SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE & ENGLISH LANGUAGE

11223-11229

Authors: Mrs. Sheenam

The present study is about the study of Professional Ethics Among Secondary School Teachers in Relation to Job Satisfaction. The sample consists of 300 school teachers selected randomly from Fazilka, Muktsar and Faridkot districts of Punjab. Professional ethics scale by Dr. Rajveer Kaur and Job satisfaction scale by Meera Dixit, (1993) were used. Mean, Median and SD are used to describe the data and correlation is used to find the relation between variables.This study revealed that there is significant relationship between professional ethics and job satisfaction of male andfemale secondary school teachers.The relation of professional ethics and job satisfaction in case of female secondary school teachers is lightly higher than the males.

11238-11248

Authors: Prerna Semwal & Prof. Rama Maikhur

This paper aims to analyse the ability of Teacher Trainees to use the technology. The population of the research work comprised of all the teacher trainees of Hemwati Nandan Bhuguna Garhwal University, enrolled in 1st semester students for session 2021-2023. A sample of 85 teacher trainees studying in B. Ed 1st semester of Rath Mahavidyalay, Paithani, (affiliated to H.N.B. Garhwal University) was selected through the Purposive Sampling technique. The objective of the research was to study the ability of teacher trainees in using technology. The data obtained from 85 respondents was analyzed through percentage and Mann Whitney U-test. The findings revealed that 47% of the Teacher Trainees were beginners, 18.8% heard about it, 17.64% knew the basics, 11.7% were Proficient, and 4.7% were advanced in the usage of technology. The findings also revealed that the gender, stream, qualification, and medium of Teacher Trainees affect the ability to use the technology.

11256-11263

Authors: Ms. Soumya Priyadarsani Panigrahi & Satyendra Gupta

The Government of India published, after independence, nation’s third policy on education on July 30, 2020. This policy on education titled as “National Education Policy- 2020” (NEP-2020). This much anticipated education policy is a widespread policy covering all level and aspects of education of the country. Part ‘Two’ of NEP- 2020 covered the area of higher education and detailed about the expectations in this area. For an economically developing country like India, where the demand for a quality skilled workforce is very high it becomes necessary to keep a check on the quality of education provided in the higher education system. Assessment plays a crucial role in improving the quality of education by giving feedback. Normally assessment is done as objectives of education are formulated. Any teaching-learning process is incomplete without a proper assessment mechanism. National Education Policy- 2020 is expecting and suggesting fundamental change in the traditional assessment system in higher education. This paper is an attempt to explore the important recommendations made by National Education Policy- 2020 on ‘Assessment’ in the area of higher education.

11272-11276

Authors: Osman

The National policy recognizes that person with disabilities are valuable human resource for the country and seeks to create an environment that provides them equal opportunities, protection of their rights and full participation in society. The present article main focused on the National policy for persons with disabilities- 2006.

11283-11288

Authors: Sunil Kumar Sharma

In a narrow concept of learning we associate it with formal mode of imparting education at school, college & university etc. But in comprehensive view learning is a lifelong process which starts right from birth and ends with death. It is a continuous process. Child is told, from an early age, that he should get good formal education for his better adjustment and survival in the society. Education opens the way to maximize our potential to find better, more satisfying jobs, earn more and, perhaps, become more successful in our chosen career. However in a broader view ‘schooling’ is only one type of learning. There are many other ways and opportunities to enhance our knowledge and develop the skills & creativity we need throughout life. Undoubtedly, Education plays an important role in Development of a society. A developed society always need its citizens well knowledged, skilled and with a professional attitude for smooth running of same. Educational institutions train young generations by channelizing their energy in various directions and fields and turning them a valuable human resources for the society and nation. But irony is that this kind of education limits them to a particular area of earning money and other aspects of life are ignored. Innovations and creativity aspects of learning get missing which is much needed for development of self and society. Lifelong learning is about creating and maintaining a positive attitude to learning both for personal and professional development. This paper is an attempt to throw light on different ways to create and promote an environment of lifelong learning in institutions resulting developing professional communities…………………………………………………………………………………………………………

11296-11301

Authors: Shrimati Jagriti Vishwakarma & Dinesh Kumar Maurya

IN MARATHI

11310/11313

Authors: Surendra Chandrakant Herkal

Medicine, and healthcare have been related in one way or another in all population groups since the beginning of recorded history. Only in recent times have these systems of healing been separated. One of the challenges physicians face is to help people find meaning and acceptance in the midst of suffering and chronic illness. Spirituality is the person’s inner truth or blissful experience. For many, spirituality takes the form of religious observance, prayer, meditation or a belief in a higher power. For others, it can be found in nature, music, art or a secular community. Spirituality is different for everyone. Through spiritual pursuit, a person tries to connect with a supreme divine or what most people call almighty God. Such people resort to techniques like silence, prayer, meditation and yoga mostly as individual or collective practice, usually under the directions of a spiritual Guru. Others believe in the self-less service to the mankind as a major pathway for seeking god. They adore ‘goodness’ to see God.

11318/11325

Authors: Hemant Kumar Pandey & Akhilesh Dwivedi

NA

11330/11335

Authors: Ashok Kumar Verma

IN MARATHI

11348/11354

Authors: Sk Samsul Alli

The present study titled, “Perception of Major Stakeholders of secondary schools on Life Skills Education” was conducted to: (i) ascertain the perception of major stakeholders of secondary schools education such as- headmasters, teachers, students and parents with reference to the dimensions of life skills education such as- psychological abilities; interpersonal skills that help people take decisions, solve problems, think critically, communicate effectively, build healthy relationship, empathize with others, and cope with the stress and strain ultimate aim of the study was, however, to explore the perception of stakeholders for improvement LSE among the students. Four different tools and techniques were used for data collection such as-questionnaire, interview schedule, focus group discussion. The data were analysed qualitatively as well as quantitatively technique like-percentage analysis was done and thick description under qualitative technique. The study examined that lack government support and ineffective teaching learning materials. Challenges faced by headmasters of each school such as, lack of funds , negative peer pressure, lack of interest among student, lack of time, lack of teaching staffs. Majority of teachers reported that LSE lessons were not taught at all in their school. Some teachers responded that the lesson of life skills education was scheduled only once in a week, might be due to adequate time and material in the schools. While only 9 (22.5%) indicated that they were taught twice in a week. Majority of parents (76%) were said that life skills education is essential to make the child feel self-reliant in his work and duties and 17(68%) were responded that life skills education was all about to make an individual to deal effectively with confronting day to day situations. Majority of students expressed that they were not aware of about the concept life skills and importance of LSE this might be possible due to the fact that most of the teachers and headmasters of schools were not concerned about the importance of LSE.

11368/11375

Authors: Sibananda Mishra & Miss. Bijayalaxmi Muduli

The objective of the present study was to compare the level of anxiety and difference between the rural and urban college students on the basis of dimensions of anxiety. A total number of 120 college students (Rural – 60 and Urban – 60) were selected from two Junior colleges in both rural and urban areas of Odisha State. In the present study, Sinha Anxiety Scale (1991) was used to collect the data. The obtained data was analysed by using ‘t’ test to find out the significant difference between rural and urban college students. Results revealed that in majority dimensions of anxiety, rural college students have more anxiety compared to urban college students.

11381/11389

Authors: Subhash Singh

The paper examines the concept of gender and sex, the difference between gender and sex & explain the terms gender dynamics. Gender is a social construct that impacts attitudes, roles, responsibilities and behavior patterns of boys and girls, men and women in all societies. Increasing attention has been given to the importance of achieving gender equality in education. To date, however, most efforts have focused on addressing gender parity - an equal number or proportion of girls and boys accessing educational opportunities. Although simple gender parity may be easier to measure, gender equality encompasses a wider concept, of which gender parity is only a part. Gender equality moves beyond access and requires that girls and boys also experience the same levels of quality and outcomes of education. One of the key impediments to achieving gender equality in education is that it cannot be addressed in a vacuum; rather, educational institutions are products of the inequalities that exist in larger society.

11400/11409

Authors: Lokanath Das

Every woman stuck in a vicious cycle of stress and depression forever trying to balance an ever growing burden of professional responsibilities and personal commitment. Mental health reported as an important factor influencing individual behavior. So the present study is carried out on mental health and occupational stress of women teachers at secondary level. The researcher used the descriptive survey method. One hundred secondary schools from Keonjhar district of Odisha were selected through simple random sampling technique. From the hundred schools, a sample of 100 women teachers was selected randomly where 60 women teachers were married and 40 were unmarried. Standardized tools i.e. Employee’s Mental Health Inventory (EMHI) prepared by Dr. Jagadish (Agra) and Teachers Occupational Stress Scale (TOSS) prepared by Dr. Meenakshi Sharma and Dr. Satvinderpal kaur on occupational stress were used. The collected data were analyzed through t-test, product moment® and QD. From the above study it was found that there is significance of difference in mental health between married and unmarried women teachers at secondary level.

11413/11421

Authors: Lokanath Das & Sanjukta Bhuyan

The revitalization and strengthening of the education system depends on teachers. They play crucial role for the developments of educational standards in the country. This demands teachers to be more effective in the classroom and be optimistic with high Emotional intelligence to influence the students. In the present study, the investigator analyzed the level of Teacher Effectiveness, and Emotional Intelligence of government secondary school teachers, and to find out the relationship among both the variables. The data were collected from 60 Secondary School Teachers of Balasore district using Teacher Effectiveness Scale by Pramod Kumar and D.N. Mutha (1974),Modified version of Emotional Intelligence Scale by Krishnappa V.K. (2008) and self made personal data sheet. The collected data were analyzed by using Mean, SD, t- test and Pearson’s Product Moment Correlation and the findings revealed that (i) Government Secondary School Teachers of different academic stream do not differ both in Teacher Effectiveness and Emotional Intelligence. (ii) There is no significance of difference between Male and Female government Secondary School Teachers both in Teacher Effectiveness and Emotional Intelligence. (iii) There is no relationship between Teacher Effectiveness and Emotional Intelligence.