A Study on the Adjustment Behavior of Pre-service Teachers in Dindigul District

Abstract

The behaviour form of adjustment has certainly shaped the development of pre-service teachers influencing their academic success, feelings, and efficiency as a teacher in the future. This study examines the adjustment behavior of pre-service teachers in the Dindigul district, concentrating on the influences of gender, locality (rural vs. urban), and medium of instruction (Tamil vs. English). A total of 150 pre-service teachers participated, completing a 5-point Likert scale questionnaire crafted to evaluate various adjustment factors. The results revealed significant differences in adjustment patterns based on gender (t=3.548, p<0.05), locality (t=4.173, p<0.05), and medium of instruction (t=3.628, p<0.05). Female pre-service teachers exhibited better adjustment behaviors (M=140.98, SD=20.530) compared to males (M=126.73, SD=27.965). Rural pre-service teachers faced greater difficulties (M=142.88, SD=22.424) than their urban counterparts (M=127.06, SD=23.678). Additionally, Tamil-medium pre-service teachers demonstrated superior adjustment (M=144.02, SD=22.889) over English-medium peers (M=130.11, SD=23.551). The study reveals that pre-service teachers require specialized training programs which should adapt to their specific needs to help their successful start in teacher training programs and their future teaching career.