Tribal Students and Educational Aspiration: A Sociological Investigation of Tribal School in Odisha

Bourdieu (1986) had shown, how a person can develop ‘capital through social interactions’ and later Sen (1992) applied Bourdieu’s concept of ‘ capitals’ in ‘ capabilities’ (Hart, 2012, pp. 52–62); both emphasized on education, aspiration and social justice. Education and aspiration are instrumental in bringing change particularly for the backwards especially minorities, Dalits and Scheduled Tribes and others. Schooling and raising students’ aspiration are the crux because students are the most significant fraction of developing human capital in a developing country like India. They are the future resources for progress and development of entire nation. Their aspiration counts a lot while reviewing the demographic dividend of the country at present; the youth population of the country is 654 million. Education Commissioner C. S. Kothari (1964) remarked, ‘Future of this country lies in the classroom’ (National Council of Educational Research and Training, 1970, pp. 13–36); educational aspiration of the youth and meeting this aspiration with right kind of opportunity facilitates them sure progress and putting India in a newer height in global competitiveness. So, student’s aspiration is significant subject to study. The term ‘aspiration’ is one which is often used synonymously with goals, ambitions, objectives, purposes, dreams, plans, cravings or aims. It is typical, everybody aspires in everyday and aspirations are driving force behind a person’s behaviour to do more and be more than he or she presently is. ‘We may know what we are, but we cannot know for certain what we can be’ (Quaglia, 1989, pp. 7–9). It is a craving for high achievement in life. It is a crucial aspect of intrinsic as well as extrinsic motivation to a person. Ordinarily, development of aspiration is influenced by a number of factors. The significant factors that influence are culture, family environment and socio-economic status, locality of residence, teaching commitment and others.

Pengaruh Karakter dan Kepribadian Terhadap Motivasi Berprestasi yang Dimediasi Komitmen Mengajar

The objectives of this study were to: 1) Test and analyze the character of teaching commitment. 2) Testing and analyzing the influence of personality on teaching commitment. 3) Testing and analyzing the influence of character on achievement motivation. 4) Testing and analyzing the influence of personality on achievement motivation. 5) Testing and analyzing the effect of achievement motivation on teaching commitment. 6) Testing and analyzing the effect of character indirectly on achievement motivation through teaching commitment. 7) Testing and analyzing the indirect influence of personality on achievement motivation through teaching commitment. This research is a descriptive-exploratory study with an exploratory, descriptive and explanatory design. The sample in this study was 38 people. The population in this study were all employees of the Trawas District, Mojokerto Regency, as many as 33 people. The sampling method in this writing uses census technique. Data analysis used SPSS version 26 for validity test with factor analysis, reliability test with Cronbach alpha. Classic assumption test and multiple linear regression analysis, to verify and prove the research hypothesis. To prove the hypothesis the writer used path analysis with SPSS V. 26 facilities. The results of the discussion concluded: 1) character has a significant effect on teaching commitment; 2) personality has a significant effect on teaching commitment; 3) character has a significant effect on achievement motivation; 4) personality has a significant effect on achievement motivation; 5) commitment to teaching has no effect on achievement motivation; 6) character has an indirect effect on achievement motivation through teaching commitment; 7) personality has an indirect effect on achievement motivation through teaching commitment.

Comply, Embrace, Cope, Countercrusade, Subvert: Teach For America Corps Members Respond to (Internal) and External Mandates

In this empirical, qualitative study, Teach For America (TFA) corps member teachers’ lives are examined through the lens of George Posner’s seven “frame factors,” namely, (a) temporal, (b) physical, (c) cultural, (d) economic, (e) organizational, (f) political-legal, and (g) personal, which offer insight into the contextualized TFA experience from induction at Corps Training Institute (CTI) through the 2-year TFA teaching commitment. Hundreds of corps member responses to these frame factors and external mandates were coded and analyzed, using unpublished categories developed by Barone, with particular attention to the developmental time line of one’s educational platform on TFAers’ professional practice.

The Effect of Teacher Competency and Teaching Commitment to Student Learning Results Machining Engineering Skills Program

.