TEACHER PARTICIPATION IN SCHOOL ADMINISTRATION IN RELATION TO TEACHER PRODUCTIVITY: A SURVEY STUDY

Abstract

The present study investigates teacher participation in school administration in relation to teacher productivity among higher secondary school teachers. Using the survey method, data were collected from a randomly selected sample of 600 higher secondary teachers (304 males and 296 females) working in government, government-aided, and private schools in Chennai district. Teacher participation in school administration was assessed using a standardized scale, while teacher productivity was measured through a scale developed and standardized by the investigators. The study examined differences in teacher participation and productivity with respect to gender, educational qualification, medium of instruction (Tamil and English), teaching experience, and type of school management, and also explored the relationship between the two major variables. Statistical techniques such as mean, standard deviation, t-test, one-way ANOVA, and Karl Pearson’s product-moment correlation were employed for data analysis. The findings revealed significant differences in teacher participation in school administration and teacher productivity across most demographic variables. Female teachers demonstrated higher teacher productivity, while teachers with professional qualifications (PG with B.Ed.), English medium teachers, mid-career teachers (5–10 years of experience), and teachers working in government-aided schools showed higher levels of productivity in several dimensions. A significant and positive relationship was found between teacher participation in school administration and teacher productivity, indicating that increased administrative involvement is associated with enhanced instructional effectiveness. The study highlights the importance of participatory school leadership and supportive administrative practices in improving teacher productivity at the higher secondary level.