FAT-WHYME

ORIENTATION PROGRAMS PROFESSIONAL SKILLS

The goal of education can be achieved through quality education, quality of teachers and the quality of the teaching process. Other things that remain, the quality of education depends largely on the quality of teaching-learning transaction. This teaching and learning operation can be performed in a vacuum, but is positively directed the action, for which the teachers will be teaching creative task and competition in their profession. This is the time to focus on the importance of orientation programs and professional competence. There should be a lot of research must be carried out to answer the following query to know., what is the orientation of the program? What is Professional Competence?

How orientation programs influence teachers' teaching in their professional competence? How mentoring programs and skills professionals relate to the teacher comes out in different areas of teaching in the classroom? How does the impact of the programs of Master of Professional Guidance Masters competition issues reflected in the achievement of educational goals? Be answered.

Much of the research has taken place in mentoring programs teachers and teacher training, but attention span, no doubt, much of the research is not drawn to correlate teacher orientation programs and Master of Professional Competence.

The Indian Education Commission (1964-66) has emphasized that "nothing is more important to offer teachers better professional preparation. "troubleshooting skills can be improved by teaching strategies problem. (Stern, 1967). Trifinger improvising and other children the ability to solve problems creatively.

Stern (1967) defines the acquisition of problem solving strategies in young children and its relation to verbalization.

Therefore, the researcher is investigating the research problem – A Study on the Impact Programs of Career Guidance in the competition among teachers working in secondary schools in Vizianagaram district.

The teacher's role in the educational process:

Although education is considered child-centered, the teacher's role is fundamental and crucial. hidden potential the child must be awakened by providing a positive experience of healthy living and value. The teacher occupies 'a priori' in making children learn. The Teachers can mark the beginning of great progress and prosperity in the true meaning of life worldwide. The teacher must be compelling personality – its methods effective specific mission life and his work that typifies a kind of worship has to be a real bluffer excelsior spirit ever. alter, failing or struggling.

In the field of primary education, the teacher has to take special measures to facilitate universal enrollment of children, universal retention of children and to perform specific tasks. To ensure the use of material and human resources of the country for school improvement and improving the quality of education, the teacher has to develop close friendly relationship with the community.

According to the teaching in primary education the teacher has an important role and must provide activities such as individual / group / whole class according to the needs of students. Library materials by children under their supervision will more knowledge and are able to solve many problems through discussions. Students participate actively, as well as finding solutions to problems.

The teacher has to create an interesting class to show children and organizing work effectively, recording students' ideas on the activity sheets. Techniques evaluation must continue to view student performance and modify their teaching if necessary. The teacher's role is seen as the key factor in terms continuous learning, curriculum transactions, creation of permanent concepts in the minds of children, the adoption of interaction analysis.

Maintenance of approved activities in the contemporary novel world, our country also noticed it and is making a serious attempt to incorporate education as a fundamental right. In the last decades of the 20 education and society have become centers of high technology development. Periodic reforms in school education as school education strategy as envisaged in the National Education Policy 1986 and amended in 1992, the adoption of standards Minimum learning (MLL), major reforms in textbooks, teaching materials, the promotion of teaching based on learning, provides education non-formal and alternative education system, initiatives such as Operation Black Board and special orientation programs for Teachers (SOPT) were adopted.

Qualitative improvement in primary education depends on effective training program followed in schools, which still depends on the effectiveness of the teacher, equipment and environment ambient conditions. There has been a long time coments that the quality of education, especially at the primary level has been deteriorating day by day. Not far from truth. Primary education is the base of the castle of quality in education, so that primary education should be strong and concrete. To make strong plant whole school to develop. Therefore, the Government of India and in particular the Government of Andhra Pradesh has implemented various plans and the organization of various programs guidance for teachers.

ORIENTATION PROGRAMS – ATTITUDE OF TEACHERS:

more Prof.Dndrew Bruke in his study of the indicators of quality education, stressed the need for in-service training programs for teachers at intervals regular. Stated that "schools and teachers can not produce the kind of learning demanded by the new reforms not because they want to, but they do not know how and the system in working not support it.

The root cause of failure of execution is not, therefore, lack the lack of motivation of teachers, but While knowledge on the part of teachers, the rectification of which will require a considerable pains to make work in the initial induction and in-service stages. Training Teachers' These problems, as they are, "says Darrling – Hammand (1998) are not the fault of teachers, but a system that has failed to support the work of teachers … .. The profession has suffered decades of neglect. "

The role of Secondary School Teachers is crucial and fundamental role in the consolidation of smaller personality and to inculcate democratic ideals and core values in young people in the making. This noble purpose of allowing a child to grow as a democratic ideal citizen and a noble man in the universe is the true mission of a teacher.

In-service teachers who had the major responsibility to shape our country can acquire different teaching strategies, while pursuing the degree necessary to be acquired in the institutes of education. To keep on track as perceived by experts in the field of education to meet the diverse needs of changing society, many innovative programs are tried by the State Governments with the intervention of Central Government and other agencies as APPEP, DPEP, CLIP, SSA, joyful learning, conceptual teaching. Such orientation programs increasingly being introduced and implemented, there should be a surge in the mind of the teaching fraternity was. The sudden change in ideology, nomenclature, to carry out the things they can not make you happy in the profession as he often feels that the changes are not acceptable because they did not like. Then, the objective orientation programs will be mercilessly and ruins mercy killed. Therefore, there is a great need for research on the attitudes of men field, ie the teaching fraternity that actually has to put things into practice. Before starting these programs, the in-service teacher in service definitely feel that there will be nothing new, except to the mark or label brand concept that was introduced. The subtle differences between the old and new practices attempts slowly grew and led to an abyss.

To enforce the teaching fraternity to new professional ideologies motivate and prepare mentally for the change in attitude and changes in the strata, the programs must be properly carried out and the staff who deliver the programs should strive to inculcate high interest in new programs, it is directed. The success of these programs clearly will rest in the minds of teachers and specialists working style even programs are well planned, taught effectively and successfully changed the attitude of teachers., the failure to implement effectively in the gross root level, for the purpose of these programs is at stake.

Size Teacher attitudes toward counseling programs:

As noted above that attitudes have a degree of feeling associated with a specific object. The approach involves an individual object relationship. In this study, the individual is the teacher and the object oriented programs The scope of the attitude of teachers in this study is the attitude of teachers toward -. Organizational Implementation and vote and work-oriented aspects in relation to guidance programs.

Organizational aspect includes new aspects of education; diagnose demerits of education, both for additional activities, the interest of teachers, the influence on the style of teaching, participation, frequent changes in the methodology, problems in coordinating class activities, etc.

Implementation issue concerns the acceptance of teachers toward the new interpretation, the teaching of concepts with success, to encourage student participation, active learning for students, change style of teaching, the preparation of low cost or no cost of aid, the assessment of students' creative ability while avoiding obstacles, seeking support High-level teachers in relation to guidance programs.

Feedback aspect includes – guide students learn by doing, to the activities innovative, creative brainstorming, the adoption of corrective measures, the adoption of new strategies, invitation to implement new practices and stress feeling.

Aspect-oriented work revealed that to implement the strategy of the novel, new teaching strategies, use of energy, so the Art in education, the construction of the test objectives, assessment of assignments, changing teaching strategies and use time and exhibition space for teaching and learning materials.

Measuring teacher attitudes toward counseling programs:

systematic research on any subject is possible only when the critical variables in the area are measured with some precision. Although the concept of attitude has in one way or another been instrumental in the field of social psychology, is inherently a mental state. Therefore, these states are not subject to any measure direct physical, so if one is to measure attitudes, a need to find ways of operating, and convert to numbers, the various properties of vague and attitudes. Of the many properties that have been theoretically attributed to attitudes, most researchers have focused on measuring only two direction and magnitude. Procedures measurement of attitudes may be in three stages viz., administration, scoring, and interpretation.

Most of attitude measurement as currently practiced by psychologists, still does not pay much attention to formal models of measurement. Perhaps the most influential, and certainly the best source development is the psychometric theory and the theory of mental tests (eg Gulliksen, 1950) Much of the theory of scale (eg Edwards, 1957;. Guilford, 1954; Thurstone, 1959) has its roots in psychophysics. As alternative models have been proposed as the theory of image Guttman (1953, 1960). To measure the educational attitude is Katti and Bennur attitude towards the scale of the teaching profession, teacher Ahulwalia Attitudes Inventory and so on. KC Panda (1991) reports line of research in this area, confirms, "studies show a lack of seriousness in thinking, and analysis procedure. There is a tendency to develop on the scale of inappropriate behavior and use rigorous procedures in the polls. Therefore, the researcher felt the need to try a modest research in this area up taking things into consideration.

PROFESSIONAL COMPETENCE:

The effectiveness of the educational process depends on the school culture, classroom climate, style of work of teachers, allowing them to be an exemplary teacher. In schools primary and higher, students are heavily influenced by the teacher. In most instances, the teacher will be the role model for students. In later stages can be influenced by others in society. Therefore, teachers have to put it as an example should be effective and happy. All effective teachers can not be happy, but the opposite is true. Therefore, a mixture of happiness and makes effective a teacher is competent. Today, the company requires commitment, creative change likely, above all, a competent teacher. The quality of education depends largely on the competence of the teacher as a teacher is considered the center of the teaching process learning.

In ancient times, teachers with simple and easy life, high thinking, disciplined routine of abstinence, pleasure, mind control and sincerity purpose is considered the ideal and exemplary work with the mission and those who have not possessed these qualities are considered as mercenaries and undevoted.

But in modern times, a teacher who is capable of performing complex skills teaching takes the learning situation is considered to be competent. The teacher is really point of contact between the educational program or innovation in the student, the operator through the student's teacher. Therefore, quite accurate to say that the effectiveness of the school depends directly to professional competence. Therefore, maximizing the relevant levels of teachers will be the main goal of education.

Professional competence and effectiveness of teachers are not synonymous words, seen by many educators as well. There is a subtle difference between the two. In a way the professional competence located at heights of more compared to teaching effectiveness. However, the effectiveness of teacher preparation in a clear way to influence professional competence. Many efforts Research has been done to describe the features of high qualified teachers and qualified teachers to distinguish high, moderate and low.

Dimensions of Professional Competence (CDP):

The Education Commission (1964-1966) said that the fate of the nation is formed in the classrooms. Is because it is the classroom where future citizens to acquire knowledge and skills. It is there where their personality traits and value system are stored. The focus of this process is undoubtedly the master. You can make a child's personality. It is the teacher who sets the stage for a happy and prosperous nation. Therefore, the profession Teachers deserve a reward, respect and recognition.

Professional competence is the potential to make effective educational process, with experience and accuracy of its content, which was made very well with the teaching methodology with clear statement specified skill, extensive knowledge and creativity to improvise low cost, without any cost of teaching and learning materials to supplement their teaching. Professional Competence Scale of this is that it consists of five dimensions viz., Activity based teaching and obstacles in education, child-centered practices, teaching and learning materials and the display, evaluation strategies and recovery techniques and new strategies.

aspect of activity-based teaching refers to the nature of the concepts of teaching effectiveness in teaching, giving examples, while education, obstacles in education, for guidance.

Child-centered aspect practices shown to adopt new strategies, individual differences, changing thoughts of teaching, encourage student participation, guiding students, changing teaching strategies to maintain students' attention to teaching, maintaining the joy in the classroom.

Education learning and screen material aspect concerns the use of resources, preparation of low cost and now the cost of materials, students appreciate and time management.

Assessment strategies and technical aspects disclosed corrective remedial measures and preparation of materials test, giving the artwork while teaching concepts, introducing different method of evaluation, students identify backward, to suggest appropriate measures and measuring the comments.

Novel strategies described aspect of teaching strategy, performance, offering different activities learning among students, the teaching of the difficulties, generating ideas, conducting tasks to qualified students for the assessment, which is problems in education, attitude toward the new concepts of others and encouraging the students to the contents with appropriate methods.

Measurement of Professional Competence (PCS):

According to Barr (1961) are are four models of teacher assessment, combined in different ways by different people, institutions and data collection devices to know. 1. The assessment in terms of the qualities of the person and the qualification Personality 2. Come from evaluation studies teacher behavior, as in the rating of performance in terms of personal qualities deduct desirable professional characteristics, 3. Evaluation developed from data collected in connection with alleged prerequisites for professional competence, potential or already achieved, represented by some psychological constructs such as knowledge, skills and attitudes and evaluation of studies of the products developed. The researcher felt the need to do some research on the attitudes of teachers in the form of fraternity behavior of these programs and their relative effectiveness of such programs.

Bruke Andrew (2000) in its report on quality education in the primary stage concluded that the recognition of the centrality of the role teaching seems to require more concentration and investment in training (pre-service and in service), higher levels of professional autonomy for teachers and increased participation on their part of responsibility for what happens in schools. Another name for the share that responsibility is the 'empowerment', a notion perfectly expressed in the French word for "accountability" empowerment.

A. Garcia Lin (1997) studied. 'Multicultural Stories "This paper presents multicultural stories of 75 student teachers, all of whom were student teaching in New York. These stories reveal the kinds of concerns and questions of student teachers have when faced with multicultural issues or dilemmas and provide professional training of teachers with some direction in terms of curriculum for multicultural teacher education. This direction or guidance from the students themselves and is based on real experiences that face in the field The article concludes with recommendations for professional education programs, what programs should include in order to prepare teachers for meet the needs of children and young people today.

Ana Maria Villegas (2007) studied 'provisions in teacher education. "Using provision of a framework for the preparation of teachers, especially one that deals with social justice issues, has generated considerable debate in recent times. In this article, the author argues that the assessment of teacher candidates provisions "related to social justice is both reasonable and defensible. She explains Why social justice matters in teacher education, provides a definition of the term provisions and analyzes why teacher education programs must attend them, and gives examples of practices in an institution to assess teacher candidates provisions "related to social justice to demonstrate that this assessment can be done in a fair and principled. The author concludes that underlying the debate rules is a war to define the objectives of public education the role of teachers, the nature of knowledge, and conceptions of teaching and learning, and learning to teach.

Richard M. Ingersoll and Thomas M. Smith (2004) study "Teacher Induction and Mentoring matter?". This shows that in recent years there has been a growing interest in supporting programs guidance and orientation, collectively known as induction for beginning teachers in primary and secondary education during the transition in their teaching jobs first. This study examines whether such supports have a positive effect on the retention of beginning teachers. The study also focuses on the different types and components of induction, including mentoring programs, collective group activities, and providing additional resources and reduced workloads. Results indicate that beginning teachers who were given multiple supports, were less likely to go to other schools and less likely to leave teaching occupation altogether after their first year. Some forms of assistance and support, however, does not appear to increase beginners' retention.

Basavayya (2000) studied the indicators of achievement of students in secondary schools in Karnataka found that socio-economic status, the percentage of scheduled castes and tribes, teacher training, percentage of teachers, teacher-student relationship, giving evidence and feedback are the main indicators. He also felt that the administration testing and feedback to students can significantly affect achievement.

Kaur (1988) found that education on employment and training of teachers have contributed significantly to the development of expertise in the Punjab and the process variables and the structure has a positive impact on product variables. competition teacher has a positive correlation with both the process and structure variables. In-service education is helpful for improving the skills of teachers and had an effect positive attitude towards teaching.

Lakshminarayan (2000) also indicated that there is a significant influence on the attitudes of teachers towards teaching primary teaching competence in DPEP districts and non-DPEP. His research study reveals that the teaching competence of teachers was influenced by motivation, attitude to teaching and the setting of primary teachers in both DPEP and non-DPEP districts.

Mrunalini (2000) studied indicators in early childhood learning to improve future education noted that most teachers were not interested in conventional practices in early childhood education. school teachers ideals were happy with the practices and could get good feedback from parents. Children enjoy learning in an ideal school in comparison with the conventional mode learning.

Chunmei Yan (2007) studied 'Teachers' Needs: An important factor for long-term sustainability of the cross-cultural programs outlook insert "This study has examined the students." a training initiative between the cultures of China. Students program expectations and their views of the program were investigated. It was found that a program of training necessary to take into account teachers' needs to improve its sustainability practices long term. Good quality of training depends on the degree of match between the course itself and the expectations of students. Therefore, training programs have constantly adjust their mode of delivery, course content and methodology to meet educational needs.

As for Hayes, lose much by focusing only on the courses, which lose less if you also consider the school context of the application, but only reached anything like a full understanding process development in-service teachers when we consider the teacher's personal biography, situated in their socio-educational. To illustrate this in a way to grounded, the analogy of a restaurant (Yan 2005) appears to be adequate. Customer preferences have more of the flavors and tastes of the dishes. If you like the customers and what they do not take into account food, however tasty, is disappointing not allowed. As a result, expectations and preferences of customers, who have given inevitably result in their own dietary habits long established, it is necessary to take into serious consideration. Admittedly sensible attitude towards teachers ',' Virtually 'is the front face and invite them to speak for themselves by sponsoring his voice (Goodson1994: 31). We must also recognize that in order to meet the needs of teachers involves tasks and activities of the project team in terms of flexibility in the delivery of courses and follow-up support in the hand, and the financial and political support from both governments for both the project team and teachers (including institutions), in contrast, otherwise programs training that do not serve their purpose.

Daniel L. Duke (1990) studied "Developing teacher evaluation systems that promote professional growth." The author stated that the article opens with an analysis of individual characteristics associated with professional growth. Then, to see the features facilitate organizational growth. He noted that how the growth-oriented educational systems can be designed evaluation. examples of three types different assessment systems and growth-oriented teachers follow. The article concludes with a discussion of some typical problems found in the process development of teacher evaluation systems.

Fox, D. Robert and Holland, Brian (2002) studied 'Continuing Professional Education. "According to the authors that the continuing professional education (CPE) is a requirement for professional competence as professionals find new challenges and professional schools to develop new knowledge and new ways to perform the professional functions to solve practical problems. The practices of dissemination of information, correct errors professional performance, and renewal of the knowledge base and professional skills are essential for the professionals have to maintain a high level of competence more than thirty or forty years of practice beyond their formal, pre-professional education programs. For CPE to succeed you must continue to focus to provide learning opportunities that meet the needs and problems of professional practice, and promote the adoption of new knowledge and skills.

Sibel Somyurek, Atasoy Bilal and Selcuk Ozdemir (2009) studied the CI Board: What does a smart board? "In this study, the amount of investment. has been done on interactive whiteboards (IWB) in the Turkish education system in recent years is quite impressive. This investment is part of a plan to integrate information and communication technologies (ICTs) in the Turkish education system, aiming to increase qualitative and quantitative aspects of education. Before IWB investment, hundreds of thousands of computers, projectors, printers and distributed to schools in efforts to form a generation capable of responding to demands Century 21. In addition, 98% of high school students and 93% of primary school students were provided with Internet access via ADSL. The aim of this To analyze the new investment trend SMART Board in Turkish primary and secondary schools, with consideration of the problems hindering the effective use of IWBs in classrooms, compared with previous efforts to integrate ICT for the Ministry of Education. The research is designed as a case study evaluation. The required data is collected via online questionnaires, interviews with teachers and students, and the search for documents of teachers and students from various primary and Turkish high schools. No wonder that the factors that hinder the use of IWBs in education are similar to the previous factors inhibiting integration projects ICT. The results show that when the in-service training needs, digital education materials, support, maintenance and management are not addressed, ICT education is unlikely to deliver the expected results.

Preethidar Anuradha Joshi and Parija (1996) in their study of personality, a correlation of education competence to inquire into the personality characteristics of student teachers (teachers-students) and establishing the relationship between personality characteristics and teaching competence. In this study, mention was made on the recommendation of the Kothari Commission (1964), "the professional preparation of teachers should be treated as the key area, making it easy to upgrade professional skills and promote educational development. "

Chachya (1974) showed a significant relationship sex, age, and personality fit with the effectiveness of teaching may be cited as an ally of research.

Gupta (1979) reported that adjustment, health, academic performance, professional attitude and personality are the determinants of successful and effective teaching is also an investigation related study.

National Policy on Education (1986) emphasized providing more extensive knowledge and intellectual capacity to develop interest and attitude toward teaching.

Uday Koundinya (1999) on "professional competence and its impact on the professional pleasure" his study was an attempt develop through standardization of tools (Uday Koundinya) Placer Professional tools (PPMT) and Savan Professional competence scale (PCS) intended to identify the nature of professional competence and professional pleasure and to investigate the nature and intensity of current professional competence and professional pleasure. The study has shown some results, which may be useful in many areas of education.

An attempt was made by the investigator to study the impact of expertise in the professional pleasure taking the intervening variables such as sex, location and age (demographic variables), the academic qualifications professional qualification, designation, experience, type of institution and type of management (professional variables) in a sample of 300 teachers and 100 secondary teacher educators, working various educational institutions imparting teacher education research results are. –

(1) The teachers are a little man competent professional. (2) Teachers and teacher educators with high educational qualifications are more professionally competent. (3) train teachers with the highest designation are highly trained. (4) Variables such as location, teaching experience and age did not influence the professional competence. (5) Type of institution has "un-say-on competencies. (6) Similar results are noted with sex, name and type of institution that influence in the professional pleasure. (7) The local variables, experience and age did not influence the professional pleasure. (8) The number of teacher educators and teachers who have professional maximum pleasure is more than the number of teachers and teacher educators who possess the highest professional competence. 9. A high significant positive relationship (0.74) between professional competence and professional pleasure.

Need for Study:

The researcher felt the need to raise a query before you start teaching the humble work of the research study.

What are the various factors tested and the impact on employment orientation programs?

How teachers can be classified into several categories according to their expertise?

There are no differences between teachers of professional competence?

Is there any significant impact of mentoring programs on competition professional?

What are the various areas of guidance programs that influence the teacher to participate actively?

Are all the teachers have the same kind of attitude toward counseling programs?

Orientation Programs No really act as an effective means to improve competition professional?

Does orientation programs actually act as a means of promoting professional competence?

The responses to previous consultations can reveal some interesting findings. To make an inquiry into the problem, the researcher decided to limit its study on the sample of teachers working in secondary schools in Vizianagaram district. The researcher made use of 'Survey Methods for further research. To measure the extent and level of professional competition between the sample and to assess and evaluate the attitudes of the selected sample of teachers in guidance programs, the researcher made use of the questionnaire as an application form (vide Appendix), which helps as a tool to reach the wealth of information on the research problem.

Problem of the study:

The researcher decides to do some research on "Study on the Impact of Orientation Programs Professional competition among teachers working in secondary schools in Vizianagaram district in order to examine the level and scope of mentoring programs, different strategies of adoptions effective teacher and as a result the best way to make the teacher changes his attitude to implement new strategies and enrich their skills professionals.

Objectives:

• To study the relationship between mentoring programs – the attitude of teachers professional competence.
• To study the relationship between knowledge dimensions., Organization, implementation, dialogue and work-oriented aspects of orientation programs.
• To study the relationship between the dimensions of knowledge, activity-based teaching learning and obstacles., child-centered practices, teaching and learning materials and screen, assessment strategies and recovery techniques and innovative teaching strategies of professional competence.
• To study the relationship between inter-and intra-dimensional Orientation Programs – Attitude Professional Competence teachers.
• To measure the significance of the difference between demographic variables such as sex, location, age and marital status Orientation Programs – Attitude of teachers and professional competence.
• To measure the significance of the difference between the variables as professional qualifications, experience, Type of Program Management Guidance – Attitude of teachers and professional competence.
•  

Hypothesis:

only modern scholars agree that whenever possible research shows that should be of a single hypothesis. Research of a problem without hypothesis is without direction. In the words of D. Van Dalen, 'A hypothesis serves as a powerful beacon to light the way of research. "According with good, Bar, Scates, DE, "the hypothesis serves the important functions relate the facts related to information and organize them into a meaningful whole. Carter, V. Well thought to guide the researcher in a further investigation, the hypothesis that the "eye" in finding temporary response to the widespread approved.

1. There is no significance of the relationship between the Orientation Program – Attitude of teachers and teachers' professional competence.
2. There is no meaning the relationship between the dimensions of the Orientation Programme – Teacher Attitude (OP – TAS).
3. There is no significance of the relationship between dimensions of competition professional staff.
4. There is no meaning to the relationship between other things and within the dimensions of the Orientation Program – Professor in attitude and competence of teachers.
5. There is no significance of the difference between the demographic variables as sex, location, age and marital status Programs Guidance – Attitude of teachers and professional competence.
6. There is no significance of the difference between the variables like professional qualifications, experience, type of Orientation Programme Management – Attitude of teachers and professional competence.

Sample:

The sample selected for this research was 146, Secondary School Teachers in Vizianagaram district of Andhra Pradesh. Random sampling technique is still to draw the sample of this study. The sample is classified as demographic and professional variables.

Demographic variables included sex, locality age and marital status of teachers. Variables are composed of professional qualifications, experience and type of institution management.

Tools Description:

(1) Orientation Program – Teacher Attitude Scale (TAS OP):

It was designed and developed by GVBSNRaju (2004) for the purpose of the degree of M. Phil. This tool has all the necessary qualities of a good rubric. There are 35 articles in the scale that has both positive elements, negative four aspects of programs and organizational guidance, implementation, and work-oriented dialogue aspects.

This is a three-point scale to know., Strongly Disagree (SDA), Agreement (A) and Strongly Disagree (SDA) mentioned against each tool status. Instructions are given on the cover of the rating scale clearly to provide their personal data.

Rating:

The teachers' responses are scored according to "positive" the key to the weightage will be given 3 to 1 (3 for strongly agree, 2 agree and 1 for strongly disagree), while in the case of "negative" elements, the weightage will be given 1 to 3 (ie, 1 for strongly agree, 2 and 3 agree to strongly disagree). Thus, the maximum possible score is 105 and the minimum score is 35.

(2) Professional Competence Scale Savan (PCS):

It is a self-assessment scale consists of 35 articles. Against each namely articles., Strongly Agree (SA), Agreement (A), Neutral (N), disagree (DA). This tool was designed, use standardized and done by professionals Dr.Udayagiri Nageswara Rao. Savan Competition was built with five dimensions viz., based on teaching activities and obstacles to education, child-centered practices, materials display learning and teaching, strategies and assessment techniques and novel remediation strategies.

This tool is built with such Ie Likert 5-point scale, SA-Strongly Agree; .. An agreement, N Neutral Disagree DA and SDA-Strongly Disagree The weightage will be given is, in respect of claims positive, 5 strongly agree, 4 agree, 3 for neutral, 2 for disagree and 1 disagreement, whereas in the case of weightage will be given from January 5, respectively. Thus, the total score is between 35 to 175.

Procedure adopted:

To test the hypothesis the researcher is planned and implemented in four phases –

• Development and standardization of Orientation Program – Teacher Attitude Scale (TAS OP) and the Scale of Professional Competence (PCS).
• Measuring Teachers' opinion with the help of these two self-rating scales.
• Using statistical procedure suitable to be adopted to ascertain the significance of the relationship between PO-TAS (Programme – Teacher Attitude Scale) and PCS (Professional Competence Scale).
• The use of appropriate statistical procedure is adopted to determine the significance of the difference between demographic variables and professionals OP-TAS and PCS.

Data analysis:

The hypothesis that maintenance is part of the demographic variables namely, professional variables, sex, location, age, marital status -. qualification, experience and type of management of the institution have been taken into account.

The data obtained were analyzed and the results were interpreted. The statistical average, standard deviation and critical ratios were interpreted.

To study the inter-and intra-relationship between aspects of the OP-TAS and PCS calculating Pearson product-moment are calculated for the odd elements of the rating scales and reliability indices are calculated using the Spearman Brown Prophecy formula. correlation coefficient of all sizes are also calculated.

Delimitations of the study:

This study is restricted and limited to teachers working in secondary schools in Bobbili, Pachipenta and ZPS Denka only in Vizianagaram district.

To measure the PF-TAS (Programme – Teacher Attitude Scale) dimensions, such as application, Feedback and work-oriented aspects are covered.

To measure the professional competence scale (PCS), knowing the dimensions., Based on teaching activities and barriers in education, child-centered practices, teaching and learning materials and the display, evaluation strategies and recovery techniques and aspects of new strategies are taken into account.

To study the significance of the difference in demographic variables and professionals alike – Sex, Location, Age, Marital Status – Experience rating, and type of management of the institution are taken into account.

CONCLUSIONS:

The results are presented and all the hypotheses of the study have been tested and verified. The implications of the results are analyzed and interpreted in relation with the problem of the study, immediately after each hypothesis test. The analysis of any study must be based on appropriate statistical treatment. In addition, measurements of the variables out for the study must be presented clearly and accurately. Consequently, the results are analyzed and presented. After in-depth discussions made earlier on aspects OP-TAS and PCS, the following conclusions were reached cases.

1. There is a significant relationship between OP-TAS (Programs Guidance – Teacher Professional Competence Scale and PCS (Professional Competence Scale).
2. There is a significant relationship between the dimensions of Orientation Program – Teacher Professional Competence Scale (PCS) /

1. There is a significant relationship between the dimensions of professional competence scale teacher.

1. No significant relationship between the size of the OP-TAS and PCS.

Orientation Programs – Teacher Attitude Scale (TAS OP):

1. There is significance of the difference between men and women teachers in secondary schools. The average value of specialist teachers female is larger than their counterparts, ie the male teachers.
2. There is significance of the difference between rural and urban are Secondary School Teachers. The average value obtained by the urban school teachers is higher than teachers in rural schools.

1. It is not meant the difference between less than 35 years and over 35 years of age Secondary School Teachers. The mean value below 35 years old School Teachers High is greater than their counterparts, ie more than 35 years of age Secondary School Teachers.

1. There is significance the difference between married and unmarried Secondary School Teachers. unmarried teachers have on average higher than their counterparts, ie, teachers Casado.

1. No significant difference between the Masters of the Inter TTC and TTC grade.

1. There is no significance of the difference between teachers TTC with Inter and B.Ed., with the U.S.. The average value owned by the Masters of B.Ed., with the degree is greater than that of the Masters of TTC with Inter.

1. No significant difference between the teacher has TTC with Inter and B.Ed., PG Degree.

1. There is significance of the difference among teachers are TTC and B.Ed. degree, with the U.S.. The mean value obtained by teachers possess B.Ed., with graduate is higher than the mean value obtained by the teachers are TTC Grade.

1. There is no significance of the difference between teachers and B.Ed. Degree TTC had with PG Degree.

1. No significant difference between teachers possess B.Ed., with BA and B.Ed. with PG Degree.

1. There is no difference between the meaning Masters' below 20 years of experience and expertise of over 20 years. The mean value obtained by teachers under 20 years of experience has on average more than their counterparts, ie above 20 years of experience teachers.

1. There is no difference between the meaning of Secondary School Teachers and Secondary Education Municipal ZP. The mean value for ZP high school teachers is higher than that of Municipal Teachers' Secondary.

1. No significant difference between the ZP High School Teachers and public schools.

1. There is significance of the difference between the ZP High School Teachers and Secondary Education private schools. The mean value obtained by subsidized private secondary schools is greater than the ZP Secondary School Teachers.

1. There is no difference between the meaning of the Masters of the Municipal High School Teachers and the Government Secondary School Teachers. The average value possessed by the State School Teachers' secondary is greater than the Secondary School Teachers Municipal Teachers.

1. There is no difference between the meaning of the Municipal Teachers Secondary School Teachers and private schools Secondary School Teachers. The mean value obtained by the private schools Secondary Teachers is greater than the Municipal Secondary School Teachers.

Professional Competence Scale (PCS):

1. There is no significance of the difference between male and female Secondary School Teachers. The value Male specialist teachers through is greater than their counterparts, ie the teachers.

1. There is no significance of the difference between rural and urban environments are secondary school teachers.

1. There is no significance of the difference between less than 35 years and older than 35 years of secondary school age School Teachers. The mean value below 35 years old Secondary School Teachers is greater than their counterparts, ie over 35 years old high school teachers.

1. No teachers significance of the difference between married and unmarried Secondary School Teachers. Married had on average higher than their counterparts, ie unmarried teachers.

1. No significant difference between teacher TTC has with Inter and the TTC to the degree.

1. There is no significance of the difference between teachers are TTC with Inter and B.Ed., to graduate.

1. There is no significance of the difference between teachers are TTC with Inter and B.Ed., PG Degree.

1. No significant difference between the teacher and B.Ed. Degree TTC has, with the U.S..

1. No significant difference between the teacher has TTC and B.Ed. Degree with PG Degree.

1. No significant difference between teachers possess B.Ed., with BA and B.Ed., with PG Degree.

1. There is no significance of the difference between teachers under 20 years of experience and over 20 years experience. The mean value obtained by teachers over 20 years of experience has on average more than their counterparts, ie below 20 years of experience teacher.

1. There is no difference between the meaning of the ZP High School Teachers and secondary municipal schools. The mean value by the Municipal Secondary School Teachers is greater than that of ZP high school teachers.

1. There is significance of the difference between ZP teachers of secondary and secondary schools. The average value obtained from public high schools is higher than that of ZP Secondary School Teachers.

1. There is no difference between the meaning of the Masters ZP High School and secondary education private schools. The average value obtained by private schools Secondary Teachers is greater than that of ZP high school teachers.

1. No significance the difference between the Masters of Municipal Secondary School Teachers and Secondary Teachers Government.

1. No significance the difference between Secondary School Teachers municipal and subsidized private secondary schools.

1. No significance the difference between secondary school teachers attended public and private secondary schools.

Implications the study:

This study shows that the "Guidance Programs – Teacher Attitude Scale (TAS OP) plays a key role in the teaching process learning dimensions of knowledge, OP-TAS, organization, execution, feedback and work .. aspects designed to influence professional competence. Similarly, the dimensions in terms of professional competence to know., activity-based teaching and obstacles in education, child-centered practices, teaching materials display learning, strategies and assessment techniques for recovery, new strategies play a key role in improving the competition between Secondary school teachers in their profession.

In this study, demographic variables such as sex, site status, age and marital status of teachers regarding the OP-TAS differ significantly. Similarly, variables such as professional qualifications, experience and type of institution management of teachers also had significance for the difference in their attitude towards the PO-TAS. This clearly indicates that planners and administrators are forced to shape their programs academics to take the attitude of Secondary School Teachers to the OP-TAS account in order to achieve national goals in secondary education.

It is also interesting to note that demographic variables such as sex, age and marital status of teachers shows the importance of the difference in their vocational skills. Regarding ie local, rural and urban teaching secondary area are significantly different. Similarly, with respect to variables such as the qualification did not play professional role. In the case of teachers of different experience shows significance of the difference of their expertise.

. The type of management of the institution is, it is noted with interest that the Municipal School Teachers ZP differed with school teachers, Government Secondary School Teachers ZP differed with private school teachers and aided school teachers with teachers differed ZP high school, where no significance the difference between teachers in management schools. This indicates that teachers working in secondary schools have less competition ZP professional teachers working in schools of management.

In this view, while the implementation of academic programs for educational tasks, it is inevitable for planners and managers to investigate the causes of the deviation between the different categories of demographic variables and Vocational School Teachers Secondary education, while re-planning of academic activities.

Moreover, the necessary research is also needed to pass about environmental problems in order to determine the causes of deviations between the teachers to the PO-TAS in relation to professional competence.

Thus, The study establishes the importance of the relationship between the Optional Protocol to the TAS (Programme Guidance – Teacher Attitude Scale) and PCS (Professional Competence Scale) among secondary school teachers in the Vizianagaram district.

Suggestions for research:

This study can be extended to secondary and higher education.

Product variables can be compared with process variables and obtained omen.

OP-relationship between TAS and teacher effectiveness can be studied.

Comparative study can be conducted between professional competence and stress.

Another study can be carried out to investigate the relationship between the Optional Protocol to the TAS and professional competence, with reference to the classroom environment and school climate.

A comparative study between the Master Teaching Professional Competence and skills among secondary education teachers is very useful to obtain relevant professional needs.

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About the Author

1. Dr. N.V.S.SURYANARAYANA : The author is an renowned personality in the field of Education. Presently he is working as Faculty in the Department of Education, Andhra University Campus, Vizianagaram. He has rich experience in the field of Teacher Education about a decade at Post Degree and PG level. He is very much fascinated to Psychology and possess much interested in Educational Psychology and Guidance & Counseling. He participated in so many National and International Seminars, Workshops, Refresher Courses, Symposia’s and published so many articles in reputed Journals. He produced a number of M.Ed and M.Phil Dissertations.He wrote so many books on recent trends in education and innovative Psychological concepts. He is having Lifetime memberships in various alleged Associations. E-Mail: suryanarayana_nvs@yahoo.com, Mobile : +91 94403 48609, +91 7893136613. Res. (08922) 229339

 

2. Mrs. GOTETI HIMABINDU : The author is a well qualified Teacher and posses good experience in the field of teaching and Research. She has great interest in the field of Education/Psychology/Politics and Contemporary issues and she is doing Educational/ Career Counseling. Now she is working as a Faculty in the Department of Political Science, Andhra University Campus, Vizianagaram. She participated in so many National and International Seminars, Workshops, Refresher Courses, Symposia’s and published so many articles in reputed Journals.  E-Mail: gotetihimabindu@yahoo.com  and Mobile : +91 9490622526.