scholarly journals TEACHER EFFICACY OF SECONDARY SCHOOL TEACHERS

2017 ◽  
Vol 5 (6) ◽  
pp. 637-643
Author(s):  
Seema Menon K.P ◽  
Sobha K
Keyword(s):  
Teacher Efficacy ◽  
Secondary School ◽  
Secondary Teachers ◽  
Secondary School Teachers ◽  
Teaching Experience ◽  
Average Level ◽  
School Teachers ◽  
Significant Difference ◽  
The Mean ◽  
Type Of Management

The study aims to find out the teacher efficacy of secondary school teachers. The sample for the present study consisted of 350 secondary teachers of Kerala. In this study the investigators used a teacher Efficacy scale to measure the teacher efficacy of secondary school teachers. The study reveals that secondary school teachers possess an average level of teacher efficacy and also that  there exist significant difference in the mean scores of teacher efficacy with respect to type of management and teaching experience, but no significant difference exist in the mean scores of teacher efficacy with respect to Gender and locale and Subject of specialization.

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 SPIRITUAL INTELLIGENCE AND PURPOSE IN LIFE OF SECONDARY SCHOOL TEACHERS

2020 ◽  
Vol 7 (10) ◽  
pp. 26-34
Author(s):  
Swarupa Rani T. ◽  
A. Siva Padmavathi
Keyword(s):  
Secondary School ◽  
Meaning In Life ◽  
Secondary School Teachers ◽  
Purpose In Life ◽  
Teaching Experience ◽  
Spiritual Intelligence ◽  
Survey Method ◽  
School Teachers ◽  
Significant Difference ◽  
Specific Meaning

All around development means a person must be physically fit, mentally balanced, emotionally strong, socially adjusted and spiritually uplifted. The spiritual intelligence solves problems of meaning and value. It gives direction to our life in critical moment. Meaning/Purpose in life must be conceived in terms of the specific meaning of a personal life in a given situation. The study is design to examine the influence of the spiritual intelligence on purpose in life of secondary school teachers. The method used for the study is survey method. The sample of the study is 200 secondary school teachers. Two types of tools are used for this study. 1. The spiritual intelligence questionnaire constructed by Danah Zohar and Marshall (1999), it is a 5-point scale and 2. The purpose in life test prepared by Crumbaugh and Maholick (1969) is selected as an instrument to measure Viktor Frankl’s concept in meaning in life. It is a 5 point Likert scale. Both the tools are used to collect the data from secondary school teachers. The results of this study indicated that there is no significant difference is found in spiritual intelligence of secondary school teachers with below 10years, 10-20 years and 20 and above year’s groups.  No significant difference is found in purpose in life of secondary school teachers in their teaching experience with below 10years, 10-20 years and 20 and above year’s groups. The variable teaching experience does not influence significantly the spiritual intelligence and purpose in life of secondary school teachers. The study showed that there is no significant association between the levels of spiritual intelligence of secondary school teachers and their purpose in life. Findings of this study shows that all secondary school teachers have average level of spiritual intelligence and purpose in life.

scholarly journals Teachers’ Awareness of the Value Component of the National Policy on Education in Nigeria

2017 ◽  
Vol 1 (1) ◽  
pp. 42
Author(s):  
Saheed O. Jabaar ◽  
Ado Abdu Bichi
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
National Policy ◽  
Teaching Experience ◽  
Moderate Level ◽  
School Teachers ◽  
Policy Document ◽  
Significant Difference ◽  
Service Training ◽  
National Policy On Education

<p><em>Nigerians as a people are in dire need of value re-orientation in order to stem the tide of negative social values that are bedevilling the country. Education has crucial role to play in the efforts towards value regeneration and reorientation because the youth of the nation spend their formative years in the school system. This study investigated</em><em> the level of secondary school teachers’ awareness of the National Policy on Education (NPE) with regard to the value components of the Policy. A descriptive survey design was employed to collect data for the study, using a sample of 301 secondary school teachers in Kano state, Nigeria. The data collection instrument was a self-developed and validated 16 items questionnaire. Data collected through the instruments were analysed using SPSS 20; descriptive statistics (Frequency, Percentage, Mean, and Standard Deviation) and inferential statistics (i.e</em><em>.,</em><em> Independent sampled t-test and One-Way ANOVA) were used to analyse the data. Findings reveal that, the secondary schools teachers have no access to the NPE document and possess moderate level of awareness of the value component of NPE. Similarly, there is no significant difference in the teachers’ level of awareness with respect to gender, qualifications and teaching experiences. Based on the findings of this study it can be concluded that, the secondary school teachers have limited access to the NPE documents and irrespective of their gender, qualifications and years of teaching experience possess moderate level of awareness of the value component of NPEs in Kano state. It is therefore recommended among others that, relevant authorities should provide more copies of the latest edition of the NPE in school libraries; In-service training of teachers should include sensitization on the contents and relevance of the policy document to their work as teachers. Moreover, in-service training of teachers should include inculcation of skills of identifying the value components of school subjects and the retraining should be all-inclusive to accommodate teachers of all cadres.</em></p>

scholarly journals Work Motivation among Secondary School Teachers

2017 ◽  
Vol 7 (2) ◽  
pp. 175
Author(s):  
Aneet Kumar
Keyword(s):  
Secondary School ◽  
Work Motivation ◽  
Secondary School Teachers ◽  
Average Level ◽  
School Teachers ◽  
Male And Female ◽  
Low Level ◽  
Female Teachers ◽  
Significant Difference ◽  
High Level

<em>The purpose of the study was to explore the work motivation among secondary school teachers. The table revealed that 23.67% secondary school teachers have low level of work motivation, 47% secondary school teachers have average level of work motivation and 29.33% secondary school teachers have high level of work motivation. 20% female teachers have low level of work motivation, 48% female teachers have average level of work motivation and 32% female secondary school teachers have high level of work motivation. Similarly 27.33% male secondary school teachers have low level of work motivation, 46% male secondary school teachers have average level of work motivation and 26.67% male secondary school teachers have high level of work motivation. 12% government secondary school teachers have low level of work motivation, 49.33% government secondary school teachers have average level of work motivation and 16% government secondary school teachers have high level of work motivation. Similarly 35.33% private secondary school teachers have low level of work motivation, 44.67% private secondary school teachers have average level of work motivation and 20% private secondary school teachers have high level of work motivation. There was no significant difference in the work motivation of male and female secondary school teachers. There was significant difference in the work motivation of government and private secondary school teachers.</em>

ATTITUDE OF SECONDARY SCHOOL TEACHERS TOWARDS VALUE EDUCATION IN JHARKHAND

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Beni Lalit Minz
Keyword(s):  
Secondary School ◽  
Character Education ◽  
Moral Education ◽  
Secondary School Teachers ◽  
Lesson Plan ◽  
Validity And Reliability ◽  
School Teachers ◽  
Policy Document ◽  
Significant Difference ◽  
The Mean

Values are essential for positive human behaviour. Education from time immemorial has focused on values. Values form the core of educational goals and objectives. Almost every education policy document has emphasized the role of education in fostering values. Value education seems to be more important and requires more than looking only to curricula. The teachers outcomes are observed, with regard to attitude, motivation, self – esteem and subject knowledge. In India the common language used in educational discourse for the main elements of ‘character education’ has been ‘moral education’ and in more recent times ‘values education’. Character is ultimately about who we are and who we become, good or bad. Values appear to be constantly changing in which children are presented with all kinds of models and exposed to all kinds of opinions about right and wrong. The value education is recognized as the unique needs of the students. In this research, the work basically deals to ascertain the attitude of Secondary School Teachers towards Value Education in Jharkhand. The researcher has not only focused on the standard lesson plan but also the implementation of value education in the day today teaching learning process. The objectives of the study were: to find the significant difference between the mean scores of attitude of secondary school teachers towards value education in Jharkhand on the basis of gender, type of school, area of school and medium of school. Self constructed and validated tool on value education was administered to establish the validity and reliability of the toll. Mean, standard deviation and t-test was used to analys the data to infer the findings. The findings of the study reveal that there is a significance difference between the mean scores of attitude of secondary school teachers towards value education in Jharkhand on the basis of area of school

scholarly journals A Comparative Study of Teacher Effectiveness of Secondary School Teachers of Sonepat District

2020 ◽  
Vol 16 (01) ◽  
pp. 41-44
Author(s):  
Manjeet Kumari
Keyword(s):  
Secondary School ◽  
Teacher Effectiveness ◽  
Secondary Teachers ◽  
Teaching Effectiveness ◽  
Secondary School Teachers ◽  
Teaching Profession ◽  
School Teachers ◽  
Significant Difference ◽  
Teaching Efficiency ◽  
Scholastic Success

The teaching profession is a highly sophisticated profession that regularly reaches out past academics. Besides ensuring that students experience scholastic success, teachers must also work as surrogate parents, guides and counselors, and even almost-politicians. There is almost no limit to the jobs a teacher may play. The purpose of the present study was to study the teacher effectiveness of secondary school teachers of Sonepat district. For this study, a sample of 120 secondary school teachers was selected. The teacher effectiveness scale developed by Puri and Gakhar (2010) was used to measure teachers’ teaching effectiveness. The study’s findings revealed no significant difference between the teacher effectiveness of male and female secondary teachers of Sonepat district. It also revealed that gender does not affect teaching efficiency or effectiveness.

scholarly journals Work Motivation among Secondary School Teachers

2017 ◽  
Vol 7 (2) ◽  
pp. 166
Author(s):  
Aneet Kumar
Keyword(s):  
Secondary School ◽  
Work Motivation ◽  
Secondary School Teachers ◽  
Average Level ◽  
School Teachers ◽  
Male And Female ◽  
Low Level ◽  
Female Teachers ◽  
Significant Difference ◽  
High Level

<em>The purpose of the study was to explore the work motivation among secondary school teachers. The table revealed that 23.67% secondary school teachers have low level of work motivation, 47% secondary school teachers have average level of work motivation and 29.33% secondary school teachers have high level of work motivation. 20% female teachers have low level of work motivation, 48% female teachers have average level of work motivation and 32% female secondary school teachers have high level of work motivation. Similarly 27.33% male secondary school teachers have low level of work motivation, 46% male secondary school teachers have average level of work motivation and 26.67% male secondary school teachers have high level of work motivation. 12% government secondary school teachers have low level of work motivation, 49.33% government secondary school teachers have average level of work motivation and 16% government secondary school teachers have high level of work motivation. Similarly 35.33% private secondary school teachers have low level of work motivation, 44.67% private secondary school teachers have average level of work motivation and 20% private secondary school teachers have high level of work motivation. There was no significant difference in the work motivation of male and female secondary school teachers. There was significant difference in the work motivation of government and private secondary school teachers.</em>

scholarly journals Job Satisfaction of Secondary School Teachers

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Ranju Bala
Keyword(s):  
Job Satisfaction ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Teaching Experience ◽  
Sampling Technique ◽  
Total Sample ◽  
School Teachers ◽  
Satisfaction Scale ◽  
Significant Difference ◽  
Descriptive Survey

The study is a descriptive survey conducted on 100 secondary school teachers of Hoshiarpur district. The data was collected from 100 secondary school teachers from 10 secondary schools (5 Urban and 5 Rural) of Hoshiarpur District. Stratified Random sampling technique was employed for the selection of sample. The total sample was selected on the basis of gender, locality and teaching experience (<10 and >10 years). The Job satisfaction scale constructed and standardized by Dixit (1993) was employed to collect data for the study. The results reveal that job satisfaction of teachers cannot be differentiated on the basis of Gender. There is no significant difference in job satisfaction of secondary school teachers teaching in Urban and Rural schools. No significant difference was found between job satisfaction of secondary school teachers having teaching experience <10 years and >10 years i.e. Job satisfaction is an independent of their teaching experience. The paper further gives educational implications on the basis of result findings.

scholarly journals Challenge of Integrating Tawhid in Science and History

2021 ◽  
Vol 2 (1) ◽  
pp. 44-51
Author(s):  
Riski Munandar Hutapea ◽  
M Husnaini ◽  
Tahraoui Ramdane Murad
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Training Programs ◽  
Teaching Experience ◽  
Teaching Science ◽  
School Teachers ◽  
Islamic Schools ◽  
Ultimate Objective ◽  
Purposive Sample

This study aimed to highlight the challenge that Secondary School teachers face in integrating the Islamic concept of tawhid in teaching science and history subjects. The research employed a qualitative design using a case study and collect data. A purposive sample consisting of 5 teachers from Al-Amin Islamic Secondary School was selected based on teaching experience. The teachers were interviewed according to a theme-based strategy, and collected data was transcribed and analyzed accordingly. Findings have shown that integrating tawhid in the subjects of Science and History is an aim that teachers in Islamic schools in Malaysia hope to achieve. However, obstacles and challenges continue to hinder their efforts. Theoretical and practical propositions and recommendations to make this aim achievable, such as revisiting the concept of tawhid integration, enhancing teachers' creativity skills in the classroom, and providing relevant training programs by school authorities, would undoubtedly help attain their ultimate objective.

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.

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