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.