NECST- Journal of Teacher Training

ISSN : 0975-4717

A Peer Reviewed National Journal (Bi-annual)

NECST Journal of Teacher Training

New Era College of Science & TechnologyGhaziabad (India)

Website: neweracollege.org

Vol. 2 No. 1, November, 2010

Published by Mr. Rajeev Malik on behalf of New Era College of Science & Technology

at 333, Pandav Nagar Ghaziabad, U. P. (India)Editor: Mr. Sanjay Kumar

Printed at Subrang Advertising Pvt. Ltd., Ghaziabad

CONRIBUTORS

NECST - Journal of Teacher training is

a publication of New Era College of

Science & Technology which was

established in 2003 under Malik

Education Society, Ghaziabad.

The purpose of this journal is to develop

innovations and research work in the

field of teacher education. The Journal

will continue to focus on the core

mission of teacher education and

serve as a forum for the systematic

examination of a wide range of voices,

perspectives, and approaches to the

field. This Journal is designed to reflect

balanced representation of authors from

different regions of the country.

The opinions/views expressed in this

journal are of the authors and not of

the editor or publisher. The authors are

fully responsible for their contribution.

All disputes are subject to the jurisdiction

of Ghaziabad court only.

Requests for subscription should be

addressed to :

The Editor, NECST

Journal of Teacher Training

333, Pandav Nagar,

Near Shastri Nagar Flyover,

Ghaziabad - 201002 (U.P.)

Phone : 0120-3293860

Mobile: +919212168175

NECST - Journal of Teacher Training(A Peer Reviewed Journal)

Dr. R. P. Kathuria

Former Professor,

NCERT, New Delhi

Dr. J. S. Grewal

Former Professor,

RIE -NCERT, Bhopal

Dr. Harikesh Singh

Professor In Education

NUEPA, New Delhi

Dr. Romesh Verma

Professor In Education

University Of Jammu

Dr. Aditi Ghose

Professor In Education,

University Of Calcutta

Dr. Sheela Taowari

Principal In Education

SSCOE, Maharastra

Shri G. K. Thakur

Principal In Education

MIMT, Greater Noida

Dr. A. Basappa

Principal of MMNFG College

Chitra Durga, Karnatka

Dr. Manoj Kumar Saxena

Associate Professor

MMCE in Education

MM University Campus, Harayana

© New Era College of Science &Technology, Ghaziabad. Any part of the journal

may not be reproduced in any form without the written permission of the Publisher/Editor.

Editorial Review Board

‘Quality of Teacher Education and ongoing professional development is crucial to quality of

teacher performance in the classrooms, leading to effective and efficient learning among the

students. Therefore, quality teacher education is to kindle teacher’s initiative, to keep it alive,

to minimize the evils of the “hit and miss” process, and to save time, energy, money and

trouble of the teacher and the taught’.

With the aim of enhancing the quality of teacher education and its programme,

NECST- Journal of Teacher Training, has come out with another Endeavour to add up to the

existing highly enriched reservoir of wisdom.

The objective of this publication is to provide a common platform for researchers and the other

faculty members to exchange research findings, share experiences and enhance and stimulate

the thought process of their readers.

Congratulating as well as felicitating all the contributors, editorial board and all the staff members,

whose unconditioned help and support has made this journal a valuable creation, I hope this

journal will earn blessings from all the learned academicians.

Wishing all the more creative and bright prospects ahead to the publication as well as its

contributors .

Mr. Rajeev Malik

(Secretary)

New Era College of

Science & Technology

Message

The current education scenario in the global era is undergoing a rapid shift in respect of operational

and conceptual paradigms. Teacher education is no exception to it. Now it is being observed that the

mission is not instruction rather it is of producing learning with every student by whatever means

that works best (Barr and Tag , 1995).

Keeping the same in mind, the country is in great need of appropriately qualified and professionally

trained teachers, who have a great relevance in the content of the goals of school education system,

the curricula, the teaching – learning materials, methods and expectations from the teacher. The

present issue focuses on some of the seminal concerns and research papers which are genuine to the

preparation of quality teachers at various levels.

In this journal, the presentations have a wide spectrum of ideas, concepts and empirical evidences.

The first article written by Dr. D.P. Asija, highlights the recent trends, challenges, benefits and

applications of the management, required by all the professionals and especially by teachers in their

respective area.

The second write up in the series, written by Ms. Manju Lohumi and Ms. Meena Devi, discusses the

findings of the study that hold implications for better educators and the well being and emotional

intelligence of teachers.

In the third presentation, Ms Preeti chitkara, has given a close scrutiny on the need of communication

skills for a teacher and has highlighted various news on how these skills can be honed. In the fourth

article, Dr. Manoj Kumar Saxena and Suresh Aggarwal have tried to find how the barriers , in using

technology in the classrooms, be dealt with, in order to create a constructive mix of technology and

teaching.

Then in the fifth paper given by Ms. Priya Sharma and Ms. Neeraj Tyagi it has been tried to determine

the job satisfaction of secondary level teachers in relation to effectiveness of government and private

school teachers. Y.K. Sharma in the next article, has studied the role of information and communication

Technology in straightening student support service in ODL. Mr. Sanjay Kumar, Dr. Shailesh Mathur

& Prof. T.N. Mathur, in the second last article of the journal, have studied Core Practices of Total

Quality Management in Higher Education.

Last but not the least an important article written by Dr. T. N. Gupta and Dr. Brijesh Kumar Pandey,

undergoes a perceptual study of students with reference to value oriented education.

Journal in hand, namely NECST-Journal of Teacher Training, is a humble attempt to encourage

young professors and researchers to experiment and investigate with tacit knowledge of their field

and expose the truth, by publishing and exposing them.

We hope this issue will bring in appreciation from our readers. We look forward to a brisker level of

communication and interchange of ideas for enhancing teacher education.

Sanjay KumarEditor

Editorial

Patron Editor Co- EditorsShri Rajeev Malik Sanjay Kumar Dr. Markandey DixitSecretary NECST Co- ordinator, NECST Ms. Sangeeta Malik

Ms. Preeti Chitkara

Mrs. Manisha Singh

NECST- Journal of Teacher Training(A Peer Reviewed Journal)

Bi- Annual Vol. 2 No. 1, November, 2010 ISSN : 0975-4717

CONTENTS

Knowledge Management Teacher Education ............................................................................................... 1Dr. D. P. Asija

Well-being and Emotional Intelligence of High School Teachers ............................................................ 6Ms. Meena Devi and Dr. Manju Lohumi

Communication Skills : Imperative for a Teacher ..................................................................................... 11Preeti Chitkara

ICT in Classrooms : Let’s Remove the Barriers .......................................................................................... 15Dr. Manoj Kumar Saxena and Suresh Aggarwal

A Comparative Study of Job Satisfaction in Relation to Teacher Effectiveness of Government ......... 20and Private School Teachers at Secondary LevelPriya Sharma and Neeraj Tyagi

Strengthening Student Support Services in ODL : Role of Information and Communication ........ 24TechnologyY.K. Sharma

Total Quality Management in Higher Education ...................................................................................... 33Sanjay Kumar, Dr. Shailesh Mathur and Prof. T.N. Mathur

ewY;ijd f'k{kk ds lUnHkZ esa fo/kkfFkZ;ksa ds n`f"Vdks.k dk ,d losZ{k.k ............................................................................. 37Mk0 Vh0 ,u0 xqIrk ,oa Mk0 c`ts'k dqekj ik.Ms;

Printed and published by Shri Rajeev Malik on behalf of New Era College of Science & Technology, Ghaziabad

U.P. (India) printed at Subrang Advertising Pvt. Ltd. GZB , Published at New Era College of Science & Technology

333, Pandav Nagar, Ghaziabad Editor: Sanjay Kumar

1

Vol. 2 No. 1, November, 2010 NECST - Journal of Teacher Training

KNOWLEDGE MANAGEMENTTEACHER EDUCATION

Dr. D. P. Asija*

ABSTRACT

Knowledge Management has been recognized as important field of intellectual pursuit. The IndianGovt. has now established National Knowledge Commission to build excellence in the educationalsystem to meet the challenges of 21st century. Knowledge is present in our ideas, judgments, talents,root causes, relationships, perspectives and concepts. It is stored in individual’s brain or encoded inorganizational processes, documents, products, services, and facilities. Knowledge management (KM)enables effective problem solving, dynamic learning, strategic planning and decision-making. It focuseson maximizing performance by making the most of the synergy between people, processes and technology.The application of KM in teacher education has great potential to raise its quality with regard toprocesses and services by adopting Formation of Philosophy of the Institution, Curricular Changes,Modernizing Teaching Learning Process and Evaluation, Availability of Resources, ManagementSystem, Research development & Extension, Student support and Progression, Healthy practices,Academic Audit & Development of Faculty. Application of KM system in teacher education has a greatpotential for upgrading its quality and efficiency. Teacher education institutions should look beyondthe criteria fixed by NCTE/NAAC. They should evolve their own criteria/parameters in order to meetthe challenges of the 21th century and establish a benchmark in a global market.

* Director – Principal, M. M. College of Education, (Accredited by NAAC with ‘A’ Grade), M. M. University Campus, Mullana, Ambala (Haryana)

INTRODUCTION

Today knowledge drives the economy.Knowledge economy and KnowledgeManagement have been recognized as importantfields of intellectual pursuit. Knowledgeeconomy and development of a country areintimately related. Throughout the world, thereis a drastic change in attitude of both theacademicians and the business community.Demand of competitive world has forced theeducational institutions and commercialorganizations to strive for the professionallymanaged end-result. In all the sectors of humanactivity, there is need of professionals like

engineers, doctors, teachers, teacher educators,lawyers, managers, administrators and manymore. Further these professionals arerequired to be well equipped and conversantwith the professional knowledge and skills intheir respective area of concern if they are toexcel.

In this context, the Indian Govt. has nowestablished National Knowledge Commission,the purpose of which is to build excellence in theeducational system to meet the challenges of 21thcentury and increase Indian competitiveadvantage in the field of knowledge (Thakora,2005).

Vol. 2 No. 1, November, 2010, PP. 1 - 5 NECST - Journal of Teacher Training

2

NECST - Journal of Teacher Training Vol. 2 No. 1, November, 2010

CONCEPTS RELATED TOKNOWLEDGE MANAGEMENT

Wisdom

Knowledge

Information

Data

Fig. - 1 : Processing of information at various levels

Before discussing the concept of KnowledgeManagement (KM) let us make a brief analysisof relational concepts:

(i) Data: Data can be described as a set of facts,concepts or statistics that can be analyzed toproduce information.

(ii) Information: Information is that which hasbeen organized within a context andtranslated into a form that has structure anddefinite meaning.

(iii) Knowledge: Applied information (for takingaccurate decisions) or information withjudgement is called knowledge. It is morericher and meaningful than information.

Knowledge includes familiarity; bestpractices, policies, awareness andunderstanding gained through experiencesor study and results from makingcomparisons, identifying conseque-nces andmaking connections.

(iv) Wisdom: Creation, accumulation,subsequent management and use of suchenhanced knowledge lead to wisdom

TYPES OF KNOWLEDGE

Knowledge has two basic definitions of interest.The first pertains to a body of informationconsisting of facts, opinions, ideas, theories,principles and models.

Knowledge also refers to a person’s state of beingin tune with some body of information. Thesestates include ignorance, awareness, familiarity,understanding, facility and so on.

Knowledge is of two types:

(a) Explicit Knowledge

It refers to formal knowledge, which can bearticulated in language and transmittedamong individuals.

(b) Tacit Knowledge

It refers to informal knowledge. It is rootedin personal knowledge, experience, beliefs,perspectives and values.

Knowledge is present in our ideas, judgement,talents, root causes, relationships, perspectivesand concepts. It is stored in individual’s brain orencoded in organizational processes, documents,products, services, and facilities.

KNOWLEDGE MANAGEMENT (KM)

Knowledge management (KM) as the wordimplies, is the ability to manage ‘Knowledge ’. Itis the process of identification and leverage oforganizational knowledge assets to deliverbusiness, advantage to the organization and itscustomer.

Knowledge management (KM) is a process thathelps organization or education institutionsidentify, select, organize, disseminate andtransfer important information and expertise thatare part of organizational memory that typicallyresides within the organization in an instructedmanner. This enables effective problemsolving, dynamic learning, strategic planningand decision-making (Turban and Aronson,2002).

It is the people who manage knowledge and notthe processes or technologies. KM brings togetherthe three core organizational resources, peopleresources and technologies to enable theorganization to use and share information moreeffectively (Pertrides and Nodine, 2003) It is madeexplicit in the Fig.2.

3


People

Processes Technology

Fig - 2 : The Key Realms of Knowledge Management

RECENT TRENDS IN KNOWLEDGEMANAGEMENT

Knowledge management focuses on maximizingperformance by making the most of the synergybetween people, processes and technology.Several trends will shape the field of knowledgemanagement in the not-too distant future:

1. Increasing use of tacit knowledge (ratherthan explicit knowledge)

2. Increasing use of knowledge managementto enhance innovation

3. Emerging technology solutions

4. The convergence of knowledge managementwith e-business

5. The movement from limited knowledgemanagement projects to more enterprisewide projects

CHALLENGES FOR IMPLEMENTINGKNOWLEDGE MANAGEMENT

Identifying the problems in implementingKnowledge Management systems is an importantissue. When a problem is understood,organizations may be able to implementstrategies. So the various challenges are:

� Lack of KM tools and techniques -During thepast years very less number of training anddevelopment programs have been developedto equip teacher and researcher with KM toolsand techniques and technology based learning.

� Lack of awareness and understanding inhigher education system shortens the scopeof Knowledge Management application.

� Face-to-face interaction - Human being associal element interacts with others, puts trustand confidence based on the mutualinteraction and relationship. Therelationships are established during socialinteraction and face to face interaction whichare duly lacking in KM especially when thegeographical distance is large.

� Space and time constraints - Geographicalspace remains the major constraints forapplying KM in the regular process.

� Language and cultural barriers - Effectivecommunication can only take place when thelanguage barriers can be solved. Languagecan cause possible communication problemsin online communities where people comefrom countries that use different languagesespecially during the sharing and transfer ofinformation from far distant places.

OBJECTIVES OF KM:

With reference to the development of KM systemin an educational institution, Davenport etal(1998), as cited in Jennifer Rowby (2000),identified four broad objectives which match theinstitutional objectives as under:

• To create knowledge repositories (stores ofknowledge)

• To improve knowledge access (available)

• To enhance the knowledge environment(knowledge climate)

• To manage knowledge as an asset (resource)

BENEFITS FROM KM

Continuousimprovement

of Servicedelivery

Globalsharing andteamwork

ManagingIntellectual

Assets

The relearningof ongoing

service skillsand

competencies

Capture ofknowledge asassets of the

company

Fig - 3 : Shows the benefits that can be derivedfrom KM.

4


1. Managing Intellectual Assets

2. Continuous improvement of Servicedelivery

3. Global sharing and teamwork

4. Capture of knowledge as assets of thecompany

5. The relearning of ongoing service skills andcompetencies

APPLICATION OF KM IN HIGHEREDUCATION

1. KM in teaching and research

o Enhancement of curriculum

o Effective use of technological aids foreffective course delivery

o Effective training and developmentprocess

2. KM in Development process

o Enhance evaluation and administrativeactivities

o Develop teaching and learning processto achieve quality outcomes

o Foster innovation by sharing

o Improve faculty, student, alumni andstaff affairs and services

o Advancement in technology

3. KM in strategic planning

o Enhance strategic decision making(resource allocation)

o Improve performance indicators bymonitoring and assessment

o Improve service by reducing time

o Enhance students-faculty retentionrates by recognizing the value ofemployees

APPLICATION OF KM IN TEACHEREDUCATION

At present, teacher education programmes areunder going a critical stage. The quality of teachereducation institutions is very much diluted. Theproducts of such institutions is of inferior quality.The application of KM in teacher education hasgreat potential to raise its quality with regard toprocesses and services like while adopting thefollowing measures:

(i) Formation of Philosophy of the Institution:Philosophy of the institution should betranslated in terms of vision, mission andgoals in actionable form.

(ii) Curricular Changes: The institution shouldperiodically revise its curricularprogrammes. Need-based inputs likebehaviour modification techniques,learning styles, community related issues,family education, personality-development,thinking styles & skills, practical work etc,should be added to teacher educationcurriculum.

(iii) Modernizing Teaching Learning Processand Evaluation: Application of new modesof drawing knowledge from varioussources and utilizing the same in theclassroom needs to be emphasized. It makesteaching effective & enhances its efficiency.With this, new reforms in evaluation shouldalso be added.

(iv) Availability of Resources: Teacher educationinstitutions should build their ownresources in terms of physicalinfrastructure, qualified faculty, wellestablished library with automation andinternet facilities, method laboratories,workshop, subject associations, clubs andsocieties.

(v) Management System: At present, a varietyof teacher education institutions arefunctioning in the country. They are Govt.,Aided, and Self-financing. Each category ofinstitutions have their own assets andlimitations. There is a need to adopt thefollowing processes of management.

• Planning (short and long term)

• Organizing

• Staffing

• Controlling

• Flow of information & coordination

• Utilization of men-faculty, non-teachingstaff, students, parents & community:material, time and money (fees, funds,donations and other assets)

• Coordination

• Recording and reporting of theknowledge (data and information)

5


(vi) Research, development & Extension:Teacher education institutions need to addresearch component along with teaching.It should start with action research andgradually develop into comprehensivequality researches (applied and basic) basedon local area specific action andfundamental researches, the institutionshould design new courses and developreading material for the teachers.

Extension programmes should be mostsuitable and relevant to the local comm-unity. It should be a regular and continuousfeature of the institution.

(vii) Student support and Progression: Teachereducation institutions should provide acomprehensive and effective support systemto teacher trainees in terms of library,laboratories, games and sports, extensionlectures, learning situations and personalitydevelopment programmes, medical facilityand identification of students’ achievementsand recording their professionaldevelopment.

(viii) Healthy practices: Every teacher educationinstitution by virtue of its philosophy,location, manpower, resources andacademic leadership, develops sometangible healthy practices, which are greatknowledge of such practices like holdingmorning assembly, specific value-basedpractices-presentation of book reviews,personal resolutions written by teachertrainees, participation in ‘Think Tank’ of thecollege and many other activities must bedocumented, shared for further develop-ment in the subsequent years.

(ix) Academic Audit: Teacher educationinstitution must evolve a practice to haveits regular academic (internal and external)audit through the students, staff and expertsfrom out side. This would help theinstitution to evaluate itself among otherinstitutions in the area/state/region/ thecountry.

(x) Development of Faculty: for facultyempowerment, colleges need to plan sucha schedule so that all members get a chanceto participate in academic programmeselsewhere. Besides additional incentivesneed to be provide to them. The develop-mental profile of each member of facultyshould be maintained. It would act asacademic repository of the college.

While concluding, it can be said thatknowledge is a great power in a developingeconomy. An individual or a country whilepossesses rich knowledge and applies thesame effectively in its educationalinstitutions and organizations is rich.

Application of KM system in teachereducation has a great potential forupgrading its quality and efficiency. Teachereducation institutions should look beyondthe criteria fixed by NCTE/NAAC. Theyshould evolve their own criteria/parametersin order to meet the challenges of the 21thcentury and establish a benchmark in aglobal market.

REFERENCES

Davenport, T.H. (1995b). “Think Tank: The Virtualand the Physical”, C/O, November 15

Jennifer Rowley, (2000). Is Higher Education readyfor Knowledge Management, The InternationalJournal of Education Management 14/7, pp325-333

Malhotra, Y. (1998). Deciphering the KnowledgeManagement Hype. Journal of Quality &Participation 21. 4:58-60

Thakore, D. (2005). “Can Sam Pitroda SparkIndia’s overdue Knowledge Revolution?”Education World, November 2005

Turban Efraim, Aronson Jay E, (2002), “DecisionSupport System and Intelligent System”,Pearson Education Private Limited.

Sharma Pankaj (2004). “Knowledge Management”APH Publishing Corporation, New Delhi

http://www.educause.edu/pub/pubs.html#books

http://www.tlainc.com/artic1234.htm

6


WELL-BEING ANDEMOTIONAL INTELLIGENCE

OF HIGH SCHOOL TEACHERS

Meena Devi* Manju Lohumi**

ABSTRACT

Traditionally, the teaching role has been one of nurturing and developing students’ potential. However,teachers work today comprises a complex role of various factors that include teaching, learning newinformation and skills keeping abreast of technological innovations and dealing with students, parentsand the community .These are demanding roles and there are growing concerns about teacher wellbeing and emotional intelligence. In particular teachers experiencing increasing levels of attrition,stress and burnout. For teachers emotional labour involves showing or exaggerating particular emotionswhen interact with students. This faking or suppressing, of emotions can be a source of stress and leadto emotional exhaustion. This study investigated the relationship between well being and emotionalintelligence for a sample of married female teacher in high school teachers in Punjab. The findingsof this study hold implications for better educators and the well being and emotional intelligence ofteachers.

* Asst. Professor, Department of Applied Science, BMS College of IT & LS Muktsar-152026 (India)

** Asst. Professor, Department of Education (ICDEOL), HP University, Summer Hill, Shimla-171 005 (India)

INTRODUCTION

Well-being requires harmony between mind andbody. It implies a sense of balance and ease withthe pressures in a person’s life. There is no under-stimulation, and no excessive negative stress;above all, there’s a sense of control over one’sdestiny. Well-being is concern with how and whypeople experience their lives in positive ways,including both cognitive judgment and affectivereactions. As such, it covers that have used suchdiverse as such, it covers that have used suchdiverse terms as happiness, satisfaction, moraleand positive affect. Crow & Crow (1951) is in theview that physical well-being, adjustment tomental ability, emotional control, socialadjustment and even sex adjustment-all thesecharacteristics should be included in well-being.Travis (1978) described wellness as an attitudeabout one’s own process of self care, involvingunderstanding of basic emotional and physicalneeds and the kind of habits and life stylenecessary to meet those needs.

Longman’s Dictionary of Psychology andPsychiatry (Goldensen, 1984) stated “mentalhealth is a state of mind, characterized byemotional well-being, relative freedom fromanxiety and disabling symptoms and a capacityto establish constructive relationship and copewith.”

Numerous studies have identified emotionalintelligence and teacher efficacy as criticalbehavioral factors of teacher to be effective inschool environment or classroom (Adeyemo,2005). According to Lazarus (1991).Understanding and being able to apply emotionalintelligence, is essential to success in teaching.Indeed in his opinion understanding andmanaging one’s own and other’s emotion is acentral part of all teachers’ work. An emotionallyintelligent teacher learns and applies emotionalintelligence skills to improve: stress management,self-esteem and confidence; positive personalchange, decision making, leadership, assertion,comfort, and commitment which would raise

NECST - Journal of Teacher Training Vol. 2 No. 1, November, 2010, PP. 6 - 10

7


quality of teacher and consequently quality ofeducation.

The concept, “Emotional Intelligence”, refers tohow intelligently we can control our emotions. Itrefers to the capacity for recognizing our ownfeelings and those of others, for motivatingourselves and for managing our emotions well.It is a new concept and at times more powerfulthan the older one of IQ. Until 1980s there wasno talk of Emotional Intelligence. In 1989, JohnMayer and Peter Salovey first coined the term‘Emotional Intelligence’ to describe a person’sability to understand his own emotions, theemotions of others and act appropriately underthe pull of these emotions. Emotional Intelligencehas its roots in the concept of ‘social intelligence’,first coined by E.L. Thorndike in 1920.Psychologists have grouped other intelligencesin three clusters. namely: abstract intelligence,concrete intelligence and social intelligence.Thorndike (1920) defined social intelligence as“the ability to understand and manage men andwomen, boys and girls to act wisely in humanrelations” and in 1938 he included inter and intrapersonal intelligences in his theory of multipleintelligences. “Emotional Intelligence is a type ofsocial intelligence that involves the ability tomonitor one’s own and others emotions todiscriminate among them, and to use theinformation to guide one’s thinking and actions”(Mayer and Salovey, 1993).

PURPOSE OF THE STUDY

The purpose of the present study is to specify thewell being level and emotional intelligence ofmarried female teachers. The study alsocompared the WB and EI of the sample in thelight of residence, age and educational level. Theresults of the research provided preliminary datawith a detailed understanding of currentknowledge on teachers well being as well asemotional understanding skills.

Objectives

1. To study the relationship of well being withemotional intelligence among high schoolmarried female teachers of Punjab.

2. To study the well-being and emotional

intelligence of the sample in the light ofresidence, age and educational level.

Hypotheses

1 There exists positive correlation betweenwell being and emotional intelligence.

2 There exists any significance differencebetween the means of well being score andemotional intelligence with respect toresidence, age and educational level.

SIGNIFICANCE OF THE STUDY

The study focused upon the teacher well beingand emotional intelligence of high school marriedfemale teachers. Studies have reported theemotional intelligence and well being of teachersand the role they play in their teaching. Suchresearch indicate that those teacher who fallunder high category of emotional intelligenceemphasize the value of positive individualdifference, promote the learning of teamworkand problem solving skills and empower childrento gain positive mutual respects and engagementin classroom learning (C Kaufhold,Johna, 2005)In the same vein, it is being said that higher senseof well being work are significantly related(Larsen,1990) especially teachers who have beensense of self and healthy psychological. Wellbeing are more willing to attend work. Theteacher with high emotional intelligence leads togreater feeling of emotional well being. Thereforeit is essential and have beneficial for planners andauthourities to consider teacher’s psychologicalvariables such as well being and emotionalintelligence in teacher training programme tomeet individual positive consequences on thebasis of the researches.

Sample: The population of this study was allmarried female teachers from educationalinstitution simple random sampling was used toselect 200 out of 500 teachers of selected schools.

Tools: Two instruments were used in this study:Well being Scale: this instrument by Singh andGupta (2001) was designed to measure well beingof teachers. This tool includes 50 items .EmotionalIntelligence Scale: This instrument by Schutte,et, al. (1998) was designed to measure theemotional intelligence of teachers. The 33 items

8


are given in this test. There is no right orwrong answer to this test and respondentsanswer on the basis of how they feel and not whatthey think.

Data Analysis The data were analyzed with twostatistical tools, namely Pearson correlation and

T test. T test was used to find out the differencebetween Means scores of married female teacherson well being and emotional intelligence scale

The results of data analysis indicating inter-correlation matrix of all dependent variables areshown in table 1.

Table -1: Correlation Between Variables

Variables WB EM

WB 0.230 ** 1

EM 1 0.230

** Correlation is significant at the 0.01 level

* Correlation is significant at the 0.05 level.

As from table, it is clear that correlation value ofWB and EI comes out to be 0.230 which issignificant at 0.01 level of significance. Hencethere exists a significant relationship between WBand EI. The study indicate that highlyemotionally intelligent individual are likely toexperience

Table 2 and 3 show a comparison between theMean obtain on well being a comparison betweenthe Mean obtained on well being scale andemotional intelligence test with respect toresidence, age and educational level.

Table - 2: A Significant Difference Between The Mean Of WB Scores Of The Sub Sample

No. Items Sub - item N Mean SD t-value Sig/0.05

1. Residence Urban 122 30.8 3.04 2.01*

Rural 78 23.8 2.05

2. Age Below30 46 42.4 7.28 3.58**

31-40 57 31.94 3.67

41-50 97 28.5 5.21

3. Educationallevel G1* 33 39.5 6.42 3.01**

G2* 92 25.4 8.73

G3* 75 32.3 6.37

0.05-1.97 0.01-2.60

9


Table - 3: A Significant Difference Between The Means Of EI Score Of The Sub Sample

No. Items Sub- item N Mean SD t-value Sig/0.05

1. Residence Urban 122 34.0 6.98 3.64##

Rural 78 21.94 9.25

2. Age Below30 46 24.9 9.25 4.75##

31-40 57 34.8 8.67

41-50 97 47.6 8.45

3. Educationallevel G1* 33 38.5 9.79 2.92##

G2** 92 23.67 9.52

G3*** 75 26.78 9.08

*B.Sc., B.A., DIPLOMA **B.Ed., B.Com. MASTER *** SSLC, PUC##0.05-9.97##0.01-2.60

suggested that school can make difference in termof quality and a substantial portion of thatdifference is attributable to teachers. It has beensaid that teachers characteristics are related toand influence the, the way teachers practice theirprofession (Anderson,2004). Well being andemotional intelligence of teachers are integralfactors that increase the quality of teaching.Teachers with high sense of well being andhaving high level of emotional intelligence areactive in their orientation to students, work andlife. The indicators offered in this researchfocusing on emotional intelligence well being andalso obtained results, revealed that both wellbeing and emotional intelligence are a journeyand process, not an arriaval state or and result.Hence it is time to incorporate a set ofprogrammes in teacher education for developsemotional skills and knowledge of teaches andwellness of teachers.

REFERENCES

Anderson, Loren W, (2004). Increasing teachereffectiveness. UNESCO: International Institutefor Educational planning.

Adeyemo, D. A,. Ogunyemi, Bola (2005).Emotional intelligence and self efficacy asPredictors of Occupational Stress amongAcademic Staff in Nigerian University

Table -2 reveals that there is no significantdifference between rural and urban teachers intheir well being level. It can also be seen that theMean of WB is high for urban teacherswhen compared with that of rural teachers.It also revealed that the t-values are significantat the 0.05 level in respect of age and educationallevel.

From the table-3 it is clear that calculated valueis greater than table value hence there existssignificant difference in the emotionalintelligence of rural and urban .As from table itis clear that Mean of Urban teachers is more thanrural teachers. Hence urban teachers have betterEI as compare to rural teachers. In respect of agea significant difference is observed between theMean of G1 (Below 30) and G3 (41-50). Accordingto some studies EQ could be developed andincreased through learning and experience inlifespan. Thus higher EQ is linked with higherage. It is also evident from Table-3 that the t-valueis significant at the 0.05 level in respect ofeducational level.

CONCLUSION

For many years educators and researchers havedebated over which variables influence qualityof school education. A growing body of evidence

10


Crow L.D. & Alice Crow. (1951). Mental Hygiene,(second edition). New York : Mc Graw- HillBook Company, inc.

Goldenson , R.M. (1984). Longman Dictionary ofPsychology and Psychiatry. New york: Longmen inc. p 451.

Larson, R. (1978). “Thirty years of Research onthe subjective well being of older Americans”Journal of Gerontology, 33, 259-264.

Lazarus, R.S. (1991). Emotion and adaptation. NewYork : oxford University Press.

Mayer, J. D. and Salovey, P. (1990). “EmotionalIntelligence”. Imagination, Cognition andpersonality, 9, 185-211.

Salovey, P. and Mayer, J.D. (1993). The Intelligenceof emotional intelligence. 17. 433-442.

Travis, J.W. (1978). Wellness education and holistichealth – How they are related. Journal ofHolistic health, 3, p. 129-132. As cited byM.M. Omizo, S.A. Omizo & M.J.D. Andrea.Journal of Counselling And Development, 71(2),p. 194-198.

Thorndike, E.L. (1920). Intelligence and its uses.Harper’s Magazine, 140, 227-235.

Kaufhold, Jhon A. (2005). Analysis of the Emotionalintelligence Skills and Potential problem Areasof Elementary Educators.

Adeyemo, D. A,. Ogunyemi, Bola. (2005).Emotional intelligence and self efficacy asPredictors of Occupational Stress amongAcademic Staff in Nigerian University.

11


COMMUNICATION SKILLS :IMPERATIVE FOR A TEACHER

Preeti Chitkara*

ABSTRACT

In the words of Norbern Wiener“Communication is the cement that makes an organization.”

In today’s cut throat competitive age, it is extremely important for every professional to invest ampleamount of energy to enhance his/her skills from time to time so as to ensure a competitive edge overtheir peers. Some of the skills, which need to be groomed on a regular basis are work ethics, a positiveattitude, critical thinking, problem solving and most importantly the communication skills. So theskill-sets that are imperative for a working professional especially a teacher include a perfect mix of thesubject know how as well as soft skills like effective communication. The importance of communicationskills is even being recognized by the various organization for their place in globalization. With this thelearning of language and acquisition of communication skills have gained prominence. Why thesecommunication skills are necessary for a teacher and how they can be honed has been highlighted inthis article.

* Asst. Prof., Department of Education, New Era College of Science & Technology, Ghaziabad.

COMMUNICATION: MEANING ANDSIGNIFICANCE

Communication in the common parlance, strictlystand for a process in which human beings sharetheir views, ideas, opinions, informations or anattitude in common. The skill involves the sender& the receiver. In it the message is sent in a certainmedium in an encoded language. The receiverdecodes and sends back the feed back. Twoimportant factors as common frame of referenceand noise have much relevance in the process.The frame of reference between the sender andthe receiver must be common so as to make theprocess meaningful. The process must be freefrom different kinds of noise as physical, mentaland psychological. The quality of communicationdepends upon the way the whole process ofcommunication is carried out.

Communication is a set of competenciesincluding SWRL i.e. Speaking, Writing, Readingand Listening. There are different ways of

communication visually oral/verbal, written andnon-verbal. The non-verbal may be furtherclassified as sign language, body language andobject language. All of these are equallyimportant, as the verbal & non-verbalcommunication goes hand in hand.

Communication has become the integral part ofthe life. Inefficient and ineffective communicationmay slow the function of any professional.Without communication skills, whatever skill ateacher is equipped with, things are not smoothfor him/her.

The importance of communication can bemeasured by the fact that the gaps within thecommunication process gives birth to manymisconceptions & misunderstanding. This wayit needs to be clear, healthy, proper & definitecommunication.

According to George R. Terry“Communication serves as the lubricant, fostering forthe smooth operations of management process”


12


The importance of communication for a teacheris not possible to explain in some paragraph orpages. If there is no communication, then it willbe very difficult for him/her to find out going onaround him/her. What is the significance ofeffective communication for a teacher an besummed up in the following points:

• It facilitates systematic & realistic planningfor teaching.

• It helps in proper & efficient operation oflearning teaching process.

• Its the necessary precondition for effectiveleadership.

• It assists in developing cooperation &coordination among his/her colleagues,seniors and students.

• Its essential for developing managementskills among teachers.

• It is the basis for improving relationships withall around them.

• Proper communication enhances the jobsatisfaction among teachers as it helps inachieving high productivity.

• Effective communication of teachersaccelerates the process of motivation &morale building among students.

Thus communication is fundamental to anyprofession & it is true that it is a dynamic aspectof every teacher.

THE ROLE OF COMMUNICATIONFOR A TEACHER

Communication for teachers is central to justifythe cause of their existence. A teacher withoutsound and effective communication skills is likea warrior without needed armaments.Communication skills are regarded to be the mostneeded skills in the personality of teacher. He /she feels handicapped in putting across the viewsin the lack of good communication skills. Manyteachers quit their jobs as after joining aninstitution they realize that they lack thecommunication skills & are not fit for theprofession of teaching.

The rapid development & growth in theeducation industry has resulted in upcoming of

various professional institutions that giveimportance to effective planning, execution,management and taking feedback from thestudents to judge their growth and for thispurpose communication plays. Presently theEnglish communication is dominant in theprofessional world. As stated by K. Mohan &Meera Banergee :

“In India where other languages are also used for thispurpose out of the total time spent on communicatingin English is 64.14% against 27.22 to in Hindi and8.64% to in regional language”

The other skills or abilities needed for theteaching profession are almost the same amongall the teachers of same level with samequalification but their caliber changes with theability of communication. For some positions inan institution the communication skills areabsolutely essential. For the working &development of an organization, communicationskills among teachers performs a number offunctions. A teacher has a well defined goal whichcan be fulfilled on the basis of internal & externalcommunication.

The internal communication helps a teacher inthe following ways-

• Helps him acquire the working skills for hisjob

• Assist him know about the rules &regulations of the institution.

• Supports him to generate and disseminate theinformation whenever & wherever necessary.

• Helps him to direct & instruct his students orcolleagues.

• Assists him cultivate the sense of belongingwith morale

• Supports him in sharing his views, ideas,thoughts, concepts with his students.

Externally the communication skills enhance ateacher in the following works-

• In creating good will with all around him.

• In uplifting the institution and his own self.

• In presenting effective presentations inseminars, workshops, etc. to create an imageof the organization.

13


Here the words of Davis Keith stand mostappropriate that “Communication is life blood ofany organization. Without communicationprocess there can be no activity.”

BARRIERS TO COMMUNICATION

‘Barrier’ means hurdle, hindrance or obstacle. SoBarrier to communication imply hurdles orobstacles on the way of transmission of messagefrom the sender to the receiver. They work asimpediments in the meaningful occurrence of thecommunication process. These barriers can bephysical, psychological, organizational, semanticor emotional and others. For example if a teacherdoes not know the language of his/her studentsproperly, she/he can suffer from semantic orlanguage barrier. Communication, if not made ina planned manner, may suffer from the barrierof unplanned communication and un commonframe of reference. Similarly some other barriersto communication can be :-

� Lack of proper environment

� Semantic/language barrier

� Complex organizational barrier

� Noise/Time/Distance

� Health/ Finance related obstacles

� Immature evaluation & emotional approach

� Communication distrust b/w sender &receiver

� Societal / Cultural diversification

� Overload of Information

� Poor listening

� Misunderstanding of body language

� Lack of time, interest & inspiration tocommunicate

� Modern mechanical equipments

� Seniority or subordinates related obstacles

� Perceptual gaps.

EFFECTIVE GATEWAYS TOCOMMUNICATION

The success of teacher depends on how well hecommunicates. An effective communication cando miracles. Communication made in apremeditated manner vouches for the

meaningful accomplishments of the purpose forwhich it has been made. As Anthony Robbinsstates :-

“To effectively communicate we must realize that weare all different in the way we perceive the world &use this understanding as a guide to ourcommunication with others.”

So the probable barriers to communication ifmanaged properly & intelligently can result intoan effective & meaningful communication. Theteacher in order to have most effectivecommunication should follow the following tips& principles.

• The speaker/ teacher must be clear in his mindabout the objective of his communication. Heshould know what & how to communicatekeeping in mind the education, experience &language of the receiver.

• An effective communication should beadequate & complete in all respects.

• The communication must be opportune.

• The physical environment should beconducive in terms of noise & disturbance.

• Medium of communication must be carefullyselected as per the subject matter, urgency ofcommunication & situation etc.

• Avoid overload of information.

• Sharpen your perceptual skills

• Tailor the message to the audience

• Be an effective listener as only an effectivelistener can literally serve the purpose ofcommunication.

Effective listener can literally serve the purposeof communication:-

• Keep it short & sweet

• Be confident, friendly and watchful

• Be humble & cultured

• Have appropriate tone(pitch volume,articulation & accent)

• Both the sender & the receiver should bementally & physically prepared tocommunicate.

• Employ a variety of techniques.

14


CONCLUSION

In fine it can be said that it is imperative forteachers highly expert in their fields too, to beequipped with the required skills ofcommunication as without the treasure of thisskill they stand professionally poor, direly in needto acquire these skills to do justice to theirprofession.

REFERENCES

Adler N (1991). International Dimensions oforganizational Behaviour PWS-Kent, Boston

Andrea J. Rutherford (2001). Basic Communicationskills for Technology (second edition), PersonEducation Ink, India.

Barlo, D.K. (1960). The process of Communication,Holt, Rinehart & Winston, New York.

Krishna Mohan & Meera Benarji, (1990)Developing Communication Skills, Mac MilanIndia Ltd.

Sekaran, Uma (2004), Organizational Behaviour,Tata Mc Graw Hill Publishing Company Ltd,New Delhi.

15


ICT IN CLASSROOMS :LET’S REMOVE THE BARRIERS

Dr. Manoj Kumar Saxena* Suresh Aggarwal**

ABSTRACT

Digital technology has given rise to information age. Now-a-days, a number of sources of informationare available to us. These changes have transformed the way we work and deal with problems. The fieldof education has not remained unaffected due to this. The potential of new technologies has revolutionizedthe manner in which young generation thinks and learns. From extensive use of chalk boards andverbal lectures, we are fast moving towards Overhead projectors, LCD projectors and E-learning.Questions are now being raised as to whether technology is fast replacing the teacher in the classroom.A careful examination of the facts will prove that the role of teacher is becoming even more importantwith extensive use of ICT in classrooms. Technology is a learning medium but not a teacher. The role ofteachers is as important as it was 20 to 30 years back. Simultaneously, there are many barriers in usingtechnology effectively in the classrooms. The present paper tries to find how these barriers can beeffectively dealt with, in order to create a constructive mix of technology and teaching.

* Associate Professor ** Assistant Professor,M. M. College of Education (Accredited by NAAC with ‘A’ Grade), M.M. University Campus, Mullana, Ambala (Haryana)

INTRODUCTION

ICT has emerged as one of the most importantaspects of human life (Saxena, et.al., 2009). Onecan access the information from any part of theworld in fraction of second. It is a new way ofrepresenting, communicating and working withinformation (Kukreti & Saxena, 2004). Using ICTin education demands a lot of preparation on partof the students, teachers and also theadministration. There are numerous barrierswhen we think of its applications in schools. Theworld has a large student population and schools.The schools too differ in the type of facilities theyprovide to the students. Information andCommunication Technology has become animportant part of most organizations andbusinesses these days (Zhang & Aikman, 2007)and the role of ICT can not be ignored (Saxena,2010). So there is a need to sort out ways in whichwe can overcome barriers in its application inclassrooms.

One of the challenges facing teacher educators ishow to ensure that graduate teachers have thenecessary combination of skills and pedagogicalknowledge that will enable them to botheffectively use today’s technologies in theclassroom as well as continue to develop andadapt to new technologies that emerge in thefuture (Gill, L., Dalgarno, B.).. These challengeshave to be met effectively in order to create aconstructive and creative mix of technology andclassroom activities. Given below are someconstraints in the use of ICT in the classroom andhow we can remedy them to yield a betterteaching-learning experience on part of thestudents. One of the most commonly citedreasons for using ICTs in the classroom has beento better prepare the current generation ofstudents for a workplace where ICTs, particularlycomputers, the Internet and related technologies,are becoming more and more ubiquitous (Tinio,V.L.).


16


Some of the means through which we can makethis amalgamation of Education and Technologyeffective, are discussed below.

HELPING TEACHERS DEVELOPPOSITIVE ATTITUDE TOWARDSCHANGE

Teachers often fear that changes in traditionalmethods of teaching will bring about undesirableadjustment problems. The fear of change can bedealt with effectively by arranging orientationprogrammes for teachers in and outside theschool. They should be made aware howtechnology can foster classroom teaching andhow they can supplement the content with thehelp of ICT equipments. Experts from varioussubjects should be invited into schools forproviding demonstrations. Teachers should bemade aware of the comparative studies betweentraditional and ICT enabled learning. They haveto be made aware that technology friendlyclassrooms are the need of the hour.

MAKING TEACHERS FEEL SECURE

Teachers feel that technology will soon replacethem in the classroom. Use of projected aids likeOHP, LCD projector etc cater to the needs of largenumber of learners simultaneously. The teachersfeel that technology will replace them in theclassroom. This insecurity can be removed bygiving presentations regarding how technologyis to be used as a helping aid to classroomteaching. Students cannot learn in isolation. Theexperience and expertise of teachers is of utmostvalue. Seminars and workshops should bearranged subject wise as to how different topicscan be supplemented with computerpresentations. This will develop a feeling ofsecurity in the teachers and also help them todevelop themselves personally. Technology willfurther increase the value of teachers becausestudents learn and retain better through it.

EDUCATING TEACHERS ABOUTPROPER USE OF ICT EQUIPMENT

Technology brings with it, fear and anxiety. Wecannot expect all teachers to be technologyfriendly. The fear of ICT equipments in the minds

of some teachers is again a major hurdle. Regularprogrammes have to be arranged in order to teachthe teachers how to handle the equipment to beused in the classroom. Hands-on training shouldbe given and practice teaching sessions shouldbe arranges under simulated conditions. This willremove the fear of technology and also proveeffective when the same is actually done in theclassroom. Many teachers, who are motivatedand desirous to use ICT in classrooms, fail to doso due to tight schedule, pressure of completingthe syllabus and excessive workload. ICT usagedemands a lot of time and planning on part ofthe teachers. Prolonged brainstorming sessionshave to be organized in order to create aneffective amalgam of content and technology.

FUND SHORTAGE AND LACK OFINFRASTUCTURE AVAILABILITY

The funds required for ICT are much higher andits use demands lots of maintenance cost. Schoolmanagement hesitates to invest in ICTequipments. Separate provision of labs androoms for ICT equipments are required. The feestructures of schools where these facilities areavailable are too costly and a very smallpercentage of students are actually able to availthem. School Management should providesufficient funds to schools for making effectiveuse of ICT in the classrooms. The managementsof private schools should be positive in thiscontext and spend to train the staff in effectiveuse of ICT in education. Infrastructural facilitieslike ICT labs and Computer-Assisted–Learningrooms should be provided. They should be keptmaintained under the supervision of a qualifiedfaculty and lab assistant. A predeterminedprocess is important for the integration of ICTsin the classroom, curriculum, schoolmanagement, library, and any educationalsetting. Integration of ICTs enhances the qualityof education by helping teachers to do their joband by helping students to learn more effectively(Goktas, Y., Yildirim, S., & Yildirim, Z.).

GIVING TEACHERS ENOUGH TIMETO MAKE THE USE OF ICT INEDUCATION EFFECTIVE

Proper use of ICT in education demands a lot of

17


time, energy and resources. No teacher candevelop ICT enabled lessons in a day or two. Ithas to be a continuous and dedicated effort.Therefore, the teachers should not be burdenedand given fixed time frames to develop ICTenabled lessons. They should be advised to makeintegration of technology in education slowly.Students should be advised to use ICTequipments only to supplement classroomteaching and not as a substitute for teachers.Selected subjects like Science and Mathematicscan be dealt with in the beginning followed byother subjects.

ENABLING OPTIMUM USE OF ICTEQUIPMENTS

Even when the ICT equipments are available inthe school, its optimum use cannot be ensured.Therefore, there is a need for specially appointedstaff that will ensure the optimum use of ICTequipments in classroom teaching. They shouldprepare presentations and advise the teacherswhere and how to use them in teaching. Overuseof technology can also create hidden problems.The continuing and growing investment in theuse of new technologies in our schools ispredicated on the expectation that ‘standards’ ofachievement will rise as a result of increasinglyeffective teaching and learning (Denning, T.,Fisher, T., Higgins, C., Loveless, A., Tweats, R.).

COMPUTER AWARENESS

A number of researches have been conducted tostudy computer awareness among teachersthroughout the world. The results of theseresearches signify that computer awarenessamong teachers is not up to the desired level. Theadvent of the Internet has rapidly advanced thenumbers of teachers using computers as aninformation source, but it is taking much longerfor schools to respond significantly to this newmedium than it has in business world (Eadie,G.M.).

Computers form the basis of all ICT equipments.School managements have to work hard inmaking the staff computer literate by taking thehelp of companies who provide staff training inthis area. In this age of information, we cannot

hope to produce world class teachers if they arenot computer literate. Thus, self-initiative on partof the teachers plays a vital role in making theuse of ICT in classrooms a reality. They have torealize the importance of being technologyfriendly.

MAKING ICT AN INTEGRAL PART OFSCHOOL CURRICULUM

Modifications in curriculum due to technologymight disturb the working of institution. Studentshave to be sent to computer assisted learning labsand there has to be a provision for such periodsin the time table. The entire curriculum getsaffected due to this. Computer Assisted Learninghas to be made an integral part of schoolcurriculum. Slow changes have to be broughtabout in the curriculum thereby giving time forchange to settle down. Teachers should take painsin integrating technology in their respectivesubjects. Soft copies of the same should be storedfor future use. There are bound to be hurdles inthe beginning, but once this change settles down,it can work wonders. Future efforts of teacherswill be considerably less and more resultyielding.

TAKING HELP OF ONLINERESOURCES

Teachers can take help of several agencies whichare working in the effective use of ICT ineducation. These tools can be flexibly used acrossthe curriculum. For example, Moovl is a uniqueonline tool that creatively embeds ICT across thecurriculum. Both teachers and learners can use itto draw, animate and apply physical propertiesto objects, bringing pictures and words to life(http://ictintheclassroom.blogspot.com). Thesesoftwares provide easy instructions as to howteachers can use ICT in their subjects. Similarly,Becta is a government agency which promotesthe best use of ICT in schools. ICTeachers is auseful site for teachers that reviews newproducts and offers resources and support foranyone implementing ICT in the classroom.Internet is full of such resources which are easilyaccessible and provide everything a teacherneeds to supplement classroom teaching withtechnology.

18


MAKING TECHNOLOGY AFACILITATOR

ICT can also have an impact on students beyondtheir knowledge of traditional school subjects. Anumber of studies have established thatcomputers can have a positive effect on studentmotivation, such as their attitudes towardtechnology, instruction, or the subject matter(Kozma, R.B.). Technology creates dependence.Once the lessons are made ICT enabled, theteachers face difficulty when the same is notavailable to them. This dominating characteristicof ICT use also creates a barrier. Teachers shouldbe told to make carefully selected use of ICTequipment in their subjects. Some topics whichneed in depth discussion should be taken up first.Other topics which students feel bored with orwhich are difficult to deal with can also be takenup. The aim is not to let technology dominate andmake teaching artificial. The role of teacher is asimportant as the entire education itself.

MAINTAINING THE VALUE OFHUMAN RESOURCES

When technology is integrated with teaching,there is bound to be a communication gapbetween students and teachers. Classroomdiscussions, sharing and exchange of ideas andinteraction are adversely affected. With thegrowth of ICT, the role of teacher becomes moreimportant than before. Earlier, stress was only onchalk and talk, but now there is a challenge forteachers as to how best they can make use ofavailable resources in order to make the teachingprocess more effective. Teachers should beoriented towards importance of their role so thatthey do not fear to involve technology ineducation. Human feeling should never beseparated from teaching. Respect for feelings andideas form the basis of effective learning.

CONCLUSION

ICT and its applications in the classrooms havelong been talked of. The present paper has soughtto find ways and means through which we canovercome some of the hurdles in its effective use.Schools are now educating a generation ofstudents who are growing up in a digital world.

As the use of ICT continues to grow globally,students will increasingly demand an educationthat embraces ICT. To keep pace with studentsand today’s world, teachers need ready access tocomputers as a tool of trade (Department ofEducation, Training and Arts, QueenslandGovernment). What is generally recognised isthat ICT are an important part of our lives today,but there are divergent views about the role thatschools should play in promoting use and fluencyof the tools, and their primacy as resources inclassrooms (Bangwana, M.A.).

Modern teachers are left with no other optionthan to be technology friendly. They have to findways of creating a constructive mix of theory andpractical through the use of technology. ICTchanges teaching and learning through itspotential as a source of knowledge, a medium totransmit content, a means of interaction anddialogue. Thus, ICT is both a cause of change anda means of achieving it (Jenkins, J.M.)

REFERENCES

Advice on the deployment of key initiativesunder the smart classrooms strategy,Department of Education, Training and Arts,Queensland Government, Retrieved fromh t t p : / / e d u c a t i o n . q l d . g o v . a u /smartclassrooms/ pdf/sc-rollout-brochure-07.pdf, accessed on 27-01-2010.

Denning, T. et.al., “Thinking Skills and ICT Usein the Classroom?”, Education Department,Keele University, Staffordshire, ST5 5BG,UK, Retrieved from http://citeseerx.ist.psu.edu/viewdoc, accessed on27-01-2010.

Eadie, G.M. (2001), “The Impact of ICT onSchools: Classroom Design and CurriculumDelivery”, Retrieved from http://www.tki.org.nz/r/ict/pedagogy, accessed on28-01-2010.

Gill, L., Dalgarno, B. (2008), “Influences on pre-service teachers’ preparedness to use ICTsin the classroom”, Retrieved from http://w w w. a s c i l i t e . o r g . a u / c o n f e r e n c e s /melbourne08/procs, accessed on 27-01-2010.

19


Goktas, Y., Yildirim, S., & Yildirim, Z. (2009). MainBarriers and Possible Enablers of ICTsIntegration into Pre-service TeacherEducation Programs. Educational Technology& Society, 12 (1), 193–204, Retrieved fromhttp://www.ifets.info/journals/12_1/15.pdf,accessed on 28-01-2010.

Jenkins, J.M., “Teaching For Tommorrow : TheChanging Role of Teacher In TheClassroom”, Retrieved from http://www.eden-online.org/papers, accessed on27-01-2010.

Kozma, R.B. Monitoring and Evaluation of ICTfor Education Impact: A Review, Retrievedfrom www.infodev.org/en/Document.284.pdf, accessed on 28-01-2010.

Kukreti, B.R. & Saxena, Manoj Kumar (2004).Information Technology in Teacher TrainingProgramme: Need & Significance,Experiments in Education, Vol. XXXII, No. 8,August, pp. 152 – 154.

Mbangwana, M.A. (2008). “Introduction of ICTin Schools and Classrooms in Cameroon”,In K. Toure, T.M.S. Tchombe, & T. Karsenti(Eds.), ICT and Changing Mindsets inEducation. Bamenda, Cameroon: Langaa;Bamako, Mali: ERNWACA / ROCARE,Retrieved from http://www.rocare.org/ChangingMindsets, accessed on 28-01-2010

Saxena, Manoj Kumar (2010). “Strategic Planningfor Qualitative Improvement in TeacherEducation (With Special Reference to ICT)” KeyNote Address delivered at National Seminaron Quality Concern in Education, ShankaraInstitute of B.Ed., Jaipur (Rajasthan), October02 – 03, 2010.

Saxena, Manoj Kumar, Saxena, Jyotsna & Gihar,Sandhya (2009). Internet Knowledge amongM.Ed. Studnets of Jammu & Kashmir State,in Saxena, Saxena and Gihar (ed.) ICT inProfessional Education, APH PublishingCorporation, New Delhi, pp. 142 – 148.

Tinio, V.L., “ICT in Education”, Retrieved fromhttp://www.apdip.net/ publications/iespprimers/eprimer-edu.pdf, accessed on27-01-2010.

Zhang, P. & Aikman, S. (2007). Attitudes in ICTAcceptance and use. In J. Jacko (Ed.),Human-Computer Interaction, Part I (pp.1021-1030). Syracuse, NY: Springer-VerlagBerlin Heidelberg.

20


A COMPARATIVE STUDY OF JOB SATISFACTION INRELATION TO TEACHER EFFECTIVENESS

OF GOVERNMENT AND PRIVATE SCHOOLTEACHERS AT SECONDARY LEVEL

Priya Sharma* Neeraj Tyagi**

ABSTRACT

The purpose of the study was to determine the job satisfaction at secondary level teachers in relation toteachers effectiveness of government and private school teachers. A sample of 100 teachers working invarious schools were selected by purposive simple random sampling method for the study. A standardrised‘teachers job satisfaction scale’ developed by Y. Mudgil, I.S. Muhar and P. Bhatia, and A ‘teacherseffectiveness scale’ developed by Dr. Pramod Kumar and Dr. D.N. Mutha were used for collection ofprimary data. The result revealed that there is no significant difference of job satisfaction betweenprivate and government school teachers and there is no significant difference of teachers effectivenessbetween government and private school teachers and there is no relation between job satisfaction andteacher effectiveness.

* Asst. Prof., Satya Institute of Management Studies, Ghaziabad ** Asst. Prof., Satya Institute of Management Studies, Ghaziabad

Job satisfaction is pleasant and positive attitudepossessed by an employee towards his job life. It isan employee’s judgement concerning his job howit does satisfy his various needs and his success orfailure in attaining his personal objectives.

Reddy and Rajasekharan, (1991)-Job satisfactionexpresses the degree of congruence between one’sexpectations and the reality that job provides.

Job satisfaction is the sine to attract and retainthe right type of persons into the profession andto help them function at the highest level of theirteaching efficiency and effectiveness.

Teachers effectiveness is concerned with therelationship between the characteristics ofteacher, teaching act and their effect on theeducational outcomes in classroom teaching.

Job satisfaction is of great significance for efficientfunctioning of any organisation. It becomes verypowerful motivation factor for a personinvolvement in his profession. Satisfaction pullsa person towards his work by the force ofcircumstances. A teacher without satisfaction islike a soulless type player delivering a lecture ina classroom. In such a situation we cannot expectthat there can be real communication between

teacher and his students, we cannot expect sucha teaching to be significantly effective. But it isdefinitely true that teacher student relationshipis essential in teaching effectiveness.

The present study will be useful for the jobsatisfaction of teachers and teachers teaching ingovernment and private school in understandingthe appropriate behaviour pattern which maketheir teaching more effective.

OBJECTIVES

The present study seeks to achieve the followingobjectives :

1. To study the job satisfaction of teachers ingovernment school at secondary level.

2. To study the job satisfaction of teachers inprivate school at secondary level.

3. To study the teacher effectiveness ingovernment school at secondary level.

4. To study the teacher effectiveness in privateschool at secondary level.

5. To find out the significant difference in thejob satisfaction of government and privateschool teachers at secondary level.


21


6. To find out the significant difference in theteacher effectiveness of government andprivate school teachers at secondary level.

7. To find out the relationship between Jobsatisfaction and Teachers effectiveness.

HYPOTHESES

Following hypothesis have been constructed toachieve the objectives of the study :

1. There is “High” job satisfaction in governmentschool teachers at secondary level.

2. There is “Low” job satisfaction in privateschool teachers at secondary level.

3. There is “High” teacher effectiveness ingovernment school teachers at secondary level.

4. There is “Low” teacher effectiveness inprivate school teachers at secondary level.

5. There is significant difference in the jobsatisfaction between government & privateschool teachers at secondary level.

6. There is significant difference in the teachereffectiveness between government & privateschool teachers at secondary level.

7. There is no relationship between Jobsatisfaction and teachers effectiveness.

METHOD

Sample and Sampling Technique

Purposive simple random sampling method wasused in the present research. The total numberof teachers working in the school selected in thesample was 100 teachers. 50 teachers ofgovernment schools and 50 teachers of privateschools at secondary level of Ghaziabad city werechosen for the present study and 10 teachers ofeach school were selected for the study.

Tools

In the following present study following toolswere selected.

(a) Teacher’s job satisfaction scale constructedby ‘Yudhvirandra Mugil’, ‘Prof. I.S. Muharand ‘Prabha Bhatia’.

(b) Teacher effectiveness scale constructed byDr. Pramod Kumar and Dr. D.N. Mutha.

STATISTICAL ANALYSIS

In order to achieve the objectives and testing thehypothesis following statistical techniques wereused that is mean, standard deviation, Z-test andcorrelation.

Result and Discussion

ANALYSIS AND TEST OF HYPOTHESIS H1 AND H2

Table - 1: Shown The Job Satisfaction Of Government And Private School Teachers

School No. of Teachers Mean Standard Deviation Nature of the Hypothesesjob satisfaction

Govt. 50 261.5 17.14 High Accepted

Private 50 58.5 16.49 High Rejected

From the above table it is clear that the meanvalue of government and private school teacheris found higher than the standard value (239)

given in the test. Thus we can say that jobsatisfaction of government and private schoolteachers is high.

ANALYSIS AND TEST OF HYPOTHESES H3 AND H4

Table - 2: Shown The Teacher Effectiveness Of Government And Private School Teachers

School No. of Teachers Mean Standard Deviation Nature of the Hypothesesjob effectiveness

Govt. 50 335.5 18.86 High Accepted

Private 50 334.7 15.56 High Rejected

22


From the above table it is clear that the meanvalue of government and private school teachersis found higher than the standard value (329.91)

ANALYSIS AND TEST OF HYPOTHESES H5

Table - 3: Shown Comparison Of Job Satisfaction Between Government AndPrivate School Teachers

Schools No. of Mean S.D. Level of Tabulated Calculated HypothesisTeachers significant Z-value Z-value

Govt. 50 261.5 17.14 .01 2.58 .89 Accepted

Private 50 258.5 16.49

From the above table it is clear that obtained value.89 is lower than the calculated value 2.58 andtherefore Null Hypothesis is found to be accepted

which shows that there is no significant differencein the job satisfaction between government andprivate school teachers at secondary level.

ANALYSIS AND TEST OF HYPOTHESES H6

Table - 4: Shown Comparision Of Teacher Effectiveness Between Government AndPrivate School Teachers

Schools No. of Mean S.D. Level of Tabulated Calculated HypothesisTeachers significant Z-value Z-value

Govt. 50 335.5 18.86 .01 2.58 .23 Accepted

Private 50 334.7 15.56

From the above table it is clear that obtained value.23 is lower than the calculated value 2.58 andtherefore Null hypothesis is found to beaccepted which shows that there is no significantdifference in the teachers effectivenessbetween government and private school teacherssecondary level.

ANALYSIS AND TEST OF THEHYPOTHESIS H7

The calculated coefficient of correlation (.1299)between job satisfaction and teacher effectivenessshow divergence from the coefficient ofcorrelation at .05 and .01 level of significance. Thecoefficient of correlation is insignificant at boththe levels. The magnitude of ‘r’ indicates thatthere is negligible correlation between jobsatisfaction and teacher effectiveness. Thus nullhypothesis is accepted. It is concluded that there

is no relationship between job satisfaction andteacher effectiveness.

CONCLUSIONS

1. It was found that the job satisfaction ofteachers in government and private schoolis high.

2. It was found that teacher effectiveness ofgovernment and private school is high.

3. There was no significant difference in the jobsatisfaction between government andprivate school teachers at secondary level.

4. There was no significant difference in theteacher effectiveness between governmentand private school teachers at secondarylevel.

5. There was no relationship between jobsatisfaction and teacher effectiveness.

given in the test. Thus we can say that teachereffectiveness in government and private schoolis high.

23


REFERENCES

Abraham, A (1994), “Job satisfaction andteachers effectiveness– A study on collegeteachers.” Indian Journal psychometry andeducation, P. 25.

Bharti (2005), “A comparative study of job satisfactionof government and private school teachers atsecondary level.” C.C.S. University, Meerut.

Bhuyan. B & M. Chaudhary (2003), “Jobsatisfaction of college teachers.” psychoLingua, Vol. 33, No. 2, 123 P.P.

Goyal, J. C. (1981), “Effectiveness of teachers”,Indian Educational Review XVI, No. 4, NCERT,55. P.

Gupta, S.P. (1995), “A correlation study of teachersjob satisfaction and their teaching effectiveness.”The progress in education, 49 P.

Pandey Maju & Rama Maikhuri (2005), “Teachingattitude of effective and ineffective teachers.” Vol.35, No. 1, 87.P.P.

Ramakrishnaiah, D. (1989), “Job satisfaction ofcollege teachers”, Ph.D., Edu. SriVenkadeswara University, fifth survey ofEducational Research, Vol. II, 1221. P.P.

24


STRENGTHENING STUDENT SUPPORTSERVICES IN ODL : ROLE OF INFORMATION

AND COMMUNICATION TECHNOLOGY

Y.K. Sharma*

ABSTRACT

Technology has dominated all spheres of life. The distance education is also one of the fields where wecan see the impact of technology especially of the information and communication technology. Themain aim of distance education (DE) is to promote self study among distance learners in the absence ofregular face-to-face (F2F) teaching. It is now internationally recognized that adequate student supportservices must be provided to the distant learners who are most of the time studying in isolation, awayfrom their institution, teachers and the fellow students. E-education provides faster learning at reducedcosts, increased access to learning and clear accountability for all participants in the learning processin today’s fast- paced culture; organizations that implement E-education provide their work force withthe ability to turn change into an advantage.ODL practices are changing. Distance teaching is nowexpected to facilitate self-learning, make it meaningful to individual learners rather than just to provideknowledge and skills, and improve interactions. Modern developments of innovative technologies haveprovided new possibilities to distance teaching professions, but at the same time have placed moredemands on ODL institutions to explore how to use these new technologies in their ODL practices.

* Professor, Department of Education, H.P. University, Shimla-5

Technology has dominated all spheres of life. Thedistance education is also one of the fields wherewe can see the impact of technology especiallyof the information and communicationtechnology. Over several years the educationprocess has seen extreme changes in impartingknowledge. During the last few years we haveseen, an almost exponential development andgrowth of the digitalization, automation and theinternet, with little sign of a slow down. Nolonger is internet access restricted to a fewselected education establishments, it is nowavailable to anyone in their place of work, locallibraries, and the internet site and even in thehome. It is the information that has become thekey to the success in different walks of life. Theconcept of e-education is significantly influencingall areas of the education. The Open and DistanceLearning has been greatly influenced by the fastemerging information and communicationtechnology. It has brought a transformation inthe concept of distance education.

The changing nature and scope of the disciplineof Distance Education can be understood with thehelp of this fact that during 1970’s it was onlycorrespondence education which furtherextended its scope to distance education and lateron to open learning where electronic media andnon-formal approach is playing a crucial role. Theextension of the scope of the correspondenceeducation to these modes may be attributed tothe fast developments which took place in theinformation and communication technology.These developments have virtually reduced thecommunication distance between the learner andthe institution. The learner sitting at a distancefrom the host institution receives education notonly through the material sent to him throughpost but radio, TV, Video tapes, telephone,teleconferencing and computer are also usedextensively for imparting education. The use ofcomputer and information and communicationtechnology paved the way for the slowtransformation of the correspondence courses


25


into distance education. Further, due to itsopenness with regard to the rigid limits imposedby the formal system of education it became theOpen and Distance Learning (ODL) of the presenttime. Now the convenience of the learner decides whathe will learn, how he will learn, where he will learnand when he will learn.

PLACE OF STUDENT IN DISTANCEEDUCATION

In any system of education the students alwaysoccupy the central place because all othercomponents of the system are there for thestudents and all these (components) loose theirrelevance without students. The distanceeducation system and students are intimatelyrelated to each other as the existence of onewithout the other is not possible. Since studentsof distance education are handicapped in the sensethat they do not have easy access to educationalfacilities, therefore, they need extra support, extrahelp to make them feel secure and stable.

The harmonious relationships between theinstitution and the students depend upon thesincerity and cooperation between the two. Thegood relations between distance educationsystem and the students is a matter which doesnot depend on the administrative conduct ofdistance education institute alone. It equallydepends on the interest and attitudes of studentsand their eagerness to learn. The learner of thiscategory entirely depends upon the facilitiesprovided by the distance education system.Therefore there is a great need to pay attentionto their problems, demands, needs, etc. to ensuremaximum benefits of the distance educationsystem to them. From this we can conclude thatdistance education to be effective must aim atteaching, reaching, guiding and supporting thestudents in all locations through the welldesigned study materials, supported by tutors,personal contact programmes, response sheetassignments and electronic and digital media.Any distance education system must havefollowing components in the process of teaching,reaching and learning.

a) Study Material (Lecture Scripts);

b) Personal Contact Programmes;

c) Electronic Media (e.g. Radio, Video,Teleconferencing, Video Tapes, ComputerAccess, Tele-Learning and EDUSAT);

d) Library and Learning Resources;

e) Students Assignment (Response Sheets);

f) Study Centres and

g) Personal Guidance.

STUDENT SUPPORT SERVICES

The main aim of distance education (DE) is topromote self study or independent study amongdistance learners in the absence of regular face-to-face (F2F) teaching. To achieve this, every DLIextends support to its learners, which comprisesof a cluster of facilities and activities that areintended to make the teaching - learning processeasier and more interesting for the learners. Themost important characteristics of distanceeducation, as suggested by Keegan (1986), isstudent support services. All these activitiesbeyond the production and delivery of coursematerial assist in the progress of students in termsof learning, interacting and effectivecommunication (Simpson, 2000) and therefore,the support system may range from study centrecounselling/tutorial support to administrativeproblem solving (Rumble, 1992). Quality‘Student Support Services’ have now become anintegral part of most of the good distanceeducation institutes. These support services arevery essential for interactive and effectivecommunication in distance education. Bajaj (1997)observed, “There is no doubt that the academiccourses are necessary to sustain DistanceEducation system, but the quality,comprehensiveness, level, context, applicabilityand outreach of the printed material are now amatter of greater concern to our distanceeducation management effort. While the distanceeducation institutions have been thriving mostlyon the unidirectional supply and flow ofinformation to students through printed lessonsbecause of the small reach of technology in Indiayet, in the times to come the demands andrequirements of students will necessitate acomplete conceptual and practical overhaul in itsdelivery system and call for a more articulate andsystematic, contextually relevant, students

26


focused support system to supplement thequality and context of such courses”.

It is now internationally recognized that adequatestudent support services must be provided to thedistant learners who are most of the timestudying in isolation, away from their institution,teachers and the fellow students. The non-availability of such type of environment as isavailable to the students getting educationthrough formal mode and the motivation whichthey receive in face to face education and by beingin constant touch with their teachers andclassmates has to be compensated to a largerextent through the support system. The purposeis to help these students to overcome the feelingof isolation and to facilitate learning. It istherefore, necessary that distance educationsystem should organise proper student supportservices. The major responsibilities that shouldbe accomplished under SSS may include:

– to create an environment conducive toDistance learning;

– to facilitate the Distance Learning Method;

– to motivate students to continue theireducation;

– to encourage socialization and to promoteteam work and team spirit and

– to improve the educational standards ofstudents.

A general survey of the student support systemhowever, reveals pathetic state of affairs. Studentsare admitted without looking to the capacity andcapability of the distance education institutes. Thefinancial crises in most of the universities havecompelled the universities to make moneythrough distance education students. Which is ofcourse quite unfair, especially, with the studentsgetting education through this system. On the onehand, we are subsidizing regular students andproviding them all the facilities while we arecharging heavily from the distance educationstudents and providing poor services. Besides,the library, study centres are used only by 10-20per cent of distance education students. Eventheir queries are not attended promptly.Therefore, there is a need of great improvementsand reforms to make distance education institutesprovide quality services. Only the use of ICT can

cope up with the increasing demands of thestudent support so that most of the queries areattended promptly and properly.

The support services in ODL include pre-admission counseling, admission process,provision of study materials both in print mediaand audio visual forms, subject specific academiccounseling, audio visual viewing facilities,participation in teleconferencing, ICT facilities fore-learning, library services, laboratory supportfacilities, academic career guidance, informationservices related to rules, regulations, procedures,schedules etc.

The role of ICT to speed up the delivery of thesupport services has now become inevitable forthe distant learners. It also considers the shiftfrom mass produced generic resources totailored, personalized support andcommunications and sets this in the context ofglobalization of the economy and the changingexpectations of students as consumers.

NEED FOR STUDENT SUPPORTSERVICES

Consider some of the remarks and queries of thedistance learners received by a DEI from time totime:

• “Some parts of the units are not clear. I needmore clarifications.

• “It is difficult to answer all the assignmentsfrom the study materials sent by theuniversity”.

• “I am totally in dark with regard to my projectwork. Who can help me?”

• Is it necessary to consult reference books toanswer the assignment questions and toprepare for the term-end examinations?”

• “The schedule for practical as displayed inthe study centre notice board does not suitme at all. How can I complete my practical?”

• “I am not satisfied with my grades inassignment. Whom can I approach?”

There are unlimited number of queries andremarks of this sort. If one is attached to anydistance learning institute, it is very common tocome across similar queries and problems faced

27


by distance learners. These are natural. Distancelearners are dispersed and physically separatedfrom the institution as well as their peer groups.They may not get immediate clarifications for theirdoubts that come up during their studies. It is afact that the learning packages (print materials,audio cassettes, video cassettes etc.) used by openand distance learning institutes are not enough forthe distance learners. Thousands of distancelearners who have expressed their helplessnessand inability to continue their studies withouthuman support. This reminds us of the saying ofDavid Sewart (1987) “… the standard teachingpackage cannot provide a wholly satisfactoryindividualised learning system for students andalso that such package suffers from a tendencytowards tight curriculum control. It is only theintroduction of the human element, capable ofadapting to the great variety of student needs,which can counteract this sort of bias”.

STAGES OF SUPPORT AND KIND OFSUPPORT NEEDED BY THE DISTANCELEARNERS

The distance learners may need help before,during and after the learning programme. Adiscussion on the type of help needed in eachstage is provided here:

1. Pre-entry stage: At this stage the learnersneed information, advice and counseling.The learners need information aboutprogrammes, courses, entry requirements,application procedures, structure, functions,rules and regulations of the institute,recognition of the institute, market value ofthe programme and so on. They may needadvice for selecting a particular programmeor course for their career advancement. Theymay need counseling for deciding what kindof individual support they might need andthe best way of achieving their goals andobjectives without disturbing their dailyroutine activities. All such information canbe made available on the web site of theinstitution which the student can access at atime and place convenient to him. Thesefacilities can be now provided even at theremote places where ever telephone andinternet facilities are available.

2. During the learning programme: At thebeginning of the programme, when thelearners have already received theirpackages (study materials, programmeguides, assignments, experimental kits, etc.),they may need some guidance. Manylearners might have returned to their studiesafter a long gap, so they may needconstructive help at this stage. As thelearners are unfamiliar with the self-learningmaterials, assignments etc. they may ask forsome guidance on study skills, the processof dealing with the assignments, and so on.

During the middle stage of the programme,the learners may want to discuss about theirprogress, assignments grades, study visits,projects, seminars, practical, improvingstudy skills, learning from media,overcoming personal and technical problemsand so on.

At the final stage, the learners may needsome guidance for incomplete tasks /assignments, difficult units, revision work,preparation for term-end examinations, andso on. Besides all these, from time to time,they need help and guidance to performsome formalities according to rules andregulations of the institute e.g., payment offees, submission of application form forterm-end examination etc. This furthernecessitates tuning up the efficiency of theadministrative support system at theinstitution’s end. To facilitate the learner, allthese information can be made available athis/her doorstep by making use of theinformation and communication technology.

The detailed components of Student SupportSystem at this stage are as under:

• Providing clear information as to whatis expected from students;

• Publicizing a procedure for dealingwith students complaints;

• Guaranteeing timely and effectivefeedback and commentary onassignments;

• Guaranteeing that the mode of deliverywould not affect the award of credit;

28


• Guaranteeing provision of libraryservices wherever these are necessary;

• Provision of academic pre-studycounseling before selection of courses;

• Access to tutor on a regular basis;

• The publication of clear informationregarding administrative regulations;

• The right to complete a programme ofstudy within agreed time scales and

• The charter should be related to theinstitution’s mission statement.

3. After the learning programme: Aftercompletion of a particular programme thelearners may want to do some advancedprogrammes on which they would likeadvice. They may also require informationon new programmes.

Thus summing up, the distance learnersneed academic, administrative, andinformative support before, during and aftertheir learning programme. Student supportservices in distance education system are ofgreater significance than in other modes ofhigher education since the students in thissystem suffer from many limitations andproblems. Some of these are:

1. Lack of effective and viable commu-nication.

2. Lack of physical proximity resulting inlack of confidence and thus the need ofconstant support and guidance from thefaculty.

3. Lack of adequate infrastructure- qualityreference books, library facilities andfellow students.

4. Lack of adequate time as productivetime being busy in some occupation orservice.

5. Lack of proper guidance from any source.

6. Fear of examination.

7. Lack of simple, well defined and clearstudy material.

MAJOR COMPONENTS FOR ASTUDENT SUPPORT SYSTEM

The services provided to the students includeaccess to information about the programmes, the

enrolment procedure, where to collect thelearning material, whom to contact for thetutorial sessions, from where to get the audio/video programmes and so on. The basic objectiveof these services is to help students choose theright kind of courses and learn better once thecourses are properly chosen. Thus, mainlyStudent Support Services comprise the followingmajor components:

• Dissemination of Information

• Enrolment Information

• Delivery of Course Material

• Personal Contact Programmes, and

• Counselling

ICT AND LEARNER SUPPORT

Distance and open education schemes that haveuntil recently relied mainly on the mailing ofwritten materials , videos, cassette recordings,and radio and or TV broadcasting techniques canbe augmented , enhanced or replaced by new on-line tools and technologies which have the powerto transform the learning environment.

Technology developments offer the followingbenefits:

• Through the internet and world wide webnew and enlarged sources of informationand knowledge that offer teachers andstudents opportunities for self developmentas well as benefits from incorporation intoclassroom environments.

• Through e-mail and other internet relatedfeedback mechanisms, greater opportunityto reduce the isolation and time delayassociated with distance education.

• Through the extraordinary pace of softwaredevelopment, enriched teaching andlearning with enhanced graphics,interaction, animation and visualization.

• Through lowering telecommunicationsbandwidth costs and emergence of enhancedcable, wireless and satellite systems, greateropportunities for basic access, videoconferencing, on-line interactive learning,and live interaction with the central place ofa distance education programme.

29


Through community access schemes, morepotential to make the benefit of distanceeducation eventually available to lower incomepeople and rural communities

With the development of the internet, globalconnectivity has increased exponentially.Inevitably with the increasing utilization ofdigital information and communication networksin the daily conduct of university teaching andresearch, change is rapidly occurring in manyaspects of the physical and organizationalenvironments in which fundamental academicprinciples have operated. The possibilities thatwere visualized in early stage in 1990s fordistance education are now by and large,technically feasible and are being realized indiverse applications. Advanced terrestrial andsatellite communications, computers,networking, and shared software databasespresent opportunities for education deliverysystems that are flexible, time and placeindependent and learner centered.

Particularly, with technology based distanceeducation, the operation of the university as thelocus of learning is changing. Indeed, there areprophesies that campuses will disappear aslearning increasingly becomes a distributedactivity. Regardless of their identity as “places”of learning, universities and also other corporateentities now have the capability of better meetingthe ever-growing demand by employers andlearners alike for continuing, part-time, postbaccalaureate education. Both educators and thepublic are realizing that in our knowledgeeconomy, a university degree no longer providesa knowledge base to support a life time career.

THE CONCEPT OF E-EDUCATION

The term e-education means electronic educationand it is basically the online delivery ofinformation communication, training andlearning, e-education seems to have a multiplicityof definitions to each of its users and the termseems to mean something different. A verycomprehensive definitions has been given by theCisco system, which defines e-education isInternet–enabled learning, components caninclude content delivery in multiple format E-

education provides faster learning at reducedcosts, increased access to learning and clearaccountability for all participants in the learningprocess in today’s fast- paced culture,organizations that implement E-educationprovide their work force with the ability to turnchange into an advantage.

WHY E-EDUCATION?

• Learning is self paced and gives students achance to speed up or slow down asnecessary

• Learning is self-directed, allowing studentsto choose content and tools appropriate totheir differing interests, needs and skilllevels

• Accommodates multiple learning stylesusing as variety of delivery methods gearedto different learners, more effective forentrain learners

• Designed around the learner

• Geographical barriers are eliminated,opening up broader education options

• 24/7 accessibility makes scheduling easy andallows a greater number of people to attendclasses on demand access means learningcan happen precisely when needed travel –time is reduced or eliminated

• Overall student costs are comparatively less(tuition, residence, food)

• Potentially lower costs for companiesneeding training and for the providers

• Fosters greater student interaction andcollaboration

• Fosters greater student/instructor contact

• Enhances computer and internet skills

• Draws upon hundreds of years ofestablished pedagogical principles

• Has the attention of every major universityin the work, most with their own onlinedegrees, certificates and individual course

E-education offers us potentially less expensive,more convenient, and richer ways of becomingeducated, and of comings into contact with morediverse groups of fellow learners than everbefore.

30


INSTRUMENTS OF E-EDUCATION

To take the better opportunities of e-education,we have to know the tools associated with it.Some of them are as under:

• E-mail

• Real time conferencing

• Desktop vide

E-EDUCATION TOOLS

Digital library, virtual library, e-book, CDROMVarious Modes of E-learning Course

At present the online courses can be offered infollowing modes:

• Online mode

• E-correspondence mode

Under online, mode, the learners are entitled tothe following benefits:

• Access to virtual classroom in the websitefor collaborative learning experience via ahost of interactive tools including chat,discussion forum, electronic white board ande-mail.

• Semester wise interactive courseware CD.

• Optional short duration contact program ineach semester

• Facility top order the courseware books(optional)

• Access to infotainment section, providinglinks to latest news channels, book publishersproviding facility to order books online,online games, greetings, music softwaredownloads and certification.

• Facility to create a personal web page

WHAT’S THE ‘E’ ABOUT?

E- Education is electronic education, but the ‘e’in E-education has a number of other implicationsas briefly mentioned below:

Exploration E- Learners sue the web asan exploratory tool to accessa plethora of informationand resources.

Experience The web offers e-learners atotal learning experience,from synchronous learningto threaded discussions toself-paced study.

Engagement The web captivates learnersby enabling creativeapproaches to learning thatfoster collaboration and asense of community.

Ease of use Not only is the web easy tosue for learner who arealready familiar with thenavigation capabilities of themedium, but to learningproviders as well, as theycan easily make contentimmediately available tolearner across all technicalplatforms (Windows, N4AC,Unix, etc.).

Empowerment The web puts learners in thedriver’s seat with a set oftools that enablespersonalization of contentand allows learner to choosethe way in which they bestlearn.

However, new ICT is not a panacea for alleducational problems, although technologieshave become essential tools for teaching andlearning in any mode. It is a fact that the learningpackages (print material, audio cassettes etc.)used by open and distance learning institutes arenot enough for the distance learners. There arethousands of learners who express theirhelplessness and inability to continue theirstudies without human support. This remindsus of the saying of David Sewart (1987) “…. Thestandard teaching package cannot provide awholly satisfactory individualized learningsystem for students and also that such packagesuffers from a tendency towards tight curriculumcontrol. It is only the introduction of the humanelement capable of adapting to the great varietyof student needs which can counteract this sortof bias.

There have been a number of factors impedingthe wholesale uptake of ICT in education acrossall sectors. These have included such factors as(i) a lack of funding to support the purchase ofthe technology, (ii) a lack of training among

31


established teaching practitioners, (iii) a lack ofmotivation and need among teachers to adopt ICTas teaching tools, (iv) Non availability of therequired equipment support to the learners ofDistance education and (v) their ignorance aboutthe technology are some of the furtherobstructions in shifting over to the new system.

ODL practices are changing. New fields of studyhave emerged, policies revised, a quality cultureemerged, student services improved, new ICT-based delivery modes explored, and a variety ofcollaborative relationships developed. Withadvanced ICT, distance teaching is becoming oneof the most challenging professions in our societywhere technology options are diverse and newconcepts of learning are emerged. Distanceteaching is now expected to facilitate self-learning, make it meaningful to individuallearners rather than just to provide knowledgeand skills, and improve interactions. Moderndevelopments of innovative technologies haveprovided new possibilities to distance teachingprofessions, but at the same time have placedmore demands on ODL institutions to explorehow to use these new technologies in their ODLpractices.

The Annual Survey of Courses of the OpenUniversity of U.K. revealed that various formsof tutorial support are the most strongly andfrequently requested items by the students (Burt,1997). Most of the open and distance learninginstitutes in the world have established studentsupport service centers and/or regional/studycenters to cater to a large number of students onvarious matters like, admission, courses,examination schedules, materials dispatch,counseling and so on. It is a fact that the successof distance education depends largely on studentsupport services provided to distance learners.As distance educators, we should know why thelearners need support, what kind of support adistance learning institute may provide, who canprovide support and how and so on.

Further, there is a great competition amongdistance education institutes relating to theattraction of students to their courses. Betterstudent support services would automaticallyspread the reputation and prestige of theinstitution. It requires that the distance education

institutes must ensure certain minimumstandards of Academic and Support services. Thefuture survival of ODL institutions will rest onthe quality of the Student Support Services beingprovided to its learner by the institution andimportance of ICT to play this role effectivelycannot be overemphasized.

REFERENCES

Bajaj, K.K (1977) Student Support Services forInteractive Communication in DistanceEducation. University News, Vol. 5, NewDelhi.

Chalmers, D., & Fuller, R. (1996) Teaching forLearning at University: Theory and Practice.London: Kogan Page.

Clerehan R., Turnbull J., Moore T., Brown A., &Tuovinen J. (2003) Transforming LearningSupport: An online resource centre for adiverse student population. Education MediaInternational, 40(1/2), 15.32.

David Sewart (1986) Distance Education: NewInnovations,London, Kogan Page.

E-education A class Act. Outlook India, April 9, 2001.

Farrell, G. (2001) The Changing Faces of VirtualEducation. Vancouver: Commonwealth ofLearning.

Goel, S.L and Goel, A (2001) Distance Educationin the 21st Century. Deep & DeepPublications Pvt. Ltd, New Delhi.

Holmberg, B. (1977) Distance Education: A Surveyand Bibliography, London, Kogan Page.

Jung, I. S., & Rha, I. (2000) Effectiveness and Cost-effectiveness of Online Education: A Reviewof Literature. Education Technology July-August.

Jung, I.S. (2004a) Quality Assurance andAccreditation Mechanisms of DistanceEducation for Higher Education in the Asia-Pacific Region: Five selected cases. A paperpresented at the UNESCO Workshop onExporters and Importers of Cross-BorderHigher Education. 20-22 March 2004. Beijing,China

Kaw, M.K. (1999) The Need and Relevance ofDistance Education System. UniversityNews,37(35), p.16. New Delhi

32


Keegan, D. (1986) The Foundations of DistanceEducation, London, Croom Helm.

Kishore, S (1998) Student Support and QualityIndicators in Distance Learning, IndianJournal of Open Learning, 7(2), 205-212.

Laurillard, D. (1993) Rethinking UniversityTeaching: A framework for the effective use ofeducational technology. London: Routledge.

Ljosa, Erling (1992) Distance Education in aModern Society. The Journal of Distance andOpen Learning ,Vol.7(2), p.30.

Lockwood, F., & Gooley, A. (Eds.) (2001).Innovation in Open and Distance Learning.London: RoutledgeFalmer.

Moore. M.G. (1973) Towards a theory ofIndependent Learning and Teaching. Journalof Higher Education,44,p.664.

OECD (2004) Quality and Recognition in HigherEducation: The Cross-border Challenge.Paris: Center for Educational Research andInnovation.

Parraton, Hilary (1981) A theory for DistanceEducation. Prospects XI,1:13,24.

Phillip & Chatnis (1993) Innovation in Open andDistance Learning. London: RoutledgeFalmer.

Power et al (2000) Quality in Distance Education,in Performance Indicates in Distance HigherEducation, Aravali, New Delhi.

Prebble, T., & Pullar, K. (2002, March) ExtramuralStudent Support: Report on a PlanningWorkshop. Report to Participants, VCEC andBoard of Extramural Studies, MasseyUniversity, Palmerston North, NZ.

Rumble, G (1992) Management of DistanceLearning System, Paris: UNESCO and IIEP.

Simpson, O (2000) Supporting Student in Openand Distance Learning, Kogan Page,London.

Sims, R. (2000) An Interactive Conundrum:Constructs of Interactivity and LearningTheory. Australian Journal of EducationalTechnology, 16(1), 45.57.

Tait, A. (2000) Planning Student Support for Openand Distance Learning. Open Learning,15(3), 287.299.

Tait, A., & Mills, R. (Eds.). (2003) RethinkingLearner Support in Distance Education:Change and Continuity in an InternationalContext. London: RoutledgeFalmer.

Tait, H., & Entwistle, N. (1996) IdentifyingStudents at Risk Through IneffectiveStrategies. Higher Education, 31, 97.116.

Tinto, V. (1995) Learning Communities andEducation in the First Year Experience.Proceedings of the inaugural PacificRim First Year Experience conference,Brisbane.

UNESCO (2003) The Virtual Universities: Modelsand Messages. Retrieved, September 11,2004, from http://www.unesco.org/iiep/virtualuniversity/home.php

Yawan, L., & Linshu, L. (2003) Construct LearningSupport System for Distance Education inChina. A paper presented at 10th CambridgeInternational Conference on Open andDistance Learning.

Zuhairi, A., Pribadi, B., & Muzammil, M. (2003)Quality assurance as continuousimprovement in distance higher education:we write what we do, and we do what wewrite! A paper presented at the seminar ofthe Association of the Southeast AsiaInstitutions of Higher Learning. 9-11December 2003. Jakarta, Indonesia.

33


33 - 35

TOTAL QUALITY MANAGEMENT INHIGHER EDUCATION

Sanjay Kumar* Dr. Shailesh Mathur** Prof. T.N. Mathur***

ABSTRACT

Total Quality Management is a Philosophy as well as a set of guiding Principles that have beensuccessfully adopted in the field of higher education by developed countries such as Japan, USA andUK. Core Practices of the TQM are Top management commitment, Strategic planning, Customerfocus, Staff total participation, Training & Development, Team work, Continuous improvement andEvaluation & Feedback. TQM improves the Quality of courses, Teaching-learning process, Evaluationprocess, Research activities, Publications activities, Extension activities, student support & progressionservices and linkages with Industries and other organizations.

INTRODUCTION

Total Quality Management is a Philosophy as wellas a set of guiding Principles that represent thefoundation of a continuously improvinginstitution. It has generally been recognized as amajor innovation in management thought andhas gained widespread acceptance in businessand industry. The principles of TQM have beensuccessfully adopted in the field of highereducation by developed countries such as Japan,USA and UK. Naik (2001) has strongly suggestedthat bringing quality movement throughapplication of TQM in Indian higher educationwill result in global recognition.

QUALITY IN EDUCATION

Harvey & Green (1993) created four perspectivesof quality in higher education. Quality asexcellence refers to the crystal clear touchstonecreated by the institutions, quality as fitness forpurpose focuses on filling the gap in the industryand considering the needs of the customer, qualityas value for money refers to the desired outcomeof the institutions in term of business and profits,

lastly quality as transformation is when theinstitutions adopt strategic changes to gain a nichein the industry (Harvey & Green, 1993).

TOTAL QUALITY MANAGEMENT

Total: Everyone in the institution is involved increating and maintaining the quality of theservices offered.

Quality: The institution through individual andcollections focuses on meeting customer needs,recognizing that customer perception identitiesquality.

Management: In managing the system, theemphasis les on continuously improving hissystem in order to achieve the best results.

TQM is a management philosophy embracing allactivities through which the needs of thecustomer and the community, and the objectivesof the institution, are satisfied in the most efficientand the cost-effective way by maximizing thepotential of all employees in a continuing drivefor improvement.

* Co-ordinator (Asst. Professor), New Era College of Science & Technology, Ghaziabad

** Asst. Director, SIILAS Campus, Jaipur National University, Jaipur

*** Professor, University of Rajasthan, Jaipur


34


POOR PRACTICES IN HIGHEREDUCATION INSTITUTIONS

1. Leaders do not give clear directions.

2. Accepting that certain levels of human errorsare common.

3. Confuses quality with grade.

4. The “It’s not my problem” attitude amongemployees.

5. Tries to control people through fear of rules& regulations.

6. Each department works only for itself.

7. Quality improvement is just to get goodgrade.

8. Evaluation & feedbacks are not more thanjust formalities.

CORE PRACTICES OF TQM FORHIGHER EDUCATION INSTITUTIONS

1. Management Commitment to promotequality.

2. Strategic Planning of the Institution forquality.

3. Customer satisfaction is the measure ofquality.

4. Employee involvement is source of qualityimprovement.

5. Adopt modern methods of training &development to eliminate fear.

6. Eliminate barriers between departments bypromoting teamwork.

7. Quality improvement must be continuous.

8. Evaluation & Feedback are the keys forquality improvement.

TOP MANAGEMENT COMMITMENT

Top management plays most important role inimplementation of TQM in any EducationalInstitution. If an organization is serious aboutimplementing TQM, the commitment to do sohave to start at the top and the institution’s seniormanagement has to be unwavering in itscommitment to quality. Major tasks of theManagement Commitment are

� To state and communicate vision, mission &goals related to quality.

� To state policy statements related to Quality.

� To set values for the Institutions.

� To set performance expectations.

� To addresses its responsibilities to thestudent and other stakeholders.

STRATEGIC PLANNING

Quality plan is based on the strategic planningof the institution. Major Tasks of the StrategicPlanning are

� To set strategic directions.

� To determine key action plans.

� To address deployment of plans.

� To measure and sustain accomplishments.

� To stresse on learning-centered educationand operational performances.

CUSTOMER SATISFACTION

The fundamental goal of TQM is to satisfycustomers. It is important to focus on both theinternal (Employees) and external (students)customers. Customer’s needs must be identifiedand understood. This concept helps to strengthenthe co-operation within the institution, eliminateinternal competition and drives away fear.

STAFF TOTAL PARTICIPATION

Staff total participation is an integral part of TQMbecause quality is the responsibility of allemployees in everything they do. How theInstitute enables its workforce of academic andnon-academic staffs to develop its full potentialand how the workforce is aligned with theInstitution’s objectives. It also addresses keyhuman resource practices that are directedtoward creating and maintaining a highperformance workplace with a strong focus onstudents learning and toward developing staffinvolvement and adaptation to change.

TRAINING AND DEVELOPMENT

Training is a process of updating the knowledge,developing skills, bringing attitudinal andbehavioural changes and improving the trainee’sabilities to perform effectively and efficiently.When TQM is introduced in an institution, it is

35


essential that all the people have knowledge ofits principles, values, objectives, tools andtechniques and the institution’s plans for itsimplementation.

TEAMWORK

Good teamwork constitutes the base of TQM.Teamwork requires the spirit of cooperation,complementation and synergetic relationshipamong departments. In order to make TQMoriented teamwork, the institution can take thefollowing measures:

1. Creating purpose of the team in concert withthe institution strategy.

2. Creating a culture in the institution thatvalues team participation and autonomy.

3. Providing appropriate training to teammembers.

4. Reinforcing teamwork by reward system ofinstitution.

CONTINUOUS IMPROVEMENT

There is a beginning to the process of TQM, butthere is no end. Checking, rechecking, valuation,revaluation, engineering and re-engineering areessential to ensure continuous improvement. Allwork must be viewed as a process. Management’sresponsibility to anticipate or expect changes inthe needs, wants and expectations of customers,employees and society.TQM is an unremittingsystem of improving work processes.TQMrequires knowledgeable employees who have theability to work in teams and adapt themselves tothe dynamic work environment. Aspects of howkey and support processes are designed,managed, and continuously being improved andmaintained.

EVALUATION AND FEEDBACK

A strategy is incomplete without constantevaluation and feedback. Evaluation does notmean passing judgments on success or failure.The purpose is to assess the distance covered toreach the set target. As and when evaluation isdone, feedback is the immediate step followed.The institution should encourage one and all for

evaluation of their own performance and ofinstitution also. By getting the feedback, theconcerned unit / department should immediatelyact upon that to maintain total quality.

CONCLUSION

Total Quality Management is a Philosophy as wellas a set of guiding Principles which allow aninstitution to pursue a definition of quality and ameans of attaining quality through Topmanagement commitment, strategic planning ofthe institution, customer satisfaction, Staff totalparticipation, Training & development, Teamwork, Continuous improvement and Evaluation& Feedback. It improves the Quality of courses,Teaching-learning process, Evaluation process,Research activities, Publications activities,Extension activities, student support &progression services and linkages with Industriesand other organizations.

REFERENCES

Ali M. and Shastri R.K. (2010).Implementation ofTotal Quality Management in HigherEducation. Asian Journal of BusinessManagement, Volume 2(1).

Chang, S.L. (1996). Organizational Culture andTotal Quality Management. DissertationAbstracts International, 57(4).

Carey,T.R (1998).Total Quality Management inHigher Education: Why it works? Why itdoes not? Dissertation AbstractsInternational,59(1).

Dhiman, S.K. (1995).Leadership Implications ofTotal Quality Management in HigherEducation. Dissertation AbstractsInternational 56 (7).

Ganihar.N.N & Bhat.V.K (2006).Total QualityCulture in Teacher Training Colleges, FirstEdition, Discovery Publishing House, NewDelhi..

Kyle, L. D. (1995).Visionary Leadership and TotalQuality Management in Higher EducationAdministration. Dissertation AbstractsInternational, 56(08).

36


Lakhe, R.R. and Mohanti, R.P. (1994), Total qualitymanagement –Concepts, Evolution andAcceptability in Developing Economics,International Journal of quality andreliability management, Vol.11 (9).

Naik, B.M. (2001), “Need to bring qualitymovement in higher education”, Journal ofEngineering Education, India, July Issue.

Paul, C.L (1998).The Relationship between theprinciples of Total Quality Management andSchool Climate, School Culture and TeacherEmpowerment. Dissertation AbstractsInternational, 59 (08).

Rodgers, C.G (1998).Teacher Perceptions of TotalQuality Management Practices inElementary Schools. Dissertation AbstractsInternational, 59(10).

Sakthivel P.B., Rajendran, Raju G., R., (2005), TQMimplementation and students’satisfaction ofacademic performance, The TQM Magazine,Vol. 17 (6).

Sabihaini,L.Y, Astuti W.T.

(2010).Total QualityManagement Application in LearningActivity: Indonesia’s Case Study, PakistanJournal of Commerce & Social Sciences, Vol.4 (1).

Tari, J.J. (2006), An EFQM Model Self-AssessmentExercise at a Spanish University , Journal ofEducation Administration, Vol. 44, No.2.

Watson, J.R. (2000).Total Quality Education: aSchool District’s Beliefs, Behaviours andOutcomes. Dissertation AbstractsInternational, 61(01).

37


ewY;ijd f'k{kk ds lUnHkZ esa fo/kkfFkZ;ksa dsn`f"Vdks.k dk ,d losZ{k.k

Mk0 Vh0 ,u0 xqIrk* Mk0 c`ts'k dqekj ik.Ms; **

ewY; og gS tks ekuo bPNk dks iwjk djrk gSA ewY; dks fuEufyf[kr#i esa ifjHkkf”kr fd;k x;k gS & tSd vkj0 ÝSady & ^^ewY;vkpkj] lkSUn;Z] dq’kyrk ;k egRo ds os ekun.M gS ftudk yksxleFkZu djrs gS] ftuds lkFk os tkrs gS rFkk ftUgsa os dk;ej[krs gSaA**

ewY; ds lEcU/k esa dgk x;k gS fd & rdZ’kkL=] lkSUn;Z’kkL=rFkk uhfr’kkL= ewY; ehekalk ds v/khu gS] D;ksfd ;s rhuksa foKkuewy #i esa ,d u ,d ewY; dk v/;;u djrs gSA rdZ’kkL= lR;dh [kkst djrk gS vkSj mldk ekin.M rS;kj djrk gSAlkSUn;Z’kkL=] lqUnjrk ds ewY; dk v/;;u djrk gS] vkSj uhfr’kkL=HkykbZ ds ewY; ds Lo#i tkuus dk iz;Ru djrk gSA vr% lR;]lqUnj rFkk ‘kqHk (Truth, Beauty & Goodness) dks thou dkije ewY; dgk x;k gSA vkyiksVZ dk er gS fd ewY; os ekun.MgS ftuds vk/kkj ij euw”; dks ojh;rk iznku djrs gq, dk;Zdjrk gSA izks0 vcZu us viuh iqLrd ^^Q.MkesUVy vkQ

,fFkDl** esa fy[kk gS fd ewY; og tks ekuo bPNk dh r`fIr djsa]tks O;fDr rFkk mlds tkfr ds laj{k.k esa lgk;d gksA ewY; ‘kCndks lekU;r% bl izdkj ls ifjHkkf”kr fd;k tk ldrk gS fd ewY;fdlh oLrq ;k fLFkfr dk og xq.k gS tks lekykspuk o ojh;rkizdV djrk gSA ;g ,d vkn’kZ ;k bPNk gS ftls iwjk djus dsfy, O;fDr thrk gS rFkk vkthou iz;kl djrk gSA ewY; gekjsthou ds iFk izn’kZd gSas tks u dsoy O;fDr ds ‘kkjhfjd ,oa

ekufld LokLFk; ds fodkl esa lgk;d gksrk gS cfYd bllslEiw.kZ lekt dk dY;k.k Hkh lEHko gksrk gSA ewY; f’k{kk ds uhfrfunZs’kd rRo gS] ;s ekuo O;ogkj dks fu;af=r vkSj funZsf’kr djrsgSA ewY;foghu f’k{kk fujFkZd ,oa futhZo le>h tkrh gSA ge ;gdg ldrs gS fd f’k{kk dh lajpuk ewY; ij vk/kkfjr gksrh gSAewY;ksa ds vHkko esa euw”; O;fDrxr #i ls pkgs ftruk vf/kdlq[k&lqfo/kk ds lk?ku tqVk ys] le`f) ,oa oSHko vftZr dj ysysfdu lekt esa lq[k ,oa ‘kkfUr dk;e ugh gks ldrh gSA

fof/k

izfrn"kZ

ewY;ijd f’k{kk ds lEcU/k esa fo|kfFkZ;ksa ds D;k n‘f”Vdks.k]vfHko‘fRr rFkk vis{kka, gS bldks tkuus ds fy, nsofj;k ¼m0 iz0½tuin ds rhu egkfo|ky;ksa] ;Fkk lar fouksck ih0 th0 dkyst]nsofj;k] ckck jk?konkl ih0 th0 dkWyst] nsofj;k rFkk jktdh;efgyk egkfo|ky;] nsofj;k ds LUkkrd Lrj ds 300 Nk=&Nk=kvksadks lg;ksxh ds #i esa pquk x;k rFkk ewY;ijd f’k{kk ls lEcfUèkrlkr egRoiw.kZ vk;keksa ds lUnHkZ esa buds fopkj tkuus dk iz;Rufd;k x;kA bl lEcU/k esa lg;ksfx;ksa ls lkr iz’u iwNs x;s tkseqDrkUr iz’u FksA fo|kfFkZ;ksa dks iwjh Lora=rk Fkh fd os tSlk pkgsvius fopkj dks fyf[kr #i esa izLrqr djsaA bl izdkj bu iz’uksadk mi;ksx ,d iz{ksih rduh ds #i esa fd;k x;kA

lkjka'k

f’k{kk ekuo lekt ds fodkl dh lrr~ izfØ;k ,oa vk/kkjf’kyk gSA f’k{kk lekt }kjk fuf’pr mn~ns’;ksa dh izkfIr gsrq ,dcMk gh izHkko’kkyh lk/ku gSA f’k{kk ckyd esa laLdkj Mkyus dh izfØ;k gSA lkekthdj.k ds }kjk O;fDr tUe ds ckn lsgh vkn’kksZa ,oa ewY;ksa dks vkRelkr djrk gSA f’k{kk }kjk gh mlds vUnj dk;Z ,oa O;ogkj djus dh ,slh {kerk fodflrdh tk ldrh gS mldk O;ogkj eulk] okpk vkSj deZ.krk rhuksa dh ,drk ls vko) gksdj ?kfVr gksA ewY; dh ifjHkk”kknk’kZfud] lekt’kkL=h;] euksoSKkfud vkSj vk/;kfRed n`f”Vdks.k ls fHkUu&fHkUu dh xbZ gSA okLro esa ewY; os ekun.M gSftuds }kjk y{;ksa dk pquko fd;k tkrk gSA tc ge nks oLrqvksa ;k nks euksjFkksa esa pquko djrs gS] rks ml euksjFk dks izkIrdjus dk fu’p; djrs gSa] tks vf/kd Js”B gS vkSj blh fu.kZ; ds vuqlkj thou esa dk;Z djrs gSA

*izkpk;Z & U;w bZjk dkWyst vkWQ lkbUl ,.M VSDuksyksth] xkft;kckn ¼m0 iz0½

**izoDrk & f’k{kk’kkL= lar fouksck ih0th0 dkWyst] nsofj;k ¼m0 iz0½


38


dksBkjh vk;ksx ¼1964&66½ dk lq>ko Fkk fd fo’ofo|ky; f’k{kkvk;ksx }kjk fn;s x;s lq>koksa ds vuq#i lHkh laLFkkvksa esa uSfrd]lkekftd ,oa vk/;kfRed ewY;ksa dh f’k{kk nsus dh O;oLFkk dhtk;sA izkFkfed Lrj ij ewY;ijd f’k{kk dks jkspd dgkfu;ksa ds}kjk ek/;fed Lrj ij f’k{kdksa ,oa Nk=ksa }kjk ikjLifjdfopkj&foe’kZ ds }kjk rFkk fo’ofo|ky; Lrj ij fofHkUu /keksZadk rqyukRed v/;;u djk;k tk;sA jk”Vªh; f’k{kk uhfr ¼lu~1986½ ds nLrkost esa bl ckr ij fpUrk izdV dh x;h gS fdthou ds fy, vko’;d ewY;ksa dk âkl gks jgk gS vkSj ewY;ksa ijls yksxksa dk fo’okl mBrk tk jgk gSA vr% f’k{kk Øe esa ,slsifjorZu dh t:jr gS ftlls lkekftd ,oa uSfrd ewY;ksa dsfodkl esa f’k{kk ,d l’kDr lk/ku cu ldsaA

f’k{kk dks ewY;ijd cukus esa ikB~; lkexzh fØ;kvksa dk egRoiw.kZ

lkexzh

izLrqr v/;;u dh lkexzh ewY;ijd f’k{kk ij vk/kkfjr lkrvk;keksa ij iz’u iwNs x;s tks fuEu izdkj gS %&

1- D;k orZeku f’k{k ewY;ijd \

2- f’k{kk dks ewY;ijd cukus esa f’k{kd dh D;k Hkwfedk gS \

3- f’k{kk dks ewY;ijd cukus esa f’k{kkFkhZ dh D;k Hkwfedk gS \

4- f’k{kk dks ewY;ijd cukus esa lekt dh D;k Hkwfedk gS \

5- f’k{kk dks ewY;ijd cukus esa jk”Vª dh D;k Hkwfedk gS \

6- f’k{kk dks ewY;ijd cukus esa ikB~; lgxkeh fØ;kvksa dhD;k Hkwfedk gS \

7- D;k mijksDr laLFkka, f’k{kk dks ewY;ijd cukrh gS] ;fnugh rks dkSu&dkSu lh ck/kka, gS \

izfØ;k

Lukrd Lrj ds 300 Nk=&Nk=kvksa dks lkrkas iz’u fn;s x;s rFkkmuls dgk x;k fd vius fopkjksa dks fyf[k, rFkk mUgsa viusfopkjksa dks O;Dr djus dh iw.kZ Loar=rk FkhA mlds ckn mUgsafn;s x;s iz’uksa dh mRrjkoyh dh ,df=r fd;k x;k rFkk mldkoLrq fo’ys”k.k fd;k x;kA ftu fo|kfFkZ;ksa ds fopkj ldjkRedFksa mls lger ekuk x;k rFkk ftuds fopkj udjkRed Fks mlsvlger ekuk x;k vkSj ftuds fopkj ldkjkRed rFkk udkjkRednksukas Fks mUgs vLi”V ekuk x;k A fo”k; oLrq fo’ys”k.k ds fy,mudk izfr’kr Kkr fd;k x;k A

ifj.kke

lg;ksfx;ksa }kjk fyf[kr #i ls fn;s x, muds fopkjksa dkfo”k;oLrq fo’ys”k.k fof/k }kjk fo’ys”k.k fd;k x;kA fo’ys”k.k}kjk tks ifj.kke izkIr gq, mudk mYys[k bl izdkj gS %&

ewY;ijd f’k{kk ls fofHkUu vk;keksa ls izkIr vfHko‘fRr dk izfr’kr

iz’u Øekad lger vlger vLi”V

1 54-00% 16-50% 29-50%

2 100-00% 0-00% 0-00%

3 67-85% 10-72% 21-43%

4 78-00% 02-00% 20-00%

5 64-28% 03-58% 32-14%

6 74-00% 04-57% 21-43%

7 57-14% 07-14% 35-72%

;ksxnku jgk gSA blds }kjk O;fDr esa dRrZo;ijk;.krk] vuq’kklu]ns’kizse dh Hkkouk] LokLF; lEcU/kh fodkl] lekt ls tksMus dkdk;Z vkfn ewY; ikB~; lgxkeh fØ;kvksa ds }kjk ge izkIr djldrs gSA ysfdu orZeku esa ikB~; lkexzh fØ;k,W dsoy fo|ky;ksaesa vkSipkfjd ek= cu dj jg x;h gSA

mijksDr lHkh laLFkk,a f’k{kk dks ewY;ijd cukus esa l’kDr Hkwfedkvnk dj ldrh gS] rFkk buds fcuk f’k{kk dks ewY;ijd cukus dhifjdYiuk gh ugha dh tk ldrhA vc tcfd izfr{k.k u;s&u;svkfo”dkj gks jgs gS] dEI;wVj vkSj bUVjusV dh lhek dk vHkwriwoZfoLrkj dj fn;k x;k gS] ,sls esa ge oSfnddkyhu f’k{kk i)fr esaokfil tkus dh ckr lksp Hkh ugha ldrsA ges ;g fopkj djukgS fd fdl rjg ls xq:&f’k”; lEcU/k esa fudVrk vk;s vkSjf’k{kk txr esa uSfrdrk iqu% ikWo tek ldsA

39


lUnHkZ

1- vkyiksVZ] th MCyw ¼1954½ nh fglVkfjdy cSdxzkm.M vkWQekMZu lks’ky lkbdkWyth] ;sy ;wfuoflZVh izsl] U;w gsdsuA

2- dqyJs”B] ,l-ih- ¼1979½] beftZx oSY;w iSUVlZ vkWQ VhplZ,.M U;w VªSaM~l vkWQ ,twds’ku bu bafM;k] ubZ fnYyh % ykbZV,.M ykbQ ifCy’klZA

3- Hkkjr ljdkj ¼1966½] dksBkjh vk;ksx & 1966 % f’k{kk vkSjjk”Vªh; fodkl] Hkkjr ljdkj] ubZ fnYyhA

4- Hkkjr ljdkj ¼1986½] jk”Vªh; f’k{kk uhfr] 1986] Hkkjr ljdkj]ubZ fnYyhA

5- jks’pj] fudksyl ¼1968½] bUVªksMsD’ku Vq oSY;w F;ksjh] ubZfnYyh % izsfUVlgkyA

6- ‘kek ¼oh0 ,l0] egs’ojh ¼oh0 ds0½] ¼2000½ & i;kZoj.kvkSj ekuo ewY;ksa ds fy, f’k{kk] lw;kZ ifCyds’ku] esjB]m0 iz0A

1. Manuscript should not exceed 2500 words exclusiveof charts, tables & other graphics. The article shouldbe preceded by an Abstract, not exceeding 100 words.Articles can be given in both the languages (Englishand Hindi).

2. Tables & Charts should be in black & white colouronly. They should be serially numbered followed bythe references.

3. English material should be formatted in Times NewRoman, font size 12. Hindi material should beformatted in Kruti Dev 011, font size 14. All text,including title, headings, references, quotations,figure captions, and tables, must be typed, double-spaced, with one-inch margins all around.

4. Only those references, which are actually utilized inthe text, should be including in the reference list.References should include full details of the name(s)of the author(s), title of the article or book, name ofthe journal, details of the publishers, year & monthof publication individual page numbers, asappropriate. For example

Kumar, S, (2004) "New opportunities in TeacherEducation” Journal of Teacher Education, Vol. 2 pp50-56.

5. Two good prints of the Manuscript, at A-4 sizestationary, is required to be submitted. Additionally,the material should be sent either as an e-mailattachment to [email protected] or on a CDformatted in word for Windows. The Manuscriptshould be duly signed at the end. Author must ensurethat the hard copy will be considered final andauthentic.

6. Introduction & conclusion must be added tomanuscript. It should be brief and state the relationof the present status of the knowledge in the field.

7. Notice to Authors of Joint Works (manuscript withmore than one author). This Journal uses a transferof copyright agreement that requires just one author(the Corresponding Author) to sign on behalf of allauthors. Please identify the Corresponding Authorfor your work when submitting your manuscript forpublication.

8. One copy of the Joumal will be sent to all the authorswhose manuscript will be published in the NECST -Journal of Teacher Training.

9. If Possible, all manuscripts (General and Research)must be submitted electronically [email protected]. This system will permit theEditorial Team to keep the submission and reviewprocess as efficient as possible.

Invitation to AuthorsWe invite articles / research papers / book reviews for the forthcoming issues of the NECST Journal of Teacher Training

Issue date : May, 2011 / November, 2011 • Deadline of Submission : April, 2011 / October, 2011

Manuscript Submission Guidelines for Authors

THE MANUSCRIPT SHOULD BE ACCOMPANIED BY:

1. A cover page containing article title,- authors namecollege/university name, mailing address, phone, faxnumbers & e-mail address. In case of multipleauthors, the cover page should indicate the author towhom correspondence should be addressed.

2. A declaration that the paper is original & Exclusiveto the New Era Joumal of Teacher Training and hasnot been sent for publication in any other journal.

3. Two passport size photographs of the author withbrief resume.

MANUSCRIPT REVIEW CRITERIA:

The fitness of a manuscript for publication in NECST -JOURNAL OF TEACHER TRAINING will be carefullyreviewed based on each of the dimensions listed below.

1. Relevant to teacher education/teacher learning.

2. Conceptual framework (connections to relevantconstructs in literature)

3. Methods (if manuscript is an empirical study) .

a. Appropriateness to questions

b. Adequate description of methods (including datacollection and analysis)

c. Rigor of methods

4. Findings/conclusions are literature or data-based

5. Overall contribution to the field

6. Writing style/composition/clarity

We can be contacted by email at [email protected] by postal mail at Editor, NECST - Journal of TeacherTraining, Department of Education, New Era College ofScience and Technology, 333, Near Shastri Nagar Flyover,Pandav Nagar, Ghaziabad, UP.

Note: The manuscript that are found unsuitable forpublication in the NECST - Journal of Teacher Trainingwill be returned if a self addressed envelope is enclosedalong with the manuscript.

Sanjay Kumar(Editor)NECST - Journal of Teacher Training

Statement of Ownership and other particulars about “NECST Journal of TeacherTraining“ Required for Registration of Newspapers (Central Rule)

Place of Publication : New Era College of Science & Technology333, Pandav Nagar, Ghaziabad

Periodicity of Publication : Bi – annual

Printed at : Subrang Advertising Pvt. Ltd.R-81, Raj Kunj, Raj Nagar, Ghaziabad

Publisher’s Name : Shri Rajeev Malik

Nationality : Indian

Address : III – A/41, Nehru Nagar,Ghaziabad - 201001

Editor’s Name : Sanjay Kumar

Nationality : Indian

Address : 360, Niti Khand III, Indirapuram,Ghaziabad 201014

Owned by : New Era College of Science & Technology333, Pandav Nagar, Ghaziabad

I, Rajeev Malik, hereby declare that the particulars given above are true to the best ofmy knowledge and belief.

Shri Rajeev Malik

Publisher

DECLARATION

I wish to subscribe ‘NECST’ Journal of Teacher Training for 1/2/3 years(s).

A bank draft/ cheque bearing no. .............................. dated ..........................

for `. .............................. drawn in favour of New Era College of Science & Technology,

payable at Ghaziabad / Delhi towards subscription for ......................... years is enclosed.

Please tick appropriately the subscription details:

New/ Renewal Existing Subscription No. : .....................................................................

Name : ........................................................................................................................

Org/Inst. : ........................................................................................................................

Address : ........................................................................................................................

City : ........................................................................ Pin : ......................................

Country : ................................................................... Phone : ......................................

Fax : ................................................................... E mail : ......................................

Signature with date : .......................................................................................................

SUBSCRIPTION FORM

SUBSCRIPTION RATES : INDIVIDUAL / INSTITUTIONAL Rs. 500/- EACH

The EditorNECST Journal of Teacher Training

New Era College of Science & Technology333, Pandav Nagar,Near Shastri Nagar Flyover,Ghaziabad - 201002 (INDIA)Phone: 0120-3293860

AffixPostal Stamp

CONTRIBUTORS

Dr. D. P. Asija Director – Principal, M. M. College ofEducation, (Accredited by NAAC with ‘A’Grade), M. M. University Campus, Mullana,Ambala (Haryana)

Meena Devi Asst. Professor, Department of AppliedScience, BMS College of IT & LSMuktsar-152026 (India)

Manju Lohumi Asst. Professor, Department of Education(ICDEOL), HP University, Summer Hill,Shimla-171 005 (India)

Preeti Chitkara Asst. Prof., Department of Education,New Era College of Science & Technology,Ghaziabad.

Dr. Manoj Kumar Saxena Associate Professor M. M. College ofEducation M.M. University Campus,Mullana, Ambala (Haryana)

Suresh Aggarwal Asst. Prof. , M. M. College of EducationM.M. University Campus, Mullana, Ambala(Haryana)

Priya Sharma Asst. Prof., Satya Institute of ManagementStudies, Ghaziabad

Neeraj Tyagi Asst. Prof., Satya Institute of ManagementStudies, Ghaziabad

Y.K. Sharma Professor, Department of Education,H.P. University, Shimla, H.P.

Sanjay Kumar Co-ordinator (Asst. Professor), New EraCollege of Science & Technology, Ghaziabad

Dr. Shailesh Mathur Asst. Director, SIILAS Campus, JaipurNational University, Jaipur

Prof. T.N. Mathur Professor, University of Rajasthan, Jaipur

Mk0 Vh0 ,u0 xqIrk izkpk;Z & U;w bZjk dkWyst vkWQ lkbUl ,.M VSDuksyksth]xkft;kckn ¼m0 iz0½

Mk0 c`ts'k dqekj ik.Ms; izoDrk & f'k{kk'kL= lar fouksck ih0th0 dkWyst]nsofj;k ¼m0 iz0½

ISSN : 0975-4717

A Peer Reviewed National Journal (Bi-annual)

NECST Journal of Teacher Training

New Era College of Science & TechnologyGhaziabad (India)

Website: neweracollege.org

Vol. 2 No. 1, November, 2010

Published by Mr. Rajeev Malik on behalf of New Era College of Science & Technology

at 333, Pandav Nagar Ghaziabad, U. P. (India)Editor: Mr. Sanjay Kumar

Printed at Subrang Advertising Pvt. Ltd., Ghaziabad

CONRIBUTORS

Documents

NECST- Journal of Teacher Training