1. To study the overall job satisfaction of employees of private schools and government schools in Jagdalpur. 2. To Measure the satisfaction levels of employees on various factors and give suggestions for improving the same. 3. To find the significance difference among married and unmarried employee with respect to job factor. 4. To find the significance difference among male and female employees with respect to job factors.
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The study was carried out in 6 schools of Gurgaon district of Haryana using the technique of simple random sampling. A total of 180 students from the secondary level were chosen for the study. An effort was made to have equal representations from both government and the private schools for comparative purposes.
To conduct the study, 40 principals were randomly selected from government schools and equal number was selected from private schools. Leadership Behavior Description Questionnaire was administered to all the 40 principals of government schools and on the basis of scoring, the investigator was able to identify a sample of 10 principals of leadership style1 i.e initiating structure and 10 principals of leadership style 2 i,e.consideration, thereby making a final sample of 20 principals from government schools (10 principals of leadership style initiating structure and 10 principals of leadership style consideration). Same procedure was followed for private schools. Thus, the final sample consisted of 40 principals. For each leadership style, a total sample of 40 teachers was randomly selected. Same procedure was followed for private secondary schools, thereby, making overall sample of 40 principals and 160 teachers. The teachers were administered the role clarity scale.
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While calculating the significance of Means Calculated value ‘t’ is obtained 2.58. Critical value of ‘t’ at significance level of 0.05 and 0.01 levels is 1.96 and 2.59 respectively. Calculated value of T is greater than critical value at 0.05 and lesser at 0.01 levels. Therefore significant difference is found in educational Adjustment of Govt. & Private School’s Adolescents at 0.05 and no significant difference is found in educational Adjustment of Govt. & Private School’s Adolescents at 0.01 levels.
scored high for STDS when compared to Private school girls. Both type of institutions scored low for relationship with AIDS and incubation period. The equal number of respondents of both Government and Private schools scored high for abbreviation of STDs. Majority of respondents of both categories preferred safe sex rather than abstinence as their preference for prevention of AIDS. Students of both categories scored high in the prevention of AIDS clearly indicating that they were not sure about the effectiveness of condoms. A significant difference knowledge level of Government and Private girls was found about People at Risk. Both schools scored high for affected section of society and affected age group. The areas of concern are the most vulnerable group and level of risk for adolescence. Government schools scored poorly in all the three aspects related to risk behaviour as compared to the Private schools. Private schools scored high as for as cure of AIDS was concerned.
Abstract: Present study intends to study the level of job stress among the secondary school teachers in hoshiarpur district. 2x 2 factorial design has been employed on the scores of various dimensions of job stress between male and female government and private school teachers. In total the sample comprised of 200 teachers from schools situated in urban and rural settings of the district. The findings of the study revealed that (a) secondary schools teachers serving in government and private schools exhibit similar job stress, (b) male teachers working in secondary schools felt more job stress than female teachers; (c) males are not able to develop good interpersonal relationships; and (d) females were found working without any motive resulting in experiencing more job stress.
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Today, teaching in Physical Education has become a demanding profession which requires exceptional skills. Physical education teaches have to play a very vital role and their work involves a number of duties such as planning, teaching, evaluative, administrative and various unclassified ones. A physical education teacher requires a greater variety of talents than any other teaching area. His responsibilities are diverse and the society looks up to him as a leader who can create and maintain general fitness of the sedentary people on one hand and help produce sports persons at grass root level, on the other. As a result, physical education teachers working in schools feel their workload heavier, strenuous and difficult too. Some of them feel that in proportion to the expectations of the society they are not given due place, recognition, autonomy, pay, working conditions, opportunities for growth and advancement and so on. All this leads to job dissatisfaction or low job satisfaction among teachers in general and physical education teachers in particular in many developing countries around the world (Dinham and Scott, 1998; Scott et al, 2001, Van Den Berg, 2002).
The medical dictionary explains mental stress as a general term encompassing mental arousal or emotional stress. Mental stress can be evoked by a number of mental task-e.g., mental arithmetic, public speaking, mirror trace etc. The objective of the study is to find the level of Mental Stress of Higher Secondary Students in Alangudi Taluk at Pudukkottai District. Scope of the study is measuring the higher secondary school students’ mental health in Alangudi Taluk through face to face data collection. All the formulated hypotheses are made in null form for statistical testing.The survey method and simple random sampling technic are adopted. Samples are taken 300 students from various government schools, government aided schools and private schools.Mental Stress Scale is used in the study. F-test and t-test are used for the interpretation. Findings of the study are (i) Higher Secondary Students in Alangudi Taluk at Pudukkottai District have more mental stress. (ii) There is no significant difference among Government, Government Aided and private schools with respect to Mental Stress of Higher Secondary Students in Alangudi Taluk at Pudukkottai District. (iii) Eleventh Standard students have more Mental Stress than the mental stress of Twelfth Standard students. (iv) Mental Stress of urban dwelling students is more than the Mental Stress of rural dwelling students. Conclusion of the study is mental stress can be cured by psychiatrist or academician with parents and school cooperation. So properly identified students’ mental stress as possible as before treatments or remedies.
From the results of our survey, we concluded that the prevalence of malocclusion is distributed almost equally in children of Government, Aided and Private schools. Through this survey, we have recorded the prevalence of malocclusion of the children regarding the orthodontic treatment. Our primary concern was to educate the children as they are considered to be an important target group to provide proper guidance for maintaining oral health. These educated children can in turn take home the message about oral health, mal-alignment of teeth, consequences of the malocclusion and their treatment.
evaluation of the school principals, teaching resources are worse in the private schools, especially in the independent ones; the same pattern can also be observed for the material resources. The total number of computers per school size is also the lowest in private government-dependent institutions. However, the situation is to the contrary when autonomy in schools is considered. According to principals’ reports, the degree of school autonomy is lower in public institutions; the same also holds for teachers’ participation in decision making. It is, of course, possible that the principals of private schools had some higher criteria in mind in comparison to the principals of public schools. But it is more likely that these differences can be explained by funding differences between public and private dependent schools. In some nations private dependent schools are only partly funded by their states or not all educational resources are fully subsidized. In some nations private dependent school can ask parents for a fee, while in other states this is forbidden. The variation in funding differences between public and private dependent schools between the studied nations is substantial, but all private dependent schools get more than 50 per cent of its core funding from government agencies, while the private independent schools get less than 50 per cent of its core funding from government agencies.
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Conclusions and recommendations: Findings of the present study indicated that both under and over nutrition are important problems of adolescents in government and private secondary schools. Adolescents in private schools, sedentary lifestyle, lacking regular consumption of breakfast, eating meal less than 3 times per day, and consuming milk, yogurt and cheese more than once a day significantly influenced the overweight/obesity of adolescents. Hence, it is recommended that there should be targeted educational intervention programmes on sedentary activities, Health and nutrition. Furthermore, youth centers and schools should encourage opportunities for low/no cost physical activities.
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the development of career maturity. In the light of above results, it may also be inferred that the environment of the private schools promotes career maturity and the students of private schools are better informed about career opportunities than the students of government schools. Especially the students of private schools posses significantly high career maturity attitude than the students of government schools but there does not exist any significant difference in career maturity competence between them. Hence the students of government schools lack the proper attitude towards making career choice but they are competence enough to the realistic career choices. These indicate that the private school students are properly encouraged to various practical activities along with the academic stress and the private schools introduce more practical based curriculum beside the bookish knowledge. Thus the environment of the private schools is able to create awareness of vocational development among the students to prepare them fit for the World of Occupation. On the other hand either the government schools lack such practical based curriculum or the students are not encouraged enough towards the co-curricular/co-scholastic activities. As a result they lack the proper career maturity attitude although they are competence enough which is to taken care with proper remedies and implementations.
Another objective of the study was to ascertain whether U-DISE was an effective tool to capture enrolments of the left school children (especially from primary schools) who were studying somewhere either in the government schools, the government-aided schools and the private schools. Such enrolments if not taken into account for computation, may lower down the transition rate. Though the transition rate shows consistent improvement over a period of time as was evident from the U-DISE report (2015-16) in Bihar, there should be some serious efforts to fish out children who were beyond the coverage of U-DISE. If such data are added to the U-DISE, there may be improvement in the transition rate which is right now not available to the agency. By the same token, if the left study cases from the terminal point of primary cycle are reduced, more improvement in the transition rate can be expected. The design of the study was framed accordingly. A few piecemeal studies (Jana et al., 2014) were conducted on the transition rate in Bengal. By and large, there exists a dearth of studies in this area.
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Pupils in the Private schools performed better than the Government schools due to good management, continuous evaluation and continuous feedback where as percentage of professionally qualified teachers in Private schools are less. Preferred learning styles and strategies of students need to be employed in learning Mathematics; to accommodate students’ own preferred learning styles and strategies in the learning of Mathematics by the students from their teachers, the assistance required is through the conduciveness of the design of Mathematics curriculum. In Private schools, teachers appointment should be strictly on professional criteria so that teachers are aware of students preferred learning styles and strategies while learning Mathematics and provision needs to be made for longer retention of teachers in the school. The teachers should be encouraged, supported and empowered to conduct action research so as to improve their pedagogic practices. Teachers need to be encouraged for bringing in innovations in their teaching learning approaches keeping in view the needs of learners with varying learning styles, intelligences and socio economic and cultural backgrounds. The schools should provide essential ICT equipments to teacher to use them. The student assessment needs to be participatory, comprehensive and continuous. Capacity building of teachers needs to be undertaken for the in-service teachers.
This mixed methods study initially quantified the emotional intelligence of the medical students. It was found that the students had emotional intelligence above the average, i.e., 40 being the maximum possible score, 20 is the average and the participants scored above 20 in each of the do- mains in the scale. Further it was found that students from government schools had greater emotional intelligence than those from private schools. Girls had better response to emotional clinical vignettes than boys, however this was not statistically significant. The qualitative follow up study to explore the status of emotional intelligence revealed that the students perceived several positive and negative influ- ences of emotions in the practice of medicine. They agreed that emotions are inevitable, and a doctor should know to balance and actively engage with them.
Right to free and compulsory education is a remarkable achievement in the area of Education. Implications of this right in current system are gradually changing the shape of our classrooms. Homogeneity in the age , integration of different social strata’s along with physical and mental impairments have become the parameters of formulation of a class. This paradigm shift is not the upcoming phase of only government school but covering all public and private schools also. Changing trends in Approaches of Teaching Learning
The issue of diversity is certainly not a new concept. This topic has been the focus of many corporate retreats and board room discussions. However, one of the most reputable and esteemed professions is falling short of the bar in maintaining a diverse profile. Research indicates that minority groups experience significant underrepresentation in law schools and the legal profession in general. To address this issue, this research will focus on examining the value of diversity to the legal profession, the roles of the law school, law firm, judiciary and government in balancing cultural diversity, and the recommendations for each to achieve diversity.
The inverse nature of the phenomenon of burnout makes it easy to understand and remediate. Besides putting several checks on the performance of teachers, the available resources and ease at workplace provided by schools are sufficient to ensure the high performance of teachers (Pietarinen, Pyhalto, Soini, & Salmela-Aro, 2013). When the personal factors, administrative factors, and environmental factors were separately correlated with three dimensions of burnout, it resulted in showing varied degrees of relationship. Personal factors were highly correlated with emotional exhaustion and depersonalization. It is due to the expectations of teachers from their jobs in form of being given with ease, chances of professional development, and assigned with only relevant work in schools. The more the personal factors are in favor of teachers, the less they feel emotionally detached and depersonalized at job. It implies to create chances of training for teachers to cope with stress at personal levels so to make their jobs less exhaustive. Administrative factors were found correlated with the overall score of burnout of teachers. This degree of relationship signifies the value of adequate resources within school system that discourages exhaustion and encourages fulfillment of tasks. By providing defined roles on job, teachers perform at their best(Gonzalez, Brown, & Slate, 2008). The environmental factors were found low correlated to depersonalization, personal accomplishment and to overall burnout scores. The low relationship with environmental factors indicates some improvement in the schools at public sector, but yet the need of making schools as resourceful places exist where the issues of lack of facilities do not prevail.
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The governments in these two states were run by the British residents who encouraged missionary works and thus gave impetus for the growth of education of English language at all levels. The english language was accepted as Lingua Franca. The missionaries opened english medium schools in Nagercoil (now in Tamil Nadu), Quilon, Alleppey, and Kottayam in the state of Travancore and in Ernakulam and Trichur in the state of Cochin. These english schools were approved by the university of Madras in due course and allowed them to present candidates for matriculation. Later, the institutions were developed in to colleges affiliated to the princely university of Madras. In 1818, Rev. Mead founded the Nagercoil Seminary which was the first institution in Travancore to start regular english education.
The above data shows that the private high school students are more aggressive than govt. high school students’, most of the students belongs to the group of high level of aggression. The possible cause behind this result may be: the students of these institutes were in too much stress for doing well in examination. They are so much conscious about their study. They had heavy load of homework. They had no time for playing or watching T.V., no time for enjoying their leisure. So they are little aggressive than Govt. high school students. The study shows that maximum number of adolescents belongs to high and average and zero number of students belongs to low aggressive in nature. The reason may be due to too much stress and too little support of parents, teachers, friends, society can lead to increased depression. Parents are so 10busy in their job, they have no time for their children .When a child sees his parents, teachers or peers behaving in an aggressive manner it is something that he can also do. Breaking rules, poor impulse control, poor adjustment quality lead to high level of aggression.
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