LEADERSHIP QUALITY AMONG TEACHER TRAINEES.

leadership quality among teacher Trainees.

Abstract

This present study was undertaken to investigate the Leadership Quality of Teacher Trainees in Mangalam college of education. A sample of 14 teacher trainees was selected. To manage the leadership quality of teacher trainees, the tool usedwas a standardized one.The rating scale consists of thirty questions.Out of thirty questions twenty four questions are positive and six are negative questions. The reliability of rating scale is 0.62. It has face and content validity.

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Introduction

Leadership is both a research area and a practical skill, regarding the ability of an Individual or organization to “lead” or guide other individuals, teams or entire organizations. Controversial viewpoints are present in the literature among Eastern and Western approaches to leadership and also within the west on US academic environments leadership is defined as “a process of social influence in which a person can enlist the aid and support of others in the accomplishment of a common task. Leadership can’t be taught although it may be learned and enhanced, through coaching or monitoring.

Objective

To measure the leadership quality of Teacher-Trainees.

To manage the leadership quality of teacher trainees.

Method/Procedure

For the present study survey method was used. A sample of fourteen teacher trainees were taken the data were collected with the help of rating scale. The collected data were first tabulated. The tabulation was done manually. The tabulated data were subjected to statistical analysis. The percentage analysis was used for this study.

Hypothesis

There exists different leadership qualities among teacher trainees

Tool used for the study

To manage the leadership quality of teacher trainees, the tool was a standardized our the rating scale consists of thirty questions out of thirty questions. Twenty four questions are positive and six are negative questions. The reliability of rating scale is 0.62. It has face and content validity.

                The tool was a standardized one. It consisting both positive (24) and negative (6) statements. As the total is five point scale the responses ranges from always sometimes and never. The scores given for there dimensions are as follows three points to the response always two points to the response some times and one point to the response never. If the statement is a negative one scoring is in the reverse order one point to the response never two point to the response sometimes and three points to the response always.

Analysis of Data

Collected data is analyzed using percentage analysis. The details of analysis is given in the following table.

Qn.No	Questions	No. of percentage of respondents for				Inference
		Always	sometimes	Never	Total
1.	I have confidence to are challenges in my life.	4	10	-	14	28.5% have the confidence to are challenges is this life.
		28.5%	71.42%	-	100
2.	I view problems as opportunities	5	7	3	14	Only 35% view problem as opportunities.
		35%	50%	21%	100%
3.	I am good at facing a gathering.	2	12	-	14	Only 14.8% are good at facing a gathering
		14.28%	85.71%	-	100%
4.	I cannot communicate my strategic plans with others easily.	1	9	4	14	Only 7.14% are able to communicate clearly
		71.14%	64.28%	28.57%	100%
5	I usually have problems pressing good conversation topics	3	6	5	14	21.42% of trainees find difficulty at time write 35% doesn’t find.
		21.42%	85%	35%	100%
6	I like to be repeated by everyone	11	3	-	14	78.57% like to be repeated by everyone
		78.57%	21 %	-	100%
7	My presence motivates other work with confidence	12	2	-	14	85.71 agree that this presence motivate others to work with confidence.
		85.71%	14.28%	-	100%
8	I don’t encourage the novel Ideas of others	1	1	12	14	Only 7.14% students support the novel ideas of others.
		7.14%	7.14%	85.71%	100%
9	I cannot understand what others really mean through their experiences	-	6	8	14	48.85% understand what others through their experiences
		-	42.85%	57.14%	100%
10	I have no patience to listen to the problem of other people	-	1	13	14	7.14% have the patience  to listen the problems of other people
		-	7.14	92.35	100
11	I will not share my ideas while working in a group	1	2	11	14	78.57 share their ideas while working in a group
		7.14%	14.28%	78.57 %	100
12	I like to assign duties and responsibilities to other m embers of my group	7	5	2	14	Only 50% like to assign duties and responsibilities to other members of their group.
		50%	35%	14.28%	100
13	I find difficulty to Co-operate with my group member.	-	-	14-	14	100% don’t find any difficulty to Co-Operate with group members.
		-	-	100	100
14	I know how my action will make others feel	8	5	1	14	67.14% know how this action will make others feel.
		67.14%	35%	7.14%	100
15	I focused on the problems of the others	12	2	-	14	87.71% are focused on the problem of others.
		87.71%	14.28%	-	100
16	I con plan future plans of institution	4	8	2	14	28.57% are able to coordinate the future plan of an institution.
		28.57%	57.14%	14.28%	100%
17	I can make clear plan and discussion before doing my work	4	9	1	14	28.57% are able to take correct decision and 7.14 are not.
		25.57%	64.28%	7.14%	100
18	I can develop team spirit among group members	9	5	-	14	64.28 are able to develop team spirit among group members.
		64.28%	35.71%	-	100
19	1 am interested to participate in decisions making	4	10	-	14	28.57% are interested to participate in decisions making.
		28.57%	71.42	-	100
20	I am able to excel in both academic and  co-curricular level.	-	12-	2	14	14.28% are not able to excess in both academic and  co-curricular level.
		-	87.7%	14.28%	100

Discussion

Based in the analysis it is clear that most of the teaches-trainees have the leadership qualities but are not using it properly. It must be because of shyness or fear. Many of them have each of confident while each and every one are interested and participated in the group activities .Hence in order to get rid of these problem everyone should try to face the crowd and thus  they will reduce their anxiety and fear . Teachers can also promote their students to do some stage activities. Through there trainees them activities should come forward to over comes all these issues.

Conclusion

Leadership quality is one of the finest quality which everyone should have in this fast flying of century we can’t stand at back .We should come forward .Everyone has the ability of leaderships but the lack of confidence anxiety and fear stand as obstacles for them thus we should try to be a phoenix bird who flew away from these lack of confidence and fear.

Reference

Adair, J. (1988) .Effective leadership London Pan Books

Alimo Metcalfe B Alban-Metcalfe J (2005) Leadership: Time for a New Direction

Avery G C (2005): Understanding Leadership London; StagePublications