The Journal of Research ANGRAU

SELVIYA and REDDY
Table 2 Teaching styles adopted by the home science teachers
S. No. Teaching Style UG classes PG classes
F % F %
1. Expert style 13 40.62 14 43.75
2. Formal authority style 08 25.00 07 21.87
3. Facilitator style 05 15.63 05 15.63
4. Personal model style 04 12.50 04 12.50
5. Delegator style 02 6.25 02 6.25
Total 32 100.00 32 100.00
An examination of results in table 3 indicated that 78.13 per cent of the teachers had
adopted high expert style of teaching and 21.87 per cent the moderate expert style in dealing
UG classes. Similarly, 75.00 per cent of the teachers had followed high expert style of teaching
and 25.00 per cent had moderate expert style in dealing PG classes.
Nearly sixty per cent (59.37%) teachers had followed moderate formal authority style
and 37.50 had high and low (03.13%) formal authority style in dealing UG classes. Similarly,
59.37 per cent of the teachers had adopted moderate formal authority style and 37.50 had
high and low (03.13%) formal authority style in dealing PG classes.
Equal per cent (50.00%) of the teachers had adopted high and moderate of personal
model style in dealing PG classes. Similarly, 53.13 per cent of the teachers had high personal
model style and 46.87 per cent had moderate personal model style in dealing UG classes.
Around fifty four per cent (53.13%) of the teachers had adopted moderate facilitator
style and high (43.74%) and low (03.13%) facilitator style in dealing UG classes. Similarly,
53.13 per cent of the teachers had followed moderate facilitator style followed by high (43.74%)
and low (03.13%) facilitator styles in dealing PG classes.
Three fourth (75.00%) of the teachers had adopted moderate delegator style followed
by high (15.62%) and low (09.38%) delegator styles in dealing UG classes. Similarly, 78.13
per cent of the teachers had followed moderate delegator style followed by high (15.62 %) and
low (06.25%) delegator styles in dealing PG classes.
It is inferred that forty three per cent of the teachers had expert style followed by
formal authority style, facilitator style, personal model style and delegator style. The probable
reason for this might be that the expert style might have the mastery of the subject, high
qualification, experience, large class size, course content and heavy work load and the facilitator
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