TEACHER ACCOUNTABILITY FOR VALUE EDUCATION IN RELATION TO INTERPERSONAL RELATIONSHIP

Education should impart values to promote a humanistic outlook of life and it is the duty of the teachers to impart such a value-based education. In order to perform this job successfully, a teacher is expected to possess desired qualities of character and be an embodiment of human values himself. Good teachers consider, ‘accountability' as a part of their professional ethics. It also indicates the responsibility of the teachers to adherence to codes of practice and ethics of the profession. The teacher, thus, is considered as the unit of account. As the area of educational accountability is so vast; therefore this study was undertaken to explore the area of teacher accountability in context of value education. The sample is consisted of 200 secondary school teachers of Amritsar district, both from Government and Private sectors that was further divided into two equal groups : Rural and Urban. The descriptive research method was used. Teacher Accountability Scale for Value Education and Teacher Interpersonal Relationship Scale (both constructed by investigator herself) was used for data collection. Pearson Product Moment Correlation (r) was used to find out the degree of relationship between the criterion variable and independent variable whereas Mean, S.D. and t-test were applied to find out significant differences between criterion variable in terms of their locale and type of school. The findings of the present study revealed that Interpersonal relationship of the secondary school teachers plays a significant role in their accountability for value education. The study also found that there is no significant difference in the teacher accountability for value education among secondary school teachers with respect to their locale (rural and urban) and type of school (govt. and private).