Chapter V.

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 S.NO. CONTENTS PAGE

6.1. INTRODUCTION 230

6.2. TITLE 231

6.3. STATEMENT OF THE PROBLEM 231

6.4. OBJECTIVES OF THE STUDY 232

6.4.1. MAJOR OBJECTIVES 233

6.4.2. MINOR OBJECTIVES 233

6.5. HYPOTHESES OF THE STUDY 234

6.6. METHOD OF THE STUDY 236

6.7. SIZE OF THE SAMPLE 236

6.8. LIMITATIONS OF THE STUDY 237

6.9. DELIMITATIONS OF THE STUDY 237

6.10. TOOLS SELECTED FOR THE STUDY 237

6.11. THE PILOT STUDY 238

6.12. COLLECTION OF DATA FOR THE FINAL STUDY 238

6.13. SAMPLING TECHNIQUE 239

6.14. FINDINGS OF THE STUDY 239

6.15. CONCLUSION 251

6.16. RECOMMENDATIONS OF THE STUDY 251

6.17. SUGGESTIONS FOR FURTHER STUDY 254

 6.1. INTRODUCTION

On the education of the people of a country, the fate of that country

depends. Thus, education is considered the backbone of any country. That is why
almost all the countries in the world give top most priority to education in their
budgets. Our country is no exception to this universal fact.

Functioning of democracy presupposes an educated society in a State,

which is ensured by implementing the system of education through a profusion of
well maintained schools. There are various agencies of education. Family,
religion, press, radio and television, motion picture, theatre, associations,
organisations, societies and schools are some of them.

The school is considered the basic unit of the educational system and all
advanced forms of educational organisations are built upon it. The school imparts
education through direct and systematic teaching. What the home cannot offer
their wards, the school offers and fills tip the gap. Evils of ignorance and
superstition existing in the society are removed. Intellect and reasoning power of
children are kindled. The formidable task of facing life is taught only through the
effective organisation i.e. the school.

The local society or community has an important role to play in education.

The school-community relationship should be well understood by both teachers
and parents. Hence, the community-school movement became popular in Britain.
In India also the school - community relationship is ancient.

In the education of a child, its parent's role is important. In the same way,
the role of teachers cannot be underestimated. For the proper functioning of the
A miniature community, i.e. school, the major role of the larger community is
essential. Parents cannot abdicate their responsibilities in toto to the school.
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There are many service organisations in India for the upliftment of

education. Each organisation is doing real service in its own v/ay. Of them, the
Parent Teacher Association is one.

The PTA is functioning in many countries effectively. So their role in the

progress of schools cannot be overlooked. If the PTAs function effectively, the
objectives of schools would be achieved. If not, the desired objectives could not
be achieved. There are a number of factors for the effective functioning of the
PTAs. In some schools the PTAs are functioning in a commendable way, whereas
in some places they act as stumbling blocks for the progress of schools. This
problem is felt at different levels by different persons. In order to find a suitable
solution to this problem, a proper investigation becomes indispensable.

6.2. TITLE

The title selected for the study is: A STUDY OF THE PROBLEMS AND
FUNCTIONING OF THE PARENT TEACHER ASSOCIATIONS OF THE
HIGHER SECONDARY SCHOOLS IN THANJAVUR DISTRICT.

6.3. STATEiViENT OF THE PROBLEiVI

The functional efficacy of usefulness of the Parent Teacher Association

(PTA), a mandatory body constituted expressly for the purpose of overseeing the
academic performance of a school has always been a topic of intense debate
among the academicia. It is often seen that opinions of Headmasters regarding
the PTA range from " very effective" to "a great disturbance".

Such a spectrum of emotional responses from heads of institutions by itself

an important trigger which set off a train of thought in the mind of the researcher,
who is a Headmaster of a Government Higher Secondary School in Thanjavur
 232

District, which culminated in an in-depth study of the problems and functioning of

PTAs in Thanjavur Revenue District, South India. The aim was to collect all the
relevant data and thereby explore the reasons why some PTAs are quite effective,
while some are somehow ineffective. The study was planned in an objective
manner to facilitate usefiil suggestions to emerge as conclusions of the
investigation.

The PTA, at least in theory, is the best-feed back mechanism available to

ensure co-operation from parents in the interests of their wards. This fact has been
adequately highlighted in research papers and textbooks. If this be so, why then
do many PTAs fall short of their expectations?

There is a new syndrome, which is all pervasive especially with parents -

the lime light syndrome. Viewed in this light, the Parent Teacher Association
(PTA) should, therefore, gain more and more prominence in shaping lives of
students and making them mentally strong to face academic challenges and for the
betterment of schools. The PTA have a pivotal role to play in building the future
institutions of India on a firm foundation. Efforts could be made to bring the
PTAs into limelight of the society and for the welfare of the student community.

6.4. OBJECTIVES OF THE STUDY

The researcher has taken the following as the objectives of the study. The
main aim of the study is to find out the functioning and problems of the Parent
Teacher Associations of the Higher Secondary Schools in Thanjavur District.
 233

6.4.1. MAJOR OBJECTIVES

1. To assess contributions of the Parent Teacher Association towards the

enhancement of quaUty of teaching-learning process in the Higher
Secondary Schools of Thanjavur District.

2. To study the structure of Parent Teacher Association at schools.

3. To study the general functioning of the Parent Teacher Association at

schools.

4. To know the financial positions of the Parent Teacher Associations.

5. To assess whether the Parent Teacher Associations are functioning as per

the guidelines of the Government.

6. To study the role of the Parent Teacher Associations with regard to school
development activities.

7. To study the different general problems of the Parent Teacher Associations.

6.4.2. MINOR OBJECTIVES

1. To study the number of meetings conducted by the PTA in schools in a

year.
2. To study the percentage of members attending the PTA meetings.
3. To study the appropriateness of the expenses of the collected amount.
4. To study the role played by parents at the time of a PTA election.

5. To study the interference of the PTA office bearers in the day-to-day school
administration.

6. To study whether the resolutions passed in the PTA meetings are properly
implemented.

7. To study whether the parents know rules and regulations of the PTA.
 234

8. To study whether some teachers are appointed by the PTA.

9. To study the role played by the PTA at the time of students unrest.
10. To study the role played by the PTA to check school dropouts.
11. To study the part played by the PTA for the effective implementation of the
state and central Governments educational plans.
12. To study the role played by the PTA in helping students for the release of
school magazines and news letters.
13. To study the role played by the PTA in creating a saving habit in the minds
of the students through 'Sanchayika Scheme'.
14. To study the efforts taken by teachers to the PTA in fund raising
programmes.
15. To study the role played by the PTA regarding adult education.
16. To study whether any trusts are maintained by the PTA in schools for their
welfare schemes.
17. To study whether the PTA is encouraging talented teachers and students by
awarding prizes.
18. To study whether parents meet Headmasters and teachers regarding their
children's education.
19. To study the role played by the PTA to get the required materials for
schools.
20. To study parents' opinion regarding non-members becoming office bearers
of the PTA.

6.5. HYPOTHESES OF THE STUDY

Hypothesis is usually considered the principal instrument in research. Its

main function is to suggest new experiments and observations. It states what one is
 235

looking for and it is a preposition, which can be put to test to determine its
validity.

The researcher has adopted the survey method for the research. He referred
to a number of books, magazines and research abstracts. He consulted many
Higher Secondary School Headmasters, Education Department officials, its retired
persons, teachers and parents regarding the functioning of the PTAs in Thanjavur
District.

The foUow^ing hypotheses were framed by the researcher.

1. The number of meetings conducted by PTA in schools in a year is not

sufficient.
2. Most of the parents are not attending the PTA meetings.
3. The collected amount is spent properly in schools.
4. The parents are interested to get posts of office bearers at the time of the
PTA elections.
5. There are interferences by the PTA office bearers in the school
administration.

6. All the resolutions passed in the PTA meetings are properly implemented.

7. Parents do not have sufficient knowledge of the rules of the PTA.

8. Teachers are also appointed by the PTA.

9. Efforts taken by the PTA at the time of students' unrest is not satisfactory.
10. The PTA does not play a vital role to check school dropouts.

11. There is no significant participation by the PTA for the effective

implementation of the State and Central Governments' educational plans.

12. The efforts taken by the PTA is not satisfactory for the release of the school
magazine and news letters.
 236

13. The PTA helps to develop saving habit in the minds of students through
'Sanchayika Scheme'.
14. Teachers are not helping the PTA in fund raising programmes.
15. The PTA does not help to spread adult education.
16. Schools do not maintain Trust for their welfare schemes.
17. The PTA is encouraging talented teachers and students by awarding prizes.
18. Parents are not meeting the Headmasters and teachers regarding the
progress of their children's education.

19. The efforts taken by the PTA to get the required materials for schools is not
satisfactory.

20. Parents do not support the idea of non-members becoming office bearers of
the PTA.

6.6. METHOD OF STUDY

The present study attempts to identify the problems prevailing in the

functioning of the PTAs in the Higher Secondary Schools of Thanjavur District.
For the present investigation, the researcher adopted the survey method. Surveys
were conducted to establish the nature of existing conditions. The survey approach
to educational problems is one of those most commonly used. It is the best method
used to obtain information about the present problem.

6.7. SIZE OF THE SAMPLE

For the present study, the researcher took all the Higher Secondary Schools
following TamilNadu State Board syllabus in Thanjavur Revenue District, South
India. They are eighty-four in number and in which thirty-one are at urban areas
and fifty-three are at rural areas. There are fifty government and thirty-four aided
 237

schools. There are twelve boys schools, thirteen girls schools and fifty-nine mixed
schools. Eighty-four Headmasters, eighty-four teachers and two hundred and
fifty-two parents werefixedup to be taken for the study.

6.8. LliVilTATfONS OF THE STUDY

The researcher faced the following as the limitations of the study:

1. The study was made in a backward semi-urban area.
2. The time taken for the collection of data was just six months.
3. The researcher made printed questionnaires and personal interviews were
conducted for the study.

6.9. DELIWilTATIONS OF THE STUDY

The present study has the following delimitations:

1. This study was confined to only Headmasters, teachers and parents in

Thanjavur District Higher Secondary Schools.
2. This study was confined to eighty-four Headmasters only.
3. This study was confined to eighty-four teachers only.
4. This study was confined to two hundred andfifty-twoparents only.

This study was confined to rural and urban schools in Thanjavur District.

6.10. TOOLS SELECTED FOR THE STUDY

The present study aims at collecting data from Headmasters, teachers and
parents. It used the following as the tools:
a) Questionnaires (three in numbers) and
b) Personal interview (as a technique).
 238

Three questionnaires were given to each school. They are: (i) questionnaire
to Headmasters, (ii) questionnaire to teachers and (iii) questionnaire to parents.
Personal interview was conducted with the Chief Educational Officer, Thanjavur.

6.11. THE PILOT STUDY

The researcher conducted a pilot study in five Higher Secondary Schools in

Thanjavur District. The five schools were selected using stratified random
sampling technique. Five Headmasters, five teachers and fifteen parents were
taken for the pilot study. Using the above mentioned tool, the researcher collected
datafi"omthe above categories of persons. The collected data was shown to
experts and as per their suggestion some items were reduced and reworded. Thus,
the tools got its final shape for thefinalstudy.

6.12. COLLECTION OF DATA FOR THE FINAL STUDY

The investigator met all the Higher Secondary School Headmasters of

Thanjavur Revenue District for the research work. The purpose of the study was
narrated and their maximum co-operation was sought. The researcher met
maximum number of teachers also, barring a few. Then the researcher met some
parents also. Majority of them were Presidents of their respective PTA units.
Having met the above categories of people, he was able to get their valuable
suggestions regarding the PTA. Besides answering their questionnaires, the
Headmasters helped a lot for the data collection from teachers and parents of their
schools. At every level, the purpose for which the study was conducted was
explained by the researcher. He also assured them that the information given by
them would be kept confidential and the data collected from them would be used
for the research purpose only.
 239

The three questionnaires for the final study were given to all Headmasters,
some fairly experienced teachers and some parents of Higher Secondary Schools
in Thanjavur District. For every question three relevant answers are given and the
respondents were to put a tick mark (^) against an appropriate response they think
the most suitable. Further, at the end of the questionnaires, some open questions
were also given. Respondents were free enough to express their feelings regarding
suggestions for effective functioning of the PTA units. They took keen interest
and where enthusiastic in responding to the questionnaires. Thus, the data were
collected from Headmasters, teachers and parents for the final study.

6.13. SAWiPLING TECHNIQUE

In Thanjavur District there are eighty-four Higher Secondary Schools. All

the schools existing in this District were taken for the study. Hence, a hundred
percent sampling (Population) was taken for the study.

6.14. FINDINGS OF THE STUDY

Based on the data and experience gained the following are given as the
findings of the study.

The state of Tamilnadu is one among the 34 states in India. Tamilnadu has
twenty-nine revenue districts. Of the twenty-nine revenue districts Thanjavur
district is one. The area of the district is 3396.57 Sq. K.M. It comprises of three
Municipalities, fourteen Panchayat unions and five hundred and eighty-nine
village Panchayats. The total population of the district as per 2001 census is
2205375. The total literacy of the district is 76.07%. This district is one of the
educationally forward districts in the state. The educational administration (school
 240

level) is headed by the Chief Educational Officer at Thanjavur. The researcher

took only the State Board run Higher Secondary Schools for the research work.

In Thanjavur district at the Higher Secondary level, almost all the schools
have PTA units. The state government is frequently insisting the need to start
PTA units in all the schools.

Of the five levels of Parent Teacher Associations in Tamilnadu, the school

Parent Teacher Association is one. The structure of the school PTA is given
below.

In each and every school there is a General Body and Executive

Committee. The general body consists of President, Vice-president, Secretary,
Treasurer, two Joint Secretaries and general body members. In girls schools 75%
members should be the ladies and in the co-educational institutions 25% members
should be the ladies.

The Executive Committee consists of five persons selected by the general

body from the parents or guardians, three teachers selected by the general body
and two retired teachers or education department officials.

Persons who donated land, building and other things for the welfare of the
school may be made the honorary members. At least two General Body meetings
and seven Executive Committee meetings should be convened in a year.

Membership subscription is collected from parents, guardians and teachers

ranging fi-om Re.l/- to Rs.25/- per year. Donations may also be accepted and
proper receipts should be issued. With the approval of the General Body expenses
may be done for the improvement of the school. The affiliation fee for Higher
Secondary school is Rs.300/- Rs.60/- should be sent by way of subscription for the
 241

journal. Expenses may be done as per the approval of the higher authorities based
on the total amount.

The following are some of the important statistical findings based on chi-
square testing with proper hypotheses in the null form.

1. It is found that 35.46% of schools conduct. PTA general body meetings

more than twice in a year. 45.16% of schools conduct twice in a year and
19.35% of schools conduct less than two times in a year when two times
being the minimum as per the rules.

2. It is found that 30.64% of parents know very well the rules and regulations
of PTA. 58.06% of parents know to some extent and 11.29% of parents are
totally ignorant of the rules and regulations of PTA.

3. It is found that in 17,74% of schools parents attend the PTA meetings in

large numbers. In 38.70% of the schools parents attend the meetings 50%
and in 43.54% of the schools parents attend the meetings in minimum
number.

4. It is found that 64.51% of parents fully agree that the collected amount is
spent properly 29.03% of parents partially agree and 6.45% reply that they
have no idea with regard to the proper expenditure of the collected amount.

5. It is found that 11.29% of parents show keen interests to take key posts at
the time of PTA elections; 64,51% of parents show their efforts some
extent and 24.19% of parents show no interest at all.

6. It is found that in 70.96% of schools PTA office bearers never make any
interference in the school administration; 24.19% of schools show
interferences to some extent and 4.83% of schools show interference to a
great extent.
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7. It is found that in 61.1 AVo of schools the execution of the resolutions passed
by PTA is done to a great extent. In 30.64% of schools to some extent and
1.61% of schools to no extent.

8. It is found that in 70.96% schools appointment of teachers by PTA is done

to a great extent. In 22.58% of schools it is done to some extent and in
6.45% of schools it is never done.

9. It is found that in 59.67% of schools the PTA is readily helping at the time
of students unrest. In 29.03% of schools it is helping to some extent and in
11.29% of schools it is not at all helping.

10. It is found that PTA is taking necessary steps to check school dropouts in
45.16% of schools. In 48.38% schools it is doing partially and in 6.49% of
schools it is not at all taking any interest to check school drop outs.

11. It is found that in 45.16% of schools PTA is mostly implementing the state
and central government educational plans. In 46.77% of schools it is done
partially and in 8.06% of schools it is not at all done.

12. It is found that in 22.58% of schools the PTA is helping the students
mostly, for the release of school magazine and news letter. It is further
found that 46.77% of school PTAs show only partial interest and 30.64% of
school PTAs show no interest.

13. It is found that in 16.12% of schools, PTA is helping mostly to develop the
habit of small savings. In 53.22% of schools PTA is showing only partial
interest and in 30.64% of schools it never shows only interest.

14. It is found that in 35.48% of schools, teachers are helping the PTA in fund
raising programmes. In 50% of schools they are helping to some extent and
in 14.51% of schools they are not at all helping.
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15. It is found that in 19.35% of schools the PTAs are taking efforts to spread
adult education through schools to a great extent. In 46.77% schools it is
only to some extent and in 33.87% of schools it is none.

16. It is found that in 33.87% of schools the trusts are maintained with a great
care. In 33.87% of schools it is done partially and in 32.25% of schools no
trusts are maintained.

17. It is found that 44.5% of the school PTAs show more interest in awarding
prizes to talented students and teachers. 46.24% of the school PTAs show
only partial interest and 9.24% of the school PTAs show no interest at all.

18. It is found that 41% of parents visit the schools very often to meet the
Headmasters and teachers; 50.86% of parents visit often to meet the
Headmasters and teachers and 8% of parents do not visit.

19. It is found that 33.52% of PTAs take great efforts to get the required
materials for schools, 54.91% of schools partially and 11.56% of schools
show no efforts.

20. It is found that 21.38% of parents agree on non-members becoming office

bearers in PTA. 33,52% of parents agree to some extent and 45% of
parents do not support the idea of non- members becoming office bearers in
PTA.

21. It is found that 61.29% of PTAs rendered their co-operation for the
improvement of the schools ftilly, 37.09% partially and 1.61% not. There
is no significant relationship between locality and the co-operation rendered
by the PTAs for the improvement of the schools.

22. It is found that in 53.22% schools the parents pay their membership fee
fully in 38.70% partially and in 8.06% not. There is significant relationship
between locality and the promptness of parents in paying the membership
fee.
 244

23. It is found that in 6.45% of schools the parents show their interest fully in
offering donations in 70.96% partially and in 22.58% not. There is no
significant relationship between locality and involvement of parents in
offering donations.

24. It is found that in 3.22% of schools the parents want to stop collections
when there are problems to a great extent, in 53.22% to some extent and in
38.70% not. There is no significant relationship between the locality and
the parents opinion about the stopping of collections when there are
problems.

25. It is found that in 38.70% of schools the parents want to bring the
Headmasters under their control and in 61.29% to some extent. There is no
significant relationship between the locality and parents' opinion to bring
the Headmasters under their control.

26. It is found that 91.93% of schools remit the affiliation fee and magazine
subscription to a great extent, 3.22% to some extent and 4.83% not. There
is no significant relationship between the type of the schools and the
prompt remittance of affiliation fee and magazine subscriptions.

27. It is found that 88.70% of schools regularly receiving the PTA magazine.
9.67% to some extent and 1.61% not. There is significant relationship
between locality and the regular receipt of the PTA magazine.

28. It is found that 53.22% of schools regularly circulate the PTA magazine
among staff regularly, 38.70% to some extent and 8.06% not. There is no
significant relationship betv/een the locality and the circulation of the
magazine to all the members of the staff

29. It is found that 29.03% of schools circulate the PTA magazine among the
PTA office bearers 50% to some extent and 20.96% not. There is no
 245

significant relationship between the locality and the magazine circulation

among the PTA office bearers.
30. It is found that 70.96% of schools appoint the PTA teachers as per the
norms, 22.58% to some extent and 6.45% never. There is significant
relationship between the type of schools and the appointment of the PTA
teachers as per the norms.

31. It is found that in 74.19% of schools PTA office bearers show co-operation
in the appointment of PTA teachers even if the candidates recommended by
them were not selected, 22.58% to some extent and 3.22% to a great extent.
There is no significant relationship between the locality and the non co-
operation of the PTA office bearers in the appointment of PTA teachers.

32. It is found that in 45.16% of schools, when action is taken against erring
students, the PTA supports it to a great extent and in 40.32% to some extent
and in 14.51%) it is not. There is no significant relationship between the
locality and efforts taken by PTA when action is taken against the erring
students.

33. It is found that in 37.09% of schools the PTA office bearers want to get
explanation to a great extent from the erring teachers, in 8.06% to some
extent and in 54.83% no. There is significant relationship between the
locality and the explanation sought by the PTA from the erring teachers.

34. It is found that in 70,96% of schools the Headmasters accept that the PTA
office bearers are good friends to them to a great extent in 27.41% to some
extent and 1.61% no. There is no significant relationship between the types
of the schools and the opinion that the PTA office bearers are good friends
to Headmasters.

35. It is found that in 66.12% of schools the Headmasters accept that the
parents appreciate them to a great extent for satisfactory performance, in
 246

30.64% to some extent and in 3.22% never. There is no significant

relationship between the locality and the parents' appreciation on the
performance of Headmasters.

36. It is found that 56.45% of schools the PTAs are taking maximum efforts to
utilize the welfare schemes of the governments, in 37.09% partially and in
6.44% not. There is no significant relationship between the locality and the
efforts of PTA to utilize the welfare schemes of the governments.

37. It is found that in 35,48% of schools the PTAs are supporting to a

maximum extent the idea of sending the students to entrance coaching
classes conducted by state PTA, in 51.61% to some extent and in 12.90%
never. There is significant relationship between the type of schools and the
students sent to the entrance coaching classes conducted by state PTA.

38. It is found that in 88.70% of schools the teachers are always helping the
PTA office bearers for the effective functioning of the schools, in 9.67% to
some extent and in 1.61% never. There is no significant relationship
between the experience and teachers helping to PTA office bearers.

39. It is found that in 59.67% of schools the teachers appreciate the

commendable services of PTA to a great extent, in 38.70% to some extent
and in 1.61% never. There is no significant relationship between the type
of the schools and the teachers' appreciation for the commendable services
of PTA.

40. It is found that in 24.19% of schools the teachers are taking efforts to a
great extent with the help of the PTA when the Headmaster is taking action
against the erring teachers, in 38.70% to some extent and in 37.09% no.
There is no significant relationship between the locality and the teachers
role during action taken by the Headmaster.
 247

41. It is found that in 66.12% of schools the teachers take efforts to a great
extent to implement the Cosmopolitan principles in schools with the help of
PTA, in 29.03% to some extent and in 4.83% never. There is no significant
relationship between the locality and the teachers efforts to implement the
Cosmopolitan principles.

42. It is found that in 40.32% of schools the teachers regularly paying the
membership fee, in 30.64% to some extent and in 29.03% never. There is
no significant relationship between sex and paying the membership fee.

43. It is found that in 66.12% of schools the teachers are regularly attending the
PTA meetings, in 27.41% to some extent and in 6.45% never. There is no
significant relationship between age and attending of PTA meetings.

44. It is found that in 41.93% of schools the teachers boldly point out the
mistakes in the PTA meetings to a maximum extent, in 50% to some extent
and in 8,06% never. There is no significant relationship between sex and
the courage to point out mistiikes.

45. It is found that in 56.45% of schools the teachers support the incentive
scheme to them mostly, in 29.03% partially and in 14.51% no. There is no
significant relationship between the locality and the incentives to teachers.

46. It is found that in 37.09% of schools the teachers support to a great extent
the in service training, in 40.32% partially and in 22.58% not. There is no
significant relationship between age and acceptance of in service training
for teachers.

47. It is found that in 50% of schools the teachers insist their students to a
maximum extent, with regard to the use of PTA publications, in 43.54% to
some extent and in 6,45% never. There is no significant relationship
between locality and the teachers insisting their students with regard to the
use of PTA publications.
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48. It is found that in 19.35% of schools the PTA office bearers point out the
mistakes of teachers to a great extent, in 56.45% to some extent and in
24.19% not. There is no significant relationship between the type of school
and the PTA office bearers pointing out teachers' mistakes.

49. It is found that in 19.35% of schools the teachers feel that the efforts taken
by PTA at the time of admission should be to a great extent, in 56.45% to
some extent and in 24.19% nil. There is no significant relationship between
the locality and opinion of teachers in fixing the role of PTA at the time of
admission.

50. It is found that in 37.09% of schools the PTA takes efforts to a maximum
extent for the many sided development of students in 50% to some extent
and in 12.90% never. There is no significant relationship between the type
of school and PTAs role in students' many-sided development.

51. It is found that in 35.48% of schools the PTA is taking efforts to a

maximum extent for operating school complex programmes, in 53.22% to
some extent and in 11.29% never. There is no significant relationship
between locality and the efforts taken by PTA for operating school complex
programmes.

52. It is found that in 8.06% of schools the teachers feel that the PTA is
showing partiality on them to a great extent, in 16.12% to some extent and
in 75.80% never. There is no significant relationship between the locality
and partial outlook of PTA on teachers.

53. It is found that in 54.83% of schools the teachers take efforts to a great
extent to know the students' family background, in 38.70% to some extent
and in 6.45% never. There is no significant relationship between the
locality and teachers efforts to know the students' family background.
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54. It is found that in 38.70% of schools the teachers feel that the school
'Patron scheme' helps to develop the schools to a great extent, in 51.61% to
some extent and in 9.67% no. There is no significant relationship between
the locality and the teachers feelings about the school patron scheme.

55. It is found that in 48.38% of schools the parents actively participate in the
school functions, in 48.38% to some extent and in 3.24% not. There is no
significant relationship between the locality and the parents participation in
the school functions.

56. It is found that in 64.16% of schools the parents think to a great extent that
PTA should not interfere in the school administration as it is a welfare
organisation, in 30.05% to some extent and in 5.78% do not think so.
There is no significant relationship between sex and parents thinking that
PTA is a non-interference organisation.

57. It is found that in 78.61% of schools the parents appreciate the teachers to a
great extent when they perform well, in 18.49% to some extent and in
2.89% not. There is no significant relationship between the age and parents
appreciation of teachers when they perform well.

58. It is found that in 80.34% of schools the parents feel to a great extent that
the economic status of parents should be taken into account at the time of
fiind collection, in 17.91% to some extent and in 1.73% not. There is
significant relationship between the locality and seeing the economic status
of parents at the time of fund collection.

59. It is found that in 44.50% of schools the parents are guiding to a maximum
extent the schools day to day activities, in 45.66% to some extent and in
9.82% not. There is no significant relationship between the locality and
guiding the schools day-to-day activities.
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60. It is found that in 13.29% of schools the parents feel that the power to PTA
office bearers should be low when compared to Headmasters, in 19.07%
high and in 61.84% moderate. There is no significant relationship between
sex and requirement of power for PTA office bearers.

61. It is found that in 68.78% of schools the parents act to a great extent with
smooth adjustment for the welfare of the schools, in 23.12% of schools to
some extent, and in 8.09% never. There is significant relationship between
sex and smooth adjustment of parents in PTA.

62. It is found that in 25.43% of schools the parents feel to a maximum extent
that the PTA teachers work well than regular teachers, in 53.17% of schools
to some extent and in 21.38% of schools not. There is no significant
relationship between locality and comparison of performance of PTA
teachers with regular teachers.

63. It is found that in 75.72% of schools the parents feel that the salary given to
PTA teachers is meagre, in 23.12% correct and in 1.15% higher. There is
no significant relationship between the locality and salary to PTA teachers.

64. It is found that in 45.66% of schools the parents accept to a maximum

extent about trained parents teaching the students in schools, in 38.72% to
some extent and in 15.60% never. There is significant relationship between
the locality and acceptance of trained parents teaching the students in
schools.

65. It is found that in 57.80% of schools the PTA is working to a maximum

extent in bringing rapport between parents and teachers, in 37.57% to some
extent and in 4.62% never. There is significant relationship between the
locality and PTA's role in bringing rapport between parents and teachers.
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6.15. CONCLUSION

The present study reveals the fact that the PTAs in Thanjavur District
Higher Secondary Schools have some specific problems. They are listed below:

1. Executive Committee meetings are not regularly conducted as per the

norms in many schools.

2. The parents of this district do not have sufficient imowledge about the rules
ofthePTA.

3. Participation in good numbers by parents is essential in meetings.

4. The membership fee should be raised.

5. Only those members who work efficiently at the lower levels should be
selected for State body.

6. Good experiences of Headmasters where the PTAs are functioning well

should be shared with other Headmasters.

7. Rural parents should spare more time for the welfare of their children.

8. Importance which is given by teachers to subjects should be given equally

to discipline, environment, service mindcdness of the students etc.

9. Non functioning PTAs in the district should be brought to the notice of the
officials immediately and they may be guided for effective functioning,
thereby the schools may be made really the active centre of the society.

6.16. RECOIVilViENDATIONS OF THE STUDY

1. The Education Secretary of the State Government not the Education

Minister should be the President of the State PTA. Then only it can
function as a real supreme body, without any barriers and prejudices.
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2. In the office of the PTA headquarters at Chennai, the Secretary post should
be given only to a retired Education Department official, instead of a
working person. Only a retired person can devote his whole time for the
effective functioning of the PTA at State level.

3. The State General Body and Executive Committee meetings should be

convened as per the rules and regulations and in the stipulated time.

4. The State PTA Secretary should visit all districts at regular intervals and
activate the working of district PTAs.

5. Radio and T.V. programmes may be given by State PTA itself in the
aspects where there is a need for some PTAs in the State. Educational
programmes, cultural programmes, moral teaching programmes,
programmes for the promotion of social service activities, programmes on
patriotism, programmes projecting extraordinarily brilliant students may be
given through mass media by the State PTA.

6. Regional PTA conferences should be convened at regular intervals just like

school improvement conferences at the district level. If possible, separate
conferences may be convened at High/Higher Secondary level and at
Primary/Middle school level.

7. A Central PTA office in each district may be established with the caption
'PTA Park'or 'PTA Centre'.

8. In that district office, a counsellor, a doctor and an Educational Officer may

be appointed. Effective counselling to inactive PTAs may be given through
this team.

9. There should be a full time Secretary at the district level PTA. Now it is
given as an additional charge to the District Elementary Education Officers
together with their regular duties.
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10. District level PTA news letters may be started for spreading useful news
items to schools.

11. District level PTA conferences may be conducted and proper awareness in
the minds of the PTA members be developed.

12. Special General Body and Executive Committee meetings should be

conducted whenever necessary.

13. Different committees should be formed at district levels and periodical

reports should be submitted to the Secretary of the State PTA regarding
activities of other PTAs.

14. Separate meetings should be conducted at school level for girls' mothers
and proper guidance and counselling should be given regarding problems
faced by adolescent girls.

15. Parents' meetings may be conducted standard wise after each examination
is over and the performance of students be revealed to parents.

16. Just as in Britain, in the PTA organisation due representation should be

given to students also.

17. Just like parents' and teachers' opinions, opinions of students also should
be given equal importance. Only then students will come forward to voice
their problems.

18. School administration should be done by the school General Body which
consists of teachers, parents and students. There shouldn't be any
interference from any side, including the Government.

19. Erring teachers should be watched closely and the General Body should be
given the power to take regulatory action against them to develop a
conducive atmosphere at schools.
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20. Recognition, grant, etc. should be given only to those schools, which have
properly functioning Parent Teacher Associations.

21. Meritorious PTAs should be identified and national level awards should be
given to them by the Central Government on Teachers' Day.

22. Governments should not announce any schemes in schools without the
consultation of the State PTA.

23. Periodical training should be given to the members of the PTA at all levels.

24. Class observations by qualified parents should be made for effective

teaching learning process.

25. Wide publicity should be given about the importance of the PTAs in
schools.

26. The concept of representative for each standard among parents may be
selected, as it is in vogue in Japan. It would help for enrichment of each
standard in a school.

27. Home visits by teachers should be made compulsory to know the family
background of each child and gain good rapport with parents.

6.17. SUGGESTIONS FOR FURTHER STUDY

Based on the present study and the experience gained by the researcher, the
following topics are suggested for further study in the area of Parent Teacher
Association:

1. A comparative study of the Parent Teacher Associations with other service

organisations in schools.
2. A critical study of the rules and regulations of State PTA and its
functioning in TamilNadu.
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3. A comparative study of the functioning of PTA in rural and urban areas of

TamilNadu.
4. A critical study of the special problems of Parent Teacher Associations in
TamilNadu.
5. A comparative study of the functioning of Parent Teacher Associations in
TamilNadu with its neighbouring States.
6. A study of the problems in the functioning of Parent Teacher Associations
in Primary Schools of Thanjavur district.

eIfl