Abstract:
This study explores the interest in the professional responsibility of teachers who teach
Tamil is the first language. As first language teaching influences the achievement of other
subjects as well, it was expected that these teachers should have a professional
responsibility. However, a lack of this interest was reported in some forums. A mixed-method approach was used in this study to explore the situation. The study sample
comprised of 181 Tamil teachers who teach Tamil as first language and 25 principals. Five
In-Service-Advisors (ISAs), and five Additional Directors (ADs) are also selected as
convenient sampling representing all five Educational zones. Quantitative data collected
with the questionnaires are analyzed using descriptive statistics, t-test, ANOVA, with
the facilitation of the SPSS software. Significant differences in the interest of teachers
towards professional responsibility are shown among the factors such as type of school,
qualification, type of degree (internal or external), and Tamil as subject for degree. The
factors gender, age group, civil status, teaching experience, residential place and mode of
travelling have variation in the interest. Among the three levels of interest, namely high,
middle and low, considering teacher-related, school-related and student-related factors, the
interest of many teachers towards professional responsibility are spread over the middle
range. Accordingly, 5 influential factors are identified. Department-related factors and peer
teacher-related factors are more influential than other factors. Teacher-related factors,
student-related factors and school-related factors are influential in the medium level. Peer
teacher-related factors have high influence. Student- related factors are of low influence.
