Abstract
M.Ed.
The statistical findings of this study show that teachers by and large believe that the proportion of their input concerning the social development is satisfactory. With regard to the descriptive analysis (Table 4.1): Taking into consideration the collected data in the empirical investigation, it is clear that teachers generally belief they deliver a high proportion of their input regarding the social development of pupils for all the items. It was found in table 4.1 that teachers deliver the highest proportion of their input into the following: teaching pupils to conform to socially acceptable behaviour, item A4, with an average score of (7,53) and teaching pupils acceptance of the uniqueness of each individual, item A2, with the average score. These questions relate mostly to social responsibility of the individual towards other members of the community. It is interesting to note that items: (A7) advising pupils to associate with others (average 6,84) (A6) setting problems for pupils to solve in teams (average 5,91) and (A3) helping pupils to distance themselves from group thinking (average 5,75) were ranked lower than the other aspects associated with social development in this study.
These items relate to the individual's social functioning within group context. This tendency is noticed in the statistical analyses as well. Regarding the statistical analyses: Gender (table 4.2) With regard to gender, female teachers are of the opinion that they deliver a higher proportion of their input with respect of: teaching pupils acceptance of the uniqueness of individual (A2), teaching pupils to respect human dignity (A5). In both these aspects of social development, a statistically significant difference was found (refer to table 4.2). Age (table 4.3) According to obtained data there is a statistically significant relationship between teachers' age and the proportion of teachers' input with respect of teaching pupils to respect human dignity (A5). In this regard teachers who are between 21-29 years of age are of the opinion that they have a lower input than those of 30-39 years and those who are 40+ years old. Teaching experience (table 4.4) Data collected also show that there is a statistically significant relationship between teachers' experience and the proportion of their input with respect of:
teaching pupils to be trustworthy and reliable in interpersonal relationship (A 1). It was found here that the proportion of input of teachers with 5-10 years experience is higher than the proportion of input of teachers with 0-4 years experience and the proportion of input of teachers with 11+ years experience, teaching pupils to conform to socially acceptable behaviour (A4). Data shows that the proportion of input of teachers with 5-10 years is higher than the proportion of input of teachers with 0-4 years experience and the proportion of input of teachers with 11+ years experience.