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    76 77 76 77 Document Transcript

    • 76 RESEARCH ANALYSIS AND EVALUATION International Indexed & Refereed Research Journal, ISSN 0975-3486, (Print), E- ISSN -2320-5482, Aug- Oct, 2013 (Combind) VOL –V * ISSUE- 47-49 Introduction: Today,globalizationoftrade,privatizationof education and computerization of institutions is ex- tending in every field including education. This situa- tionhassignificantlyinfluencingschoolenvironment, teacher-student relations and values. The forty-sixth session of the international conference on education tookplace5thto8thSeptember2001inGenevaonthe themeof"learningtolivetogether".Itthereforeclosed three days before the disastrous strikes at world Trade Center and other places in the United States. The con- clusionandproposalsforactionrelatedtoteachersare: Improving the education of teachers so that they can better develop among pupils' behavior and values of solidarity and tolerance so as to prepare them to pre- vent and resolves conflicts peacefully and to respect cultural diversity; Changing the relationship between teacher and pupil to respond to the evolution of soci- ety. Hence, it shouldered great responsibility on the teacher with a vision of protection of the universe, nature and society by way of educating the future generations. Economic requirements in some countries, ideological goals in others, the struggle for national liberationinmanypartsoftheworldandeven,insome case, the pear of social unrest, all contributed to the pressingneedtothemakeeducationmoredemocratic. And there are signs of considerable progress. Both modem traditional societies have created condition to enable more people to attend school. Industrialized countries, whether socialist or capitalist, are continu- ally expanding school education. Philip H. Coombs (1985) stated that increased bureaucratization and so- ciological diversity of the greatly enlarged education system not only altered the atmosphere and human relations within the schools but also eroded their rela- tions with parents and the community. Crisisinvaluesisdiscussedallovertheworld. Pluralismandpragmatisminvaluesareprevailing.Con- sidering this, value education is given much impor- tance right from school to teacher education level. Teachers are value inculcators in the students and the communityatlarge.Hence,intheprocessofglobaliza- tion and privatization there is a need to understand Research Paper Aug- Oct ,2013 AStudy of Values among Secondary School Teachers in the context of Globalization" * Sri. Basappa B. Chalakoppa * Research Scholar, Bhagwant UniversityAjmer, Rajasthan. prevailing values and value system among secondary school teachers because of mushroom growth of pri- vate teacher education institutions. Need and ImportanceofTheStudy: 1. There cannot be two opinions about the im- portance of an individual.According to Hurlock Eliza- beth(1974)valuesascriteriamakingjudgmentbetween alternative courses of person's behavior and conduct. Valuesareliketherailsthatkeepatrainontrackandhelp it to move smoothly quickly and purposefully. They provide motivation and a person is ready to suffer and sacrifice for the sake of values. Without values, one floats like a piece of driftwood in the swirling water of the river, however exciting that may seem first. That is whyvaluesarecentraltoonestudentlifeanddefinethe quality of their life. 2. Each and every response of the individual reflects the values that we have chosen or given pref- erence.Theydirectthebehaviorsofindividualandgive a shape to its personality development. So they are the integral part of human beings. In fact the aim of educa- tionondevelopingandinculcatingdesiredvaluesinthe students is that they can become good citizens any education system spring from the value system of a country. 3. A person can be perfect only when he has internalized the values. To what extent he has internal- ized the values will reflect in his behavior patterns. Henceanobjectivesurveyofvaluesofteacherisneeded under these conditions. 4. Researchers conducted so far have been lim- ited in respect of absolute values of teacher but there is paucity of researches in the field of Secondary School Teachers. Hence the study of values of teachers is very muchfelt. ObjectiveoftheStudy: To study the preference of values and value system of the teachers with regards to: According to Speanger(1928) people have six basic values in life. They are theoretical, economic, aesthetical, social, po- liticalandreligious. 1. To survey the values among Secondary School Teacher with special reference to sex and marital status.
    • 77RESEARCH ANALYSIS AND EVALUATION International Indexed & Refereed Research Journal, ISSN 0975-3486, (Print), E- ISSN -2320-5482, Aug- Oct, 2013 (Combind) VOL –V * ISSUE- 47-49 2. To find out the difference if any in the values of married and unmarried secondary schoolTeachers. Tools: Thequestionnaireincludedsixvaluesadopted fromSpeanger(1928) The more preferred six basic values of the teachers are in the order of: The 1) Theoretical Value refers to the dominant interest of man in discovery of truth. 2) TheEconomicValuereferstothecharacteristicinter est in what is useful and economic. 3) TheAestheticValue refers to beauty for its own sake as sought by artists or composers. 4) The Social Value is defined in terms of charity, kind ness, sympathy, and sacrifice for the sake of others. 5) ThePoliticalValueisrelatedtopowerorauthorityas perceived by leaders. 6) TheReligiousValueistheexperienceofanobjectas sacred or divine. Sample: A sample of 1200 secondary school teachers wasselectedfrom300Government,aidedandunaided schools for the collection of data. Random sampling method was adopted. The sample included sex and marital status, male and female, arts and science, rural andurban,marriedandunmarried,andexperiencebased teachers. Findings: 1) The male and female Secondary School Teachers studying in different type of Secondary School do not differ significant with reference to Theoretical value. 2) The male and female Secondary School Teachers studying in different type of Secondary School do not differ significantly with reference to aesthetic value. 3) ThemarriedandunmarriedSecondarySchoolTeach ers studying in different type of Secondary School donotdiffersignificantlywithreferencetheoretical value. 4) ThemarriedandunmarriedSecondarySchoolTeach ers studying in different type of Secondary School donotdiffersignificantlywithreferencetoeconomic value, Conclusions: Male and female Secondary SchoolTeachers donotdiffersignificantlyinallsixvaluesi.e.theoretical, economic,aesthetic,social,politicalandreligiousvalue. Married Secondary School Teachers were found to passes high economic value and unmarried Secondary School Teachers had high aesthetic value. No signifi- cantdifferencefoundinothervaluetheoretical,social, political,andreligiousvalueswhichdisclosesthatmarital status has no significant influence on values of Sec- ondary School Teachers except on economic and aes- thetic values. Married Secondary School Teachers have to choose different alternatives in their limited resources tomeettheirneedsanddemands;theyhavemorefinan- cial demands as to be met than that of unmarried Sec- ondarySchoolTeachers.Inthissocietyofchanginglife style, cost of living, being increased abnormally, mar- ried Secondary School Teachers may incline more to- wards economic value. 1 Allport W. Gordon, (1961); Pattern and Growth in personality Halt 2 Rinecharter Winston. New York; pp. 454-457 II edition 3 Anderson Alwin L.,(1966); Comparison of study of value scores for selected secondary and college teachers. Journal of Educational Research. vol.60 4 Blalock, H.M., (1972); Social Statistics, Tokyo; Mac Graw Hill, Kogkusha.Colbert Austin Micheel, (1971); A study of value of teachers in oregonscorrectional institutions. Dissertation abstract international. Vol. 32. 5 Dixit Ramesh E, Deodutt Sharma, (1971); Differential values of high school, university students and teachers. Journal of Psychological research. vol 16, PP 12-17 R E F E R E N C E