INTRODUCTION

Education is seen as the one way out of the darkness in modern world. It is the
most powerful weapon in the world which is imparted by the teachers in earth. The
teachers have been playing very pivotal role in all round personality development of
the student. Awareness in the society is being brought by the teachers and student in
the society. Recognising the importance of education and teachers role in imparting
education, Govt. of India enacted a law known as Right to Fee and Compulsory
Education Act, 2009

The Right to Food, Right to Information and Right to Education are considered
to be fundamental and crucial rights for social wellbeing and transparent Governance.
It must be recalled that after India's independence, when the constitution first
recognized education under the Directive Principle of state policy as the state, shall
Endeavour to provide within a period of 10 years from the commencement of this
constitution for free and compulsory education for all children, until they complete the
age of fourteen years. This was the only article in the Constitution to have concrete
time frame of ten years.

There are various political, economical, infrastructural and social implications

of this RET Act 2009r One of the most contentious issues related to the RTE has been
finance. The RTE Act aims at free and compulsory education for all children from six
to fourteen years. But as a matter of fact that a child cannot directly embark upon sixth
year for elementary education as provisioned in the RTE Act. 2009 rather the child
will have to be shaped from very inception of his entity.

However RTE Act will definitely break the inertia and create a momentum of
thoughts in prioritizing the need of elementary education and setting a trend of
urgency to evolve ways & means to fulfill well established fundamental need i.e.
Right to Education.

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1.1 RIGHT TO EDUCATION : A HISTORICAL PERSPECTIVE

The Right to Education Act came to its present form after the
concerted efforts of many groups and agencies in the country. The first law on
compulsory education for boys and girls in the age group of 7 -12 years and 7-10
years respectively. In 1911 Gopal Krishna Gokhle unsuccessfully moved a Bill for
compulsory education in the Imperial Legislative Council. The legislative council of
Bombay was first amongst the provinces to adopt a law on compulsory education.
Inspite of all these efforts universalization of education in the country was poor due to
lack of control over resources. Thereafter National Policy on Education, 1968 was
formed and implemented. It was the first official document evidencing Indian
Government's commitment towards elementary education. Thereafter the country
witnessed the National Policy on Education in the year 1986. In this policy also Right
to Education was not recognized. Again emphasis was given universalization of
Elementary education. In the year 1990, the policy was reviewed by the Acharya
Rammurthy Committee. The Committee recommended that right to education should
be included as a fundamental right in part III of the Constitution. However this
recommendation was not implemented immediately. But on the basis of the
Committee's recommendation, National Policy on Education, 1992 was formulated.

In 1992, in the case of Mohini Jam Vs State of Karnataka, the Supreme Court
of India held that "Right to Education is concomitant to fundamental rights enshrined
under part III of the Constitution and that every citizen has a right to education under
the Constitution. Subsequently in the case of Unnikrishnan, J.P. Vs state of Andhra
Pradesh, the Supreme Court held that "thought Right to Education" is not stated
expressively as a fundamental right, it is implicit in and flow from the right to life
guaranteed under article 21 and must be constructed In the light of the Directive
Principles of the Constitution. Thus, 'Right to Education' understand in the context of
Article 45 and 41 means (a) every child / citizen of this country has a right to free
education untill he completes the age of 14 years, his right to education is
circumscribed by the limits of the economic capacity of the state and its development.

2
The landmark judgments of the Hon’ble Supreme Court and initiatives from many
other agencies had forced the government take initiatives in this direction. In fact,
government of India has launched many of programmes for strengthening elementary
education in the country. Prominent amongst them are District Primary Education
Programme (DPEP) of 1994. Subsequently, in 2001 for spreading elementary
education in India, Government has launched "Sarva Shiksha Abhiyan (SSA)”. These
programmes were aimed at making elementary education accessible to children of the
age six to fourteen years old. Elementary education has been defined as classes I
through VIII. In 2002, Indian constitution has amended which state that the state shall
provide free and compulsory education to all children of the age of six to fourteen
years. This is the 86th amendmeflt of the constitution.

In 2005, a draft Right to Education Bill was circulated but could not get its
final shape because of the apprehension that government may not be able to bear the
high financial costs involved in implementing the act all throughout the country. Later
on the bill was placed before the Rajya Sabha in December. 2008. The BIB was then
returned to a Standing Committee on Human Resource Development. After the
formation of UPA Ii government, the bill was finally passed by the Rajya Sabha on
20th June. 2009 and by the Lok Sabha on 4th August, 2009. The Right of Children to
Free and Compulsory Education Act. 2009 received assent of the President of India on
26th August, 2009.

1.2 SILIENT FEATURES OF THE RIGHT OT EDUCATION

ACT, 2009

1.2.1 PRELIMINARY

It shall extend to the whole part of the India except Jammu and Kashmir.
In this chapter meanings of the appropriate government, capitation fee, children

3
 belonging to disadvantaged group and weaker section, elementary education,
guardian local authority. Notional Commission for protection of child rights,
notification, parents, prescribed, scheduled school, special category. State
Commission for protection of child right are clearly mentioned.

1.2.2 RIGHT TO FREE AND COMPULSORY EDUCATION

 Every child of the age of six to fourteen years hall have a right to free and
compulsory education in a neighborhood school till completion of elementary
education.

 No child shall be liable to pay any kind of free or charges or expenses which
may prevent him or her from pursuing and completing the elementary
education.

 A child above six years of age has not been admitted in any school or through
admitted, could not complete his or her elementary education, then he or she
shall be admitted in a class appropriate to his or her age.

 Where in school, 'there is no provision for completion of elementary education,

a child shall have the right to seek transfer to any other school excluding the
special schools.

1.2.3 DUTIES OF APPROPRIATE GOVERNMENT, LOCAL

AUTHORITY AND PARENTS

 Appropriate government and the local authority shall established, within such
area or limits of neighborhood as may be prescribed a school, where it is not so
established, within a period of three years from the commencement of this Act.

 The Central Government and the State Government shall have concurrent
responsibility for providing funds for carrying out the provision of this Act.

4
  The Central Government shall develop a frame work of national curriculum
with the help of academic authority, develop and enforce standards for training
of teachers;' provide technical support and recourses to the state government
for promoting innovation, researches, planning and capacity building.

 The appropriate government shall provide free and compulsory elementary

education to every child; ensure compulsory admission, attendance and
completion of elementary education by every child of the age six to fourteen
years; ensure, that the child belonging to advantaged group are not
discriminated against and prevented from pursuing and completing elementary
education on any ground; provide infrastructure including school building;
teaching staff and learning equipment’s; ensure and monitor admission
attendance and completion of elementary education by every child.

1.2.4 RESPONSIBILITIES OF SCHOOLS AND TEACHERS

 No school or person shall, while admitting a child, collect any capitation fee
and subject the child or his or her parents or guardian to any screening
procedure.

 No child shall be denied admission in a school for lack of age proof.

 No child admitted in a school shall be held back in any class or expelled from
school till the completion of elementary education.

 No child shall be subjected to physical punishment or mental harassment.

 No school shall be established or recognized, unless it fulfill the norms and

standard specified in the schedule.

 A school shall constitute a school Management Committee consisting of

elected representative of the local authority, parents or guardians of children
admitted in such school and teachers.

 The school Management Committee shall perform monitor the working of the

5
 school; prepare and recommend School Development Plan; and monitor the
utilization of the grant received from the appropriate Government or Local
Authority or any other source; perform such other functions as may be
prescribed.

 Any person possessing minimum qualification, as laid down by an academic

authority authorized by the Central Government by notification, shall be
eligible for appointment as teacher.

 A teacher appointed shall maintain regularity and punctuality in attending

school; complete the entire curriculum within the specified time; assessing the
learning ability of each child and accordingly supplement additional
instructions; hold regular meeting with the parents and guardians and appraise
them about the regularity in attendance, ability to learn, progress made in
learning.

 No teacher shall be deployed for an non-educational purpose other than the

decennial population census, disaster relief duties or duties relating to election
to logical authority or the State Legislation or Parliament.

 No teachers shall engage himself or herself in private tuition or private teaching

activity.

1.2.5 CURRICULUM AND COMPLETION OF ELEMENTARY

EDUCATION

 The Curriculum and the evaluation procedure for elementary education shall be
laid down by academic authority.

 No child shall be required to pass any Board examination till completion of

elementary education.

 Every child completing his elementary education shall be awarded a certificate.

6
1.2.6 PROTECTION OF RIGHT OF CHILDREN

The national Commission for protection of child rights, or the state commission
for the Protection of Child Right Act 2005 shall have the power to
examine and review the safeguard for rights provide by or under this Act and
recommend measures for their effective implementation; inquire into complaints
relating to child’s right to free and compulsory education.

1.3 ORISSA RIGHT OF CHILDREN TO FREE AND COMPLUSORY

EDUCATION RULE, 2010

In exercise of the power conferred by section 38 of the Right of Children to

Free and Compulsory Education Act 2009. The Government of Orissa formulated and
implemented "The Right of Children to Free and Compulsory Education Rule, 2010."

It came into force on the date of publication in the Orissa Gazett i.e. 27th
September. 2010. The rule consists of eight parts.

 Part I of the rule is preliminary and states about the definition of vaious terms
used in the said rule.

 Part II of the rule says about school Management term used in the aid rule.

 Part III of the rule discusses about right of children to free and compulsory
education.

 Part IV says about duties and responsibilities of government, local authority

etc.

 Part V deals with responsibilities of school and teachers.

 Part VI says about teachers.

 Part VII discusses about curriculum and completion of elementary education.

7
  Part VIII deals with projection of right of children.

In fact the spirit of the government of Odisha rule as regard to free elementary
education is same like that of the Right of Education Act. 2009. It includes issues in
relation to implementation of rules in local conditions.

Basic provisions made in the RTE act (2009):

In 2009, Indian government has adopted the 'right to education act' to

ensure the free and compulsory elementary education for every child
between the age group of 6-14 years by mentioning so many basic
provisions. Few important basic provisions of the RTE Act (2009) has
mentioned below:

1. It is included in the fundamental rights of Indian constitution in article 21

(A) inserted by the 86th amendment in December, 2002. The provisions
of the act came into force from 1st April, 2010.
2. The name of the act is "The Right of children to free and compulsory
education Act, 2009".
3. It shall extend to the whole of India except the state of Jammu &
Kashmir.
4. It is an act to provide for free and compulsory education to all children of
the age of 6-14 years i.e. from class 1 to vii.
5. Both the central and state government will share the financial and other
responsibilities.
6. The Local Authority like, Municipal Corporation, Municipal Council,
Zilla Parishad or Nagar Panchayat or Panchayat maintain records of
children up to the age of fourteen Years residing within its jurisdiction
and ensure admission, attendance and completion Of elementary
education by every child.

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7. The local authority shall ensure admission of children of migrant
families.
8. It shall be the duty of every parents or guardian to admit or cause to be
admitted his or her child or ward to an elementary education in the
neighborhood school.
9. The private school managements have to take at least 25% of the class
strength should belong to the economically weaker sections (EWS) in the
neighborhood at the time of admission in class-i and provide free and
compulsory elementary education till its completion.
[Link] capitation fee and screening procedure for admission in elementary
classes and no child shall be denied admission if he or she is entitled to
take admission according to the provision of the act. No child admitted in
a school shall be held back in any class or expelled from school till the
completion of elementary education.
[Link] child shall be subjected to physical punishment or mental harassment.
12.A teacher shall maintain regularity and punctuality in attending the school
and complete curriculum within the specified time.

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1.4 SIGNIFICANCE OF THE STUDY

Since independence, many initiatives were undertaken by the Central and state
government to make everybody educated. No doubt, some progress has been
achieved but not to the satisfactory level. Right to Education Act is good in its spirit
and is an appreciable initiative of govt. of India. But there is an apprehension.
Whether this Act will be effectively implemented or will face similar fate like many
other acts the country enacted and implemented. In addition to this, people offers
criticism regarding some provision made in the act. Whereas the Act guarantee a right
to seek transfer to any other school where the child is required to move from the one
in his / her neighborhood, there are no measures to ensure that such a transfer will be a
smooth transition for the child. Some express glaring deficiency in the Act like
complete absence of any qualitative enforcement mechanisms during the period of
completing elementary education. While the Act espouses a no detention policy such a
provision is not backed by any step to measure the quality and standard of education
(such child learning levels competencies etc). A passing reference to ensuring "good
quality" education is enlisted as one of the duties of a school under the Act;
nonetheless, the only standards and norms under the schedule to the Act are measured
by the number of Instruction hours in a year. Even the duties of a teacher are arrested
in terms of punctuality and attendance, and there is no attempt to secure qualitative
learning outcomes from elementary education. Making huge fund available for the
successful implementation of this act is another important issue needs to be addressed.
Thus a study at the bottom level of operation i.e. at the school level may help in
resolving such pertinent questions.

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1.5 STATEMENT OF THE PROBLEM

"AWARENESS OF ELEMENTARY SCHOOL TEACHERS OF

PURI DISTRICT ON RIGHT TO EDUCATION ACT."

1.6 OBJECTIVES OF THE STUDY

The objectives of the present study are given below:

1. To study the awareness of elementary school teachers on Right to

Education Act.

2. To know about the awareness among female and male elementary

school teachers on Right to Education Act.

3. To compare the awareness of Right to Education ct. 2009 among the

elementary school teachers belonging to urban and rural schools.

4. To give suggestions to improve the awareness on Right to Education Act

among elementary school teachers.

1.7 DELIMITATION OF THIS STUDY

The study Is delimited to 50 elementary school teacher of urban area and 50

elementary school teachers of rural area of Puri District.

1.8 OPERATIONAL DEFINITION OF THE TERMS USED

RTE: Right to Education mean each and every child belonging to the age group of 6-
14 years has the fundamental right to have free and compulsory education.

AWARENESS: The knowledge and information on RTE Act among the Elementary
School Teachers.

ELEMENTARY SCHOOL TEACHER: The teachers who are engaged in teaching

profession in schools of class 1 to class 8 in government school.

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 REVIEW OF RELATED LITERATURE

The review of related literature helps the Investigator to eliminate duplication of

the past. It helps the researcher to know what has been already studied by other
researchers In relation to the present problem. It provides the researcher the necessary
knowledge about what to start, when to tart and how to start, in other words, It helps
the researcher to discover the fact which had remained unexplained In the previous
studies.

Dey and Beck (2011), conducted a study on "The Right of Children to free and
Compulsory Education Act 2009: Teachers Perception" to study the awareness and
opinion of teachers towards the Right of Children to Free and Compulsory Education
Act. 2009. The findings of the study revealed that in most of the cases it was observed
that the senior teachers were less aware about the RTE Act. 2009. Senior Teacher
were not interested materialize the Act by heart and hand. Though the junior teachers
were little bit more ahead than senior till then it was not impressive and satisfactory. It
was also found that most of the teachers were not in favor of prohibition of admission
test and fall system in elementary education.

Premalakshmi (2011). Conducted a study on "Right to Education and

Common school System - Perception among Teacher" to study the opinion about
common school system from school teachers of Government and matriculation
schools. The findings of the study revealed that there was a significant difference in
perception between male and female teacher toward Common School System. And
also found that there was no significant difference in perception between urban and
rural school teachers towards common school system.

Aslam (2013), cited that the awareness on RTE among the public was low due
to the pitiable awareness of teacher resulted the lesser number of admission of pupil in
the school to know the importance of education for the upliftment of human every
parent should be literate as , well a their children because large amount of population
was literate and aware of the value of education for his life.

12
 Gadam (2013), conducted a study on "Teacher's Awareness of the
Responsibility under Right to Free and Compulsory Education Act” to study the
impact of educational qualification of teachers on awareness of the responsibility. The
findings of the study revealed that there was significant act of teacher’s working
experience on their awareness of the possibility under RTE Act. 2009, Those teacher
working experience was high his /her awareness of the responsibility under the Right
of Free and compulsory education Act was high and those teacher’s working
experience, was low his/her awareness of the responsibility under the Right to Free
and Compulsory Education Act was low. And there was significant impact of the
educational qualification of the teacher on them responsibility under RTE Act, F 2009.
Those teacher's educational qualification was high his/her awareness of the
responsibility under Right to Free and Compulsory Education Act was high and those
teachers educational qualification was low his/her awareness of the responsibility
under Right to Free and Compulsory Education Act was low.

Kaur (2013), found in his study that most of the teacher, educator and the
common man were not aware of the silent features of Right to Education Act
therefore many people missed the opportunity of Right to Education. He also revealed
that for disable students, special facilities and special trained teachers were required.
Regular teachers were not sufficient for children with disability, because of the lack of
awareness of the concept of disability and education of special children.

Mallik, Serohi and Tayal(2013), found in their study that there was no
significant difference between urban male and female prospective teachers in their
awareness towards RTE. They also studied that there was also not significant
difference between rural male and female prospective teachers in their awareness
towards RTE.

Malik (2013), conducted a study on "Awareness of Right to Education Act

among Prospective Teachers" to find out the level of awareness of rural and urban
prospective teachers about Right to Education. The findings of the study revealed that
the urban and rural prospective teachers' ratio was high; there was necessity to

13
develop the awareness toward RTE, which in turn helped there to develop the same
among their students.

Pandey (2013), conducted a study on "An Exploratory Study on the

Apprehensions and Implementation of Right to Education Act. 2009" to detect the
underlying get outs of the Right of Children to Free and Compulsory Education Act,
2009 popularly known as the RTE Act, 2009. In the light of above fact and discussion
there on it was evident that RTE, 2009 was a unique document as for provisions and
norms were concerned, It could bring drastic changes in the state of elementary
education in our country. But poor implementation, slackness on the part of several
governments and their departments, as well as discontent of few partitions of our
society were hampering proper progress on the implementation of the RTE Act.
2009. if those hindrances were embarked upon immediately; RTE Act, 2009 could
bring unimaginable results and be an exceptional instrument in making India a
knowledge superpower by 2020.

Rajput and Aziz (2013), found in their study about the poor awareness of
teachers regarding Right to Education Act, according to them it was very
disheartening to observe that there were few teachers as well as people who had heard
about the Act most of them ware not aware of the basic provision provided by the
government under the Right to Education Act.

Serohl (2013), studied on Awareness of Right to Education Act among

Prospective Teachers" and found that the awareness of teachers on RTE Act was
significantly higher among government school teachers than private school teachers.

Lal (2014), conducted the study: "Awareness of Right to Education Act among
Teachers" and found that the awareness of RTE Act among prospective teacher was
more than the female teachers. The male prospective teachers have positive attitude
towards RTE in urban area where as the female prospective teachers have positive
attitude towards RTE in rural area also there was no significant difference between
male and female prospective teachers towards RTE.

14
 Thote (2014), studied on "Assessment and Accreditation of Indian schools: An
Analysis of Awareness of Post Graduate Teachers in Central India.” The study
revealed that there, as a low level of awareness about assessment and accreditation of
school among post graduate teachers in central India. The awareness level among
male and female teachers was quite equal. There was no significant difference
between married and unmarried teachers regarding post graduate teachers. The post
graduate teachers awareness level in Science and Art was quite equal. The assessment
and accreditation of school awareness level in [Link]. and [Link]. teacher was quite
equal. Urban and rural post graduate teachers had same level of awareness towards
Right to Education. Teachers teaching in Hindi and English medium school had quite
equal awareness. Teachers having joint family had higher awareness level than
nuclear family in RTE Act. Teachers having regular reading habit had higher
awareness level.

Patel (2015), conducted a study- "A comparative Study, of Awareness towards

Right to Education Act among [Link]. trainees of Gandhinagar.". The study revealed
that general streams [Link]. trainees were not well aware about RTE Act, 2009. The
[Link]. colleges should organize seminars and workshops on RTE Act, 2009. They
should give this point as a part of syllabus. Government should make it compulsory to
learn RTE Act in [Link]./ [Link]. colleges. The government needs to plan and organize
one week/three days short term course with sufficient study materials. Such initiatives
are necessary to create awareness among all [Link]. and [Link]. colleges.

Shalini Singh, Debadutta Panda, Conducted a study on Nov. 24, 2019

awareness in elementary school teachers of Govt and public school about Right to
education Act 2009. The researcher has used Right to education (RTE) act as
independent variable and awareness of government and public school teachers as
dependent variables. Normative survey method has been used for the study by the
researcher. From the list of schools of the district Ghaziabad, the selection of teachers
was done through random cluster technique and 30 elementary school teachers from
Govt School and 30 elementary school teachers from public school were selected.

15
Overall result of the research as that teachers working in govt sectors is more aware
than teachers working in public sectors and male teachers are more aware towards
RTE act 2009 than female teachers.

Iftikhar Islam, 28th February, 2020, Right of Children to Free and

Compulsory Education Act, 2009, is the recent reform in the area of elementary
education. This research is an attempt to study the challenges of Right to Education
Act, 2009 among Primary School Teachers of Nagaon Municipal Area. By 86
amendment, Article 21 A was added as the new fundamental right in 2002. Both
Rajya Sabha and Lok Sabha passed the act and received the consent of President on
August 26, 2009. The RTE Act, 2009 was notified and came into effect from April 1,
2010. The research is a descriptive survey. The data was collected from so many as
possible in-service teachers teaching in primary Schools of Nagaon Municipal Board
area. A questionnaire comprising of open objective questions was prepared for
studying the views, challenges and suggestions of the teachers regarding RTE Act.
The findings of the study displayed that there is a wide gap between policy
involvements and how it is actually looked on and implemented in the field.

16
 METHOD AND PROCEDURE

Method is a style of conducting research work and determined by the nature of

problem. In the present study Descriptive Survey method was used to study the
awareness of elementary school teachers on Right to Education Act 2009.

According to Best and Kahn (1999):

“A descriptive study describes and interprets what is it is concerned with

conditions to relationship that exists opinions that. are held, processes that are going
on effects that are evident or tends that are developing. It is primarily concerned with
the present, although it often considers past events and influences as they relate to
current conditions."

This chapter has been confined to description of the population, sample, tools
used, procedure of data collection and statistical techniques used.

3.1 POPULATION

The population of the study consists of all the elementary teacher of govt.
schools of Puri district.

3.2 SAMPLE

The sample is a representative proportion of the population. The sample of the

present study comprised of 100 Teachers from & 15 Government school of both
urban and rural area of Puri district.

3.2.1 STRUCTURE OF THE SAMPLE

Here is the list of selected school of Puri district from which the
investigator collected data through questionnaire and also the structure of the sample
presented below.

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3.2.2 SCHOOL OF URBAN AREA OF PURI DISTRICT TABLE

TABLE 3.2.2
Schools of Urban Area of PURI District
Sl No. Name of the School No. of elementary
teacher taken
1 Kumbharapada PS, Puri 7
2 Nabakalebara Road PS, Puri 10
3 Puri Zilla School 12
4 Saradhabali UGUPS 9
5 Police High School 12
Total 50

3.2.3 SCHOOL OF RURAL AREA OF PURI DISTRICT TABLE

TABLE 3.2.3
Schools of Rural Area of PURI District
Sl. Name of the School No. of elementary Female Male
No teacher taken Teacher Teacher
1 Kasis PS 5 3 2

2 Patapur Deuli PS, Nimapara 4 2 2

3 Andiasahi PS, Nimapara 5 2 3

4 Arakhakuda Project PS, Konark 4 3 1

5 U.G. HS, Parakena 3 2 1

6 Nua Somesarpur HS, Satyabadi 5 3 2

7 Gopalapatana UGUPS, Satyabadi 4 2 2

8 Jayadurga Nodal High School 10 6 4

9 Badatota PS, Satyabadi 4 2 2

10 Ketakipatana Nodal High School 6 4 2

Total 50 29 21

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3.3 TOOLS USED

The following tool was developed and used by the investigator.

3.3.1 Questionnaire for the teachers of elementary school.

3.4 PROCEDURE OF DATA COLLECTION

For the collection of data first of all it was necessary to select 5 government
elementary schools from urban area of Puri district in which 50 teacher were included.
Then the investigator again selected 10 government schools from rural area of Puri
district and here 50 teachers were selected.

Then the investigator went to the schools with questionnaire for data collection.
The procedure of data collection was done according to the
instruction provided in the questionnaire. It was also very necessary that before
collecting the data the investigator maintained proper rapport with the teachers and
then she collected the data. The answer given by them was confidential and clear.
They comfortably filled the questionnaire. Finally the questionnaires were collected
from respondent after they filled it.

3.5 STATISTICAL TECHNIQUES USED

Data collected for the study used analyzed using frequency and percentage.

19
ANALYSIS AND INTERPRETATION OF DATA

In this chapter an attempt has been made to analyze and Interpret data
regarding the awareness of elementary school teachers on Right to Education Act.

As discussed in chapter ill, the questionnaires were administer to 100

elementary school teachers of Puri district from both urban and rural area.

The information collected was tabulated under different heads. The analysis
and interpretation of data are presented as under.

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4.1 BACKGROUND INFROMATION OF ELEMENTARY SCHOOL
TEACHERS
The background information of 100 elementary teachers taken in the present
study is presented in table 4.1

TABLE-4.1
Background Information of Elementary School Teachers
Sex Age Group Educational Teaching Experience
(In years) Qualification (In Years)
Male 35-40 M.A./[Link]., [Link]. Above 6
No-34 N=33 N=17 N=31
(34) (33) (17) (31)

29-34 M.A./[Link]., C.T. 5-6

N=29 N=16 N=32
(29) (16) (32)

Female 23-28 B.A./[Link]., [Link]. 3-4

No-66 N=29 N=22 N=20
(66) (29) (22) (20)

B.A./[Link]., C.T.
N=18
(18)

B.A. 1-2
N=17 N=17
(17) (17)

Matric, C.T.
N=10
(10)

N-Number of Cases Figures in parentheses indicates percentages

Table 4.1 reveals the total idea about the background Information of
elementary school teachers. Among 100 elementary school teacher there were 66
percentage female teachers and 34 percent of male teachers in the survey.

21
 The second column shows the age group of elementary teacher where there lies
three categories. Those are 23 to 28, 29 - 34 and 34 to 40 age group. There was about
33 percent of elementary school teachers belong to 35-40 group whereas 29-34 group
cover 38 percent of elementary teachers. There was on1y 29 percent of elementary
teachers in the age group of 23-28.

Then the third column shows the educational qualification of elementary

teachers. The table shows that they were not equally qualified. The level of
qualification differs. Here this column is categorized into six sections.

A. M.A./ [Link]., [Link].

B. M.A./ [Link]., C.T..
C. B.A. / [Link], [Link].
D. B.A./ [Link]., C.T.
E. B.A.
F. Matric, C.T.

Here: the educational qualification of 17 percent of elementary teachers was

M.A./ [Link]., [Link]. i.e. they belong to category B. The percentage of elementary
teachers in category C is 22. The category D or the B.A ./[Link].. CT qualified
elementary teachers were about 18 percent The category E covers about 17 percent of
elementary teachers whereas there was only 10 percent elementary teachers whose
qualification was Metric, C.T.

After educational qualification, the Table shows the record of teaching

experience of elementary school teachers. It reveals that there were four types of
teachers basing upon teaching experience. The elementary school having 1-2 years of
teaching experiences were about 17 percent. F There was 20 percent of teachers who
had 3-4 years of teaching experiences.

The teachers who belong to the group of 5-6 years of teaching experience were
about 32 percent. Teacher having teaching experience above 6 years were about
31percent.

22
4.2 LOCATION OF THE SCHOOLS
The location of the schools have been presented in Table 4.2.

TABLE 4.2
Location of the Schools

Location N Percentage

Urban 50 100

Rural 50 100

Table 4.2 reveals that 50% of the schools belong to rural area and ret 50%
belong to urban area.

4.3 AWARENESS AMONG ELEMENTARY SCHOOL TEACHERS

Result based on the data are presented below. The details are a follows: From
the study on the basic of interpretation of data and fact it revealed that –

All the female and male elementary school teachers both from urban and rural area
were equally aware on RTE Act, 2009 on the basis of following fact.

23
 TABLE 4.3
Awareness among Elementary School Teachers
Sl. No. of Cases Total
Items
No. (N) Percentage (%)
1 Aware on RTE Act, 2009 100 100
The appropriate age group that comes
2 100 100
under RTE Act
3 Duration of SMC 100 100
Financial assistance given for the
4 100 100
development of infrastructural facilities
5 School can’t debar any child 100 100
6 Private tutorials are denied 100 100
7 Prohibition of punishment 100 100
Provision of separate toilets for boys &
8 100 100
girls
9 Provision of midday meal 100 100
Provision of free text books, writing
10 100 100
materials, uniforms.
11 No permission to conduct private tuition 100 100
Engagement of special teachers for
12 100 100
special subjects
13 Provision of training of RTE Act 100 100
Here the table 4.3 reveals that all the female and male teachers including both
urban and rural area were equally aware on some specific items i.e. all teaches
admitted that they were aware on RTE Act. 2009. They also knew that which age
group of children comes under RTE Act i.e. 6-14 years and punishment is prohibited
in schools. They also knew the duration of SMC is 3 years. They also knew that
school can't debar any child and no private tutorials are allowed in schools. There is
provision for midday meal, free text books. writing materials , uniforms, separate
toilets for boys and girls, special teacher for specific subjects and training on RTE
Act. The elementary teachers were equally aware on these items.

24
4.4 AWARENESS ON RTE ACT AMONG URBAN AND RURAL
ELEMENTARY TEACHERS

The elementary school teachers of the urban area were more aware than their
rural counterpart on the basis of following facts.

TABLE 4.4
Awareness on RTE Act among Urban and Rural Elementary Teachers

Urban (50) Rural (50)

Sl. No. of No. of

Items Percentage Percentage
No. Cases Cases
(%) (%)
(N) (N)
Above 6 years of children can be
1 7 14 6 12
allowed for admission

2 Appropriate age for class 7 is 12 8 16 8 16

Admission can be done during

3 9 18 5 10
any time of the year
Minimum working days for the
4 5 10 4 8
classes 6th to 8th class is 220 days

5 SMC is devoid of students 8 16 10 20

RTE Act is applicable for all

6 7 14 7 14
schools including special schools
Schools can’t collect any fee at
7 4 8 4 8
the time of admission

Total 48 96 44 88

Here the Table 4.4 shows that the urban teachers were more aware than rural
elementary teachers on the basis of the awareness on RTE Act I.e. the children of 6

25
years can be allowed for admission into schools. Average 16 % of urban teachers
and also the rural teachers knew that the appropriate age for class 7 is 12. Average
18% of urban teachers knew that admission into school can be done at any time of
the year whereas only 10% of the urban teachers were aware on this fact. 10% of
urban teachers knew that minimum working days for the class 611 to 8th is 220 days.
But only 8% of rural teachers knew about the fact. SMC is devoid of students- here
the rural teachers knew more than the urban teachers. Both the urban and rural
teachers knew that RTE Act is applicable for all schools including special schools
and schools can't collect any fee at the time of admission.

So the grand total awareness of urban, elementary teachers is 96% whereas the
percentage of awareness among rural teacher is 88%.

4.5 AWARENESS ON RTE ACT AMONG MALE AND FEMALE

ELEMENTARY TEACHERS.

The male elementary School teachers were more aware than the female
elementary school teachers basing upon the following facts.

26
 TABLE 4.5
Awareness on RTE Act among Urban and Rural Elementary Teachers
Male (50) Female (50)
Sl. No. of No. of
Items Percentage Percentage
No. Cases Cases
(%) (%)
(N) (N)
1 Schools can’t debar any child for 5 15 7 11
having no birth certificate
2 Student teacher ratio for classes 1 3 9 8 12
to 5 is 30: 1
3 Children from weaker section 2 6 5 7
refers to the children having BPL
Cards
4 No Board exam before the 1 3 9 4
completion of elementary
education
5 Provision of Bridge course 5 15 4 6
6 Teachers cannot be engaged in 2 6 6 9
any non educational work
7 The time duration for a regular 6 18 5 7
class
8 SMC is devoid of students 2 6 5 7
9 The minimum distance of 3 9 7 11
primary school (Class 1 to 5) is 1
K.m
10 School does not collect any fee at 2 6 8 12
the time of admission
Total 31 93 64 86

The table 4.5 shows that the male elementary teachers were more aware than the
male elementary teachers on some special facts. Here are the facts that about 15% of

27
male teachers knew that schools can't debar any, child for having no birth certificate
whereas only 11 % of female teachers knew about the particular fact. The student
teacher ratio for the classes 1 to 5 is 30: 1- the male teacher were aware 9% but the
female teacher's awareness was 12%.

Here the female teacher were 7% aware on the fact that the children from
weaker section refers to the children having BPL Cards whereas male teachers
awareness was 6%.The female teacher's awareness was high i.e. 4% on the fact that
no Board exam before the completion of elementary education whereas the male
awareness percentage was 3. On the basis of provision of bridge course the male
teacher's awareness was 15% whereas the female teacher's awareness was only 6%.
Male teachers awareness was 6% on the basis of non-educational engagement of
teachers whereas the female teacher’s awareness, was 9%. On the basis of the facts
that the time duration for a regular class and SMC is devoid of students, the female
teaches were equally aware i.e.7%. But the male were aware 18% and 6%
respectively. The female teachers were more aware than the male teachers i.e. 11 %
and 12% on the basis of the fact that the distance of primary school (Class 1 to 5)
from locality and school does not collect fees at the time of admission. Here the male
and female teacher's awareness percentage was 9% and 6% respectively. So from the
grand total calculation it is obvious that the male teachers were 93% more aware than
the female teachers whose awareness was 86%.

28
 SUMMARY, MAIN FINDINGS, EDUCATIONAL
IMPLICATION AND SUGGESTION FOR FURTHER
RESEARCH

Knowledge is power and the gateway to knowledge is education. Education is

the investment in human capital. The development of the country can never be
possible without ensuring the spread of education among the masses. Thus for
universalization of elementary education, Indian government has taken a landmark
initiative to educate children as a compulsion for basic education by passing the RTE
Act,2009.

"The Right of Children to Free and Compulsory Education Act, 2009"

which popularly known as Right to Education Act (RTE Act, 2009) has been
inserted by the Amendment In December 2002 and passed by the
parliament in July, 2009 and the provision of Act came into force from 15th
Apri1, 2010.

The Right to Education Act, 2009 provide every child in the age group of 6-14
years the right to

1. Admissions, participation and completion of elementary education.

2. A stress free school experience or no corporal punishment, no mental

harassment.

3. A child friendly curriculum in conformity with the values enshrined in the

Constitution of India.

Researchers on awareness of RTE Act have been conducted by Plessis, Conley and
bock (2007), Dey and Beck (2011), Jaseena (2011), Kumar and Sharma (2011), Patra
(2011), Premalakshml (2011), Alsam (2013), Gadam (2013), Gandhi and Yadav
(2013), Islam and Chakraborty (2013), Kaur (2013), Mallik, Serohi and Tayal (2013),
Malik (2013), Pandey (2013), Rajput and Aziz (2013), Serohl (2013), Thote (2013),

29
Uma (2013), Lal (2014), Thakur (2014), Thote (2014). Patel (2015). However no
studies conducted on awareness among elementary school teacher on RTE Act in Puri
District of Odisha. So present study is both desirable and unique. In view of the above
reasons, the investigator selected the following research.

“AWARENESS OF ELEMENTARY SCHOOL TEACHERS OF PURI

DISTRICT ON RIGHT TO EDUCATION ACT"

5.1 OBJECTIVES OF THE STUDY

For the present study the investigator followed the following objectives:

1. To study the awareness of elementary school teacher on Right to Education

act.

2. To know about the awareness among female and male elementary school
teachers on Right to Education Act.

3. To compare the awareness of Right to Education Act, 2009 among the

elementary school teachers belonging to urban and rural schools.

4. To give suggestion to improve the awareness on Right to Education Act among

elementary school teachers

5.2 METHOD

The present study was conducted through Descriptive survey method of

research.

5.3 SAMPLE

Here the sample comprised of 100 elementary school teachers from 15

government schools of both urban and rural area of PURI district. 50 teachers were

30
 selected from 5 elementary schools of urban area and 50 teachers from 10
Government schools of rural area. The school were chosen randomly.

5.4 TOOLS USED

The following tool was developed and used by the Investigator for the
collection of data.

1. Questionnaire for the teachers of elementary schools.

5.5 STATISTICAL TECHNIQUES USED

Data collected through questionnaire were analyzed using frequency and

percentages.

5.6 DELIMITATIONS OF THE STUDY

The study was delimited to 50 elementary school teachers of urban area and
50 elementary school teachers of rural area of PURI District.

5.7 MAIN FINDINGS

There were 100 elementary school teachers from both urban and rural area
among which 66 female and 34 male elementary teachers in the present study. The
data related to the age group of the teachers revealed that there were 33, 38 an 29
percent of elementary teachers in the age group of 35-40, 29-34 and 23-28
respectively. The data collected on the educational qualification of elementary
teachers revealed that there, were 17 percent of teacher who were M.A./ [Link].,
[Link]. 16 percent of teachers who were M.A./[Link]., C.T. and 22 percent of teachers
who were B.A./[Link]., [Link]. The percent of B.A./[Link]., C.T. teacher was 18, the
percentage of B.A. teachers was 17 and the percentage of Metric. C.T. teachers was
10. Similarly the J teaching experiences also varied among the elementary teachers.
The percentage of teachers who had 1 to 2 years of teaching experience was 17.
There was 20 percent of teachers whose teaching experience were 3 to 4 years and

31
 32 percent of teachers had 5 to 6 years of teaching experiences. There was 31
percent of teachers who had above 6 years of teaching experience .

From the present study It is concluded that

 All the elementary school teachers were equally aware on RTE Act, 2009 on
the basis of following facts:

1. Awareness on RTE Act, 2009.

2. The appropriate age group that comes under RTE Act.

3. The duration of SMC.

4. Assistance given for the development of infrastructure of such 00 Is.

5. Schools can't debar any child.

6. Private tutorials re denied.

7. Prohibition of punishment.

8. Provision of separate toilets for boys and girls.

9. Provision of midday meals.

[Link] of free text books, writing materials, uniform in schools.

11. No permission to conduct private tuition.

12. Engagement of special teachers with Art Education / Physical Education

/ Work Education.

13. Provision of training on RTE Act.

The elementary school teachers of the urban area were more aware than their
rural counterparts on the basis of following facts-

32
 1. Above 6 years of children can be allowed for admission into schools.

2. The appropriate age far class 7 is 12.

3. Admission can be done at any time of the year.

4. The minimum working days for the classes 6th to 8th is 220 days.

5. SMC is devoid of students.

6. RTE Act is applicable for all schools including special schools.

7. Schools can't collect an fee at the time of admission.

The male elementary school teacher were more aware than the female
elementary school teachers basing upon the following facts.

1. Schools can't debar any child for having no birth certificate.

2. The student teacher ratio for the classes 1 to S is 30: 1.

3. The children from, weaker section refer to the children having BPL cards.

4. There is no Board exam before the completion of elementary education.

5. There is provision of bridge course in school.

6. The elementary teachers cannot be engaged in any non-educational work.

7. The time duration for a regular class.

8. SMC is devoid of students.

9. The minimum distance of primary school (Class 1 to 5) is 1 Km.

10. School does not collect any fee at the time of admission.

 About 96% of elementary school teachers of urban area and 88% of the

33
 elementary school teachers of rural area were aware of the RTE Act,2009.

 About 93% of male elementary teacher were more aware on RTE Act, 2009
than those of 86% of female elementary school teachers.

 Workshop and seminars should be conducted at school level to improve the

awareness on RTE Act.

 Every Educational Institution should also provide sufficient hours in their

calendar for various types of debates, seminar on RTE Act.

 Literature should be provided preferable in the mother tongue so that they may
read and understand the Right to Education Act easily.

5.8 EDUCATIONAL IMPLICATIONS

1. This study will helpful to afford training through mass awareness

programmes on RTE Act by means of organizing seminars, workshop.
refresher courses, etc. as well as ensure proper understanding by stake
holders responsible for its awareness and implementation.

2. This study will facilitate to the school authorities to organize different

orientation programmes, workshops and seminars for giving knowledge or
provisions and features of RTE Act to teachers.

3. This study will very constructive for educational planners as the study will
serve as basis for planning different programmes for generating awareness
among teachers related to RTE Act.

4. Present study can help the future researchers in getting firsthand information
for future explorations.

34
5.9 SUGGESTION FOR FURTHER RESEARCH

The followings suggestions may be considered for further research.

1. Similar study may be conducted in other states of India.

2. Study can be conducted by taking large sample.

3. A study on analysis of lower awareness among the teachers of rural area on

RTE Act. may be conducted.

4. RTE should need, to applicable to the fullest extent in also far by are as to,
meet the complete education target for betterment of the country.

35
 BIBLIOGRAPHY

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39
 APPENDIX-I

QUESTIONNAIRES FOR TEACHERS

AWARENESS OF ELEMENTARY SCHOOL TEACHERS OF

PURI DISTRICT ON RIGHT TO EDUCATION ACT

INVESTIGATOR

RAJASHREE MISHRA

M.A (EDUCATION)

ENROLLMENT NO-178187057

SUPERVISOR

BEETA MOHANTY
Asst. Prof. in Education
S.C.S HSS, Puri

40
Respected Sir! Madam,

The investigator has undertaken a research study entitled “AWARENESS OF

ELEMENTARY SCHOOL TEACHERS OF PURI DISTRICT ON RIGHT TO
EDUCATION ACT ” in partial fulfillment of the requirements for the Degree of
Master in Education IGNOU , Bhubaneswar under the guidance of Beeta Mohnaty
Asst. Prof. in Education S.C.S HSS, PURI.

It is for your kind information that the questioner has been prepared for
colleting some information and you are requested to respond to this questions. There
are questions in which you may putting tick marks (/) responses in proper place you
may also give some information and suggestion in some questions. Information given
by you will be used for research purposes only. Kindly fill up the questionnaire and
return the same to the investigator.

Thanking you.

Yours Sincerely

Rajashree Mishra
M.A Education
IGNOU, Bhubaneswar

41
 SECTION – A

Name :

Sex :

Age (in years) :

Educational Qualification :

Experience of teaching (in years) :

Name & Address of the school :

SECTION – B

1. Are you aware of the RTE Act. 2009? ` Yes / No

2. Which age group of children comes under the RTE Act, 2009?

3. Can a school allow the children above 6 years if they have not
been admitted to any institution? Yes / No
4. Is RTE Act, 2009 applicable for all the schools including the
special schools (CBSE. Navodaya Vidyalaya. Sainik Schools, Yes / No
Central Schools)?
5. The School Management Committee must be constituted in every
a) 2 Years
b) 3 Years
c) 5 Years
6. Is there any financial assistance given for the development of Yes / No
infrastructural facilities of the school?
7. Does the school collect any fee at the time of admission? Yes / No
8. If a child has no birth certificate can the school debar him / Yes / No
her from admission?
9. If a child has to be admitted in class 7 then what should be

42
 his / her appropriate age?
a. 11 years
b. 7 years
c. 12 years
10. What is the student teacher ratio for classes 1 to 5?
a) 30: 1
b) 50:2
c) 110:3
11. A child can get admission a per his / her appropriate age-
a. Only during the starting of the session
b. In any time of the year
c. In the middle of the ear
12. The minimum, working days for the classes 6th to 8th is -
a) 320
b) 220
c) 200
13. What is the time duration for a regular class?
14. In every school a School Management Committee can be
established without -
a) The local guardian
b) Representation of local authority
c) The students
15. The actual meaning of "children from weaker section" -
a) The sick children
b) Children having BPL Card
c) Children having no local guardian
16. Can a school punish the students for their misbehavior? Yes / No
17. If a student commits any serious misdeed, can the school rusticate
him / her before the completion of elementary education? Yes / No
18. A school should not be provided with
a) Library

43
 b) Playground
c) Private tutorial
19. Is there any provision of separate toilets for boys and girls Yes / No
as per RTE Act, 2009?
20. Is there any provision of mid-day meal in schools? Yes / No
21. As per the RTE Act, 2009 teachers cannot be engaged in
any non educational work? Yes / No
22. Is there any provision of Board Exam before the completion Yes / No
of elementary education?
23. Should there be provision of bridge course in School? Yes / No
24. The maximum distance (in Kms) of a school for the
children having the age group of 6 to 10 is -
a. 2 KmS
b. 3 KmS
25. Can the school having classes 1 to 5 avail up gradation of class? Yes / No
26. What is the expanded time period to get admission In to a school? Yes / No
27. Should the school pro ide free text books, writing materials, uniform to the
students as per RTE Act, 2009? Yes / No
28. Is there any restriction for teachers conducting private tuitions? Yes / No
29. Is there any provision of special teachers to deal with art education
/ physical education / work education? Yes / No
30. Is there any provision of training to the teachers by the state Government as
per RTE Act, 2009? Yes / No
31. Are the norms and conditions are satisfactory regarding to the
RTE Act, 2009? Yes / No

44