Factors Affecting The Attitude Of Teachers Towards Quality Education For Tribal Girls

Abstract

Education is a fundamental human right, serving as a cornerstone for individual empowerment and societal progress. It is a powerful tool that has the potential to break the cycle of poverty and inequality, fostering a brighter future for all. However, access to quality education has not been uniform across different segments of society in general and those belonging to vulnerable and marginalized groups in particular. Further, it is observed that the education of tribal girls is mostly neglected in the society. The present study seeks to explore the factors influencing the attitude of Ashram school teachers towards quality concerns in the education of tribal girls in Srikakulam district of Andhra Pradesh. Normative Survey method is used for the present study. The sample of the study consists of 300 teachers (30 Headmasters, 150 School Assistants and 120 Secondary Grade Teachers) working in the Ashram schools located in the rural as well as semi-urban areas in Srikakulam district. The data were collected from the respondents through a questionnaire developed by the researchers. The study explores to study the influence of factors such as the commitment of teachers towards the profession, infrastructural and instructional facilities available in the school, working environment and service conditions on the education of tribal girls in Ashram schools. Further, the study also seeks to know the influence of certain demographic variable – gender, teaching experience and location of the school on the attitude of teachers towards quality concerns in the education of tribal girls. The findings of the study revealed that gender, teaching experience and location of the school have no influence on the attitude of teachers towards quality concerns in the education of tribal girls. However, the commitment of teachers towards the profession along with the working environment has shown a significant positive influence on the attitude of teachers towards quality concerns in the education of tribal girls.