A Study On The Perceptions Of Teachers Towards Improving Quality In Education For Tribal Girls In The North Coastal Districts Of Andhra Pradesh

Abstract

Education is the process of transmitting culture, knowledge and skills from one generation to another. It encompasses various forms and occurs within structured institutional frameworks, such as public schools, where a curriculum guides learning However, it is essential to recognize that education is not synonymous with schooling. It extends beyond formal settings and aims to cultivate learning and positive change, allowing people to lead better lives. It is one of the most powerful instruments of social, economic and cultural transformation necessary for the realization of national goals. It has relevance to the needs and aspirations of the people living in a fast-changing society. Education of tribal students is an important task before the Government of India. The Article 46 of the Indian Constitution talks about promotion of educational and economic interests of people belonging to Schedule Castes (SCs), Scheduled Tribes (STs) and other weaker sections. The education of tribal girls is of paramount importance for several reasons.   It   serves as a cornerstone for social justice, economic development and political empowerment. It is the need of the hour to provide quality education for tribal girls in the country. This research paper seeks to throw light on the critical issue of providing quality education to tribal girls, recognizing its pivotal role in achieving inclusive development. The present study is an attempt to explore the perceptions of teachers towards improving quality in the education of tribal girls in Ashram schools. The study was conducted using survey method. The sample of the study consists of 350 teachers (250 male and 10 female) selected randomly from 40 Ashram schools in the three north coastal districts of Andhra Pradesh, viz., Srikakulam, Vizianagaram and Visakhapatnam in Andhra Pradesh. The data were collected from the teachers using a questionnaire. The variables considered for the study include gender, age, designation and experience of teachers working in Ashram schools. The data were analyzed using Arithmetic Means, Standard Deviations and Critical Ratios. The findings of the study revealed that the gender and designation of teachers have no influence on their perceptions towards improving quality in the education of tribal girls in Ashram schools. However, age and experience of teachers have a significant positive influence on their perceptions towards improving quality in the education of tribal girls. The study suggested that teachers working in Ashram Schools should have a positive attitude and right perceptions towards providing congenial learning environment for quality education of tribal girls in schools with a view to empower tribal women in the society.