The role of teacher is proficient, be composed of academic, didactic and social roles. Academic roles cover teaching, instructing and supervisory characters and pedagogical characters include instructional, valuation and simplifying roles. The study aimed to identify the teaching competency of secondary school teachers. The investigator adopted survey method to study the teaching competency between teachers from selected government, private and aided school. For this study a sample of 300 school teachers from eight various schools which are situated in Palakkad district selected by the investigator using simple random sampling technique. The findings revealed that there is no significant difference towards teaching competency among selected secondary school teachers with respect to personal variables like Gender, Marital Status, Educational Qualification, Type of Management and Teaching experience. The findings of the study help to discover the teaching competency of secondary school teachers in the society.
Acknowledging that the political scientist wanting to explore Arkansas government and politics is often frustrated by the lack of sources and data, the author presents a wideranging guide to little known materials. There are a few general reference works, such as the Historical Report of the Secretary of State, and a half-dozen bibliographies and document listings. Numerous documents of more narrow focus are noted, available from various executive, legislative, and judicial offices as well as from university groups and historical societies. The author also offers a syllabus for a course in Arkansas politics, drawing upon a number of the sources cited and focusing on the dramatic change believed to have characterized Arkansas politics in recent years.
Twenty first century is era of Modern technology; and it is being utilized in all disciplines involving the Education. For imparting the technological knowledge many advanced countries of this globe have discovered the Modern technology in Education sector, Hence now those countries are getting the fruitful results and benefits of discovered technology. This research shows the importance of ICT tools that makes the effective Teaching and Learning process and will play vital role in increasing the literacy ratio of the Sindh province. Mostly parents consider getting the admission in private colleges for their children as compare to government colleges. For this purpose survey has been conducted. The result shows that people give preference to the private colleges due to proper utilizing of ICT tools in teaching methodology that has made delivering education conveniently and study also shows that people do not give more preference to Government colleges due to not proper usage of ICT tools, and having the untrained staff or shortage of ICT resources, This study use descriptive statistics to analyze responses of participants and use the survey research design. The survey was conducted of private and Government Colleges of Sindh .The 40 Lecturers included 20 of Government and 20 of private colleges from 10 colleges as sample population were scrutinized through questionnaire survey, 100 open ended and close ended questions were asked in this survey, Hence survey results also explored the reasons for not preferring Govt Colleges because where there were availability of ICT resources on that untrained ICT teachers were found, and there were availability of well versed ICT staff on that shortage of ICT teachers were found and where these both facilities were available in those Government colleges, Administration was not taking interest to utilize ICT resources in teaching & learning process, so sindh government has need to make certain policies to implement modern ICT tools in government colleges.
Abstrak Bahasa Inggris telah menjadi bahasa internasional. Ini dibuktikan bahwa 129 dari 192 negara di seluruh dunia menggunakan bahasa Inggris sebagai alat komunikasi. Pemerintah Indonesia memilih bahasa Inggris sebagai mata pelajaran yang harus diajarkan di setiap tingkat pendidikan di Indonesia. Salah satu elemen bahasa adalah kosa kata. Kosa kata memainkan peranan penting dalam pembelajaran bahasa Inggris. Kosakata menghubungkan empat ketrampilan bahasa yaitu mendengarkan, berbicara, membaca, dan menulis. Pengajaran kosakata harus mudah dan menyenangkan bagi para siswa. Maka dari itu, guru bahasa Inggris harus mempunyai teknik bagus yang tepat dan efektif dalam proses belajar mengajar. Penelitian ini bertujuan untuk (1) menguraikan penerapan Chain Drawing Game dalam proses belajar mengajar. (2) Mengetahui tanggapan siswa tentang permainan ini. (3) Mengetahui apakah permainan ini dapat meningkatkan kemampuan kosakata para siswa kelas lima SD Negeri I Sukoharjo, Bandung tahun pelajaran 2011/2012. Metode pengumpulan data adalah kuisioner, dokumen, dan wawancara. Hasil dari penelitian menunjukkan bahwa para siswa nyaman dan senang dalam proses belajar mengajar. Berdasarkan wawancara guru dan dokumen nilai kelas, dapat diambil kesimpulan bahwa Chain Drawing Game dapat meningkatkan kemampuan kosakata para siswa. Oleh karena itu, ini dapat dikatakan bahwa Chain Drawing Game merupakan salah satu tehnik yang efektif dalam mengajar kosakata bahasa Inggris untuk siswa sekolah dasar. Kata Kunci: Pengajaran Kosakata, Efektif, Chain Drawing Game Abstract English has become an international language. It is proved that 129 out of 192 countries in all over the world use English as the means of communication. Indonesian government chooses English as a subject that should be taught in every level of education in Indonesia. One of the elements of languages is vocabulary. It plays an important role in learning English. Vocabulary links the four skills of listening, speaking, reading, and writing. Teaching vocabulary must be ...
The purpose of this study was to find out the teaching performance of government higher secondary school teachers. The data was collected on 30 teachers in working in government higher secondary schools. Collected data was analyzed with the help of ' t ' test and ANNOVA. The result shows that teachers of higher secondary schools teaching performance is 'moderate' , Further the study indicates that there is no significance between male and female, rural and urban and low, average and high experience teachers secondary schools.
The present study was intended to investigate the relationship between Teaching Competency of secondary school teachers and their socio-economic status. The study was conducted on a sample of 120 secondary school teachers selected by simple random sampling technique. Two tools were used to collect the data namely Teaching Competency Scale developed by the researcher and Socio-Economic Status Scale developed by the Kuppuswamy (1976) and revised by B.G. Prasad (2016). The data was analyzed by computing Pearson?s Product Moment Coefficient of Correlation and independent ?t? test. The results revealed that there was a significant positive relationship between Teaching Competency of teachers and Socio-Economic Status. The results concludes that teachers having high level of SES had higher levels of teaching competency when compared with teachers having moderate and low levels of SES. The key implication of the study is to know the impact of socio-economic status on the performance of teachers. Policy makers may deal with to get better socio-economic conditions of secondary schools. The results inferred that teachers working in private unaided institutions had higher levels of teaching competency when compared with teachers working in private aided and government institutions. This implies that government and aided school managements should conduct in-service training programmes, orientation programmes and workshops which should focus on a need for higher levels of Teaching Competency. The results also found that there was no significant difference in Teaching Competency of secondary school male and female teachers.
Introduction: Job stress plays an important role in the maintenance of organizational performance. A key aspect of job stress is increased workload, role conflict, poor job control, lack of support from coworkers and interpersonal conflict. Most studies in the field of job stress have focused on private sectors. The objective of this study was to assess the job stress among non-teaching staff at government teaching hospital. Methods: The present cross-sectional study was carried out in a government teaching hospital in central India between Jan 2020 to March 2020 among 90 participants purposively chosen for the study. New Job Stress Scale was used to assess the extent of stress among the participants. Approval from Institutional Ethical Committee was obtained before commencing the study. Data was analyzed by SPSS version 20 for percentages, mean and standard deviation. Results: A moderate level of stress affects 47.78 percent of participants. The present study found that most problematic dimensions of job stress variables were dimension of role conflict with as many as 51% of participants had experience role expectation conflict. Conclusion: We can infer from this finding that we need to have formal job description written for their non-teaching staff so that their role should be clear and unambiguous.
This case study reports on a history teacher in a multicultural classroom in the Netherlands who is confronted with students' conflicting perspectives on a sensitive topic, namely the Holocaust. We have used Dialogical Self Theory in combination with the historical multiperspectivity framework to make sense of the teacher's considerations and instructional responses. Informed by interactions between three inner-voices (i.e. history teacher, caring teacher, and political citizen) and two inner-other voices (i.e. Jews as victims and 'the resistant boys'), the teacher switches from a temporal focus on the past to a temporal focus on the present. The epistemic, epistemological, and moral consequences of this temporal switching are discussed.
This paper discusses issues and developments that relate to the teaching of bank regulation in tertiary institutions. It considers how course content, teaching texts, and methodology, can become subject to issues like specific, historical, and jurisdictional, cultures and contexts for the discipline. It considers how economic and political approaches impact such teaching. How banking regulations tools are used, and course structures are built, are matters which impinge on the type of trained personnel who later eventually leave academia and end up working on regulatory or compliance matters. ; N/A
This paper describes the Malta Culture Awareness Project aimed at introducing a culture component in English teaching in the lower forms of the secondary school. The research was based on the belief that "a culture component in language teaching actually improves language learning and makes students more tolerant of cultural diversity". The assumptions are that culture awareness (a) facilitates language learning and (b) makes students more tolerant and appreciative of diversity. Indeed these very assumptions underpinned the Council of Europe Project "Language Learning For European Citizenship", which was launched in the light of the socio-political phenomena that created the "House of Europe" in the last 20 years (Neuner 1994). Our assumptions were also substantiated by Byram and Zarate (1995, Preface) "the Council of Europe believes that teachers of languages (and also of other subjects as history and education for citizenship) have a central role to play in preparing young people for full and active democratic citizenship in the new Europe". ; peer-reviewed
The present study aimed to investigate into Kurdish novice English language teachers' perceptions on their teaching practices and needs. The study also aimed to identify their perceptions on the teacher education programs they had gone through and to what extent they had prepared them for the process of teaching. For this purpose, the teachers' perceptions regarding their difficulties, challenges and needs in their first year(s) of teaching were identified. This study is a mixed method case study, which applies a descriptive -interpretive method. Sixty – three Kurdish novice English teachers who are teaching in basic and preparatory schools of General Educational Directorate of Erbil participated in this study. Thirty – three teachers were from the basic level while thirty teachers were teaching in preparatory level. Both qualitative and quantitative data were collected from two different sources: teacher questionnaire and teacher interviews. The results of the study indicate that in general, Kurdish novice English language teachers found some aspects in their first year(s) of teaching difficult, some neither difficult nor easy and some others easy. The results also show that teaching about target culture, hiring practices and dealing with special needs of students were their main problems. The results at the same time show that the teachers were in need of support from their administrators, interaction with experienced English teachers and a continuous training program. As regards the teacher education program, the results show that teacher education program they completed did not fully satisfy them and they believed that their needs were not met. Based on the results, some implications for improving the teacher education in Kurdistan regional government of Iraq and suggestions for further studies have been recommended. The implications can help teacher education programs to be more effective and help novice teachers more to face less problems and provide them with their needs. ; ÖZ: Bu çalışma, Kürt asıllı yeni İngilizce öğretmenlerinin öğretmenlik uygulamalarına ve ihtiyaçlarına ilişkin algılarını araştırmayı amaçlamaktadır. Buna ek olarak, bu çalışma mezun oldukları öğretmen eğitim programları hakkındaki algılarını ve onları öğretme süreci için ne ölçüde hazırladıklarını araştırmayı amaçlamaktadır. Bu amaç doğrultusunda, öğretmenlerin meslekteki ilk yıllarında yaşadıkları, zorluklar ve ihtiyaçlarla ilgili algıları belirlenmiştir Bu çalışma, tanımlayıcı-yorumlama yöntemini kullanan bir durum çalışmasıdır. Bu çalışmanın katılımcıları, Erbil'in Genel Eğitim Müdürlüğünün temel ve hazırlık okullarında eğitim veren 63 Kürt asıllı yeni İngilizce öğretmeni idi. Bunlardan 33'ü temel seviyede öğretmen iken, 30 öğretmen ise hazırlık düzeyinde ders vermiştir. Hem nicel hem de nitel veriler iki farklı kaynaktan toplanmıştır: öğretmen anketi ve öğretmen görüşmeleri. Çalışmanın sonuçları, genel olarak, Kürt yeni İngiliz dili öğretmenlerinin ilk öğretim (ler) in bazılarında zor, bazıları ne zor ne de kolay, bazılarında da kolay bulduklarını göstermektedir.Sonuçlar ayrıca, hedef kültürü öğretme, işe alma uygulamaları ve öğrencilerin özel ihtiyaçları ile ilgilenmenin temel problemler olduğunu göstermektedir. Sonuçlar aynı zamanda, öğretmenlerin idarecilerden destek almaları, deneyimli İngilizce öğretmenleriyle etkileşim ve sürekli bir eğitim programı alma gibi gereksinimleri olduğunu göstermektedir. Öğretmen eğitimi programı ile ilgili olarak, sonuçlar öğretmenlerin tamamladıkları öğretmenlik eğitim programından tam olarak memnun olmadıklarını ve tamamladıkları öğretmen eğitim programının aday öğretmenlerin ihtiyaçlarını karşılayamadığını göstermektedir. Çalışmanın sonuçlara dayanarak, Irak Kürdistan Bölgesel Yönetimi"nin öğretmen eğitimini iyileştirmek için bazı çıkarımlar ve ileriki çalışmalar için önerilerde bulunulmuştur. ; Master of Arts in English Language Teaching (ELT). Thesis (M.A.)--Eastern Mediterranean University, Faculty of Education, Dept. of English Language Teaching, 2019. Supervisor: Assist. Prof. Dr. Fatoş Erozan.
The present study was conducted to understand the relationship between Researcher-like disposition and teaching effectiveness of teacher educators in two phases. The first Phase was the quantitative Phase, in which Pearson product-moment correlation was carried out to understand the relationship between the variables. One hundred teacher educators are teaching B.Ed. A stratified sampling technique selected the course. The second Phase was the qualitative Phase, in which only 20 teacher educators were randomly selected and interviewed to understand the problems faced by teacher educators in teaching & conducting research. The present study's findings revealed a significant and positive relationship between researcher-like disposition and teaching effectiveness of teacher educators, and the researcher-like disposition has positively contributed to enhancing the teaching effectiveness of teacher educators (p<0.01 level). However, the findings also revealed that the teaching workload, inadequate research pre-service training, infrastructure constraints, Lack of training in ICT, and involvement in other administrative work were the various factors affecting teaching effectiveness and research performance. In a rapidly changing teaching and learning scenario, conducting research is one of the most potential approaches and thoughtful ways to inspire, motivate, and equip teacher educators with skills to teach evidence-based methods. The result of the present study provides a clear picture to the educationists and policymakers to improve the teaching effectiveness and research performance of teacher educators teaching in B.Ed. Institutions.
I was interested to find that, although "Constitutional Convention," "constitutional monarchy," and "Constitution of the United States" were three items listed under "What literate Americans know" in Professor E. D. Hirsch's provocative book Cultural Literacy, the Constitution was not an index entry. In other words, constitutional matters did not form part of Hirsch's own thinking in the making of his argument. There is nothing in his index between "Conservatism" and "Constructive Hypothesis." It is my opinion that, if one is going to speak for or plan for that complicated thing called an "American," one must think of his or her relationship to the Constitution. In this part of my paper, I consider the argument of the brilliant reinterpretation of the Constitution in Professor Bruce Ackerman's forthcoming book Discover the Constitution. Ackerman's understanding of the Constitution is dualist and exceptionalist. The dualism is between normal everyday politics where We the People are not much involved, and the great exceptional moments in political practice--constitutional politics -where We the People are mobilized and involved in the process of change through higher lawmaking.
One of the most interesting and challenging problems to confront those interested in the learning process in recent years is the entire area of the self-instructional device, or "teaching machine." The idea of the teaching machine is not new, for Pressey (49) in 1926 wrote concerning a device he had developed, and at the same time indicated that he had had such a device in mind for "a number of years." After this introduction by Pressey, the teaching machine movement lay dormant for several years with only an occasional article written that had any direct relationship to this area. This was not to last indefinitely, however, because during the past ten years the interest has gradually been growing to the point that at the present time this movement demands consideration. It is difficult to identify precisely why this has been the case, but a few reasons might be suggested. The demand on education is greater now than it has ever been before (47, 57): there are more people wanting education, there are more students receiving education, the percentage of school-age persons participating is increasing, and the teacher-pupil ratio is not remaining at a desirable level. To further intensify this problem, much more is being demanded. from education in the general areas of curriculum and desired levels of competence. Since this presents the educational system with the obvious task of keeping abreast of these demands, the educator has been forced to search for more effective and efficient methods of instruction. Glaser (28) in his review suggests that the trend is toward closer cooperation and coordination of effort between "educational psychology" and the "science of learning." The experimentalist and the learning theorist are working more closely together on training and learning problems than they ever have before. A final reason for this increased interest, according to Holland (31), is that in the past the interest has been largely on the device itself, but in recent years this has shifted to focus upon the fact that a person's behavior can be altered in situations outside of the laboratory by the application and utilization of certain psychological principles. These same principles can be incorporated in the teaching machine. Not only is this movement intriguing, but it presents a great challenge, for there are a great number of problems, first to be identified, and second to be solved. From all indications this interest will not dissipate, but rather will become more universal with widespread implications for the student, the teacher, the administrator, the psychologist, and the parent (4, 18, 47). The implications are not confined to t hose associated with a school setting, for as Skinner (57) indicates there is additional application in home study, industrial training, military training, and special education of the exceptional individual. No doubt there are others but this will serve to illustrate the potentially wide-spread effects.
The Present Study was focused on study of teachers' attitude towards teaching profession The teachers are artists at recognizing, encouraging, and developing the normal desires of children to understand and make intelligent use of things that appear to concern them. Teachers' attitudes directly affect students' attitudes are in turn, influenced by their culture and belief system. The subject of the research concerns the attitude of teachers' towards teaching profession. This study was conducted on 40 teachers. The teacher attitude inventory (TAI) developed by S.P. Ahluwalia (1971) is used which covers all the major factors of the attitude of teachers in Indian schools. The study concluded that there is no significant difference in the attitude of Government and Private school teachers.