PROBLEM DEALING STRATEGIES OF NOVICE AND EXPERT TEACHERS AT SECONDARY SCHOOL LEVEL

Abstract

PROBLEM DEALING STRATEGIES OF NOVICE AND EXPERT TEACHERS AT SECONDARY SCHOOL LEVEL Name of the Researcher : Blessytha Anwar Name of the Supervising Teacher : Dr. Mumthas N S Year of Study : 2012-2018

OBJECTIVES 1. To identify the preferred PDSs among Expert Teachers in total and in specific problem situations while dealing with a) students b) peers c) administrators and d) parents 2. To identify the preferred PDSs among Novice teachers in total and in specific problem situations while dealing with a) students b) peers c) administrators and d) parents 3. To find out whether there exists significant difference in the extent of preference for the PDSs between Expert and Novice Teachers. 4. To find whether there exists significant difference in the extent of preference for the PDSs of Novice Teachers in the beginning and end of the B Ed programme. 5. To find out whether there exists significant difference in the extent of preference for the PDSs between Expert Teachers and Novice Teachers undergone two year BEd Programme.

METHODOLOGY Method: Survey method Sample The sample for the present study constitutes 65 secondary school teachers (Expert), 374 teacher trainees undergoing one year B Ed programme and 120 teacher trainees (undergoing two year B Ed programme) from four districts of Kerala viz., Thrissur, Palakkad, Malappuram and Kozhikode.

Statistical Techniques A. Two tailed test of significance of difference between means for large dependent samples B. Two tailed test of significance of difference between means for large independent samples Tool Employed Tacit Knowledge Scale for Teachers ( Blessytha & Mumthas)

RESULTS • Expert teacher preference for each of the PDSs differs significantly in specific situations and in total, for different types of dealings in their social side of teaching.

• Novice Teachers preference for each of the PDSs differs significantly in specific situations and in total, for different types of dealings in their social side of teaching.

• There is significant difference in the preference for some of the PDSs between Expert and Novice teachers

• There is significant difference in the preference for some of the strategies among Novice teachers in the beginning and end of the B Ed programme

• There is significant difference in the preference for some of the strategies between Expert teachers and Novice teachers’ undergone two year B Ed programme

KEY TERMS

Problem Dealing Strategy, .Novice Teachers, Expert teachers