1

1.0 .0 Introduction:

“Teachers are the backbone of any country, the pillar upon

which the aspirations of students are reconverted into realities. The
teachers must be perpetual seekers of intellectual integrity and
universal compassion”
Dr. Abdul Kalam

The whole process of education is shaped and moulded by a human

personality that is, the teacher who plays a pivotal role in any system of
education. The American Commission on Teacher Education remarked that
the quality of a nation depends on the quality of its citizens. The qualities
of its citizens depend not exclusively but in critical measure upon the
quality of their education. The quality of their education depends, more
than upon any other single factor, upon the quality of their teachers”. It is
noted that teaching has been the largest, oldest and noblest profession. In
spite of the technological advancements in the process of teaching-
learning, it has not been possible to replace the teacher. It is, therefore, not
mere rhetoric to say that the teacher is the living ideal, the fountainhead of
knowledge and the potential guide to provide direction for the growth and
development of students, who are worthy citizens of tomorrow. In nutshell,
teacher is the backbone of educational system, the maker of mankind and
the architect of society (Rymbai, 2011). In the words of Dr. Abdul Kalam-
“I believe there is no other profession in the world that is more important
to society than that of a teacher”.

Enlightened, emancipated and empowered teachers lead

communities and nations in their march towards better and higher quality
of life. They reveal and elaborate the secrets of attaining higher values in
life and nurture empathy for the fellow beings. Teachers are the torch
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bearers in creating social cohesion, national integration and a learning

society. They not only disseminate knowledge but also create and generate
new knowledge. They are responsible for acculturating role of education.
No nation can even marginally slacken its efforts in giving necessary
professional inputs to its teachers and, along with that, due status to their
profession.

Kothari Commission (1966) in its report observed that of all the

factors that influence the quality of education, the quality, competence and
character of teachers are undoubtedly most significant. The National Policy
on Education (1986) has rightly remarked that no pupil can rise above the
level of its teachers. The National Council of Teacher Education document
(1998) has stressed that teachers are torch bearers in creating social
cohesion and national integration by revealing and elaborating the secrets
of attaining higher values in life. A teacher with sufficient competencies
can render effective service and help in alround development of younger
generations. In the context of present day realities, aims and objectives of
education, a teacher is expected to perform multiple activities like
teaching, evaluation, diagnosis of learning difficulties, providing remedial
measures, organization of co-curricular activities etc, together with
activities which are intrinsic to teaching and learning (Patri and Nanda,
2011). The teacher guides, understands, inspires, clarifies, facilitates,
shares, serves as a role model, touches and transforms the life of a student
with care and compassion. Thus, a teacher in the modern age, essentially
require to be equipped with modern competencies to work effectively in
order to cater to the needs of learners as well as the needs of modern
society.

Teaching is a highly professional activity which demands

specialized knowledge, skill and behaviour. Teacher professionalism
comprises at least three essential characteristics: competence, performance
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and conduct, which reflect on teachers‟ personality and the way they
behave in school and society. Competence is fundamental in teaching
profession, which includes preparation of teachers for classroom processes
and acquisition of knowledge of subject, and facilitates personality
development of children. Competencies of an effective teacher include
interpersonal communication, pedagogical empowerment and
organizational leadership. Professional competence results in performance
of teachers in terms of overall development of children. The competent
teachers are expected to perform better in the interest of children and
society. High level of competency empowers teachers with high self-
concept, commitment and motivational level. The third characteristic of
teacher professionalism- conduct- is significant for a humane teacher,
particularly in the Indian context. The manner in which the teacher
conducts him/herself has impact on classroom, school, community and
educational system. The teacher‟s conduct is reflected in the behaviour of
young generation taught by him/her (Chaudhary, 2012).
Teaching as a social activity creates a dilemma for the person in this
profession where on one hand he/she is faced with the requirement of
satisfying his/her personal needs and desires, while on the other hand,
people present around him/her expect him to fulfill roles, responsibilities/
behavioural patterns that they decide for him/her. The teacher has to
remain in constant interaction with others. He is also required to deal with
negative behaviours, like being criticized or forced to do some task, and
maintain his emotional equilibrium. Needs of being able to identify one‟s
own and others feelings, being able to communicate affectively and to
manage one‟s own behaviours so that it remains socially acceptable,
become significant for teachers. These and many other social skills are
very important for developing healthy relationship with others and can
affect many facets of a teacher‟s success in life.
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On the part of various roles that a teacher has to play in his or her
personal and professional life, assertiveness come up as a set of important
skills to deal with a wide range of challenging situations, which demand
expression of thoughts, feelings and beliefs in direct, honest and
appropriate manner, standing up for personal rights while respecting the
rights of others and as a process of social communication, involving
exchange of thoughts and feelings, to establish satisfying social
relationships.
Particular attention is being paid to the role of assertiveness in the
modern educational system. Many authors have accepted assertive
behaviour as the most constructive method of communication in teaching
process. Its application in teaching practice not only increased the
effectiveness of training activities, but also had a positive educational
impact on young people, facilitating development of valuable personal
qualities amongst them (Edwards, 2005; Nelsen et al., 2001).
Implementation of pedagogical interaction of this type required specialized
training in assertive techniques and skills by both teachers and students.
Assertiveness training is an area of study which has a long history
within the field of behaviour therapy. Salter (1949) and Wolpe (1958) have
recognized that certain individuals have specific problems in standing up
for their rights and expressing themselves appropriately. These pioneers
introduced the concept of providing assertiveness skills to help such
individuals to function more effectively (Makhija & Singh, 2010). Since
then the concept of assertiveness training has drawn the attention of many
scholars, highlighting both its significance and making the term more
precise. Lazarus (1973) influenced the development of cognitive therapy in
the field of clinical psychology. Liberman (1975) introduced assertion or
personal effectiveness training as a fundamental component of clinical
services offered by community health centres.
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Alberti and Emmons (2008), creators of the first assertive training

intended not for clinical practice of psychological treatment of nerve
disorders but for activation of human potential, emphasized that all people
have equal rights regardless of their social status and believed that a sense
of self-worth along with the assertive style of behaviour was not only
desirable, but also necessary to be developed in everyone. They agreed that
assertiveness was not a panacea against all troubles and failures that could
occur in one‟s life, but through it, meeting challenges with confidence, the
problems could be resolved in the best and adequate manner. The evidence
established the effectiveness of structured learning and behaviour
modification that occurs within groups. Assertiveness training is an
important part of any form of behaviour therapy and based on the
assumption that when any overt expressions of emotions are learned,
displayed and reinforced, the corresponding subjective feelings will be felt
(Anant, 2009).
Assertiveness training is based on the principle that we all have a
right to express our thoughts, feelings and needs to others, as long as we do
so in a respectful way. When we feel that we cannot express ourselves
openly, we may become depressed, anxious or angry, and our sense of self-
worth may suffer. Our relationships with other people are also likely to
suffer because we may become resentful when others do not read our
minds as we are not assertive enough to tell them. Assertive behaviour is
specific to the particular time, situation, and cultural context. In other
words, behaviour that is appropriately assertive for one person in one
situation may be either excessively passive or too aggressive for someone
else in a different situation.
Assertiveness training is based on the idea that assertiveness is not
inborn, but is a learned behaviour. Behaving assertively can sometimes be
difficult for almost anyone, and is often impossible for some people. For
this reason, assertiveness training focuses on not only talking about the
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importance of assertiveness, but also on learning assertive behaviours and

practicing these behaviours with the help of professionals. Assertiveness
training aims to increase the number and the variety of situations in which
assertive behaviour is possible, and attempts to decrease occasions of
passive or aggressive behaviours (Hoffman 1983). Assertion techniques are
tools for everyday life, enabling people to enhance their social contacts and
become more effective in personal and professional spheres.
According to Smith (1985), in order to be assertive a human being
not only ought to know his/her rights, but should be able to apply them in
different situations and under different circumstances. Moreover, assertive
training and compliance with assertive rights are important not only for the
specific person (as means to realize his/her potential), but also for the
society as a whole, as these would help to harmonize the social and labour
relations. A detailed description of a training programme for group
therapy, aiming to develop assertive skills in the communicative sphere,
has been offered by Doty (1987). The necessary basic skills for the
assertive training included the habits of dating and maintaining a
conversation, skill of active listening, effectively dealing with conflict
situations and ability to openly and adequately express feelings (both
positive and negative ) ( Peneva & Mavrodieva, 2013).
Salter (1949) and Wolpe‟s (1958) emphasis on assertiveness skills
was located in the field of behavior therapy, where individuals deficient in
the ability to express themselves and stand up for their rights were
provided certain skills during therapies. This approach seems to have later
evolved into organization of assertiveness training programmes for
individuals with special needs and for general students. Research activity
under this approach typically involved selection of experimental and
control groups, pre-testing these groups on assertiveness and some
associated variables, introducing one or other form of assertiveness
training and carrying out post-test in both the groups. The studies by Pitt
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and Roth (1978), Grant and Devorah (1980), Rotheram and Armstrong
(1980), Hatzenbuehler and Schroeder (1982), Stewart and Lewis (1986),
Lee and Crockett (1994), Firth (2001), Sert (2003), Lina, et. al. (2004),
Flowers (2006), Tavakoli, et. al. (2009), Makhija & Singh (2010),
Agbakwuru & Stella (2012) and many others followed this approach.
Many of these studies have noted that changes in assertiveness as a result
of assertiveness training are also accompanied by changes in variables like
self-esteem, self-concept, social skills, participation in different activities
and academic achievement (Gangwar, 2012).
A large volume of research has been conducted on assertiveness
training and these programmes are introduced in many settings. However,
many of the assertiveness training studies were conducted on adults and
some specific groups such as nursing staff (Gerry,1989 and Segal 2005);
college students (Averett & Mc Manis,1977); students with learning
disabilities (Firth,2001); indecisive students (Nota & Soresi,2003);
working women (Brockway, 1976) and elderly people and adults with
mental retardation (Hatzenbuehler and Schroeder, 1982; Franzke, 1987 and
Donnnelly, 1992).
With growing feminist attitudes in society during the 80s and 90s of
the twentieth century (Castro, 1999) more attention has been paid to the
role and rights of women. In response to the need for training of women in
assertive skills and techniques, specialized training programmes for
psychologists working with groups and tutorials for personal use were
prepared (Heighway, et.al, 1992; Butler, 1992; Dickson, 1982; Goodman
& Fallon, 1995; Leman, 1998; Shaevitz, 1999). Positive consequences of
applying assertive techniques and acquiring assertive skills, authors
indicated not only increased self-esteem, confidence and self-acceptance
(Leman, 1998; Stake & Pearlman, 1980), but also reduction of emotional
distress, depression, and general mental health (Butler, 1992; Chan, 1993;
Pattenson & Burns, 1990).
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In late twentieth century, use of assertiveness was more as a

desirable aspect and it was used as a tool for self-development and self-
improvement. In new millennium, this quality is being increasingly
recognized as a prerequisite for employment in many professions, which
are mainly related to communication. In early twenty-first century,
assertiveness has become an integral part of professional relations in
economic sphere, education, medicine, sports etc. Several specialized
training programmes are being created for preparation of employees
(Peneva & Mavrodieva, 2013).
To facilitate development of assertive skills among the professionals
in educational system, certain programmes have been developed with the
aim of increasing communicative culture, empathy, ability to self-control
and emotions. Particular attention has been paid to the need of expressing
respect for students and regarding their rights as fundamental
characteristics of assertive behaviour (Savage & Savage, 2010).
Application of these assertive techniques, according to specialists, affected
the quality of teaching, improved self-esteem and personal satisfaction of
teachers and led to lowering of occupational stress (Peneva & Mavrodieva,
2013). To build assertive skills in students, manuals containing guidelines
for working with students of different age groups have been developed.
Mainly these recommended techniques to develop the ability to recognize
one‟s own emotions and needs, to cope with negativity, to express positive
feelings, to build respect and thoughtful attitude towards peers and elderly,
and to raise self-esteem and self-acceptance (Christopher, Edwards, &
Eppler, 2012; Kaufman, Raphael, & Espeland, 2000).
Special attention has also been paid to development of assertive
skills among upper grade and college students, as it is believed that this age
is conducive to build a vision, perseverance, self-reliance and initiative,
qualities that are prerequisite for development of assertiveness (Peneva &
Mavrodieva, 2013). This was implemented not only through specialized
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training and training programmes (Christopher, Edwards, & Eppler, 2012)

but also through self-development, supported by tutorials for personal use.
Establishing effectiveness of assertiveness training in facilitating
development of assertiveness and positive change in certain characteristics
is one approach of understanding the phenomena associated with assertive
behaviour and related aspects. Another, naturalistic approach, focused on
surveying the level of assertiveness in a population of interest and
attempting to analyze certain characteristics as input factors and others as
dependent outcomes. Sex, age, social group membership, birth order,
educational status etc. have been considered as input characteristics in
shaping assertiveness, and similar to the experimental approach, self-
esteem, self-concept, academic self efficacy and adjustment have been
considered as outcomes (Gangwar, 2012).
The socio-demographic and cultural milieu in which a person lives
and grows is an important factor in deciding whether he or she will develop
into an aggressive person, submissive person or an assertive person. In
Indian context, this socio-demographic and cultural milieu can be
visualized as being shaped by factors associated with individuality,
educational environment in which he finds himself and the socio-cultural
environment produced by parental occupation and educational
characteristics. The need to understand the role of socio-demographic and
cultural milieu in development of assertive behavioural tendency is
highlighted through the significance ascribed to assertive behaviour by
different authors. (Gupta, et. al. (2002); Kaur and Mehta (2007); Noushad
and Musthafa (2008); Makhija and Singh (2011); Gangwar (2012) and
Asokan and Muthumanickam (2013).
On account of perceived benefits of assertiveness training
programme in various fields, a need was felt to study the impact of
providing training in assertiveness on various aspects of personality among
prospective female teachers. Therefore, the investigator attempted to study
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the effectiveness of assertiveness training programme on personal and

psychological characteristics of female teacher-trainees. These aspects
seem to have not been explored in Indian situations and it is in this
perspective that present study has been designed to explore certain
background characteristics of pupil-teachers as input factors in shaping
assertive behaviour, and impact of such kind of training on assertiveness,
self acceptance and academic achievement motivation variables.

1.1.0 Statement of the Problem:

In view of the perspective evolved in preceding section the problem

of present study was stated in following words-

“A STUDY OF EFFECTIVENESS OF ASSERTIVENESS

TRAINING PROGRAMME ON ASSERTIVENESS, SELF-
ACCEPTANCE AND ACADEMIC ACHIEVEMENT MOTIVATION
OF FEMALE TEACHER-TRAINEES”

The problem of the study, as stated above, attempted to analyze the

effect of assertiveness training programme on certain psychological
characteristics of female teacher-trainees at B.Ed. level. These output
characteristics included assertiveness, self-acceptance and academic
achievement motivation among teacher-trainees. The basic assumption
behind selection of these particular variables was the expectation that as
assertiveness training programme are designed to raise an individual‟s self
confidence and self –esteem, these will tend to impel trainees towards
better acceptance of self and an increased motivation for achievement in
academic field. The second aspect of the study envisaged survey of level of
assertiveness among the selected group of teacher-trainees, and to analyze
and compare this level of assertiveness across groups of trainees, identified
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on the basis of their selected socio-demographic and academic

characteristics. This survey, analysis and comparison aspect of the study
assumed that level of assertiveness among trainees is likely to be
influenced by their background characteristics. Various background
characteristics explored in this context, included socio-demographic
characteristics like caste group, income group, father‟s occupational group,
and parents‟ educational status, and academic characteristics like previous
academic achievement of trainees.

1.2.0 Definition of the Terms:

The statement of the problem of present study includes following
key terms that need to be defined clearly.

1. Assertiveness
2. Assertiveness Training Programme
3. Self-Acceptance
4. Academic Achievement Motivation
5. Female Teacher Trainees

1.2.1 Assertiveness:
Assertiveness has been defined in various terms by different
authors. Lazarus (1971) stressed the idea of “emotional freedom” and
described assertiveness as its subunit. He defined assertive behaviour as a
„social competence‟. Jakubowski (1973) defined assertiveness as an act of
protecting own human rights without violating the fundamental rights of
others. Alberti and Emmons (1974) observed it as a behaviour that enables
a person „to act in his own best interest‟ and „stand up for himself without
undue anxiety‟. It has been referred to as cognitive, emotional, and
behavioural response that maximizes one‟s potential for reaching personal
goals (Rich and Schroeder, 1976). Gervasio and Crawford (1989) have
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defined assertiveness as a style of conversation occurring in complex

interpersonal context.
Wolpe (1990) defined assertiveness as „socially justified motor or
verbal expression of feelings‟. Lizarrage, et. al. (2003) referred to
assertiveness as an ability „to express and advocate ideas, interest and
feelings‟. Noushad and Musthafa (2008) referred to it as „courage to be
oneself‟ and „communicating honestly with family, friends and
colleagues‟. It has been characterized as an attitude of „openness and
receptiveness‟ by Anant (2009). Bishop (2010) defined assertiveness as the
most constructive means of interpersonal interaction.
A covert assumption of respecting the needs of others by the person
practicing assertiveness has been reflected by Makhija and Singh (2011).
For Asokan and Muthumanickam (2013), acting assertively increases
chances for honest relationships, feeling better about oneself and gaining
sense of control in everyday situations. However, asserting oneself may not
necessarily guarantee happiness or fair treatment. Nonetheless, by
developing an ability to express, one is able to reduce stress, increase
feelings of self-worth, improve decision-making abilities, and feel more
self-confident in relationships. Assertiveness is the ability to reveal oneself
overtly, straightforwardly and appropriately, to honour one‟s own feeling
and thoughts as well as oneself and to discover one‟s own abilities and
limits. Assertiveness is a behaviour that in addition to person‟s health
increases the possibility of gaining pleasant results (Noghabaee and
Nikoogoftar (2014). It has also been defined as way of communicating and
behaving with others that helps a person to become more confident and
aware of oneself (Tannous (2015).
An attempt to clarify the meaning of assertive behaviour through the
identification of associated behaviours has been made by different
researchers in the field. Thus, Lange and Jacubowski (1975) defined it as
„standing for personal rights, feelings and beliefs in direct, honest and
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appropriate ways, which respect the rights of the other people‟. Galassi &
Galassi (1979) referred to assertiveness as direct expression of one‟s
feelings, preferences, needs or opinions in manner that is neither
threatening nor punishing towards others.
Herzberger and Katz (1984) identified capability of free expression
of emotions, ability to defend purposes or goals in general and specific
situations as the components of assertive behaviour. Smith (1985)
characterized assertive behaviour by mutual respect, benevolent
perseverance and politeness. To Rees and Graham (1991), assertiveness
means „taking responsibility for life and choice‟, and „making own
decisions, rather than simply going along with other people‟s choices‟.
Okoli (2002) defined assertiveness as the proper expression of emotion
other than anxiety, openness, directness, spontaneity and appropriateness.
In the view of Yong (2010), assertive persons „resist undue social
influence, disregard arbitrary authority figures and refuse to confirm to
arbitrary group standards‟. Hasanzadeh and Mahdinejad (2012)
characterized assertiveness as speaking and acting with power, while
maintaining respect for others. Instead of passively giving up power or
aggressively demanding it, assertiveness enables youth to positively and
authentically influence others. Not only confined to the freedom in
expression of emotions, assertive behaviour, according to Abed (2015),
demands control over outbursts of anger, crying or other behaviour patterns
that exhibit lack of professionalism in the work sphere.
The above conceptualization of assertive behaviour has been
summarized by Gangwar (2012) through listing behavioural tendencies
that characterize assertiveness as follows:
1. Feeling free to express one‟s feelings and desires in various
interpersonal situations.
2. Believing that one‟s feelings and desires are worthy.
3. Feeling free and able to make request.
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4. Feeling free and able to refuse request.

5. Feeling free and able to defend one‟s opinions.
6. Feeling free and able to express feelings and desires in a direct
and honest manner.
7. Feeling free and able to overcome pressures from others.
8. Feeling fearless in expressing one‟s desires and opinions.
9. Feeling free to do what one wants to do.

The above stated and similar behavioural tendencies in different

interpersonal and social situations indicate presence of assertiveness in
individual.
Assertiveness in present study referred to a variable measured by
employing „Assertive Behaviour Assessment Scale‟ (ABAS) developed by
Dhoundiyal (2010) and re-standardized by the investigator for the teacher
trainees at B.Ed.level.

1.2.2. Assertiveness Training Programme:

Assertiveness training has been used in helping people to reduce
their fear of acting appropriately in social and interpersonal situations.
Assertiveness training techniques include broken records, fogging, free
information, self-disclosure, negative assertion, transactional analysis, role-
playing and modeling (Okoli, 2002). Assertive training programme is a
systemic approach to be more assertive in self-expression, based on a
balance between achieving one‟s own goals and respecting the needs of
others. It is a psychological intervention which helps participants learn to
integrate assertive behaviour skills into their daily lives. It deals with
attitudes, beliefs, and cognitions about assertiveness as well as specific
overt assertive behaviours. The assertiveness training is based on the
assumption that individuals do not behave assertively because they have
not had the occasion to learn assertive responses in given situations, and
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aggression and non assertive behaviour are both learned response that can
be replaced by an assertive response (Lin, et.al. 2004).
Assertiveness training is a life skill that causes an increase in self-
esteem, rational stating of thoughts and feelings, anxiety reduction,
improvement in social and relational skills, respecting other‟s right and
increasing the rate of satisfaction from life and happiness (Hashemi, 2007).
Iruloh & Amadi, (2008) added that assertive training is not therapeutic
technique although it helps to teach an individual on how to assert himself
despite the intimidation and pressures coming from other people.
Furthermore, Corey (2009) explained that assertive training is based on the
principle of social learning theory and incorporates many social skills
training methods. He explained further that the training is often conducted
in groups using modeling, role-play, and rehearsal to practice a new
behaviour in the therapy office and then enacted in everyday life.
Assertiveness training has been defined by Zade, et.al. (2009) as a
structural intervention which is used for social relationship improvement,
anxiety disorder therapy and phobias in children, teenagers and adults.
Assertiveness training is about acquiring learned skills and assertiveness
training programme is designed to improve an individual‟s assertive beliefs
and behaviours, which can help the individual change how they view
themselves and establish self-confidence and interpersonal communication
and subjective wellbeing (Paeezy, 2010). Akinteye (2012) opined that if
well-taught, assertiveness training can help the person to recognize when
they are being abused or maneuvered for someone else‟s benefit and how
to resist such treatment effectively without becoming angry and aggressive.
It emphasizes the value of clear, calm, frank communication as a means of
establishing relationships in which everyone knows where they stand and
no-one feels ill-used. Yusefi, et.al. (2015) viewed that in assertiveness
training an individual learns how to behave assertively. The person tries to
solve and to define the problem, follows the aims assertively, repeats the
 16

roles effectively, changes them to form the pleasant behaviours constantly,

and learns appropriate methods to express his/her wildlings assertively.
In the present study, assertiveness training programme referred to a
specifically designed training programme adapted by Dhoundiyal (2005) in
congruence with assertiveness skill training developed by Sue Bishop
(1996) and includes the components of Self awareness, Awareness of
rights, Refining goals, Nurturing self esteem, Feeling talk, Awareness of
reasons of non-assertion, Ability to handle putdowns, Awareness of one‟s
body language, Developing assertive body language, Being able to say
„No‟, Being able to make requests, Skill of handling conflicts, Ability to
identify stereotypes and Handling discrepant situations.

1.2.3. Self-Acceptance:
Self-acceptance is acceptance of self inspite of deficiencies.
According to Shepard (1979), self-acceptance refers to an individual‟s
satisfaction or happiness with himself, necessary for good mental health.
Self-acceptance involves self understanding, a realistic, albeit subjective,
awareness of one‟s strengths and weaknesses. It results in an individual‟s
feeling himself as unique and worthy. Branden (1995) viewed self-
acceptance to be the second pillar of self-esteem. The first steps of healing
and growth, according to him, are awareness and acceptance-
consciousness and integration. In clinical psychology and positive
psychology, self-acceptance is considered the prerequisite for change to
occur. It can be achieved by stopping criticizing and solving defects of
one‟s self, and then accepting them to be existing within one‟s self. That is,
tolerating oneself‟ to be imperfect in some parts.
In present study, self- acceptance was operationalized as indicated
by scores obtained on, „Self Acceptance Inventory‟ (KSAI) developed by
Kakkar (2010).
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1.2.4. Academic Achievement Motivation:

Achievement motivation commonly known as n-achievement, refers
to the behaviour of a person who strives to accomplish something, to do his
best and to excel others in performance. Atkinson‟s theory of achievement
motivation grew out of research initiated by Mc Clelland et.al. (1953), who
viewed achievement motivation to be a drive that can be experimentally
aroused, differs from person to person and is acquired. It is considered as
an important determinant of aspiration, effort and persistence. Thus, it is
defined as how well a person does in comparison with a given baseline
(Gupta & Shagufta, 2007).
Academic achievement motivation has been broadly defined as, an
academic drive, attitude toward learning, and enthusiasm for academic
achievement. Academic drive involves measuring items such as work
habits and scholastic expectations, and attitude toward learning involves
students‟ opinion of classroom environment and self-efficacy in learning
(Entwistle, 1968). Enthusiasm for academic achievement involves the
degree to which students possess certain specific behavioural
characteristics related to motivation (Hwang, 2002).
In the present study, academic achievement motivation has been
operationalized to be represented by scores obtained on „Academic
Achievement Motivation Test‟ (AAMT), consisting of two categories of
statements, one indicating achievement motivation and the other showing
absence of such motivation, constructed by Sharma (2010).

1.2.5. Female Teacher-trainees:

The teacher training set up in India has been construed as a
hierarchical system, of grades, subdivided into different stages or levels.
Training for nursery school teachers is envisaged to prepare teachers for
teaching children up to 6 years of age. Elementary school teachers‟ training
extends to cover preparation of teachers for teaching class 1st to 8th.
 18

Training for secondary school teachers is provided to develop necessary

knowledge, skills and attitudes among the teachers to teach students of
class 9th to 12th i.e. students at secondary and senior secondary levels. In
addition to these, training for special school subjects has also been
envisaged for teachers of language, physical education, art and sculpture.
The Post-graduate teacher education courses provide education facilities
for the students as well as teachers in higher education.
Following this broad classification of Indian teacher training set up,
female teacher-trainees of present study refer to the female teacher-trainees
pursuing B.Ed. course from various institutions of Kumaun University,
Nainital.

1.3.0 Aims and Objectives of the Study:

The proposed study broadly aimed to investigate the effect of

assertiveness training programme on assertiveness, self-acceptance and
academic achievement motivation of female teacher-trainees. This broad
aim was, however, subdivided into following objectives:
1.3.0 To survey the level of assertiveness of female teacher-
trainees.
1.3.1 To analyse and compare level of assertiveness of female
teacher-trainees across sub-groups identified on the basis of
their personal and socio-demographic characteristics. This
was further divided into following objectives :
i To analyze and compare caste wise groups of female
teacher- trainees on their level of assertiveness.
ii To analyze and compare income wise groups of
female teacher- trainees on their level of assertiveness.
iii To analyze and compare groups of female teacher-
trainees, identified on the basis of occupational
 19

background of their family, on the level of

assertiveness.
iv To analyze and compare groups of female teacher-
trainees identified on the basis of educational status of
their family, on the level of assertiveness.
v To analyze and compare academic achievement wise
groups of female teacher-trainees on their level of
assertiveness.
1.3.2 To study the effect of a specifically designed assertiveness
training programme on level of assertiveness of female
teacher-trainees.
1.3.3 To study the effect of a specifically designed assertiveness
training programme on level of self-acceptance of female
teacher- trainees.
1.3.4 To study the effect of a specifically designed assertiveness
training programme on level of academic achievement
motivation of female teacher-trainees.
1.3.5 To explore the effect of assertiveness training on level of
assertiveness in groups of female teacher-trainees identified
on the basis of :
i Caste
ii Family income
iii Occupational background of family
iv Parent‟s educational status and
v Academic achievement

1.4.0 Significance of the Present Study:

The significance of present study is derived from the fact that it is

an attempt to study effectiveness of a specifically designed assertiveness
 20

training programme in teacher-education settings. Many benefits of

training in assertiveness have been listed by different authors. These
include reduction in anxiety, being able to make decisions in life,
expression of feelings and thoughts, increase in interpersonal competence,
self confidence, self-esteem and perceived self control through
assertiveness training.
Teachers at present need to be goal directed, to be active towards
attainment of these goals, to be expressive of their feeling and desires, and
to be able in building healthy relationships with others. In order to face
their challenging roles, teachers are required to understand their true selves
and feel happy about themselves, besides being internally motivated for
educational progress. In order to make our teachers more efficient in
facilitation of knowledge development, more competent in providing
quality education, more comfortable within society and more effective in
using their professional knowledge and skills, it is necessary for them to be
more assertive and have a high level of self-acceptance and academic
achievement motivation. Therefore, we need to understand this dimension
of behaviour in more detail, particularly in different socio-cultural settings.
It is needless to say that assertiveness has to be instilled in a conscious
manner through teacher education programmes. The present study is an
attempt in this direction.
Development of personality is an important aim inherent in the
organization of formal teacher education programme. How this personality
is to be developed and towards what ends this development is to be
facilitated, is a decision taken by educational planners. Inherent in various
curricular and co-curricular components of educational process, this
personality pattern incorporates elements like openness, industriousness,
optimism, goal-directedness, ability to share thoughts and feelings,
knowing one‟s strengths and weaknesses and acting in ways to strengthen
one‟s self-esteem and productivity. An assertive behaviour pattern seems
 21

to incorporate these desirable personality traits, and it can be safely

proposed that an attempt to develop assertiveness needs to be explicitly
incorporated in educational settings. Incorporation of an emphasis on
assertiveness development in educational-process, however, needs to be
preceded by an empirical verification of the positive effect of assertiveness
training on assertiveness, self-acceptance and academic achievement
motivation among prospective teachers. A test of these assumed positive
relationship, is inherent in present study.
Researchers postulate that assertive behaviour is marked by
openness and receptiveness but, in our Indian society female child tends to
be rated as a lesser being, subjected to suppression and discrimination in all
spheres since childhood and denied of opportunities for self development.
In such situations, they are never able to recognize their own potential and
worth, and it hampers their alround development, particularly their
assertive skills. Assertive behaviour has been viewed as an essential
communication strategy for women in pursuing equality. However, within
Indian value system females usually retain a submissive role and do not
assert themselves well.
In recent times, government and non-government organizations are
keen for improving the status of girl child. Great emphasis has been laid on
girls‟ education, placement, promotion and better career options, so that
they can compete confidently and assertively with their male counterparts.
Girls today have come up firmly by expressing their ideas, feelings and
thoughts emphatically, without being rude and unreasonable, without
offending others and having open, direct, honest communication and an
active orientation towards life (Kaur & Mehta, 2007).
Teachers, more specifically female teachers have a vital role to play
in the area of enhancing assertive skills among students and this is possible
only when they themselves possess assertive skills and abilities.
Assertiveness would help them to function more effectively in their
 22

everyday lives in dealing with personal, social and professional

relationships. A socially skilled teacher can easily reach personal success
and happiness with his or her social interactions. In today‟s world, where
teacher has to play multiple roles, viz. friend, philosopher, leader, guide,
counsellor, administrator and social activist, they have to face different
challenging situations demanding dynamism, openness, communication
skills and receptiveness. Therefore, teachers will have to possess different
and specific social skills, including assertiveness.
Since assertiveness covers a lot of different social skills component,
it is useful to give such training to female teacher-trainees, since women
are generally considered to be lacking in these set of abilities (Shepherd,
2006). Especially, female teacher-trainees should be prepared for different
life situations through assertiveness training so that they may transfer their
learning to the next generation. Female, teacher-trainees are required to
learn a complex set of social skills to engage in effective, confident and
mutually beneficial interaction with others also. Female teachers, being
reported to be emotionally high intelligent (Thilagavathy, 2013), could
become an effective medium to transfer these assertive skills to students,
more specifically to female students at various educational levels. In
addition, it is a very important and useful social skill that has a power to
enhance the social relationships, academic success and personal
development.
Assertiveness and self-acceptance have a lot of commonalities: both
are necessary and important character traits to live a satisfactory life and
have healthy relationships with other people. Academic achievement
motivation is also important factor for academic success and personal
development. Thus, a thorough investigation of the interaction between
these variables can highlight the ways to uplift interaction skills and
assertiveness levels among female teacher-trainees. It is a necessity to
 23

empower young teachers with the knowledge, understanding and skills to

choose their own appropriate and effective patterns of behaviour.

1.5.0 Delimitations of the Study:

The effectiveness of assertiveness training programme on

assertiveness, self–acceptance and academic achievement motivation could
have been tested in different settings and within different populations.
Moreover, research involving study on the effect of assertiveness training
programme on behaviour, with different psychological and academic
characteristics have been spread over different population groups and
socio-cultural settings as outcome variables. The selection of population or
setting for the present study is based on convenience of researcher,
availability of relevant tools, availability of resources and familiarity with
the context. Similar factors also guided the delimitations of present study.
The present study is, therefore, delimited in terms of the following:

1.5.1 Population under Study:

Study of effectiveness of assertiveness training programme could

have been taken in different population groups available within teacher
education system. The pre-primary, primary or elementary teacher-trainees
might be considered or it was equally possible to conduct the study in a
population belonging to higher education teacher educators. However, the
focus of the study was narrowed down to female teacher-trainees of B.Ed.
level, considering ease of data collection among this group of teacher-
trainees and the typicality of the nature of training undergoing within the
group of secondary level teacher-trainees.
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1.5.2 Variables Included in this Study:

A selected group of psychological characteristics viz. assertiveness,

self-acceptance and academic achievement motivation were considered as
dependent variables in analyzing the effect of assertiveness training
programme in the present study. A different set of psycho-social
characteristics could have been envisaged to find effectiveness of such a
programme. A few may be identified as self-esteem, self-confidence,
adjustment, anxiety, social skills, teaching effectiveness, teacher pupil-
relationship, mental health and satisfaction with life. Some more personal,
socio-demographic and academic variables could have been studied that
impinge upon development of assertiveness among female teacher-
trainees, including factors of age, marital status, nature of permanent
residence, birth order, home environment, nature of family, number of
members in the family, attitudes in home and society and academic
stream etc. All these were not included in present study. The researcher
included caste group, income group, father‟s occupational group, fathers‟
educational status, mothers‟ educational status and previous academic
achievement as independent variables to study their role in the
development of assertiveness. The study was, therefore, delimited on
selected variables only and did not include a number of possible variables
due to constraints of time and resources.