6. Teacher’s Questionnaire

TEACHERS QUESTIONNAIRE

(All the tables include district wise and total figures No. of teachers in Primary includes only No. of teachers in Primary schools and upper No. of teachers in Primary all schools having upper No. of teachers in Primary classes- codes 2 to 5 as defined in item 9 of school Information Form )

State ...... Table 6.1 (Q7, 89): No. of Teachers by Social group,Gender and nature of appointment

District / Gender / No. of teachers in Primary schools / No. of teachers in Upper Primary schools
No. of teachers / Social group / Nature of appointment / No. of teachers / Social group / Nature of appointment
ST / Non-ST / Regular / Contractual / Regular / Non-ST / Regular / Contractual
Male
Female
Total
Male
Female
Total
Male
Female
Total
Total / Male
Female
Total

State ...... Table 6.2 ( Q10,11) Number of teachers in Primary and upper Primary schools by the highest class taught by them and enrolment in the highest class:

District / Number of
Teachers in
Primary
school s / No. of teachers in Primary schools
teaching the highest class / Number of students in the highest class taught by teacher / Number of
Teachers in
Upper Primary
school s / No. of teachers in Upper Primary schools
teaching the highest class / Number of students in the highest class taught by teacher
II / III / IV / V / ST / Non-ST / II / III / IV / V / VI / VII / VIII / ST / Non-ST
Total

State ...... Table 6.3 ( Q12 and 13: No. of ST students who can Speak and Understand Regional Language

District / Number of
Teachers in
Primary
schools / No. of teachers in Primary schools whose ST students can / Number of
Teachers in
Upper Primary
schools / No. of teachers in Upper Primary whose ST students can
Speak regional language / Understand regional language / Speak regional language / Understand regional language
Well / To some extent / Not at all / Well / To some extent / Not at all / Well / To some extent / Not at all / Well / To some extent / Not at all
Total

State ...... Table 6.4 ( Q14.1 to 14.3:No of teachers who canspeak, understandand can write a small note inTribal language

District / Number of
Teachers in
Primary
schools / No. of Primary school teachers who, in tribal language, can / Number of
Teachers in
Upper Primary
schools / No. of Upper Primary school teachers who, in tribal language, can
Speak / Understand Text / write small Note / Speak / Understand Text / write small Note
Total

State ...... Table 6.5 ( Q15.1 & 15.2:Number of Teachers according to TravelTime taken (in minutes) to reach school

Number of Primary school teachers / Average travel time(in minutes) of primary school teachers / Number of upper Primary school teachers / Average travel time(in minutes) of upper primary school teachers
District / Social group / Total / Residing in the same village / whose travel time (in minutes) is / Total / Residing in the same village / whose travel time (in minutes) is
<30 / 30-60 / > 60 / <30 / 30-60 / > 60
ST
Non-ST
Total
ST
Non-ST
Total
ST
Non-ST
Total
Total / ST
Non-ST
Total

State ...... Table 6.6 ( Q16.1&16.2): Number of Teachers who attended BRC Training and found it useful

District / Social group / No. of teachers in Primary schools who / No. of teachers in upper Primary schoolswho found
Received
BRC training / Found training programmes useful / received special inputs to teach ST children / Received
BRC training / Found training programmes useful / received special inputs to teach ST children
Quite / to some extent / Not much / Did not attend any training / Yes / No / NA / Quite / to some extent / Not much / Did not attend any training / Yes / No / NA
ST
Non-ST
Total
ST
Non-ST
Total
ST
Non-ST
Total
ST
Non-ST
Total
Total / ST
Non-ST
Total

State ...... Table 6.7 ( Q 17.1 and 17.2): Number of Teachers who attended CRC meetings, their duration and perception of their usefulness

District / No. of Primary schools teachers / Average duration (no.. of days) of CRC meetings for primary school teachers / No. of teachers in Primary schools who / No. of upper Primary schools teachers / Average duration (no.. of days) of CRC meetings for upper primary school teachers / No. of teachers in upperPrimary schools who
Attended CRC meetings of duration
(no. of days) / Found CRC meetings / Attended CRC meetings of duration (no. of days) / Found CRC meetings
0 / 1-5 / 6-10 / Mean* / Useful / Not useful / 0 / 1-5 / 6-10 / Mean* / Useful / Not useful
Total

*Mean = Average number of days on which teachers attended CRC meetings.

State ...... Table 6.8 ( Q17.3): Nature of Discussions in CRC Meetings Teachers Opinion

District / School category / No. of teachers who opined on nature of discussions in CRC meetings as
Solving Teaching Problems / Administrative Issues / Strategies for Teaching ST Children / Developing TLM from Local materials / Any other
Mostly / Sometimes / Rarely / Mostly / Sometimes / Rarely / Mostly / Sometimes / Rarely / Mostly / Sometimes / Rarely / Mostly / Sometimes / Rarely
No. of teachers in Primary schools
No. of teachers in Upper Primary schools
No. of teachers in Primary schools
No. of teachers in Upper Primary schools
No. of teachers in Primary schools
No. of teachers in Upper Primary schools
Total / No. of teachers in Primary
No. of teachers in Upper Primary schools

State ...... Table 6.9 ( Q18.1&18.2):Number of teachers whoreceived TLM Grant in 2012

District / Social class / Total No. of Primary schools teachers / No. of teachers ofprimaryschools who received TLM grant at the / Total No. of upper Primary schools teachers / No. of teachers of upperprimaryschools who received TLM grant at the
Beginning of the academic year / Middle
of the academic year / End of the academic year / Not received / Beginning of the academic year / Middle of the academic year / End of the academic year / Not received
ST
Non-ST
Total
ST
Non-ST
Total
ST
Non-ST
Total
Total / ST
Non-ST
Total

State ...... Table 6.10 ( Q19&20): Interaction of ST students and Parents with teachers

District / School Category / Total number of teachers / Total number of teachers / No. of Non-ST teachers / No. of Non- ST teachers
With whom children Interact without reservation and feeling shy / who do not feel anydifficulty to communicate with parents / With whom children Interact without reservation and feeling shy / who do not feel anydifficulty to communicate with parents
Male / Female / Total / Male / Female / Total / Male / Female / Total / Male / Female / Total
Primary schools
Upper Primary schools
Primary schools
Upper Primary schools
Primary schools
Upper Primary schools
Total / Primary schools
Upper Primary schools

State ...... Table 6.11 ( Q21): Number of Teachers with whom Parents meet

District / Social category / Number of Primary school Teachers / No. of teachers of Primary schools with whom parents meet / Number of upper Primary school Teachers / No. of teachers of upper Primary schools with whom parents meet
On their own / When called by teachers / Do not come even when called / On their own / When called by teachers / Do not come even when called
ST
Non-ST
Total
ST
Non-ST
Total
ST
Non-ST
Total
Total / ST
Non-ST
Total

State ...... Table 6.12 ( Q22): Problemsdiscussed by parentswho come to meet teachers

District / Social Class of teachers / Number of Primary school teachers who meet parents / No. of Primary school teachers with whom
parents discuss / Number
of upper
Primary school
Teachers who meet parents / No. of Upper Primary school teachers with whom parents discuss
Children behavior at home / Child’s progress in learning / Complaints about the child. / Own child’s complaint
about
others / Children behavior at home / Child’s progress in learning / Complaints about the child. / Own child’s complaint about others
ST
Non-ST
Total
ST
Non-ST
Total
ST
Non-ST
Total
Total / ST
Non-ST
Total

State ...... Table 6.13 ( Q23): No. of Teachers who use tribal culture examples in teaching

District / Social group / Number of Primary school Teachers / No. of primary school teachers
who use tribal culture examples
in teaching / Number of upper Primary school Teachers / No. of upper primary school
teachers who use tribal culture examples in teaching
Male / Female / Total / Male / Female / Total
ST
Non-ST
Total
ST
Non-ST
Total
ST
Non-ST
Total
Total / ST
Non-ST
Total

State ...... Table 6.14 ( Q 24): Teachers’ opinion about factors that hinder ST students’ learning

District / School Category / Social group / Number of teachers / Number of teachers who felt that the factors that hinder ST students’ learning were
Too many festivals and celebration / Environment
at home / Children engaged in Agriculture/Cattle grazing / Children engaged in household work
Primary schools / ST
Non-ST
Total
Upper Primary schools / ST
Non-ST
Total
Primary schools / ST
Non-ST
Total
Upper Primary schools / ST
Non-ST
Total
Primary schools / ST
Non-ST
Total
Upper Primary schools / ST
Non-ST
Total
Total / Primary schools / ST
Non-ST
Total
Upper Primary schools / ST
Non-ST
Total

State ...... Table 6.15 ( Q25.1&25.2): Teachers consideration for Transfer from present place and Reasons

District / Social group / No. of Primary school teachers / No. of Primary school teachers who / No. of Upper Primary school teachers / No. of Upper Primary school teachers responding to
desire transfer from present place / Gave reasons for transfer / desire of transfer from present place / Gave reasons for transfer
difficult to adjust / difficulty in commuting / Self/family related reasons
(codes 3, 4 & 5) / Some other / difficult to adjust / difficulty in commuting / Self/family related reasons
(codes 3, 4 & 5) / Some other
ST
Non-ST
Total
ST
Non-ST
Total
ST
Non-ST
Total
Total / ST
Non-ST
Total

State ...... Table 6.16 ( Q26 and 27): Number of Teachers who received Training on Life style and culture of local tribes

District / Social group / No. of teachers in Primary school / No. of Primary school teachers who / No. of teachers in upper Primary school / No. of Upper Primary school teachers who
received training / feltcontents of textbooks reflect local tribal culture / received training / feltcontents of textbooks reflect local tribal culture
ST
Non-ST
Total
ST
Non-ST
Total
ST
Non-ST
Total
Total / ST
Non-ST
Total

State ...... Table 6.17 ( Q28): Teachers views on Participation of ST Children in classroom discussion

District / Social group / No. of primary school teachers who felt that participation in classroom discussion was of / No. of upper primary school teachers who felt that participation in classroom discussion was of
Most Children / Some Children / Very Few Children / None / Total / Most Children / Some Children / Very Few Children / None / Total
ST
Non-ST
Total
ST
Non-ST
Total
ST
Non-ST
Total
Total / ST
Non-ST
Total

State ...... Table 6.18 ( Q 29): Teachers’ opinion about ST Children interest in learning

District / Social group / No. of Primary school teachers who felt that / No. of upper Primary school teachers who felt that
ST Children show interest in learning / ST Children do not show interest in learning / Total / ST Children show interest in learning / ST Children do not show interest in learning / Total
ST
Non-ST
Total
ST
Non-ST
Total
ST
Non-ST
Total
Total / ST
Non-ST
Total
ST
Non-ST

State ...... Table 6.19 ( Q30):Teachers’ opinion on reasons for lack ofChildren’s interest on learning

District / Social group / No. of primary school teachers who gave reasons for lack of interest in learning / No. of upper primary school teachers who gave reasons for lack of interest in learning
Language problem / Lack of facilities at home / Lack of parental interest / Lack of conducive social environment / Any other reason / Total / Language problem / Lack of facilities at home / Lack of parental interest / Lack of conducive social environment / Any other reason / Total
ST
Non-ST
Total
ST
Non-ST
Total
ST
Non-ST
Total
Total / ST
Non-ST
Total

State ...... Table 6.20 ( Q31):Teachers’ reasons for Students ‘Absenteeism and Dropping-out

Reasonfor Students’ Absenteeism and Drop-out / No. of teachers whogave main reasons for Students’ Absenteeism and Dropping-out as
Primary schools / Upper Primary schools / Total
Reason 1 / Reason 2 / Reason 1 / Reason 2 / Reason 1 / Reason 2
Engaged in economic activities
Household work
Lack of parental interest
Lack of own interest in learning
Early marriages
School far from home
Language Problem
Health reasons
Some Other

State ...... Table 6.21 ( Q32&33):Number of teachers of primary schools using MLE books in teaching

and found them useful

District / No of schools having MLE* / Social group / No. of teachers of primary schools using MLE books in teaching / No. of teachersof primary schools found MLE books
Yes / No / Total / Useful / Not Useful
ST
Total
ST
Total
ST
Total
Total / ST
Total

* Number of MLE schools is to be obtained from school schedule.

State ...... Table 6.22 ( Q34)(based on those teachers who said ‘No’ to Q. 33)

Number of Teachers according to Reasons given by them for not using MLE books

No of schools having MLE* / Total No. of Teachers not using MLE books (response No to Q. 33) / Social group / No. of teachers not using books due to
District / Content is not drawn from local context / Books are not interesting to children / Illustra-
tions not good / Content not organized properly / some other reason / Total
ST
Total
ST
Total
ST
Total
Total / ST
Total

* Number of MLE schools is to be obtained from school schedule.

State ...... Table 6.23 ( Q35): Teachers’ view about how Tribal Children find MLE books

District / No of schools having MLE* / Social group / No. of teachers who opined that tribal children found books
Easy to read and understand / Easy to read but not helpful in understanding / Not easy to read/understand / Total
ST
Total
ST
Total
ST
Total
Total / ST
Total

* Number of MLE schools is to be obtained from school schedule.

State ...... Table 6.24 ( Q36): Advantages of MLE books

District / No of schools having MLE* / Social group / No. of teachers who gave advantage of MLE as
Children show more interest in learning / Improved students attendance / Declined Drop-out rate / Children learn faster and better / some other / Total
ST
Total
ST
Total
ST
Total
ST
Total
Total / ST
Total

* Number of MLE schools are to be obtained from school schedule

State ...... Table 6.25 ( Q37): Month-wise distribution of schools in respect of supply of MLE textbooks to Students

Students received books in the month of month of 2012 / No. of teachers giving the month of receipt of MLE books in the District
District--1 / District--2 / District--3 / District—4 / Total
Not received (0)
Jan.(1)
Feb (2)
March (3)
April (4)
May(5)
June (6)
July(7)
August(8)
Sept (9)
Oct (10)
Nov, (11)
Dec. (12)

State ...... Table 6.26 ( Q38 (a) &38(b)): Teachers Received Training on MLE and usefulness

District / No of schools having MLE* / Social group / No. teachers who / No. of teachers who found training
received training
on MLE / did not get training on MLE / useful adequate / useful but not adequate / Neither useful nor adequate
ST
Total
ST
Total
ST
Total
Total / ST
Total

* Number of MLE schools is to be obtained from school schedule.

State ...... Table 6.27 ( Q39): Number of Teachers opinion benefits of MLE in teaching -learning

District / No of schools
having MLE* / Social group / No of teachers who felt that MLE made teaching -learning
easier / Neither easier nor more difficult / More difficult / Total
ST
Total
ST
Total
ST
Total
Total / ST
Total

* Number of MLE schools is to be obtained from school schedule.

Note: Manual tabulation for question no. 40 is to be included by adhering to the classificatory basis as used for the remaining questions.

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