Higher Secondary School Teachers Research Articles

Higher Secondary School Teachers’ Attitude Towards the Implementation of Sex Education at Higher Secondary Level in Murshidabad District of West Bengal, India

In this study an attempt has been made to study the attitude of the higher secondary school teachers towards the implementation of sex education at higher secondary level in Murshidabad district of West Bengal, India. For this purpose, 380 higher secondary school teachers were randomly selected and attitude towards the implementation of sex education scale administered to them. To study the significance of difference between the various groups, ‘t’ test was applied by the researcher. The overall results indicate that the higher secondary school teachers (both urban and rural) possess highly favourable attitude towards the implementation of sex education. And there is no significance difference in the attitude of higher secondary school teacher towards the implementation of sex education in relation to their gender (i.e. male and female), locality (i.e. rural and urban) and stream (i.e., arts, science and commerce).

Socio-Cultural Determinants of Emphasizing Marks Culture in Matric and FA/FSc Level: A Case Study in Dir Lower

The emphasis on marks culture is intricately linked to socio-cultural determinants that shape educational priorities. The socio-cultural determinants play a pivotal role in reinforcing the significance attached to marks, impacting educational systems, and shaping the experiences of students as they navigate the academic landscape. The research delves into the complex web of socio-cultural factors that underlie the pervasive marks culture in Dir Lower's matric and FA/FSc education. This study underscores the significance of academic grading in shaping the educational landscape, policies, and societal perspectives on education. Within the unique socio-cultural milieu of Dir Lower, where the fixation on marks is deeply rooted in the cultural and social fabric, this research explores how these determinants interact with and influence the marks culture. This study employed quantitative research methods and Social Capital theory to explore the correlation between independent and dependent variables. The sample size of 326 high and higher secondary school teachers was done through stratified random sampling, and data were gathered utilizing structured questionnaires. Information was examined with SPSS, which includes univariate and bivariate, to grasp the singular variables and their interaction. The study shows the popularity of educational achievement as a cultural norm, inclined by family and socioeconomic status of individual and societal prospects. The study points out the subsidiary impact of cultural values on education and assessment practices where teacher and student relations, parental participation, and peer effect are recognized as arbitrating influences sandwiched between socio-cultural determinants and the marks emphasized in Dir Lower. This study underlines the importance of socio-cultural factors in determining students' attitudes and offers valuable insights for educational stakeholders. As an outcome, the research affords prized insights for educationalists and commends fostering social awareness, assisting different students, engaging the community, and implementing context-specific policies to create a more balanced educational environment in Dir Lower.

Classroom Climate Among Higher Secondary School Teachers

Classroom Climate Among Higher Secondary School Teachers

Awareness Towards Information and Communication Technology (ICT) Among Higher Secondary School Teachers

Awareness Towards Information and Communication Technology (ICT) Among Higher Secondary School Teachers

Strategies to Improvise Organ Donor Pool: A Study on the Knowledge, Attitudes, and Performance of Higher Secondary School Teachers Towards the Organ Donation.

Introduction This study aimed to assess higher secondary school teachers' knowledge, attitude, and performance levels towards organ transplantation and donation (OTD). Teachers have an essential role in giving knowledge to children and teenagers, and they can influence their views. Organ transplantation offers re-life to many patients, yet organ shortages are a global issue. Teachers who influence students' future attitudes regarding organ donation must have a favorable attitude and genuine knowledge. Materials and Methods The research method was descriptive and cross-sectional. The sample size was 372 school teachers in Villupuram district of Tamilnadu, India, selected using a convenient sampling method. A survey questionnaire was used to assess the knowledge and attitude about OTD, the reason for donating/not donating organs. Multivariate analysis was performed to identify critical variables affecting intent to practice. Results The teachers' mean scores with SD on knowledge, attitude, and performance were 7.61 ± 2.74, 8.81 ± 2.08, and 0.38 ± 0.11, respectively. The linear regression analysis showed that the knowledge (p < 0.001) and attitude (p < 0.05) of the participants were positively associated with organ donation performance. A significant relationship was also observed between gender (p < 0.036), age (p < 0.01), and education status (p < 0.001) with the performance of the teachers. Lack of family support was the most spelt reason for unwillingness for organ donation. Conclusion The positive linear correlations underline that having more information may lead to a more optimistic mindset and, as a result, to better practices. Teachers should be provided with overall health teaching campaigns to increase the number of possible organ donors. Teachers serve as role models for students, families, and society by changing their attitudes.

Neuromyths in Education: Prevalence Among South Indian School Teachers

This study aimed to find out the existence of neuromyths among school teachers in the South Indian states. An online survey was carried out to assess the school teachers’ general understanding of the brain and their belief on selected seven neuromyths statements. A total of 503 high school and higher secondary school teachers from South India participated in this study. On average, 65.5% of teachers have shown their belief toward more than two of the neuromyths; 84% of the participants have believed the learning style myths. This points out the difficulty of teachers in distinguishing factual information from non-scientific facts or myths. Therefore, there is an important need for involving interdisciplinary conversation that can reduce misunderstandings among teachers in the future.

A Cross Sectional Study to Estimate Occupational Stress among Higher Secondary School Teachers in Thalassery, Kerala

Background: Changing norms have overburdened the educators. Our study aims to assess the levels of occupational stress among higher secondary school teachers and demographic, academic characteristics and relevant factors influencing it.&#x0D; Methodology: Cross sectional study was conducted in Thalassery block of Kannur district, Kerala. The block comprised of 38 schools with 516 teachers. Overall, 484 teachers participated in the study. Modified ‘Manual for teacher’s occupational stress scale’ questionnaire was used. Results were analyzed using Chi square test, ‘t’ test and one way ANOVA.&#x0D; Results: Males were 155 (32%) and females were 329 (68%). The mean age was 40.6 years. Four-fifth (81%) were from government and one-fifth (19%) were from private schools. Majority, 268 (55%), of teachers were found to have mild occupational stress. While, 171 (35%) had moderate stress and 45 (9%) had severe occupational stress. Stress was linked to vast syllabus, time constraint, outside interference, students’ behavior, poor infrastructure and favoritism from authorities. Increased teaching experience and rising position in school were significantly associated with stress.&#x0D; Conclusion: All higher secondary school teachers in Thalaserry block of Kannur, Kerala felt occupational stress. Majority (55%) had mild stress, 35% had endured moderate and 9% suffered severe stress.

Regulatory Focus on Higher Secondary School Teachers with Reference to Classroom Climate with Selected Variables – A Study

Classroom climate is an important factor in the teaching and learning process. Both physical and psychological aspects of the classroom should be conducive to learning. Less number of students, student-teacher ratio and undivided attention of the teachers have a great influence on students’ academic performance. The study is conducted to find out whether gender has any impact on the performance of teachers in classrooms and their qualifications based on the subject they studied have any influence on their teaching. Experience enhances everybody’s learning. So, the teaching experience is an important factor that should be considered in managing a class. This study is done with 150 teachers selected from 10 higher secondary schools from the Kancheepuram district. A simple random technique is used to collect the sample. The teaching experience is classified as below 5 years and above 5 years. The tool, Classroom climate inventory, is standardised by the investigator. T-test and Correlation were used to analyse data.

Job Satisfaction Level on Online Teaching among Higher Secondary School Teachers during Covid-19 Pandemic

Education is the process, whereas an actual human mind will be evolved into a mature mind. Education is a tool to impart knowledge about known and unknown things. It will make a human brain to understand the know things deeper way and unknown things better way. As days are inherited, the ways of education are also transferring according to the need of an hour. The COVID-19 situation made all the educational institutions going in line with virtual classes and the online education system from the physical environment. The technological evolution is not new to the Indian education system, but getting exposed to often and getting adopted towards the pandemic situation could be vulnerable among education professionals. Before any changes occur, preparing for the situation needs transition space to get adopt and getting used to it. But the pandemic situation allowed the transition and breeding time to adapt towards the technological culture. This has a higher impact on online educators. This research highlights the impact intensity among education professionals who are teaching online affects their Psychological well-being and providing suggestions to cope with the technological culture and psychological well-being.

Factors Influencing the Choice of Savings and Investment Avenues among Teachers

The teachers play a significant role in the society’s growth, as they help to shape the mindset of nation as a whole. The attitude of teachers towards consumption, savings and investment would reflect their economic behaviour, which would influence the quality of life and in turn their performance and education system. A wide range of investment avenues with proper investment strategies and financial planning will leads to the teaching community to contribute to economic growth. In this context the study tries to examine the awareness on the different investment avenues and the factors which leads to the choice of savings and investment avenues among teachers. The study makes use of both primary and secondary data. The sample of the study is confined to college teachers and higher secondary teachers in the government and aided sector working in Calicut district. It has been identified from the study that the investment pattern of college and higher secondary school teachers is consistent with the traditional pattern of investment they have been using for years.

Differences in Organizational Commitment between Male and Female Higher Secondary School Teachers

Differences in Organizational Commitment between Male and Female Higher Secondary School Teachers

Decision Making Style of Higher Secondary School Teachers

Decision Making Style of Higher Secondary School Teachers

Interactive Effect of School principals’ Leadership Styles and Teacher Characteristics on Curriculum Implementation at Public Secondary Schools of Punjab

The research was conducted in the positivist paradigm to determine the interactive effect of school principals' leadership style and the teaching characteristics (traditional Vs. Progressive) of school teachers on curriculum implementation. The research further explores how teaching characteristics mediate between school principals' leadership style and curriculum implementation. Higher secondary school teachers' perceptions were collected from 600 teachers teaching at secondary schools in six districts of Punjab. Multistage sampling was used to draw a sample from a large and diverse population. Descriptive and inferential statistics were used to determine the relationship among various constructs leadership styles, teacher characteristics, and strategies used for the curriculum implementation at secondary schools of Punjab. Path analysis using Structure Equation Modeling with AMOS yielded unique relationships among leadership styles of school principals and teacher characteristics for curriculum implementation. Democratic style of school principals was found to exert maximum direct influence on curriculum implementation with no teacher characteristics mediation. However, it is found that both teacher characteristics play a significant mediating role in curriculum implementation; the visionary style was best mediated through progressive characteristics, and 2) commanding style was mediated through traditional characteristics. The research draws attention to existing gaps in developing teacher expertise for curriculum implementation, which need to be addressed to prepare future teacher leadership in Pakistan.

Psychological Well-being among Primary and Higher Secondary School Teachers

The present study to the psychological well-being among primary and higher secondary school teachers. It also aimed to check psychological well-being with reference to types of school teachers and gender. The Psychological well-being Scale (PWBS) prepared by Dr. Devendera Singh Sisodia and Ms. Pooja Chaudhary (2012) was used. The sample constituted total 120 school teachers out of which 60 were from primary school teachers (30 male and 30 female) and 60 from higher secondary school teachers (30 male and 30 female). The data was collected from various schools of Gujarat State. The data was scored, analyzed as per the manual. ‘F’ test was being calculated. The result showed that (1) There is no significant difference between the mean score of the psychological well-being among primary and higher secondary school teachers. Therefore it could be said that, the primary school teachers is having good psychological well-being than higher secondary school teachers, (2) There is no significant difference between the mean score of the psychological well-being among male and female school teachers and (3) There is no significant difference between interactive effect of the mean score of the psychological well-being among types of school teachers and gender.

Knowledge, attitude, and practices regarding human immunodeficiency virus/acquired immune deficiency syndrome among higher secondary school teachers in Goa

Background: The vulnerability of young people to human immunodeficiency virus (HIV)/acquired immune deficiency syndrome (AIDS) is a major public health issue in India. While many factors contribute to this increased vulnerability, lack of knowledge is one of the leading issues. It is of utmost importance that the teachers involved in educating the students are adequately trained to clear any misconceptions that may be prevalent among them. Objectives: The objective of the study was to assess the knowledge regarding HIV/AIDS and attitude toward people living with HIV (PLHIV)/AIDS among higher secondary school teachers in Goa. Materials and Methods: A total of 165 teachers teaching various streams of Class XI and Class XII were interviewed using a self-administered, semi-structured questionnaire to obtain details regarding personal characteristics and their knowledge, attitude, and practices regarding HIV/AIDS. Results: Of the 165 teachers, 78 (47.3%) were male and 87 (52.7%) were female. As much as 45 (22.3%) of the teachers felt that HIV and AIDS are the same. About 158 (95.8%) said that HIV/AIDS does not spread by casual contact and by living or working together with a person with HIV. However, 24 (14.5%) teachers believed that HIV/AIDS spreads by mosquito/insect bite. On inquiry about the attitude toward PLHIV/AIDS, 127 (77%) of the teachers would not hesitate in sitting next to a person with HIV/AIDS, whereas 54 (32.7%) would not share food with a person with HIV/AIDS. Conclusions: The level of knowledge regarding HIV/AIDS transmission and prevention among higher secondary school teachers is satisfactory. However, some misconceptions about HIV/AIDS transmission as well as discriminatory attitudes were observed among these teachers that call for concern and must be addressed promptly.

Stigma toward mental illness among higher secondary school teachers in Puducherry, South India

Background:A majority of mental illness start during adolescent period, and teachers can be a major resource in provision of mental health services to them. Stigma is a major barrier between persons with mental illness and opportunities to recover.Materials and Methods:Cross-sectional analytical study was conducted to assess the stigma toward mental illness and associated factors among higher secondary school teachers in Puducherry from April 2017 to March 2018. Multistage sampling was used to select 566 teachers from 46 schools. A part of the vignette-based “Mental Health Literacy Scale” portraying depression was used to assess stigma toward mental illness. Sociodemographic and work characteristics were also obtained. Data were analyzed using SPSS v16. To identify factors associated with stigma, bivariate analysis was done using Chi-square test and multivariate analysis using logistic regression.Results:Among the teachers, 72.9% and 65.7% showed overall agreement to personal and perceived stigma, respectively, toward case in vignette. Teachers in lower age group [adjusted odds ratio (AOR): 4.6 (95% confidence interval (CI): 2.54–8.33)], male gender [AOR: 2.79 (95% CI: 1.85–4.24)], working in urban [AOR: 2.8 (95% CI: 1.91–4.15)], private schools [AOR: 2.58 (95% CI: 1.77–3.77)], and less teaching experience [AOR: 3.72 (95% CI: 2.4–5.88)] had significantly higher personal stigma. Similarly, lower age group [AOR: 4.6 (95% CI: 2.54–8.33)], male gender [AOR: 2.79 (95% CI: 1.85–4.24)], working in urban [AOR: 2.8 (95% CI: 1.91–4.15)] schools, and less teaching experience [AOR: 3.72 (95% CI: 2.4–5.88)] had significantly higher perceived stigma.Conclusion:About 70% teachers showed overall agreement to stigma toward the depressive case vignette. The significant factors influencing stigma were identified. This can act as a baseline to implementmental health training program for teachers therefore bringing an attitudinal shift to being positive toward the psychologically disturbed.

Perception of educators on the mediation role of ease of use in predicting the relationship between teacher competence and use behaviour

This paper analyses the relationship between the teacher technology competence and their use of technology under the mediating influence of ease of use. The paper presents a set of results that are empirically tested on a sample of 387 high school and higher secondary school teachers from across 14 districts in Kerala, a southern state in India. A majority of these respondents had a teaching experience of more than eleven years and had been using computers for more than five years. The results reveal that technology competence among these teachers was moderately but positively correlated to their actual use of technology and this relationship was found to be mediated by ease of use of technology. The paper discusses the implications of these findings and makes recommendations to leverage these relationships so as to achieve greater technology integration.

Role of Unaided Schools in the Growth of Secondary Education in Tamilnadu (1950-2005)

Education has always been an agent of socialization of individuals in a community, an instrument of social control and a means of social change. The primary role of education is to enlarge and enlighten the human mind, to enable the individuals to achieve a status and become a functioning member of society. The main objectives of this study are to analyze the present trends and the role of private agencies in the growth of secondary education in Tamilnadu. It also aims to bring out the factors which are directly responsible for the phenomenal rise of private self-finance institutions in secondary education during the last twenty years in the state. Since independence both the central and state governments initiated a number of efforts and schemes for the expansion of secondary education. We cannot underestimate the progress made in this sector in the last fifty years. The enrolment at secondary stage in India increased from 1.5 million in 1950 to 27.8 million in 1998-99.1The number of secondary schools increased from 7416 in 1950 to 1, 12,438 in 1998-99. As per 2001 census in Tamilnadu out of total population of 6.21 crores, 1.65 crore people are illiterates. The state’s literacy rate has increased from 62.66% in 1991 to 73.47% in 2001. The female literacy rate has increased from 51.33% in 1991 to 64.55% in 2001.2 In respect of Tamilnadu state the number of secondary schools (including HSS)increased from 1117 in 1950-51 to 7939 in 2000-2001. The number of students benefited throughsecondary higher secondary schools went up from 28.24 lakhs in 1984-85 to 52.64 lakhs in 2000-2001. The drop-out rate of the state has also been reduced considerably in recent years. The drop-out rate has come down from 67.94 in 1990-91 to 57.89 in 2000-2001.3 The number of teachers in secondary/higher secondary schools increased from 48574in 1965-66 to 1, 43,820 in 1999-2000, of which 94,808 are higher secondary school teachers.4 Government took various steps to provide buildings, toilet facilities, water supply, laboratory appliances and furniture and so on to secondary schools. In spite of all efforts, still there are schools functioning without minimum infrastructure facilities. An attempt is being made to get loans fulfill the basic needs of all schools which lack minimum facility.

Creative Thinking and Innovative Teaching of Higher Secondary School Teachers in English bazar and Kaliachak Block of Malda, WB

Creative Thinking and Innovative Teaching of Higher Secondary School Teachers in English bazar and Kaliachak Block of Malda, WB

Exploring the effect of workplace spirituality on job embeddedness among higher secondary school teachers in Ernakulam district

AbstractThe quality of education is determined by the quality of the teachers. As teachers are entrusted with the responsibility of shaping and guiding the future citizens of a nation, it is essential for them to be involved and committed toward their job. This brings out the importance of retaining teachers in their job. The concept of workplace spirituality (WPS) brings in the very feeling of being connected to the workplace, which, undoubtedly helps them to remain attached to the job. The study tries to understand the relationship between WPS and job embeddedness (JE) among the higher secondary school teachers in Ernakulam District. WPS was measured using the scale adapted from Milliman et al. and JE was measured using the scale developed by Mitchell et al. A sample size of 105 was selected using simple random sampling method. The study found a satisfactorily good level of WPS and JE among the respondents. The result of the study also shows a significant positive relationship between WPS and JE.