Role Of Change Proneness on Teacher Effectiveness

Abstract

The sample of the present study constitutes of secondary school teachers of Punjab (India) from Gurdaspur and Amritsar district of Majha region; Patiala district and Ludhiana district of Malwa region; Hoshiarpur district and Jalandhar district of Doaba region. The sample size is five hundred secondary school teachers giving due representation to demographic factors like type of school, gender and experience. Change Proneness Inventory by M. Mukhopadhyay (2012) and Teacher Effectiveness Scale by Umme Kulsum (2011) was used for assessment of change proneness and teacher effectiveness of secondary school teachers respectively. The objective of the study was to study the role of change proneness on teacher effectiveness of teachers. The findings of the study lead to conclude that change proneness plays a positive and significant role on the teacher effectiveness of teachers. Hence, in the light of the calculated resultant values, the hypothesis, “Change proneness plays no significant role on teacher effectiveness of teachers” stands rejected. Therefore, with the increase of change proneness, teachers’ teacher effectiveness will also increase in moderation. The change prone teacher would be more innovative, motivated and hence, more effective.