Abstract
Information and Communication Technologies (ICT) has become one of the most imperative aspects in
today's world and subsequently it has also become an integral part of today's schools - particularly those
run by the private management. Even CBSE has made it mandatory for all of its affiliated schools to have
their websites and keep updating the content on it, which includes even assignments to be given to the
students and their report cards, apart from the routine administrative information. With these things in
consideration as well as with numerous global advancements in ICT, it becomes very crucial that
teachers must have adequate knowledge and proficiency of ICT as well as an understanding of the same
about the importance, influence and engagement of this technological means in their student's lives. By
ICT here we assume that ICT includes personal computers, laptops, printers, LCD projectors, Internet,
and Intranet. However, generally it is seen that in Indian context, a thorough knowledge or even a
working knowledge of ICT is very limited as far as in service teachers and future teachers are concerned.
This paper is based on an investigatory study designed to look into pre-service teacher trainee's (B.Ed.
student's) understanding of ICT (Information and Communication Technology) literacy, the extent of
their ICT needs, as well as their attitude towards acquiring ICT related knowledge and skills and infusing
ICT skills into their routine professional life and future classroom activities. This paper presents the
outcome of an analysis of the data collected at a Teacher Education Institution affiliated to Guru Gobind
Singh Indraprastha University, New Delhi. The paper contends that in order to have wholesome ICT
awareness all across the boards and school systems, multiple factors need to be tackled and then only an
ICT enabled teaching community may develop and exist.
This
study investigated the relationship between emotional intelligence and family
climate of 200 (100 male and 100 female) secondary school students of Aligarh
city. Family climate scale of Shah (2006) and emotional intelligence scale
prepared by the Kumari and Sharma (2014) were used as tools for the study.
Findings of the study reveals that 1) Family climate is significantly and
positively related to emotional intelligence of secondary school students. 2)
There was no significant difference between males and females in emotional
intelligence of secondary school students.3) There was no significant difference
between males and females in family climate of secondary school students. 4)
There was no significant difference between the male and female secondary
school students belonging to favourable family climate group on the variable of
emotional intelligence.5) There was no significant difference between the male
and female secondary school students belonging to unfavorable family climate
group on the variable of emotional intelligence. 6) There was significant
difference between the male secondary school students belonging to favorable
family climate and unfavorable family climate group on the variable of
emotional intelligence.7) There was significant difference between the female secondary
school students belonging to favorable family climate and unfavorable family
climate group on the variable of emotional intelligence.
Abstract Aggravation and Anxiety/Apprehension is less at
primary or secondary level and is also resolved by various measures i.e. by
adopting suggestions given by parents, counselors, management, school authorities,
etc. but when a child comes to a college, he is at a crucial stage where on one
hand, his career is at stake and on the other, there is no rigid routine or
timetable like school. He establishes new relationships and then feelings of
competition, envy, fear, anxiety or frustration might develop in him and at
this level the reason for this frustration and anxiety might be medium of
instruction. This paper enables the researcher to knowing the relationship
between medium of instruction and frustration & anxiety among students
during examination.
Keywords: frustration, anxiety, medium of instruction, english medium, hindi medium
Author: Satish Gill*, Pramod Kr. Sharma**, Nikhikesh C. Sharma***
There
is lack of community work in school curriculum and consequently there is little
or no relationship of schools being established with communities creating a
wide gap in school-community linkage in our systems of secondary education.
Schools are not interested in organizing local community works as it has not
been made a mandatory constituent of the prescribed curriculum of the Boards of
Education in India. Schools should earn a good rapport in local community not
only as an important exponent of education but also to imbibe socio-moral
conscience and responsibility in young scholars by establishing linkage of the
school to various people, groups, communities and institutions (including students,
teachers and parents community of the school) to which the school renders its
services out of social commitments for welfare of society and nation. The
results of this case study depicted a poor linkage between school and community
and thus it can be inferred that the present state of schoolcommunity linkage
needs immediate attention of all the stakeholders of secondary education in
India. The school and society need to set forth a common goal to ensure
establishment of social, moral, economic and cultural bonds between school and
communities.
Keywords: community work, secondary education, school-community linkage
The
development and growth of any special school is depends upon the resources
available to special teacher.
This paper investigates the problem faced by special teacher in inclusive
education under SSA programme. This paper focuses on the problem which is faced
by the special teachers at different aspect and it suggests that school
administration should take suitable measures to solve the problem of teachers
in special schools so that they help to increase the inclusiveness and improve
teaching.
Keywords: special school, SSA programme, special needs, inclusive education
The
present study investigates the occupational stress among teachers in relation
to manageria reativity of principals of secondary school of Jalandher district,
Punjab. A sample of of 200 teachers and 40 principals were selected randomly
from government. and private schools of district Jaladhar, for this
study.Standardised tools; Managerial Creativity Scale (S.Jain, R.Jain, and
U.Dhar) and Occupational Stress Index (A.K.Srivastava and A.P.Singh) have been
used to collect the relevant data. As per the objectives it may be interpreted
that government and private school teachers differ significantly (tvalue=*
2.12) on occupational stress. Private school teachers were found slightly more
stressed than the govt. teachers. It was investigated that government and
private school teachers working under high managerial skill principal differ
significantly (t-value=*2.09) on occupational stress and teachers working under
high managerial skill principal show more occupational stress and vice-versa.
It may be due to reason that government schools have more freedom than the
private schools. It was further investigated that principals of government and
private school differ significantly (t-value=*2.45) on occupational stress. The
findings revealed that the types of school influence managerial creativity of principal;
it may be due to reason that organizational climate in Govt. schools is low
creative comparing to the private schools. Keywords: occupational stress,
managerial creativity, secondary school teachers
Environmental
education for environmental awareness will prepare human society to protect the
ecological balance. Environmental education aims at developing in them the
knowledge, attitude, skilland
communication to protect our nature. Environmental education is nothing but to
educate human society to perceive environment in totality. Lack of
environmental awareness regarding the preservation of the species & culture
etc. and conservation of the forests are responsible for degradation of the
environmental procurement at gross root level. If it continues, the human
civilization will face disastrous situation. The investigator tried to study
the awareness of our environment in six particular areas with 40 items. Environmental
Awareness Scale was developed by the investigator herself. The six areas
related to our environmental awareness are; i) population explosion; ii)
knowledge regarding environment, health, hygiene and pesticides; iii) global
warming and pollution; iv) social environment (use and misuse); v) duties and
protection measure; vi) wildlife and forest conservation etc. The Environmental
Awareness Scale is a five point scale. The reliability of the scale was 0.89
calculated by split half method and the content validity ensured by the expert
judgement. The mean scores of government and private secondary school students
were obtained on all the six areas mentioned in the study and it was concluded
that there is a significant difference between government and private school
students on the all six dimensions of environmental awareness.
Keywords: environmental education, environmental awareness, government and private schools
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