This document summarizes a study on the self-concept and scholastic competence of secondary school teachers in relation to personal variables. The study aimed to assess differences in self-concept and scholastic competence based on gender, location, teaching experience, education level, and academic subject area. Self-concept and scholastic competence surveys were administered to 100 randomly selected secondary school teachers. Results found significant differences in self-concept based on teaching experience, with more experienced teachers having higher self-concept. Significant differences were also found in scholastic competence based on teaching experience, with more experienced teachers having higher scholastic competence. No other significant differences were found based on the other personal variables studied.
The Mismatch between EAP Teachers’ Beliefs and Classroom Practices toward For...AJHSSR Journal
ABSTRACT: Beliefs are formed through personal experiences and the interactions that individuals are involved in daily life (Hsieh, 2002). These beliefs can be transformed into attitudes, which in turn affect intentions, and decisions are formed through the intentions that lead to the action (Bauch,1984). The match or mismatch between instructors’ beliefs and practices, between instructors’ cognitions and their authentic practices in the classroom are two main fields of the teaching process (Clark & Peterson, 1986). However, teachers may not always apply what they believe in the classroom. This study aims to reveal the discrepancy between what they believe theoretically and what they do in the classroom. To this end, three instruments were used in this study: (1) classroom observations, (2) semi-structured interviews, and (3) a questionnaire. The
Education Influence Character to Attitude Change and Achievement of Student L...iosrjce
Education of student character intrinsically can inculcate positive character to position, behavior,
and action of student. Purpose of research is to know is Education influence character to attitude change and
achievement of student learning in STM Country Manado.Based on calculation correlation peroduc moment to
with sample 89 responders according to hypothesis H1 that there is the relation of Education influence
character to attitude change and achievement of student learning in STM Country Manado result of its is 0.646
expressed pertained strong.To determine level of variable determinant coefficient determinant coefficient X
there is the relation of Education influence character to attitude change and achievement of student learning in
STM Country result of his(its 42 % and the rest 58% determined by other variable of which is not checked by
writer. Significance test to result of t calculate is 13,566 and t tables of is 1,645 according to examination of
Jika t calculate > from t tables, hence signifikan because t calculate .> from table t or 13,566 > 1,645. Thereby
the relation of education influence of character to attitude change and achievement of learning result of t
calculate 13,566 bigger than table t 1,645 meaning the rapport significant.Calculation of simple regression Y
=a + bX = 22,131 + 0.090(X) to calculate average of X 27.97. To calculate average of Y 27.14. From result of
calculation equation of regression explains that variable X or education of character influential to varibel Y or
attitude change and achievement of learning in STM Country Manado.
The Mismatch between EAP Teachers’ Beliefs and Classroom Practices toward For...AJHSSR Journal
ABSTRACT: Beliefs are formed through personal experiences and the interactions that individuals are involved in daily life (Hsieh, 2002). These beliefs can be transformed into attitudes, which in turn affect intentions, and decisions are formed through the intentions that lead to the action (Bauch,1984). The match or mismatch between instructors’ beliefs and practices, between instructors’ cognitions and their authentic practices in the classroom are two main fields of the teaching process (Clark & Peterson, 1986). However, teachers may not always apply what they believe in the classroom. This study aims to reveal the discrepancy between what they believe theoretically and what they do in the classroom. To this end, three instruments were used in this study: (1) classroom observations, (2) semi-structured interviews, and (3) a questionnaire. The
Education Influence Character to Attitude Change and Achievement of Student L...iosrjce
Education of student character intrinsically can inculcate positive character to position, behavior,
and action of student. Purpose of research is to know is Education influence character to attitude change and
achievement of student learning in STM Country Manado.Based on calculation correlation peroduc moment to
with sample 89 responders according to hypothesis H1 that there is the relation of Education influence
character to attitude change and achievement of student learning in STM Country Manado result of its is 0.646
expressed pertained strong.To determine level of variable determinant coefficient determinant coefficient X
there is the relation of Education influence character to attitude change and achievement of student learning in
STM Country result of his(its 42 % and the rest 58% determined by other variable of which is not checked by
writer. Significance test to result of t calculate is 13,566 and t tables of is 1,645 according to examination of
Jika t calculate > from t tables, hence signifikan because t calculate .> from table t or 13,566 > 1,645. Thereby
the relation of education influence of character to attitude change and achievement of learning result of t
calculate 13,566 bigger than table t 1,645 meaning the rapport significant.Calculation of simple regression Y
=a + bX = 22,131 + 0.090(X) to calculate average of X 27.97. To calculate average of Y 27.14. From result of
calculation equation of regression explains that variable X or education of character influential to varibel Y or
attitude change and achievement of learning in STM Country Manado.
A Bright Horizons® Early Care and Education Center is a community of learning and caring. The World at Their Fingertips: Education for Bright Horizons is our comprehensive, integrated program for children’s learning
based on the work of Jean Piaget, Lev Vygotsky, Erik Erikson, Howard Gardner and others. It draws from
current research on early childhood development, including the important concepts of emotional intelligence
and multiple intelligences.
The World at Their Fingertips creates developmentally appropriate environments in which each child discovers
what the world is like, how it works, and what he/she is capable of. World provides the framework forexcellence in early care and education at Bright Horizons. At the heart of The World at Their Fingertips are the 8 Key Concepts, which are the guiding principles to our quality educational program.
The Concept of Pedagogical Activity and Its Structure Professional Pedagogica...ijtsrd
The meaning of the teaching profession is manifested in the activities carried out by its representatives and called teaching. It refers to a special type of social activity aimed at transmitting the culture and experience accumulated by mankind from the older generation to the younger generation, creating conditions for their personal development and preparing them to perform certain social roles in society. Yusupov Bekzod "The Concept of Pedagogical Activity and Its Structure Professional Pedagogical Activity, Its Types and Structure" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd42337.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/education/42337/the-concept-of-pedagogical-activity-and-its-structure-professional-pedagogical-activity-its-types-and-structure/yusupov-bekzod
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
A Bright Horizons® Early Care and Education Center is a community of learning and caring. The World at Their Fingertips: Education for Bright Horizons is our comprehensive, integrated program for children’s learning
based on the work of Jean Piaget, Lev Vygotsky, Erik Erikson, Howard Gardner and others. It draws from
current research on early childhood development, including the important concepts of emotional intelligence
and multiple intelligences.
The World at Their Fingertips creates developmentally appropriate environments in which each child discovers
what the world is like, how it works, and what he/she is capable of. World provides the framework forexcellence in early care and education at Bright Horizons. At the heart of The World at Their Fingertips are the 8 Key Concepts, which are the guiding principles to our quality educational program.
The Concept of Pedagogical Activity and Its Structure Professional Pedagogica...ijtsrd
The meaning of the teaching profession is manifested in the activities carried out by its representatives and called teaching. It refers to a special type of social activity aimed at transmitting the culture and experience accumulated by mankind from the older generation to the younger generation, creating conditions for their personal development and preparing them to perform certain social roles in society. Yusupov Bekzod "The Concept of Pedagogical Activity and Its Structure Professional Pedagogical Activity, Its Types and Structure" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd42337.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/education/42337/the-concept-of-pedagogical-activity-and-its-structure-professional-pedagogical-activity-its-types-and-structure/yusupov-bekzod
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
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
Emotional Intelligence and Teacher Effectiveness of Secondary School Teachersijtsrd
Emotional intelligence is an ability to monitor personal and others’ emotions before taking some action or showing some behaviour. Teacher effectiveness is a construct that measures how frequently teachers perform certain roles based on some standards. The purpose of this research is to find out the emotional intelligence, and teacher effectiveness of secondary school teachers with reference to gender, marital status, qualification, location of the school and types of institute. Normative survey method was used for the study by the researcher. The sample consisted of 70 participants selected from different secondary schools of Ratlam district through stratified random sampling technique. The instruments of this study were Teacher Effectiveness Scale TES developed by the researcher and The Emotional Intelligence EI inventory by Annaraja and Thomas Perumalil 1980 and redesigned by Thomas Alexander 2004 . The data was collected and analysed by using various statistical methods i.e. mean, standard deviation and t test. The results indicated significant relation between teacher effectiveness and emotional intelligence of secondary school teachers. Hence, there is a need to promote the emotional intelligence of teachers along with their subject knowledge and pedagogical skills for better efficiency in the teaching learning process in secondary education. Gender differences in emotional intelligence and teacher effectiveness were not significant. Dr. Inderjeet Singh Bhatia "Emotional Intelligence and Teacher Effectiveness of Secondary School Teachers" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-5 , August 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50606.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/50606/emotional-intelligence-and-teacher-effectiveness-of-secondary-school-teachers/dr-inderjeet-singh-bhatia
The Mediating Effect of Sense of Efficacy on the Relationship Between Instruc...charisseasoncion1
The primary objective of this study was to determine the role of teacher self-efficacy in mediating the
relationship between teachers' instructional practices and organizational commitment.
THE PRINCIPAL HUMAN RELATION STRATEGIES AND TEACHERS JOB PERFORMANCES OF SECO...ResearchWap
This study examined principal human relation strategies and teachers' job performance in secondary schools in Patigi Local Government
Area, Kwara State.
A sample of secondary schools was randomly selected. The questionnaire was administered to one hundred and sixty principals and Teachers for research, questions were generated and tested for the study. The result obtained showed good principal human relation strategies and Teachers' job performance by involving them in Motivation, Communication, Safety and collaboration for smoothly running of the school.
Therefore, the principal and Teachers should continue having a good relationship to bring about improvement of the teacher and output of the school (student). The principal can also influence the teacher’s activities towards improving teacher skills, organizing workshops, in-service training and seminars.
The Interconnection between Individually Guided Professional Development Acti...inventionjournals
The purpose of this study is to examine the interrelationship between individually guided professional development activities and the emergence of autonomous teachers. To gather the intended data, a questionnaire was administered with 60 EFL teachers working at school of foreign languages offour different state universities in Turkey. Subsequent to the administration of the questionnaire, a semi-structured interview was conducted with the participants on the purpose of gaining deeper insights into the types and effects of professional development activities they attended during the year 2014, and to what extent they perceive themselves autonomous with respect to their professional development. The findings revealed that even though the participants do not perceive themselves autonomous regarding their professional development, they think that there is a strong interconnection between individually guided professional development activities and the emergence of autonomous teachers.
Developmental Process of Conceptual Understanding Through Reflective Journal ...AJHSSR Journal
ABSTRACT: The evolving educational landscape has made it more challenging to create 21st-century
learners who are prepared for the future and ready to take on the global competition. Furthermore, due to its
themes, goals, and objectives, social studies is mostly necessary in the current world. Additionally, it encourages
civic engagement and social interaction. Hence, this study investigated the effects of reflective journal writing
(RJW) in improving students' conceptual understanding. The study involved Grade-12 students of a
government-owned school in Olongapo, Philippines. The results revealed that the students' level of conceptual
understanding is at a developing level before the use of the intervention. After the application and use of RJW, it
has been observed that the level of conceptual understanding has improved. This research affirms the positive
effects of journal writing on the students’ enhancement of their conceptual understanding. Thus, teachers may
consider the strategy for students’ conceptual retention and enhancement. A parallel study may be conducted to
validate the effects of the intervention in other contexts.
Keywords -Conceptual Understanding, Social Studies, Reflective Writing, Transformative Learning
About
Indigenized remote control interface card suitable for MAFI system CCR equipment. Compatible for IDM8000 CCR. Backplane mounted serial and TCP/Ethernet communication module for CCR remote access. IDM 8000 CCR remote control on serial and TCP protocol.
• Remote control: Parallel or serial interface.
• Compatible with MAFI CCR system.
• Compatible with IDM8000 CCR.
• Compatible with Backplane mount serial communication.
• Compatible with commercial and Defence aviation CCR system.
• Remote control system for accessing CCR and allied system over serial or TCP.
• Indigenized local Support/presence in India.
• Easy in configuration using DIP switches.
Technical Specifications
Indigenized remote control interface card suitable for MAFI system CCR equipment. Compatible for IDM8000 CCR. Backplane mounted serial and TCP/Ethernet communication module for CCR remote access. IDM 8000 CCR remote control on serial and TCP protocol.
Key Features
Indigenized remote control interface card suitable for MAFI system CCR equipment. Compatible for IDM8000 CCR. Backplane mounted serial and TCP/Ethernet communication module for CCR remote access. IDM 8000 CCR remote control on serial and TCP protocol.
• Remote control: Parallel or serial interface
• Compatible with MAFI CCR system
• Copatiable with IDM8000 CCR
• Compatible with Backplane mount serial communication.
• Compatible with commercial and Defence aviation CCR system.
• Remote control system for accessing CCR and allied system over serial or TCP.
• Indigenized local Support/presence in India.
Application
• Remote control: Parallel or serial interface.
• Compatible with MAFI CCR system.
• Compatible with IDM8000 CCR.
• Compatible with Backplane mount serial communication.
• Compatible with commercial and Defence aviation CCR system.
• Remote control system for accessing CCR and allied system over serial or TCP.
• Indigenized local Support/presence in India.
• Easy in configuration using DIP switches.
Cosmetic shop management system project report.pdfKamal Acharya
Buying new cosmetic products is difficult. It can even be scary for those who have sensitive skin and are prone to skin trouble. The information needed to alleviate this problem is on the back of each product, but it's thought to interpret those ingredient lists unless you have a background in chemistry.
Instead of buying and hoping for the best, we can use data science to help us predict which products may be good fits for us. It includes various function programs to do the above mentioned tasks.
Data file handling has been effectively used in the program.
The automated cosmetic shop management system should deal with the automation of general workflow and administration process of the shop. The main processes of the system focus on customer's request where the system is able to search the most appropriate products and deliver it to the customers. It should help the employees to quickly identify the list of cosmetic product that have reached the minimum quantity and also keep a track of expired date for each cosmetic product. It should help the employees to find the rack number in which the product is placed.It is also Faster and more efficient way.
Welcome to WIPAC Monthly the magazine brought to you by the LinkedIn Group Water Industry Process Automation & Control.
In this month's edition, along with this month's industry news to celebrate the 13 years since the group was created we have articles including
A case study of the used of Advanced Process Control at the Wastewater Treatment works at Lleida in Spain
A look back on an article on smart wastewater networks in order to see how the industry has measured up in the interim around the adoption of Digital Transformation in the Water Industry.
Hybrid optimization of pumped hydro system and solar- Engr. Abdul-Azeez.pdffxintegritypublishin
Advancements in technology unveil a myriad of electrical and electronic breakthroughs geared towards efficiently harnessing limited resources to meet human energy demands. The optimization of hybrid solar PV panels and pumped hydro energy supply systems plays a pivotal role in utilizing natural resources effectively. This initiative not only benefits humanity but also fosters environmental sustainability. The study investigated the design optimization of these hybrid systems, focusing on understanding solar radiation patterns, identifying geographical influences on solar radiation, formulating a mathematical model for system optimization, and determining the optimal configuration of PV panels and pumped hydro storage. Through a comparative analysis approach and eight weeks of data collection, the study addressed key research questions related to solar radiation patterns and optimal system design. The findings highlighted regions with heightened solar radiation levels, showcasing substantial potential for power generation and emphasizing the system's efficiency. Optimizing system design significantly boosted power generation, promoted renewable energy utilization, and enhanced energy storage capacity. The study underscored the benefits of optimizing hybrid solar PV panels and pumped hydro energy supply systems for sustainable energy usage. Optimizing the design of solar PV panels and pumped hydro energy supply systems as examined across diverse climatic conditions in a developing country, not only enhances power generation but also improves the integration of renewable energy sources and boosts energy storage capacities, particularly beneficial for less economically prosperous regions. Additionally, the study provides valuable insights for advancing energy research in economically viable areas. Recommendations included conducting site-specific assessments, utilizing advanced modeling tools, implementing regular maintenance protocols, and enhancing communication among system components.
Self Concept and Scholastic Competence of Secondary School Teachers in relation to some Personal Variables
1. IOSR Journal of Computer Engineering (IOSR-JCE)
e-ISSN: 2278-0661, p- ISSN: 2278-8727Volume 12, Issue 1 (May. - Jun. 2013), PP 23-28
www.iosrjournals.org
www.iosrjournals.org 23 | Page
Self Concept and Scholastic Competence of Secondary School
Teachers in relation to some Personal Variables
Savita Mishra
Assistant Professor Harkamaya College of Education, Gangtok, Sikkim, India
Abstract: The self concept is an organized cognitive structure comprising a set of attitudes, beliefs and value
that cut across all facets of experience and action, organizing together the variety of specific habits, abilities,
outlooks, ideas and feelings that a person displays. Scholastic competence refers to the intellectual behavioral
and manifestation activities that a teacher has developed from the early years of his schooling up to the
attainment of degree of teaching. The objectives of this study was to find out significant difference if any in both
self concept and scholastic competence of teachers in relation to gender, locale, teaching experience,
educational qualification and academic stream variations. It was a descriptive study design of normative type.
The population of this study consisted of secondary school teachers from Gangtok, East Sikkim. The sample
included one hundred teachers selected on simple random sampling method. The tools used for the collection of
data were Nayak’s Teacher’s Self Concept Scale (2004) and Samal’s Scholastic Competence scale (2000). The
findings of this study were that female, rural, more experienced, graduate and non science teachers have less
self concept compared to urban, less experienced, science and post graduate teachers where as male, urban,
graduate, non science, less experienced teachers have less scholastic competence compared to female, urban,
post graduate, science and more experienced teachers.
Key Words: Self Concept, Scholastic Competence, Personal Variables
I. Introduction
The self concept is an organized cognitive structure comprising a set of attitudes, beliefs and value that
cut across all facets of experience and action, organizing together the variety of specific habits, abilities,
outlooks, ideas and feelings that a person displays. Self concept is a good predictor of our interpersonal behavior
and adjustment skill, Rai (1983). According to Purkey (1988), self concept is the totally of a complex,
organized, dynamic system of learned beliefs, attitudes and opinions that each person holds to be true about
his/her personal existence. Self esteem is another way of viewing self concept. A person with high self esteem
has a positive self concept while a person with low self esteem has a negative self concept. High self esteem is
related to independence and open mindedness. As teachers are the builders of the nation and destiny makers, it
becomes quiet obligatory on their part to develop high self concept and self esteem because the more the self
concept, the more powerful he is in shaping the future. A substantial number of studies have been conducted on
self concept of teachers as the criterion variable. The predicting variables to the criterion measures of self
concept have been personal variables like age, gender, educational qualification, experience, academic stream,
socio- economic status and intelligence and institutional variables like school environment, organizational
climate, interpersonal relationship etc. Silberman (1969) has observed that teacher‟s self concept determines his
perception which directly or indirectly affects his performing self. Teacher‟s having self concept was found to
be more competent in teaching than their counterparts, i.e. there is a positive correlation between teacher‟s self
concept and success in teaching. Thus self concept is the self estimation of an individual which is greatly
influenced by factors like success and failure, social feedback as well as self identification.
Scholastic competence refers to the intellectual behavioral and manifestation activities that a teacher
has developed from the early years of his schooling up to the attainment of degree of teaching. It is a summation
of the intellectual pursuits one is having with the enrichment programmes that one experiences in his/her own
life. It is the teachers who play a pivotal role in the educational system. Teacher competence in classroom
procedures contributes more to teacher‟s abilities and also has a strong impact on the self concept of teachers. If
the teachers have sound scholastic competence and can improve their communications and performance inside
classroom, then they would be in a better position to communicate and understand their students as well as infer
their own self concept. The teacher competence is manifested in the self concept of teachers and the self concept
of teachers affects the classroom transactions and thus plays a vital role in shaping future citizens of our country.
Samal (2000) conducted a study on teaching efficiency as a criterion of teacher‟s self concept, job satisfaction
and scholastic competence and found out positive and significant relationship between the variables. Nayak
(2004) conducted study on Mental Health and Adjustment of secondary school teachers influencing
development of self concept in teachers over a random sample of 340 teachers. The findings of the study
revealed sex, qualification, academic stream differences in self concept and a sound mental health was an
2. Self Concept and Scholastic Competence of Secondary School Teachers in relation to some Personal
www.iosrjournals.org 24 | Page
important predictor of self concept. Chhetri (2007) conducted a study on self concept of prospective teachers of
Sikkim in relation to sex, experience, qualification and place of habitation. It was observed that there existed
sex, qualification, teaching experience and place of habitation difference in self concept of teachers.
Rationale of the Study
Basing upon the above, it is concluded that scholastic competence has been a predictor in selecting
teachers for various institutions. As the public demand for accountability increases, schools of education are
forced to identify the qualities of effective teachers and planned curricula to ensure that prospective teachers
demonstrate those qualities prior to certification (Taylor, Middleton and Napier, 1990). This concern for teacher
competence dated back to 1970, when the National Council for Accreditation of Teacher Education (NCATE)
of America started to revise the accreditation standards. Hence, determining competence is both the concern of
the accreditation party and the teacher education institute. With competence as an indicator in teacher
accreditation and teacher development, there is a call for the refocusing of teacher education programmes.
Taylor, Middleton and Napier (1990) have also advocated that the major thrust maximize the professional
competence of teachers through development of positive self concept. The identification and determination of
teacher competence are thus crucial in teacher education and development. Firstly teacher certification groups
are using competence as an indicator. Secondly, teacher education institutes are planning their programmes
which aim to maximize teacher competence. Thirdly, teacher educators are using teacher competence to reflect
various stages of teacher development. A sincere attempt undertaken by the investigator to find out answers to
the following questions; Are our teachers having self concept? Are there any differences in their self concept
due to gender, experience, qualification, academic stream variations? Is scholastic competence necessary for
developing positive self concept? Therefore, the investigator proposed to study the scholastic competence of
teachers working in primary schools and its impact on their self concept in relation to gender, marital status,
teaching experience, academic stream and educational qualification variations. In this context, the problem was
stated as follows: “Self Concept and Scholastic Competence of Secondary School Teachers in relation to some
Personal Variables.”
Objectives of the Study
To assess the self concept of teachers in relation to gender, locale, teaching experience, educational
qualification and academic stream variations.
To estimate the scholastic competence of teachers in relation to gender, locale, teaching experience,
educational qualification and academic stream variations.
To find out significant difference if any in both self concept and scholastic competence of teachers in
relation to gender, locale, teaching experience, educational qualification and academic stream
variations.
To find out relationship between self concept and scholastic competence of teachers.
Formulation of Hypotheses
Ho1. There does not exist significant difference in the self concept of teachers in relation to gender variation.
Ho2. There does not exist significant difference in the self concept of teachers in relation to locale variation.
Ho3. There does not exist significant difference in the self concept of teachers in relation to teaching experience
variation.
Ho4. There does not exist significant difference in the self concept of teachers in relation to educational
qualification variation.
Ho5. There does not exist significant difference in the self concept of teachers in relation to academic stream
variation.
Ho6. There does not exist significant difference in the scholastic competence of teachers in relation to gender
variation.
Ho7. There does not exist significant difference in the scholastic competence of teachers in relation to locale
variation.
Ho8. There does not exist significant difference in the scholastic competence of teachers in relation to teaching
experience variation.
Ho9. There does not exist significant difference in the scholastic competence of teachers in relation to
educational qualification variation.
Ho10. There does not exist significant difference in the scholastic competence of teachers in relation to academic
stream variation.
Ho11. There does not exist significant relationship in the self concept and scholastic competence of teachers.
3. Self Concept and Scholastic Competence of Secondary School Teachers in relation to some Personal
www.iosrjournals.org 25 | Page
Operational Definitions of the terms used
Self Concept: It refers to “the composite of ideas, feelings and attitudes people have about
themselves.”
Scholastic Competence: It refers to “the outcomes desired from teaching, which ranges from
increased classroom average scores on standardized achievement tests to the development of pupils‟ social
skills, length of time in teaching, the conception of the teacher‟s role, the context for teaching such as school
characteristics and the geographic location.”
Secondary School Teachers: Teachers who teach students from classes IX and X.
Personal Variables: It refers to gender, locale, teaching experience, educational qualification and
academic stream.
Scope and Delimitation of the Study
The scope of the study was to assess the self concept and scholastic competence of 100 secondary
school teachers selected on simple random basis from Gangtok, East Sikkim in relation to gender, locale,
teaching experience, educational qualification and academic stream variations.
Method of study: The Design: It was a descriptive study design of normative type.
Sample: The population of this study consisted of secondary school teachers from Gangtok, East Sikkim. The
sample included one hundred teachers selected on simple random sampling method.
Tools Used: The tools used for the collection of data were Nayak‟s Teacher‟s Self Concept Scale (2004) and
Samal‟s Scholastic Competence Scale (2000).
II. Results and Discussions
Categorization of teachers on their Self Concept
One of the objectives of the study was to find out if there exists any gender difference in the self
concept values of teachers. The t-test (test of significance) between the means was calculated and it was 1.77 for
98 degree of freedom. But the table value of t was 2.63 for the same degree of freedom. Therefore, the t-ratio
being lower than the table value was considered to be insignificant. Hence, the null hypothesis was retained.
This showed that male teachers are not different from female teachers in their self concept value. In this
connection Studies of Nayak (2004) and Samal (2000) might be referred to where female teachers were found to
have better self concept than male teachers. Therefore, the investigator desired to conclude that the findings of
the study were appropriate.
Table 1
Test of significance of difference between the means of the contrasts on Self Concept of teachers
Contrast N Mean SD SED Df ‘t’ Test of
Significance
Male
Vs
Female
50
50
135.18
131.88
6.23
11.57
1.86 98 1.77 Not Significant
Rural
Vs
Urban
51
49
131.73
133.71
19.04
9.72
3.01 98 0.66 Not Significant
More Experience
Vs
Less Experience
58
42
98.28
131.05
32.30
10.63
4.60 98 7.12 P<0.01
Post graduate
Vs
Graduate
61
39
133.89
133.74
8.35
10.54
2 98 0.08 Not Significant
Non Science
Vs
Science
67
33
133.30
134.91
9.19
9.32
1.97 98 0.82 Not Significant
Total 100 133.53 9.45
Detailed analysis of the table 1 revealed that the mean of the Self Concept was 133.53. The Standard Deviation
value had been estimated to be 9.45. It was further observed that the mean scores of male, urban, post Graduate,
graduate and Science teachers lied above the mean value of the total sample. This indicated that female, rural,
less experienced, and non- science teachers have self concept scores below the normal average of the total
sample.
The locale wise difference in the self concept value of teachers was calculated. The t-test between the means
was calculated and it was 0.66 for 98 degrees of freedom. But the table value of t was 2.63 for the same degree
4. Self Concept and Scholastic Competence of Secondary School Teachers in relation to some Personal
www.iosrjournals.org 26 | Page
of freedom. Therefore, the t-ratio being lower than the table value was considered to be insignificant. Hence, the
null hypothesis was retained. This showed that rural teachers were not different from urban teachers in their self
concept values. Therefore, the investigator desired to conclude that the findings of the study were appropriate.
The teaching experience wise difference in the Self Concept value of teachers was calculated. The t-test between
the means was calculated and it was 7.12 for 98 degrees of freedom. But the table value of t was 2.63 for the
same degree of freedom. Therefore, the t-ratio being lower than the table value was considered to be significant.
Hence, the null hypothesis was rejected. This showed that more experienced teachers are different from less
experienced teachers in their self concept values. The studies of Lee (1992) and Mani and Gonsalves (1997)
might be referred were experienced teachers exhibited better self concept than their counterparts. Hence, the
investigator desired to conclude that the findings of the study were appropriate.
The educational qualification wise difference in the self concept value of teachers was calculated. The t-test
between the means was calculated and it was 0.08 for 98 degrees of freedom. But the table value of t was 2.63
for the same degree of freedom. Therefore, the t-ratio being lower than the table value was considered to be
insignificant. Hence, the null hypothesis was retained. This showed that post graduate teachers are not different
from graduate teachers in their self concept values. The studied done by Rai (1983) revealed this fact that post
graduate teachers had significantly better self concept than graduate teachers. Therefore, it was concluded that
the findings of the study were appropriate.
The Academic Stream wise difference in the Self Concept value of teachers was calculated. The t-test between
the means was calculated and it was 0.82 for 98 degrees of freedom. But the table value of t was 2.63 for the
same degree of freedom. Therefore, the t-ratio being lower than the table value was considered to be
insignificant. Hence, the null hypothesis was retained. This showed that non-science teachers were not different
from science teachers in their Self Concept values. Therefore, the investigator desired to conclude that the
findings of the study were appropriate.
Categorization of teachers on their Scholastic Competence
Table 2
Test of significance of difference between the means of the contrasts on Scholastic Competence of teachers
Contrast N Mean SD SED Df ‘t’ Test of
Significance
Male
Vs
Female
50
50
26.60
30.30
11.19
12.85
2.41 98 1.54
Not Significant
Rural
Vs
Urban
51
49
24.86
32.18
10.27
12.88
2.34 98 1.12
Not Significant
More Experience
Vs
Less Experience
58
42
25.53
18.90
11.98
4.82
1.74 98 3.81
Significant
Post graduate
Vs
Graduate
61
39
30.82
24.74
11.30
12.54
2.47 98 2.46
Not Significant
Non Science
Vs
Science
67
33
26.72
31.97
10.77
13.99
2.77 98 1.90
Not Significant
Total 100 28.45 11.37
Detailed analyses of the table 2 revealed that the mean of the scholastic competence was 28.45. The Standard
Deviation value had been estimated to be 11.37. It was further observed that the mean scores of female, urban,
post graduate and science teacher lie above the mean value of the total sample. This indicated that male, rural,
graduate, non- science, more experienced teachers have scholastic competence scores below the normal average
of the total sample. The gender wise difference on Scholastic Competence values of teachers was calculated.
The „t‟ test between the means was calculated and it was 1.54 for 98 degrees of freedom. But table value of t
was 2.63 for the same degree of freedom. Therefore, the t-ratio being lower than the table value was considered
to be insignificant. Hence the null hypothesis was retained. This showed that male teachers were not different
from female teachers in scholastic Competence values but female teachers having higher mean value from the
male had been considered to be having more scholastic competence values compared of the males. In this
connection, studies of Samal (2000) might be referred where female teachers were found to have better
scholastic competence than male teachers. Therefore, the investigator desired to conclude that the findings of the
study were appropriate.
5. Self Concept and Scholastic Competence of Secondary School Teachers in relation to some Personal
www.iosrjournals.org 27 | Page
The locale wise difference in the Scholastic Competence value of teachers was calculated. The t-test between
the means was calculated and it was 1.12 for 98 degrees of freedom. But the table value of t was 2.63 for the
same degree of freedom. Therefore, the t-ratio being lower than the table value was considered to be
insignificant. Hence, the null hypothesis was retained. This showed that rural teachers were not different from
urban teachers in their Scholastic Competence values. Therefore, the investigator desired to conclude that the
findings of the study were appropriate.
The teaching experience wise difference in the Scholastic Competence value of teachers was calculated. The t-
test between the means was calculated and it was 3.81 for 98 degrees of freedom. But the table value of t was
2.63 for the same degree of freedom. Therefore, the t-ratio being lower than the table value was considered to be
significant. Hence, the null hypothesis was rejected. This showed that more experienced teachers were different
from less experienced teachers in their Scholastic Competence values. Therefore, the investigator desired to
conclude that the findings of the study were appropriate.
The educational qualification wise difference in the Scholastic Competence value of teachers was calculated.
The t-test between the means was calculated and it was 2.46 for 98 degrees of freedom. But the table value of t
was 2.63 for the same degree of freedom. Therefore, the t-ratio being lower than the table value was considered
to be insignificant. Hence, the null hypothesis was retained. This showed that post graduate teachers were not
different from graduate teachers in their Scholastic Competence values. Thus, the investigator desired to
conclude that the findings of the study were appropriate.
The Academic Stream wise difference in the Scholastic Competence value of teachers was calculated. The t-test
between the means was calculated and it was 0.82 for 98 degrees of freedom. But the table value of t was 2.63
for the same degree of freedom. Therefore, the t-ratio being lower than the table value was considered to be
insignificant. Hence, the null hypothesis was retained. This showed that non-science teachers were not different
from science teachers in their Scholastic Competence values. Therefore, the investigator desired to conclude that
the findings of the study were appropriate.
Relationship Study between Scholastic Competence and Self Concept of teachers.
Relationship study was established through Product Moment Correlation total wise and the
Coefficient of Correlation was found to be -0.02, i.e., Self Concept and Scholastic Competence was negatively
correlated. So it was observed that the relationship between Self Concept and Scholastic Competence in total
was insignificant. Therefore, the null hypothesis that there does not exist significant relationship in Self Concept
and Scholastic Competence could be rejected which showed that Self Concept is negatively related to Scholastic
Competence.
Findings of the study
Female, rural, more experienced, graduate and non science teachers have less Self Concept compared
to urban, less experienced, science and post graduate teachers.
Male, urban, graduate, non science, less experienced teachers have less Scholastic Competence
compared to female, urban, post graduate, science and more experienced teachers.
There is no relationship between the male and female teachers in case of Self Concept.
There is no relationship between the male and female teachers in case of Scholastic Competence.
There is no relationship between rural and urban teachers in case of Self Concept.
There is no relationship between rural and urban teachers in case of Scholastic Competence.
More experienced teachers have less Self Concept than less experienced teachers.
More experienced teachers have more Scholastic Competence than less experienced teachers.
There is no relationship between post graduate and graduate teachers in case of Self Concept.
There is no relationship between post graduate and graduate teachers in case of Scholastic
Competence.
There is no relationship between science and non science teachers in case of Self Concept.
There is no relationship between science and non science teachers in case of Scholastic Competence.
Self Concept and Scholastic Competence of teachers is negatively correlated.
Recommendations
Building a healthy school community relationship for smooth transaction of business of the school.
Encouraging the development of the confidence in teachers.
Assuring better service condition by enforcement of law.
Strengthening the principle of recruitment to teaching professions.
Emphasizing on better school organizational climate for better co-operation.
Respecting persons and feelings of teachers.
6. Self Concept and Scholastic Competence of Secondary School Teachers in relation to some Personal
www.iosrjournals.org 28 | Page
Equipping schools with all modern and information technology based materials.
Maintaining teachers‟ profile for better and systematic understanding of each individual teacher.
For the development of better self concept.
References
[1]. Chhetri, S. (2007). Self Concept of Prospective teachers of Sikkim in relation to Gender, Experience, Qualification and Place of
Habitation. Unpublished Dissertation in Education, University of North Bengal.
[2]. Lee, C.l. (1992). The relationship between Home Economics teachers‟ Self esteem and their classroom interaction. Dissertation
Abstract International. Vol-53.
[3]. Mani, G. and Gonsalves, C.A. (1977). A study of self Concept of student teachers in relation to their performance in practical
teaching. Stella Matutina College of Education, Madras.
[4]. Nayak, N. (2004). Mental Health and Adjustment of Secondary School Teacher influencing development of Self Concept in teacher.
Unpublished Ph.D Dissertation in Education, Utkal University.
[5]. Purkey, W. (1988). An overview of Self Concept Theory for Counseling. ERIC Clearing House ERIC/CAPS Digest: ED. 304630
www.Document URL.http.edu.
[6]. Rai, G. (1983). A Study of Self Concept of the prospective teachers. Unpublished Doctoral Dissertation in Education, BHU.
[7]. Samal, A. (2000). Teaching Efficiency as a function of Self Concept, job Satisfaction and Scholastic Competence. Unpublished
dissertation in education, Utkal University.
[8]. Silberman, M. (1996). Behavior Expression of Teachers Attitudes Elementary School Students. Journal of Educational Psychology,
Vol. 60, pp. 402-407.