This document discusses a study that examined the attitudes of prospective teachers towards the teaching profession. A sample of 180 prospective teachers from private and public teacher training institutions completed a teacher attitude inventory. The findings revealed there was a significant difference in attitudes between prospective teachers studying in private versus public institutions. However, there were no significant differences found in attitudes based on gender, religion, or academic discipline of the prospective teachers. The document provides background on the importance of teacher attitudes and reviews related literature on factors that influence perceptions of the teaching profession.
This document summarizes a research paper about job satisfaction among primary school teachers in rural northwest China. It examines factors that contribute to teacher satisfaction such as community resources, school environment, and teacher characteristics. The researchers hypothesize that teachers are more satisfied in communities with greater economic resources and less remote locations. They also hypothesize that teachers are more satisfied in schools with better resources, larger size, opportunities for advancement, lighter workloads, and experienced leadership. Younger, male, unmarried teachers and those with more education may be less satisfied, while teachers more similar to the local community may be more satisfied. The study uses survey data from rural Gansu province, one of China's poorest areas, to analyze teacher job satisfaction.
Education Influence Character to Attitude Change and Achievement of Student L...iosrjce
Education influences student character, attitude, and learning achievement according to a study conducted at STM Country Manado. The study found a strong correlation between education of character and changes in student attitude and learning achievement. Teacher character was identified as an important factor, as the teacher has significant influence on students and is responsible for developing their character. The study concluded that education of character positively influences student attitude and learning achievement at STM Country Manado.
This document summarizes a study that examined job satisfaction among teachers at Abra State Institute of Sciences and Technology in the Philippines. The study aimed to determine the level of job satisfaction among teachers and its relationship to student achievement and teacher performance. It found that job satisfaction was related to factors like job status, interpersonal relationships, and school resources. While most teachers were satisfied with their salary, salary alone did not have a major impact on satisfaction. The study also found that teachers were generally satisfied with their work responsibilities and achieved professional growth, but less satisfied with recognition and supervision. Most teachers reported satisfactory student achievement and their own teaching performance. The study concluded that job satisfaction was significantly related to teachers' work success in terms of student achievement and
The document discusses the important role of teachers as role models. It states that teachers have immense influence over students, and that students tend to emulate teachers' behaviors, personality, and words. Therefore, it is important that teachers possess qualities like strong character, good mental and physical health, professional ethics, and act as a positive influence through their teachings and actions. The document emphasizes that the teacher is the yardstick that measures a nation's achievements and that a good teacher is trustworthy, talented, trained, and helps students throughout their lives.
Educational aims refer to the internal development and growth of the individual through the educational process itself. Aims provide direction, motivation and criteria for evaluation. Educational purposes refer to external goals and outcomes of education such as developing skilled workers or professionals. While the aim of education is to cultivate an educated person, it also serves worthwhile societal purposes by producing citizens who can contribute as workers and colleagues. Both aims and purposes are important for education.
CCSPC BSEd English 4A (Teaching Profession)Mhea Maycon
This document discusses the roles and responsibilities of teachers in society. It is comprised of sections written by different students. The sections discuss that teachers perform various roles, including as community leaders, advocates, and models of good character. As individuals, teachers have different needs, talents, skills, and rights. As professionals, they are bound by a code of ethics and must continue learning and improving. Teachers are also considered experts in their fields and play an important role in the educational system by possessing qualities like creativity, critical thinking, commitment and good character.
[32 37]a study of job satisfaction of secondary school teachersAlexander Decker
This study examined job satisfaction among 200 secondary school teachers in Sahiwal, Pakistan. The Minnesota Satisfaction Questionnaire was used to measure teachers' satisfaction across 20 dimensions. Teachers were slightly satisfied with ability utilization, advancement, education policies, independence, compensation, creativity, recognition and working conditions. Male teachers reported higher satisfaction than female teachers. However, there was no significant difference in satisfaction between urban and rural teachers. The study concluded with recommendations to improve satisfaction in the eight less satisfied dimensions.
The document discusses the foundational principles of morality and the moral purpose of schools and teaching. It addresses that morality can be defined descriptively based on societal codes of conduct or normatively as codes all rational persons would agree to. It emphasizes that the moral responsibility of schools is to educate students to recognize their social relations and contribute to society. Teachers are expected to serve as role models by displaying virtues like fairness, honesty and adherence to societal values. The document outlines how teachers can teach moral reasoning by guiding students through learning principles, internalizing values, and developing the courage for moral action.
This document summarizes a research paper about job satisfaction among primary school teachers in rural northwest China. It examines factors that contribute to teacher satisfaction such as community resources, school environment, and teacher characteristics. The researchers hypothesize that teachers are more satisfied in communities with greater economic resources and less remote locations. They also hypothesize that teachers are more satisfied in schools with better resources, larger size, opportunities for advancement, lighter workloads, and experienced leadership. Younger, male, unmarried teachers and those with more education may be less satisfied, while teachers more similar to the local community may be more satisfied. The study uses survey data from rural Gansu province, one of China's poorest areas, to analyze teacher job satisfaction.
Education Influence Character to Attitude Change and Achievement of Student L...iosrjce
Education influences student character, attitude, and learning achievement according to a study conducted at STM Country Manado. The study found a strong correlation between education of character and changes in student attitude and learning achievement. Teacher character was identified as an important factor, as the teacher has significant influence on students and is responsible for developing their character. The study concluded that education of character positively influences student attitude and learning achievement at STM Country Manado.
This document summarizes a study that examined job satisfaction among teachers at Abra State Institute of Sciences and Technology in the Philippines. The study aimed to determine the level of job satisfaction among teachers and its relationship to student achievement and teacher performance. It found that job satisfaction was related to factors like job status, interpersonal relationships, and school resources. While most teachers were satisfied with their salary, salary alone did not have a major impact on satisfaction. The study also found that teachers were generally satisfied with their work responsibilities and achieved professional growth, but less satisfied with recognition and supervision. Most teachers reported satisfactory student achievement and their own teaching performance. The study concluded that job satisfaction was significantly related to teachers' work success in terms of student achievement and
The document discusses the important role of teachers as role models. It states that teachers have immense influence over students, and that students tend to emulate teachers' behaviors, personality, and words. Therefore, it is important that teachers possess qualities like strong character, good mental and physical health, professional ethics, and act as a positive influence through their teachings and actions. The document emphasizes that the teacher is the yardstick that measures a nation's achievements and that a good teacher is trustworthy, talented, trained, and helps students throughout their lives.
Educational aims refer to the internal development and growth of the individual through the educational process itself. Aims provide direction, motivation and criteria for evaluation. Educational purposes refer to external goals and outcomes of education such as developing skilled workers or professionals. While the aim of education is to cultivate an educated person, it also serves worthwhile societal purposes by producing citizens who can contribute as workers and colleagues. Both aims and purposes are important for education.
CCSPC BSEd English 4A (Teaching Profession)Mhea Maycon
This document discusses the roles and responsibilities of teachers in society. It is comprised of sections written by different students. The sections discuss that teachers perform various roles, including as community leaders, advocates, and models of good character. As individuals, teachers have different needs, talents, skills, and rights. As professionals, they are bound by a code of ethics and must continue learning and improving. Teachers are also considered experts in their fields and play an important role in the educational system by possessing qualities like creativity, critical thinking, commitment and good character.
[32 37]a study of job satisfaction of secondary school teachersAlexander Decker
This study examined job satisfaction among 200 secondary school teachers in Sahiwal, Pakistan. The Minnesota Satisfaction Questionnaire was used to measure teachers' satisfaction across 20 dimensions. Teachers were slightly satisfied with ability utilization, advancement, education policies, independence, compensation, creativity, recognition and working conditions. Male teachers reported higher satisfaction than female teachers. However, there was no significant difference in satisfaction between urban and rural teachers. The study concluded with recommendations to improve satisfaction in the eight less satisfied dimensions.
The document discusses the foundational principles of morality and the moral purpose of schools and teaching. It addresses that morality can be defined descriptively based on societal codes of conduct or normatively as codes all rational persons would agree to. It emphasizes that the moral responsibility of schools is to educate students to recognize their social relations and contribute to society. Teachers are expected to serve as role models by displaying virtues like fairness, honesty and adherence to societal values. The document outlines how teachers can teach moral reasoning by guiding students through learning principles, internalizing values, and developing the courage for moral action.
A study of adjustment level among secondary school teachers in kashmirAlexander Decker
This document summarizes previous research on teacher adjustment in secondary schools in Kashmir. It discusses several studies that examined factors related to teacher adjustment, such as gender, teaching experience, attitudes, organizational climate, and personality traits. The studies found differences in adjustment between male and female teachers, as well as rural and urban teachers. Positive attitudes, less teaching experience, and supportive organizational climates were generally correlated with better adjustment. Personality traits like emotional stability and confidence also influenced teachers' adjustment levels.
This study examined the work motivation levels of primary school teachers in Istanbul, Turkey. A survey was administered to 343 primary school teachers across 14 schools. The results found that the average work motivation score was 41.84 out of 90, indicating a generally low level of motivation. Work motivation did not vary by gender, age, or marital status. The study aimed to evaluate factors that influence teacher motivation to help increase motivation levels.
Job satisfaction level among public and private university teachersAhasan Uddin Bhuiyan
This document discusses a study on job satisfaction among public and private university teachers in Bangladesh. It provides background information on public and private universities in Bangladesh. The objectives of the study are outlined, along with the research methodology used which included questionnaires distributed to teachers. Key findings from the questionnaires are presented in tables, including teachers' levels of satisfaction with different job aspects. Public university teachers reported being satisfied with factors like independence, work environment, and promotion, while private university teachers cited salary and job security as satisfiers. Recommendations are made to improve job satisfaction among both groups of teachers.
Teacher plays a vital role in shaping students and the future of the country. They are responsible for passing on knowledge, facilitating learning, mentoring students, and serving as social models and motivators. An effective teacher has mastery of their subject, motivates students, is dedicated, encourages cooperation and creativity, and maintains high academic standards and a positive attitude. Teachers impact students' development and are instrumental in their growth as the "builders of the nation".
This document discusses the role and qualities of an effective English teacher in Saudi Arabia. It addresses several factors that influence English language teaching in Saudi Arabia's educational system, including students' first language interference, parental attitudes, home environment, and schooling. The document emphasizes that teachers of English should undergo pre-service teacher training to better equip themselves, and those without prior training should participate in ongoing professional development programs. It also examines different philosophical approaches like idealism, naturalism, realism, and pragmatism and their implications for how an English teacher approaches their role and responsibilities.
Teachers play a vital role as catalysts for national development. They are responsible for educating and developing the skills and character of the next generation. Without proper guidance from teachers, knowledge alone has no meaning for national development. Teachers impart knowledge and help develop human resources to create jobs and fill positions in society. They also inculcate moral values and counsel students, making them well-suited to catalyze the processes needed for a country's development. A nation's teachers thus have a profound influence and their quality determines the quality of the education system and the nation as a whole.
Teaching as a profession requires long and arduous preparation through continuing education to strive for excellence and better serve students. It also demands a dedication to moral and ethical values as well as public service. While not always financially lucrative, teaching provides the satisfaction of positively impacting students which outweighs monetary concerns. Overall, an effective teacher facilitates learning through imparting knowledge that develops students into well-rounded individuals who can contribute to society.
This document outlines the moral and professional responsibilities of teachers. It discusses teachers' moral obligations to provide excellent instruction and care for students. Key responsibilities include coming to work regularly, being well-informed, planning lessons, cooperating with colleagues, and updating practices. Teachers must maintain integrity, fairness, and confidentiality with students and colleagues. Both instructional duties like teaching and non-instructional roles such as supervision are important professional responsibilities.
This document provides an introduction to the teaching profession. It discusses that teaching is a profession that requires advanced education and training. It emphasizes that teachers must continue learning throughout their career by taking classes and workshops. Effective teachers believe they can make a difference in student learning and have a body of teaching knowledge. The document also stresses the importance of teachers dressing professionally and appropriately to model success for their students.
The Relationship between School and Society Schools as social agents and soci...Tasneem Ahmad
Schools shape society by transmitting cultural values and norms to children. They also sort and select students to fill different roles in society, providing credentials to determine career opportunities. As social institutions, schools promote political integration and national identity. They also serve as agents of social change by conducting research and developing new knowledge and skills. Overall, schools prepare students for their future social and occupational roles through anticipatory socialization and job training. However, critics argue that schools primarily serve to maintain the status quo and reproduce existing social inequalities.
This document discusses the important role of teachers as role models for students. It notes that after parents, teachers are the most influential people in a child's life from ages 6-18, as they spend many hours together daily. Teachers help guide students through academic and social development at different stages, from elementary to high school. While the teacher's influence on social learning decreases as students mature, the early lessons still impact future interactions. The document emphasizes that teachers should create a warm, supportive environment to positively shape student behavior and learning.
This document appears to be a digital portfolio for a course on principles of education. It includes sections on the duties and responsibilities of Belizean teachers, the author's philosophy of teaching and learning, and reflections from case studies and teaching style inventories. The portfolio contains over 20 pages and covers topics such as defining what a teacher is, outlining teachers' legal responsibilities under the Belize Education Acts, emphasizing the importance of technology, professional development, and creating a supportive learning environment for students.
Erik Kriebel is an experienced teacher seeking a position teaching social studies or special education. He has a master's degree in secondary education and an education specialist degree in instructional technology. Kriebel currently teaches special education at Clarke Central High School, where he has received awards for his teaching. He manages IEPs and case loads for students. Kriebel emphasizes the importance of preparation, reflection, flexibility, relationship building, and professional development in teaching.
The document discusses the important role of teachers in a student's development. It states that teachers should aim for the balanced growth of students' personalities by training their feelings, senses, spirit, and intellect. Teachers are responsible for students' body, mind and soul development. They should provide guidance to lead students to righteousness, set a positive example, and help students set aims for their future by choosing the right path and understanding how to achieve their goals. Teachers should also build students' character, use a positive approach, and reduce students' fears by creating a comfortable learning environment.
Professional development of teachers in higher educationAlexander Decker
This document summarizes the key policies and objectives for the professional development of teachers in higher education in India. It discusses how professional development aims to continually improve teachers' skills and knowledge to meet changing needs, and how this benefits both students and accountability. The main policies outlined include establishing institutions like DIETs, IASEs, and CTEs for pre-service and in-service teacher training. However, it notes that fully implementing these policies faces challenges and loopholes remain.
2006 job satisfaction of secondary school teachers-educational management adm...Henry Sumampau
This document summarizes a study that examined job satisfaction among secondary school teachers in the UK. The study found that teachers in independent and privately-managed schools reported the highest levels of job satisfaction, while those in foundation schools reported the lowest. No significant differences in satisfaction were found when analyzing the data by age, gender or length of service of the teachers.
The document discusses the personality of a teacher and the qualities needed for the profession. It states that a teacher's personality is the result of their education, including general culture, specialty culture, and psycho-pedagogical training. This allows them to transform information into educational messages. Specifically, a teacher needs moral qualities like justice and honesty. They must understand students' psychology and have an intuitive capacity to understand individuals. A teacher's spirit in organizing their work, lessons, and student teams is also important. Developing all these components leads to pedagogical mastery, which allows a teacher to act creatively in different situations.
Mental Health of Tribal and Non-Tribal Teachers of Sikkiminventionjournals
- The document discusses the mental health of tribal and non-tribal teachers in Sikkim. It examines factors that affect teachers' mental health such as lack of professional aptitude, occupational hazards, poor salaries, high workload, and lack of facilities.
- It reviews literature showing tribal teachers experience more stress due to social and professional isolation, lack of infrastructure, and feeling their efforts are not reflected in student outcomes.
- The study aims to assess and compare the mental health of tribal and non-tribal teachers based on components like self-concept and personal adjustment, and examine differences based on gender, marital status, qualifications, and experience.
A comparative study of government and private secondary school teachers towar...Alexander Decker
This study compared the teaching attitudes of government and private secondary school teachers in India. 200 teachers were surveyed using the Teaching Attitude Scale. The results showed that government secondary school teachers had significantly higher attitudes towards teaching compared to private secondary school teachers. When comparing attitudes by gender within each school type, government male teachers had higher attitudes than females, while private female teachers had higher attitudes than males. The study aimed to understand differences in teaching attitudes that could impact the quality of education.
Job satisfaction of teachers in primary schoolsPRINTPOINT
This document is a project proposal submitted by Yasmina Akhter to IGNOU for her MAE degree. The proposal outlines her study on the adjustment level of primary school teachers in Anantnag, Jammu and Kashmir. The objectives of her study are to examine the social, home, rural, urban and overall dimensions of adjustment for male and female primary teachers. She will analyze factors impacting job satisfaction among primary teachers and how teacher adjustment may affect student learning. The literature review discusses previous research that found a relationship between teacher adjustment, attitude, personality and job satisfaction. The proposal outlines the need to study factors influencing primary teacher satisfaction and adjustment in the local context.
A study of adjustment level among secondary school teachers in kashmirAlexander Decker
This document summarizes previous research on teacher adjustment in secondary schools in Kashmir. It discusses several studies that examined factors related to teacher adjustment, such as gender, teaching experience, attitudes, organizational climate, and personality traits. The studies found differences in adjustment between male and female teachers, as well as rural and urban teachers. Positive attitudes, less teaching experience, and supportive organizational climates were generally correlated with better adjustment. Personality traits like emotional stability and confidence also influenced teachers' adjustment levels.
This study examined the work motivation levels of primary school teachers in Istanbul, Turkey. A survey was administered to 343 primary school teachers across 14 schools. The results found that the average work motivation score was 41.84 out of 90, indicating a generally low level of motivation. Work motivation did not vary by gender, age, or marital status. The study aimed to evaluate factors that influence teacher motivation to help increase motivation levels.
Job satisfaction level among public and private university teachersAhasan Uddin Bhuiyan
This document discusses a study on job satisfaction among public and private university teachers in Bangladesh. It provides background information on public and private universities in Bangladesh. The objectives of the study are outlined, along with the research methodology used which included questionnaires distributed to teachers. Key findings from the questionnaires are presented in tables, including teachers' levels of satisfaction with different job aspects. Public university teachers reported being satisfied with factors like independence, work environment, and promotion, while private university teachers cited salary and job security as satisfiers. Recommendations are made to improve job satisfaction among both groups of teachers.
Teacher plays a vital role in shaping students and the future of the country. They are responsible for passing on knowledge, facilitating learning, mentoring students, and serving as social models and motivators. An effective teacher has mastery of their subject, motivates students, is dedicated, encourages cooperation and creativity, and maintains high academic standards and a positive attitude. Teachers impact students' development and are instrumental in their growth as the "builders of the nation".
This document discusses the role and qualities of an effective English teacher in Saudi Arabia. It addresses several factors that influence English language teaching in Saudi Arabia's educational system, including students' first language interference, parental attitudes, home environment, and schooling. The document emphasizes that teachers of English should undergo pre-service teacher training to better equip themselves, and those without prior training should participate in ongoing professional development programs. It also examines different philosophical approaches like idealism, naturalism, realism, and pragmatism and their implications for how an English teacher approaches their role and responsibilities.
Teachers play a vital role as catalysts for national development. They are responsible for educating and developing the skills and character of the next generation. Without proper guidance from teachers, knowledge alone has no meaning for national development. Teachers impart knowledge and help develop human resources to create jobs and fill positions in society. They also inculcate moral values and counsel students, making them well-suited to catalyze the processes needed for a country's development. A nation's teachers thus have a profound influence and their quality determines the quality of the education system and the nation as a whole.
Teaching as a profession requires long and arduous preparation through continuing education to strive for excellence and better serve students. It also demands a dedication to moral and ethical values as well as public service. While not always financially lucrative, teaching provides the satisfaction of positively impacting students which outweighs monetary concerns. Overall, an effective teacher facilitates learning through imparting knowledge that develops students into well-rounded individuals who can contribute to society.
This document outlines the moral and professional responsibilities of teachers. It discusses teachers' moral obligations to provide excellent instruction and care for students. Key responsibilities include coming to work regularly, being well-informed, planning lessons, cooperating with colleagues, and updating practices. Teachers must maintain integrity, fairness, and confidentiality with students and colleagues. Both instructional duties like teaching and non-instructional roles such as supervision are important professional responsibilities.
This document provides an introduction to the teaching profession. It discusses that teaching is a profession that requires advanced education and training. It emphasizes that teachers must continue learning throughout their career by taking classes and workshops. Effective teachers believe they can make a difference in student learning and have a body of teaching knowledge. The document also stresses the importance of teachers dressing professionally and appropriately to model success for their students.
The Relationship between School and Society Schools as social agents and soci...Tasneem Ahmad
Schools shape society by transmitting cultural values and norms to children. They also sort and select students to fill different roles in society, providing credentials to determine career opportunities. As social institutions, schools promote political integration and national identity. They also serve as agents of social change by conducting research and developing new knowledge and skills. Overall, schools prepare students for their future social and occupational roles through anticipatory socialization and job training. However, critics argue that schools primarily serve to maintain the status quo and reproduce existing social inequalities.
This document discusses the important role of teachers as role models for students. It notes that after parents, teachers are the most influential people in a child's life from ages 6-18, as they spend many hours together daily. Teachers help guide students through academic and social development at different stages, from elementary to high school. While the teacher's influence on social learning decreases as students mature, the early lessons still impact future interactions. The document emphasizes that teachers should create a warm, supportive environment to positively shape student behavior and learning.
This document appears to be a digital portfolio for a course on principles of education. It includes sections on the duties and responsibilities of Belizean teachers, the author's philosophy of teaching and learning, and reflections from case studies and teaching style inventories. The portfolio contains over 20 pages and covers topics such as defining what a teacher is, outlining teachers' legal responsibilities under the Belize Education Acts, emphasizing the importance of technology, professional development, and creating a supportive learning environment for students.
Erik Kriebel is an experienced teacher seeking a position teaching social studies or special education. He has a master's degree in secondary education and an education specialist degree in instructional technology. Kriebel currently teaches special education at Clarke Central High School, where he has received awards for his teaching. He manages IEPs and case loads for students. Kriebel emphasizes the importance of preparation, reflection, flexibility, relationship building, and professional development in teaching.
The document discusses the important role of teachers in a student's development. It states that teachers should aim for the balanced growth of students' personalities by training their feelings, senses, spirit, and intellect. Teachers are responsible for students' body, mind and soul development. They should provide guidance to lead students to righteousness, set a positive example, and help students set aims for their future by choosing the right path and understanding how to achieve their goals. Teachers should also build students' character, use a positive approach, and reduce students' fears by creating a comfortable learning environment.
Professional development of teachers in higher educationAlexander Decker
This document summarizes the key policies and objectives for the professional development of teachers in higher education in India. It discusses how professional development aims to continually improve teachers' skills and knowledge to meet changing needs, and how this benefits both students and accountability. The main policies outlined include establishing institutions like DIETs, IASEs, and CTEs for pre-service and in-service teacher training. However, it notes that fully implementing these policies faces challenges and loopholes remain.
2006 job satisfaction of secondary school teachers-educational management adm...Henry Sumampau
This document summarizes a study that examined job satisfaction among secondary school teachers in the UK. The study found that teachers in independent and privately-managed schools reported the highest levels of job satisfaction, while those in foundation schools reported the lowest. No significant differences in satisfaction were found when analyzing the data by age, gender or length of service of the teachers.
The document discusses the personality of a teacher and the qualities needed for the profession. It states that a teacher's personality is the result of their education, including general culture, specialty culture, and psycho-pedagogical training. This allows them to transform information into educational messages. Specifically, a teacher needs moral qualities like justice and honesty. They must understand students' psychology and have an intuitive capacity to understand individuals. A teacher's spirit in organizing their work, lessons, and student teams is also important. Developing all these components leads to pedagogical mastery, which allows a teacher to act creatively in different situations.
Mental Health of Tribal and Non-Tribal Teachers of Sikkiminventionjournals
- The document discusses the mental health of tribal and non-tribal teachers in Sikkim. It examines factors that affect teachers' mental health such as lack of professional aptitude, occupational hazards, poor salaries, high workload, and lack of facilities.
- It reviews literature showing tribal teachers experience more stress due to social and professional isolation, lack of infrastructure, and feeling their efforts are not reflected in student outcomes.
- The study aims to assess and compare the mental health of tribal and non-tribal teachers based on components like self-concept and personal adjustment, and examine differences based on gender, marital status, qualifications, and experience.
A comparative study of government and private secondary school teachers towar...Alexander Decker
This study compared the teaching attitudes of government and private secondary school teachers in India. 200 teachers were surveyed using the Teaching Attitude Scale. The results showed that government secondary school teachers had significantly higher attitudes towards teaching compared to private secondary school teachers. When comparing attitudes by gender within each school type, government male teachers had higher attitudes than females, while private female teachers had higher attitudes than males. The study aimed to understand differences in teaching attitudes that could impact the quality of education.
Job satisfaction of teachers in primary schoolsPRINTPOINT
This document is a project proposal submitted by Yasmina Akhter to IGNOU for her MAE degree. The proposal outlines her study on the adjustment level of primary school teachers in Anantnag, Jammu and Kashmir. The objectives of her study are to examine the social, home, rural, urban and overall dimensions of adjustment for male and female primary teachers. She will analyze factors impacting job satisfaction among primary teachers and how teacher adjustment may affect student learning. The literature review discusses previous research that found a relationship between teacher adjustment, attitude, personality and job satisfaction. The proposal outlines the need to study factors influencing primary teacher satisfaction and adjustment in the local context.
1. The document discusses the important role that teachers play in educating students and shaping society. It describes how teachers are responsible for molding young minds and influencing the growth of the nation by imparting knowledge and serving as role models.
2. An effective teacher understands education from the student's perspective, uses engaging teaching methods, guides students' career and personal development, and forms caring relationships with students.
3. In schools specifically, teachers take on parental responsibilities by ensuring students' well-being, encouraging extracurricular activities, and maintaining a calm demeanor to inspire students.
This document summarizes a research study that assessed students' perspectives on ideal teacher personality traits. 240 Indonesian high school students were surveyed to identify the personality traits they most expect and value in teachers. The results showed that students placed the highest importance on teachers having caring, humble, responsible, and patient personalities. Over 65% of students saw these four traits as very important for teachers to possess. The study suggests these traits align with expectations for teachers to act as role models that support students' self-development needs.
International Journal of Academic Research in Progressive Ed.docxadkinspaige22
International Journal of Academic Research in Progressive Education and Development
January 2013, Vol. 2, No. 1
ISSN: 2226-6348
437
A Passionate Teacher: Teacher Commitment and
Dedication to Student Learning
Çağrı Tuğrul Mart
Ishik University, Erbil, IRAQ
E-mail: [email protected]
Abstract
Passionate teachers are distinguished by their commitment to achievement of their students.
Commitment is an essential element of successful teaching. Committed teachers are concerned
with the development of their students and they profoundly struggle how to keep students’
learning. They cultivate students’ curiosity and interest in learning. Showing commitment to
student learning can be an important factor in motivating students. Committed teachers
recognize and endeavor to fulfill their responsibilities to their students. The degree of loyalty of
committed teachers have, toward their profession is one of their distinguished characters.
Teachers, who are engaged in their profession and committed to students and their learning,
play a crucial role in development of students.
Keywords: Passionate, Dedication, Commitment, Student Learning
Introduction
Passion matters in that it motivates and inspires the teachers. Passion is a motivational factor
that affects teacher performance. It drives the teachers for a better student accomplishment.
Passionate teachers create an effective learning environment and increase learning potential of
students. Passion leads to creativity; therefore, passionate teachers have the ability to think
and produce new notions in an easy way. Passionate teachers are committed and dedicated to
their schools and a good education achievement is an outcome of this commitment and
dedication.
Teacher Commitment and Dedication to Student Learning
“Those who feel the call to teach, who sense teaching is a profoundly meaningful past of their
life, have a passion for teaching” (Garrison, Liston, 2004, p.1). Passion simply is defined as: “a
strong inclination or desire towards an activity that one likes and finds important and in which
one invests time and energy” (Carbonneau, Vallerand, Fernet & Guay, 2008, p.978). Fried
defines a passionate teacher as: “someone in love with a field of knowledge, deeply stirred by
issues and ideas that change our world, drawn to the dilemmas and potentials of the young
people who come into class every day” (2001, p.44). For a high quality student learning passion
is indispensable. Olson states that “when we discover and explore our passions about teaching
and learning, and begin to share them with others, doors are opened, and the possibilities are
International Journal of Academic Research in Progressive Education and Development
January 2013, Vol. 2, No. 1
ISSN: 2226-6348
438
endless” (2003, p.305). One of the most important factors in the development of passion for
teaching is teachers’ ongoing commitment and dedica.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
INVOLVEMENT AND IMPLEMENTATION LEVEL ON REHABILITATION PROGRAM AMONG PERSONS DEPRIVED OF LIBERTY IN THE BUREAU OF JAIL MANAGEMENT AND PENOLOGY, ALTA VISTA, ORMOC CITY: A BASIS FOR PROGRAM REVIEW AND ENHANCEMENT
The document summarizes a study that examined the attitudes of secondary school teachers in Pakistan towards the teaching profession. Some key findings from the study include:
1. The majority of secondary school teachers did not have a positive attitude towards the teaching profession based on their scores on an attitude scale.
2. Female teachers had a more positive attitude than male teachers, and teachers in public schools had a more positive attitude than those in private schools.
3. Teachers working in rural areas had a more positive and committed attitude compared to those working in urban areas.
So in summary, the study found that several factors like gender, type of school, and location were related to the attitudes secondary school teachers held towards their profession
Professional development of teachers in higher educationAlexander Decker
This document summarizes the key policies and objectives for the professional development of teachers in higher education in India. It discusses how professional development aims to continually improve teachers' skills and knowledge to meet changing needs, and how this benefits both students and accountability. The main policies outlined include establishing institutions like DIET, IASE, and CTE to provide pre-service and in-service training. However, gaps remain in fully implementing these policies. Suggestions are made to strengthen professional development and close gaps to improve the education system.
The document discusses what makes an effective teacher. It states that effective teachers do not simply teach knowledge, but aim to prepare students for lifelong learning by providing them with knowledge, skills, understanding and attitudes. It discusses how constructivist theories developed by Piaget and Vygotsky have impacted teaching approaches, placing more importance on the teacher acting as a facilitator of learning in an open environment. It also discusses how constructivism is connected to the theories of Piaget and Vygotsky and their beliefs about cognitive development and social interaction in learning.
1) This study examines the level of effectiveness of social studies teachers in teaching at Bataan National High School for the 2012-2013 school year. It aims to determine how teacher characteristics, student characteristics, and school facilities affect teacher effectiveness.
2) The study surveyed 22 social studies teachers and their students. It assessed teacher effectiveness using a performance appraisal and examined relationships between teacher effectiveness and other factors.
3) The results of this study could help teachers identify strengths and weaknesses, help students and administrators evaluate the curriculum and teaching methods, and provide a basis for future research on social studies teacher effectiveness.
This document discusses teachers' social competence and its importance in improving students' extracurricular skills. It begins by defining social competence as a teacher's ability to communicate and interact effectively with the school environment, including students, other teachers, parents, and the surrounding community. The document then examines several aspects of social competence, such as communicating politely, managing conflicts, and building teamwork. It emphasizes that social competence allows teachers to better implement social-emotional learning and set a good example for students. Overall, the document argues that developing strong social skills is essential for teachers to facilitate student growth both inside and outside the classroom.
The document discusses the important role that teachers play in educating and influencing students. It begins by stating that teachers are the foundation of society and provide security for students as some may not have parents. Next, it notes that teachers have many obligations such as being role models and mentors. The document concludes by discussing the author's goals as a future teacher, which include making the classroom environment welcoming and using motivation and discipline as key principles for educating students.
Teachers are agents of change and national builders. As change agents, teachers have the ability to influence students and society through both quantitative and qualitative changes. They can challenge mindsets and social norms to reform attitudes and project new values. As national builders, teachers play a vital role in educating and shaping future generations of citizens. Through their work, sacrifices, and guidance, teachers help build the foundation of a strong nation by molding students' characters and showing them the right path. A country relies on its teachers to develop well-educated citizens and instill good morals in the next generation.
Here are some key expectations teachers should have of students:
- Be respectful. Students should respect their teacher, other students, and school property. They should listen attentively when the teacher is speaking.
- Be responsible. Students need to take responsibility for their own behavior, actions, and learning. This involves coming to class prepared, completing and turning in assignments on time, and asking for help when needed.
- Be engaged. Teachers expect students to actively participate in class activities and discussions. This means paying attention, answering questions when called on, and staying on task during work time.
- Try their best. While teachers understand students learn at different paces, they expect all students to put in full effort on their
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Attitudes of prospective_teachers_towards_teaching_profession
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.10, 2013
172
Attitudes of Prospective Teachers towards Teaching Profession
Mohammad Parvez1
and Mohd Shakir2*
1. Associate Professor, Department of Education, Aligarh Muslim University, Aligarh.202002, U.P.(INDIA)
Email:mparvez9@yahoo.co.in
2. Research Scholar, Department of Education, Aligarh Muslim University, Aligarh. 202002. U.P. (INDIA).
*Email of the corresponding author: aligarhshakir@gmail.com
Abstract
The progress of a country depends upon the quality of its teachers. They are called nation builders.A good principal,
magnificent building, sound infrastructure and good curriculum are useless, if the teachers in any institution are not
with positive attitude towards teaching. Teaching is a very respectable profession but even then not all the teachers
who are in this pious profession like it.Many prospective teachers join this profession not by choice but by chance or
due to other reasons. They are disinterested towards teaching profession. They just take admission in B.Ed course as
second choice,if they fail to seek admission in first choice like M.B.A., or any other courses according to their liking
and they are generally dissatisfied throughout the training period.This study was conducted to study the attitudes of
prospective-teachers towards teaching profession. A sample of 180 prospective teachers, 90 from private and 90
from publicinstitutions was taken through purposive convenient sampling method. “Teacher Attitude Inventory
(TAI)” by Dr. S.P. Ahluwalia was used to collect the data. Mean, SD and t-test were used for the analysis of the
data. Research findings revealed that there is a significant difference in the attitudes of prospective teachers studying
in private and public B.Ed institutions. There is no significant difference in the attitudes of female and male, Muslim
and Non-Muslim, science and social sciences prospective teachers towards teaching profession.
Keywords:Attitude, Prospective Teachers, Teaching Profession, Privateand Public Institutions.
Introduction
Education gives us comfortable and dignified life. It is responsible for the holistic development of
individualand society. Education means to lead out hidden talent of a child. It is an activity which helps students in
attaining needed information, ability, attitude, perception (Mirunalini and Anandan, 2012).The quality of a nation
depends upon the quality of its citizens. The quality of the citizens depends upon the quality of education system and
the quality of education depends upon the combined efforts planners, educationists and administration, however, the
most significant factor is the quality of the teachers. It means excellent and efficient teachers can change the fate of
the nation.It is in the schools,colleges and universities that the development of the attitudes and dispositions
necessary for the progressive life in a societytakes place.Education is imparted by teachers. If the teacher is capable,
energetic, mentally healthy and havingpositive attitude, it is well and good for the school.A teacher helps a child in
bringing out the hidden capabilities. He/she unfolds what is within, hidden and untapped. He/she makes explicit
what is implicit in the students. So teachers’ importance in teaching-learning process is very much. The Secondary
Education Commission (1952-1953) report stated,“We are convinced that the most important factor in the
contemplated educational reconstruction is the teacher, his personal qualities, his educational qualifications,
his professional training and the place that he occupies in the community.”It is very right that,“no people can
rise above the level of its teachers.”(NPE, 1986).The Teacher is the real and dynamic force of any institution. The
school without him/her is a sole less body. Without good, devoted and competent teachers, even the best system is
bound to fail. A good teacher can certainly give best result out of the worst system (Parvez, 2010). He/she is a
powerful and abiding influence in the formation of character; the influence of a great teacher indirectly extends over
many generations. The pivot upon which an educational system moves is the personality of the teacher. Teaching is
often called a calling, not a profession or a trade or simply a job. This means that a teacher should regard
himself/herself as one specially called to do this work, not so much for the pecuniary benefits which he/she may
derive from it as for the love of it (Mohiyuddin, 1943).The strength of the schools depends upon the attitudes ofthe
teachers.For qualitative improvement in secondary education of our country, the selection of right type of
prospective-teachers is a must. This require not only improving the knowledge and teaching competence of
prospective-teachers but also to inculcate in them healthy professional attitudes and desirable teacher like qualities.
Therefore, securing the right type of prospective-teachers for training is very important. Unless such prospective-
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.10, 2013
173
teachers are found our secondary schools cannot deliver as per our expectations. Therefore, for the professional
preparation of prospective-teachers, the study of attitudes held by them is very important. A positive favourable
attitude makes the work not only easier but also more satisfying and professionally rewarding. A negative or
unfavourable attitude makes the teaching task harder, more tedious and unpleasant. Thus, effective and productive
learning on the part of the pupils can be achieved by employing teachers with desirable attitudes towards teaching
profession.
Prospective-Teacher
Prospective-teachers are those who are getting training or studying in B.Ed course to become teachers and they
are known by different names like’ would be teachers’, ‘pupil-teachers’, ‘student-teachers’ and ‘future-teachers’. As
and when their training period is over, they join the coveted profession of teaching and become full-fledged
teachers.
Attitude
The most important factor in the teaching-learning process is the teacher. A good education system can flourish if
two conditions are satisfied. First is the constant updating and refinement in knowledge and skills of existing/serving
teachers and second one is equipping upcoming/prospective-teachers with positive attitude towards their profession.
Attitudes towards profession are usually related with enjoying the profession, complete dedication to their
profession, and being aware that profession is socially useful and believing that they need to improve the profession.
C.V. Good (1973) define attitude as, “the predisposition or tendency to react specifically towards an object,
situation, or value; usually accompanied by feelings and emotions” According to Thurstone (1946) attitude is, “the
degree of positive or negative effect associated with some psychological object. By psychological object, Thurstone
means any symbol, phrase, slogan, person, institution, ideal or idea towards which people can differ with respect to
positive or negative effect.” Allport (1935) prefers to treat attitude as, “a mental and neural state of readiness,
organized through experience, exerting a directive or dynamic influence upon the individuals response to all objects
and situations with which it is related.” According to Katz (1959) “an attitude is a tendency or disposition to
evaluate an object or the symbol of that object in a certain way. An attitude is an important concept to understand
human behaviour. As behaviour is composed of many attributes and one of these important attributes is attitude.
Ones behaviour to a great extent depends upon one’s attitude towards the things, idea, person, object in his/her
environment (Mangal, 2009). In this way attitudes are to a great extent responsible for a particular behaviour of a
person. In simple words, attitudes are “pre-dispositions” to behave in a certain way. Attitude is defined as preference
along a dimension of favorableness and unfavorableness to a particular group, institution, concept, or object. A
person with a favorable attitude toward something is likely rate favorable and an unfavorable attitude presumes a
tendency to reject something (Sax, 1974). An individual’s attitude towards his/her occupation may affect the end-
product. Someone who does not enjoy his/her occupation will not be able to succeed in that occupation. A good
teacher with proper attitude, behaviour and personality traits can motivate, inspire and make students lost in his/her
teaching. A teacher with a positive attitude towards teaching is considered better and becomes popular figure among
students. Therefore, it is very important to study the attitudes of the prospective-teachers who are going to serve this
noble profession of teaching. Positive attitudes not only promote learning but also create the climate which
stimulates effective learning. Therefore, prospective-teachers must develop proper and positive attitudes towards
their profession so that they can bring about a positive change in the life of their students.
Review of Related Literature
Osunde& Izevbigie (2006) revealed that teachers are not well financially remunerated and they are looked down
upon because of delay in payment of salaries and allowances, thereby having a lost of sense of belonging. This
situation has resulted in the low esteem and status of the teachers and the teaching profession in the society. Poor
conditions of service, wider negative influence and teacher’s negative personal and professional behavior are critical
factors responsible for teachers’ low status. Guneyli& Aslan (2009) found a significant difference in favour of
female prospective teachers in relation to the gender. No significant difference between attitude scores was observed
in relation to the effects of class and socio-economic level. Baloglu & Karadag (n.d) showed that there was a
noticeable statistical meaningful relationship between student teachers’ attitudes toward the teaching profession and
some of their preferred coping strategies with stress. Arif et al., (2012) found that the ratio of four personality traits
(extraversion, agreeableness, conscientiousness, and neuroticism) was nearly same, but the ratio of openness
personality trait is greater which means that the openness personality trait of prospective teachers is more dominant
as compared to remaining four big personality traits. There was a significant difference between male and female
3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.10, 2013
174
prospective teachers on their big five personality traits. Female prospective teachers got greater score on their big
five personality trait instrument as compared to male prospective teachers. Kareem et al., (2012) reported that
students enrolled in regular programmes show high levels of professionalism as compared to distance education
students. Similarly B.Ed students enrolled in regular programmes showed the highest levels of professional attitude.
Sharma & Dhaiya (2012) found that (1) no significant difference between attitude of male and female B.Ed.
students towards teaching profession, (2) Arts and Science B.Ed. students do not differ significantly in attitudes
towards teaching, and (3) female B.Ed. Students were found to have most favourable towards teaching profession.
Shah & Thoker (2013) reported that there is significant difference between teaching attitude of government and
private secondary school teachers, and government secondary school teachers have higher teaching attitude towards
their teaching profession as compared to private secondary school teachers.
The perusal of above mentioned literature related to attitudes of prospective teachers towards teaching profession
suggest that a lot of research has been conducted to investigate the attitudes of prospective teachers towards teaching
profession, but unfortunately no specific research has been conducted in Aligarh District of Uttar Pradesh.
Especially no study has been conducted to study the attitudes of prospective teachers towards teaching profession in
which independent variables like type of institution, gender, religion, and choice of stream has been included. This
study is a humble attempt to fill research gap in this specific area. The investigators strongly believe that a study of
attitudes of prospective-teachers and its correlations will be much helpful in identifying those factors that govern the
behaviour of the prospective-teachers. It will also be useful in developing the predictive measures to be employed in
selection of candidates for teacher training programme. The present study would bring about a substantial change in
the attitudes of prospective-teachers community towards teaching. Therefore, this study is justified.
Objectives: following were the objectives of the study
1. To compare the attitudes of prospective teachers studying in private and public B.Ed institutions towards
teaching profession.
2. To compare the attitudes of female and male prospective teachers towards teaching profession.
3. To compare the attitudes of Muslim and Non-Muslim prospective teachers towards teaching profession.
4. To compare the attitudes of science and social science prospective teachers towards teaching profession.
Hypotheses: following hypotheses were formulated in null form:
1. There is no statistical significant difference in the attitudes of prospective teachers studying in private and
public B.Ed institutions towards teaching profession.
2. There is no statistical significant difference in the attitudes of female and male prospective teachers towards
teaching profession.
3. There is no statistical significant difference in the attitudes of Muslim and Non-Muslim prospective teachers
towards teaching profession.
4. There is no statistical significant difference in the attitudes of science and social science prospective teachers
towards teaching profession.
Material and Methods
Methodology: This study falls under the category of descriptive research. Thus, survey method was adopted to carry
out the research work.
Population: In the present study the prospective teachers studying in private and public institutions of Aligarh
District constitute the target population.
Sample: In the present study, sample consisted of 180 prospective teachers, 90 from private and 90 from public
institutions through purposive convenient sampling method.
Research Tools Employed: For data collection “Teacher Attitude Inventory (TAI)”by Dr. S.P. Ahluwalia (2007)
was used to measure the attitudes of prospective teachers. The Inventory consists of 90 statements. Responses were
made on a five point scale and the response categories were assigned weights from 0 to 4.
Data Collection: The investigators visited the selected institutions personally and administered the Teacher Attitude
Inventory (TAI) to a total of 320 prospective-teachers studying in Department of Education of Aligarh Muslim
University, Al-Barkaat Educational Society and A.C.N Group of Institutions of Aligarh District of Uttar Pradesh.
4. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
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175
Investigators also gave full freedom to the prospective-teachers to ask the meaning of words/sentences which were
beyond their understanding. Respondents were given enough time. Partially filled inventories were discarded.
Finally investigators could get data from180 respondents.
S. No. Institutions
Total Number of
Prospective Teachers
Number of Prospective
Teachers Responded
Private
1
Al- Barkaat Institute of Education
Al-Barkaat Educational Society,
Aligarh.
100 50
2
Department of Education
A.C.N. Group of Institutions, Aligarh.
100 40
Public
1
Department of Education
Aligarh Muslim University, Aligarh.
120 90
Statistical Techniques Used: The data were analyzed with the appropriate statistical measures to justify the
objectives of the present study. The investigators employed Mean, Standard Deviation and t-test for the analysis of
the data.
Data Analysis, Interpretation and Discussion of Results:The analysis of data collected by the investigators was
done in order to make inferences and generalizations about the population. Statistical Package for Social Science
(SPSS) Version 20 was used for the analysis of data.
TABLE 1 SHOWING THE COMPARISON OF ATTITUDES TOWARDS TEACHING PROFESSION OF
PROSPECTIVE TEACHERS STUDYING IN PRIVATE AND PUBLIC B.ED INSTITUTIONS
Basis N Mean Standard Deviation t-value
Prospective Teachers of Private
B.Ed Institutions
90 269.58 30.23
3.021*
Prospective Teachers of Public
B.Ed Institution
90 257.19 24.48
* Significant at .05 level
Table No. 1 shows that the calculated valueof‘t’3.021is greater than the tabulated value of ‘t’ 1.96,which is
statistically significant at .05 level. This means there is a significant difference in the attitudes of prospective
teachers studying in private and public B.Ed institutions towards teaching profession. Therefore, the null hypothesis
that, there is no statistical significant difference in the attitudes of prospective teachers studying in private and public
B.Ed institutions towards teaching profession is rejected. Higher mean score of prospective teachers of private B.Ed
institutions than the prospective teachers of public B.Ed institutions indicate that prospective teachers of private
B.Ed institutions had a more favourable attitude towards teaching as compared to prospective teachers of public
B.Ed institutions. This is contrary to the study of Shah & Thoker (2013) who reported that there is significant
difference between teaching attitude of government and private secondary school teachers, and government
secondary school teachers have higher teaching attitude towards their teaching profession as compared to private
secondary school teachers.
5. Journal of Education and Practice www.iiste.org
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Vol.4, No.10, 2013
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TABLE 2 SHOWING THE COMPARISON OF ATTITUDES TOWARDS TEACHING PROFESSION OF
FEMALE AND MALE PROSPECTIVE TEACHERS
Basis N Mean Standard Deviation t-value
Female Prospective Teachers 100 262.93 27.98
1.913*
Male Prospective Teachers 80 255.13 26.18
* Not significant at .05 level
Table No. 2 reveals that the calculated valueof‘t’1.913is less than the tabulated value‘t’ 1.96, which is
statistically not significant at .05 level. This means there is no significant difference in the attitudes of female and
male prospective teachers towards teaching profession. Therefore, the null hypothesis that, there is no statistical
significant difference in the attitudes of female and male prospective teachers towards teaching profession is
accepted. It can be said that, there really exists no difference in the attitudes of female and male prospective teachers
towards teaching profession. This is contrary to the findings of Guneyli & Aslan (2009) and Sharma & Dhaiya
(2012) who reported that female prospective teachers have more positive attitudes when compared to male
prospective teachers.
TABLE 3 SHOWING THE COMPARISON OF ATTITUDES TOWARDS TEACHING PROFESSION OF
MUSLIM AND NON-MUSLIM PROSPECTIVE TEACHERS
Basis N Mean Standard Deviation t-value
Muslim Prospective Teachers 100 262.92 24.34
0.807*
Non-Muslim Prospective Teachers 80 259.56 31.49
* Not significant at .05 level
Table No. 3 shows that the calculated value of ‘t’ 0.807 is less than the tabulated value of ‘t’ 1.96, which is
statistically not significant at .05 level. This means there is no significant difference in the attitudes of Muslim
prospective teachers and Non-Muslim prospective teachers towards teaching profession. Therefore, the null
hypothesis that, there is no statistical significant difference in the attitudes of Muslim and Non-Muslim prospective
teachers towards teaching profession is accepted. It can be claimed that, there really exists no difference in the
attitudes of Muslim and Non-Muslim prospective teachers towards teaching profession.
6. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.10, 2013
177
TABLE 4 SHOWING THE COMPARISON OF ATTITUDES TOWARDS TEACHING PROFESSION OF
SCIENCE AND SOCIAL SCIENCE PROSPECTIVE TEACHERS
Basis N Mean Standard Deviation t-value
Science Prospective Teachers 67 264.42 22.93
1.478*
Social Science Prospective
Teachers
113 258.36 28.50
* Not significant at .05 level
Table No. 4 shows that the calculated value of ‘t’ 1.478 is less than the tabulated value of ‘t’ 1.96, which is
statistically not significant at .05 level. This means there is no significant difference in the attitudes of science and
social science prospective teachers towards teaching profession. Therefore, the null hypothesis that, there is no
statistical significant difference in the attitudes of science and social science prospective teachers towards teaching
profession is accepted. It can be said that, there really exists no difference in the attitudes of science and social
science prospective teachers towards teaching profession. This is corroborated by the finding of the study conducted
by Sharma & Dhaiya (2012) who revealed that Arts and Science B.Ed. students do not differ significantly in
attitudes towards teaching profession but, contrary to the finding of Pehlivan (2010) who reported that there is a
difference between the attitude of science and social science prospective teachers.
Findings of the study
1. There is a significant difference in the attitudes of prospective teachers studying in private and public B.Ed
institutions towards teaching profession. It means that types of institution i.e., private and public influences the
attitudes of prospective teachers towards teaching profession.
2. There is no significant difference in the attitudes of female and male prospective teachers towards teaching
profession. It means that attitudes of female and male prospective teachers is not affected or determined by their
gender.
3. There is no significant difference in the attitudes of Muslim and Non-Muslim prospective teachers towards
teaching profession. It means that attitudes of Muslim and Non-Muslim prospective teachers is not affected or
determined by their religion.
4. There is no significant difference in the attitudes of science and social science prospective teachers towards
teaching profession. It means that attitudes of science and social science prospective teachers is not affected or
determined by their choice of streams.
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