Social Intelligence in relation to Self-Concept of Secondary School Teachers

2015 ◽  
Vol 5 (4) ◽  
pp. 95
Author(s):  
G. Sheela ◽  
N. K. Anand
Keyword(s):  
Secondary School ◽  
Social Intelligence ◽  
Secondary School Teachers ◽  
Self Concept ◽  
School Teachers

Search Strategy, Self-Concept and Metacognitive Skills of Secondary School Teachers in Selected Cities in Nigeria and South Africa

Libri ◽  
2017 ◽  
Vol 67 (2) ◽  
Author(s):  
Oluwole O. Durodolu ◽  
Dennis N. Ocholla
Keyword(s):  
South Africa ◽  
Secondary School ◽  
Information Literacy ◽  
Random Sampling ◽  
Search Strategy ◽  
Secondary School Teachers ◽  
Teaching Profession ◽  
Self Concept ◽  
Metacognitive Skills ◽  
School Teachers

AbstractInformation Literacy (IL) is fundamental for lifelong learning, especially for the teaching profession, where information is critical for imparting knowledge to students who are expected to be creative, critical thinkers and lifelong learners. The study investigates the search strategy, self-concept and metacognitive skills of secondary school teachers in selected cities in Nigeria and South Africa. The study adopted a post-positivist research paradigm combining both qualitative and quantitative research methodologies largely through a multi- case study research design. Data were gathered through questionnaires, interviews, observation and document analysis that included a literature review. The target population was secondary school teachers in Lagos and Durban. The sample for the research was drawn from teachers in government secondary schools in Lagos and Durban. A multi-stage sampling technique was used in the first stage to purposively select samples from the two cities of Lagos and Durban in order to make comparisons. The second stage involved stratified random sampling, and the third stage applied simple random sampling. Literature analysis and the Technology Acceptance Model (TAM) were used to inform the study. The study revealed the following: (i) teachers in Durban had a higher level of perception of the need for information literacy than their counterparts in Lagos; (ii) electronic information resources were infrequently used by the teachers; (iii) younger teachers tended to possess a higher level of information literacy than their older colleagues, which proves why in-service training is imperative; (iv) female teachers were significantly more information literate than their male counterparts; (v) many of the school libraries seem to have been afterthoughts, and the specifications for library building and planning were not observed as itemized by IFLA library building guidelines; and (vi) interaction and collaboration between teachers and librarians was limited. Recommendations have been made regarding how the issues and challenges could be addressed and solved with IL policy and work shopping of teachers for IL.

scholarly journals The Influence of Social Intelligence of Secondary School Teachers on Classroom Discipline Strategies

2012 ◽  
Vol 3 (1) ◽  
pp. 39-45 ◽  
Author(s):  
Soleiman Yahyazadeh Jeloudar ◽  
Aida Suraya Md Yunus ◽  
Samsilah Roslan ◽  
Sharifah Md. Nor
Keyword(s):  
Secondary School ◽  
Social Intelligence ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Classroom Discipline

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

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Karanam Mahaboobvali ◽  
Dr. S. Vijaya Vardhini
Keyword(s):  
Secondary School ◽  
Social Intelligence ◽  
Secondary School Teachers ◽  
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.

scholarly journals TEACHERS’ SELF-CONCEPT AND ITS BENEFITS FOR SCIENCE EDUCATION

2019 ◽  
Vol 18 (1) ◽  
pp. 105-116
Author(s):  
Jelena Ž. Maksimović ◽  
Jelena S. Osmanović
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Work Experience ◽  
Secondary School Teachers ◽  
Self Concept ◽  
Pay Satisfaction ◽  
School Teachers ◽  
Openness To Change ◽  
The Relationship ◽  
Primary And Secondary School

Self-concept, understood as an impression or idea one has about oneself, represents a significant precondition for the professional improvement of teachers, as well as for the advancement of teaching itself and students’ development of their own positive self-concept. This research aimed to examine the idea of self-concept with the purpose of determining the manner in which primary and secondary school teachers perceive themselves. The factors to be analyzed in relation to the variables, work experience and pay satisfaction, were defined by means of the scale of estimates and factor analysis. The obtained results showed that accepting oneself, self-improvement, self-satisfaction and job satisfaction, as well as the initiative and openness to change varied depending on work experience and pay satisfaction. Work experience, not pay satisfaction, proved to have an impact on the teachers’ perception of the relationship with their colleagues, whereas the perception of personal and teaching qualities did not depend on the aforementioned variables.

Demographic Factors in Social Intelligence of Secondary School Teachers

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Paul, T. M ◽  
Arjunan, N. K
Keyword(s):  
Secondary School ◽  
Differential Effect ◽  
Social Intelligence ◽  
Secondary School Teachers ◽  
Personal Data ◽  
Demographic Factors ◽  
School Teachers ◽  
Length Of Service ◽  
Female Teachers ◽  
The Social

The present normative survey was aimed to study the differential effect of selected demographic factors on the social intelligence of secondary school teachers. The Social Intelligence Test for Teachers, developed by the investigators, was administered along with a personal data sheet on a sample of 236 teachers, selected on a stratified random basis, from Ernakulam district of Kerala. The data, thus collected, were subjected to statistical analysis(t-test and One-way ANOVA) by keeping the objectives and hypotheses in mind. The study revealed a differential effect of gender on social intelligence, wherein the male teachers excel female teachers. Educational qualification, however, was found to have no significant effect in discriminating the secondary school teachers on the basis of their social intelligence. The trained graduate and trained postgraduate teachers are alike with regard to their social intelligence. Demographic factors like the type of school management and length of service experience were found to be decisive factors in the social intelligence of secondary school teachers.

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