Table 14 - uploaded by Vimala Ramachandran
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This paper is based on a recent study on teacher motivation in India, which is part of an international research project on this topic covering 12 countries in South Asia and Africa. This study is based on review of government data, policy documents and published material on India and interviews with stakeholders in the state of Rajasthan and rapid...
Citations
... In this paper we refer to this category as Forward Caste (FC) 7 The social attitudes and community prejudices of the socially dominant upper castes towards the individuals of lower castes have led to a sharp divide between the categories. The deprivation of the socially backward groups in education has been widely documented in Ramachandran et al. (2005); Borooah and Iyer (2005); Velaskar (1990); Tilak (2015); Thomas et al. (2001). The caste dynamics also has implications on the Mid Day Meal Program (discussed in the next section) where the parents of the dominant caste take measures to ensure their children do not eat food touched or served by Dalits (see Thorat and Lee (2005) for further detail.) ...
This paper aims to see the direction in which the polarization of education in India is changing over time. The study is based on the five latest quinquennial rounds of survey data collected by the National Sample Survey Office (NSSO). NSSO provides information on different categories of educational attainment, which is an ordinal variable. Our approach is different from the existing literature in the sense that we use indices designed specifically for ordinal variables. We observe that polarization in education has increased at the all-India level and in rural India. Furthermore, polarization is increasing for disadvantaged groups like individuals from the poorest quantile, scheduled castes, scheduled tribes, females, etc. On the contrary, polarization has either decreased or remains more or less unchanged over time for privileged groups like individuals from the richest quantile, forward castes, males, etc.
... Overall, teachers' abilities have been reported to be evaluated quantitatively, such as by the regularity of attendance, number of days taken to finish the curriculum and complete the necessary paperwork for maintaining records, in-service training sessions attended, and students' marks on internal and board exams (Nawani, 2017;Ramachandran et al., 2005). ...
Purpose:
The relationship between private tutoring (PT) and mainstream education is among the complex themes characterizing PT discourses in the literature. This study examined the complications of practices and processes in tutoring and schooling to elucidate different roles played by PT and its relationship with mainstream education.
Design/Approach/Methods:
This study used qualitative data from a diverse set of 37 PT providers from the State of Maharashtra, India, to delineate their roles and explore their relationship with schooling in this context.
Findings:
The classification of PT providers’ roles into complementary, accommodating, competing, and substitutive ones demonstrated a diverse range of relationships between PT and mainstream education. Further analysis showed that these relationships are dynamic in nature, and the boundaries between them are blurred.
Originality/Value:
Research in the field of PT has been consistently pointing toward a perplexing mixture of positive and negative outcomes resulting from its relationship with mainstream education. This study transcended the positive vis-à-vis negative binary approach by contributing to the deeper understanding of PT relationships. Furthermore, it exemplified how future studies can disentangle the complexities of such relationships by deploying flexible, context-specific theoretical approaches.
... School leaders in Belize, according to Ingle, Thompson, and Abla's (2018), preferred highly motivated and compassionate teachers who have a good command of subject matter knowledge and good teaching skills. Motivated teachers are also sought among Indian principals, who face the common problem of lack of accountability and poor motivation (Ramachandran et al., 2006). Local administrators are caught in the peculiar trajectory taken by the education system with the declining standards of public schools. ...
... Local administrators are caught in the peculiar trajectory taken by the education system with the declining standards of public schools. Lack of accountability, as exemplified by teachers' absenteeism and low accountability is perceived as a major problem that damages the learning achievements of children (Kremer et al., 2005;Ramachandran et al., 2006;Majumdar, 2001). ...
Teacher appraisal is a necessary tool to manage staff, hire new candidates, and develop senior members. Principals use formal quantitative tools that reflect the competitive social environments in which schools operate. This study explores school principals' informal attitudes regarding the personal and professional traits they believe teachers should have or not have. Following Yariv's (2009) study we compare heads in four countries – Botswana, Romania, India, and Israel. Within a non-random convenience sampling, we held a short telephone interview (or written questionnaire) with 132 elementary and high school principals. The two most preferred traits in the entire sample were high motivation and accountability. As it turns out, school principals are less impressed by traits like professionalism or honesty. The two least preferred traits are the poorly motivated teachers and those who lack professional values and conduct. Phi and Cramer’s V test indicated a significant association between nationality and the traits of effective and ineffective teachers. The discussion analyzes the hierarchy of considerations principals maintain and the central role of the common characteristics of principalship upon national and cultural influences.
... Women had chosen the profession because of its respectability, the security it provided and because it allowed them to manage their home alongside too. Ramachandran et al. (2005), while studying the situation of Rajasthan, reported that emphasis on recruiting female teacher is still relevant there as it attracts greater number of girl students into the realm of formal education. ...
It is usually an image of a woman that first comes to our mind when we talk about a teacher. Teaching profession has been run by women everywhere around the world. This global phenomenon of gender-bias is firmly rooted in issues relating to position of women in society, economic development, cultural innovations of masculinity and the value of childcare. The purpose of the study is to gain a better understanding into what encourages young adults, particularly young women, to select school teaching as a career. The study was conducted in the teacher education institutions (B.Ed. colleges), secondary and higher secondary schools in Kolkata and the districts of North 24 Parganas and South 24 Parganas, West Bengal. As this study is based on a combined method including quantitative and qualitative approach, a perception survey had been done on the basis of two sets of self-constructed questionnaires. On the other hand, focus group discussion (FGD) was conducted for school teachers and B.Ed. college students (Trainee teachers). The findings of the study that can be highlighted are-there is an established link between teaching as a profession and traditional caring role of women; low salary and its related socioeconomic position are the key factors in men not being attracted towards teaching as a profession.
... In India, schools typically follow a three-language formula (Aggarwal, 1991) that is ratified by the National Curriculum Framework 2005 (Ramachandran et al., 2005). The first language is the language of instruction (English or Hindi); the second is the official language that is not the language of instruction (English or Hindi), which is introduced by Grade 5, and the third language is the state language, which is introduced by Grade 7 (Ramachandran et al., 2005). ...
... In India, schools typically follow a three-language formula (Aggarwal, 1991) that is ratified by the National Curriculum Framework 2005 (Ramachandran et al., 2005). The first language is the language of instruction (English or Hindi); the second is the official language that is not the language of instruction (English or Hindi), which is introduced by Grade 5, and the third language is the state language, which is introduced by Grade 7 (Ramachandran et al., 2005). Unfortunately, measuring students' proficiency in these languages is a difficult task, given the inconsistent time frames in which schools introduce these languages. ...
... This confirms that the teaching profession is dominated by females (Ulanday, 2021), where they are provided with opportunities to serve and lead the school and community. Ramachandran et al. (2005) revealed that female teachers had chosen the teaching profession because of its respectability and security. Nonetheless, this contrasts with Reusia et al. (2020), who discovered that male graduates outnumber female graduates in the science education program. ...
Graduates' employability indicates the excellent education and relevant preparation they obtained from their respective degrees. Tracer studies have enabled higher education institutions to profile their graduates while also reflecting on the quality of education they provide. With the foregoing, a tracer study determined the demographic and academic profile of teacher education graduates from 2017 to 2020 in a state university in the West Philippines. It also ascertained the advanced studies they attended after college, their employment data, the relevance of college preparation with their current employment, difficulties they encountered while securing employment and in their present job, and recommendations to strengthen the teacher education program. The study utilized a descriptive survey research design with 80 non-random samples chosen based on availability. The survey was based on the Philippine Commission on Higher Education with modifications elucidated from previous studies. Results showed that graduates took the teacher education program with a strong passion for the teaching profession. More graduates received honors and awards, passed the licensure examinations for teachers, attended advanced studies for professional development, and are employable. Besides, the graduates' college preparation is relevant to their current employment. Further, difficulties and problems encountered and recommendations to strengthen the teacher education program were noted. These findings may serve as a baseline for curriculum review and give suggestions for future tracer studies.
... The changes proposed by the new policy places high expectations on teachers. Unlike the media that blames teachers for poor student outcomes in India (Ramachandran et al., 2005), NEP holds dismissal conditions of teacher education, recruitment, deployment, and service conditions for lack of teacher motivation as an indicator of teacher quality. ...
... Principals need to prioritise the importance improving teacherí motivation. This is precisely because Ramachandran, Pal, Jain, Shekar and Sharma (2005) argue that when teachers get the job they relax and start lacking commitment and motivation. ...
Enhancing sustainability in primary schools is apposite because primary schools are the building blocks in any education system. In its examination, the study provides insights on the role of primary school principals in promoting sustainable education through inspiring teachers. Teacher motivation is a very critical focus research area, particularly in the present depressing times and particularly in promoting sustainability. Without ignoring and dismissing other factors that have a bearing on the poor performance of the South African primary schools, teacher discouragement is one of the factors. The purpose of this investigation was to explore the extent in which the leadership practices of primary school principals promote teacher motivation and ultimately achieving sustainable teacher workforce. This study was based on random sampled primary school teachers in South Africa, Waterberg District. Hundred and fifty survey questionnaires were distributed to participating primary schools and only 96 responses were received. The respondents were from a mix of both male and female teachers who responded to the questionnaire. Descriptive statistics was applied to analyse data. Even though the results indicated that there were issues with teacher motivation, to a significant extent, the majority of respondents demonstrated that most primary principals do take efforts in trying to ensure that teachers are motivated. The results of the study deepen the already existing scope of knowledge regarding teacher motivation, particularly in primary schools.
... In a similar spirit, the works of Nambissan (2009), Subrahmanian (2005), Majumdar (2004), Ramachandran, Pal, and Jain (2005), and Ramachandran and Naorem (2013) further elaborated the practice of what may be called the "social distances" at schools. These works pointed to the composition of the population that attended government schools and how distanced the teachers' cadre was from this group in terms of caste and class. ...
... These works pointed to the composition of the population that attended government schools and how distanced the teachers' cadre was from this group in terms of caste and class. Ramachandran et al. (2005) stated that it is now "officially accepted" that a majority of children attending government schools are from very poor families -mainly from socially disadvantaged sections and SC and ST communities (p. 11). ...
This book presents a detailed ethnographic study conducted in an urban slum in India. It explores how a State school, as a social and pedagogic institution, shapes the aspirations and worldviews of children in the urban margins.
The volume engages with the children's experience of marginality and exclusion as they negotiate the intersecting axes of caste, class, gender, and citizenship. It further explores how their everyday school experience is mediated by the power asymmetries between the teachers and the community. In this process, it makes-sense of the political dynamics between the State and its margins while highlighting the role of schools and locating childhood in this context.
... Most of the teachers interviewed during the course of the study grumbled about teaching children belonging to scheduled caste who they considered "dirty". (Ramachandran et al, 2005). In a recent micro-study within the Gaya District among the Musahar children (Singh and Kumar, 2010) were asked for the rationale as to why children from marginalized communities fail, particularly those from the Musahar community, most of the teachers believed that the "sanskara" of the Musahar children and their parents were to blame for this. ...
India is a highly diversified country with multiple languages, religions, cultures, traditions, values, etc. This diversity is represented in our classrooms as well amongst our learners. Science is often considered as a subject that is objective and has nothing to do with the background of the students but this is far from being true. This paper discusses the implications of having diversity amongst learners in a classroom on teaching especially science. The paper elucidates how diversity in terms of language, religion, gender, caste, and culture influence education with a special focus on teaching science. This has an important implication for the teachers and educators to acknowledge diversity amongst learners while teaching to make learning more enriched.
