CHALLENGES FACED BY SECONDARY SCHOOL TEACHERS IN CARRYING OUT CONTINUOUS COMPREHENSIVE EVALUATION (CCE)

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
Rajwinder Kaur ◽  
Arshdeep Kaur
Keyword(s):  
Secondary School ◽  
Private School ◽  
Evaluation System ◽  
Secondary School Teachers ◽  
Comprehensive Evaluation ◽  
Sampling Technique ◽  
Indian Education ◽  
School Teachers ◽  
Implementation Time ◽  
The Mind

School is an institution where talents are nurtured. Therefore it becomes very important to continuously revise and introduce such measures and schemes which will impact the mind, character and physical ability of the learner. Indian education is moving from summative to a continuous evaluation system. This study is an attempt to find out the challenges faced by secondary school teachers in carrying out CCE. The sample consisted of 100 government and private school teachers and random sampling technique was used for the collection of data. The results of the study revealed regarding the challenges. The teachers are not adequately prepared for the effective execution of CCE in schools. Further the study revealed that the major challenges faced by the school teachers in the execution of CCE were increased volume of work, disturbance in classes, difficult in implementation, time consuming, financial difficulties, lack of adequate infrastructure and teaching materials.

scholarly journals Analyzing Teacher Competency: Knowledge, Skills, and Aptitude of Secondary School Teachers of Islamabad, Pakistan

2021 ◽  
Vol 4 (1) ◽  
pp. 58-79
Author(s):  
Farhat Parveen ◽  
Nadia Nazir ◽  
Shazia Zamir
Keyword(s):  
Secondary School ◽  
Private School ◽  
Secondary School Teachers ◽  
Pearson Correlation ◽  
Sampling Technique ◽  
Positive Association ◽  
Public School Teachers ◽  
School Teachers ◽  
Teacher Competency ◽  
Better Than

Teacher competency is the key to effective and quality teaching. According to the Oxford English Dictionary, competency denotes the ability, skill, and strength of an individual used to perform a given task. In order to ascertain the efficacy of the learning outcomes of any education system, teacher competency is measured using knowledge, skills, and attitude (KSA) model. The current study used the same model to assess teacher competency of the secondary school teachers of Islamabad. Stratified random sampling technique was used to choose the desired sample comprising 100 male and 100 female secondary school teachers teaching in Islamabad. Data were collected through personal visits of the selected schools. A self-developed questionnaire consisting of 20 items was used to collect the data. Data were analyzed using various statistical techniques such as ANOVA and the mean, standard deviation, and Pearson correlation coefficient were also calculated. The findings revealed that there is a strong and positive association among all the determinants of teacher competency, that is, knowledge, skills and attitude. The study also found that female teachers have better teaching competency as compared to male teachers. Moreover, private school teachers showed better teaching competency than public school teachers. The study also revealed that teachers with less than 5 years of experience performed better than their seniors.    

scholarly journals Analyzing Teacher Competency: Knowledge, Skills, and Aptitude of Secondary School Teachers of Islamabad, Pakistan

2021 ◽  
Vol 4 (1) ◽  
pp. 58-79
Author(s):  
Farhat Parveen ◽  
Nadia Nazir ◽  
Shazia Zamir
Keyword(s):  
Secondary School ◽  
Private School ◽  
Secondary School Teachers ◽  
Pearson Correlation ◽  
Sampling Technique ◽  
Positive Association ◽  
Public School Teachers ◽  
School Teachers ◽  
Teacher Competency ◽  
Better Than

Teacher competency is the key to effective and quality teaching. According to the Oxford English Dictionary, competency denotes the ability, skill, and strength of an individual used to perform a given task. In order to ascertain the efficacy of the learning outcomes of any education system, teacher competency is measured using knowledge, skills, and attitude (KSA) model. The current study used the same model to assess teacher competency of the secondary school teachers of Islamabad. Stratified random sampling technique was used to choose the desired sample comprising 100 male and 100 female secondary school teachers teaching in Islamabad. Data were collected through personal visits of the selected schools. A self-developed questionnaire consisting of 20 items was used to collect the data. Data were analyzed using various statistical techniques such as ANOVA and the mean, standard deviation, and Pearson correlation coefficient were also calculated. The findings revealed that there is a strong and positive association among all the determinants of teacher competency, that is, knowledge, skills and attitude. The study also found that female teachers have better teaching competency as compared to male teachers. Moreover, private school teachers showed better teaching competency than public school teachers. The study also revealed that teachers with less than 5 years of experience performed better than their seniors.    

The Study and Application of Middle School Teacher Evaluation System Based on Support Vector Machine

2014 ◽  
Vol 905 ◽  
pp. 721-724
Author(s):  
Bo Yang ◽  
Li Na Zhang
Keyword(s):  
Support Vector Machine ◽  
Teacher Evaluation ◽  
Secondary School ◽  
Evaluation System ◽  
Secondary School Teachers ◽  
School Teacher ◽  
Evaluation Process ◽  
Support Vector ◽  
School Teachers ◽  
Teaching Management

In this paper, the Support Vector Machine (SVM) theory is applied to secondary school teachers evaluation systems. And the evaluation attributes of secondary school teachers are set in accordance with certain requirements. Through the use of sample data on the teacher evaluation system for a certain amount of training, we get a trained model, then evaluate and analyze the teachers data to be measured. This approach can make secondary school teachers assessment more accurate and reasonable, greatly reduce the workload of teaching management, and reduce the number of artificially errors in the evaluation process.

scholarly journals Teacher Effectiveness of Secondary School Teachers in Relation to Their Emotional Intelligence

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Ranju Bala
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Teacher Effectiveness ◽  
Secondary School Teachers ◽  
Sampling Technique ◽  
Descriptive Statistics ◽  
School Teachers ◽  
Intelligence Scale ◽  
Significant Difference ◽  
High Emotional Intelligence

This study is aimed at (i) studying teacher effectiveness in relation to emotional intelligence and (ii) studying the correlation of teacher effectiveness and emotional intelligence. To achieve the purpose, Teacher Effectiveness Scale by Kulsum (2000) and Emotional Intelligence Scale by Hyde, Pethe and Dhar (2001) were employed. A sample of 200 secondary school teachers was selected on the basis of random sampling technique. Descriptive statistics were used to analyse the data. The t-value was applied. Results indicate a significant difference between teacher effectiveness among male and female & Govt. and Private secondary school teachers. Findings on the basis of one way analysis of variance reveal that the group of secondary school teachers with high emotional intelligence is more effective than the group of teachers with average or low emotional intelligence. There exists positive and significant relationship between teacher effectiveness and emotional intelligence among secondary school teachers.

scholarly journals Relationship between Emotional Intelligence and Psychological Well-Being of Secondary School Teachers

2020 ◽  
Vol V (IV) ◽  
pp. 108-121
Author(s):  
Muhammad Akram ◽  
Farrukh Munir ◽  
Misbah Gilani
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Sampling Technique ◽  
Well Being ◽  
Descriptive Statistics ◽  
Strongly Correlated ◽  
School Teachers ◽  
Psychological Well Being ◽  
The Relationship

This study was designed to measure the relationship between emotional intelligence and the psychological well-being of secondary school teachers. This correlational study used a multistage random sampling technique to select 1200 teachers from 20 boys and 20 girls' high schools in district Lahore. The emotional Intelligence Questionnaire (?=.86) and Psychological Well-Being Scale (?=.89) were adapted as tools for data collection. The results showed that emotional intelligence and psychological well-being were strongly correlated with each other. Factor wise descriptive statistics of emotional intelligence showed that teachers were almost completely agreed with their students while teaching. Descriptive statistics of the psychological well-being of teachers showed that they were almost completely agreed while dealing with stakeholders. Female teachers demonstrated a higher score than male in emotional intelligence and psychological well-being. Married teachers demonstrated a higher score in emotional intelligence and psychological well-being. It was recommended that male and unmarried teachers be motivated to improve emotions and well-being.

scholarly journals An Exploratory Study to Measure the Environmental Literacy Level of Teachers Teaching at Secondary Schools in Punjab, Pakistan

2020 ◽  
Vol V (II) ◽  
pp. 149-156
Author(s):  
Saira Taj ◽  
Tahira Kalsoom ◽  
Moafia Nader
Keyword(s):  
Secondary School ◽  
Cognitive Skills ◽  
Secondary School Teachers ◽  
Sampling Technique ◽  
Environmental Literacy ◽  
Environmental Knowledge ◽  
School Teachers ◽  
Environmentally Responsible Behavior ◽  
Responsible Behavior ◽  
Environmentally Responsible

This study measured the environmental literacy (EL) level that the secondary school teachers in Punjab (Pakistan) possessed and found mean scores of various groups of teachers, demographically categorized, significantly different when assessed on scales of environmental literacy. Data collection was done by adapting a valid tool titled as Middle School Environmental Literacy Instrument and administered on 1626 teachers randomly selected from five out of 36 districts of Punjab through stratified random sampling technique. The EL level of teachers was assessed according to environmental knowledge, environmental dispositions, cognitive skills, and environmentally responsible behavior. The application of descriptive and complex inferential statistics showed moderate composite score of EL. Also moderate scores on individual scales were found with the exception of the scale on issue analysis. On this scale, the scores were high. However, scores of women teachers were higher than those of male instructors. The experience variable had not shown significantly different scores on EL.

scholarly journals A STUDY ON TEACHING COMPETENCY OF SECONDARY SCHOOL TEACHERS

2017 ◽  
Vol 5 (6) ◽  
pp. 508-513
Author(s):  
Sijila Das ◽  
Nalinilatha M
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Teaching Experience ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Survey Method ◽  
School Teachers ◽  
Personal Variables ◽  
Significant Difference

The role of teacher is proficient, be composed of academic, didactic and social roles. Academic roles cover teaching, instructing and supervisory characters and pedagogical characters include instructional, valuation and simplifying roles. The study aimed to identify the teaching competency of secondary school teachers. The investigator adopted survey method to study the teaching competency between teachers from selected government, private and aided school. For this study a sample of 300 school teachers from eight various schools which are situated in Palakkad district selected by the investigator using simple random sampling technique. The findings revealed that there is no significant difference towards teaching competency among selected secondary school teachers with respect to personal variables like Gender, Marital Status, Educational Qualification, Type of Management and Teaching experience. The findings of the study help to discover the teaching competency of secondary school teachers in the society.

scholarly journals EFFECTS OF THE ORGANIZATIONAL FACTORS ON TEACHERS' RETENTION: PERCEPTIONS OF PRIVATE SECONDARY SCHOOL TEACHERS OF LYARI TOWN

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Lubna Oad, Safia Niazi
Keyword(s):  
Secondary School ◽  
Educational Administration ◽  
Secondary School Teachers ◽  
Pearson Correlation ◽  
Sampling Technique ◽  
Organizational Factors ◽  
Human Mind ◽  
School Teachers ◽  
Significant Relationships ◽  
Correlation Statistic

The teaching occupation and the essential tasks and duties of teachers are necessary for developing every nation's human resources. The teachers are the pillar of our country, and without them, the standard of our education will suffer since teachers are the nearest to the human mind and are prime drivers of economic development. Therefore, educational administration and organizational factors play a pivotal role in making teachers motivated and satisfied to sustain their academic institutions' jobs and should focus on switching jobs frequently. This study examined the association between organizational and teacher retention in eight private secondary schools in Lyari town Karachi, Sindh Pakistan. The study formulated three objectives and hypotheses. The research design was a correlation—the population of the study comprised of teachers from schools. A random sampling technique was used, and a questionnaire was distributed among 200 teachers to collect data. Data were gathered using an instrument that was self-made with the help of literature reviewed and experts' suggestions. The questionnaire was validated and piloted. The Cronbach Alpha coefficient was determined. Ensure the reliability at 0.85, respectively. The Pearson correlation statistic was used to test the hypotheses. The findings reveal significant relationships between teachers' salary packages, teachers' workload, professional development opportunities, and teachers' retention in schools. Further, the study's findings reveal that educational administration and management align with government compensation policies regarding teachers' salaries and promotions and focus on their teaching workload and other fringe benefits.

scholarly journals Qualitative Evaluation of Emotional Intelligence In-Service Program for Secondary School Teachers

2015 ◽  
Author(s):  
Seval Fer
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Private School ◽  
Secondary School Teachers ◽  
Qualitative Evaluation ◽  
Phenomenological Approach ◽  
Group Method ◽  
School Teachers ◽  
Service Program ◽  
Learning And Teaching

This paper is an attempt to evaluate the Emotional Intelligence (EQ) In-Service Program on the basis of experiences of 20 secondary school teachers who attended the program in a private school in Turkey. A phenomenological approach, with a focus group method was used. The first objective of this study was to evaluate EQ program on the basis of teachers’ experiences. The second was to explore the teachers’ perceptions about the implications of EQ skills in classroom situations. The results were discussed in terms of the evaluation of the EQ program and its implications for learning and teaching activities in the classroom.

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