The Image al the School in Goa- I Silly al Ike Higher Secondary Stage
A Thesis Submitted to Goa University For the degree of DOCTOR OF PHILOSOPHY IN EDUCATION
Prof. /3.1t. oyaf /$0,6 1,4 ;, Louis 'VernaC Guide „. \ nvestigator
V) ,-, 0 •
\ J
Goa University, Taleigaon 1999
Certikate
This is to certify that the Thesis entitled
"THE IMAGE OF THE SCHOOL IN GOA - A STUDY
AT THE HIGHER SECONDARY STAGE" submitted
by Louis Vernal is his own work carried under
say guidance and supervision and is worthy of
examination. 4/001112•10
Prof. Bhagat Ram Goya( profennor of Education and getd ac Head, Dept-of Educational Recearch and Policy Pernpectiven, NCERT, New Delhi
Guide of Goa University Dectgircati.o-rit.
I, Mr. Louis Vernal, solemnly declare that this Thesis submitted by me is my own research work on "The Image of the School in Goa - A Study at the Higher Secondary Stage" carried out under the guidance of Dr. Bhagat Ram Goyal, who has been Professor of Education, Dean of Instruction,
Member-Secretary ERIC, and also the Head, Dept. of Educational Research and Policy Perspectives, NCERT. He is a guide of Goa University.
I do, further, declare that, to the best of my knowledge, the research work presented in this Thesis is original and has not been submitted in part or full for any other diploma or degree of this or any other University.
Louis Vernal Investigator CKNOVVLEDGEMENT
The planning and execution of this research has been a long journey wit its ups and downs. It has been a challenge since the topic, being new, to be conceptualised first and then qieration.arised Further, there wer
o research works on this topic though a few were available in relate areas. In this task the researcher acknowledges the invaluable assistanc
endered by :
Dr. Bhagat Ram Goya,- Professor of Education and formerly, Dean o Instruction, 3-lead of the Department of Research and Polk Perspectives and Nlember Secretary, ERIC, all at the National Counci of Educational Research and Training (LACER T) New Delhi. At critical- juncture, he came to my assistance as guide. I am, indee indebted to him.
The teaching and non-teaching staff of my College, The g17.1tes Colleg of Education, Ponda who were of immense help at various stages o the research.
➢ The experts in the field of education who went through the tools an offeredvaluable suggestions The librarians of the National Council of Educational Research graining (LACER?), New Delhi, the Indian Institute of Education (IIE) Pune and Goa 'University who tendered apt advice on referenc available in their libraries
D The Principa, teachers and students of the 3-figher Secorula Schools without whose wholehearted cooperation, this research wor wouldnot have beenpossible
D Tile members of my family who encouraged me during the tenure o the research and exercised their _patience with me during the fin months of thesis writing.
Zooid %lad Table of Contents
> Title Page
➢ Certificate
> Declaration
> Acknowledgement
Page
Chapter I : Introduction 1 - 14
1.1 Overview 1
1.2 The Educational Scenario 4 1.2.1 Quantitative Growth after Liberation 4 1.2.2 Need for Qualitative Improvement 6 1.2.3 Present Study and Qualitative Improvement 9
1.3 Statement of the Research Study 13
1.4 Resume of succeeding chapters 14
Chapter II : Review of Related Research 15.53
2.1 The Socio-educational dimension 15
2.2 Pioneering Contributions 16
2.3 The Construct of School Image 21
2.4 Other Studies 35
2.5 Conclusions 52 Chapter III : The Problem and Hypotheses 5466
3.1 Statement of the Problem 54
3.2 Scope 54
3.3 Objectives of the Study 57
3.4 Hypotheses 58
3.5 Need and Importance of the Study 59
3.6 Limitations 60
3.7 Operational Definition of Terms and Concepts 61 3.7.1 School Image 61 3.7.2 Higher Secondary School 65 3.7.3 Stream 65 3.7.4 Attributes 65
Chapter IV : Description of the Tools of Research 67-102
4.1 Construction of Tools 67
4.2 Attributes of School Image Scale 68 4.2.1 Construction of the tool 68 4.2.2 Content Validity and Reliability 69 4.2.3 Description of the Attributes of School Image 71
4.3 Instrument of School Image 98 4.3.1 Construction of the School Image Scale 98 4.3.2 Content Validity and Reliability 101 iii
Chapter V : Methodology of Investigation 103.113
5.1 Locale of the Study 103 5.2 Population 104
5.3 Sampling Design 104 5.3.1 School Sampling 104 5.3.2 Sampling of Principals, Teachers, Students 106
5.4 Data Collection 108 5.4.1 Preliminary steps taken to facilitate Collection of data 108 5.4.2 Data from the Schools 108
5.5 Scoring 109 5.5.1 Scoring Procedure for ASIS 109 5.5.2 Scoring Procedure for ISI 110
5.6 Design of the Study 112
5.7 Statistical Techniques 113
Chapter VI : Analysis and Interpretation of Data 114-153
6.1 Analysis of ASIS 114 6.1.1 Ranks for the Attributes 114 6.1.2 Tabulation of Data for ASIS 117 6.1.3 Variations in Perceptions 140 6.1.4 Coefficients of Correlations 141 6.1.5 Conclusions 142
6.2 Analysis of ISI 143 6.2.1 Purpose of the Tool 143 6.2.2 School Rating Percentages 144 iv
6.3 Testing of Hypotheses 148 6.3.1 Hypotheses 148 6.3.2 Calculation of T values 148 6.3.3 Testing of Hypothesis 1 149 6.3.4 Testing of Hypothesis 2 151 6.3.5 Testing of Hypothesis 3 152
Chapter VII : Summary, Conclusions, Suggestions 155.169
7. 1 Summary 155
7.2 Major Findings 155
7.3 Educational Implications 163 7.3.1 Background 163 7.3.2 Implications 164
7.4 Suggestions for Future Research 166
Bibliography Annexures
I Tool - Attributes of School Image Scale (ASIS)
II Tool - Inventory for School Image (ISI)
III Use of the Tool ISI by Schools
IV Sample of Schools - Science Stream, with Principal, Teacher and Student Samples
V Sample of Schools - Non-Science Stream with Principal, Teacher and Student Samples
VI Geographical areas covered under the Sample
VII Tables 14 and 15 containing the data of schools using ISI
vi
List of Tables
Table 1 Showing the pass percentages of Girls and Boys 56
Table 2 Showing the number of male and female rank holders 56
Table 3 Showing the number of items under
each Attribute 100
Table 4 Showing the distribution of schools and the sample 105
Table 5 Showing the sample for the study 107
Table 6 Showing the values and ranks given to
the attributes by the various groups in the Science Stream on the items of the Tool ASIS 118
Table '7 Showing the values and ranks given to the attributes by the various groups in the Non-Science Stream on the items of the Tool ASIS 121
vii
Table 8 Showing the ranks given to the attributes by the various groups in Science and Non-Science groups 124
Table 9 Showing the values and ranks given by the various combinations of groups (Science, Non-Science, Male and Female) on the items of the Tool ASIS 127
Table 10 Showing the values and ranks given by the various combinations of groups (Students, Teachers and Principals) on the items of the Tool ASIS 129
Table 11 Showing the values and ranks of the various combination of groups categorised according to the total sample values/ranks (Students, Teachers, Principals) 131
Table 12 Showing the values and ranks of the various combination of groups categori- sed according to the total sample values/ ranks (Science, Non-Science, Total) 134
Table 13 Showing the ranks of the various combi- nations of groups categorised according to the total sample ranks of attributes 137 viii
Table 14 Showing the values calculated for indivi- dual schools (Science Stream) on each of the 50 items. The total values and mean values for subgroups under each category of ASIS are also given school wise Annexure IV
Table 15 Showing the values calculated for indivi- dual schools (Non-Science Stream) on each of the 50 items. The total values and mean values for subgroups under each category of ASIS are also given school wise Annexure V
Table 16 Showing the total values and school rating % as given by the Principal, Teachers and Students to their respective schools (Science Stream) 145
Table 17 Showing the total values and school rating % as given by the Principal, Teachers and Students to their respective schools (non-Science Stream) 146
Table 18 Showing the School Rating as 147 Percentages List of Charts Page Chart I Showing Comparison of Ranks as given by Science, Non-Science, Male, Female and Total Samples on ASIS 139 Chapter I : Introduction
1.1 Overview 1
1.2 The Educational Scenario 4
1.2.1 Quantitative Growth after Liberation 4 1.2.2 Need for Qualitative Improvement 6 1.2.3 Present Study and Qualitative Improvement 9
1.3 Statement of the Research Study 13
1.4 Resume of suceeding chapters 14 1
Chapter I :
IIMTRODUCTEORI
2, 2 Overview
Schools are different. Some are lively, some are happy. By contrast, some are dour and somewhat forbidding. When we walk into the schools and more so, when we live in them as pupils or teachers we feel the differences. Schools have their own tone, their own vibrations and culture. The history of a school provides traditions and a multitude of routines - some good and some not so good - that are taken for granted by organisational members. This culture is the result of the way in which the individuals in the school interact, how they behave towards each other and their expectations of one another. A school's culture has a very powerful influence on the life of those within it or on the success in academic, social, personal aspects that individuals within the schools achieve. Rutter and his colleagues (1979) refer to the common values, beliefs, and ways of doing things as the school's ethos; Glass (1981) has called it tone; Joyce and his colleagues (1993) and 2
Sergiovanni (1996) prefer the word community. Regardless of how it is labeled, a school's culture (or tone or ethos or climate), greatly influences what goes on in schools
(Andersen 1982).
In the 1960s, Coleman's study stated that effects of school on student achievement are minor. However, in the late
1970s educationists began to come to terms with what the culture of the school is all about. It was the British
15000 Hours Study (Rutter et al., 1979) that was instrumental in arguing for the impact of individual school differences on pupils. Individual schools do make a difference to pupils' behaviour and attainment. What is particularly interesting about this developing field of work is not only that schools can and do make a difference to pupil achievement, but that these differences in outcome are systematically related to variations in the school's climate, culture or ethos and their 'quality' as social systems. Firestone and Rosenblum (1988) and Rosenholz,
(1989) also arrived at similar results and conclusions.
The effect of schooling has long been of interest to educational researchers and policy makers whose concerns 3 have included both what to look at in schools and how to look at it. Many consider that the study of schools as a social system had its beginning in the pioneering studies of
Getzels and Guba (1952, 1957). Others trace social system inquiry to Waller's (1932) description of school as a miniature society. Some researchers consider Jackson's report on life in the classroom (1968) as the landmark. The subject, however, is complex: studying human behaviour in schools, as in any organisation, involves "ordering and conceptualising a buzzing confusion of simultaneously existing, multilevel, mutually interacting variables"
(Argyris, 1958).
School Climate research evolved from both organizational climate research and school effects research, having inherited instruments, theory and methods from both research paradigms. It is difficult to define school effectiveness. The layman may think of "capable of producing the desired effect", "efficient" or something close to it. However, the term effective can refer to many things: the atmosphere of the school which should be conducive to learning, discipline, good managerial practice, well taught curriculum and so on. 4
Each school has its own characteristics, which are shaped by such factors as its location, pupil intake size, resources and, the quality of its staff. If we are concerned with making a school more successful, it is logical to treat the school as a whole entity. Goodlad (1984), in his comprehensive study, concluded that aspects that characterise schools commonly are teaching practices, content or subject matter, instructional materials, student learning, reading, pupil care, school building and school size. These aspects have been researched individually but, when combined, the variables constitute something close to the whole of a school.
2,2 The Educakional Scenario in Goa
1.2.1 Quantitative Growth after Liberation
Goa was under Portuguese rule for about 400 years
and was liberated in December 1961. It was part of
the Union Territory of Goa, Daman and Diu before
being constituted as the twenty-fifth state of the
Indian Union on May, 30, 1987. Goa is a small state
with a total area if 3,722 sq. kms with a population of 5
12.07 lakhs. The composition of urban and rural population is 41 and 59 respectively.
Administratively, Goa has 2 districts, North Goa and
South Goa. North Goa has 6 talukas while South Goa has 5 talukas, a total of 11 talukas. The state spends, on an average, 23% of its budget on education.
Prior to 1961, Goa had a low socio-economic development. The post-liberation period witnessed a spurt in the fields of education, production, transport, communication and other services. It has recorded an outstanding performance in population control, better quality of life, high life expectancy at birth, high level of literacy, low reproduction rate and infant mortality rate.
The literacy rate, which was 31% at the time of liberation in 1961, is more than 80% today with the rural population having almost the same rate as the urban population. Further, female literacy rate is almost on par with male literacy rate. With low population growth, some schools are facing closure due to lack of students. This has also resulted in good 6 teacher-pupil ratios - 1:23 at the primary level, 1:31 at the middle level and 1:17 at the Secondary level.
Enrolment at the primary level is almost 100%. About
75% of the teachers are trained at the primary level while this figure is around 97% at the middle and high school level.
At the Higher Secondary stage, there are approximately, 80 schools with an enrolment of about
23,500 students and over 1,300 teachers, 84% of who are trained. The Teacher-Pupil ratio at the higher secondary level is 1:18. Most of the Higher Secondary
Schools exist as separate institutions though a few function in the campus where Colleges are run by the same management.
1.2.2 Zeed for Qualitative Improvement
Soon after liberation, the accent on education was on access and quality was not emphasised much.
Presently, the focus is on quality of education and excellence. Explosions in the areas of knowledge, information and communication make it imperative on 7 the schools to make the students competent in this fast changing world.
The National Policy on Education (1986) has recommended a reorientation of secondary education.
One of the major challenges before educational planners is to design an education system that would, on the one hand, meet the growing demand for secondary and higher secondary education, and, on the other, ensure that the objective of qualitative viability does not get diluted. Norms have to be laid down regarding the minimum facilities to be provided to every secondary school, in terms of laboratories, libraries, playgrounds etc. because variability in the standards of education available in different schools is a cause of concern.
Higher Secondary Schools in Goa have multiplied but care has not been taken to see that the institutions, which are started, fulfil the minimum of the requirements, as indicated by the descriptors or attributes. There is no need for further expansion of
Higher Secondary Schools; there are enough of them 8 to cater to all the students passing the Secondary
School Certificate Examination and desiring opportunities for higher education. It is time now to stabilize and to strengthen the existing institutions so that they function efficiently. It has been observed that very little time is allocated specifically for school improvement. Time is allocated for staff development but the focus here is on the skills of individual teachers. Teachers rarely work together on some school-based issue or problem. Hence, school-wide concerns are neglected. Yet, these are often central to students', teachers' and parents' perceptions of the school.
Higher Secondary Schools, as organisations, can be classified into three broad categories:
a) those which are making efforts to improve themselves;
b) those which are settled down and are content with maintaining their current status;
c) those which have started declining and are likely to become sick soon; 9
Consequently, the image of the organisation varies.
However, an organisation can change from one status to the other and there is a constant need for identification of assessment criteria so that the schools get a right approach for their elevation. There is hardly any research evidence on the school's image and in the absence of logical, empirical criteria, institutions are unable to assess their performance or improve the image so that these could be effective and render maximal service to their clientele and the society at large. This research study is a step in this direction.
1.2.3 Present study and Qualitative Improvement
The present research study is aimed at exploring higher secondary school image. At the outset, a few research questions could be contemplated such as:
a) What are the attributes that make an institution
efficient and could lead to its recognition as the one
with appreciable image? Which of these could be 10
the core ones and which have supplementary roles
to contribute?
b) Can there be criteria, both external and internal,
for empirical validation of the existing school
image? If so, is it possible for the institutions to
self administer the criteria and identify their strong
and weak points?
c) Is there a commonality in the opinions of Students,
Teachers, and Principals? If so, where do they
converge and diverge in their perceptions? Which
perceptions are primary for quality improvement
and which ones are secondary?
The study would contribute towards improving the
quality of schools by giving a) a list of ranked dimensions, the presence of which
will characterise higher secondary schools in terms
of their excellence (very good, good, satisfactory,
poor, very poor) 1 .1 b) a rating scale to assess where they stand as far as
these dimensions are concerned and where
improvement is required to bring about qualitative
changes to enhance the prestige of the institution.
Some educationists talk about classification of schools into good, average and below average, through a process of self-assessment by the schools on a given set of criteria. An external authority may also be involved. The priority is the creation of a minimum proportion of "quality schools" which would be pace setting institutions having optimum level. The second priority is to ensure that no school falls below the minimum level. These schools should be assisted to rise to the best level possible. The qualitative improvement should start with human resources and not necessarily with physical facilities. To achieve this, the present study would provide the necessary guidelines.
The management of many higher secondary schools want to improve their image but do not know how.
This study would answer, to a great extent, this need. 12
Enhancing the image of a higher secondary school is bound to have motivational effect on the students and teachers leading to better achievement. School improvement effort could begin with a need assessment survey that may solicit input from the school staff to identify school problems and general needs. Alternately, the focus could be on the plus points of the school. However, school staff may not be able to identify the strengths and weaknesses. They need the help of professionals and researchers.
Goodlad (1984) contends that students are very passive in their reaction to school events. Therefore, schools should help to stimulate more student thinking. Further, schools will improve slowly if reforms are thrust upon them. On the other hand, one could focus on the capacity of schools to deal with their own problems, to become self-renewing. However, schools could have difficulty without pursuing a scientific approach and the use of research tools and procedures.
In essence, schools should become self-directing. The functionaries must develop capacity for effecting 13
renewal mechanism. The Principals should have skills
to prepare yearlong institutional plans for school
improvement. Studies, such as these will prove useful
to educators and practitioners who are interested in
improving their schools' image. Goodlad (1984), states
that the more satisfying schools were perceived to be
taking care of their problems, the more satisfied
teachers saw themselves involved in making important
decisions. "Developing the capability to effect
improvements is more important than effecting a
specific change" (p. 282).
1.3 Statement of the Research Study
The title of the present research study is :
"The Image of the School In Goa - a study at the Higher Secondary stage." 14
1.4 Resume of succeeding chapters
The thesis is divided into seven chapters. The second chapter deals with the review of related Literature. Chapter three gives the details of the statement of the problem and hypotheses. Chapter four is devoted to the description of the tools of research. The fifth chapter presents the methodology of investigation. Chapter six consists of the presentation, analysis and interpretation of data collected while the seventh and final chapter attempts to present a brief summary of the study and the conclusions arrived at.
Suggestions for further research are also included. Chapter II : Review of Related Research
2.1 The Socio-educational dimension 15
2.2 Pioneering Contributions 16
2.3 The Construct of School Image 21
2.4 Other Studies 35
2.5 Conclusions 52 15
Chapter H : REVIEV4 OF RELATED LITERATURE
2.S The Socio-educational dimension
The educational process is a two-way process, a social process wherein two or more individuals with similar or differing conditions interact and interrelate with similar or differing consequences. The goal of sociology of education is, therefore, to observe and analyse the structure of the educational system, describe the pattern of its elements and the role they play in relation to each other and in relation to the educational system as a whole. In this way, it attempts to discover how far the structural elements of the educational system are functional or dysfunctional to it and whether the educational system as a whole is functional or dysfunctional for the society as a whole. If the educational system or any of its sub-systems is dysfunctional for the society, the task of the educational sociologist is to find out which elements are dysfunctional and how to rectify them. 16
The school has long been recognised as a social institution.
Waller's study (1932) is the first qualitative study of the school as a social institution. Halpin and Croft (1963),
Baker and Gump (1964), studied the influence of school as an organisation. Gordon (1957), Gross 1958) and Biddle
(1964) went into the study of school as a social system of roles and relationships. Flanders (1960), Biddle (1964),
Gump (1967) studied the classroom as a social system.
How do schools exert a power impact on children's development? Research, looking at schools as complex social systems - their physical environment, educational philosophies, teacher-pupil interaction patterns, and the larger cultural context in which they are embedded - provides important insights into this question.
2.2 Pioneering Contributions
In the late 1970s, educationists began to come to terms with what the culture of the school is all about. A number of major research reports in the 1960s and early 1970s denied that school differences had any importance for pupil learning. It was the British 15000 Hours Study 17
(Rutter et al., 1979) that was instrumental in arguing for the impact of individual school differences on pupils.
Individual schools do make a difference to pupils' behaviour and attainment. What is particularly interesting about this developing field of work is not only that schools can and do make a difference to pupil achievement, but that these differences in outcome are systematically related to variations in the school's climate, culture or ethos and their 'quality' as social systems.
Schools, therefore, become really efficient and effective agents of pupils' learning and development or do just the opposite. Thus good schools may increase pupils' achievements; bad schools decrease them. It is a crucial matter especially in a competitive society and in an era of accountability. The effect of schooling has long been of interest to educational researchers and policy makers whose concerns have included both what to look at in schools and how to look at it. The subject, however, is complex: studying human behaviour in schools, as in any organisation, involves "ordering and conceptualising a buzzing confusion of simultaneously existing, multilevel, mutually interaction variables" (Argyris, 1958). Rutter 18 et al. (1979) noted at the beginning of their study that research'suggests the importance of the school ethos or atmosphere but, of course, it leaves entirely open the crucial question of what actions by staff (or others) serve to establish particular types of climate".
Taiguri (1968) defined climate and atmosphere as summary concepts dealing with the total environmental quality within an organisation. According to Taiguri, dimensions of an environment include its Ecology (the physical and materials aspects); its Milieu (the social dimension concerned with the presence of persons and groups), its Social system (patterned relationship of persons and groups), and its Culture (social dimension concerned with belief systems, values, cognitive structures and meaning).
Another way to study the dimensions has been the development of theoretical models by some researchers.
Theory here implies systematic ordering of ideas about the phenomena of what goes on in the school. One theoretical model is the input-output debate, when a school with a good image is the one, which could convert inputs into 19 outputs. Each input is assumed in a linear fashion to contribute somewhat to output. In this economic view of schools, the input variables are money, time, materials and teaching techniques. However, no direct measurement of climate is possible (Brymer et al 1980). The second model presents the school as a cultural system of social relationships among family, teachers, students and peers
(Brookover et al. 1979; Rutter et al. 1979). To the extent that schools differ in their social environments, they will differ in learning outcomes leading to a school milieu.
The third model attempts to explore the functioning of the entire system (Goodlad 1975) and views all variables as potentially modified for the benefit of student outcomes
(Moos 1979). Whenever the result is positive school outputs, the school is considered to have a good image. The
McPartland model states that formal school organisational properties (reward structure, authority structure, task structure and demographic dimensions) affect student outcomes (academic achievement and aspirations, non- academic talents, attitudes towards school), both through the mediation of informal social processes (student- 20 student, teacher-student, and school climate, defined as morale).
Andersen, Carolyn S. 0982) in her review of research entitled "The Search for School Climate" writes that the image consists of common elements and differences in the climate. Wynne (1980) reported that coherence is a pervasive quality of good schools and this requires variables like purposefulness, consistency, consensus and communication in the school environment.
Halpin and Croft (1963) postulated the continuum of six climate types based on the perceptions of the principal and teachers as a study of the desired characteristics of the leader and the group. It was found that teacher characteristics like espirit (that is, their feeling that their social needs are satisfied), intimacy (feeling of friendliness towards each other) contribute to shaping the image.
Again, characteristics on the part of the principal like consideration, thrust (task-oriented), aloofness, influence the school image. Most studies in the 1960s owe their rationale to the Organisational Climate Description
Questionnaire (OCDQ). 21
Epstein and McPartland (1976) used the construct of
"Quality of School Life" to identify schools with a climate of positive effect and the three factors believed to contribute to the quality of life in a school are:
a) satisfaction (students' general reactions to school)
b) commitment to classwork (students interest in work)
c) reaction to teacher (teacher-student
relationship)
2.3 The Construct of School Image
Using Taiguri's dimensions, Carolyn Andersen (1982) describes the following variables perceived by participants or outsiders to be part of the climate. The image of the school emerges out of the perception on such variables or factors. 22 a) Ecology Variables
the input-output school effects study
size of class and school
b) Milieu
teacher characteristics (stability, qualifications,
salary)
teacher morale and attitudes
- student body characteristics
- student moral
c) Social System Variables
- administrative organisation
instructional programme
ability grouping (heterogeneous)
administrator-teacher rapport
good communication
teacher-student relationship
teacher shared decision making
opportunity for student participation
teacher relationships
community-school relationships
involvement in instruction 23
d) Cultural Variables
- teacher commitment
- peer norms
- cooperative emphasis
expectations
emphasis on academics
rewards and praise
- consensus
- clear goals
Brookever et al (1977) found that perceptions of students, teachers and principals on some dimensions such as the following contribute to good climate
I. School Climate :
a) sense of academic futility
b) future evaluations and expectations
c) perceived present evaluations and expectations
d) perceptions of expectations of teacher push
and teacher-norms
e) academic norms 24
II. Teacher Climate :
f) ability, evaluation, expectations, quality of
education/college
g) present evaluation and expectations for high
school completion
h) teacher-student commitment to improve
i) perceptions of principal's expectations
j) academic futility
III. Principal Climate
k) parent concern and expectations for quality
1) efforts to improve
m)principal and parent evaluation of present
school quality
n)present evaluation and expectations of students
Studies in school differences and school effectiveness have been conducted at three levels: small-scale investigations, large-scale inquiries and case studies. Findings of researches on school effectiveness can be divided into 11 categories (Reid 1986): 25
1. school leadership
2. school management
3. school ethos
4. discipline
5. teachers and teaching
6. curriculum
7. student learning
8. reading
9. pupil care
10. school building
11. school size
Each of the above have specific aspects.
Rutter et al. (1979) specified the following 'Things that
Characterise Good Schools, Schools where children learn most":
1) More time on task: in good schools, children spend the
school day on academic subjects, have assigned home work, are encouraged to take challenging courses and do not spend their time on busy work, play hookey or drop out of school. 26
2) Emphasis on core skills: in good schools, students are taught the basics - English, Mathematics, Natural and
Social Sciences and foreign language rigorously.
3) Good Teachers : in good schools, teachers stress learning and achieving academic goals. They teach actively, focus on tasks, make sure students do their homework and care about the subject they are teaching.
They expect a lot from their students and help them to meet their high expectations; they begin and end their classes on time. They give students clear, honest, prompt feedback about their work and about what they are expected to achieve. They praise students' achievements rather than punishing or humiliating students for failure.
4) Prompt discipline : in good schools, rules are stated clearly and infractions are dealt with immediately, privately, briefly and on the spot
5) High standards and frequent tests: in good schools, standards are high, examinations are tough, tests are challenging, and assignments are substantial 27
6) Small class size : in good schools, buildings are clean, equipment is in working order, there are pleasant decorations, the furniture is in good repair and educational resources, books and materials are available
Hand (1948) identified the following factors from his study
"What people think about their schools"
a) general satisfaction or dissatisfaction with school
b) teachers : treatment of pupils, understanding of pupils
c) feeling of friendliness among pupils
d) discipline
e) workload
f) attending to social and personal problems of pupils
g) teaching methods
h) co-curricular activities
i) money required for school programmes
j) number of pupils in a class
k) availability of halls, rest rooms, playgrounds
1) cleanliness
m)reporting to parents
n) supervision - 28
Joyce, Hersch and McKibbin (1983,1993) categorised the attributes of effective schools into two - those having to do with the school's social organisation and those having to do with the school's instructional patterns.
These are described below :
Social Organisation Instruction and Curriculum Clear academic and social High academic learning time behaviour goals Frequent and monitored homework Order and discipline Frequent monitoring of student High expectations progress Teacher efficacy Coherently organised curriculum Pervasive caring Variety of teaching strategies Public rewards & incentives Opportunities for student Administrative leadership responsibility Community support
a) Clear academic and social behaviour academic
achievement is constantly emphasised and teachers,
parents and students share common values and
understanding about the school's achievement goals. 29
b) Order and discipline : basic rules of conduct have been
agreed upon throughout the school, and teachers feel
responsibility for enforcing behavioural norms both in
their own particular classes and across the school.
c) High expectations : Teachers and other staff hold high
standards for students. They convey to students an "I
care" and "can do" attitude and demand that each
student may aspire for excellence.
d) Teacher efficacy : Teachers also have high expectations
for themselves and strong belief that they can teach
every child
e) Pervasive caring, : Teachers and other adults in the
school develop a caring atmosphere. Their demands on
students are not viewed as cruel and judgmental but as
fair and caring. They communicate and celebrate student
achievement
f) Public rewards and incentives : Effective schools have
devised ways to publicly reward student successes and 30
achievements. Student work is displayed, honour rolls
are published, and active communication exists between
the school and parents
g) Administrative leadership Principals in effective
schools care deeply about the school's academic
programmes. They support teacher and student efforts
and they help set the tone for high expectations and
pervasive caring
h) Community support : Staff in effective schools find ways
to involve parents and community in the school's
programmes. This involvement goes beyond open houses
to include such activities as school beautification,
tutoring, and active fund raising for the school
i) High academic learning time : Teachers in effective
schools have found ways to maximize the time devoted to
academic learning. They waste little time getting classes
started and move smoothly from one activity to another
with minimum disruption. Schoolwide, they have found
ways to keep administrative disruptions to a minimum 31 j) Frequent and monitored homework : Homework is
required and is checked by the teachers. Checking and
giving feedback to students is one way for teachers and
other adults in the school to tell students that they have
high expectations and that they care.
k) Frequent monitoring of student progress : Through tests,
quizzes and informal devices, teachers keep track of
student progress and give students and parents helpful
feedback on this progress.
1) Coherently organised curriculum : The curriculum is
closely connected to the goals and objectives of the
schools and is linked to the major evaluation and testing
procedures. Teachers know what other teachers are
teaching and match their own instruction accordingly
m)Variety of teaching strategies : Teachers in effective
schools have broad repertoires of teaching strategies and
employ these to help meet the school's instructional
goals 32
n) Opportunities for student responsibility : The adults in
effective schools find ways to engage students in
running their school through devices such as student
government, and they encourage peer tutoring, hall
monitoring, and other opportunities for students to
engage in leadership behaviours.
Goodlad (1984), identified a number of themes, which tell
us a great deal about schools and schooling. These themes,
according to him, collectively define and describe
schooling. Using them as descriptors, it becomes possible both to describe a school and to differentiate one school from another according to the data related to each theme.
The themes help us to see that schooling has a common set
of characteristics and school-to-school differences result
from the sum total of how these characteristics manifest
themselves in each school. These themes are :
a) Schools' functions : the schools should be self-
conscious of their educational functions.
b) School's relevance : the most demanding task of the
school is to make itself relevant to the students, 33
who are school's primary clients by satisfying the
interests of students.
c) How teachers teach : Teaching is learner-centred
with emphasis on the completion of individual or
group tasks. Constant feedback is given.
d) The circumstances surrounding teaching : Schools
are for students. At the same time students are
influenced by teachers who in turn are influenced
by their workplace.
e) The Curriculum : This consists of the array of
activities, materials and tests in both academic and
non-academic aspects.
f) Distribution of resources for learning : One of the
most important of these is time. Children tend to
learn what they are taught. Teaching requires time.
Some schools utilise it carefully while others forget
the time is the most precious learning resource at
the disposal of the school. The allocation of
teachers to subjects is another aspect. 34
g) Equity : access to knowledge has little to do with
race or socio-economic status of students
h) Hidden Curriculum : Emphasis is laid on how they
learn and not on what they learn. The schools teach
values.
i) Satisfaction : The composite satisfaction of
Principal, teachers, students and parents
constitutes a significant indication of the school's
quality including achievement. It includes cordial
inter-personal relations.
j) Need for data : The schools need data to set, with
some confidence, an agenda for school
improvement. There is need for data whether the
curricular activities of individual students are well
balanced. There is open meeting of minds on the
part of principals, teachers, students and parents'
regarding school weaknesses, problems and
strengths. School should become a unit for
improvement. 35
2.4 Other Studies
There have been a few studies related to the School as a whole, as an entity. There are no studies in the area of school image.
Gupta (1984) conducted a study on "The Concept of
Institution Environment in Jammu City Schools" with the following two objectives
a) whether a construct of institutional environment
really existed in the Indian school setting, and
b) to identify the basic components underlying the
construct of institutional environment
His findings were :
i) According to students, discipline, staff
qualification, facilities like playgrounds, games,
and laboratory are significant dimensions
constitution institutional environment. 36
ii) teaching methods and the school Principal were
significant dimensions constituting institutional
environment.
Dimensions like control, monthly tests, fees,
rewards and punishments were not perceived as
important by them as compared to other
dimensions like educational facilities, staff and
discipline, library and laboratory
iii) According to experts, administrators, teachers
and parents there was something within the
institutions which resulted in differences in the
educational outcomes of students : types of
schools, facilities available, financial aid, staff
qualities, involvement of parents, teachers and
students, workload, political influence, job
security.
Factors that influence the environment of a school are : school building, library, laboratory, play fields, staff qualifications. Nature of the head of the institution, administrative functioning and discipline were significant 37 factors. Teaching staff, teaching methods and educational facilities in the school were the most important factors for forming the institutional environment.
Almost all schools had Parents' or Parent-Teachers'
Associations. All pupils favour homework. 46% of the pupils felt that moral instruction programmes in their schools was of immense help in inculcating faith in God and values like honesty, kindness, service, sense of duty, courage and humility. Factors of school life best liked by pupils were good teaching, prizes and shields won by the school in inter-school and open competitions, besides good results at the public examination.
r&istry (1985) studied the quality of life as a function of organisational climate and pupil control ideology. He found that area, sex, socio-economic status did not influence the quality of life. The quality of school life was found directly proportional to their climate. Patel (1987), conducted an exploratory study on the dimensions of classroom environment. 38
The individual aspects and attributes, which have been studied, are classified under various heads.
Christina Augustine (1980) in her M.Ed dissertation entitled "The style of functioning of award-winning schools" concluded that in such schools pupils enthusiastically maintain good gardens, both flower and vegetable, the libraries are well equipped and put to better use.
Boarding home is a special feature of most of these schools where pupils are trained well. These schools have publications of their own and function as the lead school in a school complex. The parent-teacher associations help better functioning of schools. The student council maintains discipline. The sites of these award-winning schools are suitable for efficient management and the school surrounding is very neat. There are good buildings, laboratories, furniture and equipment. Amenities like drinking water, toilets are available and everything is kept neat and tidy. These schools choose good teachers. The administrative matters are attended to promptly and efficiently. 39
Weingarten (1975) compared the difference between students' and teachers' perceptions of school environment.
Significant relationships were found between student and teacher perceived dimensions of school. Another comparative study conducted by Smith (1977) tested the hypothesis that perceptions of school climate were the same for students, teachers and administrators in Junior high schools. The administrators' responses were more positive than those of teachers who responded more positively than students. Further, perceptions of school climate were more positive in small schools than in large ones. Organ (1981) and Copeland (1983) found significant relationship between student perceptions of school climate and school achievement. Dietrich and Bailey (1996) after studying two high schools concluded that positive school climate can be established even in schools where conditions are less than ideal.
There are many studies in the area of Organisational
Climate, Leadership Behaviour and Job Satisfaction.
The major tools used were the Leadership Behaviour
Description Questionnaire (LBDQ) by Halpin, the
Organisational Climate Description Questionnaire (OCDQ) 40 by Halpin and Croft as well as the Purdue Teacher
Opinionnaire. The studies reveal that the majority of
Indian schools have closed climate followed by open and autonomous (Baraiya 1985, Swatantra Devi 1985, Mistry
1985, Panda 1985, Prakasham 1985). Teacher Morale was comparatively high in open climates (Chaichana 1981,
Vichao 1983). Other studies in the area of organizational climate and effectiveness are by Veeraraghavan (1986),
Mohan Rao (1985), Srivastava (1985) and Lalita Kumari
(1984).
Classroom climate is a significant determinant of pupils' learning. Sharma (1983) studied student morale. Academic motivation and its relationship with classroom climate was investigated at the high school level by Kumar (1984). A classroom with high classroom climate had high pupil psyche and achievement (Doctor 1984, L. Kumari 1984,
Singh 1984, Sharma 1983) found positive correlation between educational environment and student morale.
There are variables interacting in the environment of a school that affect academic achievement. Rani (1980) and Shashidhar (1981) concluded that academic 41 achievement was influenced, among other things, by institutional factors. Rani measured pupils' perceptions of institutional characteristics on an environment-assessment inventory prepared for the purpose while Shashidhar measured school organisational climate using Halpin and
Croft's OCDQ. Desai (1979) and Hirunvel (1980) used
Thelen's Classroom Climate Scale for their studies in
Gujarat and both found positive relationship between classroom climate and pupils' academic achievement.
However, Amarnath (1980) found no positive relationship.
All of the above studies discussed above, highlight the importance of environment provided by the school itself in the promotion of better achievement.
There have been other studies investigating the correlates of achievement such as the nature of school, size of school, type of curriculum offered, and school teacher ratio. The Government Central Pedagogical Institute (GCPI)
(1981) studied the factors responsible for good and poor percentage of examination results. It was found that proper facility of library, reading room, laboratory, playground etc. helped in increasing the" percentage of examination results. The other important factors which helped were the 42 teaching experience of the staff and Principal, the methods of teaching, regular correction of homework, regular evaluation, healthy relationship between the Principal and the staff, cooperation between teachers and parents and good management.
Classroom climate was found to play a crucial role in student achievement (Lalita Kumari 1984, Singh 1984).
Organisational climate has been found to possess a positive relationship with students' maturity, students' morale and students' achievement (Gupta 1984, Puranik
1985, and Sharma 1983). Arunajatai (1979) found that the performance of a school in the SSLC examination seemed to be the overriding criterion in assessing the efficiency of a school. Singhal (1984) found that academic achievement was positively related to type of management, socio- economic-status of students and classroom climate
Kerawalla and Pandya (1996), studied the effect of school ethos on student achievement. The dimensions of school ethos were:
a) inputs : management' of schools, types of schools, 43
infrastructure, co-curricular activities;
teacher qualities
b)processes: students' perception of teaching,
evaluation and planning process in the
school students' relationships with the
Principal, teachers and peers.
School effectiveness covers : tenure or length of time; scholastic performance of students, social and technical skill attainment; positive attitudes towards school and the wider society; desirable values, satisfaction with schooling; adequate self concept.
Urwick and Junaidu (1991) found that school facilities like building, separate classroom student desks determine the very organisation of teaching-learning activities and they influence learner achievement. Similarly, Mwanwenda and Mwanwenda (1987) found that students who belonged to schools with sufficient classrooms and seating places perform better than those studying in schools without these facilities. Koval (1991) studied the effect of selected physical features of the general elementary classroom on 44 the learning environment and found that teaching aids, good physical conditions in the classroom affect the learning environment.
Das (1974) found significant relationship between physical facilities in schools and the quality of education. Mathew
(1997) found significant correlation between physical study facilities and achievement. Singhal (1986) studied the optimum teacher-pupil ratio in schools. There are researches which focus on the factors underlying student indiscipline in educational institutions (Singh 1986,
Bandopadyay 1984) which had poor infrastructural facilities.
Joshi (1984) and Rajamony (1993) were of the view that the performance of students and the quality of education depended upon the effectiveness or quality of teachers.
Chhaya (1974) studied the psychological characteristics of effective teachers. The study found that effective teachers had significantly better personality adjustment, attitude towards teaching and emotional stability than ineffective teachers. Grewal (1976) conducted a study on intellectual and personality correlates of teacher effectiveness. 45
Dasgupta (1977) found that the presence of factors like human relationship, socio-economic conditions, organi- sation of teaching-learning process and socio-cultural setting of the community affected efficiency of the teacher.
Studies on teachers deal with role perceptions, conflict and job satisfaction. Thakore (1972) examined student truancy and found that it was related to negative teacher attitudes, poor school adjustment as well as dissatisfactory family environment. Some other studies deal with teachers themselves. Gupta (1979) found that female primary teachers had better teacher traits and attitudes towards pupils. Patel (1986) studied the role perception of primary teachers and Bhamwari (1986) on the role perspective of women teacher, both on socio-psychological variables.
The other studies are by George (1982) on role expectations, role performance and training needs of teachers of English, on role conflict by Mehta (1985). There are studies on job satisfaction by Dixit (1986), Shah
(1982) and Nayak (1982). The study by Shah revealed that about 88% of women teachers were satisfied with the job and though the salaries were poor, they would not like to 46
change their occupation because of the high esteem
associated with teaching. Wera (1982) prepared a tool to
measure teachers' role commitment and conflict as well as
an attitude scale for each in Thailand.
Teachers' job satisfaction is important for school
organisation and improvement. Teachers' job satisfaction
significantly varies with organisational climate and it was
higher in open climate schools (Abdul, 1986, Kulsum 1986,
Sarkar 1985). Tali (1984) found that the quality of teaching
and efficiency of high school teachers were adversely
affected by poor job conditions and inadequate provision of
facilities. Disenchantment among teachers was found to be
related negatively to school effectiveness while feeling of
espirit and felling of intimacy were found to be positively
related to school effectiveness (Srivastava 1985).
Thapan (1984,) examined the triangular relationship
between ideology, school and society through the case
study of the Rishi Valley School in South India run by
the Krishnamurthi Foundation. The teachers and students
—were—observed and interviewed with respect to the ideology
guiding the school and its working, value system, conduct,
47
activities, the process of interaction between and among
the participants in the school system. The study revealed
the existence of two different kinds of teachers, the
ideologue and the professional. Pupil culture consisted of
interaction with extended influences, predominant among
which were the home and the teachers. The teacher pupil
interaction was viewed as the central process in the school.
Informality was the defining characteristic of teacher-pupil
Interaction.
Bisht (1986) tried to determine the interpersonal trust
' among undergraduates and their teachers. The study found
that interpersonal trust is lower among "science girls' than
among "science boys" while there was no difference among
boys and girls in Arts subjects. Ghose (1985) studied the
influence of teacher-student relationship on student
unrest. He found that peremptory and perfunctory
attitudes of teachers were largely responsible for the
indisciplined behaviour of students and the indifferent
attitude of students towards their teachers. There was also
teacher-non-teacher relationship, which influenced
--stulltitt-s—to treat their teachers with indifference. 48
Rao (1986) studied classroom atmosphere as a result of the interaction of teachers and pupils. Gautama (1974) and
Reddy (1981) examined the inter and intra group interactions among students and teachers.
Studies on Leadership behaviour- of Principals were conducted by Ara 1986, Baraiya (1985), Pandey 1985, Patel
1983, Phongchun (1985), Das (1983) found no significant relationship between Principals' administrative behaviour and school climate and students' achievement. Kushdil
(1985) and Sarkar (1985) studied the role perception of
Principals and teachers in the organisation. The influence of the values of Principals that affect institutional efficiency was studied by Lobo (1983), Sampuran Sigh
(1985).
The study of Edwards (1987) revealed that partnership types of parent involvement have a strong effect on school climate resulting in improved communication among all those interested in a child's academic achievement. While majority of parents were willing to go to school to find out solutions to their children's academic problems, about 50% were not interested in the scholastic achievement of their 49 children. Majority of the parents did not care to attend meetings at school while others showed little interest in the deliberations. Mehra (1980) also found that parental interests and positive attitude to the child's school led to better achievement, social adjustment and development of self-concept. Joshi's sociometric study (1980) found out the personal academic and social characteristics of stars and isolates.
Sriratna (1983) found that community participation in
Thailand was too low to improve school effectiveness while
Suwimon (1985) studied parents attitude towards school programmes in central Thailand.
Liggett (1974) wanted to determine if the environment as perceived by students in small senior high schools is different from environment as perceived in larger senior high schools. It was found that students from small senior high schools experienced greater environmental press to achieve high academic standards. Stekelenburg (1991), found low correlation between the size of the school and academic achievement. Welsh (1990) found that larger school sizes were to some degree less academically 50 productive than small ones. Nath (1974) found that achievement of pre-university students was related to student teacher ratio. Bokil (1959) found that pass percentage was the highest in schools of medium size.
Pratap and Raju (1973) found that aided schools in some rural areas of Andhra Pradesh are ill organised in terms of management and inadequate in human and material resources resulting in poor student performance. Verma
(1982) found improper role performance by adults and the lack of adequate communication channels among and between them as major dysfunction in secondary schools of Delhi. The financial position was poor and school buildings in bad shape. There were many malpractices in the school. The Principals were authoritarian and coercive.
The communication between members of the staff was poor.
The indifference of Principals, teachers and parents was responsible for poor classroom climate.
Bhagabati (1987) found that co-curricular activities played an important role in the adjustment of physical, emotional, mental and social aspects of adolescents.
Students participating in social as well as co-curricular 51 activities were better adjusted than those who avoided and did not participate in them.
School Image can also be perceived through metaphors, which are quasi-pictorial representations. We possess images of organisations and of life within them and that these images are influential in guiding our thoughts and behaviour within organisations. In addition, it has been claimed that metaphor is a significant force in our lives.
The images we have are likely to be metaphorical in nature, likely to be acquired in part through metaphor, and, similarly, it is likely that they can be identified and described in part through metaphor. Some of the images of the school that emerge through metaphors are School as a
Prison, as a Drama Rehearsal Room (Starratt, 1990), as a
Knowledge Workplace (Schlechty and Joslin, 1986), as
Collaborate Work of Art Sztajn, 1992), as a Little House of
Horrors (Steinhoff and Owen 1989). Grady (1993) studied the image that teachers have about the life of their schools through a questionnaire called Images of Schools through metaphors, which brought out varied images about the school. 52
2.5 Conclusions
The present study on school image falls in the area of school effectiveness and school climate. Important researchers like Brookover (1977), Rutter (1979), Andersen
(1982), Goodlad (1984), Reid (1986) and Joyce (1993), who worked on school climate also investigated on school effectiveness. school climate, as clearly stated by Carolyn
Andersen (1982), is the stepchild of both organisational climate research and school effects research.
School climate and school effects researches are reviewed thoroughly. Classrooms, leadership behaviour, morale, school climate etc. fall under the purview of school climate. Achievement, the influence of school inputs fall under the purview of school effects review.
The review has helped to arrive at a comprehensive understanding of school image and also helped the researcher as described below : 53 a) There are no studies related directly to school
image that emerges from a holistic picture of the
school, described in terms of its attributes
b) School image deals with the quality of the school,
the efficiency of its inputs so as to produce a
judgement on its quality
School image also focuses on the school in its
entirety, on the dimensions that go to constitute
it.
d) The review of related literature has helped to
conceptualise the nature of tools required for this
study.
e) On the basis of the review of related literature
available in the areas of school climate and
school effectiveness, the dimensions or attributes
of the school were enlisted
The review has further assisted in listing a large
number of aspects that contribute towards the
image of the school. Chapter III : The Problem and Hypothesis
3.1 Statement of the Problem 54
3.2 Scope 54
3.3 Objectives of the Study 57
3.4 Hypotheses 58
3.5 Need and Importance of the Study 59
3.6 Limitations 60
3.7 Operational Definition of Terms and Concepts 61
3.7.1 School Image 61
3.7.2 Higher Secondary School 65
3.7.3 Stream 65
3.7.4 Attributes 65 54
Chapter III :
THE PROBLEM AND HYPOTHESES
3.1 Statement of the Problem
The Image of the School in Goa : A Study at the Higher Secondary Stage
3.2 Scope of the Study
The present study is aimed at finding
a) the attributes of school image
b) constructing the Attributes of School Image Scale (ASIS)
c) constructing the Instrument of School Image (ISI) for
individual schools to assess the image or quality of
the school from an analysis of the ratings given by its
principal, teachers and students
The study is also meant to find Lout 55
i) the relationship in the perceptions of various
groups about the attributes of school image as
evinced by the rankings given
ii) the relationship in the perceptions of the inmates of
the Science and non-Science stream schools about
the attributes of school image
iii) the relationship in the perceptions of males and
females about the attributes of school image
This dimension of stream is added to the study because the students with higher percentage of marks at the SSC examinations seek admission to the science stream. There is also a general opinion that the students of the science stream are more motivated and that, motivation may influence their perceptions about the school.
Similarly, the male - female dichotomy is added to the study. General opinion expressed in many quarters is that girls do better in examinations and they are more positively disposed towards the school. In the HSSC examination conducted by the Goa Board of Secondary and Higher 56
Secondary Education in April 1999, the comparative results of boys and girls is given below :
Table 1 Showing the pass percentages of Girls and Boys Streams Percentage of Pass Girls Boys Arts 54.15 40.80
Commerce 80.09 63.64 Science 86.38 68.61
Overall 74.04 62.08
Further, number of girls and boys getting ranks in the examination are given below :
Table 2 Showing the number of male and female rank holders
Streams No. getting Ranks Girls Boys Arts 14 01
Commerce 08 07 Science 08 09
Overall 30 17 57
It is, therefore, decided to include the dimension of stream and gender.
3.3 Objectives of the study
The present investigation aims at identifying the attributes contributing to the Image of Higher Secondary Schools in
Goa.
The specific objectives of the study are :
a) to identify the attributes of School Image as perceived
by students, teachers and principals at the Higher
Secondary level;
b) to construct a tool on the attributes of School Image
for ranking them in order of importance
c) to find out the variations, if any, in the perceptions of
the school Image by the students, teachers and
principals; 58
d) to investigate the differences in the perceptions about
the image of Higher Secondary School among students
of different streams at +2 level and among male-female
students.
e) To construct a rating scale that will enable the
inmates of a school to identify the areas of strength
and weakness for follow-up action to improve the
quality of the school
3.4 Hypotheses
The following null hypotheses are formulated for testing:
1. There is no significant difference in the perceptions
of male and female students about the image of
higher secondary schools
2. There is no significant difference in the perceptions
of students of different streams about the Image of
higher secondary schools 59
3. There is no significant difference in the perception
of the higher secondary schools by students,
teachers and principals about the image of higher
secondary schools
3.5 Need and Importance of the study
School Image depicts the quality or effectiveness of a school that emerges out of the perceptions of its beneficiaries the pupils, teachers, principals, and parents. It is on the basis of this image that a school can be classified as effective or not. Such an approach can help a school to improve its image.
The managements of many higher secondary schools want to improve the image of their schools but they do not know how to do it. This study would answer, to a great extent, this need. Enhancing the image of a higher secondary school is bound to have motivational effect on the students and teachers leading to better achievement. School improvement effort could begin with a need assessment survey. 60
Parents, when they want to admit their children to the school, look for a 'good school'. Students want their school to be better than other schools; teachers and the
Principal desire that their school enjoys prestige in the community. Knowing the image is one thing, improving it is another.
3.6 Limitations of the study
The researcher has been working in Goa for quite some time and is familiar with the educational scenario here.
The study is, therefore, limited to Goa. It is limited to the
Higher Secondary Schools spread throughout Goa. It is also limited to the students of class XII. This is the terminal stage of school education. They are mature enough to offer their opinion. Likewise, the perceptions of teachers and principals of the same schools have also been sought. 61
3.7. Operational Definitions of Terms
and Concepts
3.7.1 School Image
An important aspect of the present study was to build
a theoretical construct of the term "School Image".
This involved the identification of the descriptors or
attributes of the school that contributed to the
building of this image. Since this was a new area and
there were no studies on this topic, the investigator
had to refer to the studies in the related areas of
school climate and school effectiveness.
There are many terms which are quite close to school
image in as much as they also describe a school. Some
of these terms are operationally defined.
a) A school's culture is the result of the way in which
the individuals in the school interact, how they
behave towards each other and their expectations of
one another. A school's culture is also used to
mean its tone or its morale (Andersen 1982). 62
b) A school's ethos refers to the common values,
beliefs, and ways of doing things. Ethos has been
defined as "that complex tangible and intangible
conditions in a school which give the school a
unique culture" (Kerawala, 1996). It is used with
special reference to school's context,
infrastructure, activities and aggregate teacher
quality inputs and the academic as well as social
interaction processes within the school.
c) School Effectiveness focuses on achievement, the
extent to which school inputs influence or affect
academic achievement. School effectiveness is
defined as "the contribution that the school makes
to the students' educational performance in terms
of their academic achievement" (Kerawala, 1996).
d) Organizational climate deals with particular
aspect like the classroom or leadership. School
climate focuses on the school on a more holistic
manner. Taiguri (1968) describes climate and 63
atmosphere as the total environmental quality
within an organisation
e) School Image also focuses on the school in its
entirety, on the descriptors that go to constitute it.
School Image deals with the quality of the school,
the efficiency of its inputs so as to produce a
judgement on its quality. For this study the
construct consists of 15 descriptors or attributes
which are dealt with subsequently.
School Image depicts the quality or effectiveness of
a school that emerges out of the perceptions of its
beneficiaries - the pupils, teachers, principals, and
parents. The image takes a holistic view of the
school. It is on the basis of this image that a
school can be classified as effective or not. This
image can be based on a general assessment as an
overall judgement. It can also be based on
empirically analyzed criteria or dimensions related
to the schools. Such an approach can help a school
to improve its image. 64
It refers classification of a school into very good,
good, average, poor or very poor based on the
perceptions that students, teachers and principals
have about the quality and effectiveness of the
school. The perceptions are based on the attributes
of the school, some of which are core while some
others are supplementary. The Image concerns the
reputation of the school for its qualitative
programmes.
The term School Image, therefore, is operationalised as:
• the school in its entirely
• the quality or reputation of the school
• the perceptions of its inmates on its descriptors
• the image that emerges out of the perceptions 65
3.7.2 Higher Secondary School
It refers to schools by different managements in Goa and the students in them pursue studies at the level of classes XI and XII. The term 'school" implies Higher
Secondary School in the body of the thesis.
3.7.3 Stream
It refers to the trifurcation of students into academic groups at the Higher Secondary stage Science,
Commerce and Arts.
3.7.4 Attributes
Attributes refer to aspects which make the school what it is. A school is an organisation with specified functions and functionaries. A school's organisation and management vary. When these are analysed, we get the attributes affecting the Image of the school.
The attributes are classified into three categories.
Core Attributes are considered as the most essential, 66
Supplementary Attributes refer to those attributes that enhance the quality of the school but are ranked lower to the core ones.
Subsidiary Attributes refer to those attributes which are ranked lower than supplementary attributes. Chapter IV : Description of the Tools of Research
4.1 Construction of Tools 67
4.2 Attributes of School Image Scale 68
4.2.1 Construction of the tool 68
4.2.2 Content Validity and Reliability 69
4.2.3 Description of the Attributes of School Image 71
4.3 Instrument of School Image 98
4.3.1 Construction of the School Image Scale 98
4.3.2 Content validity and Reliability 100 67
Chapter IV :
DESCRIPTION OF THE TOOLS OF RESEARCH
4.1. Construction of Tools
a) Since there were no readymade tools available, the
investigator had to construct two tools. One is the
Attributes of School Image Scale which gives a
ranked list of descriptors of school image.
b) On the basis of the attributes identified and
finalised, an Inventory for School Image, which is
a rating scale, had to be constructed so that
individual schools could use this in their effort to
augment the prestige or quality of their schools.
Both the tools were constructed following standard
procedures. 68
4.2 Attributes of School Image Scale
4.2.1. Construction of the tool
From the review of related literature, the researcher
listed 18 attributes. A tool was constructed in the
form of statements worded as neutral statements,
amenable for ranking. This ranking scale was sent to
all the Principals of the Higher Secondary Schools for
their opinion on their relevance and comprehensi-
bility. The Principals were also asked to add other
descriptors considered by them as necessary. Blank
spaces were provided for this purpose. Finally, the
Principals were requested to rank the attributes in
order of importance.
Ranking of Attributes, which was one of the objectives
of the study, was required to discriminate among
attributes in terms of their relative importance, as
perceived by the beneficiaries of the School. 69
4.2.2 Content Validity and Reliability
The source of the attributes was the review of related literature. All the Principals were consulted. They ranked the descriptors but there were no additions or deletions. After analysing the replies from the
Principals, three items were removed because of their low ranking. This tool consisting of 15 items was given to a panel of 6 experts in education for the purpose of examining the content of the scale and to give their opinion whether any thing needed to be added or deleted for making the scale a valid one. All the 6 experts have gone through each item carefully and stated that there was no overlapping. They were very much satisfied with the aspects included in the tool.
Therefore, the content validity of the tool was established.
The final tool had the following descriptors of school image:
Results of the school, Discipline, Conduct and quality of examinations, Principal's role, Quality of teachers and teaching 70
Coverage of the syllabi, Interpersonal relations, Facilities in the school, Small class size, Neatness and cleanliness, Inculcation of values, Remedial and enrichment programmes, Provision for co-curricular activities, Involvement of parents, Efficiency in management.
The tool was administered on a group of 100 students and 30 Principals and teachers. The tool was re- administered after a gap of one month. The reliability of the tool was established by correlating the ranking given by students in the test and retest. The value of the oefficient of correlation was at 0.99. The reliability coefficient between the test-retest rankings given by principals and teachers was 0.94. These values are very high and, therefore, it was concluded that the tool was reliable.
Now, it could be possible to describe an individual school and to array all the schools. The attributes help to see that schooling has a common set of characteristics and, secondly, that school-to-school 71
differences result from an aggregation of how the
characteristics manifested in a school.
A copy of the Research Tool - Attributes of School
Image Scale (ASIS) is given in Annexure I
4.2.3 Description of the Attributes of School Image
A brief description of the attributes of School Image is
given below:
4.2.3.1 Academic Performance
In this ever increasing competition filled world, quality of performance has become an important factor. Parents desire that their children climb the ladder of performance as high as possible. These twin aspects put a lot of pressure on students, teachers and schools. Infact, the whole educational system seems to revolve around academic achievement. In schools, great emphasis is placed on achievement right from the beginning of formal education. The school has its own systematic hierarchy, which is largely based on achievement and performance 72
rather than quality. One of the key factors in this context
is the performance of the students of a school in the public
examinations. This index is often taken as the most
important indicator of academic achievement and of the
teaching-learning process.
For good academic performance, it is essential that there
should be a favourable learning climate in the school. The
ability level of the students in the school also augments
this learning climate. One of the indicators could be the
calibre of the students.
Rutter et al. (1979) found that children at the most
successful secondary schools got on an average four times
as many examination passes as children at the least
successful schools. Further, children in the bottom 25% of verbal ability in the successful school on an average obtained as many examination passes as children in the
top 25% of verbal ability at the least successful schools.
Arunjatai (1979) in the "Study of the Efficiency of the
Secondary School System" found that the performance of a
School in the SSLC examination seem to be the over riding
criterion. 73
4.2.3.2 Co-Curricular Activities
An important function of the school is to provide co- curricular programmes and activities for students within the school itself. Co-curriculum, generally, consists of activities in which students participate on a more or less regular and, usually, voluntary basis through group or club affiliation. Some activities are performed individually.
Specific activities include inter-scholastic and intramural athletic competition, physical recreation, literary activities, music, drama, creative dance and art, clubs, social activities and so on.
The purpose of the co-curricular activities is both cognitive and affective. Some activities can be extensions of the formal curriculum by providing more advanced and specialised experience in subject areas as languages, physical education, and music. They can also contribute to the healthy personality development of students, foster desirable traits of citizenship and contribute to school spirit, morale and discipline. Co-curricular activities help to enrich and diversify the entire school programme.
The faculty members, usually, serve as advisors. 74
The overall administration of the programme rests with the
Principal.
Research has shown that most active participants in Co- curricular programmes tend to be the most academically capable students. It is also seen as a means of social mobility by less endowed students. Of all student activities, perhaps, the most common are physical activities. These include the Intra-mural and inter- scholastic sports and games under various games and gymnastics. Rutter et al. (1979) found that pupil success in co-curricular activities is strongly related to the likelihood that students will accept school norms. Mitchell
(1967) found that school climate is affected by how many opportunities students have to participate in activities and to relate to each other. Weber (1971) reported that high- achieving schools were characterised by many opportunities for students to participate with each other in activities.
4.2.3.3 Discipline
Schools have the responsibility for teaching good citizenship behaviour as well as good academic behaviour 75 and that the teacher must set up classroom experiences to encourage both. This puts the focus primarily on the development of more constructive behaviour instead of corrective measures. If a teacher is to increase the proportion of appropriate school behaviours, it is important for him to know the students who usually behave well.
The school's authority to deal with student behaviour problems has been accepted with little question. The use of punishment or reward as the primary means of establishing order has also been accepted. However, blind obedience to explicit and implicit rules and regulations has lessened
(Butler, 1980) and teachers have become confused and frustrated as they search for disciplinary standards or guidelines that work (Kohut 1978).
School discipline was a major problem in the 1960s and
1970s. Discipline is viewed as self-control from within as well as its imposition from without. When viewed in this light, discipline implies the development by individuals of the necessary self-control to allow them to be effective and contributing members of society (Perkins 1969, Webster 76
1968). There are educators who view discipline as
synonymous with classroom management (Doyle 1980,
Weiner 1972). Although most teachers agree that learning is not restricted to a quiet and orderly environment, many
supervisory personnel and laymen equate the effectiveness of teaching with the noise level and orderly appearance of
any individual classroom. Thus, classroom management continues to be a major concern of teachers and other
school officials.
Most educators agree that discipline is best obtained by involving teachers, students and parents. An effective programme of classroom management and discipline should
stress student awareness and self-discipline, and be balanced with a system of rewards and punishments used
to maintain an effective learning environment. It is
important to insist on positive rather than primitive or
negative interactions between teachers and students
(Kohut, 1978) and it should be supported by parents.
The key proposition of Purkey (1978) and Canfield & Wells
(1976) is that an individual's concept of self is the most
important determinant of behaviour. School conduct and 77 achievement are best improved by the students who, in the process of developing a more healthy and positive self- concept, are learning self-discipline. Growth in self- concept occurs in an accepting, warm, empathic, open and non-judgmental environment, which allows students the freedom to explore their thoughts and feelings in order to solve their own problems.
School discipline requires that the rules are stated clearly.
Subsequently, they are consistently, fairly and firmly enforced. Rutter et al (1979) viewed discipline as maintenance of orderly classrooms, effective classroom management that keeps students actively engaged in learning activities.
4.2.3.4 Assignments and Examinations
Homework is assigned to students at every level of schooling. The survey by Check (1966) found that parents and teachers alike favour homework and that students at all levels feel that homework is necessary. However, parents, teachers and students are all concerned about the type of homework assignments being given. Bond and Smith
(1966) found that most assignments were dull exercises but 78 not research and independent studies. Further, homework was not corrected nor graded systematically. Home environment (attitudes of parents towards school and parents' level of education) seem to have an important influence on students' views towards homework and, of course, towards school in general (Brooks, 1916). Strang
(1968, 75) concluded that some homework is necessary and that it should be a logical extension of classwork, enriching the students' knowledge of ideas taught in the classroom. Students should be able to discern the purpose of their homework assignment, many of which should be done on a voluntary basis.
There are many personal opinion papers on homework, many of which argue for and against homework. One argument for homework is that it extends the amount of time a student is learning (Yeary, 1978). It also argues that homework assignments help to develop self study, initiative and a sense of responsibility in students. Hall (1972) contends that "home assignments can provide opportunities to use human and physical resources not available in the school" (p.41) 79
Many teachers think that this aspect spoiled the friendly
teacher/ pupil relationship. To take the pain out of it, some opted for continual assessment; others wanted grading; others argued for diagnostic testing
4.2.3.5 Principal
The Principal is the chief administrator of a school. Tht: key elements of his job performance are curriculum
transaction and evaluation, direction to staff and pupils,
personnel services, plant management, fund management and organisation of auxiliary services and co-curricular activities. Most administrators are in substantial agreement regarding the major responsibilities of the
Principal but are in some disagreement on the relative importance to be attached to the performance of each
(Shoaf, 1964). Principals themselves tend to rank the managerial functions higher.
Job analysis of Principal's performance show that
Principals spend a major portion of their time in
managerial, public relations and sustaining or clerical tasks. As such they spend their time and energies on
general staff personnel, student personnel, budgeting, 80 accounting, reviewing the calendar of activities, and liaison work. One of the responsibilities of the school system is that of conserving and transmitting the culture of the society which is composed of facts, processes and skills, on one hand and values, customs on the other. It becomes a part of the Principal's responsibilities and one of his roles, that he not only serves as a personal example in a sense, but that he sets and maintains the institutional orientation to this morality.
The Principal has also the role of making the student adapt to the environment of the classroom within the limits of freedom and rigidity. The general construct under which all these efforts may be subsumed is the maintenance of discipline.
The instructional leadership role of the Principal has two distinguishable but interdependent elements. The Principal has to provide for evaluation of reasonable alternatives in and facilitation of curriculum decisions. He also has to evaluate the instructional efforts of the teachers under his general supervision, assist them in improving the effectiveness of that instruction. This role is often declared 81
to be central to the functioning of the Principal. One of the
tenets of leadership is that the leader sets the pace and
tone for the organisation. This tone is reflected in the
morale of the members of the organisation. He is sole
responsible for the organisational climate of the school.
The school is referred to as his school in which his
teachers work and his students learn.
The Principals are expected to exhibit skilled leadership in
providing a structural institutional pattern in which
teachers can function effectively. They have to achieve a
balance between leadership role for themselves and
autonomy for teachers.
4.2.3.6 Teachers and Teaching
Lister (1975) found the role of a teacher is seen less and
less as a transmitter of information, but more as to assist,
advise and encourage and the teacher is more of a
manager. The machines would have freed them from the
boring, repetitive tasks to leave them to get on with the
real business of teaching. However, there is no pressure to
change the traditional teaching practices. Second, this is,
perhaps, the way teachers were themselves taught in their 82
school days. Third, their teacher education programmes
may not be of sufficient depth to transcend the
conventional manner of teaching in their behaviour.
It is reasonable to expect the teacher to be a key factor in
the schooling process; some research studies indicate that
students' perceptions of their teachers' interest in them as
persons were related to their satisfaction in the classroom.
However, there are other circumstances such as too many
students in a confined and relatively inflexible space, too
many hours each day with classes, administrative
controls and restraints that obstruct their effectiveness.
Studies of teachers and teaching and popular belief
support the importance of teachers in the school learning
of youth. Lightfoot (1983) in her book "The Good High
School", points out that teachers are seen as the central
actors in the educational process. Their satisfaction is
critical to the tone and smooth functioning of the school.
Their nurturance is critical to nurturance of students.
Sizer (1984) in his book "Horace's Compromise" concludes
that good teachers are critical element of successful
schools. Nevertheless, there is an array of factors that 83 make up the quality of school life; teacher behaviour is one of them, and the others are many and various. These include the principal, parental interests and collaboration, student population and so on.
Classtime devoted to academic instruction and pupil involvement in academic work is consistently related to achievement test scores (Brophy and Good 1986). But for pupils to learn effectively in an environment as crowded and distracting as the classroom, teachers must arrange conditions that make work possible. Teacher behaviour that shows the strongest relationship with academic achievement have to do with classroom management skills
(Brophy & Everton, 1976, Gage 1978). Effective classroom managers arrange conditions in which activities flow easily from one to the next and few disciplining problems arise.
As a result pupils spend more time in learning which is reflected in their performance.
Inservice education is important to augment the professional competence of teachers. There is the genuine interest that many practicing classroom teachers in programmes that will help them work with children more 84 effectively. The public is also worried about the competence of teachers because of the low educational competence of students.
4.2.3.7 Transaction of the Syllabi
The transaction of the syllabi is the most important function of a school and the prime task of the teachers.
Lessons taught in the traditional manner could lead to boredom, obsoleteness and lack of motivation. In this technological world it is possible on the part of teachers to take recourse to all that technology can offer such as group work, assignments, projects, use of internet, information technology, computer and so on. These would ensure that learning is pupil-centred with emphasis on learning.
While transacting the syllabi, the teachers have to ensure that Instruction is carefully planned integrating objectives and content. A conceptual framework should also be established to provide for diverse student experiences, individual as well as group activity. The Instructional strategies are planned to suit the objectives and students' needs. This implies that teachers have to be skilled in the use of a large repertoire of instructional strategies. In the 85 classroom, they create evidence of cooperative activity, extensive interaction, and discussions. The teacher has to be a procurer of knowledge. In the context of explosion of knowledge, teachers will have to be up-to-date. The lecture system will no more suffice and a number of devices such as field work, projects, seminars, stimulatory exercises, problem-solving issues, tutorials and other dynamic methods of teaching-learning have to be employed.
4.2.3.8 Interpersonal Relations
The classroom is a complex social system in which a myriad of interactions take place each day. Teachers play a central role in this social environment, engaging in as many as 1000 exchanges with pupils from the time the bell rings in the morning until school is closed (Jackson, 1968).
A vast amount of research exists on teacher-pupil interaction.
Shared activities by staff and students encourage pupils to accept the school norms (Rutter et al. 1979). Duke and
Perry (1978) noted that good student-teacher relationship is associated with a degree of informality and good behaviour while the Phi Delta Kappa Study (1980) found 86 the relationships to be associated with achievement. The relationship between administration with teachers appears to be important in creating a climate for achievement. Bell
(1979) observed that the isolation of teachers and the absence of collegiality between staff and administration lead to a climate of crisis in many urban schools.
Social interaction is bi-directional; each participant influences the behaviour of the others. Teachers do not interact in the same way with all children. Some get more attention, praise and criticism than others. Teachers' readiness to pupils depends on the extent to which children's behaviour matches the academic and conduct expectations of the school. Well behaved, high achieving pupils experience positive interactions with their teachers.
They are frequently called upon to share ideas and they receive more praise. In contrast, teachers dislike children who combine low achievement with disruptive behaviour.
4.2.3.9 School Facilities
Schools vary in how classrooms are furnished and arranged. Ian Lister (1975) reported that few teachers were concerned with the details of the building design. Most 87 educators believe that the way a school is designed and furnished has an important impact on the effectiveness of learning, the attitudes and behaviours of the learners
(Andersen 1971, Nystrand & Bertolact 1967).
4.2.3.10 Class size
Class size refers to the number of students assigned to and enrolled in a class under the direction of a specific teacher. Pupil-teacher ratio on the other hand refers to the number of students assigned to a school divided by the number of full-time and part-time teachers. Class size is, actually, a more realistic indicator of the load any given teacher is likely to have and, consequently, of the amount of personal attention the individual student is likely to receive. The traditional ratio has been 1: 30. Most of the research studies on class size prior to 1925 were attempts to determine the relationship between class size and academic achievement (Goodlad 1960). More recent studies focus on interest, participation, attention, discipline, work habits of students rather than achievement.
Teachers and students favour small class size. Students feel that teaching is more effective in small classes and 88 teachers could give them more personal attention.
Teachers, too, feel that teaching is more effective and that they are able to give students more personal attention
(Kelihar, 1966, Richman, 1965). Duke and Perry (1978) have found that smaller schools had better student behaviour. School size has also been related to measure climate. Flagg (1964) found a relationship between school climate as measure by the OCDQ and school size.
Is there an optimal class size that fosters effective pupil learning? Reviews of research indicate that as classes drop below 15 or 20 pupils, academic achievement improves.
Above this threshold, however, class size has little impact on children's performance (Cooper 1989, Glass et al 1982).
Why is small class size beneficial? Teachers of fewer children spend less time disciplining and more time granting pupils individual attention - factors that may be responsible for achievement (Cahan et al 1983) In addition, when class size is small, both teachers and pupils are more satisfied with their life at school.
By the time students reach high schools, they no longer , spend most of their time in a single self-contained 89 classroom. Instead, they move from one class to the next.
As a result the relevant physical context becomes the school as a whole. One feature of the general school environment that is consistently related to adolescents' behaviour is student body size. A greater percentage of students in small high schools than in large one are actively involved in extra-curricular life of their schools.
Schools of 500 to 700 students or less promote personalised conditions because there are fewer people to ensure that club, sports events and social activities will function. As a result, young people enter a greater number and variety of activities and hold more positions of responsibility and leadership. In contrast, plenty of people are available to fill activity slots in large schools, so only a small elite can be genuinely active (Barker and
Gump 1964). Adolescents in small schools report a greater sense of personal responsibility, competence and challenge from their co-curricular activities.
4.2.3.11 Efficient Management
Classical management theory includes planning, organising, supervising, coordinating and budgeting strategies for managers. At the school level there is an 90 emphasis on instructional management in particular.
Although the monitoring system distinguishes management from leadership, it assumes that both are required for productive schools.
Management also implies proper utilisation of time, getting the most out of the allotted time (Brookover, et al.,
1979). They found that high achieving schools spent 80 to
90% of class time was spent on instruction as compared to low achieving schools. Further, schools with good image have their yearly and daily programmes well chalked out and these are implemented with care and efficiency. All the inmates of the school are aware of how the school will function on a particular day and what is expected of each member.
A favourable school climate or ethos is liked with an atmosphere of order, purposefulness and pleasure in learning. There is an efficient, co-ordinated scheduling and planning of activities, resources and people. There is a general sense of educational purpose. There are clearly recognised principles and guidelines for student behaviour, as well as a consensus on the values and aims of the 91 school (Rutter et al., 1979). In schools, a large percentage of potential problems can be tackled by planning rules and procedures beforehand.
4.2.3.12 Neatness
When we walk into a school which has a good image, what impresses us is the way the institute is maintained. The surroundings are clean and neat. The greenery, the flowers and shrubs add to the beauty of the well-maintained building. A school with good Image has clean, comfortable and well-maintained physical environment for students
(Rutter et al, 1979). The students and staff are well groomed and personal hygiene is emphasised. A visit to the toilets would complete the importance of neatness and cleanliness in an educational institution which enjoys prestige. Christina Augustine (1980) in her study The
Style of Functioning of Award Winning Schools" found that pupils enthusiastically maintain good gardens. School surroundings are seen to be very neat. The toilets are kept neat and tidy. 92
4.2.3.13 Value Education
Parents and teachers have always been concerned about value education. According to the old concept, the rules and values of morality and the disposition to live by them should be inculcated in the individual not through law but through the means of education, appealing to reason.
However, moral character is not a matter of fixed moral values like honest, but of deep emotional tendencies and defences, of love as opposed to hate for others, of courage as opposed to fear, of self-esteem and trust as opposed to the feelings of inadequacy and distrust. Character, is a reflection of deep emotional forces in the personality.
Many people feel that value education is the responsibility of the Family and the Church. Others argue that the schools have a share in inculcating values. Kohlberg (1973) under the influence of Piaget, proposed hierarchical moral stages. Simon, Howe and Kirschenbaum (1978) stressed on value clarification that helps students to develop values and to better understand the ones they have. Evidence indicates that moral development and value clarification programmes can improve moral reasoning and positively influence classroom behaviour (Lockwood, 1978). 93
The Education Commission (1964-66) commented that the weakening of social and moral values in the younger generation is creating many serious social and ethical conflicts. In a secular democratic country, educationists have to decide whether values can be taught and if so, what values are to be inculcated. The National Policy of
Education 1986, has lamented the erosion of essential values and increasing cynicism in society.
4.2.3.14 Remedial Teaching and Enrichment Programmes
In almost every school there are students who differ significantly from the so-called average child. The more serious types of deviation are physical handicaps, mental handicaps and social maladjustment. The mentally handicapped may be grouped into slow learners and mentally retarded. The mentally retarded child is considered educable but special classes and specially trained persons are necessary. The typical school is not equipped with personnel or equipment to meet this type of challenge. 94
The slow learners or those who encounter learning difficulties can and should function in a normal school situation. However, particular grouping, individual remedial instruction and special materials are necessary if the teacher is to meet the intellectual needs of this type of child. The success of remedial teaching will depend, to a great extent, on diagnosis of a pupil's difficulties.
Subsequently, the teacher will be able to select areas of the curriculum in which the individual child needs to have additional experience.
Remedial classes are set up in several ways. It is common for children with similar disabilities to be assigned to the same remedial class for a particular subject. However, the assignment should be flexible so that as the child improves, he may be able to rejoin his regular classroom studies. Remedial Instruction also takes place in the regular classroom with the teacher providing the necessary instruction. Constant evaluation of the child's progress is crucial to remedial teaching.
Gifted Children are those who are : 95
a) talented in art, music, athletics, mechanics or some
academic field
b) highly intellectual
These children comprise a small part of the total pupil population. It is difficult to determine a specific place in any scale of intelligence at which the line can be drawn to differentiate the gifted pupil from the academically talented. It is normally assumed that pupils with a score of
135 or more on 1937 Standford-Binet Scale will fall into the gifted category.
In most cases, gifted pupils can be identified by the teacher and through testing methods. Once identified, out of the ordinary provisions may have to be made for them.
Though sometimes classified as eccentric, unstable, strange, the intellectually gifted pupil is often a well- adjusted child who excels in all his schoolwork and he is likely to be above average physically and socially as well.
His intellectual development proceeds at a fast rate. He has high intellectual curiosity, which can be satisfied, to some extent by his own capacity for independent solution to his questions and problems. As a result of this high curiosity, 96 he is likely to explore broader areas than the less gifted child.
There are varying ideas about how the gifted pupils should be challenged in the school programme. Some educators are convinced that they should be segregated into classes where they can be provided with separate instruction.
Others believe that to segregate the gifted is to subject them to ostracism from their peers. Still others believe that it is better to provide separate instruction for gifted children for part of the school day and allow them to receive instruction their peers for the remaining period.
Extra work and abundance of learning materials are required as well as opportunities for the display of unusual skills in music, art, literature and other creative areas so that those with abilities of this type may receive recognition for their high achievement.
Parent education programmes are necessary to help them to identify gifted children or even the academically talented children. Educators must accept a high degree of responsibility for identifying and providing for the highly intellectual pupils at all levels 97
4.2.3.15 Home-School Relationships
The home and the school are dominant forces in the lives of most persons until young adulthood. Children benefit if teachers and parents work together. In the 1980 Gallup
Poll on attitudes towards public schools, good parent- teacher relationship ranked fourth on a list of 14 important elements of education. Studies by Silberman
(1980) and Phi Delta Kappa (1980) found that high- achieving schools tend to have higher levels of parent involvement.
Even though the need for good relationships between parents and teachers is generally endorsed, most parents and teachers prefer few face to face interactions, one or two in a year (Crotts & Goeldi, 1974). Many studies have described the problems of coordination and cooperation in terms of the social characteristics of home and school
(Parson 1959, McPherson, 1972, Corwin and Wagenaar
1976, Lightfoot 1978, 1980). These investigations described the cultural and structural differences between home and school and how these differences affect interaction.
Lightfoot (1980) argues that productive home-school relationship require that parents and teachers see and 98 accept the fundamental importance of each other in the life of the child. She stresses the need for home and school to have cohesion rather than relationship.
Tim McPherson (1972) studied the contrast in orientation of parents and teachers towards the child. Parents' concern is more personalised, whereas the teacher focuses on harmony in the group. Corwin and Wagenaar (1976) found that parent-teacher relationship declined with the extent of formalised and centralised decision making in the school.
Parent Teacher Association was founded to improve parent- teacher relationship by stressing the commonality of interests of both parents and teachers.
4.3 Instrument for School Image
4.3.1 Construction of the School Image Scale
The rating scale "Instrument for School Image" (ISI)
was required because individual schools which are
keen on self-improvement programmes must have
indicators - which are the areas of strength and which 99 are the areas where improvement is required so as to enhance the image or prestige of the school.
Therefore, the 15 descriptors or attributes of school image were expanded into 56 items or aspects, each descriptor having 2 to 5 aspects. Each item was to be rated on a five point rating scale on the Likert's method (very poor, poor, average, good, very good).
The 56 items were based on the review of related literature.
This preliminary scale consisting of 56 items was administered on 100 students and 40 Principals and teachers. Each respondent was asked to rate each item. Sufficient space was provided at the bottom of the preliminary scale for writing the comments on the items. The respondents were free to give their frank opinion regarding the appropriateness or inappropri- ateness, comprehensibility or incomprehensibility, perfectness or imperfectness in language, expression of direct and simple meaning as against expression of indirect or complicated meaning. 100
The value for each item given by all the respondents was calculated. All the 56 items were arranged from the highest rating to the lowest rating score. The lowest six items, which have been rated very low, have been dropped. These six items were eliminated were not only rated low but also considered to be ambiguous, redundant and weak items as per the comments given by the respondents especially the
Principals. The following table gives a clear picture of the number of items under each attribute. Thus the final scale consists of 50 items or aspects.
Table 3 showing the number of items under each Attribute
Attributes Items 1. Results 3 2. Cocurricular Activities 3 3. Discipline 4 4. Internal Assessment/Exam 4 5. Principal 2 6. Teachers 4 7. Coverage of Syllabus 5 8. Rapport 4 9. Facilities 5 10. Teacher-pupil Ratio 2 11. Management 3 12. Neatness 13. Human Values 3 14. Remedial/Enrichment Pr. 3 15. Home-School Collabor. 2 101
4.3.2 Validity and Reliability of the Seale
Related literature was the source for the items.
The opinion of principals, teachers and ttudents were taken. Finally, the Instrument was given to
the same panel of 6 experts in education for the
purpose of examining the content of the scale and
to give their opinion whether anything needed to
be added or deleted for making the scale a valid
one. All the 6 experts have gone through each
item carefully and were very much satisfied with
the items under each descriptor. Therefore the
content validitz is established.
This tool was, thereafter, tried out on the same
sample as for ASIS to find out if the sample had
any difficulty in answering. Some alteration was
required in the wording of the instructions. The
coefficient of correlation between the test-retest
ratings of principals and teachers, with a gap of
1 month, was 0.84. Similarly, the coefficient of
correlation between the test-retest ratings by
students was 0.87. The values are high and,
therefore, it is concluded that the tool is reliable. 102
This tool - Instrument for School Image (ISI) is given in Annexure II
The Instrument for School Image (ISI) was constructed for the benefit of the schools concerned. Such schools which are interested could make use of this tool to analyse the perceptions of their inmates. This tool is used by the investigator to collect data from 40 schools.
This data would be supplied to the respective schools for their own self analysis. The analysis of this data by the investigator is not within the purview of the study. However, how it could be used is discussed under "Implications of the
Present Study" in the last Chapter. How this tool could be used by individual schools, the calculations to be done are discussed under
Annexure III. Chapter V : Methodology of Investigation
5.1 Locale of the Study 103
5.2 Population 104
5.3 Sampling Design 104
5.3.1 School Sampling 104
5.3.2 Sampling of Principals, Teachers, Students 106
5.4 Data Collection 108
5.4.1 Preliminary steps taken to facilitate Collection of Data 108
5.4.2 Data from the Schools 108
5.5 Scoring 109 5.5.1 Scoring Procedure for ASIS 109 5.5.2 Scoring Procedure of ISI 110
5.6 Design of the Study 112
5.7 Statistical Techniques 113 103
Chapter V :
METHODOLOGY OF INVESTIGATION
5.1 Locale of the Study
The study is confined to the state of Goa. Goa, Daman
and Diu were liberated in December 1961 from the
Portuguese rule of 400 years. At that time there was
only one Portuguese medium higher secondary school.
During the post liberation period there was a sudden
spurt of educational development and today there are
80 higher secondary schools in line with the 10+2+3
pattern. The curriculum is prescribed by the Goa
Board of Secondary and Higher Secondary Education,
established in 1975 which also conducts a public
examination at the end of class XII for about 11,000
students. There are over 1,350 teachers. Most of the
Higher Secondary Schools are under private
management, though the Government aids them all.
There are only 12 Government controlled Higher
Secondary Schools. 104
The higher secondary stage offers three streams:
Science, Arts, Commerce. There are around 40
schools which offer the science stream, many of them
with arts and commerce streams as well. There are
around 40 schools that do not offer the science
Stream but offer the Arts and Commerce streams.
Some schools offer the vocational stream which is not
a regular, permanent stream.
5.2 Population
All the 80 Higher Secondary Schools in Goa together
with their Principals, Teachers and Students
constitute the universe of this study
5.3 Sampling Design
5.3.1 School Sampling
There are about 80 Higher Secondary Schools in Goa.
Out of these, 40 offer the science stream along with
other streams and the remaining offer arts and 105 commerce streams excluding the science stream. The sample for the study consists of 50% of higher secondary schools offering the science stream (20 schools) and 50% of higher secondary schools offering the non-science streams (20 schools). In all the sample consists of 40 schools.
The distribution of the 80 schools in the 11 talukas of
Goa and their sampling is given as below. The Schools were listed alphabetically and then selected through random sampling keeping in mind the need to represent all the Talukas and the two Streams. The representative numbers are shown in bold characters.
Table 4 showing distribution of schools and the sample
Name of the Talukas Science Non-Science Total Bardez 4 2 8 4 12 6 Bicholim 1 1 2 1 3 2 Canacona 2 1 2 1 4 2 Mormugao 4 2 2 1 6 3 Pemem 1 1 3 1 4 2 Ponda 6 3 6 3 12 6 Quepem 1 1 1 1 2 2 Salcette 6 3 8 4 14 7 Sanguem 4 2 3 1 7 3 Sattari 4 2 2 1 6 3 Tiswadi 6 2 4 2 10 4 106
Lists of sample schools, one consisting of the schools with science stream and the other consisting of schools without the science stream are given in
Annexures IV and V. These lists give information about the number of students, teachers and principal who constitute the sample in each school.
The distribution of the schools across all the Talukas is given on the Map of Goa in Annexure VI. It can be observed that the schools covered are under different management - government, private and minority. It also covered rural and urban areas. This is only an observation and these variables do not form part of this study.
5.3.2 Sampling of Principals, Teachers and
Students
All the Principals of the selected schools formed the
Principal Sample. The number of teachers varies depending on the strength of the School. Therefore, the researcher randomly selected 5 teachers from each school. Schools have one or more sections in each 107 class. Irrespective of the number of sections available in the school, the researcher selected one section from each school and all the students of that section are included for the sample. Thus cluster sampling method was followed at the students' level.
Consequently, 20 Principals, 100 teachers and 890 students form the sample from the first group (Schools with the Science Stream). Similarly, 20 Principals, 100 teachers and 766 students form the sample from the second group (Schools offering Arts and Commerce
Streams with the Science Stream). In all there are 40
Principals, 200 teachers and 1656 students. The sample is given in a nutshell in the following table
Table 5 Sample for the Study
Categories Science Non-Sci Total Principals 20 20 40
Teachers 100 100 200
Students 890 766 1656
The distribution of the sample of principals, teachers and students is given in Annexures IV and V. 108
5.4 Data Collection
5.4.1 Preliminary steps taken to facilitate
collection of data
The Principals of the selected schools were contacted
personally or over the telephone and necessary
information regarding the objectives of the study was
sent through a letter. The co-operation of Principals,
Teachers and Students was sought for the collection of
data.
5.4.2 Data from the Schools
The two tools, Attributes of School Image (ASIS) and
Instrument for School Image (ISI) were printed. The
purpose of the tool was explained. All the instructions
were clearly given. The data was collected by the
investigator and a team of lecturers from a College of
Education who are all very familiar with the process of
data collection. However, these lecturers were
thoroughly briefed about the details of the collection
of data. 109
The tool was administered to all the respondents on
the same day in each school. The teachers were
requested to gather in a room and the purpose of data
collection explained. They were assured that the
opinions they expressed would be kept confidential.
Similar procedure was followed for the students of
class XII.
5.5 Scoring
5.5.1 Scoring Procedure for ASIS:
The raw data gathered were classified and scored as
follows
a) Frequency counts were made school wise for
students, teachers and principals on the rankings
given to each of the 15 attributes. For each sample,
counts for males and females were done separately.
b) These frequency counts were then converted into
values by multiplying rank I by 15, rank II by 14
and so on (since there were 15 ranks). These values 110
were then added together to give a total value for
each attribute under the following classifications:
Total Student Sample, Total Teacher Sample, Total
Principal Sample. Each had Male/ Female categories.
Each of the 40 Higher Secondary Schools had the
above values.
c) The values were then computed for each of the
attributes pooling in the values of individual
schools under the following classifications: Total
Student Sample, Total Teacher Sample, Total
Principal Sample, Total Science Stream Sample,
Total Non-Science Stream Sample, Total Male
Sample, Total Female Sample, and the Grand Total
of all sub-samples.
5.5.2 Scoring Procedure for MI:
The raw data gathered were classified and scored as follows : 111 a) Frequency counts were school wise for students,
teachers and principals on the rankings given to
each of the 50 items on a 5 point scale.
b) These frequency counts were then converted into
values by multiplying the ratings (5 for very good,
4 for good and so on till 1 for very poor). These
values were then added together to give a total
value for each item under the following
classifications : Total Student Sample, Total
Teacher Sample, Total Principal Sample. Each of the
40 Higher Secondary Schools had the above values.
c) The 50 items of the ISI were grouped under the 15
attributes of the ASIS. The values of the items
under each sub-group were added together, giving,
thereby, 15 sub-total values for each of the 40
schools. A Value is the total score for the tool ISI
got by adding all the scores given by all the
respondents of a particular school or group. 112
d)The mean values were calculated for the above 15
sub-totals school wise by dividing the values by the
total number of students, teachers and Principal
put together as well as by the number of items in a
sub-group.
5.6 Design of the Study
The present investigation is mainly a normative
survey to ascertain the perceptions of the inmates of a
school on the attributes of school image as well as to
offer a procedure for self assessment of the image by
interested and/or selected schools in Goa. It is also a
co-relational study.
The study is meant to:
a) find the relative ranks given to the attributes
of school image
b) to find the relationship between the
perceptions of various groups principals,
teachers, students, stream and gender 113
5.7 Statistical Techniques
The statistical techniques used for the analysis of
data are
• Measures of Central Tendency - Mean
■ Coefficient of Correlation through Rank
Difference method
• 't' for the testing of hypotheses
The attributes have been ranked by students, teachers
and principals in the science and non-science
streams. To find out the relationship between any two
groups, the rank difference method has been used.
Therefore, in this study, the coefficient of correlation
has to be computed. Chapter VI : Analysis and Interpretation of Data
6.1 Analysis of Data 114
6.1.1 Ranks for the Attributes 114
6.1.2 Tabulation of Data for ASIS 117
6.1.3 Variations in Perceptions 140
6.1.4 Coefficients of Correlation 141
6.1.5 Conclusions 142
6.2 Analysis of IS! 143
6.2.1 Purpose of the Tool 143
6.2.2 School Rating Percentages 144
6.3 Testing of Hypotheses 148 6.3.1 Hypotheses 148 6.3.2 Calculation of ft' values 148 6.3.3 Testing of Hypothesis 1 149 6.3.4 Testing of Hypothesis 2 151 6.3.5 Testing of Hypothesis 3 152 114
Chapter VI :
ANALYSIS AND INTERPRETATION OF DATA
6.i Analysis of ASIS
6.1.1 Ranks for the Attributes
The Ranks for the Attributes (ASIS) were calculated
for the entire sample consisting of students, teachers
and principals of the 40 Higher Secondary Schools.
Based on the overall ranking of the attributes by the
total sample, the attributes are divided into core
(ranks 1 to 5), supplementary (ranks 6 to 10) and
subsidiary (ranks 11 to 15). Core attributes are the
most important attributes of school image.
Supplementary attributes enhance the image of the
school. Subsidiary attributes are also important but
are ranked lower than supplementary attributes.
Core - Ranks 1 to 5. The following attributes filled
these slots
a) Discipline in the school (orderliness, good
behaviour) 115
b) Quality of the teachers (mastery of the subject,
efficiency in teaching, fair-minded, cordial)
c) Quality of results (% of pass/ meritorious
students) at the Board Examination
d) Personality of the principal (leadership,
impartiality, fairness in financial dealings)
e) School facilities (building, playground,
laboratory, library, equipment, furniture)
Supplementary - Ranks 6 to 10. The following
attributes filled these slots :
f) Regular and serious conduct of internal
assignments and examination that are
challenging to students and staff
g) Friendly rapport and communication among
pupils, teachers and Principal
h) Provision for co-curricular activities (games,
sports, literary and cultural activities) 116
i) Neatness and cleanliness campus,
classrooms as well as personal)
j) Effective coverage of the syllabi employing
appropriate teaching and technological aids
Subsidiary - Ranks 11 to 15. The following attributes
filled these slots :
k) Efficient management of the school (prompt
decision making, clarity of instruction)
1) Small class and teacher-pupil ratio (less than
1:40) to facilitate individual attention)
m) Inculcation of human values through word
and example
n) Provision for remedial teaching for low
achievers and enrichment programmes for high
achievers
o) Involvement of parents in the effective running
of the school 117
6.1.2 Tabulation of Data for AIM
On the basis of these weightages under each category and sub-category, ranks were assigned. The details are given in Tables 6,7,8,9,10,11,12 and 13. A brief explanation follows each table. 118 TABLE NO. 6 ATTRIBUTES OF SCHOOL IMAGE SCALE (ASIS) Showing the values and ranks given to the attributes by the various groups in the Science Stream on the items of the Tool. SCIENCESTREAN
Attri- Students Teachers Principals butes M F Total M F Total M F Total
Value Rank Value Rank Value Rank Value Rank Value Rank Value Rank Value Rank Value Rank Value Rank
I 5061 3 3836 4 8897 3 569 3 489 4 1058 4 180 4 26 1 206 4 II 3733 10 2849 11 6582 10 358 9 333 11 691 10 119 11 24 3 143 11 III 5673 2 4668 1 10341 1 610 2 565 2 1175 2 194 2 24 3 218 2 IV 4406 5 3206 7 7612 5 421 8 371 7 792 7 151 8 17 8 168 8 V 4701 4 3957 3 8658 4 541 4 554 3 1095 3 179 5 21 6 200 5 VI 5711 1 4623 2 10334 2 647 1 598 1 1245 1 207 1 25 2 232 1 VII 4143 6 3094 9 7237 8 470 5 445 5 915 5 157 7 15 9 172 6 VIII 4143 6 3374 6 7517 7 460 6 363 8 823 6 190 3 23 5 213 3 IX 4018 8 3543 5 7561 6 428 7 347 10 775 8 133 9 11 10 144 9 X 3034 12 2348 12 5382 12 340 11 278 12 618 12 102 13 5 14 107 13 )3 3495 11 2865 10 6360 11 350 10 393 6 743 9 164 6 6 13 170 7 XII 3761 9 3112 8 6873 9 308 13 265 13 573 13 85 14 7 12 92 14 XIII 2773 13 2272 13 5045 13 313 12 363 8 676 11 123 10 21 6 144 9 XIV 2439 14 2029 14 4468 14 256 14 234 14 490 14 118 12 10 11 128 12 XV 2309 15 1624 15 3933 15 169 15 162 15 331 15 58 15 5 14 63 15
For statement of attributes, annexure IV may be refferred to . 119
Table No. 6 provides data relating to the Science Stream as given below :
a) The attribute wise values and the ranks given to
them by male students, female students and all the
students
b) The attribute wise values and the ranks given to
them by male teachers, female teachers and all the
teachers
c) The attribute wise values and the ranks given to
them by male principals, female principals and all
the principals
Observations :
• According to the ranking of all the students, the 1st
rank was given to the attribute, namely Discipline.
The attribute Home-School Collaboration was given
the last rank by the students. 120
• All the teachers together gave the 1at rank to the
attribute Teachers. All the teachers also, like the
students, gave the last rank to the attribute Home-
School Collaboration.
• The Principals are in total agreement in giving the
let rank to the attribute Teachers and the last rank
to the attribute Home-School Collaboration. One
may observe that there is perfect agreement
between the teachers and the principals while
giving first and last ranks to the attributes. 0 • •
TABLE NO. 7 121 ATTRIBUTES OF SCHOOL IMAGE SCALE (ASIS) Showing the values and ranks given to the attributes by the various groups in the Non-Science Stream on the items of the Tool. NON-SCIENCE STREAM
Attri- Studen t s Teache r s Principals butes M F M F T Value Rank Value Rank Value Rank Value Rank Value Rank Value Rank Value Rank Value Rank Value Rank 3971 3 4171 3 8142 3 637 3 414 4 1051 4 140 7 27 1 167 7 II 3367 5 3166 8 6533 6 432 8 296 10 728 8 130 9 17 8 147 8 III 4590 1 5017 1 9607 1 684 2 547 1 1231 2 221 2 27 1 248 1 IV 3065 8 2993 9 6058 8 494 5 341 7 835 6 108 12 19 6 127 11 V 3938 4 4145 4 8083 4 607 4 483 3 1090 3 195 3 20 5 215 3 VI 4052 2 4296 2 8348 2 690 1 543 2 1233 1 226 1 22 3 248 1 VII 2445 11 2526 11 4971 11 458 7 347 6 805 7 121 10 17 8 138 10 VIII 2819 9 3182 7 6001 9 462 6 375 5 837 5 167 4 18 7 185 5 IX 3141 6 3411 5 6552 5 399 9 306 9 705 9 163 6 8 12 171 6 X 2407 12 2203 12 4610 12 328 13 286 11 614 13 100 13 5 14 105 13 XI 2579 10 2850 10 5429 10 398 10 271 12 669 11 165 5 21 4 186 4 XII 3120 7 3331 6 6451 7 364 12 265 13 629 12 110 11 8 12 118 12 XIII 1827 14 1893 14 3720 14 377 11 324 8 701 10 131 8 16 10 147 8 XIV 1674 15 1847 15 3521 15 263 14 206 14 469 14 87 15 12 11 99 14 XV 1885 13 1919 13 3804 13 247 15 156 15 403 15 96 14 3 15 99 14
For statement of attributes, annexure IV may be refferred to . 122
Table No. 7 provides data relating to the Non-Science Stream as given below :
a) The attribute wise values and the ranks given to
them by male students, female students and all the
students
b) The attribute wise values and the ranks given to
them by male teachers, female teachers and all the
teachers
c) The attribute wise values and the ranks given to
them by male principals, female principals and all
the principals
Observations :
• According to the ranking of all the students, the 1st
rank was given to the attribute, namely Discipline,
as in the case of the students of the science stream.
The attribute Remedial and Enrichment Programme
was given the last rank by the non-science 123
students. The students of the science stream had
given the last rank to the attribute Home-School
collaboration.
• All the teachers of the non-science stream schools,
like their counterparts in the science stream
schools together gave the 1st rank to the attribute
Teachers. All the teachers also, like the students,
gave the last rank to the attribute Home-School
Collaboration.
• The Principals are in total agreement with their
counterparts in the science-stream schools in giving
the Pt rank to the attribute Teachers, and the last
rank jointly to the attributes Remedial and
Enrichment Programme as well as Home-School
Collaboration. One may observe that there is perfect
agreement between the teachers and the principals
while giving first and last ranks to the attributes. 124
TABLE NO. 8 Showing the ranks given to the attributes by the various groups in the Science and the Non-Science groups on the items of the tool.
SCIENCE STREAM NON-SCIENCE STREAM Attri- Students Teachers Principals Attri- Students Teachers Principals butes M F M F M F butes M F M F M F
I 3 4 3 4 4 1 I 3 3 3 4 7 1 II 10 11 9 11 11 3 II 5 8 8 10 9 8 III 2 1 2 2 2 3 III 1 1 2 1 2 1 IV 5 7 8 7 8 8 IV 8 9 5 7 12 6 V 4 3 4 3 5 6 V 4 4 4 3 3 5 VI 1 2 1 1 1 2 VI 2 2 1 2 1 3 VII 6 9 5 5 7 9 VII 11 11 7 6 10 8 VIII 6 6 6 8 3 5 VIII 9 7 6 5 4 7 IX 8 5 7 10 9 10 IX 6 5 9 9 6 12 X 12 12 11 12 13 14 X 12 12 13 11 13 14 XI 11 10 10 6 6 13 XI 10 10 10 12 5 4 XII 9 8 13 13 14 12 XII 7 6 12 13 11 12 XIII 13 13 12 8 10 6 XIII 14 14 11 8 8 10 XIV 14 14 14 14 12 11 XIV 15 15 14 14 15 11 XV 15 15 15 15 15 14 XV 13 13 15 15 14 15
For statement of attributes, annexure IV may be refferred to . 125
Table No. 8 provides the ranks given by students, teachers and principals of the science and non-science stream schools
Observations :
• The attribute Teachers has been ranked as lat by
male students, male and female teachers and male
principals of the science stream schools as also by
the male teachers and male principals of the non-
science stream schools
• The attribute Discipline is given the 1st rank by
female students of the science stream schools as
also by the male and female students, female
teachers and female principals of the non-science
stream schools.
• The attribute Discipline is given the 2nd rank by
male students, male and female teachers, male
principals of the science stream schools as also by
the male teachers and male principals of the non-
science stream schools. 126
• The attribute Teachers is given the 2nd rank by
female students and female principals of the science
stream schools as also by the male and female
students, and female teachers of the non-science
stream schools.
• The attribute Home-School Collaboration is given
the last rank by male and female students, male
and female teachers and male principals of the
science stream schools, as also by male and female
teachers and female principals of the non-science
stream.
127
TABLE NO. 9 Showing the values and ranks given by the various combinations of groups (Science, Non-Science, Male & Female) on the items of the Tool.
Attri- SCIENCE STREAM NON-SCIENCE STREAM TOTAL butes Male Female Total Male Female Total Male Female G. Total V R V R V R V R V R V R V R V R V R 1 5810 3 4351 4 10161 3 4748 3 4612 4 9360 4 10558 3 8963 4 19521 3 II 4210 9 3206 11 7416 10 3929 5 3479 8 7408 6 8139 8 6685 9 14824 8 III 6477 2 5257 1 11734 2 5495 1 5591 1 11086 1 11972 1 10848 1 22820 1 IV 4978 5 3594 7 8572 5 3667 7 3353 9 7020 9 8645 5 6947 8 15592 6 V 5421 4 4532 3 9953 4 4740 4 4648 3 9388 3 10161 4 9180 3 19341 4 VI 6565 1 5246 2 11811 1 4968 2 4861 2 9829 2 11533 2 10107 2 21640 2 VII 4770 7 3554 8 8324 8 3024 11 2890 11 5914 11 7794 9 6444 10 14238 10 VIII 4793 6 3760 6 8553 6 3448 9 3575 7 7023 8 8241 7 7335 6 15576 7 IX 4579 8 3901 5 8480 7 3703 6 3725 5 7428 5 8282 6 7626 5 15908 5 X 3476 12 2631 13 6107 12 2835 12 2494 12 5329 12 6311 12 5125 12 11436 12 XI 4009 11 3264 10 7273 11 3142 10 3142 10 6284 10 7151 11 6406 11 13557 11 XII 4154 10 3384 9 7538 9 3594 8 3604 6 7198 7 7748 10 6988 7 14736 9 XIII 3209 13 2656 12 5865 13 2335 13 2233 13 4568 13 5544 13 4889 13 10433 13 XIV 2813 14 2273 14 5086 14 2024 15 2065 15 4089 15 4837 14 4338 14 9175 14 XV 2536 15 1791 15 4327 15 2228 14 2078 14 4306 14 4764 15 3869 15 8633 15
For statement of attributes, annexure IV may be refferred to . 128
Table 9
depicts the stream (science and non-science) values
and ranking as well as gender (male and female)
values and ranking.
Observations
• The science stream has given the 1st rank to the
attribute Teachers while the non-science stream has
given the Pt rank to the attribute Discipline. The
overall 1st rank goes to the attribute Discipline. In
other words, discipline is given the 1st rank or top
priority in the perceptions about school image.
• However, the science stream has given the 2nd rank
to the attribute Discipline while the non-science
stream has given the 2 n d rank to the attribute
Teachers. The overall 2 n d rank goes to the attribute
Teachers. In other words, Teachers is given the 2"
rank in the perceptions of school image.
• All the groups together gave the last rank to the
attribute Home-School Collaboration. •
129
TABLE NO. 10 Showing the values and ranks given by the various combinations of groups (Students, Teachers and Principals) on the items of the Tool.
Attri- Student eachers P rincipals butes Science Non-Science Total Science Non-Science Total Science Non-Science Total V R V R V R V R V R V R V R V R V R 8897 3 8142 3 17039 3 1058 4 1051 4 2109 4 206 4 167 7 373 5 II 6582 10 6533 6 13115 9 691 10 728 8 1419 9 143 11 147 8 290 11 III 10341 1 9607 1 19948 1 1175 2 1231 2 2406 2 218 2 248 1 466 2 IV 7612 5 6058 8 13670 6 792 7 835 6 1627 7 168 8 127 11 295 9 V 8658 4 8083 4 16741 4 1095 3 1090 3 2185 3 200 5 215 3 415 3 VI 10334 2 8348 2 18682 2 1245 1 1233 1 2478 1 232 1 248 1 480 1 VII 7237 8 4971 11 12208 10 915 5 805 7 1720 5 172 6 138 10 310 8 VIII 7517 7 6001 9 13518 7 823 6 837 5 1660 6 213 3 185 5 398 4 IX 7561 6 6552 5 14113 5 775 8 705 9 1480 8 144 9 171 6 315 7 X 5382 12 4610 12 9992 12 618 12 614 13 1232 12 107 13 105 13 212 13 XI 6360 11 5429 10 11789 11 743 9 669 11 1412 10 170 7 186 4 356 6 XII 6873 9 6451 7 13324 8 573 13 629 12 1202 13 92 14 118 12 210 14 XIII 5045 13 3720 14 8765 13 676 11 701 10 1377 11 144 9 147 8 291 10 XIV 4468 14 3521 15 7989 14 490 14 469 14 959 14 128 12 99 14 227 12 XV 3933 15 3804 13 7737 15 331 15 403 15 734 15 63 15 99 14 162 15
For statement of attributes, annexure IV may be refferred to . 130
Table 10 shows the values and ranks given by students, teachers and principals to the attributes on the tool
ASIS
Observations
• The students have ranked the attribute Teachers as
the 2nd rank whereas the teachers and principals
ranked it as 1 6 t.
• The students have ranked the attribute Discipline
as 1st whereas the teachers and the principals
ranked it as 2nd .
• The students, teachers and principals ranked the
attribute Home-School Collaboration as the last. 131 TABLE NO. 11 Showing the values and ranks of the various combinations of groups categorised according to the total sample values/ranks
Students Teachers Principal ATTRIBUTES Science Non-Sci Total Science Non-Sci Total Science Non-Sci Total V R V R V R V R V R V R V R V R V R III -Discipline 10341 1 9607 1 19948 1 1175 2 1231 2 2406 2 218 2 248 1 466 2 VI -Teachers 10334 2 8348 2 18682 2 1245 1 1233 1 2478 1 232 1 248 1 480 1 I -Results 8897 3 8142 3 17039 3 1058 4 1051 4 2109 4 206 4 167 7 373 5 V -Principal 8658 4 8083 4 16741 4 1095 3 1090 3 2185 3 200 5 215 3 415 3 IX -Facilities 7561 6 6552 5 14113 5 775 8 705 9 1480 8 144 9 171 6 315 7
IV -Internal Assignment & Exam. 7612 5 6058 8 13670 6 792 7 835 6 1627 7 168 8 127 11 295 9 VIII -Rapport 7517 7 6001 9 13518 7 823 6 837 5 1660 6 213 3 185 5 398 4 II -Co-curricular Activities 6582 10 6533 6 13115 9 691 10 728 8 1419 9 143 11 147 8 290 11 XII -Neatness 6873 9 6451 7 13324 8 573 13 629 12 1202 13 92 14 118 12 210 14 VII -Coverage of Syllabus 7237 8 4971 11 12208 10 915 5 805 7 1720 5 172 6 138 10 310 8
XI -Management 6360 11 5429 10 11789 11 743 9 669 11 1412 10 170 7 186 4 356 6 X -Teacher-Pupil Ratio 5382 12 . 4610 12 9992 12 618 12 614 13 1232 12 107 13 105 13 212 13 XIII -Human Values 5045 13 3720 14 8765 13 676 11 701 10 1377 11 144 9 147 8 291 10 XIV-Remedial & Enrichment Prog. 4468 14 3521 15 7989 14 490 14 469 14 959 14 128 12 99 14 227 12 XV-Home-School Collaboration 3933 15 3804 13 7737 15 331 15 403 15 734 15 63 15 99 14 162. 15 132
Table 11 gives a picture of values and ranking given to the attributes arranged in order of importance as given by the overall values and ranking of the total sample.
It shows the values and ranks as given by various groups (students, teachers and principals) while table
12 shows the values and ranks given by the science, non-science, male-female samples as well as the total sample.
Observations
Table 11 shows the variations in the ranks given by students, teachers and principals for the attributes are as under :
• Discipline occupies the 1st rank for students, the
2nd rank for teachers and principals.
• Teachers occupy the 2nd rank for students, while it
is the 1st rank for teachers and principals. 133
• Results the 3 r d rank for students, the 4th rank for
teachers and the 5th rank for principals.
• Principal is the 4th rank by the students while the
teachers and principals rank it as the 3rd most
important attribute.
• Facilities is ranked as the 5th rank by the students,
the 8 t h by the teachers and the 7th by the
principals.
• Internal Assignment and Examination is ranked 6th
by the students 7th by the teachers and 9th by the
principals in order of importance.
• Rapport is ranked 7th by the students, 6th by the
teachers and 4th by the Principals. 134 TABLE NO. 12 Showing the values and ranks of the various combinations of groups categorised according to the total sample values/ranks
ATTRIBUTES SCIENCE - (Sts, Trs, Prins) NCM-SCIENCE! - (Sts, Trs, Prtns) Total Sample Male Female Total Male Female Total Male Female G.Total V R V R V R V R V R V R V R V R V R Ill -Discipline 6477 2 5257 1 11734 2 5495 1 5591 1 11086 1 11972 1 10848 1 22820 1 VI -Teachers 6565 1 5246 2 11811 1 4968 2 4861 2 9829 2 11533 2 10107 2 21640 2 I -Results 5810 3 4351 4 10161 3 4748 3 4612 4 9360 4 10558 3 8963 4 19521 3 V -Principal 5421 4 4532 3 9953 4 4740 4 4648 3 9388 3 10161 4 9180 3 19341 4 IX -Facilities 4579 8 3901 5 8480 7 3703 6 3725 5 7428 5 8282 6 7626 5 15908 5
IV -Internal Assignment & Exam. 4978 5 3594 7 8572 5 3667 7 3353 9 7020 9 8645 5 6947 8 15592 6 VIII -Rapport 4793 6 3760 6 8553 6 3448 9 3575 7 7023 8 8241 7 7335 6 15576 7 II -Co-curricular Activities 4210 9 3206 11 7416 10 3929 5 3478 8 7408 6 8139 8 6685 9 14824 8 XII -Neatness 4154 10 3384 9 7538 9 3594 8 3604 6 7198 7 7748 10 6988 7 14736 9 VII -Coverage of Syllabus 4770 7 3554 8 8324 8 3024 11 2890 11 5914 11 7794 9 6444 10 14238 10
XI -Management 4009 11 3264 10 7273 11 3142 10 3142 10 6284 10 7151 11 6406 11 13557 11 X -Teacher-Pupil Ratio 3476 12 2631 13 6107 12 2835 12 2494 12 5329 12 6311 12 5125 12 11436 12 XIII -Human Values 3209 13 2656 12 5865 13 2335 13 2233 13 4568 13 5544 13 4889 13 10433 13 XIV-Remedial & Enrichment Prog. 2813 14 2273 14 5086 14 2024 15 2065 15 4089 15 4837 14 4338 14 9175 14 XV-Home-School Collaboration 2536 15 1791 15 4327 15 2228 14 2078 14 4306 14 4764 15 3869 15 8633 15 135
Table 12 gives a picture of values and ranking given to the attributes arranged in order of importance as given by the overall values and ranking of the total sample.
It shows the values and ranks given by the science, non-science, male-female samples as well as the total sample.
Observations
Table 12 shows the variations in the ranks given by science, non-science samples and the total sample for the attributes are as under :
• Discipline occupies the 2n d rank for the science
sample, the Pt rank for the non-science sample as
well as for the total sample
• Teachers occupies the 1st rank for the science
sample, while it is the 2n d rank for the non-science
sample as well as for the total sample 136
• Results has the 3rd rank for the science sample,
while it is the 4th rank for the non-science sample
and 3rd rank, for the total sample
• Principal is given the 4th rank by the science
sample, while it is given the 3' d rank by the non-
science sample and the 4t h rank by the sample
• Facilities is ranked as the 7th by the science
sample, while it is ranked as the 5th by the non-
science sample as well as for the total sample
• Internal Assignment and Examination is given the
5th rank by the science sample, while it is ranked
9t h by the non-science sample and 6th by the total
sample.
• Rapport is ranked 6th by the science sample, while
it has the 8th rank for the non-science sample and
7th rank for the total sample. 137 TABLE NO. 13 Showing the ranks of the various combinations of groups categorised according to the total sample ranks of attributes
ATTRIBUTES Students Teachers Principals Science Non-Science Total SAMPLE Sci N-Sci Tol Sci N-Sci Tol Sci N-Sci Tol M F Tol M F Tol M F G.Total Discipline 1 1 1 2 2 2 2 1 2 2 1 2 1 1 1 1 1 1 leachers 2 2 2 1 1 1 1 1 1 1 2 1 2 2 2 2 2 2 Results 3 3 3 4 4 4 4 7 5 3 4 3 3 4 4 3 4 3 Drincipal 4 4 4 3 3 3 5 3 3 4 3 4 4 3 3 4 3 4 :acilities 6 5 5 8 9 8 9 6 7 8 5 7 6 5 5 6 5 5 ntemal Assignment 8, Exam. 5 8 6 7 6 7 8 11 9 5 7 5 7 9 9 5 8 6 iapport 7 9 7 6 5 6 3 5 4 6 6 6 9 7 8 7 6 7 Co-curricular Activities 10 6 9 10 8 9 11 8 11 9 11 10 5 8 6 8 9 e geatness 9 7 8 13 12 13 14 12 14 10 9 9 8 6 7 10 7 g ::,'overage of Syllabus 8 11 10 5 7 5 6 10 8 7 8 8 11 11 11 9 10 10 ulanagement 11 10 11 9 11 10 7 4 6 11 10 11 10 10 10 11 11 11 leacher-Pupil Ratio 12 12 12 12 13 12 13 13 13 12 13 12 12 12 12 12 12 12 -Iuman Values 13 14 13 11 10 11 9 8 10 13 12 13 13 13 13 13 13 13 temedial 8, Enrichment Prog. 14 15 14 14 14 14 12 14 12 14 14 14 15 15 15 14 14 14 ome-School Collaboration 15 13 15 15 15 15 15 14 15 15 15 15 14 14 14 15 15 15 138
Table 13
gives a comparative statement of the ranks given.
➢ Overall ranking
➢ Students of the science and non-science streams
➢ Teachers of the science and non-science streams
➢ Principals of the science and non-science streams
➢ Male and female samples • •
139 Chart 1 : Showing Comparison of Ranks as given b Science Non-Science, Male, Female and Total Samples on ASIS 11 I., * Mew 4 $.:*** . 1" Wi t 0 ti ft
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Chart I
Shows the comparison of ranks as given by science, non-science, male, female and total samples on the
Attributes of School Image Scale (ASIS). Table no 14 is presented as adjacent bar diagram
6.1.3 Variations in Perceptions
Though there was agreement among principals, teachers and students about the ranking of attributes, a few variations that appear are as follows :
a) Among the Core Attributes, Teachers perceived
Effective Coverage of Syllabus and Principals
perceived Rapport and Communication as more
important than School Facilities
b) Male Population and the Science Stream gave more
importance to Internal Assignments and
Examinations in preference to School Facilities
c) Effective Management of the School was perceived
to be important by the Principals, while teachers 141
and students viewed it as less important. Principals
also ranked Human Values higher than teachers
and students
d) Teachers and Students had greater agreement on
perceptions of attributes as core, supplementary or
subsidiary. Principals differed and perceived one
supplementary attribute, Rapport as core, as well
as one subsidiary attribute, Management, as
supplementary; they also viewed Neatness and
Cleanliness as a less important attribute
6.1.4 Coefficients of Correlation
The correlation coefficient values relating to ASIS by the Rank Difference Method are as follows :
a) Between the Total Science Sample (students,
teachers, principals) and the Total Non-Science
Sample was 0.89
b) Between the Total Male Sample (students,
teachers, principals) and the Total Female
Sample was 0,96 142
c) Between the Total Student Sample (Science and
Non-Science) and the Total Teacher Sample was
0.86
d) Between the Total Student Sample (Science and
Non-Science) and the Total Principal Sample was
0.80
e) Between the Total Teacher Sample (Science and
Non-Science) and the Total Principal Sample was
0.92
6.1.5 Conclusions
• All the coefficients of correlation are positive
• All the coefficients of correlation are high
• The coefficient of correlation of male and female
samples (0.96) is the highest followed by the
teacher and principal samples (0.92) 143
• The coefficient of correlation between the student
and the principal samples is the lowest (0.80)
among all the coefficients of correlation but this
value is also considerably high.
6.2 Analysis of ISI
6.2.1 Purpose of the tool
The Instrument for School Image (ISI) was constructed
for the benefit of the schools concerned. Such schools
which are interested could make use of this tool to
analyse the perceptions of their inmates. This tool is
not used by the investigator for the purpose of
analysis of School Image. Tables 14 and 15
containing data based on the ratings of the students,
teachers and principals of 40 schools are given in
Annexure VII.
The scoring procedure is given under 5.2.2 and the
formulae for calculating the items is given, with
examples, in Annexure III 144
Further, how thiS tool could be used is discussed under "Implications of the Present Study" in the last
Chapter.
6.2.2 School Rating Percentages
On the basis of the Values tabulated for each school, the School Index Percentage has been calculated by the formula : Value divided by N, divided by 250 and multiplied by 100. The data are shown in Tables 16 and 1'7. 145 TABLE NO. 16 Showing the total values & school rating % as given by the Principal, Teachers and Students to their respective schools.
S.No Name of the Schools (Science Stream) Values Index%
1 Bhumika Higher Secondary School, Parye, Sattari 14207 86.1 2 Cuncolim United Higher Secondary School, Cuncolim, Salcette 5589 60.4 3 DCT Higher Secondary School, Miramar, Tiswadi 7791 62.3 4 Deepvihar Higher Secondary School, Headland Sada, Mormugao 11429 78.8 5 GVM's SNJA Higher Secondary School, Ponda 9341 67.9 6 Govt. Multipurpose Higher Secondary School, Margao, Salcette 7840 68.2 7 Government Higher Secondary School, Canacona 10027 75.7 8 Government Higher Secondary School, Valpoi, Sattari 6721 74.7 9 Harmal Panchakroshi Higher Secondary School, Harmal, Pernem 7128 73.1 10 MES Higher Secondary School, Zuarinagar, Mormugao 9935 72.3 11 Mushtifund Higher Secondary School, Panjim, Tiswadi 9926 70.9 12 PES Higher Secondary School, Farmagudi, Ponda 12109 73.4 13 Purushottam Walaulikar Higher Sec. School, Khorlim, Bardez 9879 76 14 Shiroda Higher Secondary School, Shiroda, Ponda 8052 73.2 15 Shri Damodar Higher Secondary School, Gudi Paroda, Salcette 5892 71.4 16 Shri Damodar Higher Secondary School, Margao, Salcette 9123 66.3 17 Shri Shantadurga Higher Secondary School, Bicholim 11228 72.4 18 Smt C T N Higher Sec.School, Churchorem, Quepem 7739 77.4 19 Smt Parvatibai Chowgule Higher Secondary, Margaon, Salcette 8325 72.4 20 St. Xavier Higher Secondary School, Mapusa, Bardez 10492 68.8 146 TABLE NO. 17 Showing the total values & school rating % as given by the Principal, Teachers and Students to their respective schools.
S.No. Name of the Schools (Non-Science Stream) Values Index%
1 Ameya VP Mandal's Higher Secondary School, Ponda 9516 79.3 2 Adarsh VP Mandal's Higher Secondary School, Vazangal, Ponda 5991 68.5 3 Bhausaheb B.S.S. Higher Secondary School, Darbandora, Sanguem 7965 81.7 4 Dayanand Arya Higher Secondary School, Neura, Tiswadi 6670 74.1 5 DP Mandal's Higher Secondary School, Assnora, Bicholim 8080 71.8 6 Fr. B. Andrade Higher Secondary School, Majorda, Salcette 7128 71.3 7 Government Higher Secondary School, Pernem 7823 68 8 Pope John XXIII Higher Secondary School, Quepem 8620 76.6 9 RMS Higher Secondary School, Margaon, Salcette 9300 70.2 10 Rosary Higher Secondary School, Navelim, Salcette 11438 77.5 11 S Bandodkar Higher Secondary School, Velguem, Bicholim 7832 71.2 12 Shree Navadurga Higher Secondary School, Marcaim, Ponda 6556 65.6 13 SS Angle Higher Secondary School, Mashem, Canacona 9738 74.9 14 St. Alex Higher Secondary School, Curtorim, Salcette 6774 69.5 15 St. Andrew's Higher Secondary School, Vasco, Mormugao 10741 74.1 16 St. Cruz Higher Secondary School, St. Cruz, Tiswadi 7720 70.2 17 St. Thomas Boys Higher Secondary School, Aldona, Bardez 9534 73.3 18 Vidya Prabhodini Higher Secondary School, Porvorim, Bardez 6305 70.1 19 Vividha Higher Secondary School, Navelim, Bicholim 6250 69.4 20 V.M. Parulekar Higher Secondary School, Verem, Bardez 7184 73.7 147
Conversion of Ratings into Percentages
TABLE NO. 18 Showing the School Rating as Percentages
Number of Schools Percentage Science Stream Non Science Stream 60-69 06 05 70-79 13 14 80-89 01 01
The School Index Percentages show that 6 schools from the Science Stream and 5 Schools from the Non-
Science Stream rate their schools as having 60-69% of the optimum school image index; similarly, 13 schools in the Science Stream and 14 schools in the Non-
Science Stream have been rated between 70 and 80% of the index; only 1 school from each stream belongs to the 80% and above category. 148
6.3 Testing of Hypotheses
6.3.1 Hypotheses
The following null hypotheses were formulated for
testing :
1. There is no significant difference in the perception
of male and female students about the image of
higher secondary schools.
2. There is no significant differences in the perception
of students of different streams about the image of
higher secondary schools.
3. There is no significant difference in perception of
students, teachers and principals about the image
of higher secondary schools
6.3.2 Calculation of 't' values
For testing the hypotheses, the 't' test was employed
(vide formula given by Garrett (1973) under
"significance of percentages"). 149
6.3.3 Testing of Hypothesis No. 1
There is no significant difference in the perception
of male and female students about the image of
their higher secondary schools
To test the hypothesis
a) values given by the male and female samples for all
the attributes are added and converted to
percentage (refer table no. 4)
Total value of male respondents 121680
Total value of female respondents 105750
Grand total 227430
b) Percentage of male value and female value are
computed as 53.50 and 46.50 respectively
c) The P and Q values for the percentages are
calculated by the formulae
N1 P1 + N2 P2 P= = 50.19 N 1 + N2 150
1 - P = 49.81
d) The Standard Error of the Difference between the
two percentages is computed by the formula
SED
e)the 't' value for the difference between percentages
of male and female samples is computed by the
formula
P 1 P2 t = = 2.32 SED
f) The obtained 't' value is 2.32. The table value for
1000 and more degrees of freedom is found to be
1.96 at 0.05 level and 2.58 at 0.01 level. The
obtained value 2.32 is found to be more than the
table value at 0.05 level but less than 2.58 at 0.01
level. Hence the difference is significant at 0.05
level but not significant at 0.01 level. 151
g) The significant level 0.05 is considered for the
testing of the hypothesis. Therefore, the null
hypothesis is rejected and it is concluded that there
is significant difference between male and female
samples in their perceptions about the relative
importance of the attributes of school image.
6.3.4 Testing of Hypothesis no 2
There is no significant difference in the perception
of students of different streams about the Image of
higher secondary schools.
a) Following the same procedure as outlined in 6.3.3,
the P and Q values were 50.22 and 49.78 for
science and non-science stream samples. b) The SED is 2.30 and the 't' value 2.86 c) The obtained 't' value is 2.86. This value is found to
be higher than the table value at 0.05 and 0.01
level. Hence the difference is significant beyond
0.01 level. 152 d) The null hypothesis is, therefore, rejected and it is
concluded that there is a significant difference
between Science and Non-Science stream samples in
their perceptions of the relative importance of the
attributes of school image.
6.3.5 Testing of Hypothesis no 3
There is no significant difference in the perception
of students, teachers and principals about the
image of higher secondary schools
a) Following the same procedure as outlined in
6.3.3, the P and Q values are calculated for the
pairs of samples like students and teachers,
principals and teachers as well as principals and
students.
b) The P and Q values are 79.07 and 20.93 for
students and teachers
The P and Q values were 9.14 and 90.86 for
principals and teachers 153
The P and Q values are 85.54 and 14.46 for
principals and students
c) The SED is 3.05 and the 't' value 25.18 for
students and teachers
The SED is 4.99 and the 'V value 1.69 for
principals and teachers
The SED was 5.63 and the 't' value 15.14 for
principals and students
d) The obtained 't' value for students and teachers
is 25.18. This value is found to be higher than
the table value at 0.05 and 0.01 levels. Hence
the difference is significant beyond 0.01 level.
The null hypothesis is rejected for the two
groups students and teachers. It is, therefore,
concluded that there is significant difference
between student and teacher samples in their
perceptions of the relative importance of the
attributes of school image. 154 e) The obtained 't' value for teachers and principals
is 1.69. This value is found to be lower than the
table value even at 0.05 level. The null
hypothesis is, therefore, accepted for the two
groups principals and teachers. It is, therefore,
concluded that there is no significant difference
between principal and teacher samples in their
perceptions of the relative importance of the
attributes of school image.
f) The obtained 't' value for principals and students
is 15.14. This value is found to be higher than
the table value at 0.05 and 0.01 levels. Hence
the difference is significant beyond 0.01 level.
The null hypothesis is rejected for the two
groups principals and students. It is, therefore,
concluded that there is significant difference
between principal and student samples in their
perceptions of the relative importance of the
attributes of school image. Chapter VI 1: Summary, Conclusions, Suggestions
7.1 Summary 155
7.2 Major Findings 155
7.3. Educational Implications 163
7.3.1 Background 163
7.3.1 Implications 164
7.4 Suggestions for Future Research 166 155
Chapter VII :
SUMMARY, FINDINGS AND SUGGESTIONS
7.1 Summary
The investigator constructed the Attributes of School
Image Scale (ASIS) and the Instrument of School
Image (ISI) by following standard procedure. Their
reliability and validity were established. The tools
were administered on a sample of 40 principals, 200
teachers and 1656 students belonging to the science
and non-science streams of 40 higher secondary
schools in Goa. The data collected from the sample
has been analysed by employing appropriate
statistical techniques. The following are the main
findings of the study.
7.2 Major Findings
1) According to the ranking of all the students of both
the Science and the non-science streams, the Pt 156
rank was given to the attribute, namely Discipline.
The attribute Home-School Collaboration was
given the last rank by the students of the science
stream while Remedial and Enrichment
Programme was given the last rank by the
students of the non-science stream
2) All the teachers of both the science and non-
science streams gave the let rank to the attribute
Teachers. One need not be amazed to observe the
teachers giving the first rank to the attribute
Teachers. All the teachers also, like the students,
gave the last rank to the attribute Home-School
Collaboration.
3) The Principals of both the science and non-science
streams are in total agreement in giving the 1"
rank to the attribute Teachers and the last rank to
the attribute Home-School Collaboration. One
may observe that there is perfect agreement
between the teachers and the principals while
giving first and last rank to the attributes. 157
4) The Principals are in total agreement with their
counterparts in the science-stream schools in
giving the Pt rank to the attribute Teachers, and
the last rank jointly to the attributes Remedial
and Enrichment Programme as well as Home-
School Collaboration. It may be noted that there
is perfect agreement between the teachers and the
principals while giving first and last ranks to the
attributes.
5) The attribute Teachers has been ranked as Pt
by male students, male and female teachers and
male principals of the science stream schools as
also by the male teachers and male principals of
the non-science stream schools
6) The attribute Discipline is given the Pt rank by
female students of the science stream schools as
also by the male and female students, female
teachers and female principals of the non-science
stream schools. 158
7) The attribute Discipline is given the 2nd rank by
male students, male and female teachers, male
principals of the science stream schools as also
by the male teachers and male principals of the
non-science stream schools.
8) The attribute Teachers is given the 2nd rank by
female students and female principals of the
science stream schools as also by the male and
female students, and female teachers of the non-
science stream schools.
9) The attribute Home-School Collaboration is given
the last rank by male and female students, male
and female teachers and male principals of the
science stream schools, as also by male and female
teachers and female principals of the non-science
stream.
10) The science stream schools (students, teachers,
principals together) have given the 1st rank to the
attribute Teachers while the non-science stream
schools have given the 1st rank to the attribute 159
Discipline. The overall 1st rank goes to the
attribute DISCIPLINE. In other words, discipline is
given the 1st rank or top priority in the perceptions
about school image.
1 1) However, the science stream schools have given
the 2nd rank to the attribute Discipline while the
non-science stream schools have given the 2n d rank
to the attribute Teachers. The overall 2n d rank
goes to the attribute TEACHERS. In other words,
Teachers is given the 2 nd rank in the perceptions
of school image.
12) All the groups together gave the last rank to the
attribute HOME - SCHOOL COLLABORATION.
13) The students (of both the streams) have ranked
the attribute Teachers as the 2nd rank whereas the
teachers and principals (of both the streams)
ranked it as 1st. 160
14) All the students have ranked the attribute
Discipline as let whereas all the teachers and the
principals ranked it as 2 nd .
15) All the students, teachers and principals ranked
the attribute Home-School Collaboration as the
last.
16) Discipline occupies the let rank for all the
students while it is the 2nd rank for all teachers
and principals. It occupies the tad rank for the
science sample, the let rank for the non-science
sample as well as for the total sample
17) Teachers occupy the 2nd rank for students, while
it is the 1st rank for teachers and principals. This
attribute is given the 16t rank by the science
sample, while it is given the 2nd rank by the non-
science sample as well as by the total sample
18) Results is given the 3 rd rank by students, the 4 th
rank by teachers and the 5th rank by principals.
This attribute has the 3r d rank for the science 161
sample, while it has the 4th rank for the non-
science sample and 3rd rank for the total sample
19) Principal is given the 4th rank by the students
while the teachers and principals rank it as the 3rd
most important attribute. This descriptor is also
given the 4th rank by the science sample, while it is
given the 3rd rank by the non-science sample and
the 4th rank by the total sample
20) Facilities is ranked as the 5th rank by the
students, the 8th by the teachers and the 7th by the
principals. It is ranked the 7th by the science
sample, while it is ranked the 5th by the non-
science sample as well as for the total sample
21) Internal Assignment and Examinations is
ranked 6th by the students 7th by the teachers and
9th by the principals in order of importance. This
attribute is given the 5th rank by the science
sample, while it is ranked 9th by the non-science
sample and 6th by the total sample. 162
22) Rapport is ranked 7th by the students, 6th by the
teachers and 4th by the Principals. This attribute is
ranked 6th by the science sample, while it has the
gth rank for the non-science sample and 7th rank
for the total sample.
23) Among the Core Attributes, teachers perceive
Effective Coverage of Syllabus and principals
perceive Rapport and Communication as more
important than School Facilities
24) Male and the science stream sample gave more
importance to Internal Assignments and
Examinations in preference to School Facilities
25) Effective Management of the School is
perceived to be important by the principals, while
teachers and students viewed it as less important.
Principals ranked Human Values higher than
teachers and students
26) Teachers and students have greater agreement on
perceptions of attributes as core, supplementary or 163
subsidiary. Principals differed and perceived one
subsidiary attribute, Management, as supplemen-
tary; they also viewed Neatness and Cleanliness
as a less important attribute.
7.3 Educational Implications
7.3.1 Background
The question of quality and excellence is in the minds
of the users of education - the parents, students,
teachers, managerial staff and society in general. They
are the real beneficiaries and each of them has certain
expectations from these institutions. Many higher
secondary schools want to improve their image but do
not know how to do it. Enhancing the image of a
higher secondary school is bound to have motivational
effect on the students and teachers leading to better
achievement.
This study, it is hoped, would contribute towards
improving the quality of schools. It has now been
possible to have the following new knowledge 164
> a list of ranked dimensions, the presence of which
will characterise higher secondary schools in terms
of their excellence
> rating scales to assess where they stand as far as
these dimensions are concerned and where
improvement is required to bring about qualitative
changes to enhance the prestige of the institution
7.3.2 Implications a) The Attributes of School Image Scale (ASIS) found
the rankings given to the attributes of School
Image. The Core Attributes occupy ranks 1 to 5 and
should be given the utmost priority in building the
school image. Discipline in the School, Quality of
the Teachers, the High percentage of Results, the
Personality of the Principal and the Physical
Facilities of the School are, certainly, contributing
a lot for giving a better image of the school. The
state governments and local authorities must keep
these attributes in their mind and try to improve 165
them in each school by providing the human,
material and financial resources.
b) The Instrument for School Image (ISI) has to be
used by the schools for their own benefit. Schools
interested in analysing the perceptions of their
inmates about the school and its image, can make
use of this tool and follow the procedure given in
Annexure III.
c) The Department of Education, Government of Goa,
can recommend that these tools be used by the
secondary schools and higher secondary schools to
get a correct picture of the image, the strengths
and weaknesses. Thereafter, corrective steps can be
taken to improve and augment the image.
d) As there is significant differences between the
perceptions of students, teachers and principals,
between science and non-science stream schools
and between male and female samples about the
image of the school, all the categories of the
sample, that is, students, teachers and principals 166
should work together for the qualitative
improvement of their schools
ej For 40 schools the investigator has worked out how
the ISI has to be used. The schools can deeply
study the data given in the tables in Annexure VII
in order to analyse the perceptions about their
schools. The procedure to do this is given in
Annexure III.
7.4 Suggestions for further research
1. There are four different streams in many of the Higher
Secondary Schools, namely, the Science, Arts,
Commerce and Vocational Streams. The students
generally choose these streams based on the marks
obtained in the Secondary School Certificate
Examination. The high achievers go for the science
stream and the low achievers join the Vocational
Stream. The Commerce and Arts Streams come in
between. It would bee interesting to compare the 167
perceptions of students and teachers of the different
streams, vis-a-vis achievement levels of students.
2. The performance of the higher secondary schools in the
Board Examination, that is, the Higher Secondary
Certificate Examination, could also form the basis for
research into the Image of the School. The Goa Board
of Secondary and Higher Secondary Education
publishes the performance of the schools in the public
examination. The schools could be classified into two
groups - High and Low in efficiency. The Image of the
School could be ascertained from a sample of these two
groups.
3. Schools could be grouped on the basis of the facilities
available in the school (buildings, classrooms,
furniture, library, laboratory, grounds etc.). The
Image of the School could be ascertained on the basis
of the physical facilities available in the school.
4. Another research could be conducted on the basis of
general opinion about school personnel - principal,
teachers, and office staff. 168
5. Urban-rural as well as male-female dichotomies could
very well form other parameters for future research in
this area.
6. Socio-Economic Status could be an indicator to find
effect on perceptions about the School.
7. The perceptions of parents and the public on the
relative importance of the Descriptors of School
Image could form the basis for another research in the
area.
8. Further study could be conducted by using metaphors
to describe the image of the school. This would give a
psychological slant to research into the Image of the
School.
9. Case Studies of Schools with High Image and low
Image could be studied to have in-depth analysis on
the descriptors of School Image using both the
Attributes of School Image Scale (ASIS) and the
Instrument for School Image (ISI). 169
10. Certain descriptors have been identified in the
present study. Further research on these could
explore other attributes of School Image. BIBLIOGRAPHY REFERENCES
Abdul Samad : A Study of Organisational Climate of
Government High Schools of Chandigarh and its Effects on
Job Satisfaction of Teachers; Ph.D thesis, Panjab
University, 1986 in Buch, MB (ed): Fourth Survey Of
Research In Education, 1983-88, NCERT, New Delhi, 1995
Amarnath : Comparative Study of the Organisational Climate of
Government and Privately Managed Higher Secondary
Schools in Jullundur District, Panjab University, 1980 in
Buch, MB (ed): Fourth Survey Of Research In Education,
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82, 1978 ANNEXURES
Personal Data Annexure I Tool — CASTS of the H.S.School
Male Female 1(tick mark)
of the Student
er Principal (tick mark) No of years in the School
ATTRIBUTES OF SCHOOL IMAGE SCALE
::hool as an organisation has its reputation and an image for efficiency. There are attributes on this image (very good, good, satisfactory 'or poor school) is based. The main attributes or sions are listed below.
e read all the statements and rank these attributes in order of importance on the space provided left: The attribute you consider to be the most important may be given rank 1, the next most tant rank 2 and so on
- Quality of results (% of pass/meritorious students) at the Board Examination
Provision for,Co-Curricular, Activities (games, sports,literary and cultural activities) \.. Discipline in the school (orderliness, good behaviour)
- Regular and serious cenduCt of internal astigriinerft and examinations that are challenging to students and staff
- Personality of the Principal (leadership, impartiality,fairness in financial dealings)
Quality of the teachers (mastery of the subject, efficiency in teaching, fair-minded, cordial)
- Effective Coverage of the syllabi employing appropriate teaching and technological aids
Friendly rapport and communication among pupils,teachers and Principal
School Facilities (building, playground, laboratory,library, equipments, furniture)
Small Class and teacher-pupil ratio (less than 1:40) to facilitate individual attention
Efficient Management of the school (prompt decision making, clarity of instruction)
Neatness and cleanliness (campus, classrooms as well as personal)
- Inculcation of human values through word and example
Provision for remedial teaching for low achievers and enrichment programmes for high achievers
Involvement of parents in the effective running of the school Annexure E
Tool — ISI Personal Data arne of the H.S.School ace MalE Female (tick mark) ream of the Student
Dacher Principal (tick mark) No of years in the School
• INVENTORY FOR SCHOOL IMAGE ach school has its own image and is perceived as a good, average or poor school. A number of >pects that contribute towards the image of the school are given below. As far as you are aware of e situation in your school and taking an overall view, give your rating on the aspects by encircling e appropriate number : 1 = very poor 2 = poor 3 = average 4 = good 5 = very good
Attributes Rating
:suits
1. Learning Climate in the School 1 2 3 4 5
2. Standard of Performance of the Students 1 2 3 4 5 in the Board Examinations
3. Intelligence level of the Students of the School 1 2 3 4 5
)-Curricular Activities
4. Facilities for Games and Sports in the School 1 2 3 4 5
5. Opportunities for Cultural and Literary Activities in the School 1 2 3 4 5
6. Performance of the School at Inter-school Competitions 1 2 3 4 5 scipline
7. Punctuality of Teachers in Attending to their Duties 1 2 3 4 5
8. Regularity of Students in Doing their Tasks 1 2
9. Obedience of Students to the Rules of the School 1 2 3 4 5
10. Orderliness in the School 1 2 3 4 5 'nal Assignments and Examinations
1. Regularity in the Conduct of Examinations and Tests 1 2 3 4 5
2. The Nature of the Correction of Home Works and Tests by Teachers 1 2 3 4 5
13.Quality of Assignments and Projects given to students 1 2 3 4 5
14. Efforts put in by Students in Doing their Assignments/Projects 1 2 3 4 5
03111
15. Leadership of the Principal in the Running of the School 1 2 3 4 5
16. Integrity of the Principal 1 2 3 4 5
chers
17. N.astery of the Teacher in the Subject 1 2 3 4 5
18. Ability of Teachers to Communicate in the Classroom 1 2 3 4 5
19. Fairness of Teachers in Evaluating Student Performance 1 2 3 4 5
20. Motivation cf Teachers towards the Teaching Profession 1 2 3 4 5
teraga of the Syllabus
21. Effort of the Teachers in Making Lessons Interesting 1 2 3 4 5
22. Iniovation and Originality of Teachers in Teaching the Lessons 1 2 3 4 5
23. Ike of Teaching Aids for Effective Teaching 1 2 3 4 5
24. Student Interaction and Involvement in the Developmert of the Lesson 1 2 3 4 5
25. Timely Cove: age of the Subject Syllabus 1 2 3 4 5 pport
26. Ft-km-Idly and Polite Behaviour among Students 1 2 3 4 5
27. Respect shown by Students towards Teachers 1 2 3 4 5
28. Co -dial Relatons among the Principal and the Staff 1 2 3 4 5
29. Cooperative :nteraction among Students and Teachers 1 2 3 4 5 icilities
30. Financial Position of the School 1 2 3 4 5
31. Condition and Maintenance of the School Building 1 2 3 4 5
32. Equipments in the Laboratory 1 2 3 4 5
33. Quality of Reading Materials in the Library 1 2 3 4 5
34. Seating Facilities in the Classroom 1 2 3 4 5
;acher-Pupil Ratio
35. Adequacy of Class Size 2 3 4 5
36. Individual Attention paid to Students 1 2 3 4 5
anagement
37. Utilisation of School Time for Academic Activities 1 2 3 4 5
38. Promptness in Taking and Communicating Decision 1 2 3 4 5
39. Planning and Implementation of the Programmes of the School 1 2 3 4
eatness
40. Neatness and Cleanliness in the School Campus 1 2 3 4 5
41. Neatness of the Dress of Students 1 2 3 4 5
42. Beautification of the Campus 1 2 3 4 5 uman Values
43. Inculcation of Human Values 1 2 3 4 5
44. Development of Aesthetic Sense in the Students 1 2 3 4
45. Emphasis on Equality of All and Avoidance of any form of Discrimination 1 2 3 4 5 emedial and Enrichment Programmes
46 Facilities available for Guidance and Counselling 1 2 3 4 5
47. Provision for Remedial Teaching for Slow Learners 1 2 3 4 5
48. Availability of Advanced and Challenging Tasks for Fast Learners 1 2 3 4 5 ,t-School Collaboration
1. Involvement of Parents in the Running of the School
). Communication of Student Performance to Parents
How would you grade your school ? (tickmark one)
a) one of the best schools in Goa
b) One of the good schools in Goa
c) One of the average schools in Goa
d) one of the bad schools in Goa
e) one of the worst schools in Goa 1
Annexure III
Use of the tool Instruments for School Image (ISI)
The tool Instrument for School Image (ISI) was constructed following standard procedure. The scoring procedure has been discussed under 5.5.2. The following pages explain how individual items, clusters under an attribute and the whole tool could be used with profit by individual schools.
The Tables given under ISI are ready reckoners for individual schools to find out the perceptions of their respective inmates on the quality or image or prestige of the school as expressed through the ratings on the attributes.
1) Calculation for individual items
The formula to find the standing of the school on an item,
a cluster of items or for the entire scale is this :
V I SxN
Where :
2
• I stands for the Image or quality of the school in an item, a cluster of items (attribute) or the entire tool;
• V stands for the value or score of an individual item or the cumulative score on a cluster or the total score on all the statements of the tool
• S stands for the number of statements or items
• N stands for the number of inmates (students, teachers, principal)
Example:
Take school no. 1 of the Science Stream on . Table 9.
We have the following calculations for item no. 1 "Learning
Climate in the School". There is a principal, 5 teachers and 60 students totalling 66.
5 I for the Principal = = 5 1 x 1
21 I for the Teachers = = 4.2 1 x 5 3
264 I for the Students = = 4.4 1 x 60
290 I for the Total = 4.4 1 x 66
This implies that the "learning climate" is perceived
to be very good in the school; however, the perception
of the 5 teachers is a little lower than that of the
Principal or the 60 Students
2) Calculation for cluster no. 1 or attribute no 1 "Quality
of Results"
Values :
Principal : 5 + 4 + 3 = 12
Teachers : 21+ 17+ 15 = 53
Students : 264+237+236 = 737
Total : 12 + 53+737 = 802 4
12 I for the Principal = = 4.00 3 x 1
53 I for the Teachers = = 3.50 3 x 5
737 I for the Students = = 4.10 3 x 60
802 I for the Total 4.05 3 x 66
The inmates perceive that the quality of results in the
school is good; however, the teachers feel that it is average.
c) Calculations for entire tool Values : Principal : 194 Teachers : 994 Students : 13019 Total : 14207 5
194 I for the Principal = = 3.88 50 x 1
994 I for the Teachers = = 3.97 50 x 5
13019 I for the Students = = 4.34 50 x 60
14207 I for the Total = 4.30 50 x 66
It can be observed that, though the school is perceived to
have a good image, the perceptions of the principal and the
teachers is lower than the perceptions of the students.
d) Criteria for classification
Since the rating is on a 5 point scale, the criteria for
judging the image of the school is 6
Classification Rating Very Good 5 Good 4 Average 3 Poor 2 Very Poor 1
e) School Rating Percentages
The school rating percentages are general indicators of the
rating of the schools based on the perceptions of the
Principal, teachers and students taken together for each of
the 40 schools.
On the basis of the Values as arrived. at for each school,
the School Index Percentage has been calculated by the
formula :
V I Nx250x100
Where I stands for Index Percentage, V for Value, N for
the number of respondents. 250 is the maximum value for
the ISI tool (50 items multiplied by a rating of 5) and 100
to get the percentage. Value is the total score for the tool
ISI got by adding all the scores given by all the
respondents of a particular school or group. 7 f) Uses of the tool ISI
All the tools under ISI can be used by the schools with
great benefit as individual case studies in the following
ways :
> The overall image of the school is given the school index
percentages. The school can have an indicator where it
stands as far as the perceptions of its inmates are
concerned.
➢ The items under a particular cluster or attribute could be
added together and the average taken or the % calculated
to give an index of the rating of the inmates of the school
on each of the 15 descriptors of School Image. The School
can, then, identify the strengths and weakness as perceived
by the Principal, Teachers and Students together or
separately. Steps could be taken to improve the weak
areas.
> The 50 items of the tool can be analysed item by item to
see which of the details need attention and improvement. 8
➢ The perceptions of the principal, the teachers and students
can be compared and contrasted for each item, each
descriptor or cluster and for the tool as a whole to give
micro to macro images of the school. This analysis will
give details. Steps can, consequently, be taken for
improving the relevant aspect or aspects to improve the
rating and the image of the school. ANNEXURE IV LIST OF SCHOOLS - SCIENCE STREAM Principals Teachers Students S.No Name of the School M F M F M F T
1 Bhumika Higher Secondary School, Parye, Sattari 1 0 3 2 30 30 60 2 Cuncolim United Higher Secondary School, Cuncolim, Salcette 1 0 2 3 21 10 31 3 DCT Higher Secondary School, Miramar, Tiswadi 1 0 2 3 30 14 44 4 Deepvihar Higher Secondary School, Headland Sada, Mormugao 0 1 4 1 30 22 52 5 GVM's SNJA Higher Secondary School, Ponda 1 0 1 4 30 19 49 6 Govt. Multipurpose Higher Secondary School, Margao, Salcette 1 0 1 4 22 18 40 7 Government Higher Secondary School, Canacona 1 0 4 1 26 21 47 8 Government Higher Secondary School, Valpoi, Sattari 1 0 3 2 19 11 30 9 Harmal Panchakroshi Higher Secondary School, Harmal, Pernem 1 0 4 1 18 15 33 10 MES Higher Secondary School, Zuarinagar, Mormugao 1 0 3 2 30 19 49 11 Mushtifund Higher Secondary School, Panjim, Tiswadi 1 0 3 2 25 25 50 12 PES Higher Secondary School, Farmagudi, Ponda 1 0 3 2 30 30 60 13 Purushottam Walaulikar Higher Sec. School, Khorlim, Bardez 1 0 3 2 27 19 46 14 Shiroda Higher Secondary School, Shiroda, Ponda 1 0 3 2 22 16 38 15 Shri Damodar Higher Secondary School, Gudi Paroda, Salcette 0 1 1 4 21 6 27 16 Shri Damodar Higher Secondary School, Margao, Salcette 1 0 4 1 19 30 49 17 Shri Shantadurga Higher Secondary School, Bicholim 1 0 2 3 30 26 56 18 Smt C T N Higher Sec.School, Churchorem, Quepem 1 0 2 3 22 12 34 19 Smt Parvatibai Chowgule Higher Secondary, Margaon, Salcette 1 . 0 2 3 13 27 40 20 St. Xavier Higher Secondary School, Mapusa, Bardez 1 0 2 3 30 25 55 ANNEXURE V LIST OF SCHOOLS - NON-SCIENCE STREAM Principals Teachers Students S.No. Name of the School M F M F M F T
1 Ameya VP Mandal's Higher Secondary School, Ponda 1 0 3 2 27 15 42 2 Marsh VP Mandal's Higher Secondary School, Vazangal, Ponda 1 0 2 3 10 19 29 3 Bhausaheb B.S.S. Higher Secondary School, Darbandora, Sanguem 1 0 3 2 23 10 33 4 Dayanand Arya Higher Secondary School, Neura, Tiswadi 1 0 4 1 15 15 30 5 DP Mandal's Higher Secondary School, Assnora, Bicholim 1 0 4 1 19 20 39 6 Fr. B. Andrade Higher Secondary School, Majorda, Salcette 1 0 2 3 20 14 34 7 Government Higher Secondary School, Pemem 1 0 4 1 19 21 40 8 Pope John XXIII Higher Secondary School, Quepem 1 0 2 3 11 28 39 9 RMS Higher Secondary School, Margaon, Salcette 0 1 1 4 17 30 47 10 Rosary Higher Secondary School, Navelim, Salcette 1 0 1 4 28 25 53 11 S Bandodkar Higher Secondary School, Velguem, Bicholim 1 0 4 1 28 10 38 12 Shree Navadurga Higher Secondary School, Marcaim, Ponda 1 0 3 2 19 15 34 13 SS Angle Higher Secondary School, Mashem, Canacona 1 0 4 1 16 30 46 14 St. Alex Higher Secondary School, Curtorim, Salcette 1 0 2 3 14 19 33 15 St. Andrew's Higher Secondary School, Vasco, Mormugao 1 0 1 4 22 30 52 16 St. Cruz Higher Secondary School, St. Cruz, Tiswadi 0 1 4 1 18 20 38 17 St. Thomas Boys Higher Secondary School, Aldona, Bardez 1 0 3 2 17 29 46 18 Vidya Prabhodini Higher Secondary School, Porvorim, Bardez 1 0 3 2 12 18 30 19 Vividha Higher Secondary School, Navelim, Bicholim 1 0 3 2 15 15 30 20 V.M. Parulekar Higher Secondary School, Verem, Bardez 1 0 4 1 24 9 33
Annexure v I
Geographical areas covered under the sample
••■•••.■ ••■•■•!■,..rn Owen..., own Mk...yen, t\ Ina . .. . • • Raiflagirl .H A SA 2 ,Iu Akja on •
• Nalbaga Alorna Fort Fort Maneri P C R Dargalim • P
‘, e „ 6 .thi, thapora Querim r Cuncheli..rn :... -.: 8050) )--ri Fort igi T6nem • , F --- 774q '..., ri m, 1 Ar,jy00.0.nct)) N \ s'\.. * '' Quelgate Nai-oa mando v , ' !" 1 i "::.'..i3Ogiftep 10 alim Ali Bird .:::-IiN...... ---.- ... .." _01 <-, cla: ....., ..... * ,,, * -...... nctuar'y Tonc cO/ariji.rt0.: grF,4i.") . \ ' Aguada ,I,,,t`, Caranzot., > .ir.a.:1 \' \ •.:011(fOlitij 1)001 7)-' ' . • ...''',.::.:,...::::::-.,••:::::::.:::::::•:.:::;;.• Banastari \ Birondarn •:•:•. Gj.s'fri18 ai ,rit?achl Ni.Nr o .Pilar NH 4A / . . • : •,Dr.;ria '• :...... Nol f------0 513a°:h)cdlluaa.r..y....' Pranl bc.1j..S kola - C.-3oa Marclol Ve I ha '4•14t iiti",-Ir:: ) Sancordern ...,....,,,,,,,, ______ ... .:::'1:•"6d —\ -.L:::f.•:, ,-)7:•...:':•.,•••:'': ;,,--- , --x, ,..,...,,.., . V."h07.i.•s: •: •..: y^ a f•qr, To 'il \ Bhil9(14.1/7::•.: : .. ,e.l. s, •F'. • k:.:::.::::. abolim Molem,. Mahaiteel--. rc.)::•::: .. 8.99rriopea6hf ■-...,\_,---, ortalirn \ sanctuary. p004, .14: ... ...... .:... .: . \ Borlirn '-----._ :C.Insaulirn Codlio 48 ( ...'t.',(4, • 4 Dudhsagar —11.1 'st Coleco () Fdlls 1.4i /ia 6 : 8 eacli .:Rachol \ N___ x. '-'''-..-----, r; !, lio. i ■ --C Ca lem r, A: r b 1 a n corva Bii:<1(:17 •--.------,--( 7 . Chancio --- — Benpulim Bead) . -..., , Nloler -P-, ■:•:,%, ....,.. ,:rf:if . '13e0 1).' Dania' .. .• • .. -.....• ,. gym ' Cavelossim ,... . , 1 Cumbnri ., .\v ... :64abor Beach; Rivona 1Gallem Bet .iii .:.... 13each .- rj' Matto Curdi Cupa r Cabo de roma Fort Delhi.
Calcutta.' — v I07.* ...., )M
Romhav\ • / 1. till ° 41 Mangalore, GOA riMadras 1
f\ Showing • The total va
P T S Toted V M P 5 21 264 290 5 4 17 237 268 3 16 236 264 802 4.1 3 3 18 263 284 5 4 21 270 295 3 17 258 278 857 4.3 4 4 22 289 316 4 4 20 242 266 6 1 4 20 271 295 51 M. 4 21 280 305 1181 4.5 e 1 kor t 5 24 279 308 4 23 261 288 5 4 21 255 280 4 3 19 251 273 1149 4.4 3 21 286 310 5 4 23 284 311 821 4.7 5 4 21 271 296 5 5 22 268 295 5 4 21 254 279 5 3 22 263 288 1158 4.4 5 4 22 266 292 5 3 22 247 272 4 3 18 234 266 5 4 18 236 258 4 4 20 254 278 1366 4.1 5 4 21 248 271 6 6 22 271 298 6 4 23 275 302 5 4 23 261 288 1159 4.4 4 4 16 267 277 4 4 19 272 295 8 4 17 272 293 5 4 20 276 300 5 ' 4 19 260 283 1448 3.5 5 4 18 254 276 5 4 21 242 267 543 4.1 5 4 21 284 289 4 4 21 248 273 4 4 22 274 300 882 4.4 5 4 24 284 312 5 6 20 284 309 5 4 22 287 293 914 4.6 5 4 22 262 278 5 4 21 251 276 5 4 21 240 265 819 4.1 5 3 18 248 269 6 3 16 239 268 4 4 17 247 268 795 4 4 3 19 240 262 3 4 22 266 282 644 4.1 6
For statement of attribute 2 8 7 8 9 10 P TSTotalV M P TSTotalV M P TSTotalV M P TSTotal V M P TSTotalV M 4 15 121 140 4 17 200 221 4 20 107 131 4 16 104 124 4 23 181 208 3 18 135 156 4 19 172 195 4 19 103 126 4 19 134 157 5 23 201 229 3 15 135 153 449 3.3 3 17 169 189 805 2.9 3 16 101 120 377 3.5 3 19 120 142 423 3.6 6 20 188 213 650 3.9 4 18 110 132 4 11 167 182 4 16 95 115 2 15 75 92 4 20 154 178 4 21 137 162 4 18 168 188 4 16 100 120 3 18 101 120 4 20 150 174 4 19 124 147 441 3.2 4 20 171 195 565 3.6 4 14 100 118 353 3.3 3 16 116 135 347 3 4 21 172 197 549 3.3 4 20 138 162 4 22 198 224 4 19 116 139 4 20 143 167 5 23 197 225 4 17 142 163 4 19 172 195 4 17 114 135 4 19 113 136 5 19 165 179 5 20 139 164 4 19 169 192 5 23 112 140 5 21 106 132 5 21 144 170 5 19 133 167 846 3.6 3 19 172 194 805 3.8 5 20 112 137 551 3.8 4 19 109 132 567 3.6 4 19 166 189 763 3.5 4 21 156 181 6 20 191 216 5 23 136 164 4 19 140 163 5 24 193 222 4 20 137 161 5 17 169 191 4 21 109 134 4 22 119 145 5 20 181 186 3 18 151 172 3 20 192 215 4 20 129 153 4 21 128 153 5 21 186 212 3 17 156 176 690 3.8 3 20 183 206 828 3.9 4 20 124 148 699 4.2 4 20 129 153 614 3.9 6 21 177 203 823 3.7 5 23 167 195 3 21 207 231 5 21 134 160 4 22 141 167 5 22 210 237 5 21 156 182 377 4.1 3 22 194 219 450 4.2 6 18 127 150 310 4.3 5 22 125 152 319 4.1 5 22 213 240 477 4.3 4 20 131 155 4 20 193 217 5 20 126 151 4 22 138 164 5 23 187 215 4 19 132 156 4 20 192 216 5 20 125 150 4 23 136 163 5 22 181 208 3 22 126 151 4 18 177 199 5 22 118 146 5 22 120 147 5 22 179 206 4 18 121 143 604 3.3 4 19 196 219 851 4 4 20 108 132 578 4 4 24 128 156 630 4 5 21 180 206 834 3.8 4 17 122 143 4 18 186 208 4 22 115 141 4 21 137 162 6 22 172 199 4 17 123 144 4 18 174 196 4 20 113 137 4 21 122 147 6 20 164 189 3 14 113 130 3 16 172 191 4 22 100 126 5 18 118 141 4 13 160 167 3 14 138 165 3 17 166 186 4 18 102 124 4 20 113 137 4 18 158 178 4 19 144 187 739 3.2 4 19 185 208 989 3.7 5 24 121 160 678 3.8 5 24 140 169 756 3.9 5 22 182 209 942 3.4 5 20 164 189 5 20 179 204 4 19 116 139 5 22 130 167 5 17 187 209 4 21 168 183 6 19 191 215 5 21 126 152 6 23 127 155 6 22 184 211 5 22 166 193 6 20 181 206 5 17 120 142 4 22 123 149 6 25 196 226 4 18 152 174 739 4 5 20 178 203 828 3.9 4 19 119 142 675 4 4 22 127 153 614 3.9 5 22 180 207 853 3.9 5 13 116 134 6 17 171 193 4 14 100 118 4 19 121 144 6 21 169 195 5 15 107 127 4 17 175 196 5 18 110 133 5 18 117 140 6 20 154 179 5 18 117 140 4 19 195 218 5 17 109 131 5 21 129 155 5 20 193 218 5 17 149 171 4 19 209 232 5 15 97 117 4 20 131 155 5 21 186 212 6 20 139 184 736 3.2 4 20 215 239 1078 4.1 5 19 121 146 644 3.6 6 21 137 163 757 3.9 5 19 170 194 998 3.6 4 16 148 168 4 17 208 229 5 22 126 153 4 23 121 148 4 16 170 190 4 21 127 152 320 3.5 4 17 174 195 424 4 4 19 104 127 280 3.9 4 23 110 137 285 3.7 4 16 168 178 368 3.3 4 17 131 152 4 19 181 184 5 18 115 138 4 18 109 131 6 21 165 191 4 16 130 160 4 19 162 186 6 17 96 118 4 21 104 129 6 21 174 200 6 17 144 166 468 3.4 4 17 178 199 588 3.6 6 20 98 123 379 3.5 6 21 109 135 395 3.4 5 20 172 197 588 3.8 4 16 101 121 3 16 168 187 5 20 110 136 5 17 106 128 4 18 180 182 5 17 156 178 4 19 185 209 5 20 127 152 4 21 125 150 5 21 175 201 4 16 117 137 436 3.2 3 18 169 188 583 3.7 5 17 105 127 414 3.8 4 18 109 131 409 3.5 5 18 160 183 566 3.4 4 18 146 188 4 17 171 192 5 18 111 134 4 20 110 134 6 20 161 186 4 16 145 165 4 16 170 189 5 16 105 126 4 20 118 142 6 18 157 180 4 13 156 173 506 3.7 5 16 173 194 575 3.6 6 16 108 129 389 3.6 4 23 110 137 413 3.5 5 20 182 207 673 3.5 4 12 131 147 2 17 172 191 4 17 94 115 3 12 107 122 4 18 175 197 3 11 124 138 3 16 141 160 3 18 85 106 2 15 92 109 4 17 144 166 3 12 110 125 410 3 3 17 175 195 546 3.4 4 16 103 122 343 3.2 3 11 99 113 344 2.9 6 18 167 180 642 3.3 4 11 122 137 2 14 130 146 4 13 102 119 3 9 102 114 6 19 180 204 4 16 122 142 279 3 4 16 166 186 332 3.1 4 14 114 132 251 3.5 4 20 117 141 255 3.3 5 19 181 206 409 3.7 3 11 12 13 14 15 PTSTote0VM PTSTotedVM PTSTotalVM PTSTotal VM PTSTotrIVM 4 8 187 199 5 9 218 232 5 8 184 197 4 9 147 180 5 16 109 130 4 7 198 209 4 7 195 206 4 6 177 187 5 8 140 153 5 16 100 121 4 6 179 189 597 3.6 4 6 201 211 649 3.3 3 8 168 177 561 3.6 4 6 140 150 463 3.5 4 13 94 111 362 3.7 4 7 121 132 5 7 229 241 4 7 185 196 3 7 127 137 5 14 102 121 2 5 151 158 5 9 236 250 6 10 192 207 3 8 135 146 5 16 96 116 3 7 190 200 490 2.9 5 7 228 240 731 3.7 5 9 192 208 608 3.9 4 7 145 156 439 3.3 4 14 100 118 355 3.6 5 9 214 228 5 8 243 256 4 9 197 210 4 9 166 179 5 16 114 135 4 7 178. 189 4 8 217 229 3 8 171 182 4 9 151 164 5 19 102 126 5 8 167 180 4 8 211 223 5 8 194 207 5 10 166 181 5 16 108 129 4 9 193 206 803 3.6 4 8 232 244 952 3.8 5 9 186 200 799 3.8 5 8 146 159 683 3.9 6 16 104 125 515 3.9 5 10 232 247 5 9 250 264 5 9 205 219 5 10 171 186 5 17 112 134 3 8 183 194 4 7 228 239 4 9 187 200 5 9 160 174 5 17 106 128 3 7 196 206 4 6 236 248 3 7 192 202 4 7 163 174 4 15 108 127 3 6 194 203 850 3.8 4 8 243 263 1002 3 3 8 178 189 810 3.9 4 8 163 175 709 4 4 15 107 126 515 3.9 3 9 236 248 4 9 257 270 3 9 200 212 4 7 154 165 5 12 98 115 3 9 227 239 487 4.3 6 9 267 281 551 4.2 3 9 180 192 404 3.9 4 4 140 148 313 3.6 0 15 94 109 224 3.4 5 8 206 219 4 8 240 252 4 8 206 218 4 4 149 157 6 15 107 127 4 8 192 204 4 8 246 258 4 9 187 200 4 8 148 158 5 15 106 126 4 10 187 201 4 8 239 251 5 9 177 191 5 8 152 165 5 16 102 123 4 9 197 210 834 3 4 7 223 234 995 3.8 3 8 201 212 821 3.9 4 9 161 174 654 3.7 6 14 111 130 506 3.8 4 9 185 198 4 7 239 250 3 8 199 210 4 7 151 162 4 16 108 128 4 8 180 192 3 8 229 240 3 7 179 189 4 8 131 143 4 16 109 129 3 7 167 177 4 6 220 230 2 7 182 191 3 6 140 149 4 13 95 112 3 8 165 176 4 7 225 236 2 6 176 183 4 6 157 167 4 14 98 116 5 9 214 228 971 3.5 4 9 248 261 1217 3.7 4 9 194 207 990 3.8 4 7 153 164 785 3.6 5 15 108 128 613 3.7 4 8 201 213 4 7 248 269 5 7 190 202 4 10 165 179 5 16 100 121 4 7 201 212 4 8 246 258 5 8 198 211 5 8 169 182 5 16 111 132 5 10 219 234 4 9 253 266 5 9 191 205 4 8 156 188 5 16 89 109 4 9 197 210 868 3.8 4 9 236 249 1032 3.9 4 9 188 201 819 3.9 4 6 183 172 701 4 3 14 100 117 479 3.8 4 7 193 204 4 5 229 238 4 8 169 181 3 8 142 153 4 13 66 83 4 9 199 212 4 5 222 231 4 7 184 195 4 7 138 149 4 16 77 97 5 8 217 230 4 6 232 242 5 8 191 202 3 7 138 148 5 16 99 120 4 6 212 222 5 8 254 268 5 6 201 212 4 9 143 156 4 12 94 110 4 6 183 193 1061 3.8 4 8 216 228 1207 3.7 4 8 192 202 992 3.8 4 8 147 169 765 3.5 6 13 89 107 517 3.1 4 7 177 188 4 8 237 249 5 7 182 194 5 9 156 170 5 14 93 112 5 7 191 193 381 3.4 4 6 202 212 481 3.5 4 8 177 187 381 3/ 5 9 156 170 340 3.9 5 15 102 122 234 3.5 5 7 149 161 4 8 228 240 6 6 171 182 4 7 142 163 5 15 90 110 4 7 170 181 6 7 214 226 6 9 180 194 3 8 129 140 5 16 86 105 4 7 170 181 523 3.1 4 7 236 247 713 3.6 4 9 187 200 576 3.7 2 9 159 169 462 3.5 5 15 79 99 314 3.2 4 8 182 194 4 7 229 240 4 6 192 202 3 9 150 162 4 15 99 118 5 6 194 205 4 8 245 257 4 8 185 197 4 8 172 184 5 15 102 122 4 6 154 164 563 3A 4 8 237 249 746 3.8 4 9 189 202 801 3.9 4 7 152 183 609 3.9 5 13 95 113 353 3.8 4 7 177 189 5 6 230 241 5 10 173 188 4 7 136 147 3 16 104 123 4 8 170 182 4 5 218 227 4 8 180 192 4 7 138 147 4 15 92 111 5 7 181 193 563 3.4 4 8 225 237 705 3.6 4 10 166 180 560 3.6 5 8 141 155 449 3.4 3 14 94 111 345 3.5 4 5 172 181 3 7 218 226 4 8 183 195 4 4 140 148 4 15 87 106 3 3 162 168 3 6 190 198 4 8 174 186 4 7 137 148 4 14 88 104 3 4 170 177 526 3.1 3 6 224 232 856 3.3 4 8 178 190 671 3.7 4 7 142 153 449 3.4 3 14 95 112 322 3.3 3 5 179 187 4 7 228 239 3 tiO 175 188 3 7 152 162 4 14 94 112 5 9 207 221 408 3.6 4 9 241 253 492 3.7 4 10 193 207 395 3.8 4 9 158 169 331 3.8 5 15 106 126 238 3.6 4 18 17 18 19 20 P T S Total V M P T S Total V M P T S Total V M P T S Total V M P T S Total V M 5 3 186 194 4 12 208 224 4 14 132 160 4 11 128 143 4 9 199 212 5 4 189 198 4 12 237 253 4 11 125 140 5 14 191 210 5 11 212 228 4 3 179 186 578 3.5 4 12 219 235 712 3.8 4 9 125 138 428 3.6 5 14 167 186 539 3.9 3 9 199 211 651 3.6 3 3 93 99 5 9 213 227 5 12 146 163 4 12 162 178 5 10 204 219
4 3 167 164 5 11 219 235 6 12 139 156 5 -11 155 171 5 11 195 211 4 3 136 143 406 2.5 3 10 204 217 679 3.7 4 10 137 151 470 3.9 4 12 158 174 523 3.8 4 11 209 224 654 3.6 4 4 216 224 4 10 234 248 5 14 155 174 5 15 147 167 4 11 232 247 4 3 189 196 4 10 195 209 4 10 130 144 4 13 135 152 3 10 181 194 5 4 199 208 5 10 177 192 5 13 143 161 3 12 132 147 4 11 172 187 5 3 178 186 814 3.7 4 9 202 215 864 3.6 4 14 135 153 632 4 4 13 136 153 619 3.4 4 10 203 217 845 3.5 5 4 210 219 4 12 241 257 5 14 145 164 4 15 176 195 4 13 231 248 4 4 186 194 3 10 222 235 5 13 135 153 4 13 128 145 4 10 196 210 4 3 188 195 4 10 223 237 5 12 147 164 5 15 158 178 4 13 208 226 4 3 213 220 828 3.8 3 11 220 234 963 3.9 5 9 148 162 843 4 5 14 160 179 697 3.8 4 13 204 221 904 3.7 5 3 222 230 4 12 243 259 4 14 159 177 5 10 152 167 4 12 218 234 5 3 200 208 438 4 5 29 242 276 535 4.3 5 12 153 170 347 4.3 5 15 160 170 337 3.7 6 12 214 231 465 3.8 4 4 203 211 5 12 236 253 6 14 151 170 5 16 149 169 4 11 215 230 4 4 190 198 4 11 237 262 4 14 147 165 4 15 142 161 3 11 196 210 4 4 168 176 5 12 221 238 5 14 124 143 4 15 138 157 5 8 207 220 4 4 196 204 789 3.6 4 11 228 243 986 4 5 15 140 160 638 4 4 14 135 153 640 3.5 4 7 195 206 886 3.5 4 4 180 188 4 11 194 209 4 14 143 161 4 14 123 141 4 11 178 193 4 4 174 182 4 11 210 225 5 13 132 160 4 14 135 153 3 8 181 192 4 3 157 164 4 10 208 222 5 13 132 150 4 13 126 143 4 7 164 175 4 3 164 171 5 11 203 219 4 14 135 153 3 13 137 153 3 9 175 187 5 4 173 182 887 3.2 5 12 230 247 1122 3.6 5 14 136 155 769 3.8 4 14 152 170 760 3.3 5 10 192 207 954 3.1 4 4 194 202 5 12 226 243 5 12 144 161 4 13 152 169 4 10 199 213 5 4 195 204 5 13 219 237 5 13 145 163 4 13 149 166 4 12 198 214 6 3 193 201 5 14 222 241 5 14 141 160 5 14 161 180 4 12 201 217 5 3 188 196 803 3.7 5 12 208 225 946 3.8 5 13 136 154 638 4 4 15 156 175 890 3.8 4 11 198 213 857 3.5 4 3 175 182 4 13 209 226 4 12 131 147 5 15 178 198 3 7 214 224 4 3 142 149 4 7 176 187 5 10 135 150 5 14 168 187 4 7 191 202 5 3 154 162 5 13 213 231 5 13 150 168 5 14 177 196 5 6 188 199 5 3 153 161 5 12 214 231 5 15 160 180 5 15 177 197 5 8 198 211 5 3 176 184 838 3 5 11 203 219 1094 3.5 5 13 155 173 818 4.1 5 16 153 173 951 4.1 6 9 214 228 1064 3.5 4 3 175 182 4 11 203 218 5 12 140 157 4 12 154 170 5 6 212 223 4 4 160 168 350 3.2 4 9 184 197 415 3.3 5 12 130 147 304 3.8 3 12 120 135 305 3.3 4 7 171 182 405 3.3 5 4 152 161 4 13 206 222 5 13 129 147 4 14 145 163 4 6 187 197 6 3 167 166 5 11 208 224 6 12 117 134 3 14 143 160 4 7 191 202 5 4 147 156 482 2.9 4 12 210 226 672 3.6 5 13 139 157 438 3.7 4 13 156 173 496 3.8 4 6 202 212 611 3.3 4 3 144 151 4 7 184 195 5 13 138 156 4 14 145 163 4 12 205 221 4 4 174 182 5 12 211 228 5 14 144 163 3 13 140 156 5 10 197 212 4 3 148 155 488 3 4 8 165 177 600 3.2 5 10 136 151 470 3.9 5 15 172 192 511 3.7 5 12 211 228 661 3.6 5 3 183 171 3 9 199 211 5 13 131 149 4 13 141 158 4 10 193 207 4 3 177 184 3 9 203 215 5 12 130 147 3 14 137 154 4 11 195 210 5 3 176 184 639 3.3 5 11 210 228 652 3.5 5 12 131 148 444 3.7 4 14 141 159 471 3.4 5 12 206 223 640 3.5 4 3 160 167 3 7 201 211 5 12 129 146 3 14 145 162 3 8 161 172 4 3 149 166 3 9 176 188 5 11 104 120 4 11 148 163 3 7 181 171 4 3 161 168 491 3 3 10 197 210 609 3.3 5 11 129 145 411 3.4 6 13 146 164 489 3.5 3 7 176 185 528 2.9 4 3 177 184 1 8 167 176 5 11 131 147 3 10 124 137 2 5 159 166 4 3 201 208 392 3.6 3 8 192 203 379 3.1 4 14 124 142 289 3.6 4 13 143 160 297 3.2 5 11 205 221 387 3.2 ANNEXURE VII 5 TABLE NO. 15 Showing the values calculated for individual schools( Non-Science Stream) on each of the 50 items. The total values & mean values for subgroups under each category of ASIS are also given school wise.
SCHOOL
1 2 3 4 5 P TSTotalV M P TSTotal V M P TSTotalV M P TSTotal V M P TSTotalV M 4 18 176 198 4 16 104 124 5 19 24 48 5 18 108 131 3 19 170 192 4 23 179 206 3 19 118 140 4 21 136 161 3 18 105 126 4 23 176 203 3 14 169 176 580 4 3 14 75 92 356 3.4 3 17 134 154 363 3.1 4 15 101 120 377 3.5 4 18 152 174 569 4.2 3 14 107 124 4 13 102 119 5 19 135 159 5 15 101 121 3 12 110 125 4 19 190 213 3 15 94 112 5 21 125 151 2 19 100 121 4 15 107 126 4 19 141 163 500 3.5 3 13 89 105 336 3.2 4 20 142 166 476 4.1 2 18 93 113 355 3.3 4 21 133 158 409 3 4 20 188 212 4 18 79 100 4 25 149 178 5 24 138 167 4 23 177 204 3 18 173 194 3 14 92 109 4 20 141 165 5 19 110 134 4 19 166 189 3 17 161 181 4 15 86 105 4 22 138 164 5 20 115 140 4 20 152 176 4 19 196 219 806 4.2 4 18 80 102 416 3 5 22 128 155 682 4.2 5 21 103 129 570 4 4 18 147 169 738 4.1 4 21 175 200 5 20 123 148 5 24 142 171 5 22 129 156 4 21 177 202 3 19 161 183 4 17 117 138 4 21 146 171 5 23 128 156 4 19 170 193 3 18 166 187 4 18 76 98 5 21 136 162 5 21 108 134 3 18 162 183 3 17 185 185 755 3.9 3 15 79 97 481 3.4 4 22 136 162 666 4.3 5 20 104 129 575 4 3 19 164 186 764 4.2 4 23 208 235 4 20 115 139 4 20 95 119 4 24 131 159 3 13 160 176 4 22 207 233 468 4.9 4 18 97 119 258 3.7 5 20 95 120 239 3.1 4 24 126 154 313 4.3 3 15 150 168 344 3.8 4 20 189 213 4 22 120 146 5 24 151 180 4 22 127 153 4 24 166 194 4 18 184 206 3 20 112 135 6 25 148 178 4 22 124 150 4 23 158 183 4 20 180 184 4 18 112 134 5 22 140 167 4 21 121 146 3 21 144 168 3 16 195 214 817 4.3 4 18 126 148 563 4 5 24 148 175 700 4.5 4 23 125 152 601 4.2 4 21 164 189 734 4.1 3 20 173 196 3 18 113 134 5 23 143 171 4 23 122 149 5 21 171 197 3 19 157 179 3 18 114 135 5 22 140 167 3 21 118 142 3 23 161 187 3 16 142 160 4 12 83 99 5 21 138 164 3 18 107 128 3 17 149 189 4 17 171 192 4 13 91 108 4 20 129 153 4 20 108 132 3 20 152 175 4 21 200 225 952 4 5 20 108 133 609 3.5 5 24 143 172 827 4.2 4 22 116 142 693 3.9 4 23 159 186 914 4.1 4 18 177 199 5 18 104 127 5 22 138 185 5 23 117 145 4 20 155 179 3 16 180 199 4 18 112 134 5 24 149 178 5 22 125 152 4 18 165 187 4 22 197 223 4 20 101 125 5 22 102 129 5 23 129 157 4 18 142 184 4 17 168 189 810 4.2 5 19 102 126 512 3.7 6 23 150 178 650 4.2 5 21 112 138 592 4.1 4 22 140 166 696 3.9 4 16 105 124 3 13 88 104 5 19 136 160 4 15 95 114 1 7 90 98 3 17 139 159 4 18 88 110 5 22 133 160 3 14 73 90 2 10 93 105 4 14 172 190 3 12 93 108 4 19 117 140 3 16 78 97 3 8 54 66 4 19 183 206 3 14 89 106 4 20 134 168 4 17 82 103 2 9 70 81 3 18 163 184 863 3.6 5 19 94 118 648 3.1 5 23 152 180 798 4.1 5 16 109 130 534 3 3 16 113 132 481 2.1 3 18 140 161 4 17 102 123 5 22 141 168 5 20 99 124 3 17 112 132 4 21 160 185 346 3.6 5 21 111 137 260 3.7 5 23 138 166 334 4.3 5 22 105 132 256 3.6 3 23 133 159 291 3.2 4 20 179 203 4 19 107 130 5 22 134 161 5 18 111 134 4 18 117 139 4 19 106 129 4 16 88 108 4 22 125 151 5 20 112 137 4 12 127 143 4 20 185 209 541 3.8 4 17 97 118 358 3.4 5 23 124 152 484 4 5 18 106 129 400 3.7 4 13 129 148 428 3.2 3 18 158 179 4 19 100 123 5 20 146 170 3 16 96 114 3 14 136 153 3 18 172 193 5 17 114 136 5 24 166 185 4 18 103 125 4 20 171 195 2 18 149 169 541 3.8 3 18 97 118 377 3.8 4 20 146 169 624 4.6 3 15 108 124 363 3.4 3 13 130 146 494 3.7 4 19 175 198 5 18 93 116 6 20 128 153 4 23 106 133 3 18 134 155 3 20 172 195 4 16 87 107 5 20 131 156 4 29 101 134 3 17 143 163 4 21 178 203 596 4.1 5 20 100 125 348 3.3 5 21 122 148 467 3.9 4 23 102 129 396 3.7 4 18 133 155 473 3.6 3 16 146 165 3 13 98 112 4 22 127 163 4 20 112 136 2 11 103 116 3 18 157 178 4 16 89 109 4 21 131 156 4 19 115 138 3 18 132 161 3 17 169 189 532 3.7 4 11 92 107 328 3.1 4 22 135 161 470 4 4 18 105 127 401 3.7 2 14 141 157 424 3.1 3 14 186 203 3 12 101 116 4 19 139 162 3 17 89 109 1 11 130 142 3 15 198 206 409 4.3 5 14 110 129 245 3.5 5 22 146 173 335 4.3 4 21 110 135 244 3.4 1 12 166 179 321 3.6
For statement of attributes, annexure V may be refferred to . 6 6 7 8 9 10 PTSTotalVM PTSTotalVM PTSTohdVM PTSToW VM PTSTobdVM 4 14 117 136 3 18 139 160 4 22 162 178 4 18 158 178 4 20 196 220 3 11 100 114 3 19 142 164 4 21 160 185 5 24 204 233 4 20 186 210 3 9 118 130 379 3.2 2 15 135 152 476 3.4 3 14 148 165 628 3.9 4 18 187 209 620 3.9 3 18 205 228 658 3.7 2 15 134 151 3 21 115 139 5 23 147 175 3 13 181 197 5 16 241 282 3 15 121 139 4 16 122 142 6 24 161 180 4 18 165 187 5 20 230 255 3 14 140 157 447 3.7 3 14 128 145 426 3.1 4 16 146 166 521 3.9 4 18 190 212 596 3.7 4 19 229 252 769 4.3 5 20 131 156 4 22 154 180 5 24 160 189 4 19 197 220 5 21 229 255 4 14 102 120 3 17 142 162 3 18 141 162 4 19 161 174 4 22 198 224 4 14 110 128 4 22 122 148 4 20 143 167 4 18 134 156 4 18 222 244 4 14 132 160 554 3.5 4 21 140 185 655 3.6 4 20 134 158 676 3.8 4 17 155 176 726 3.4. 4 21 221 246 969 4.1 5 21 130 156 5 23 159 187 5 25 167 197 5 21 207 233 4 20 217 241 3 17 117 137 3 22 134 169 4 24 148 176 4 15 166 185 4 24 207 235 3 17 124 144 3 22 147 172 4 22 140 166 4 17 177 198 4 19 216 239 3 14 106 123 560 3.5 2 16 142 180 678 3.7 3 19 166 178 717 4 4 19 182 205 821 3.9 3 18 206 227 942 4 4 11 103 118 4 21 125 150 4 22 162 189 4 22 193 219 4 19 238 261 4 16 110 129 247 3.1 4 20 121 145 295 3.2 4 21 147 172 360 4 5 22 192 219 438 4.1 4 23 214 241 602 4.3 4 21 126 151 4 24 164 182 4 25 160 189 4 21 204 229 4 23 218 245 3 20 135 158 3 23 149 175 6 21 144 170 4 19 196 218 4 21 218 243 3 20 121 144 3 21 142 166 5 23 133 161 4 19 169 192 4 21 217 242 3 18 112 133 586 3.7 3 21 150 174 697 3.8 5 24 151 180 700 3.9 4 17 189 210 849 4 4 21 213 238 968 4.1 2 16 108 126 3 24 142 169 4 24 166 194 4 18 163 185 4 21 210 235 3 18 91 112 3 18 126 147 4 22 141 167 3 17 161 181 4 19 203 226 2 13 81 96 9 17 124 144 3 18 140 161 3 12 150 166 .4 15 192 211 3 11 111 125 2 19 136 157 4 18 135 167 3 17 148 168 6 20 192 217 4 17 93 114 573 2.9 4 24 133 161 778 3.4 6 23 149 177 856 3.8 4 19 176 199 898 3.4 3 22 208 233 1122 3.8 3 17 150 170 5 21 144 170 4 20 164 188 4 17 186 207 4 21 218 243 3 18 137 156 5 24 148 177 4 21 150 176 4 18 164 186 4 22 217 243 3 15 136 154 5 22 150 177 5 22 159 186 4 18 168 190 3 24 214 241 4 17 117 138 618 3.9 4 22 132 158 682 3.7 5 20 146 170 719 4 4 19 176 199 782 3.7 4 22 201 227 954 4 5 .19 93 117 5 19 129 153 4 22 133 159 4 18 153 175 5 17 183 205 6 19 134 158 4 17 109 130 4 24 159 187 3 11 120 134 6 13 173 191 5 20 116 141 5 19 122 146 4 18 124 146 4 15 130 149 4 16 178 198 6 21 148 174 5 15 121 141 4 18 147 169 4 13 169 176 4 13 191 208 5 22 181 188 778 3.9 5 19 134 158 728 3.2 4 20 188 190 851 3.8 4 13 163 170 804 3 5 17 204 226 1028 35 5 21 156 182 5 20 152 177 5 20 143 168 4 16 180 200 5 14 209 228 4 16 143 163 345 4.3 6 24 132 161 338 3.7 4 22 161 177 345 3.8 4 15 163 192 382 3.6 3 16 211 230 458 3.9 4 20 129 163 5 21 121 147 4 23 145 172 4 17 164 185 4 19 209 232 4 16 103 123 6 20 120 146 6 22 139 166 4 18 189 191 3 21 203 227 4 17 128 149 425 3.5 5 20 124 149 441 3.2 6 21 153 179 517 3.8 4 19 159 181 557 3.5 4 21 207 232 691 3.9 4 19 148 171 4 17 122 143 4 21 180 185 4 10 114 128 4 15 201 220 4 17 165 176 4 16 120 140 4 24 169 197 4 17 178 199 5 19 198 222 3 18 134 156 502 4.2 4 13 128 145 428 3.1 4 24 163 181 563 4.2 4 14 123 141 468 2.9 3 12 200 215 657 3.7 3 16 123 142 4 19 119 142 4 22 133 159 4 17 141 162 3 19 189 211 3 14 127 144 4 18 127 149 4 20 129 153 4 18 143 165 4 16 197 217 6 18 124 147 433 3.6 4 21 125 160 441 3.2 5 21 131 157 469 3.5 4 18 162 184 611 3.2 3 21 199 223 651 3.7 2 10 107 119 4 24 129 157 4 21 138 163 4 16 154 174 5 14 192 211 2 10 104 116 4 19 125 148 3 20 135 158 3 15 116 134 4 15 191 210 2 11 120 133 368 3.1 4 23 128 153 458 3.3 3 17 134 164 476 35 4 14 168 186 494 3.1 4 14 198 218 637 3.6 4 13 132 149 3 14 129 146 3 16 142 161 4 14 150 168 3 14 189 208 4 16 144 164 313 3.9 4 16 136 158 302 3.3 4 19 139 162 323 3.6 5 16 165 186 354 3.3 5 17 208 228 434 3.7 7 11 12 13 - 14 15 P TSTotal V M P TSTotalV M P TSTotalV M P TSTotal V M P TSTotalV M 3 5 157 166 5 5 136 146 4 6 202 211 4 5 135 144 4 5 210 219 3 5 138 146 4 5 133 142 4 5 179 188 3 5 134 142 4 5 209 218 2 5 128 135 446 3.4 3 6 100 108 396 3.3 3 5 140 148 547 3.5 3 5 125 133 419 3.6 4 5 221 230 687 3.8 3 5 158 188 4 5 78 87 4 5 197 208 4 5 129 138 2 5 199 208 4 6 160 169 5 5 110 120 4 5 208 217 4 6 133 142 2 5 176 183 2 6 135 142 477 3.6 3 5 102 110 317 2.6 3 5 195 203 626 4 4 5 132 141 421 3.6 2 5 184 191 580 3.3 3 5 163 171 5 6 128 138 4 5 180 189 3 5 134 142 5 5 236 248 2 5 154 161 4 5 128 137 3 5 163 171 3 5 134 142 4 6 204 213 4 5 188 175 5 5 132 142 4 6 175 184 4 5 136 144 5 5 222 232 3 5 146 164 681 3.8 4 5 132 141 568 4.7 4 5 206 216 759 3.8 4 6 135 144 572 3.7 6 5 218 228 919 4 4 5 167 176 5 5 142 152 4 6 215 224 5 5 142 152 4 6 234 243 2 5 149 156 6 5 149 159 3 5 184 192 4 6 131 140 4 5 213 222 2 5 164 171 4 6 145 164 4 6 191 200 4 6 146 166 4 5 200 209 4 6 164 183 888 3.8 3 6 134 142 607 3.8 2 6 188 176 791 3.8 4 5 148 167 604 3.9 4 6 202 211 886 3.8 4 6 166 175 4 6 155 164 3 5 214 222 4 5 160 159 5 5 250 260 4 5 151 180 335 3.8 5 6 151 161 325 4.1 3 5 208 218 438 4.2 4 5 144 163 312 4 5 6 224 234 494 4.3 3 5 162 170 5 5 140 150 3 6 204 212 4 5 129 138 4 6 221 230 3 6 161 159 5 6 143 163 4 5 209 218 3 6 138 146 4 5 222 231 3 5 139 147 4 6 153 182 4 5 204 213 4 5 128 136 4 5 202 211 3 5 154 162 638 3.6 5 5 127 137 602 3.8 4 5 161 170 813 3.9 4 5 129 138 667 3.6 4 5 219 228 900 3.9 3 5 156 184 4 6 137 146 3 5 202 210 3 6 124 132 4 6 233 242 2 5 151 168 4 5 132 141 3 5 188 198 3 6 122 130 4 5 213 222 2 5 138 145 4 5 104 113 3 5 170 178 3 5 125 133 3 5 198 208 3 6 142 160 4 5 127 136 3 6 195 203 3 5 131 139 4 6 194 203 3 6 164 162 779 3.5 6 6 139 149 685 3.4 4 6 186 195 882 3.8 4 5 126 134 868 3.4 4 5 217 226 1099 3.8 4 5 169 178 5 6 135 146 4 5 191 200 4 5 138 145 4 6 232 241 4 5 175 184 5 6 144 154 4 5 199 208 4 5 148 167 4 5 213 222 4 6 153 162 5 6 141 151 3 5 204 212 4 5 137 148 4 5 235 244 4 5 184 173 897 4 5 6 122 132 582 3.6 3 5 199 207 827 4 6 6 144 164 802 3.9 4 6 210 219 928 4 4 5 132 141 5 5 78 88 3 6 172 180 3 5 114 122 4 5 215 224 4 5 123 132 4 6 73 82 4 5 214 223 4 5 102 111 4 5 196 205 0 5 133 138 5 5 70 80 4 5 136 145 4 5 97 108 4 6 206 215 4 5 169 178 4 6 123 132 4 5 214 223 3 5 108 114 4 5 202 211 4 6 188 177 788 3.5 5 5 124 134 616 2.6 6 5 216 225 998 3.8 3 5 114 122 575 2.9 4 5 214 223 1078 3.7 5 5 146 156 5 5 138 148 4 5 208 217 4 5 120 129 4 5 208 217 3 5 158 168 322 3.7 5 5 126 136 282 3.5 4 5 207 216 433 4.2 4 5 129 138 287 3.4 3 5 203 211 428 3.7 2 5 164 181 6 6 109 119 4 6 167 178 4 6 129 138 4 6 199 208 2 6 142 149 6 6 109 119 4 5 184 193 4 6 128 135 3 6 201 209 2 5 163 170 480 3.6 5 6 92 102 340 2.8 4 5 199 208 577 3.7 4 6 133 142 416 3.5 4 5 205 214 631 3.6 4 5 165 174 4 5 129 138 4 6 194 203 3 6 135 143 4 6 216 225 4 5 184 173 4 5 143 152 4 6 204 213 5 6 143 153 4 5 232 241 4 5 151 160 607 3.8 4 5 121 130 420 3.5 4 5 161 170 586 3.8 3 5 122 130 426 3.6 4 6 211 220 886 3.9 3 5 138 146 5 5 131 141 3 5 194 202 4 5 119 128 4 5 198 207 3 5 136 144 4 5 133 142 3 6 184 192 4 5 129 138 3 6 194 202 5 5 129 139 429 3.3 6 6 147 157 440 1.1 4 6 183 192 588 3.8 4 5 119 128 394 3.4 4 5 206 216 624 3.6 3 6 159 167 3 6 105 113 4 6 216 225 3 6 128 138 3 6 202 210 2 5 144 151 4 5 111 120 3 5 182 190 3 5 131 139 3 5 188 194 4 6 141 150 488 3.5 4 5 106 116 348 2.9 3 5 180 188 803 3.9 3 6 121 129 404 3.5 3 6 201 209 613 3.6 2 5 161 158 3 5 125 133 3 5 162 170 3 6 126 134 3 5 200 208 3 5 182 170 328 3.7 6 6 148 158 289 3.6 4 5 169 178 348 3.3 4 5 142 151 285 3.7 3 5 229 237 445 3.8 8 16 17 18 19 20 P T S Total V M P T S Toted V M P T S Total V M P T STOW V M P T S Total V M 4 5 189 178 4 5 168 177 3 5 118 128 4 5 118 127 4 6 136 144 6 6 160 170 4 5 183 192 4 5 111 120 4 6 117 126 3 6 135 143 3 5 139 147 495 3.8 3 5 182 170 539 3.5 3 6 106 114 360 3.3 3 6 102 110 363 3.4 2 5 139 146 433 3.7 4 5 145 164 4 5 164 163 2 5 106 113 4 5 118 125 3 5 146 164 3 5 134 142 5 5 185 195 5 5 130 140 5 5 119 129 4 5 133 142 3 5 149 157 453 3.4 3 5 158 188 524 3.4 2 5 116 122 375 3.5 3 6 117 125 379 3.6 3 5 137 145 441 3.8 4 6 178 187 5 5 212 222 4 5 135 144 5 5 124 134 5 5 160 160 3 5 138 144 3 5 163 171 4 6 111 120 3 6 118 126 4 6 141 160 4 6 137 146 4 5 185 194 4 5 130 139 4 5 125 134 5 5 144 154 4 6 150 159 838 3.8 4 5 196 204 791 3.8 3 6 119 127 530 3.7 3 6 115 123 617 3.8 6 6 135 146 809 3.9 6 5 175 185 5 5 209 219 4 5 125 134 5 5 137 147 4 5 138 147 4 5 163 172 4 5 188 195 4 5 112 121 3 5 117 126 4 5 139 148 4 5 146 155 4 6 203 212 4 5 124 133 3 5 121 129 4 5 132 141 4 5 143 152 664 3.8 3 6 196 203 829 4 3 6 128 134 622 3.6 4 5 127 136 537 3.7 3 6 139 147 683 3.7 4 5 160 169 4 5 216 225 5 5 139 149 3 5 133 141 4 5 159 168 4 5 143 152 321 3.6 4 5 187 196 421 4 5 5 120 130 279 3.9 4 5 126 135 276 3.8 4 5 169 188 336 4.3 6 5 160 170 4 6 206 215 4 6 135 144 5 6 128 138 4 6 144 163 4 5 167 166 4 5 199 208 3 5 130 138 5 5 136 148 5 5 137 147 4 5 149 158 5 5 184 194 4 4 121 129 4 5 118 127 6 5 133 143 5 5 168 176 870 3.8 4 5 198 207 824 4 4 5 129 138 549 3.8 4 5 128 137 548 3.8 5 5 139 149 592 3.8 4 5 170 179 4 5 200 209 4 5 133 142 5 6 124 134 5 6 143 163 4 6 156 186 4 6 179 188 3 5 122 130 4 6 121 130 4 5 140 149 3 5 160 158 4 5 178 187 3 5 121 129 3 5 108 118 4 5 125 134 4 5 141 160 3 5 183 171 3 6 111 119 4 5 120 129 4 5 135 144 5 5 153 163 815 3.7 4 5 203 212 967 3.7 4 5 124 133 653 3.8 4 5 128 137 646 3.8 5 6 139 149 729 3.7 4 6 160 169 4 5 189 198 4 6 120 129 5 5 136 146 5 5 146 158 4 5 149 158 3 5 193 201 4 5 138 147 4 6 137 146 6 5 153 183 6 5 167 177 4 5 205 214 4 5 136 145 5 5 132 142 5 6 154 184 4 5 152 181 865 3.7 4 6 188 197 810 3.9 4 5 128 135 556 3.9 4 5 139 148 682 4 6 5 152 162 845 4.1 4 6 128 137 3 5 156 164 3 5 113 121 4 5 89 98 4 5 129 138 4 5 139 148 4 6 197 206 3 5 97 105 4 5 80 89 4 5 127 138 3 5 112 120 3 5 135 143 3 5 99 107 4 6 74 83 4 6 108 117 4 5 126 134 5 5 191 201 4 5 114 123 5 5 100 110 3 6 96 104 4 5 149 158 697 3.2 5 6 210 220 934 3.8 3 5 117 126 581 3.2 4 6 109 118 498 2.8 4 5 144 153 648 3.3 4 6 144 153 4 5 196 205 3 5 112 120 4 5 104 113 4 6 124 133 4 5 157 188 319 3.8 4 5 194 203 408 3.9 4 5 128 135 256 3.6 4 5 120 129 242 3.4 5 6 148 168 291 3.7 4 5 143 162 4 6 182 191 4 5 117 128 4 5 122 131 4 6 138 147 4 6 146 166 4 6 178 187 4 5 122 131 6 6 117 127 3 6 134 142 4 5 158 167 474 3.8 4 6 195 204 582 3.7 4 5 130 139 398 3.7 5 5 128 138 398 3.7 3 5 142 150 439 3.8 4 5 145 154 4 5 193 202 3 5 117 125 5 5 127 137 4 5 140 149 4 5 159 188 4 6 205 214 3 6 128 136 4 5 127 136 4 6 142 151 3 6 130 138 480 3.5 3 5 201 209 626 4 3 5 105 113 374 3.6 4 6 124 133 406 3.8 4 6 128 137 437 3.7 4 5 146 165 4 6 180 189 4 5 118 125 4 6 110 119 4 5 132 141 4 6 148 157 4 5 167 176 4 6 117 128 4 5 114 123 4 5 134 143 4 6 152 161 473 3.6 4 6 172 181 648 3.6 4 6 115 126 378 3.6 3 6 109 117 359 3.3 4 6 137 148 430 3.7 2 6 130 137 4 6 177 188 4 5 118 127 4 6 114 123 3 6 133 141 3 5 147 165 4 5 173 182 4 5 114 123 4 6 119 128 4 5 129 138 2 5 141 148 440 3.3 4 5 174 183 561 3.6 4 5 110 119 369 3.4 3 5 117 125 378 3.5 4 6 133 142 421 3.8 3 5 136 143 3 5 173 181 4 5 117 126 3 5 116 124 4 5 137 148 6 5 158 168 311 3.6 2 6 192 199 380 3.7 4 5 122 131 257 3.8 3 5 131 139 263 3.7 4 5 141 150 298 3.8