A Study on the Attitude of the Hindu and Christian Secondary School Teachers of Malda and Murshidabad Districts, West Bengal, India towards Yoga Education in Schools in Relation to their Mental Health

This is a study on the attitude of the secondary school teachers towards yoga education in schools in relation to their religious belief and mental health. Stratified purposeful sampling method was used. A significant difference in attitude towards yoga education was observed at 0.01 level between Hindu and Christian secondary school teachers of Malda and Murshidabad districts, West Bengal, India. The Hindu teachers possessing better mental health show better attitude towards yoga education in comparison to their Christian counterpart. The male teachers of government schools from Hindu vs. Christian religious faith show significant difference in attitude towards yoga education than their female counterpart. No significant difference in attitude towards yoga education in schools was observed between the male and female private school teachers of Malda district. However, the reverse is true for Murshidabad district.

Download Full-text

A Study on the Attitude of the Hindu and Christian Secondary School Teachers of Malda and Murshidabad Districts, West Bengal, India towards Yoga Education in Schools in Relation to their Mental Health

Asian Review of Social Sciences ◽

10.51983/arss-2021.10.1.2680 ◽

2021 ◽

Vol 10 (1) ◽

pp. 39-47

Author(s):

Mohamed Afsar Ali

Keyword(s):

Mental Health ◽

Secondary School ◽

Private School ◽

West Bengal ◽

Secondary School Teachers ◽

Religious Faith ◽

School Teachers ◽

Government Schools ◽

Purposeful Sampling ◽

Significant Difference

Download Full-text

Mental Health of Secondary School Teachers in Murshidabad District of West Bengal

International Journal of Peace Education and Development ◽

10.5958/2454-9525.2017.00005.1 ◽

2017 ◽

Vol 5 (1) ◽

pp. 25

Author(s):

H.P. Mishra

Keyword(s):

Mental Health ◽

Secondary School ◽

West Bengal ◽

Secondary School Teachers ◽

School Teachers

Download Full-text

Teacher effectiveness among Secondary School Teachers from Government and Private Schools

International Journal of Indian Psychology ◽

10.25215/0404.160 ◽

2017 ◽

Vol 4 (4) ◽

Author(s):

Priyanka D. Soni

Keyword(s):

Secondary School ◽

Teacher Effectiveness ◽

Private School ◽

Secondary School Teachers ◽

School Teachers ◽

Female Teachers ◽

Significant Difference ◽

And Gender ◽

Relationship Of ◽

The Relationship

The aim of the present study was to investigate the relationship of Teacher effectiveness among Secondary school teachers of Government and Private sector in relation to their type of the institution and gender. A sample of 160 (80 Male Teachers and 80 Female Teachers) was carried out from govt. schools and private school of Ahmedabad Districts. Data was collected using by Teacher Effectiveness scale by Dr. Parmod Kumar and D.N.Mutha (1985). The data were analyzed by using t-test. The Results revealed that significant deference observed between teacher effectiveness of Government and Private Secondary school teachers, Teacher Effectiveness more in Private Secondary School Teachers. It is also found that, significant difference in Government and Private Female Secondary School teachers and the private Female teacher’s Effectiveness is more. Also the result shows that Government Secondary School Teachers have more Teachers effectiveness than Private Secondary School Female Teachers Male and Female private school teachers.

Download Full-text

Secondary school teachers’ ability to recognise and refer students with differing levels of anxiety

The Educational and Developmental Psychologist ◽

10.1017/edp.2019.12 ◽

2019 ◽

Vol 36 (2) ◽

pp. 51-59 ◽

Cited By ~ 1

Author(s):

Nadine Missenden ◽

Marilyn Campbell

Keyword(s):

Mental Health ◽

Professional Development ◽

Secondary School ◽

Secondary School Teachers ◽

School Context ◽

Anxiety Symptoms ◽

Wilcoxon Test ◽

School Teachers ◽

School Counselling ◽

Significant Difference

Adolescents experiencing excessive anxiety are often under-identified in the school context, and consequently under-referred for in-school counselling or other mental health support. This is despite anxiety being the most prevalent mental health condition currently experienced by adolescents. The purpose of this study was to explore secondary teachers’ ability to recognise the need to refer adolescents with excessive anxiety symptoms. One hundred and fourteen secondary school teachers completed a questionnaire with five vignettes describing students experiencing various degrees of anxiety. Statistical analysis of the data involved use of the one-sample Wilcoxon test and Spearman’s rank non-parametric correlation coefficients. Results indicated that teachers recognised the need to refer adolescents with very severe anxiety symptoms. However, they were less likely to correctly identify and refer students with severe, moderate or mild anxiety symptoms. There was no statistically significant difference between male and female teachers’ decision to refer students for school counselling. These findings are an important step forward in understanding how teachers decide whether or not to refer anxious children for support, and in identifying areas for further training and professional development. Implications are discussed for future professional development for secondary school teachers.

Download Full-text

Mental Health of Secondary and Higher Secondary School Teachers - An Analysis

International Journal of Scientific Research ◽

10.15373/22778179/feb2014/37 ◽

2012 ◽

Vol 3 (2) ◽

pp. 117-119

Author(s):

P.Pachaiyappan P.Pachaiyappan ◽

◽

Dr. D.Ushalaya Raj Dr. D.Ushalaya Raj

Keyword(s):

Mental Health ◽

Secondary School ◽

Secondary School Teachers ◽

School Teachers

Download Full-text

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

International Journal of Indian Psychology ◽

10.25215/0404.067 ◽

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.

Download Full-text

Assessment of intercultural competence of vocational teachers in Croatia

Andragoška spoznanja ◽

10.4312/as.21.4.37-51 ◽

2015 ◽

Vol 21 (4) ◽

pp. 37-51

Author(s):

Višnja Rajić ◽

Tomislav Rajić

Keyword(s):

Secondary School ◽

Intercultural Competence ◽

Secondary School Teachers ◽

Vocational Teachers ◽

School Teachers ◽

Self Assessment ◽

New Era ◽

Significant Difference ◽

The Republic ◽

Academic Year

Due to the changes in society and the new era of “super-diversity” (Vertovec, 2007) in European countries, intercultural competence is gaining importance both in everyday life situations and teacher training. In the academic year of 2014/2105, a research was conducted on a sample of 136 prospective secondary school teachers undergoing their pedagogical-didactical-methodological training in different universities in the Republic of Croatia. The tool that was employed in the self-assessment of intercultural competence was called Recognising intercultural competence: What shows that I am interculturally competent? The results showed that the examinees perceive their intercultural competence quite high; attitudes (M = 4,09); skills (M = 4,12); knowledge (M = 4,02). There is no significant difference between the perceived dimensions (p = ,282). Further research is recommended to better understand the insights about the examinees’ understanding of intercultural competence.

Download Full-text