Teaching Effectiveness of Teachers Working in Different Types of Schools with Respect to Organisational Climate

Abstract

The present study was conducted to study the effect of organizational climate on the teaching effectiveness of teachers working in different types of the schools viz. residential and non-residential schools of Haryana. The sample consisted of qf 30 schools which were selected out of CBS£ affiliated schools located in Haryana through random sampling technique. Out of30 schools, 15 were residential and 15 were non-residential. Again, from each school, 10-15 teachers were randomly selected and. finally the total sample consisted of 414 teachers out of which 196 teachers were from residential schools and 218 teachers from non-residential schools. School Organizational Climate Description Questionnaire SOCDQ by ML Sharma was used to find out the organizational climate of schools as perceived by the teachers. Teaching effectiveness of those teachers, who rated their organizational climates as most effective and least effective, was compared by using Teaching Effectiveness Observation Scale {TEOS) by Gupta & Jain (2007). The obtained data was analysed using mean, S.D's and t-test. Findings of the study indicate that within most effective climate, there was a significant deference in teaching effectiveness along with its aspects among teachers working in residential and non-residential schools. Teaching effectiveness was found better in most effective organizational climates of residential schools. The study further revealed that within least effective organizational climates, a significant difference was found in the teaching effectiveness of residential and non-residential schools. Non-residential schoolteachers showed better teaching effectiveness in the segment of/east effective organizational climate.