Gandhe, S M. (1997). A Critical Study of the Current Position and Problems of Teaching Marathi Language in Secondary Schools in Osmanabad District. Unpublished. Ph.D., Education. Shivaji University, Kolhapur, Maharashtra.
The objectives of study were: (1) To study the Professional Performance of the teachers. (2) To search the Educational Activities performed by the teachers. (3) To inquire into the Teaching Methods, Means and Aids as well as the efforts make by them to develop the Hand writing and Orthography of the pupils. (4) To compare the Problems being faced by the teachers in rural and urban schools. (5) To search the Remedies to solve the Problems of secondary teachers, daily practice of Teaching Methods and Co-curricular Activities.
Total population sampling method was used for a questionnaire and random sampling was used for other tools.
A questionnaire, interview schedules, school visits and period observations were used for collecting data.The validity and reliability of the information by a questionnaire is verified by the interviews of teachers, head masters, experts and school inspectors as well as by visits and observations. The more stress was given on the comparison between rural and urban area.
The method and procedure followed in the study was Descriptive Survey.
Statistical techniques were used to analysis the data.
The findings of study were: (1) Unaided schools were more in rural area. (2) There was rare lady-Marathi-teachers. (3) All teachers were trained but 53.1% teachers were graduates in Marathi. (4) Teachers experience mean was 9.09 years, more experienced teachers were in urban schools. (5) Marathi teaches were teaching various subjects. (6) Many teachers were giving more stress on cognitive and comprehensive objects. (7) Irregularity of the pupils, no-text-books, and crowded classes were the hurdles in many schools. (8) Teachers could not use Deductive - Inductive Method properly in grammar teaching. (9) Many teachers could not make effective gesticulations. (10) 24-25% teachers didn’t ask a single question in their teaching. (11) The pupils’ pronunciation and writing were badly affected by the rustic-dialect and other teachers didn’t care of it. (12) In many schools (especially in unaided) good-blackboards, library, newspapers, and educational journals were not available. Only 42% teachers took oral tests in Marathi, 59% teachers took only four unit tests and no teacher was interested in making blue-print for the unit tests.
Keyword(s): Critical Study, Problems of Teaching , Marathi Language, Secondary Schools