Professional Documents
Culture Documents
NAVODAYA TEACHERS
TOWARDS GUIDANCE
SERVICES AT ELEMENTARY
LEVEL
- Aman
Uppal
M.A., M.Ed., UGC-NET
INTRODUCTION
To assist the teacher in knowing the pupils and meet his needs
better, providing aid to pupil to understand him, a group of school
services might be utilized. These pupil personal services are different in
different schools. Some schools emphasize diagnostic pupil personal
services while others are more concerned with remedial counseling for a
few problematic children. Psychological and social work approaches
emphasize diagnostic and remedial functions for the exceptional child and
hence consuming most part of specialist’s time rendering service to very
small population of elementary school population. “If a teacher can make
a practice of identifying and capitalizing on the assets of all children it is
probable that much less remedial work will be necessary” (Barr, 1965.)
Hence, teacher can provide minor guidance services to pupils and then
execution of less remedial work is a task better to be done by
professional. In addition, how with other responsibilities and lack of
professional knowledge teacher can play a vital role and therefore
concluding with very need of guidance services and its organization. Don
C. DinkMeyer (1968) has defined the elementary school guidance as,
“Guidance in elementary schools is usually interpreted as a service to all
children in making maximum use of their abilities, for their own good and
for that of society. The emphasis of this service is on early identification
of pupil’s intellectual, social and physical characteristics; development of
their talent; diagnosis of his learning difficulties if any and use of
available resources to meet this need”. All schools provide guidance
services to their pupils. They are usually unorganized and often
incidental. However much thought and effort is essential to recognize
these services and to organize them into guidance programs especially at
elementary level.
For the purpose of the present study, the above definitions would be used.
Perception- The word perception has been taken from Latin word Percepio
that means receiving, collecting, action of taking possession or
apprehension with mind or senses. In Psychology, Perception is the
process of acquiring, interpreting, selecting and organizing sensory
information about the objects, events and places of the world directly (or
indirectly) via sensory system (Wikipedia).
Perception is the interpretation of the meanings of sensation. In seeing a
rose the various sensations of color, smell and touch are aroused. We are
given to understand these sensations that there is an object in front of us.
We known from past experience that an object of this nature is a flower
called rose. We, therefore conclude that we are beholding a rose.
It is argued that influence of the environment is cumulative
(links.jstor.org). It is with this gap in this existing knowledge of relations
between social class and educational attainment that much influences the
perception sociologically.
Perception is a mental activity, which acquaints us with situation by
giving us direct knowledge of it. In perception, there is not just a pre
functionary acquaintance with the object; there is knowledge of it too,
whereas, in sensations, the individual does not know the object. According
to International Encyclopedias of Psychology (1961), “Perception is the
process whereby organisms become aware of objects and events operates
through our sensory organs.” In laymen terms, perception can be
considered as the first hand acquisition of information form the
environment.
OPENING OF JNVs
The original objective of providing one Navodaya Vidyalaya in each
district, has been actively pursued. 509 Vidyalayas are sanctioned at
present in 34 states and UTs excluding two State Level JNVs sanctioned at
Sirsa (Haryana) and Allahabad (U.P.). Out of these, 485 schools are
presently functional.
15 new JNVs have been sanctioned in the year 2003-2004. It is proposed
to open 100 new JNVs during the rest of X Plan period, bringing the total
coverage to 568 districts..
The opening of a Navodaya Vidyalaya is based on the proposal from the
concerned State/UT Governments offering 30 acres of suitable land free of
cost, sufficient temporary building and other infrastructure free of rent or
on permanent basis.
The coverage of Navodaya Vidyalaya in educationally backward districts
has been considerably high.Out of the States with literacy rate below 50%,
100% coverage has been made in Orissa, Jammu & Kashmir, Karnataka,
Manipur, Dadra & Nagar Haveli, Madhya Pradesh, Meghalaya and
Rajastan with the reference to the number of districts existing at the
commencement of VIIIth plan.
In the present study, investigator has divided the review into the
following sub-headings: -
A) Effectiveness and development of guidance services and programs
B) Need and problems of students
C) Perception of teachers & principals towards guidance services and
related terms
The tools used were a sell made questionnaire for school counselors and
interview schedules for students and a perceived effectiveness inventory.
The investigator feels that most of the schools in India follow the same
pattern. The present study has an objective of support services already
provided in Navodaya Schools.
Mishra (1996) studied the functions of school counselors in Govt. Sr. Sec.
Schools of Delhi. The main objectives of her study were: -
The study was carried over Heads and counselors of 12 private schools in
South Delhi.
The major findings of the study were: -
i) In schools, where teachers provided guidance, they used no
psychological tests or techniques.
ii) While the main problems faced by teachers include lack of time
available to them, for providing guidance inadequate books and
journals on guidance and lack of professional help.
iii) Counseling service is considered to be most important service by
most of the counselors and teachers who provide guidance to
students. Whereas, the placement services claim, the least
importance as none of the schools provide this service.
iv) While the teachers who function as counselors, do not possess
any professional training or experience in the field of guidance.
In Navodaya Vidyalayas, guidance is not a specialized service and
study reviewed above will help to study the support service already
provided in schools.
Richa (1993) studied the strategies used by the teachers in dealing with
the problem students at primary level.
The objectives of her study were: -
The study reveals that the teaching strategies are not up to mark for
students as it may tarnish and distort their self-image in mind.
Navodayas has majority of rural students who had left the liberty of rural
places to a close campus atmosphere. Students here, face earlier problems
at entry level. Teaching strategies may / may not help the students in a
positive way. It gives rise to need of perceiving the teacher’s view about
guidance programme or suggestions for betterment at elementary level.
Investigator, through the perception of teachers will assess to significance
of guidance services at early grades.
Navodaya teachers have 24-hour touch with the pupils. The present study
will investigate the perception of teachers towards need of elementary
school counselor at Navodayas.
See Ching Mary (1996) in Lal (2001) studied the role of secondary school
counselor as perceived by administrators, counselors and teachers,
towards role definition of counselors. The study explored the perception
of secondary school counselor, administrators and teachers in peninsular
Malaysia regarding the actual role of the school counselor and the
importance of the role in meeting the needs of the students. Through the
study it was found that location, gender and age group of population
catered influences their perspectives of the actual role and importance of
role of guidance counselors for guidance services.
Keeping the variety of age group among the residential Navodayas pupils
in view, it will be good step to know teachers’ perception about separate
counselor at elementary level So that a need based programme may be
developed for elementary students.
Khan (2000) studied the perception of principals and teachers about the
need and performance of counselors in Government senior secondary
schools of Delhi. The major objectives of the study were: -
i) To find out the need of counselors as perceived by the teachers
from academic point of view.
ii) To find out the need of counselors as perceived by the principals
from academic and administrative point of view.
Study was conducted over 10 govt. schools, which have counselors for
south district of Delhi. 10 principals and 60 teachers (3 PGT’s & TGT’s
from 1 school) constituted the sample. Major findings of the study were: -
i) Most of teachers felt academic improvement in students after
counseling.
ii) A small proportion (25%) of teachers believed that counseling is
required for all round development of students.
iii) All principals believed that their counselors are able sufficient to
solve academic problems.
The investigator feels that due to lack of problems at primary stage and
close relation of teacher with students, it will be a good step to view the
perception for elementary schools. Not only due to most of adolescents
belongs to upper primary grades but also due to being economic as to
provide guidance facilities to a comparatively significant population, it
will be beneficial and important to have study on teacher’s perception
regarding elementary school guidance.
The studies reviewed above provided a set up for the present study
taken by the investigator. Although, there are no. of studies related with
guidance & counseling with needs and problems of students but a few
ones have been given priority keeping in view the objectives of the study.
During review, the investigator felt that much of the studies in this field
of guidance & counseling are related with adolescents secondary & Sr.
Sec. School students and peer counseling in colleges. The investigator was
able to review a single study related with perception of teachers by Singh
(2001). A much scarcity of work is in this area. Also in the secondary and
senior secondary stages, the studies showed a sense of repetition. A lack
of sense of innovation is scattering there.
The present study is intended to investigate the teacher’s perception
towards guidance services at elementary level. Navodayas teachers of
elementary classes have been chosen. Navodayas are Innovative, pace-
setting schools. The investigator feels that what Navodaya follow today
the other schools especially the govt. ones are likely to follow it
tomorrow study is also intended to investigate the support service
already provided in Navodayas.
The study will also invite suggestions for better implementation of
guidance services at elementary level. Based on which, a further
required programme for elementary level guidance may be prepared.
The study is a significant effort to achieve this end.
METHODOLOGY AND DESIGN OF THE STUDY
Sample
Sampling is the process of selecting units (e.g., people, organizations)
from a population of interest so that by studying the sample we may fairly
generalize our results back to the population from which they were chosen
(socialresearchmethods.net)
For the present investigation, the sample comprised of four schools and
from each school, all the teachers teaching class 6th and acting as
guidance personnel were selected as sample. Overall forty teachers (36
teachers and 4 teachers acting as guidance personnel) were selected as
sample. However, the numbers of respondent teachers were thirty-nine
only. Schools will be selected on basis of convenient sampling. Chief
guidance personnel in the school will be selected as acting Guidance
personnel. However, all teachers teaching class 6th will be selected as
teachers’ sample.
Only one type of schools-Navodaya Schools in Haryana was identified as
sample by the investigator.
The main objective of the present study was to study the teachers’
perception towards guidance at elementary level. Although the schools
have some differences in their geographical location, yet the schools have
students belonging to comparably similar socio-economic status and same
type of facilities available with teachers recruited through same process.
Hence the investigator identified such schools which had similar
administrative set-up, school environment and students coming from
similar strata of society.
Another subsidiary objective was to study the support services already
provided in Navodayas. The list of four Navodaya schools of Haryana,
District and number of teachers selected from each school is given below.
Serial No. Name of the District Number of
School Teachers
1 Jawahar Jhajjar 10
Navodaya (Haryana)
Vidyalaya, Kaloi
2 Jawahar Faridabad 9
Navodaya (Haryana)
Vidyalaya,
Mothuka
3 Jawahar Sirsa (Haryana) 8
Navodaya
Vidyalaya,
Odhan
4 Jawahar Hissar (Haryana) 9
Navodaya
Vidyalaya, Pabra
Although as stated earlier all the schools are common in some terms yet
these have some regional differences also. JNV, Odhan seemed to be more
connected to urban terms than the other JNVs. JNV, Pabra has vast green
surroundings all around but much isolation spreading there. JNV Mothuka
is not easily approachable although near Delhi. JNV, Kaloi is on highway
but in a desert like area.
Perception-The word perception has been taken from Latin word Percepio
which means receiving, collecting, action of taking possession or
apprehension with mind or senses. In Psychology, Perception is the
process of acquiring, interpreting, selecting and organizing sensory
information about the objects, events and places of the world directly (or
indirectly) via sensory system (wikipedia.org).
Perception is the interpretation of the meanings of sensation. In seeing a
rose the various sensations of colour, smell and touch are aroused. We are
given to understand these sensations that there is an object in front of us.
We known from past experience that an object of this nature is a flower
called rose. We, therefore conclude that we are beholding a rose.
Perception is a mental activity, which acquaints us with situation by
giving us direct knowledge of it. In perception, there is not just a pre
functionary acquaintance with the object; there is knowledge of it too,
whereas, in sensations, the individual does not know the object. According
to International Encyclopedias of Psychology (1961), “Perception is the
process whereby organisms become aware of objects and events operates
through our sensory organs.” In laymen terms, perception can be
considered as the first hand acquisition of information form the
environment.
Aspects of Perception:
Vatsyayan (1981) highlighted the three major aspects of perception:
Presentative-
The presence of an object before us is the presentative aspect of the
perception.
Representative-
when a particular object is represented by another object, we have the
representation of it. It has some element of imagination
and is presentative aspect of perception.
Relational-
when we observe a particular object, it is possible not only to know it but
also have knowledge of related a connected thing, and then we shall call it
relational aspects of perception. Here the things are known by
relationship.
TOOLS FOR DATA COLLECTION
The investigator developed the following tools for the study: -
1) A questionnaire developed for the teachers.
2) Interview schedules for: -
a) Selected teachers
b) Teachers acting as guidance personnel
3) Checklist
1 QUESTIONNAIRE -
For the present study, the investigator did not come across any
standardized tool to assess teachers’ perception towards guidance
services at elementary level. To study teachers’ perception a
questionnaire was developed by the investigator with the help of
supervisor.
A questionnaire is a research instrument consisting of a series of
questions and other prompts for the purpose of gathering information
from respondents (wikipedia.org). Questionnaires have advantages over
some other types of surveys in that they are cheap, do not require as
much effort from the questioner as verbal or telephone surveys, and
often have standardized answers that make it simple to compile data.
The questionnaire developed, was fulfilling the following objectives of
study: -
1) To study the perception of teachers towards provision of
guidance services at elementary school stage
2) To study the perception of teachers towards need of guidance
counselor at elementary school stage
3) To study the suggestions from the teachers for the better
enactment of these services at elementary level
The questionnaire considered the following major aspects-
Kinds of problems students have
Problems the teachers face during identification of
problems
Time management and related problems
Opportunity to discuss the problems with staff
members
Advantages or disadvantages of being a residential
school in this aspect.
Type of facilities that can be provided in the school
for better elementary guidance services.
Closed type questions have been asked whereby the questions were based
on the multiple-choice type. The questions have been followed by a
variety of responses that may be possible while a subject answers yet even
in the closed form, the investigator feels that to keep flexibility in
responses, it is much necessary to have space for respondents’ view. Thus
the final choice in maximum number of questions is “Any other” so that
respondent may answer separately from the alternatives provided.
2.Interview Schedules
An interview is a conversation between two or more people (The
interviewer and the interviewee) where questions are asked by the
interviewer to obtain information from the interviewee (wikipedia.org).
Interviews can be divided into two rough types, interviews of assessment
and interviews for information.
Interviews of Information-
The second class of interviews are those seeking to gather information
about a subject. These types of interviews are central to the practices of
journalism and instructional design . Such interviews are also important to
any non-fiction writer or researcher. In general the quotes and information
gathered in these interviews are used in a publication or edited for
broadcast.
In Educational research, Interviews of information are used.
As many respondents prefer to communicate verbally than in writing or
may provide information in a better way for the study during interview
rather than in a written form of questionnaire, therefore for the present
study, the following different structured interview schedules were
prepared by the investigator for-
a) Selected teachers
b) Teachers acting as guidance personnel
3.Checklist
A checklist is used to compensate for the weaknesses of
human memory to help ensure consistency and completeness in carrying
out a task (wikipedia.org).
A checklist was prepared by investigator to study the nature of guidance
services already provided in Navodaya schools on the basis of both the
interview schedules. Checklist covered the following aspects-
Nature of Guidance services
Availability of testing and non-testing techniques
Records maintained by the school
Who gives the Guidance?
Use of Team approach
PROCEDURE FOR DATA COLLECTION
The investigator visited one of the nearby Navodaya Schools and came
across basics of Navodaya culture. Navodayas are very far from each other
not less than 40 Kms. between any two Navodayas and probably the
Geography might change. Investigator contacted Principals of all the
sample schools. With proper allocation of dates, Investigator visited the
schools one by one. After getting permission from Principal, to administer
the questionnaire, the investigator with the help of Vice-Principals
contacted the teachers teaching class 6th.Teachers were told the
importance of the study and were requested to fill the questionnaire. They
were assured that their views will be kept confidential and they can freely
express their views. They were also assured of help if they feel any
problem while filling the questionnaire. While the teachers were filling
the questionnaires, Investigator took the interview of acting Guidance
Personnel and made a look over the facilities available in the school for
Guidance services. After it, the questionnaires from the teachers were
collected. Then Investigator took the interview of the teacher, whom he
thought most suitable for the study.The criteria of selection of that teacher
depended on his availability and interest taken in the scope of the study.
In last, investigator on the basis of interviews filled the Checklist himself.
As Navodayas are very far mutually as well as from cities, it was tiring
but adventurous indeed from the point of view of investigator.
Analysis of the Data
The data collected from the four Navodaya Schools was then analyzed
both quantitatively as well as qualitatively.
Following are the terms in the study related with quantitative analysis of
data: -
(i) Items of questionnaire - Provisions of guidance services,
problems teachers observe among students, need of guidance
worker, suggestions for better enactment of guidance services at
elementary level, all from the perception of teachers.
(ii) Items of Checklist - Nature of support services already provide
in Navodaya schools. Items of checklist have been filled on
qualitative aspects of interview schedules yet for its analysis,
quantitative method will be used.
Table1
Counselor 0(0)
Trained teacher 2(50)
Class Teacher 1(25)
Principal 1(25)
P.T.I. 0(0)
Others 0(0)
(Organization of guidance services in Elementary classes by)
Support is organized by
percentage schools
60
50
40
30 Series2
20
10
0
Trained
Teacher
Counselor
teacher
Principal
Others
P.T.I.
Class
Yes 4(100)
No 0(0)
(Support is as and when required?)
Table3
Yes 4(100)
No 0(0)
(Support is unorganized?)
Table 3 indicates that support is an unorganized service in all the 100%
schools like NVS had provided 5000 rupees for adolescence education.
Although Doctor's support is also services provided yet there is no
pattern wise provision of guidance services. As support is not a
permanent function of one or discharged to many, any problem may be
remain unidentified leaving the support function on other, hence
supports is unorganized service in all the 100% schools.
Table4
Educational 0(0)
Vocational 4(100)
Personal 0(0)
(Aspect of Guidance is emphasized?)
Table 4 shows that in 100% school vocational aspect of support is
more emphasized and it is much available to student of secondary &
senior secondary classes. Most of teachers perceive guidance
&vocational guidance synonymous. Some kind of occupational
information can be given to elementary school students but investigator
feels that much needed areas are educational and personal at this level.
Support is also given in these areas but only for problematic cases.
Table5
Yes 0(0)
No 4(100)
(Whether the School has hostel warden?)
120
100
80
60 Series1
40
20
0
Yes No
Table6
Less than one for a class 3(75)
More than one for a class 1(75)
(Number of trained teachers)
Yes 0(0)
No 4(100)
Table8
Yes, always 4(100)
Sometimes 0(0)
No 0(0)
(Whether the team approach is used?)
Table 8 shows that in all the 100% schools, team approach are used
instead of support as being an unorganized service. Support is
unorganized in terms of specific support services- visit of Counselor,
Doctors, specific and regular financial allocations yet Principal,
trained teacher, acting guidance personnel, housemasters, class in
charges, class teachers, P.T.I.'s or school nurse all contribute to
identify students problems and take necessarily steps.
Table9
Interesting material 4(100)
Vocational/ occupational 4(100)
information
Educational information 4(100)
General information 4(100)
Table10
Table11
Educational information 4(100)
Career Information 4(100)
General Information 4(100)
Psychology related 4(100)
Guidance related 4(100)
Table12
Yes 2(50)
Just adequate 1(25)
Not enough 1(25)
No book 0(0)
Table13
Yes 2(50)
Just adequate 2(50)
Not enough 0(0)
Never 0(0)
(Maintenance of CRC)
Table 14 shows that in all the 100% schools, cumulative Record card
(CRC) is maintained for each and every students and it is updated
regularly.
Table15
80
60
40 Series2
20
0
None
students
students
A few
Most of
For all
The Second head under which the analysis is to be done, whether teachers
feel necessity to know learners problems, ways to come through their
problems, problems observed by them, competency to identify the
problems etc. Analysis is also to be done on teachers’ perception on
provision of guidance services whether teachers feel guidance and its
organization important at this level, why guidance is important and
necessary as compared to other stages etc.
Table19
50
40
30 Series2
20
10
0
em
er
y
tly
s
el
ay
ev
os
th
ar
lw
N
R
M
of
,A
w
s
Fe
Ye
Table 20 indicates that 8.33% teachers believe that students are always
willing to share their problems. Students easily share their problems to
them. 41.66% teachers believe that ‘Most of Times’ share their problems.
The students-like girls to male teachers and boys to female teachers are
not always competent to share their problems. Students hide problems like
homosexuality in hostels from them. 41.66% teachers believe that a ‘Few
of the students’ are willing to share their problems. These students are
closer to them and don't feel any problem while conveying their problems.
Only 8.33% teachers believe that students are ‘Rarely’ willing to share
their problems. These teachers believe that students at this level, as much
they can, try to hide their problems and rarely in extreme cases, are
willing to share their problems.
Table21
80
60
40 Series2
20
0
Themselves
No major
teacher
teaching
Others
Parents
problem
Other
During
told
Problems observed
%age Teachers perceive
60
50
40
30 Series1
20
10
0
Quarrelsome
Do not help
Remains Ill
Short
A girl, not
Sad/
Physical
Table23- A
Others
4
24
No
16
With Mother
24
Yes, Always
16
0 5 10 15 20 25 30
Series1
Table23-B
Table 23-A indicates that 16% of male teachers believe that girls are always comfortable
to share their problems. It is very less are as it mean girls are not comfortable enough to
share their problems with male teachers. 4% teachers believe that girls are comfortable to
share their problems with class teacher. 24% teachers believe that them comfortable with
school nurse, 20% with mothers and 16% with girl peers. 4% teachers believe they are
comfortable with housemothers and 24% teachers believe that they are not equally
comfortable. The data is quite scattering and not a single person, to whom girls are much
comfortable, could be segregated from the point of view of male teachers. It means that
girls may face quite adequate difficulties while sharing their problems. The need of
counselor for girls, to whom girls comfortable enough certainly arises.
Table 23-B indicates that 18.18% female teachers believe that boys are always
comfortable to share their problems. Boys are more comfortable with class teacher than
girls as 18.18% teachers believe they are comfortable with class teacher only 9.09
teachers believe that they are comfortable with physical training instructors while only
9.09% teachers believe that they are not comfortable. Maximum numbers of teachers
(36.11%) believe that they are equally comfortable with friends. Data again here is
scattering and shows as teachers perceive, they are much far from teacher must far from
teachers perceive, they are much far from teachers and P.T.I.'s. Need of counselor also
arises here. Data also reveal that teacher must be friendly with boys so that they can
easily convey their problems to teacher.
Both the tables above indicates that
Table 24
Table 24 indicates that 36.11% teachers have always time to listen to various problems of
students. These teachers are either house masters/ mothers’ class in charges or P.T.I.'s.
They are always in contact with students and enough time to listen to various problems of
students maximum 41.57% teachers have mostly enough time to listen to various
problems of students. These are class teachers, dealing with their academic problems
mostly, However, they have major engagement like duties in Hostel, mess etc. therefore
they cannot afford always time for listening to problems of students 22.22% teachers
believe that they have time to listen to various problems of learners some times, in a few
cases. These are preferably computer teachers and some other s teachers who carry heavy
administrative work load with them.
Table25
Table 25 shows that 27.77% teachers believe that they always get opportunity to discuss
various problems of students with other staff members. Navodayas are residential schools
and teachers and staff members have enough time to interact. Also, 19.44% teachers
believe that they mostly get opportunity to share their problems of students at this level
themselves. As teachers are expected to solve routine problems of students and as they
can, hence 52.77% teachers believe that they get opportunity only in few cases to discuss
the problems of students with other staff members.
Table 26
Yes, always 24(66.6)
Most of Times 12(33.3)
No 0(0)
Table 26 indicates that 66.6% teachers always believe that guidance services are meant
for all students but 33.3% teachers belief that guidance services are meant most of times
for all students. During interviews, it was revealed that not all children do require
guidance all times, as teachers perceive. There is no need of special academic guidance
for those who are academically gifted. These teachers also belief that those who are
personally well-adjusted, personal guidance remains a formality for them.
Table 27
Received professional training 5(13.88)
Had paper of G & C 12(33.33)
Not at all 13(52.77)
Otherwise trained 6(16.67)
Table 27 shows that only 13.88% teachers had received professional training to carry out
guidance activities keeping in view, Navodayas have provision to train teachers for
guidance and counseling region wise in a systematic way, the number is quite low. Only
33.33% teachers have paper of guidance and counseling in pre-service teacher education.
Maximum number of teachers (52.77%) is far away from any type of previous knowledge
related with guidance and counseling. 16.67% teachers believe that they are otherwise
trained but not trained to carry out the guidance activities.
Table 28
Personality development of the Students 30(83.33)
For better academic achievement 26(72.22)
For maintaining discipline 21(58.32)
For improvement in teaching 13(36.11)
No assistance 0(0)
Table 28 shows that all the 100% teachers believe that guidance services are helpful at
the elementary level in some certain aspect. 83.33% teachers believe that services are
helpful for personality development of the students. 72.22% teachers believe that it may
be helpful for better academic achievement of students. 58.32% teachers believe that it is
helpful for maintaining discipline in the class room 36.11% teachers believe that it is
helpful in improvement of teaching. Overall, each and ever teacher recognizes the
importance of guidance services at elementary level.
Table 29
The Child is flexible 28(77.76)
As parents are more actively associated 4(11.11)
Readiness for future life 7(19.44)
Rapid changes in stages 5-8 6(16.67)
Guidance at this level not necessary 0(0)
Table 30 indicates that 58.34% teachers believe that better organized guidance services
are more beneficial at elementary level. 27.77% teachers believe that most of times, the
services are more beneficial but a few times, services and its organization remain burden
on administrations Navodayas teachers have already a heavy work load. However
13.88% teachers believe that most of the problems are easily controllable by teachers as
in Navodayas 24 hour touch is available but sometimes in some problematic areas the
organized guidance services are more beneficial.
Table 31
Made Compulsory for all PSTEs 30(83.33)
Pupil Teachers may opt it voluntarily 6(16.67)
Do not need paper of G & C 0(0)
No change required 0(0)
Table 31 indicates that 83.33% teachers believe that paper of guidance and counseling
should be made compulsory at all pre-service teacher education programs. Whereas
16.67% teachers believe that all universities/ boards should offer it and pupil teachers
may opt it voluntarily.
These teachers believe that no doubt, paper of guidance and counseling is important but
as it cannot be given by each and every teacher and rather than solution, they can spoil
the problematic cases, so its knowledge should be given to volunteers only. However the
teachers believe that practical aspect of paper should be concentrated much to have its
beneficial effect.
Table32
Training to each and every elementary 27(75)
teacher
To only 5 year experienced teachers 2(5.54)
Teachers as volunteers 3(8.33)
No training required 0(0)
Others 3(8.33)
Table 32 indicates that 75% of teachers believe that training should be given to each and
every teacher of elementary schools. The teachers think that each and every elementary
teacher should be capable to identify and diagnose the problems of students they face
5.54% teachers believe that training to carry out guidance services should be given to
teachers having 5 years experience. These teachers had become the expertise of child
psychology practically and much efficient to carry out guidance activities 8.33% teachers
believe that as teachers have much workload with them, hence it should be given only to
teachers as volunteers. 8.33% teachers held the other view. They believe that only those
teachers who have inborn personality traits and willing to work as guidance personnel,
should be given the training to carry out guidance activities.
Table 33
Emoluments should be increased 5(13.88)
Workload should be deducted 9(25)
Both above 20(55.54)
No specific benefit should be given 2(5.54)
Table 33 indicates that 13.88% teachers believe that teachers who voluntarily participate
in guidance training programme and also provide guidance; their emolument should be
increased. 25% teachers believe their workload should be deducted. However 55.54%
teachers believe that both the above benefits, deduction of workload and increase of
emoluments should be done for these teachers. However 94.72 percent teachers believe
that some benefits should be given to such teachers because in participation of guidance
training programmes and provision of guidance services as it consumes time, effort and
energy. Hence, encouragement should be there. However 5.54% teachers believe that no
benefit should be given to such teachers. They consider it part of their duty.
Table 34
Support & Encourage Guidance Services 17(47.22)
Have contact with teachers 19(52.77)
Take care of child Growth & Development 21(58.32)
Not disturb Guidance services 0(0)
Table 34 indicates that 47.22% teachers believe that parents should support and
encourage guidance services. Parents in terms of parental care, create problems for
development of their words and hence rather than been obstacles, they should support and
encourage the services. 58.32% teachers expect from parents to take case of child growth
and development, it is rather surprising because Navodayas are residential, and students
have closer contact to teacher rather than parents. Teachers feel that students follow their
parents very much and whenever they have time, they should take are of their growth and
development. Whereas 52.77% teachers believe that parents should have contact with
teachers. This will help teachers to diagnose their problems and to take effective remedial
actions.
Table 35
Separate Financial support 22(61.11)
Encourage using funds from allocated 7(19.44)
funds
Guidance needs no Financial support 3(8.33)
Others 4(11.11)
Table 35 indicate that 61.11% teachers believe that separate financial provisions should
be there for elementary level guidance within the total allocation for guidance services,
guidance for elementary classes may remain hidden and they may not get as benefit as
expected. 19.44% teachers believe that Navodayas have adequate funds and provision
with encouragement should be there using guidance funds from these funds. Teachers
believe that guidance requires administration of tests, case studies etc. and these require
funds. Hence 91.66% teachers favour funds in any way. As other 11.11% teachers
believe that encouragement should be there to use allocated funds whereas elementary
classes must have a specific part in it. 8.33% teachers believe that guidance at elementary
level need no financial support. These teachers believe government should arrange for
adequate training facilities merely, it will be enough to carry out the guidance activities
successfully.
iv) Need of Counselor -
Counselor is a specialized person able to solve someone problems by making him
enabling him to grapple with problems.
The analysis is to be done under following aspects:-
a) Is it important to have counselor at this level?
b) What should be the nature of counselor's appointment?
Table 36
Yes, Always 19(52.77)
For many Students 9(25)
As a teacher, I can do it 8(22.22)
Table 36 indicates that 52.77% teachers believe that counselor can play a significant role
in elementary classes while 25% teachers believe that he can do so far many cases
22.22% teachers believe that as teachers are confident enough over their relations with
students and have some previous knowledge of guidance and counseling.
Table 37
Separately for elementary classes 8(22.22)
Should be in nearby senior secondary 6(16.67)
school and elementary school may get
benefit
Appointed counselor must visit the school 13(36.11)
after a regular interval
Table 37 indicates that 22.22% teachers believe that trained counselors should be
appointed separately for elementary classes while 16.67% teachers believe that it should
in nearby senior secondary school and elementary schools may get benefited. Whereas
36.11% teachers believe that appointed counselor must visit the school after regular
interval. These 52.78% teachers (16.67+36.11) believe that teachers have enough time for
their students at primary level and even at upper primary level; the problems are not hap
hazardous. Hence there is no need of separate counselor for elementary school.
Discussions: -
Elementary classes students face much problems in Indian schools.
Navodaya teachers perceive behavioral, academic and psychological
problems among the students. Students are shy, depressive, quarrel some
and enough to share their problems always but boys are perceived much
comfortable with friends. Although all the teachers perceive it necessary
to identify learner's problems yet a few teachers find it difficult to
identify learners problems. Majority of teachers lack any prior knowledge
related with guidance and counseling. Teachers favour encouragement for
volunteers, who participate in guidance and counseling orientation
programmes. Teachers also expect from parents that they should support
and encourage guidance services. No doubt, the students have guidance
needs but Navodaya schools has not good infrastructure for support
services of students. Guidance is unorganized and as and when required in
maximum number of schools. Not a single school has hostel warden and
use of testing and non-testing techniques is rare. Also majority of teachers
identify guidance needs of students and favour for maintaining an
organized guidance service.
SUMMARY, FINDINGS AND THE CONCLUSIONS OF STUDY
Tools: -
The investigator developed a questionnaire for 36 elementary school
teachers and interview schedule for 4 teachers acting as guidance
personnel and selected teachers (different for both) keeping in view the
objectives, with the help of supervisor.
Also, a checklist was prepared to study the Guidance services already
provided in Navodaya Schools. The checklist will be filled himself on the
basis of Interview schedules.
The investigator visited one of the nearby Navodaya Schools and came
across basics of Navodaya culture. Navodayas are very far from each other
not less than 40 Kms. between any two Navodayas and probably the
Geography might change. Investigator contacted Principals of all the
sample schools. With proper allocation of dates, Investigator visited the
schools one by one. After getting permission from Principal, to administer
the questionnaire, the investigator with the help of Vice-Principals
contacted the teachers teaching class 6th.Teachers were told the
importance of the study and were requested to fill the questionnaire. They
were assured that their views will be kept confidential and they can freely
express their views. They were also assured of help if they feel any
problem while filling the questionnaire. While the teachers were filling
the questionnaires, Investigator took the interview of acting Guidance
Personnel and made a look over the facilities available in the school for
Guidance services. After it, the questionnaires from the teachers were
collected. Then Investigator took the interview of the teacher, whom he
thought most suitable for the study. In last, investigator on the basis of
interviews filled the Checklist himself. As Navodayas are very far
mutually as well as from cities, it was tiring but adventurous indeed from
the point of view of investigator
Analysis of Data:-
The data was analyzed quantitatively and qualitatively both, keeping in
view the objectives of study.
Delimitations:-
1. Study will be confined to teachers of Navodaya schools in Haryana
only.
2. Study will further be confined to teachers teaching class 6th only.
2 Most of the teachers believe Guidance services are meant for all
students and It is important to identify students’ problems at
elementary level. A very less population of teachers believe that
students are always willing to share their problems. Also a small
population of male teachers believes that girls are always comfortable
to share their problems. Similarly in case of female teachers believing
that boys are equally comfortable to share their problems. Boys are
perceived to be more comfortable with friends as perceived by female
teachers. Most of the teachers identify problems during teaching. A
very small population of teachers uses observation or tries to find
themselves the problems. Most of the teachers have enough time to
listen to various problems of learners but as some problems are
expected to be solved by the teachers themselves. Hence a considerable
proportion of teachers believe that they sometimes get opportunity to
solve their problems. A very small number of teachers believe that
sometimes, they find it difficult to identify problems but most of the
teachers believe that a better organized guidance service can be helpful
at elementary level. Majority of teachers believe better-organized
Guidance services to be beneficial at elementary level. Most of
teachers believe that Guidance is helpful for personality development,
better academic achievement and maintaining discipline in the
classroom. However a considerable number of teachers also believe
that it is helpful in improvement in teaching. Majority of teachers
believe that child is flexible at this stage and hence Guidance services
are more beneficial at this level as compared to other stages. However,
not a single teacher denies the importance of guidance at this level.
3 A small population of male teachers believes that girls are always
comfortable to share their problems. Similarly in case of female
teachers believing that boys are equally comfortable to share their
problems. Boys are perceived to be more comfortable with friends as
perceived by female teachers. It gives rise to need of a friendly
counselor as perceived by teachers. A considerable population of
teachers believes that counselor can play a significant role in
elementary grades. However a small number of teachers also believe
that as a teacher, they can do perform the guidance activities in a
better way. Teachers, however donot demand for separate counselor as
such.Maximum number of teacher favor for a regular visit of appointed
counselor while almost quarter of teachers favor for separate counselor
at elementary grades.
Teachers had also suggested ways for betterment of guidance services at
elementary level. Most of the teachers believe that a better-organized
guidance service can be helpful at elementary level. Majority of teachers
favor counselor for better enactment of guidance services at elementary
level. Most of the teachers believe that training should be given to each
and every teacher of elementary school. Also during training, practical
aspect should be more concentrated rather than theoretical aspects.
Majority of teachers believe that paper of guidance and counseling should
be made compulsory at all pre-service teacher education programmes.
Most of teachers favor separate financial allocations for elementary
school guidance as Guidance services requires administering the tests, fee
for specialists etc. Teachers who voluntarily participate in training
programmes related with Guidance and counseling, their emoluments must
be increased as well as workload should be deducted as they have to
consume time, effort and energy on it.
Teachers expect from the side of the parents that they should take care of
children growth and development whenever they have time and must make
regular contact with the teachers and inspite of being hurdles, should
support and favor guidance services.
Conclusions
The major conclusions from the study can be drawn as follows-
1) Support services in Navodayas are unorganized and as & when
required. Teachers trained by Navodaya Vidyalaya Samiti chiefly
impart it.
2) Team approach is used while imparting support services. All the
Principals, Vice Principals, House Masters/ Mothers, Class In charges,
Class teachers, P T I s and School Nurses work as a team for support
services.
3) Teachers perceive Guidance and Vocational Guidance synonymous
terms and a less emphasis is given at its Educational and Personal
aspects as support service.
4) Navodaya schools have lack of infrastructure related with support
services.Navodaya school impart support service without testing and
non-testing techniques which is becoming quite essential for any
support service like guidance services these days.
5) At primary level, the child is flexible and can be directed to any
desirable behaviour and hence it is the duty of Elementary school
teacher to provide support whatever he/she can.
6) Navodaya students have many problems like shyness, depression as the
students are firstly got into hostel atmosphere away from rural life.
Teachers should behave friendly with them to be well adjusted.
7) Much teachers perceive Guidance as an important factor for students’
all-round development. It is helpful for their personality development
and better academic achievement.
8) Teachers believe that paper of Guidance and Counseling should be
made compulsory at all PSTE programmes and practical aspect of
Guidance should be more emphasized.
9) Teachers who voluntarily participate in training programmes related
with Guidance and Counseling, there emoluments must be increased as
well as workload should be deducted.
10) Teachers believe that for a quality support financial allocations
must be there. It can be given as whole and sole to a school or may be
separately for elementary classes but allocations must not coincide
with those of senior secondary classes.
11) Teachers believe that in terms of parental care, some parents
become hurdle for their child growth and development process. They
should positively contribute to guidance services and should take care
of their wards’ growth and development.
12) There is no need of fulltime counselor as most of the teachers either
favoring for counselor in nearby senior secondary school or appointed
counselor must visit the school after a regular interval as maximum
teachers place this view.
Suggestions
1) Navodaya schools should have school hostel warden as a part time
person can not execute his duties as well as a regular can and as
investigator feel that Hostels are the root cause of problems in
Indian schooling.
2) Navodayas are advance, pace setting government schools. Like
other Government schools these do not follow matters of quantity.
Most of the good private schools use testing and non-testing
techniques for their students. Navodayas should also cope with the
changing time to ensure better future of students.
3) Students entering in Navodayas are from rural background. They
should given some induction knowledge while entering in
Navodayas rather than traditional teaching pattern. Most of the
interviewed teachers favored the view.
4) Government should fund adequately to schools for Guidance and
Counseling. It may lead to better adjustments of students resulting
in decrease of dropout rates.
5) Provision of visit of counselor should be there in elementary
schools after a regular interval as most of the problems at this level
is easily identified and diagnosed by teachers.
6) Navodaya Vidyalaya Samiti should take concrete provisions for
organizing training programmes for teachers as a very small
population of teachers have been found to have prior knowledge
related with Guidance and Counseling. Teachers should be
encouraged with emoluments or decreased workload etc. so that
they are motivated for Guidance and Counseling. It must seem that
their work is getting recognition.
7) Principals and administrators should have knowledge of trained
teacher and resources available with them related with Guidance
and Counseling so that plan accordingly for support services.
8) Most of the teachers perceive that students are comfortable enough
with peers and friends rather than teachers. Teachers should create a
friendly environment so that the students feel convenient to share
their problemswith teachers. At least one single person should be
there to whom the students are competent to share their problems. It
gives rise to need of personality preferably Counselor.
Suggestions for Further Studies
The investigator feels that following studies must/may be done in the
related aspects of the study-
3. If you face any problem in understanding the questionnaire, please take help of
SIMPLIFICATION OF TERMS.
4. You may opt more than one choice in item no. 5, 11, and 17(Items having
checkboxes “ ” ).
6. Item no. 20 is to be filled only by those teachers who have opted `a’ `b’ or `c’ in
item no.19.
SIMPLIFICATION OF TERMS
Elementary level-
Elementary level consists of standards 1-5(primary) & 6-8(upper
primary).However, in case of teachers teaching to different standards should fill it
keeping in view standard 6.
Guidance services-
Services given to pupils so that they are able to solve their problems
themselves for their better enactment.
Counselor-
Person who is professionally trained to carry out guidance/counseling
activities.
Guidance personnel-
A person, with other full time duties provides guidance services
with/without training.
1. Do you think that guidance services are meant not only for a group of
children but for all students?
Yes, always.
Most of times.
No.
Yes, always.
Sometimes, in few cases.
No.
Yes, always.
Mostly.
Few of them.
Rarely.
Never
During teaching.
Sometimes, students themselves share their problems.
Parents of students tell us.
Through the other teachers.
No, there is no major problem.
If, any other, please specify………………………………....
…………………………………………………………..
5. What kind of problems among the students, you have observed?
Physical defects.
Remains ill.
Sad/anxious
Restless
Short tempered
Shy
Depressive
Quarrelsome
School phobia
Does not help classmates.
A boy, not boyish in his activities.
A girl, not girlish in her activities.
Sexual problems.
If, any other, please specify………………………
………………………………………………………
6. (a) Are the girl students equally comfortable to share their problems?
Yes, always.
With the class teacher.
With school nurse.
With girl peers.
With mother.
No
If, any other, please specify……………………………….
……………..………………………………………………………
6. (b) Are the boy students feel comfortable to share their problems?
Yes, always.
With, class teacher.
With physical training instructor.
With friends.
No
If, any other, please specify…………………………………
Yes, always.
Mostly.
Sometimes, in few cases.
I have not been able to do it so far.
I hardly have time.
If, any other, please specify ………………………………
…………………………………………………………………
Yes, always
Mostly
Sometimes, in few cases
If, any other, please specify……………………………….
……………………………………………………………….
9. Have you got any professional training to carry out the guidance
activities?
If yes,
a) Please, give the details of training programme…………
……………………………………………………………...
……………………………………………………………...
b) Please, give the details of workshops etc. ..………..…
………………………………………………………......
……………………………………………………………...
c) If any other, please specify ……..……….…………….
…………………………………………….....................
Had a paper of guidance and counseling in B.Ed. / J.B.T.
/E.T.E. etc.
Not, at all.
Yes, always
Most of times.
Sometimes, I find it difficult.
It is difficult to identify students’ problems.
The child is flexible and has less time for problems that would
become deeply rooted in their personality.
Parents are more actively associated with children.
Readiness can be developed for future life.
Rapid physical, sexual & emotional changes at stages 5-8.
I do not feel guidance at this level necessary.
If any other, please specify…………………………………
…......................................................................................................
13. Do you think better-organized guidance services are more beneficial
at elementary level?
Yes, always.
Most of times.
Sometimes, in specific areas.
Only for a few students.
If any other, please specify ……………………………………
………………………………………………………………………
18. Parents have more time to deal with their children. So, they should-
19. Do you think counselor can play a significant role in elementary classes?
Yes, always.
For many students.
As a teacher I can do it better.
Never feel the importance of counselor.
5. Who and how help you for managing the guidance services in school?
(i.e., school nurse etc.)
14.What differences do you feel while catering to the needs of boys and
girls?
15.Do you use a team approach for guidance? Who are the other
members of this team? SIMPLIFY IT
20.When do you meet the parents to discuss the problems faced by their
children?
24.Your comments/suggestions.