Teaching effectiveness of teachers with respect to instructional management behaviour: a study of residential schools

Teaching effectiveness involves a set of teaching behaviours which are specially effective in bringing about desired changes in students learning. Teaching effectiveness is affected by instructional management behaviour in the Institutions along with many other factors. The present study was conducted to assess the effect of perceived instructional management behaviour on the teaching effectiveness of 196 teachers working in 15 CBSE affiliated residential schools of Haryana. Principals Instructional Management Rating Scale (PIMRS) by Philip Hallinger was used to find out the perception of instructional management behaviour by the teachers. Teaching effectiveness of those teachers, who rated the instructional management behaviour of their principals as most effective and least effective, was observed by using Teaching Effectiveness Observation Scale (TEOS) developed by Gupta & Jain. The obtained data was analyzed by using means, S.D's and t-test. Findings of the study indicate that there is a significant difference in teaching effectiveness of teachers working under most effective and least effective instructional management behaviour. Better teaching effectiveness was found in teachers of most effective instructional management behaviour of residential schools. Aspects of teaching effectiveness like Introduction of Lesson, Communication, Questioning, Response Management, Reinforcement, use of chalkboard, Ending of Lesson and Classroom Climate were significantly better among the teachers working under most effective Instructional Management Behaviour.