Communication, Teaching Methodology, Ethics of Teaching, Rapport with
Students and Teaching Competency. No significant difference was found in
Teaching Competency of Prospective B.Ed Teachers by with respect to their
marital status. Urban area Prospective B. Ed Teachers were found to be better
than their rural counter parts in their Classroom Management, Curricular
Activities, Communication, Teaching Methodology, Ethics of Teaching,
Rapport with Students and Teaching Competency. No significant relationship
existed between Teaching Competency and Creativity of Prospective B. Ed
Teachers.

Hamida Khatoon, Fareeda Azeem and Sajjad Hayat Akhtar (2011) took
up a study to find the impact of different factors on teaching competencies at
secondary level in Pakistan. The study was a descriptive research which
critically reviewed of the impact of different factors on teaching competencies
at secondary level. The study has defined female school teacher’s socio
cultural problems and environmental problems. It was found that mostly
families were in favour of female teacher’s job. The result proved that the
female spare the time for domestic work due to have half day job. The result
showed that professional jealousy mostly affected the teaching competency.

Vasanthi (2013) studied teaching competency in relation to computer

aptitude and personality type of B.Ed trainees in Chennai. The findings
revealed that there were significant differences in dimensions of total teaching
competency owing to the difference in gender. There was significant

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difference in dimensions of total computer aptitude owing to the difference in
gender. There was significant correlation between teaching competency of
student teachers and their personality type.

Jasmine Kumar (2013) conducted a study on competency of teacher

educators and teacher trainees in relation to their knowledge on technological
innovations. The findings revealed that English medium facilitates the
knowledge on technological innovations of teacher trainees and teacher
educators whereas Tamil as the medium of instruction made a lesser
contribution. Website resource support, knowledge on technological
innovations and technology based academic activity facilitate teaching
competency among teacher trainees and teacher educators. The high, moderate
and low achieving groups in teaching competency among teacher trainees and
teacher educators exhibit differential styles of using technological innovations
displaying predominantly website resource support

Jyothi Pattanshetti (2013) conducted a study on teaching competency of

female prospective secondary school teachers. The findings revealed that
graduate and postgraduate secondary school prospective teacher studying in
Karnataka State Women’s University and Rani Channamma University did
not differ significantly in respect to the teaching competencies. Karnataka
State Women University and Rani Channamma University prospective
secondary school teachers, who were graduate and postgraduate; science and
arts faculty differed significantly in respect to their teaching competencies.

Mahalakshmi (2014) examined the relationship between teaching

competency and personality traits of English language teachers. The findings
showed that there was a significant and positive relationship between teaching
competency and activity-passivity, enthusiastic-non-enthusiastic traits.
Significant and negative relationship was found between depressive non-
depressive and emotional stability traits. The depressive and emotional
instability traits accounted for low level of teaching competency.

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 Nilofar Mahmood Niyan (2016) has attempted to find out the
relationship between teaching effectiveness of teachers and academic
achievement of IX standard students studying in different secondary schools
of Kalaburgi district in Karnataka. Normative survey method was used A total
number of 200 students were selected by using random sampli9ng technique.
Analysis of data was done using correlation technique. Teaching effectiveness
scale developed by Umme Kulsum and Achievement test constructed by the
investigator were administered to collect the required data. It was found that
boys and girls and urban and rural students do not differ significantly in
respect of academic achievement, whereas, high and low Socio-economic
status (SES) students differed significantly in their academic achievement.
However, a positive correlation was found between teaching competence and
academic achievement.

2.2 STUDIES RELATED TO PERSONALITY TYPE

Gupta K.L (1977) conducted a study on individual differences in value
pattern and personality type of school going adolescents of Eastern. The study
aimed to study the value pattern of boys and girls in general, and to find out
the differences among rural urban groups. It also aimed to study the
typological structure of the personality of school going adolescents and to
discover the differences among the mentioned groups, and also to study the
general mental abilities of boys and girls. 400 boys and 400 girls, of whom
200 each were from rural and urban secondary schools of eastern UP
constituted the sample. They were administered Joshis general mental ability
test, and typological structure test developed by Dwivedi on lines of Shelves
classification of personality ‘t’ test was used for analysis of data. Significant
difference at 0.01 level was found in the intelligence of boys and girls, with
boys having higher intelligence. Location was not found to be related to
intelligence on the endomorph viserotonia classification, the girls scored
significantly higher than boys exhibiting higher endomorphism similarly urban
girls were found to be more endomorphic than the rural girls Boys were found

80
to be significantly more mesomorphic than girls, while the location was not
found to be related to mesomorphic tendency. The rural girls were more
ectomorphic than the urban girls. Boys and girls differed significantly in their
values.

Sathiyagirirajan. (l985) conducted a study on Competency, personality,

motivation and professional perception of college teachers. The main objective
of the study was to find out the extent of relationship between competency of
college teachers and their personality, motivation and profession perception.
300 college teachers were selected as the sample. Teacher Competency Rating
Scale, Self-Actualizing Person Inventory, Cattell's 16 PF Questionnaire,
Tuckman's Teacher Feedback Form and Patted's Teaching Profession
Perception tool were used to collect the data. 't' test, correlation and regression
analysis were used to analyses the data. Teacher competency was found to be
related to intelligence, emotional stability, conscientiousness, tender-
mindedness, trusted nature, placid nature, self-sufficiency and related factors
of Cattell's 16 PF Questionnaire. It was found to be significantly related to
creativity, dynamism, organized demeanour, self-actualization and
professional perception of teachers. More competent teachers were found to
significantly differ from the less competent teachers in all the above variables.
Variables that correlated significantly with teacher competence were found to
inter-correlate with one another significantly.

Raina.V.K, (1990) attempted to assess the personality factors of

graduates students, and to find if there are any differences in the personality
factors of student-teachers belonging to different teaching fields. The purpose
of this research was to study the pertinent personality factors of graduate
student-teachers and to ascertain whether there is any significant personality
factor of student-teachers belonging to different teaching fields, viz, science,
arts and commerce. The sample consisted of 180 graduate student-teachers -
60 each specializing in the teaching of science, arts and commerce from four
teacher training colleges of Ajmer District in Rajasthan. The researcher used

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Cattell’s Sixteen Personality Factors Questionnaire (16PF) to collect the data.
Analysis of variance was used while treating the data. Student teachers,
differed considerably on the 16 PF test and the factor pattern for the science
student-teachers suggested a picture of marked creativity, the arts student-
teachers were found to be warm-hearted, ready to cooperate, and prepared to
go along with the current, they enjoyed social recognition and the commerce
student-teachers were found to be affected by feelings, were humble
suspicious, adventurous, responsive, genial and carefree.

Krishnegowda. B (1991) attempted to find the impact of hemispherical

dominance, personality types and risk-taking behaviour of B.Ed. students on
their creativity. The study aimed to find whether the differences in
hemispherical dominance of B.Ed students of Bangalore city would account
for the significant difference in their level of verbal, non-verbal and total
creativity and to study whether the difference in personality types of B.Ed.
students of Bangalore city would result in the differences in their level of
verbal, nonverbal and total creativity. The study also aimed to find out an
interaction effect, if any, between all the pairs of independent variables on the
one hand and all the independent variables on the creativity of B.Ed. students
on the other hand. Two hundred and fifteen B.Ed students from eleven B.Ed
colleges formed the sample of the study. The tools used were verbal and Non-
verbal Tests of creative thinking by Baqer Mehdi, a Style of Learning and
Thinking (SOLAT) Youth Formed by E. Paul Torrance, Introversion-
Extraversion Inventory by Kundu and Verbal Measure of Risk-taking by
Chaubey. A significant difference in the levels of total creativity of B.Ed
students belonging to the left, right and integrated hemispherical dominance
groups was found. There was a significant difference in the levels of total
creativity of B.Ed students belonging to the introversion, extraversion and
ambiversion groups. There was a significant interaction effect of the levels of
risk-taking and hemispherical dominance of B.Ed students on their total
creativity. A significant interaction effect of the levels of risk-taking and

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personality types of B.Ed students on their total creativity was found. There
was no significant interaction effect of the levels of hemispherical dominance
and personality types of B.Ed students on their total creativity. No significant
interaction effect of the levels of risk-taking, hemispherical dominance and
personality types of B.Ed students on their total creativity existed.

Desai and Susheela, S., (1992) conducted a study on interactive effect

of sources of feedback and student-teacher personality on student-teacher
competence. The study was undertaken to determine the interactive effect of
sources of feedback and student-teachers’ personality on student-teacher
competence, controlling the intelligence as a co-variate. The objectives of this
study were: i) to compare the teaching competency of student-teachers in the
audio and supervisory groups ii) to compare the teaching competence of high
and low extrovert student-teachers iii) to assess the differential effectiveness
of audio feedback on high and low extrovert student-teachers iv) to find out
the interactive effect of source of 69 feedback and student-teacher neurotic
personality on student-teacher competence, and v) to find out the interactive
effect of sources of feedback and student-teacher extrovert personality on
student-teacher competency. The study had a 2x2 factorial experimental
design with intelligence as the covariate. The sample of the study involved 32
male student-teachers from a College of Education in Bijapur. The tools of the
study were Eysenck’s Personality Inventory translated into Kannada to
measure student-teacher personality, Raven’s standard Progressive Matrices to
measure intelligence (the co-variate), NCERT’s Teacher Assessment Battery
to assess teacher competence and Passi’s Feedback Observation Tools of
Occurrence Scheduled and Rating Scale (suitably modified) for each skill. The
collected data were treated with mean, SD and ANOVA. The findings of this
study were: 1) Student-teacher personality factors of neuroticism and
extroversion were not related to either student-teacher’s acquisition of
teaching competence or competence in each of the four skills. 2) Supervisory
feedback was more effective than audio feedback in facilitating student-

83
teacher’s acquisition of both teaching competence and individual skill
competence. 3) Although interaction was not significant, the trend of the
relationship lent support to the hypothesis that low neurotic students would
perform better under audio and high neurotic students would perform better
under supervisory feedback.

Dutta Roy (1994) took up a research study to identify personality

structure of teachers. 84 teachers constituted the sample. Personality inventory
was used to collect the data. Statistical procedures used were mean, standard
deviation and t-test. The teachers were found to be adventurous, self-
controlled, egoistic, intelligent, relaxed, secured, imaginative, outgoing,
talkative, trusting, less conscientious and assertive.

Jyotika Rathore and Karuna Singh (1994) investigated the personality

makeup of prospective and practicing teachers with eight personality
traits viz., activity, hypomanic-temperament, attitude to moral values,
dominance, paranoid-tendency, depressive-tendency, emotional instability and
introversion. The sample of 100 prospective and 100practicing teachers were
selected. Personality trait inventory was used for data collection. Statistical
techniques used were mean, standard deviation and t-test. Practicing teachers
were found to possess more moral values were more dominant and more
active than prospective teachers. The prospective and practicing female
teachers were found to possess similar attitudes, interests, abilities and
capacities. Among the eight traits, the prospective male and practicing male
teachers were found to be statistically not significant on hypomanic
temperament and depressive tendency.

Kumari (1995) took up a study on learning styles of socioeconomically

advantaged and disadvantaged adolescent students in relation to intelligence
and personality types. Significant relationship was found to exist between
introvert/extrovert type personality and individualistic vs. non-individualistic
learning style preference and environment oriented vs. environment free

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learning style preference of socio- economically advantaged group while in
socio-economically disadvantaged group, this relationship did not exist. Also,
there was significant relationship between stable /neurotic type personality and
short attention vs. long attention span learning style preference of socio-
economically advantaged and disadvantaged groups

Mary Savelsbergh Bonnie Staebler, (1995) investigated the Leadership

Styles, Personality Preferences, and Effective Teacher Consultation. They
examined the relations among leadership styles (telling, selling, participating,
and delegating), personality preferences (extrovert-introvert, sensing intuitive,
feeling-thinking, and judging-perceiving), and effectiveness of a consultant
teacher. The sample consisted of 31 consultant teachers. The LEAD-Self
(Hersey & Blanchard, 1973), the Myers-Briggs Type Indicator (Briggs Myers,
1976), and the Survey of Effectiveness of Collaborative Consultants (West &
Cannon, 1987) were the tools used. The scores indicated that selling and
participating were the two leadership styles most often used by the consultant
teachers. No significant relations were found between the consultant teachers'
effectiveness scores and any of the leadership styles. Significant relation was
found between personality index preference and effectiveness in consulting.
Sensing was a significant variable when effectiveness was considered.
Together, the extrovert and the sensing scores were found to be good
predictors of effectiveness.

Howard R. D. Gordon and Richard Yocke (1999) examined the

relationship between Personality characteristics and observable Teaching
effectiveness of selected beginning career and Technical Education Teachers.
The purpose of this study was to examine the relationship between personality
types, as measured by the Myers-Briggs Type Indicator (MBTI) Form G, and
teaching effectiveness, as measured by the Classroom Observation Keyed for
Effectiveness Research (COKER) of selected beginning industrial and health
occupations education teachers. Slightly more than one-fifth of the
respondents had completed a bachelor's degree. Nine of the sixteen personality

85
types were represented in this study. A majority of the respondents reported a
preference for extraversion-sensing-thinking-judging (ESTJ). Overall, the data
indicate that only 41% of the respondents were effective teachers. As a group,
beginning industrial and health occupations education teachers scored below
the mean on the 18 COKER competency statements. Eight of the eighteen
teaching effectiveness competency statements had significant and positive
relationships with the sensing-intuition temperament type. The sensing-
intuition temperament type was the best predictor of teaching effectiveness
when compared with extroversion-introversion, thinking-feeling, and
judgment-perception temperament types.

Benware and Jeffrey Michael, (2002) studied the role of personality

traits in a cognitive-developmental model of moral reasoning. The purpose of
this investigation was to explore the potential connections between personality
traits and the development and application of moral reasoning. A total of 215
students (159 females and 56 males) from the University of Houston
participated in the study. All participants were evaluated on each of the five
factor domains (Neuroticism, Extroversion, openness to Experience,
Conscientiousness, and Agreeableness) as well as on their level of moral
development and preferred reasoning strategies. A hierarchical regression
analysis was employed to elucidate the role of personality on moral thought.
The first research question addressed was the degree to which personality
traits from the Five-Factor-Model could account for the variance in moral
development. It was found that the five-Factor-Model accounted for a greater
amount of variance in the prediction of moral development than the
developmental covariates of age and level of education. The personality
domains of Openness to Experience and Conscientiousness both accounted for
a significant proportion of the variance in moral development. The second
research question addressed was the extent to which the Five-Factor Model
could explain the variance in the consistency between moral development and
the application of elevated levels of justice based moral reasoning. The

86
personality domain Conscientiousness was found to be influential in
predicting the uniformity between moral development and preferred reasoning
strategy

Vandna (2004) studied learning style preferences in relation to

personality types of prospective secondary school teachers. The results
revealed that prospective secondary teachers of extroversion type personality
seemed to be more inclined towards the use of active learning style than
prospective secondary teachers of introversion type. Teachers of introversion
personality seemed to be more prone toward reflective and global learning
styles than prospective secondary teacher of extraversion type of personality.
On global learning style, prospective secondary teachers of intuition type
personality were higher than prospective secondary teachers of sensing type
personality. Thinking type personality prospective secondary teachers seemed
to score higher on visual learning style whereas feeling type personality
prospective secondary teachers were higher on global learning style.
Prospective secondary teachers with judgment type personality had stronger
preference for visual learning styles while perceptual type personality
perspective secondary teachers were found to have had more preference for
reflective, intuition and global learning style.

Singh (2005) examined the impact of terrorism on physical education

teachers of Jammu & Kashmir state in relation to their job satisfaction,
personality and attitude towards education. It was found that both the group of
teachers were categorized as ambiverts but Jammu and Kashmir teachers are
more prone to introversion and Punjab teachers were found to be heading
towards extraversion. They were found to be maintaining their psychological
stability and were sufficiently away from neuroticism. In comparison with
their counter parts in Punjab they are a little more stable. Both the Jammu and
Kashmir teachers and Punjab State physical education teachers were found to
have a similarly but quite high score on psychoticism.

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 Thiagarajan P.A, and Ramesh R (2005) studied the Personality and
self-concept of B.Ed Trainees. The purpose of the study was to find out the
level of self-concept of B.Ed trainees and to find if any, the significant
difference in the self-concept of the B.Ed trainees in terms of their sex,
community, locality and optional subject they studied viz., Bio-science,
Physical Science, Mathematics, Economics and English. The sample consisted
96 student-teachers of Dr. Sivanthi Aditanar College of Education,
Tiruchendur, The Multidimensional Personality Inventory designed by Manju
Rani Agarwal was used to collect data. From the six personality dimensions,
the dimension of self-concept was selected for the study. The data collected
from the B.Ed trainees were analysed using‘t’ test. The self-concept of B.Ed
Trainees was found to be high self-concept. There was no significant
difference found in self-concept of the respondents in terms of their sex,
community, locality and optional studies.

Stephen Rushton, Jackson Morgan and Michael Richard (2006) took up

a study to identify effective teacher personality traits. The Myers-Briggs Type
Inventory (MBTI) and Beiderman Risk Taking (BRT) scale were administered
to 58 teachers living in the state of Florida, USA. These teachers are
considered part of prestigious group of educators who were nominated into the
Florida League of Teachers by their superintendents/directors. Descriptive
data includes frequency and percentage of response for each Type Indicator
and for each combination of Type Indicators. Furthermore, a w2 statistic
showed that the sample of 58 Florida League of Teacher recipients were
significantly different from two comparison groups of elementary school
teachers. In this study, significant differences (po.01) occurred with the
Extraversion, Intuition, Feeling, Perception (ENFP) and the extraversion,
intuition, feeling, judgement (ENFJ) combined profile types. Additionally, the
significant results (po.01) occurring for the combined ENFP type contradicts
the typical Introvert, Sensing, Feeling, Judging(ISFJ) type as reported in other
research characteristic of other American elementary educators

88
 Amirtha. M and Kadhiravan. S (2006) explored the relationship
between emotional intelligence and personality of teachers. Normative survey
method was used in this study to find relation between personality and
emotional intelligence of teachers. The sample comprised 207 teachers
working in different schools of Chennai city. The results revelled that gender,
age, and qualification influence the emotional intelligence of teachers.
Teachers also differed in some of their personality dimensions with respect to
different descriptive variables. Further, it is found that extroversion,
introversion and feeling dimensions of personality have a negative impact on
emotional intelligence of teachers, whereas thinking and judging dimensions
have a positive impact on their emotional intelligence.

Grady Roberts.T. (2007) examined the relationship between Teaching

efficacy and Personality type of Cooperating teachers. The purpose of this
study was to determine if a relationship existed between teaching efficacy and
personality type of agricultural science cooperating teachers. The target
population was agricultural science teachers who served as cooperating
teachers. A convenience sample of 41 teachers who attended an optional
cooperating teacher meeting at Texas A&M University was used in this study.
Teaching efficacy was determined using the Teacher’s Sense of Efficacy
instrument and personality type was assessed using the Myers-Briggs Type
Indicator. Participants exhibited “Quite a Bit” of efficacy in student
engagement, instructional strategies, and classroom management.
Accordingly, they also exhibited “Quite a Bit” of overall teaching efficacy.
Teachers were equally divided between extroversion (E) and introversion (I),
mostly sensing (S), equally divided between thinking (T) and feeling (F), and
more judging (J). The most prevalent personality type was Introvert, Sensing,
Thinking, and Judging (ISTJ), followed by Extraversion, Sensing, Thinking,
Judgment (ESTJ), extraversion, intuition, feeling, judgement (ENFJ), and
Extraversion, Sensing, Feeling, Judgment (ESFJ). Extroversion was found to
be substantially related to overall teaching efficacy and, consequently, to all

89
three subscales (student engagement, instructional strategies, and classroom
management). Additionally, judging (J) was positively related to efficacy in
classroom management and sensing (S) was negatively related to efficacy in
student engagement.

Selvaraj Gnanguru, A and Suresh Kumar. M, (2008) took up research

to study the home environment of overachievers, normal achievers and
underachievers, to study the personality type of overachievers, normal
achievers and underachievers and to study the significance of the difference
among the under, normal and overachieving B.Ed. students with respect to
their home environment and their personality type, The sample for the study
consisted of 892 randomly selected B.Ed students from B.Ed colleges in
Cuddalore and Nagappattinam Districts of Tamil Nadu state. The sample
included 252 underachievers (28.3%), 460 normal achievers (51.6%) and 180
overachievers (20.2%). The under, normal and over achievers were identified
with the help of regression equation (intelligent score and achievement score).
Group Test of Intelligence by Nair and Anandavalliamma (1976),
Achievement Test for B.Ed students constructed by the investigators (2006),
Home Environment Questionnaire by Murugeswari (1993) and Extraversion-
Introversion Inventory by V.S. Shanthamani and A. Hafeez (1992) were used
as the tools. It was found that the normal and overachievers were having
satisfactory home environment but the underachievers were having below
average level of home environment. The normal and overachievers were found
to have extrovert type of personality but the underachievers were having
introvert type of personality. Significant difference among was found under,
normal and overachieving B.Ed students in their home environment and their
personality type.

Kaur. C (2009) examined the attitude of elementary schools teachers

towards teaching in relation to their personality characteristics. The study puts
forth the following conclusions:-i) Male elementary teachers have more
psychotic tendency then female elementary teachers. ii) There is a slight

90
difference between mean scores of male and female teachers on neuroticism.
Male elementary teachers have more neurotic tendency than female
elementary teachers. iii) Female elementary teachers are more extrovert then
male elementary teachers. iv) Teachers having favourable attitude towards
teaching are less neurotic than those teachers who are having unfavourable
attitude towards teaching. v) Teachers having favourable attitude towards
teaching are less psychotic than those teachers who are having unfavourable
attitude towards teaching. vi) Teachers having favourable attitude towards
teaching are more extrovert than those teachers who are having unfavourable
attitude towards teaching.

Clark, M.H., and Scorth, Christopher, A., (2010) examined the

relationship Between Academic Motivation and Personality among college
students. 451 first year college students formed the sample of the study.
Multiple regressions compared three types of intrinsic motivation, three types
of extrinsic motivation and motivation to five personality factors. Results
indicated that those who were intrinsically motivated to attend college tended
to be extroverted, agreeable, and conscientious and open to new experiences
although these trends varied depending on the specific type of intrinsic
motivation. Those who were extrinsically motivated tended to be extroverted,
agreeable, conscientious and neurotic, depending on the type of extrinsic
motivation. Those who lacked motivation tended to be disagreeable and
careless. The results suggest that students with different personality
characteristics had different reasons for pursuing college degrees and were
having different academic priorities.

Ayan and Kocacik (2010) took up a study to study the relation between
the level of job satisfaction and types of personality in high school teachers.
They also evaluated the differences of the levels of job satisfaction in
accordance with the personality features. Data of the study were obtained from
the questionnaire that determined the socio-demographic characteristics of the
teachers, occupational satisfaction scale that determined their job satisfaction

91
and the personality scale that determined their personality characteristics. The
study revealed that thirty-two percent of the teachers who answered the
questionnaire were women and sixty-eight percent were males. It was seen
that more than half (62%) of the teachers had extrovert personalities.
Proportion of the teachers with introvert personalities within the sample was
32%. When the differences of points that teachers obtained in the job
satisfaction scale and points obtained for each of the statements included in the
scale used to evaluate their personality characteristics were compared, it was
found that their job satisfaction showed significant differences in terms of
characteristics of liking competence, being ambitious in the social area and
occupation, getting angry easily and hiding their feelings.

Perkmen. S and Cevik. B (2010) conducted a study to examine the

relationship between pre-service music teacher’s personalities and their
motivation for computer-assisted music instruction (CAI). The "Big Five"
Model of Personality served as the framework. Participants were 83 pre-
service music teachers in Turkey. Correlation analysis revealed that three
dimensions of personality (Extroversion, Openness and Conscientiousness)
were positively related to participant’s motivation for CAI. Stepwise
regression analysis revealed that only extroversion and openness dimensions
made a significant contribution to the prediction of motivation.

Kaur. H and Kaur. V (2011) conducted a study on study habits and

personality characteristics of B.Ed students. The sample consisted of 200
B.Ed. students. After analysis of results the investigators arrived at the
following results:-i) No significant difference was found between personality
characteristics i.e. psychoticism of male and female B.Ed. teachers. ii) The
female B.Ed. students are high on neuroticism than male students. iii) The
female students are more extrovert than male B.Ed. students. iv) The psychotic
female B.Ed. students have better study habits than psychotic male B.Ed.
students. v) The neurotic male B.Ed. students have better study habits than

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neurotic female B.Ed. students. vi) Study habits of extrovert female B.Ed.
students are better than study habits of extrovert male B.Ed. students.

Carol Lynn Patrick, (2011) took up a study to examine whether the Big
Five personality traits and expected student grades relate to student
evaluations of teachers and courses at the college level. Extraversion,
openness, agreeableness and conscientiousness were found to be personality
traits favoured in instructors, whereas neuroticism was not. A significant
correlation was found between the students' expected grades in the course and
student evaluations of the course, but not the evaluations of the instructor.
When the effect of students' perceived amount of learning was taken into
account, no significant effect of grades was found on teacher ratings.
Personality explained the variance in teacher and course evaluations over and
above grades and perceived learning.

Jasim Ahmad and Kirti Munjal (2013) in his study aimed to aims to
assess the relationship between academic anxiety and personality type (Type
A, Type B and Type AB) of students studying in Class X. The effect of gender
and type of school was also studied. The findings revealed that there was a
significant difference in the mean level of academic anxiety experienced by
male and female students and also a significant difference in the Mean level of
academic anxiety experienced by students having different personality types.
But there was no significant difference in the mean level of academic anxiety
experienced by male and female students having different personality types. A
significant difference was found in the mean level of academic anxiety
experienced by government and public school students and also in academic
anxiety experienced by government and public school students having
different personality type.

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2.3 STUDIES RELATED TO ATTITUDE TOWARDS TEACHING
PROFESSION

Mehrotra. R. N (1973) investigated the effect of teacher education

programme on the attitude of teachers towards the teaching profession. The
major finding of this study was that the attitude of those who completed the
course, was more favourable than that of those who did not. The mean attitude
score of full time students was found to be lower than that of correspondence
students at the beginning of the course but it was higher at the end. In both the
groups, the attitude of women students was found to be more favourable than
men. The attitude of male students of correspondence course was favourable
than that of the full time courses, both at the beginning and at the end of the
course.

Saran. S. A (1975) investigated teacher’s attitude towards teaching

profession and certain personality variables as related to their level of
education and amount of experience and concluded that the attitude of
teachers towards the teaching profession was positive. Attitude towards
teaching profession was not positively related to experience in the teaching
profession was as well as age. The teachers who had a positive attitude
showed more interest in literary and mechanical fields, while teachers with
negative attitude showed more interest in the field of agriculture and sports.
Certain personality variables as needs achievement, abasement, endurance and
autonomy had hardly any influence on the formation of attitude towards the
teaching profession.

Jaleel and Pillay (1979) conducted a study on Bureaucratism of college

teachers and their attitude towards teaching profession. They analysed the
attitude of college teachers towards teaching with respect to age and
professional experience and aimed to find out the relationship between the
attitude of college teachers towards teaching and their Bureaucratism. Were
adopted as tools for the study Gordon’s work environment preference schedule

94
and Ahluwalia’s Teacher Attitude Inventory. Twenty seven college teachers
from twenty one different colleges formed the sample. Nearly two thirds of the
college teachers in the sample were found to be highly bureaucratic. Age and
experience of college teachers appeared to have definite positive relationship
with their Attitude towards teaching profession. As teachers grew in age and
experience their Attitude towards the teaching profession grew more
favourably. Teachers who had developed sound Attitude towards the teaching
profession were found to be relatively more traditional and impersonal.

Aggarwal. U (1980) concluded in his study that no significant

difference was found between male and female prospective teachers in their
attitude towards teaching profession. The study revealed that age of
prospective teachers has nothing to do with the attitude towards teaching
profession. There was no significant difference between the prospective
teachers belonging to fresh and trained group in their attitude towards teaching
profession.

Mann. S. S (1980) revealed that successful teachers had a more healthy

attitude towards teaching profession and allied aspects than the unsuccessful
teachers. There was significant difference in personality characteristics,
attitude towards the teaching profession, academic achievement and
achievement in professional courses of successful and unsuccessful teachers.
The successful teachers were found to be significantly more expressive, ready
to cooperate, generous impersonal relations, bright and alert, fast in learning,
efficient in abstract thinking possess emotionally mature, realistic about life,
effective in adjustment, dependable, conscientious, persevering, responsible
and dominated by a sense of duty, socially aware, spontaneous and abundant
in emotional responses, practically independent, polished, experienced and
analytical and less tense than unsuccessful teachers.

Som (1984) investigated the relation between non-cognitive,

personality structure type following Eysenck’s teachers Attitude towards

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teaching and related areas. The study aimed to find the structure pattern which
is likely to suggest better attitude towards teaching and related areas, to find
the descriptive attitude pattern to teachers with reference to the teaching
profession and pupils, and to observe the relative importance of the
Extraversion variables in the determination of the teachers towards teaching,
teaching profession, classroom teaching and pupils. The sample consisted of
250 B.Ed training students. Modified version of Eysenck’s and Wilson’s
Personality inventory was used as the tool to collect data. It was found that the
teachers were normal in respect to teacher attitude towards pupils. Female
teachers’ tended to be higher than males in their attitude towards teaching the
teaching profession. Male teachers were found to be highly initiative than
female teachers. Introverts were found to have more favourite attitude towards
pupils and Extroverts had no significant association with the attitudes.

Mehta. R. D (1985) undertook an investigation into the change in the

attitude and values of teacher trainees with respect to some of the personality
variables. The findings of the study showed that the impact of the teacher
training programme in the CIE (Development of Education) was such that
significant positive change in attitude towards teaching took place in all the
sub-groups of subjects and the maximum positive change took place in the
sub-group of high extroversion, with low psychoticism and low neuroticism.
The interaction effect of extroversion, psychoticism and neuroticism was non-
significant in producing any significant change in the said attitude, viz., and
attitude towards child control, attitude towards classroom discipline, attitude
towards classroom instruction and attitude towards teacher pupil relations.

Chaube. J. S (1985) concluded in his study that there was no

relationship between attitude towards teaching profession and teaching
efficiency in male and female teachers. No interrelationship between existed
attitude towards teaching profession and academic achievement in both the
sexes, however, these trends were in positive direction. Sex did not play any

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role in respect of variables viz academic achievement, attitude and teaching
efficiency.

Sook Wera Chaisri (1985) examined the Attitude of secondary teachers

of Thailand region-10 towards their Teaching Profession. The study aimed to
assess the attitude and to compare the differences in attitudes with reference
to gender, age, marital status, experience in teaching, educational qualification
and type of schools. It also aimed to compare the teaching efficiency as rated
by students, co-teachers and principals with their attitudes and to compare the
teacher’s professional growth with their attitudes. 400 male and 400 female
teachers from forty schools were selected randomly. Urban teachers’ attitude
was found to be favourable than rural teachers, Female teachers were found to
have more favourable attitude than male teachers, Experienced teachers had
more favourable attitude than the beginners, The favourable attitude towards
teaching was found to increase with age. Positive relationship was found
between teaching efficiency and attitude towards teaching between teachers’
professional attitudes and their professional growth.

Mouli. R. C and Reddy. S (1990) conducted a study to determine the

degree of relationship between teacher’s age, sex, training and year of
teaching experience and attitude towards teaching, on a sample of 100 teachers
(50 male, 50 female) from eight secondary schools located in Hyderabad and
Secunderabad. Though differences among the groups on the sex, age, training
and experience variables were found, they were statistically not significant.

Ganapathy. S (1992) studied the self-concept of student teachers and

their Attitude towards Teaching Profession. The objective of the study was to
assess and find out the relationship between self-concept and their attitude
towards teaching. The sample included 723 student teachers from nine
selected colleges of education in Tamil Nadu. Tamil version of the teacher
attitude inventory by Ahluwalia and self-concept scale by Mukta Ravi Rastogi
were used. The researcher found that student teachers had a favourable attitude

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towards teaching. Student teachers were found to have positive self-concept
and a significant correlation was found between self-concept and attitude
towards teaching.

Tewari. A. K (1996) conducted a study to assess the attitude of

undergraduate students towards teaching profession. Thrustone Type Scale
was used for the assessment of the data collected from 180 students of high
school final, inter final and B.A. final classes. The results of the study revealed
that 50% of the students possessed favourable attitude towards teaching
profession, and the females outnumbered the male students, in favourableness.

Pushpam. A. M. L (2003) took up a study to find the attitude of women

teachers towards teaching profession and to find out the level of job
satisfaction of women teachers. The study also and aimed to find out the
relationship of attitude of women teachers towards teaching profession with
secondary variables like age, experience, class handled, type of school, type of
management and location of school and to find out the association between the
attitude to women teachers towards teaching profession and their job
satisfaction. 725 women teachers working in different types of schools were
selected as sample by using stratified random sampling technique. Attitude
towards teaching profession scale constructed by V.V.Katti and Job
satisfaction scale constructed by the investigator were used. Women teachers’
attitude towards teaching profession was found to be positive. Women
teachers’ attitude towards teaching profession did not differ significantly with
respect to secondary variables and there was no significant difference in the
job satisfaction of women teachers with respect to secondary variables.

Kaur. H (2004) studied the impact of teacher training programme on

B.Ed. student’s motivity, attitude towards teaching and personality. The study
concluded that the attitude towards teaching profession of B.Ed. students
decreased at the completion of the teacher training programme. So, the
training programme was found to have a negative impact on B.Ed. student’s

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attitude. The teacher training programme had failed to maintain the magnitude
of attitude towards classroom teaching and the training programme had not
improved the attitude of the trainees.

Pandey and Maikhuri (2005) studied the effective and ineffective

teacher’s attitude towards teaching profession. 100 secondary school teachers
were selected as the sample from Pauri and Tehri districts. There was no
significant difference between effective and ineffective male teachers in their
attitudes towards teaching profession. No significant difference was found
between effective and ineffective female teachers so far as their attitudes
towards teaching profession was concerned. Male and female ineffective
teachers were almost similar in their attitudes towards teaching profession.

Gill. T. K& Saini. S. K (2005) investigated the effect of teacher

education on attitude of student teachers towards teaching profession. The
purpose of the study was to find out the attitude of student teachers towards
teaching profession in the beginning of teacher education programme and to
find the significant difference in the attitude of student teachers towards
teaching profession after the completion of the teacher education programme
and also to find the significant difference in the attitude of student teachers
with respect to educational qualification and marital status. A sample of forty
B.Ed students who completed B.Ed programme during the year 2003-04 and
2004-05 formed the sample. The sample was drawn from Punjab Agricultural
University, Ludiana. Teacher attitude scale (TAS) developed by Goyal J.C.
(1984) was used as the tool. It was found that Teacher education has a positive
impact on the attitude towards teaching profession.

Jain Rachna (2007) took up a study to compare the teaching

effectiveness of teachers with reference to Gender, Type of School (Govt. /
Aided) and Teaching experience and to compare the attitude of teachers
towards teaching with reference to Gender, Type of school Teaching
experience and to find out the relationship between teaching effectiveness of

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teachers and their attitude towards teaching profession. The sample consisted
of seventy five teachers working in twenty secondary schools in two districts
of Delhi. Teaching effectiveness observation scale (TEOS) developed by the
investigator and Teacher attitude scale developed by Goyal were employed to
collect data. The investigator found that there was significant difference in the
teaching effectiveness of teachers with respect to Gender, Type of School and
Teaching experience of teachers. There was significant difference in the
attitude of teachers towards teaching profession with respect to Gender, Type
of School and Teaching experience. Significant relationship was found
between teaching effectiveness and their attitude towards teaching profession.

Tasleema & Ahmad (2009) conducted a study entitled A Comparative

Study of Attitude of Secondary School Teachers in Srinagar. The main
objective was to measure the attitude of secondary school teachers towards
teaching profession. Descriptive method was adopted. The sample consisted of
120 secondary school teachers working in Government and Private high and
higher secondary schools of Srinagar district. Ahuwalia’s Teacher Attitude
Inventory was used to collect data. It was found that there was no significant
difference in the attitude of teachers with regard to type of schools and there
was no significant difference with regard to gender.

Sumangala. V& Ushadevi. V. K (2009) ventured to study role Conflict,

Attitude towards Teaching Profession and Job Satisfaction as Predictors of
Success in Teaching. The major objective was to find out whether Role
conflict, Attitude towards Teaching profession and Job satisfaction are
significant predictors of success in teaching. 300 secondary teachers were
selected from ten districts of Kerala using proportionate stratified sampling
technique. Role conflict scale by Sumangala and Ushadevi, Attitude scale by
Pillai, Job Satisfaction Inventory by Pillai, and Teaching success rating scale
by Sumangala and Mathai were used to collect the data. The study revealed
that all the three variables were related to success in teaching. Role conflict
was found to be the highest predictor of success in teaching. The second

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predictor was Attitude towards teaching profession and the third predictor was
Job satisfaction.

Ahmet Güneyli and Canan Aslanb (2009) in their study evaluated

Turkish prospective teachers’ attitudes towards teaching profession. The
fundamental objective of this study was to determine the mother tongue
(Turkish) prospective teachers’ attitudes towards teaching profession
according to their “genders”, “classes” and “socio-economic” levels, their
reasons for choosing this profession, the problems they may confront when
they start the profession and whether the education they received is sufficient.
The study is built with a structure suitable for combined approach where
qualitative and quantitative analysis methods were used together. The study
group of the research consists of 117 students at the first, second, third and
fourth classes at Near East University, Faculty of Education, Department of
Turkish Language Teaching in 2008-2009 Academic Year Fall Semester and
were selected by using of random sampling method. In order to evaluate
prospective teachers’ attitudes towards teaching profession, 5-point Likert-
type attitude scale (Cronbach alpha value 0.95) developed by Cetin in 2006
was used. The qualitative data in the study was collected using four open
ended questions. For the analysis of the data, t-test and descriptive analysis
methods were used. A significant difference occurred in favour of female
prospective teachers in relation to the gender factor. No significant difference
between attitude scores was observed in relation to the effects of class and
socio-economic level. The majority of prospective teachers chose Turkish
language teaching because they loved the profession. The prospective
teachers’ most important concern about their future was “not being
appointed”. The prospective teachers thought that there were some
deficiencies in the education they received.

Mehmet ustuner, Hasan demirtaş and Melike Comert (2009) conducted

a study on the attitudes of prospective teachers towards the profession of
teaching. This study intended to determine the attitudes of the students in the

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faculty of education towards profession of teaching. To this end, it is
questioned whether the attitudes of students towards the profession of teaching
differ according to the variables viz their gender, the type of the
department/program they study, the order of the program in the University
Entrance Examination (UEE) preference list, the socio-economic status (SES)
of the neighbourhood and family they live in, the grade they attend, type of
schooling, and the reasons for choosing teaching profession. The participants
of the study comprised of 593 students who are selected using rated cluster
sampling method for the departments and rated element sampling method for
the classes. Attitude Scale towards the Profession of Teaching, a single-
dimension Likert type scale with 5 points, originally developed by Ustuner
(2006) was used as the tool. A significant difference was observed between
the attitudes of prospective teachers with intrinsic motivations towards the
profession of teaching and those of latter teachers with extrinsic motivations
towards the profession of teaching. Other variables for which significant
differences were observed include gender, the type of the department/program
they study, the order of the program in the UEE preference list, and the SES of
the neighbourhood and family they live in.

Parvathi S Ghanthiand and Jagadesh (2009) attempted to find out the

attitude of secondary school teachers towards teaching profession. Umee
Kulsum Attitude Scale was administered on a random sample of 100 teachers
working in secondary schools. The data was analysed using ‘t’ test. It was
found that the attitude towards teaching profession of secondary school
teachers is highly favourable. It was also found that the teachers working in
secondary schools do not differ significantly in their attitude towards teaching
profession with respect to gender and type of school.

Nesrin Oruc (2011) studied the perception of teaching as a profession

by Turkish Trainee Teachers and their Attitudes towards being a teacher. The
study attempted to investigate the perception of teaching as a profession by
trainee teachers. 80 trainee teachers studying at a State university’s Faculty of

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Education, English Language Teaching Department in Turkey were asked
about their attitudes towards teaching as a profession. A 30-item Likert type
scale was used to gather data and the results indicated that these students had a
clear positive attitudes for their future profession.

Omer Engin Akbulut and FatihKaraku (2011) investigated secondary

school science and mathematics pre-service teachers’ attitudes towards
teaching profession. The purpose of this study was to determine how
pedagogical content courses taken during teacher education programs affect
the pre-service teachers’ attitudes toward teaching profession. 239 secondary
school science and Mathematics (Physics, Chemistry, Biology, Mathematics)
pre-service teachers participated in the study and “Teaching Professional
Attitude Scale” was used to collect the data. The data was analysed by using t-
test for binary comparisons and one-way analysis of variance (ANOVA) and
Tukey HSD test for multiple comparisons. The findings revealed that pre-
service teachers’ attitudes toward teaching profession were found to be
positive. However, the attitude scores of the pre-service teachers who studied
content courses, decreased.

Agnes Ebi Maliki (2013) conducted a study on attitudes towards the

Teaching Profession of Students from the Faculty of Education, Niger Delta
University. This study focused on the attitudes of Faculty of Education
undergraduates of Niger Delta University towards the teaching profession.
Using a descriptive survey design and a sample of 160 randomly selected
prospective teachers, percentages, independent‘t’ test and one way Analysis of
variance data were analysed at .05 level of significance. The findings indicated
that prospective teachers had negative attitude towards the teaching
profession. There were significant sex differences in attitude of students
towards the teaching profession. Discussion of findings cantered on
implications bordering on the effect of negative attitude formation. It was
therefore recommended that professional counsellors should carry out

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sensitization programmes on the importance of developing positive attitudes
and attitudinal change towards the teaching profession.

Necla Koksal (2013) took up a study on pre-service teachers’

perceptions about competencies and their attitudes. This study aimed to
identify the general teaching competency levels and professional attitudes of
pre-service teachers who were to graduate from four-year education faculties.
It was conducted with a total of 379 senior-year students who were attending
Pamukkale University, Education Faculty during the spring term of the 2008
to 2009 academic year. The dependent variables of the study were general
teaching professional competencies and professional attitude levels, while the
independent variables were gender, type of high school attended, department
of study and academic success. Data were collected by using the “general
teaching competencies self-assessment form” and the “scale for attitudes
towards the teaching profession”. The results showed a positive and
meaningful relationship between general teaching competency perceptions and
attitudes towards the profession.

Srijita Banerjee and Santosh Kumar Behera (2014) conducted an

investigation into the Attitude of Secondary School Teachers towards
Teaching Profession in Purulia District of West Bengal, India. Keeping the
importance of Teaching Profession an attempt was made through this study by
the investigators to know the attitude of secondary school teachers towards
Teaching Profession in Purulia District of West Bengal. The study was based
on survey method, particularly, the normative survey research method. One
hundred eighty teachers (both male and female) teaching in Social and
General Science streams were taken as representative sample of the whole
population. An attitude scale was used for collecting the data. The means of
both groups were tested for significance of difference by using ‘CR’ test. It
was found that the attitude of secondary school teachers of Purulia district of
West Bengal was neither more favourable nor unfavourable towards Teaching

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Profession. Teachers possessed satisfactory or average attitude towards
Teaching Profession.

Satish Kumar Kalhotra (2014) examine the difference and comparison

between effective and ineffective teachers in relation to their attitude towards
teaching profession. The sample comprised seventy one teachers (forty were
Effective teachers and thirty one were ineffective teachers) were selected
stratified random sampling method and their teaching experience, age and sex.
Two research instruments Teacher Effectiveness Scale by developed by
Kumar and Muthan in 1985 and Attitude Scale by Kanth and Bannur (1974)
were used to collecting the data. Analysis of the data was done using
correlation statistics technique. Findings of the study indicated that no
significant difference effective and ineffective teachers in their attitude
towards teaching profession. Further said that effective and ineffective
teachers do not differ in their attitude towards teaching profession, although
they differ in their experience, age and sex.

Rekha and Pooja Sharma (2015) tried to know the attitude of the
secondary school teachers towards teaching profession in relation to their
teaching competences. The study was conducted on a sample of 100 secondary
school teachers teaching in government model and private schools of
Chandigarh. The results indicated that secondary school teachers of both
government model and private school have positive attitude towards teaching
profession. Teaching competencies and attitude of secondary school teachers
of Chandigarh towards teaching profession is significantly correlated in
positive direction.

Vijayalaxmi Kamatar and Vashtrad (2016) conducted a study to find

out the relationship between Job Satisfaction and Attitude towards Teaching
Profession of Male and Female Secondary School Teachers of Gadag District.
Descriptive and predictive research method is appropriate for the study. From
entire population of these secondary school teachers one hundred five (105)

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teachers were selected as the sample for the study using random sampling
technique. The study revealed that; there is a positive significant relationship
between job satisfaction and attitude towards teaching profession of secondary
school teachers. There is a positive significant relationship between job
satisfaction and attitude of male secondary school teachers towards teaching
profession. But no significant relationship between job satisfaction and
attitude of female teachers towards teaching profession was found

Conclusion:

The review of related literature shows that research efforts have been
directed towards teaching competence of teachers but not of teacher educators.
Unfortunately attention is not drawn to correlate Teaching Competence of
Teacher Educator in Relation to their Personality Type and Attitude towards
Teaching Profession. Hence the study is a modest venture in this direction.

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