A Study of Teacher Effectiveness, General Intelligence and Creativity of Secondary School Teachers

Male Teachers ◽

General Intelligence ◽

School Teachers ◽

Government School ◽

Male And Female ◽

Significant Difference

The present study attempts to compare teacher effectiveness, general intelligence and creativity of secondary school teachers in relation to gender and type of school. The sample for the study consisted of 850 secondary school teachers of Punjab. The findings of the study revealed that there is no significant difference in teacher effectiveness of male and female secondary school teachers. The significant main effect of type of school is independent of gender groups, i.e. government school teachers are effective both in case of male and female groups of school teachers. There is significant difference in general intelligence of male and female secondary school teachers, female teachers being more intelligent as compared to male teachers, both in case of government and private schools. The results also show that male teachers of private secondary schools are more creative than female teachers of private secondary schools but not in case of government secondary schools. Government school teachers are significantly high on creativity than private school teachers only in case of female group and not in case of male teachers. Teacher effectiveness is positively and significantly related with general intelligence and creativity among secondary school teachers.

Study of teacher effectıveness of secondary school teachers ın relatıon to theır servıce stream and caste category

E-methodology ◽

10.15503/emet.v5i5.524 ◽

2019 ◽

Vol 5 (5) ◽

pp. 72-78

Author(s):

Shivangi Nigam

Keyword(s):

Secondary School ◽

Secondary Schools ◽

Teacher Effectiveness ◽

Representative Sample ◽

Teaching Effectiveness ◽

New Delhi ◽

General Category ◽

School Teachers ◽

Significant Difference

Aim. The present study tries to explore the teaching effectiveness of secondary school teachers with different caste categories and service streams. Methods. A representative sample of 240 teachers from the secondary schools of New Delhi was randomly selected. Teaching Effectiveness Scale by Kumar & Mutha (1974) was used to assess teaching effectiveness of the secondary school teachers. Results. The study revealed that there was no significant difference between teaching effectiveness of secondary school general category and reserved category teachers. Similar results were found for teachers with science and humanities as their service streams. Significant differences were also not found between the teaching effectiveness of general category secondary school teachers with science and humanities as their service streams. The results were similar among secondary school teachers from the reserved category and having science and humanities as service streams.

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

10.25215/0404.067 ◽

2017 ◽

Vol 4 (4) ◽

Author(s):

Ranju Bala

Keyword(s):

Emotional Intelligence ◽

Secondary School ◽

Teacher Effectiveness ◽

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.

Remedial Teaching Practices in Secondary Schools of Northern Samar

Proceedings Journal of Interdisciplinary Research ◽

10.21016/irrc.2014.14ntt016 ◽

2014 ◽

Vol 1 ◽

pp. 78-83

Author(s):

Jeselle S. Aquino

Keyword(s):

Secondary School ◽

Secondary Schools ◽

Teaching Practices ◽

School Teachers ◽

Public And Private ◽

Remedial Teaching ◽

Significant Difference ◽

Teachers And Students ◽

The Difference

The problem of poor quality in education has been traced to a number of causes, which include socio-economic factors, teacher-related factors, inadequate learning materials, and the short and congested school curriculum, among others. With this result, it is therefore imperative to organize remediation programs in low performing schools to address the needs of the learners to achieve desired learning outcomes and to enhance faculty’s teaching competence. The study determined the remedial teaching practices employed by secondary school teachers in both public and private schools in Northern Samar. It also found out the difference between the extent of remedial teaching practices as perceived by the teachers and students and if there was a significant difference between the extent of practices of public and private secondary schools in Northern Samar. The descriptive-comparative method was utilized in the study using a researcher-made survey questionnaire as the primary instrument. The study was conducted in twenty (20) public and private secondary schools in Northern Samar selected based on the results of the National Achievement Test (NAT) from 2010 to 2011. Frequency counts, percentages, and weighted mean computations were used to analyze the data obtained. The t-test was used to test the difference between the extent of remedial teaching practices as perceived by the secondary teachers and students and the difference in the extent of remedial teaching practices among public and private secondary schools in Northern Samar. The remedial teaching practices of the secondary school teachers were rated “extensive” by both teachers and students. There was a significant difference between the perceptions of the secondary school teachers and the students on the extent of remedial teaching practices but there was no significant difference between the extent of remedial teaching practices of the public and the private secondary schools in Northern Samar.

Job Satisfaction of Teachers In Relation to Professional Commitment

10.25215/0404.007 ◽

2017 ◽

Vol 4 (4) ◽

Author(s):

Liyaqat Bashir

Keyword(s):

Job Satisfaction ◽

Secondary School ◽

Role Model ◽

Professional Commitment ◽

School Teachers ◽

Satisfaction Scale ◽

Male And Female ◽

Significant Difference ◽

Meaningful Interaction

Teaching is a highly noble profession and teachers are always a boon to the society. The ultimate process of education could be simplified as a meaningful interaction between the teacher and the taught. The teacher thus plays a direct and crucial role in molding a pupil towards education. Since a teacher is a role model for the students, job satisfaction and professional commitment of teachers become very vital in the fields of education. Thus the researcher felt the need to investigate the job satisfaction in relation to professional commitment of secondary school teachers. The sample of this study consisted of 300 teachers selected from Punjab in India. Job Satisfaction Scale standardized by Dr. (Mrs.) Meera Dixit (1993) and Professional Commitment scale developed by Dr. Ravinder Kaur and Sarabjit Kaur (2011) was administered to collect the data. The result indicates that there exists a significant difference between male and female secondary school teachers in their job satisfaction and there exists no significant difference between male and female secondary school teachers in their professional commitment. Further result shows that there exists positive significant relationship between job satisfaction and professional commitment. This proves that job satisfaction and professional commitment are significantly related to each other.

Professional Commitment of Secondary School Teachers in relation to their Self-Efficacy

Shanlax International Journal of Arts, Science and Humanities ◽

10.34293/sijash.v7i1.420 ◽

2019 ◽

Vol 7 (1) ◽

pp. 35-38

Author(s):

Hadiya Habib

Keyword(s):

Secondary School ◽

Self Efficacy ◽

Teacher Educators ◽

The Self ◽

Professional Commitment ◽

School Teachers ◽

Male And Female ◽

Significant Difference ◽

The Relationship

In the present investigation, an attempt has been made to study and compare the Professional Commitment of secondary school teachers, to study and compare the Self-efficacy of secondary school teachers and to find out the relationship between Professional Commitment and Self-efficacy of secondary school teachers. A sample of 100 teacher educators working in government schools of district Ganderbal was selected through Purposive sampling technique. Professional Commitment Scale for teacher educators by Sood (2011) and Teacher Self-efficacy scale by Ralf Schwarzer, Gerdamarie S.Schmitz and Gary T. Dayter (1999) were used for data collection. Mean, SD and t-test were used to compare the professional commitment of male and female secondary school teachers and to compare self-efficacy of male and female secondary school teachers. Pearson’s correlation was applied to find out the relationship between Professional Commitment and Self-efficacy of secondary school teachers. The findings of the study revealed that female secondary school teachers have higher professional commitment as compare as to male secondary school teachers. No significant difference was found in the Self-efficacy of secondary school teachers and significant positive correlation was found between Professional Commitment and Self-efficacy of secondary school teachers.

A STUDY OF TEACHING EFFECTIVENESS AMONG SECONDARY SCHOOL TEACHERS

Scholarly Research Journal for Interdisciplinary Studies ◽

10.21922/srjis.v4i36.10027 ◽

2017 ◽

Vol 4 (36) ◽

Author(s):

Pratibha Sagar ◽

Shahida Parveen

Keyword(s):

Secondary School ◽

Secondary Schools ◽

Teaching Effectiveness ◽

Uttar Pradesh ◽

Optimum Level ◽

School Teachers ◽

Female Teachers ◽

Significant Difference ◽

Efficiency And Productivity

Teaching effectiveness means perfection, optimum level of efficiency and productivity on the part of the teacher. It refers to the height of maturity and learning that teachers grows with experience and learns more and more. This study was conducted on 148 teachers selected randomly from 8 secondary schools located in Bareilly District of Uttar Pradesh. The data was collected by self made teaching effectiveness scale. This scale consists of 38 items of 6 dimensions. Collected data was analysed using statistical techniques such as mean, standard deviation and t-test. The study revealed that there is significant difference between the teaching effectiveness of male and female teachers working in secondary school. But no significant difference was found teaching effectiveness of CBSE Board female and UP Board female teachers and CBSE Board male and UP Board male teachers working in secondary schools.

Social Intelligence of Secondary School Teachers with Respect to Their Gender and Age

10.25215/0302.035 ◽

2016 ◽

Vol 3 (2) ◽

Author(s):

Karanam Mahaboobvali ◽

Dr. S. Vijaya Vardhini

Keyword(s):

Secondary School ◽

Social Intelligence ◽

Age Groups ◽

Sampling Technique ◽

School Teachers ◽

Male And Female ◽

Gender And Age ◽

The Social ◽

Significant Difference

Social intelligence is the ability to compromise so as to understand and manage the people and engage in adaptive social situations. Though everyone needs intelligence in general and Social intelligence in particular. Especially it is essential for the Teachers to interact with the students effectively and for better understanding the students in the school environment. Hence in this context the investigators made an attempt to study the Social intelligence of Secondary school teachers. The objectives of the study are (i) to assess the social intelligence of Secondary school teachers and (ii) to find out the significance difference if any in the Social intelligence of Secondary school teachers due to variations in their Gender and Age. In this study 700 Secondary school teachers were selected from Kadapa district of Andhra Pradesh by employing simple random sampling technique. In this study the researchers analyzed the Social intelligence of Secondary school teachers in relation to their Gender and Age and found that, there is no significant difference between the male and female sample in their Social intelligence. On the other hand findings revealed that, there is significance difference among the age group of Secondary school teachers in their Social intelligence in general and Patience, Cooperativeness, Confidence, Sensitivity, Recognition of Social Environment, Tactfulness and Memory dimensions of Social intelligence in specific. Findings of the study are (i) both the male and female Secondary school teachers expressed equal level of Social intelligence and (ii) significant variation exists among the age groups of the Secondary school teachers towards the Social intelligence in Toto.

Organizational Commitment among Secondary School Teachers in relation to Job Burnout

Shanlax International Journal of Education ◽

10.34293/education.v8i3.2760 ◽

2020 ◽

Vol 8 (3) ◽

pp. 72-76

Author(s):

Hadiya Habib

Keyword(s):

Organizational Commitment ◽

Secondary School ◽

Pearson Correlation ◽

Job Burnout ◽

School Teachers ◽

Male And Female ◽

Significant Difference ◽

Spss Software ◽

The Relationship

The present research attempts to study the relationship between the organizational commitment and job burnout of secondary school teachers. The sample for the present study consisted of 200 secondary school teachers selected randomly. Two questionnaires were chosen to collect the data. The collected data were analyzed through SPSS software, and proper statistical methods like mean, t-test and Pearson Correlation coefficient were used. The findings of the study revealed that there is no significant difference in the organizational commitment mean scores of male and female secondary school teachers, i.e., both the groups measure similar to organizational commitment. It was also announced that there is a significant correlation between the organizational commitment and job burnout of secondary school teachers, which means that higher the organizational commitment, the higher will be the job burnout and vice versa.

Level of Aspiration among Secondary School Teachers

10.25215/0304.157 ◽

2016 ◽

Vol 3 (4) ◽

Author(s):

Ms. Manisha

Keyword(s):

Secondary School ◽

Survey Method ◽

School Teachers ◽

Male And Female ◽

Rural And Urban ◽

Significant Difference ◽

Level Of Aspiration ◽

Urban Secondary School

The present investigation was to find the level of aspiration among secondary school teachers. Survey method of investigation was employed. The findings of the study showed that there is a significant difference between male and female secondary school teachers in relation to their level of aspiration. Significant difference was obtained between rural and urban secondary school teachers in relation to their level of aspiration. Significant difference was also found between govt. and non-govt secondary school teachers in relation to their level of aspiration.

Attitude of Secondary School Teachers towards Cultural Activities

10.25215/0304.064 ◽

2016 ◽

Vol 3 (4) ◽

Author(s):

Ms. Manisha

Keyword(s):

Secondary School ◽

Survey Method ◽

School Teachers ◽

Male And Female ◽

Cultural Activities ◽

Rural And Urban ◽

Significant Difference ◽

Urban Secondary School

The present investigation was to find the attitude of secondary school teachers towards cultural activities. Survey method of investigation was employed. The findings of the study showed that there is no significant difference between male and female secondary school teachers in relation to their attitude towards cultural activities. Significant difference was obtained between rural and urban secondary school teachers in relation to their attitude towards cultural activities. Significant difference was also found between govt. and non-govt. secondary school teachers in relation to their attitude towards cultural activities.