NECST- JTT

ISSN : 0975-4717

A Peer Reviewed Journal (Bi-annual)

NECST Journal of Teacher Training

New Era College of Science & TechnologyGhaziabad (India)

Vol. 2 No. 1, 15th November, 2010

Published by Mr. Rajeev Malik on behalf of New Era College of Science & Technology

at 333, Pandav Nagar Ghaziabad, U. P. (India)Editor: Mr. Sanjay Kumar

Printed at Subrang Advertising Pvt. Ltd., Ghaziabad




PatronShri Rajeev MalikSecretary NECST

EditorSanjay KumarCo- ordinator, NECST

Co- Editors (English)Ms. Sangeeta Malik

Co-Editors (Hindi)Dr. M. DixitMrs. Manisha Singh

Contact & Head office

New Era College ofScience & Technology333, Pandav Nagar,Near Shastri Nagar Flyover,Ghaziabad - 201002 (INDIA)Phone: 0120-3293860

NECST- Journal of Teacher Training(A Peer Reviewed Journal)

Bi- Annual ISSN : 0975-4717

Vol. 2 No. 1 — 15th November 2010

Contents

Knowledge Management Teacher Education ........................... 1Dr. D. P. Asija

Well-being and Emotional of ................................................ 7High Intelligence School TeachersMeena Devi and Manju Lohumi

Communication Skills : Imperative For A Teacher ................ 12Preeti Chitkara

Ict In Classrooms : Let’s Remove The Barriers ....................... 16Dr. Manoj Kumar Saxena and Suresh Aggarwal

A Comparative Study of Job Satisfaction in .............................. 21Relation to Teacher Effectiveness of Governmentand Private School Teachers at Secondary LevelPriya Sharma and Neeraj Tyagi

Strengthening Student Support Services in ODL : ................ 25Role Of Information And CommunicationTechnologyY.k. Sharma

A Study of Sociometric Status in Relation to

Personality Traits of Secondary School Students ................... 35

Published by Shri Rajeev Malik, Secretary, New Era College of Science & Technology, Ghaziabad-201002 (INDIA)

Printed at Subrang Advertising Pvt. Ltd., Ghaziabad-201002 , (INDIA)

NECST - Journal of Teacher training is

a publication of New Era College of

Science & Technology which was

established in 2003 under Malik

Education Society, Ghaziabad.

The purpose of this journal is to

develop innovations and research work

in the field of teacher education. The

Journal will continue to focus on the

core mission of teacher education and

serve as a forum for the systematic

examination of a wide range of voices,

perspectives, and approaches to the

field. This Journal is designed to reflect

balanced representation of authors

from all the four regions (East, West,

North, and South) of the country.

The opinions/views expressed in this

journal are of the authors and not of

the editor or publisher. The authors are

fully responsible for their contribution.

All disputes are subject to the

jurisdiction of Ghaziabad court only.

Requests for subscription should be

Addressed to :

New Era College of Science &

Technology 333, Pandav Nagar,

Near Shastri Nagar Flyover,

Ghaziabad, 201002 India

Ph : 0120-3293860,

+919212168175

NECST - Journal of Teacher Training

Editorial Review Board

Dr. R. P. Kathuria

Former Professor,

NCERT, New Delhi

Dr. J. S. Grewal

Former Professor,

RIE -NCERT, Bhopal

Dr. Harikesh Singh

Professor In Education

NUEPA, New Delhi

Dr. Romesh Verma

Professor In Education

University Of Jammu

Dr. Aditi Ghose

Professor In Education,

University Of Calcutta

Dr. Sheela Taowari

Principal In Education

SSCOE, Maharastra

Shri G. K. Thakur

Principal In Education

MIMT, Greater Noida

Dr. A. Basappa

Principal of MMNFG college

Chitra durga, Karnatka

Dr. Manoj Saxena

Reader In Education

MM University, Harayana

Copyright ©

New Era College of Science &Technology, Ghaziabad. Any part of the journal

may not be reproduced in any form without the written permission of the publisher/Editor.

KNOWLEDGE MANAGEMENTTEACHER EDUCATION

Dr. D. P. Asija*Director – Principal

Introduction

Today knowledge drives the economy. Knowledge economy and Knowledge Management havebeen recognized as important fields of intellectual pursuit. Knowledge economy and developmentof a country are intimately related. Throughout the world, there is a drastic change in attitude ofboth the academicians and the business community. Demand of competitive world has forced theeducational institutions and commercial organizations to strive for the professionally managed end-result. In all the sectors of human activity, there is need of professionals like engineers, doctors,teachers, teacher educators, lawyers, managers, administrators and many more. Further theseprofessionals are required to be well equipped and conversant with the professional knowledge andskills in their respective area of concern if they are to excel.

In this context, the Indian Govt. has now established National Knowledge Commission, the purposeof which is to build excellence in the educational system to meet the challenges of 21th century andincrease Indian competitive advantage in the field of knowledge (Thakora, 2005).

Concepts Related to Knowledge Management

Wisdom

Knowledge

Information

Data

Fig. - 1 : Processing of information at various levels

* M. M. College of Education, (Accredited by NAAC with ‘A’ Grade)M. M. University Campus, Mullana – Ambala (Haryana) [email protected]

NECST - Journal of Teacher Training Vol. 2 No. 1 – 15th November 2010

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Before discussing the concept of Knowledge Management (KM) let us make a brief analysis ofrelational concepts:

(i) Data: Data can be described as a set of facts, concepts or statistics that can be analyzed to produceinformation.

(ii) Information: Information is that which has been organized within a context and translated intoa form that has structure and definite meaning.

(iii) Knowledge: Applied information (for taking accurate decisions) or information with judgementis called knowledge. It is more richer and meaningful than information.

Knowledge includes familiarity; best practices, policies, awareness and understanding gainedthrough experiences or study and results from making comparisons, identifying consequencesand making connections.

(iv) Wisdom: Creation, accumulation, subsequent management and use of such enhanced knowledgelead to wisdom

Types of Knowledge

Knowledge has two basic definitions of interest. The first pertains to a body of information consistingof facts, opinions, ideas, theories, principles and models.

Knowledge also refers to a person’s state of being in tune with some body of information. Thesestates include ignorance, awareness, familiarity, understanding, facility and so on.

Knowledge is of two types:

(a) Explicit Knowledge

It refers to formal knowledge, which can be articulated in language and transmitted amongindividuals.

(b) Tacit Knowledge

It refers to informal knowledge. It is rooted in personal knowledge, experience, beliefs,perspectives and values.

Knowledge is present in our ideas, judgement, talents, root causes, relationships, perspectives andconcepts. It is stored in individual’s brain or encoded in organizational processes, documents, products,services, and facilities.

Knowledge Management (KM)

Knowledge management (KM) as the word implies, is the ability to manage ‘Knowledge ’. It is theprocess of identification and leverage of organizational knowledge assets to deliver business,advantage to the organization and its customer.

Knowledge management (KM) is a process that helps organization or education institutions identify,select, organize, disseminate and transfer important information and expertise that are part oforganizational memory that typically resides within the organization in an instructed manner. Thisenables effective problem solving, dynamic learning, strategic planning and decision-making (Turbanand Aronson, 2002).

It is the people who manage knowledge and not the processes or technologies. KM brings togetherthe three core organizational resources, people resources and technologies to enable the organizationto use and share information more effectively (Pertrides and Nodine, 2003) It is made explicit in theFig.2.

Vol. 2 No. 1 – 15th November 2010 NECST - Journal of Teacher Training

3

People

Processes Technology

Fig - 2 : The Key Realms of Knowledge Management

Recent Trends in Knowledge Management

Knowledge management focuses on maximizing performance by making the most of the synergybetween people, processes and technology. Several trends will shape the field of knowledgemanagement in the not-too distant future:

1. Increasing use of tacit knowledge (rather than explicit knowledge)

2. Increasing use of knowledge management to enhance innovation

3. Emerging technology solutions

4. The convergence of knowledge management with e-business

5. The movement from limited knowledge management projects to more enterprise wide projects

Challenges for implementing Knowledge Management

Identifying the problems in implementing Knowledge Management systems is an important issue.When a problem is understood, organizations may be able to implement strategies. So the variouschallenges are:

� Lack of KM tools and techniques -During the past years very less number of training anddevelopment programs have been developed to equip teacher and researcher with KM toolsand techniques and technology based learning.

� Lack of awareness and understanding in higher education system shortens the scope ofKnowledge Management application.

� Face-to-face interaction - Human being as social element interacts with others, puts trust andconfidence based on the mutual interaction and relationship. The relationships are establishedduring social interaction and face to face interaction which are duly lacking in KM especiallywhen the geographical distance is large.

� Space and time constraints - Geographical space remains the major constraints for applying KMin the regular process.

� Language and cultural barriers - Effective communication can only take place when the languagebarriers can be solved. Language can cause possible communication problems in onlinecommunities where people come from countries that use different languages especially duringthe sharing and transfer of information from far distant places.


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Objectives of KM:

With reference to the development of KM system in an educational institution, Davenport etal (1998),as cited in Jennifer Rowby (2000), identified four broad objectives which match the institutionalobjectives as under:

• To create knowledge repositories (stores of knowledge)

• To improve knowledge access (available)

• To enhance the knowledge environment (knowledge climate)

• To manage knowledge as an asset (resource)

Benefits from KM

Continuousimprovement

of Servicedelivery

Globalsharing andteamwork

ManagingIntellectual

Assets

The relearningof ongoing

service skillsand

competencies

Capture ofknowledge asassets of the

company

Fig - 3 : Shows the benefits that can be derived from KM.

1. Managing Intellectual Assets

2. Continuous improvement of Service delivery

3. Global sharing and teamwork

4. Capture of knowledge as assets of the company

5. The relearning of ongoing service skills and competencies

Application of KM in Higher Education

1. KM in teaching and research

o Enhancement of curriculum

o Effective use of technological aids for effective course delivery

o Effective training and development process

2. KM in Development process

o Enhance evaluation and administrative activities

o Develop teaching and learning process to achieve quality outcomes

o Foster innovation by sharing

o Improve faculty, student, alumni and staff affairs and services

o Advancement in technology


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3. KM in strategic planning

o Enhance strategic decision making (resource allocation)

o Improve performance indicators by monitoring and assessment

o Improve service by reducing time

o Enhance students-faculty retention rates by recognizing the value of employees

Application of KM in Teacher Education

At present, teacher education programmes are under going a critical stage. The quality of teachereducation institutions is very much diluted. The products of such institutions is of inferior quality.The application of KM in teacher education has great potential to raise its quality with regard toprocesses and services like while adopting the following measures:

(i) Formation of Philosophy of the Institution: Philosophy of the institution should be translatedin terms of vision, mission and goals in actionable form.

(ii) Curricular Changes: The institution should periodically revise its curricular programmes. Need-based inputs like behaviour modification techniques, learning styles, community related issues,family education, personality-development, thinking styles & skills, practical work etc, shouldbe added to teacher education curriculum.

(iii) Modernizing Teaching Learning Process and Evaluation: Application of new modes of drawingknowledge from various sources and utilizing the same in the classroom needs to be emphasized.It makes teaching effective & enhances its efficiency. With this, new reforms in evaluation shouldalso be added.

(iv) Availability of Resources: Teacher education institutions should build their own resources interms of physical infrastructure, qualified faculty, well established library with automationand internet facilities, method laboratories, workshop, subject associations, clubs and societies.

(v) Management System: At present, a variety of teacher education institutions are functioning inthe country. They are Govt., Aided, and Self-financing. Each category of institutions have theirown assets and limitations. There is a need to adopt the following processes of management.

• Planning (short and long term)

• Organizing

• Staffing

• Controlling

• Flow of information & coordination

• Utilization of men-faculty, non-teaching staff, students, parents & community: material,time and money (fees, funds, donations and other assets)

• Coordination

• Recording and reporting of the knowledge (data and information)

(vi) Research, development & Extension: Teacher education institutions need to add researchcomponent along with teaching. It should start with action research and gradually developinto comprehensive quality researches (applied and basic) based on local area specific actionand fundamental researches, the institution should design new courses and develop readingmaterial for the teachers.

Extension programmes should be most suitable and relevant to the local community. It shouldbe a regular and continuous feature of the institution.


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(vii) Student support and Progression: Teacher education institutions should provide acomprehensive and effective support system to teacher trainees in terms of library, laboratories,games and sports, extension lectures, learning situations and personality developmentprogrammes, medical facility and identification of students’ achievements and recording theirprofessional development.

(viii) Healthy practices: Every teacher education institution by virtue of its philosophy, location,manpower, resources and academic leadership, develops some tangible healthy practices, whichare great knowledge of such practices like holding morning assembly, specific value-basedpractices-presentation of book reviews, personal resolutions written by teacher trainees,participation in ‘Think Tank’ of the college and many other activities must be documented,shared for further development in the subsequent years.

(ix) Academic Audit: Teacher education institution must evolve a practice to have its regularacademic (internal and external) audit through the students, staff and experts from out side.This would help the institution to evaluate itself among other institutions in the area/state/region/ the country.

(x) Development of Faculty: for faculty empowerment, colleges need to plan such a schedule sothat all members get a chance to participate in academic programmes elsewhere. Besidesadditional incentives need to be provide to them. The developmental profile of each memberof faculty should be maintained. It would act as academic repository of the college.

While concluding, it can be said that knowledge is a great power in a developing economy. Anindividual or a country while possesses rich knowledge and applies the same effectively in itseducational institutions and organizations is rich.

Application of KM system in teacher education has a great potential for upgrading its qualityand efficiency. Teacher education institutions should look beyond the criteria fixed by NCTE/NAAC. They should evolve their own criteria/parameters in order to meet the challenges ofthe 21th century and establish a benchmark in a global market.

References

Davenport, T.H. “Think Tank: The Virtual and the Physical”, C/O, November 15, 1995b

Jennifer Rowley, (2000). Is Higher Education ready for Knowledge Management, The International Journalof Education Management 14/7, pp 325-333

Malhotra, Y. (1998). Deciphering the Knowledge Management Hype. Journal of Quality & Participation21.4:58-60

Thakore, D. (2005). “Can Sam Pitroda Spark India’s overdue Knowledge Revolution?” Education World,November 2005

Turban Efraim, Aronson Jay E, (2002), “Decision Support System and Intelligent System”, PearsonEducation Private Limited.

Sharma Pankaj (2004), “Knowledge Management” APH Publishing Corporation, New Delhi

http://www.educause.edu/pub/pubs.html#books

http://www.tlainc.com/artic1234.htm


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WELL-BEING AND EMOTIONAL OFHIGH INTELLIGENCE SCHOOL TEACHERS

Meena Devi1 Manju Lohumi2

ABSTRACT

Traditionally, the teaching role has been one of nurturing and developing students’ potential.

However, teachers work today comprises a complex role of various factors that include teaching,

learning new information and skills keeping abreast of technological innovations and dealing

with students, parents and the community .These are demanding roles and there are growing

concerns about teacher well being and emotional intelligence. In particular teachers experiencing

increasing levels of attrition, stress and burnout. For teachers emotional labour involves showing

or exaggerating particular emotions when interact with students. This faking or suppressing,

of emotions can be a source of stress and lead to emotional exhaustion. This study investigated

the relationship between well being and emotional intelligence for a sample of married female

teacher in high school teachers in Punjab. The findings of this study hold implications for

better educators and the well being and emotional intelligence of teachers. effective reactions.

Introduction

Well-being requires harmony between mind and body. It implies a sense of balance and ease withthe pressures in a person’s life. There is no under-stimulation, and no excessive negative stress;above all, there’s a sense of control over one’s destiny. Well-being is concern with how and whypeople experience their lives in positive ways, including both cognitive judgment and affectivereactions. As such, it covers that have used such diverse as such, it covers that have used such diverseterms as happiness, satisfaction, morale and positive affect. Crow & Crow (1951) is in the view thatphysical well-being, adjustment to mental ability, emotional control, social adjustment and even sexadjustment-all these characteristics should be included in well-being. Travis (1978) described wellnessas an attitude about one’s own process of self care, involving understanding of basic emotional andphysical needs and the kind of habits and life style necessary to meet those needs.

Longman’s Dictionary of Psychology and Psychiatry (Goldensen, 1984) stated “mental health is astate of mind, characterized by emotional well-being, relative freedom from anxiety and disablingsymptoms and a capacity to establish constructive relationship and cope with.”

Numerous studies have identified emotional intelligence and teacher efficacy as critical behavioralfactors of teacher to be effective in school environment or classroom (Adeyemo, 2005). According toLazarus (1991). Understanding and being able to apply emotional intelligence, is essential to successin teaching. Indeed in his opinion understanding and managing one’s own and other’s emotion is acentral part of all teachers’ work. An emotionally intelligent teacher learns and applies emotionalintelligence skills to improve: stress management, self –esteem and confidence; positive personal

1 Department of Applied Science, BMS College of IT & LS Muktsar-152026 (India)2 Department of Education (ICDEOL), HP University, Summer Hill, Shimla-171 005 (India)


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change, decision making, leadership, assertion, comfort, and commitment which would raise qualityof teacher and consequently quality of education.

The concept, “Emotional Intelligence”, refers to how intelligently we can control our emotions. Itrefers to the capacity for recognizing our own feelings and those of others, for motivating ourselvesand for managing our emotions well. It is a new concept and at times more powerful than the olderone of IQ. Until 1980s there was no talk of Emotional Intelligence. In 1989, John Mayer and PeterSalovey first coined the term ‘Emotional Intelligence’ to describe a person’s ability to understand hisown emotions, the emotions of others and act appropriately under the pull of these emotions.Emotional Intelligence has its roots in the concept of ‘social intelligence’, first coined by E.L. Thorndikein 1920. Psychologists have grouped other intelligences in three clusters. namely: abstract intelligence,concrete intelligence and social intelligence. Thorndike (1920) defined social intelligence as “theability to understand and manage men and women, boys and girls to act wisely in human relations”and in 1938 he included inter and intra personal intelligences in his theory of multiple intelligences.“Emotional Intelligence is a type of social intelligence that involves the ability to monitor one’s ownand others emotions to discriminate among them, and to use the information to guide one’s thinkingand actions” (Mayer and Salovey, 1993).

Purpose of the study

The purpose of the present study is to specify the well being level and emotional intelligence ofmarried female teachers. The study also compared the WB and EI of the sample in the light ofresidence, age and educational level. The results of the research provided preliminary data with adetailed understanding of current knowledge on teachers well being as well as emotionalunderstanding skills.

Objectives

1. To study the relationship of well being with emotional intelligence among high school marriedfemale teachers of Punjab.

2. To study the well-being and emotional intelligence of the sample in the light of residence, ageand educational level.

Hypotheses

1 There exists positive correlation between well being and emotional intelligence.

2 There exists any significance difference between the means of well being score and emotionalintelligence with respect to residence, age and educational level.

Significance of the study

The study focused upon the teacher well being and emotional intelligence of high school marriedfemale teachers. Studies have reported the emotional intelligence and well being of teachers and therole they play in their teaching. Such research indicate that those teacher who fall under highcategory of emotional intelligence emphasize the value of positive individual difference, promotethe learning of teamwork and problem solving skills and empower children to gain positive mutualrespects and engagement in classroom learning (C Kaufhold,Johna, 2005) In the same vein, it isbeing said that higher sense of well being work are significantly related (Larsen,1990) especiallyteachers who have been sense of self and healthy psychological. Well being are more willing toattend work. The teacher with high emotional intelligence leads to greater feeling of emotional wellbeing. Therefore it is essential and have beneficial for planners and authourities to consider teacher’s


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psychological variables such as well being and emotional intelligence in teacher training programmeto meet individual positive consequences on the basis of the researches.

Sample: The population of this study was all married female teachers from educational institutionsimple random sampling was used to select 200 out of 500 teachers of selected schools.

Tools: Two instruments were used in this study: Well being Scale: this instrument by Singh andGupta (2001) was designed to measure well being of teachers. This tool includes 50 items .EmotionalIntelligence Scale: This instrument by Schutte, et, al. (1998) was designed to measure the emotionalintelligence of teachers. The 33 items are given in this test. There is no right or wrong answer to thistest and respondents answer on the basis of how they feel and not what they think.

Data Analysis The data were analyzed with two statistical tools, namely Pearson correlation and Ttest. T test was used to find out the difference between Means scores of married female teachers onwell being and emotional intelligence scale

The results of data analysis indicating inter-correlation matrix of all dependent variables are shownin table 1.

Table -1: Correlation between Variables

Variables WB EM

WB 0.230 ** 1

EM 1 0.230

** Correlation is significant at the 0.01 level

* Correlation is significant at the 0.05 level.

As from table, it is clear that correlation value of WB and EI comes out to be 0.230 which is significantat 0.01 level of significance. Hence there exists a significant relationship between WB and EI. Thestudy indicate that highly emotionally intelligent individual are likely to experience

Table 2 and 3 show a comparison between the Mean obtain on well being a comparison between theMean obtained on well being scale and emotional intelligence test with respect to residence, age andeducational level.

Table-2: A significant difference between the Mean of WB scores of the sub sample

No. Items Sub- item N Mean SD t-value Sig/0.05

1. Residence Urban 122 30.8 3.04 2.01*

Rural 78 23.8 2.05

2. Age Below30 46 42.4 7.28 3.58**

31-40 57 31.94 3.67

41-50 97 28.5 5.21

3. Educationallevel G1* 33 39.5 6.42 3.01**

G2* 92 25.4 8.73

G3* 75 32.3 6.37

0.05-1.97 0.01-2.60


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Table-3: A significance Difference between the Means of EI score of the sub sample.

No. Items Sub- item N Mean SD t-value Sig/0.05

1. Residence Urban 122 34.0 6.98 3.64**

Rural 78 21.94 9.25

2. Age Below30 46 24.9 9.25 4.75**

31-40 57 34.8 8.67

41-50 97 47.6 8.45

3. Educationallevel G1* 33 38.5 9.79 2.92**

G2* 92 23.67 9.52

G3* 75 26.78 9.08

*B.Sc., B.A., DIPLOMA **B.Ed., B.Com. MASTER *** SSLC, PUC

0.05-9.97

0.01-2.60

Table -2 reveals that there is no significant difference between rural and urban teachers in their wellbeing level. It can also be seen that the Mean of WB is high for urban teachers when compared withthat of rural teachers. It also revealed that the t-values are significant at the 0.05 level in respect ofage and educational level.

From the table-3 it is clear that calculated value is greater than table value hence there exist significantdifference in the emotional intelligence of rural and urban .As from table it is clear that Mean ofUrban teachers is more than rural teachers. Hence urban teachers have better EI as compare to ruralteachers. In respect of age a significant difference is observed between the Mean of G1 (Below 30)and G3 (41-50). According to some studies EQ could be developed and increased through learningand experience in lifespan. Thus higher EQ is linked with higher age. It is also evident from Table-3that the t-value is significant at the 0.05 level in respect of educational level.

Conclusion

For many years educators and researchers have debated over which variables influence quality ofschool education. A growing body of evidence suggested that school can make difference in term ofquality and a substantial portion of that difference is attributable to teachers. It has been said thatteachers characteristics are related to and influence the, the way teachers practice their profession(Anderson,2004). Well being and emotional intelligence of teachers are integral factors that increasethe quality of teaching. Teachers with high sense of well being and having high level of emotionalintelligence are active in their orientation to students, work and life. The indicators offered in thisresearch focusing on emotional intelligence well being and also obtained results, revealed that bothwell being and emotional intelligence are a journey and process, not an arriaval state or and result.Hence it is time to incorporate a set of programmes in teacher education for develops emotionalskills and knowledge of teaches and wellness of teachers.


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References

[1] Anderson, Loren W, (2004). Increasing teacher effectiveness. UNESCO: International Institute forEducational planning.

[2] Adeyemo, D. A,. Ogunyemi, Bola. (2005). Emotional intelligence and self efficacy as Predictors ofOccupational Stress among Academic Staff in Nigerian University

[3] Crow L.D. & Alice Crow. (1951). Mental Hygiene, (second edition). New York : Mc Graw- HillBook Company, inc.

[4] Goldenson , R.M. (1984). Longman Dictionary of Psychology and Psychiatry. New york: Long meninc. p 451.

[5] Larson, R. (1978). “Thirty years of Research on the subjective well being of older Americans” Journal ofGerontology, 33, 259-264.

[6] Lazarus, R.S. (1991). Emotion and adaptation. New York : oxford University Press.

[6] Mayer, J. D. and Salovey, P. (1990). “Emotional Intelligence”. Imagination, Cognition and personality,9, 185-211.

[7] Salovey, P. and Mayer, J.D. (1993). The Intelligence of emotional intelligence. 17. 433-442.

[8] Travis, J.W. (1978). Wellness education and holistic health – How they are related. Journal of Holistichealth, 3, p. 129-132. As cited by M.M. Omizo, S.A. Omizo & M.J.D. Andrea. Journal of CounsellingAnd Development, 71(2), p. 194-198.

[9] Thorndike, E.L. (1920). Intelligence and its uses. Harper’s Magazine, 140, 227-235.

[10] Kaufhold, Jhon A. (2005). Analysis of the Emotional intelligence Skills and Potential problem Areas ofElementary Educators.

[10] Adeyemo, D. A,. Ogunyemi, Bola. (2005). Emotional intelligence and self efficacy as Predictors ofOccupational Stress among Academic Staff in Nigerian University.


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COMMUNICATION SKILLS :IMPERATIVE FOR A TEACHER

Preeti Chitkara

ABSTRACT

In the words of Norbern Wiener

“Communication is the cement that makes an organization.”

In today’s cut throat competitive age, it is extremely important for every professional to invest

ample amount of energy to enhance his/her skills from time to time so as to ensure a competitive

edge over their peers. Some of the skills, which need to be groomed on a regular basis are work

ethics, a positive attitude, critical thinking, problem solving and most importantly the

communication skills. So the skill-sets that are imperative for a working professional especially

a teacher include a perfect mix of the subject know how as well as soft skills like effective

communication. The importance of communication skills is even being recognized by the various

organization for their place in globalization. With this the learning of language and acquisition

of communication skills have gained prominence. Why these communication skills are necessary

for a teacher and how they can be honed has been highlighted in this article.

Communication: Meaning and Significance

Communication in the common parlance, strictly stand for a process in which human beings sharetheir views, ideas, opinions, informations or an attitude in common. The skill involves the sender &the receiver. In it the message is sent in a certain medium in an encoded language. The receiverdecodes and sends back the feed back. Two important factors as common frame of reference andnoise have much relevance in the process. The frame of reference between the sender and the receivermust be common so as to make the process meaningful. The process must be free from differentkinds of noise as physical, mental and psychological. The quality of communication depends uponthe way the whole process of communication is carried out.

Communication is a set of competencies including SWRL i.e. Speaking, Writing, Reading andListening. There are different ways of communication visually oral/verbal, written and non-verbal.The non-verbal may be further classified as sign language, body language and object language. Allof these are equally important, as the verbal & non-verbal communication goes hand in hand.

Communication has become the integral part of the life. Inefficient and ineffective communicationmay slow the function of any professional. Without communication skills, whatever skill a teacher isequipped with, things are not smooth for him/her.

The importance of communication can be measured by the fact that the gaps within the communicationprocess gives birth to many misconceptions & misunderstanding. This way it needs to be clear,healthy proper & definite communication.


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According to George R. Terry

“Communication serves as the lubricant, fostering for the smooth operations of management process”

The importance of communication for a teacher is not possible to explain in some paragraph orpages. If there is no communication, then it will be very difficult for him/her to find out going onaround him/her. What is the significance of effective communication for a teacher an be summed upin the following points:

• It facilitates systematic & realistic planning for teaching.

• It helps in proper & efficient operation of learning teaching process.

• Its the necessary precondition for effective leadership.

• It assists in developing cooperation & coordination among his/her colleagues, seniors andstudents.

• Its essential for developing management skills among teachers.

• It is the basis for improving relationships with all around them.

• Proper communication enhances the job satisfaction among teachers as it helps in achievinghigh productivity.

• Effective communication of teachers accelerates the process of motivation & morale buildingamong students.

Thus communication is fundamental to any profession & it is true that it is a dynamic aspect of everyteacher.

The Role of Communication for a Teacher

Communication for teachers is central to justify the cause of their existence. A teacher without soundand effective communication skills is like a warrior without needed armaments. Communicationskills are regarded to be the most needed skills in the personality of teacher. He / she feels handicappedin putting across the views in the lack of good communication skills. Many teachers quit their jobs asafter joining an institution they realize that they lack the communication skills & are not fit for theprofession of teaching.

The rapid development & growth in the education industry has resulted in upcoming of variousprofessional institutions that give importance to effective planning, execution, management andtaking feedback from the students to judge their growth and for this purpose communication plays.Presently the English communication is dominant in the professional world. As stated by K. Mohan& Meera Banergee.

“In India where other languages are also used for this purpose out of the total time spent on communicating inEnglish is 64.14% against 27.22 to in Hindi and 8.64% to in regional language”

The other skills or abilities needed for the teaching profession are almost the same among all theteachers of same level with same qualification but their caliber changes with the ability ofcommunication. For some positions in an institution the communication skills are absolutely essential.For the working & development of an organization, communication skills among teachers performsa number of functions. A teacher has a well defined goal which can be fulfilled on the basis of internal& external communication”.

The internal communication helps a teacher in the following ways-

• Helps him acquire the working skills for his job

• Assist him know about the rules & regulations of the institution.


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• Supports him to generate and disseminate the information whenever & wherever necessary.

• Helps him to direct & instruct his students or colleagues.

• Assists him cultivate the sense of belonging with morale

• Supports him in sharing his views, ideas, thoughts, concepts with his students.

Externally the communication skills enhance a teacher in the following works-

• In creating good will with all around him.

• In uplifting the institution and his own self.

• In presenting effective presentations in seminars, workshops, etc. to create an image of theorganization.

Here the words of Davis Keith stand most appropriate that “Communication is life blood of anyorganization. Without communication process there can be no activity.”

Barriers to Communication

‘Barrier’ means hurdle, hindrance or obstacle So Barrier to communication imply hurdles or obstacleson the way of transmission of message from the sender to the receiver. They work as impediments inthe meaningful occurrence of the communication process. These barriers can be physical,psychological, organizational, semantic or emotional and others. For example if a teacher does notknow the language of his/her students properly, she/he can suffer from semantic or language barrier.Communication, if not made in a planned manner, may suffer from the barrier of unplannedcommunication and un common frame of reference. Similarly some other barriers to communicationcan be :-

� Lack of proper environment

� Semantic/language barrier

� Complex organizational barrier

� Noise/Time/Distance

� Health/ Finance related obstacles

� Immature evaluation & emotional approach

� Communication distrust b/w sender & receiver

� Societal / Cultural diversification

� Overload of Information

� Poor listening

� Misunderstanding of body language

� Lack of time, interest & inspiration to communicate

� Modern mechanical equipments

� Seniority or subordinates related obstacles

� Perceptual gaps.

Effective Gateways to Communication

The success of teacher depends on how well he communicates. An effective communication can domiracles. Communication made in a premeditated manner vouches for the meaningfulaccomplishments of the purpose for which it has been made. As Anthony Robbins states :-


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“To effectively communicates we must realize that we are all different in the way we perceive the world & usethis understanding as a guide to our communication with others.”

So the probable barriers to communication if managed properly & intelligently can result into aneffective & meaningful communication. The teacher in order to have most effective communicationshould follow the following tips & principles.

• The speaker/ teacher must be clear in his mind about the objective of his communication. Heshould know what & how to communicate keeping in mind the education, experience & languageof the receiver.

• An effective communication should be adequate & complete in all respects.

• The communication must be opportune.

• The physical environment should be conducive in terms of noise & disturbance.

• Medium of communication must be carefully selected as per the subject matter, urgency ofcommunication & situation etc.

• Avoid overload of information.

• Sharpen your perceptual skills

• Tailor the message to the audience

• Be an effective listener as only an effective listener can literally serve the purpose ofcommunication.

Effective listener can literally serve the purpose of communication:-

• Keep it short & sweet

• Be confident, friendly and watchful

• Be humble & cultured

• Have appropriate tone(pitch volume, articulation & accent)

• Both the sender & the receiver should be mentally & physically prepared to communicate.

• Employ a variety of techniques.

Conclusion

In fine it can be said that it is imperative for teachers highly expert in their fields too, to be equippedwith the required skills of communication as without the treasure of this skills they standprofessionally poor direly in need to acquire these skills to do justice to their profession.

References

1. Adler N (1991). International Dimensions of organizational Behaviour PWS-Kent, Boston

2. Andrea J. Rutherford (2001). Basic Communication skills for Technology (second edition), PersonEducation Ink, India.

3. Barlo, D.K. (1960). The process of Communication, Holt, Rinehart & Winston, New York.

4. Krishna Mohan & Meera Benarji, (1990) Developing Communication Skills, Mac Milan India Ltd.

5. Sekaran, Uma (2004), Organizational Behaviour, Tata Mc Graw Hill Publishing Company Ltd,New Delhi.


16

ICT IN CLASSROOMS :LET’s REMOVE THE BARRIERS

Dr. Manoj Kumar Saxena* Suresh Aggarwal*Associate Professor Assistant [email protected] [email protected]

ABSTRACT

Digital technology has given rise to information age. Now-a-days, a number of sources of

information are available to us. These changes have transformed the way we work and deal

with problems. The field of education has not remained unaffected due to this. The potential of

new technologies has revolutionized the manner in which young generation thinks and learns.

From extensive use of chalk boards and verbal lectures, we are fast moving towards Overhead

projectors, LCD projectors and E-learning. Questions are now being raised as to whether

technology is fast replacing the teacher in the classroom. A careful examination of the facts will

prove that the role of teacher is becoming even more important with extensive use of ICT in

classrooms. Technology is a learning medium but not a teacher. The role of teachers is as

important as it was 20 to 30 years back. Simultaneously, there are many barriers in using

technology effectively in the classrooms. The present paper tries to find how these barriers can

be effectively dealt with, in order to create a constructive mix of technology and teaching.

Introduction

ICT has emerged as one of the most important aspects of human life (Saxena, et.al., 2009). One canaccess the information from any part of the world in fraction of second. It is a new way of representing,communicating and working with information (Kukreti & Saxena, 2004). Using ICT in educationdemands a lot of preparation on part of the students, teachers and also the administration. There arenumerous barriers when we think of its applications in schools. The world has a large studentpopulation and schools. The schools too differ in the type of facilities they provide to the students.Information and Communication Technology has become an important part of most organizationsand businesses these days (Zhang & Aikman, 2007) and the role of ICT can not be ignored (Saxena,2010). So there is a need to sort out ways in which we can overcome barriers in its application inclassrooms.

One of the challenges facing teacher educators is how to ensure that graduate teachers have thenecessary combination of skills and pedagogical knowledge that will enable them to both effectivelyuse today’s technologies in the classroom as well as continue to develop and adapt to new technologiesthat emerge in the future (Gill, L., Dalgarno, B.).. These challenges have to be met effectively in orderto create a constructive and creative mix of technology and classroom activities. Given below aresome constraints in the use of ICT in the classroom and how we can remedy them to yield a betterteaching-learning experience on part of the students. One of the most commonly cited reasons for

* M. M. College of Education (Accredited by NAAC with ‘A’ Grade)M.M. University Campus, Mullana – Ambala (Haryana)


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using ICTs in the classroom has been to better prepare the current generation of students for aworkplace where ICTs, particularly computers, the Internet and related technologies, are becomingmore and more ubiquitous (Tinio, V.L.).

Some of the means through which we can make this amalgamation of Education and Technologyeffective, are discussed below.

Helping Teachers Develop Positive Attitude Towards Change

Teachers often fear that changes in traditional methods of teaching will bring about undesirableadjustment problems. The fear of change can be dealt with effectively by arranging orientationprogrammes for teachers in and outside the school. They should be made aware how technology canfoster classroom teaching and how they can supplement the content with the help of ICT equipments.Experts from various subjects should be invited into schools for providing demonstrations. Teachersshould be made aware of the comparative studies between traditional and ICT enabled learning.They have to be made aware that technology friendly classrooms are the need of the hour.

Making Teachers Feel Secure

Teachers feel that technology will soon replace them in the classroom. Use of projected aids likeOHP, LCD projector etc cater to the needs of large number of learners simultaneously. The teachersfeel that technology will replace them in the classroom. This insecurity can be removed by givingpresentations regarding how technology is to be used as a helping aid to classroom teaching. Studentscannot learn in isolation. The experience and expertise of teachers is of utmost value. Seminars andworkshops should be arranged subject wise as to how different topics can be supplemented withcomputer presentations. This will develop a feeling of security in the teachers and also help them todevelop themselves personally. Technology will further increase the value of teachers because studentslearn and retain better through it.

Educating Teachers About Proper Use Of Ict Equipment

Technology brings with it, fear and anxiety. We cannot expect all teachers to be technology friendly.The fear of ICT equipments in the minds of some teachers is again a major hurdle. Regular programmeshave to be arranged in order to teach the teachers how to handle the equipment to be used in theclassroom. Hands-on training should be given and practice teaching sessions should be arrangesunder simulated conditions. This will remove the fear of technology and also prove effective whenthe same is actually done in the classroom. Many teachers, who are motivated and desirous to useICT in classrooms, fail to do so due to tight schedule, pressure of completing the syllabus and excessiveworkload. ICT usage demands a lot of time and planning on part of the teachers. Prolongedbrainstorming sessions have to be organized in order to create an effective amalgam of content andtechnology.

Fund Shortage And Lack Of Infrastucture Availability

The funds required for ICT are much higher and its use demands lots of maintenance cost. Schoolmanagement hesitates to invest in ICT equipments. Separate provision of labs and rooms for ICTequipments are required. The fee structures of schools where these facilities are available are toocostly and a very small percentage of students are actually able to avail them. School Managementshould provide sufficient funds to schools for making effective use of ICT in the classrooms. Themanagements of private schools should be positive in this context and spend to train the staff ineffective use of ICT in education. Infrastructural facilities like ICT labs and Computer-Assisted–


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Learning rooms should be provided. They should be kept maintained under the supervision of aqualified faculty and lab assistant. A predetermined process is important for the integration of ICTsin the classroom, curriculum, school management, library, and any educational setting. Integrationof ICTs enhances the quality of education by helping teachers to do their job and by helping studentsto learn more effectively (Goktas, Y., Yildirim, S., & Yildirim, Z.).

Giving Teachers enough time to make the use of ICT in Education Effective

Proper use of ICT in education demands a lot of time, energy and resources. No teacher can developICT enabled lessons in a day or two. It has to be a continuous and dedicated effort. Therefore, theteachers should not be burdened and given fixed time frames to develop ICT enabled lessons. Theyshould be advised to make integration of technology in education slowly. Students should be advisedto use ICT equipments only to supplement classroom teaching and not as a substitute for teachers.Selected subjects like Science and Mathematics can be dealt with in the beginning followed by othersubjects.

Enabling Optimum use of ICT Equipments

Even when the ICT equipments are available in the school, its optimum use cannot be ensured.Therefore, there is a need for specially appointed staff that will ensure the optimum use of ICTequipments in classroom teaching. They should prepare presentations and advise the teachers whereand how to use them in teaching. Overuse of technology can also create hidden problems. Thecontinuing and growing investment in the use of new technologies in our schools is predicated onthe expectation that ‘standards’ of achievement will rise as a result of increasingly effective teachingand learning (Denning, T., Fisher, T., Higgins, C., Loveless, A., Tweats, R.).

Computer Awareness

A number of researches have been conducted to study computer awareness among teachersthroughout the world. The results of these researches signify that computer awareness among teachersis not up to the desired level. The advent of the Internet has rapidly advanced the numbers of teachersusing computers as an information source, but it is taking much longer for schools to respondsignificantly to this new medium than it has in business world (Eadie, G.M.).

Computers form the basis of all ICT equipments. School managements have to work hard in makingthe staff computer literate by taking the help of companies who provide staff training in this area. Inthis age of information, we cannot hope to produce world class teachers if they are not computerliterate. Thus, self-initiative on part of the teachers plays a vital role in making the use of ICT inclassrooms a reality. They have to realize the importance of being technology friendly.

Making ICT an Integral Part of School Curriculum

Modifications in curriculum due to technology might disturb the working of institution. Studentshave to be sent to computer assisted learning labs and there has to be a provision for such periods inthe time table. The entire curriculum gets affected due to this. Computer Assisted Learning has to bemade an integral part of school curriculum. Slow changes have to be brought about in the curriculumthereby giving time for change to settle down. Teachers should take pains in integrating technologyin their respective subjects. Soft copies of the same should be stored for future use. There are boundto be hurdles in the beginning, but once this change settles down, it can work wonders. Futureefforts of teachers will be considerably less and more result yielding.


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Taking help of Online Resources

Teachers can take help of several agencies which are working in the effective use of ICT in education.These tools can be flexibly used across the curriculum. For example, Moovl is a unique online toolthat creatively embeds ICT across the curriculum. Both teachers and learners can use it to draw,animate and apply physical properties to objects, bringing pictures and words to life (http://ictintheclassroom.blogspot.com). These softwares provide easy instructions as to how teachers canuse ICT in their subjects. Similarly, Becta is a government agency which promotes the best use of ICTin schools. ICTeachers is a useful site for teachers that reviews new products and offers resourcesand support for anyone implementing ICT in the classroom. Internet is full of such resources whichare easily accessible and provide everything a teacher needs to supplement classroom teaching withtechnology.

Making Technology a Facilitator

ICT can also have an impact on students beyond their knowledge of traditional school subjects. Anumber of studies have established that computers can have a positive effect on student motivation,such as their attitudes toward technology, instruction, or the subject matter (Kozma, R.B.). Technologycreates dependence. Once the lessons are made ICT enabled, the teachers face difficulty when thesame is not available to them. This dominating characteristic of ICT use also creates a barrier. Teachersshould be told to make carefully selected use of ICT equipment in their subjects. Some topics whichneed in depth discussion should be taken up first. Other topics which students feel bored with orwhich are difficult to deal with can also be taken up. The aim is not to let technology dominate andmake teaching artificial. The role of teacher is as important as the entire education itself.

Maintaining the Value of Human Resources

When technology is integrated with teaching, there is bound to be a communication gap betweenstudents and teachers. Classroom discussions, sharing and exchange of ideas and interaction areadversely affected. With the growth of ICT, the role of teacher becomes more important than before.Earlier, stress was only on chalk and talk, but now there is a challenge for teachers as to how bestthey can make use of available resources in order to make the teaching process more effective. Teachersshould be oriented towards importance of their role so that they do not fear to involve technology ineducation. Human feeling should never be separated from teaching. Respect for feelings and ideasform the basis of effective learning.

Conclusion

ICT and its applications in the classrooms have long been talked of. The present paper has sought tofind ways and means through which we can overcome some of the hurdles in its effective use. Schoolsare now educating a generation of students who are growing up in a digital world. As the use of ICTcontinues to grow globally, students will increasingly demand an education that embraces ICT. Tokeep pace with students and today’s world, teachers need ready access to computers as a tool oftrade (Department of Education, Training and Arts, Queensland Government). What is generallyrecognised is that ICT are an important part of our lives today, but there are divergent views aboutthe role that schools should play in promoting use and fluency of the tools, and their primacy asresources in classrooms (Bangwana, M.A.).

Modern teachers are left with no other option than to be technology friendly. They have to find waysof creating a constructive mix of theory and practical through the use of technology. ICT changesteaching and learning through its potential as a source of knowledge, a medium to transmit content,


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a means of interaction and dialogue. Thus, ICT is both a cause of change and a means of achieving it(Jenkins, J.M.)

References

Advice on the deployment of key initiatives under the smart classrooms strategy, Department ofEducation, Training and Arts, Queensland Government, Retrieved from http://education.qld.gov.au/smartclassrooms/ pdf/sc-rollout-brochure-07.pdf, accessed on 27-01-2010.

Denning, T. et.al., “Thinking Skills and ICT Use in the Classroom?”, Education Department, KeeleUniversity, Staffordshire, ST5 5BG, UK, Retrieved from http://citeseerx.ist.psu.edu/viewdoc,accessed on 27-01-2010.

Eadie, G.M. (2001), “The Impact of ICT on Schools: Classroom Design and Curriculum Delivery”,Retrieved from http://www.tki.org.nz/r/ict/pedagogy, accessed on 28-01-2010.

Gill, L., Dalgarno, B. (2008), “Influences on pre-service teachers’ preparedness to use ICTs in theclassroom”, Retrieved from http://www.ascilite.org.au/conferences/melbourne08/procs, accessedon 27-01-2010.

Goktas, Y., Yildirim, S., & Yildirim, Z. (2009). Main Barriers and Possible Enablers of ICTs Integrationinto Pre-service Teacher Education Programs. Educational Technology & Society, 12 (1), 193–204,Retrieved from http://www.ifets.info/journals/12_1/15.pdf, accessed on 28-01-2010.

Jenkins, J.M., “Teaching For Tommorrow : The Changing Role of Teacher In The Classroom”, Retrievedfrom http://www.eden-online.org/papers, accessed on 27-01-2010.

Kozma, R.B. Monitoring and Evaluation of ICT for Education Impact: A Review, Retrieved fromwww.infodev.org/en/Document.284.pdf, accessed on 28-01-2010.

Kukreti, B.R. & Saxena, Manoj Kumar (2004). Information Technology in Teacher Training Programme:Need & Significance, Experiments in Education, Vol. XXXII, No. 8, August, pp. 152 – 154.

Mbangwana, M.A. (2008). “Introduction of ICT in Schools and Classrooms in Cameroon”, In K. Toure,T.M.S. Tchombe, & T. Karsenti (Eds.), ICT and Changing Mindsets in Education. Bamenda,Cameroon: Langaa; Bamako, Mali: ERNWACA / ROCARE, Retrieved from http://www.rocare.org/ ChangingMindsets, accessed on 28-01-2010

Saxena, Manoj Kumar (2010). “Strategic Planning for Qualitative Improvement in Teacher Education(With Special Reference to ICT)” Key Note Address delivered at National Seminar on QualityConcern in Education, Shankara Institute of B.Ed., Jaipur (Rajasthan), October 02 – 03, 2010.

Saxena, Manoj Kumar, Saxena, Jyotsna & Gihar, Sandhya (2009). Internet Knowledge among M.Ed.Studnets of Jammu & Kashmir State, in Saxena, Saxena and Gihar (ed.) ICT in ProfessionalEducation, APH Publishing Corporation, New Delhi, pp. 142 – 148.

Tinio, V.L., “ICT in Education”, Retrieved from http://www.apdip.net/ publications/iespprimers/eprimer-edu.pdf, accessed on 27-01-2010.

Zhang, P. & Aikman, S. (2007). Attitudes in ICT Acceptance and use. In J. Jacko (Ed.), Human-ComputerInteraction, Part I (pp. 1021-1030). Syracuse, NY: Springer-Verlag Berlin Heidelberg.


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A COMPARATIVE STUDY OF JOB SATISFACTIONIN RELATION TO TEACHER EFFECTIVENESS

OF GOVERNMENT AND PRIVATE SCHOOLTEACHERS AT SECONDARY LEVEL

Priya Sharma Neeraj Tyagi

ABSTRACT

The purpose of the study was to determine the job satisfaction at secondary level teachers in

relation to teachers effectiveness of government and private school teachers. A sample of 100

teachers working in various schools were selected by purposive simple random sampling method

for the study. A standardrised ‘teachers job satisfaction scale’ developed by Y. Mudgil, I.S.

Muhar and P. Bhatia, and A ‘teachers effectiveness scale’ developed by Dr. Pramod Kumar and

Dr. D.N. Mutha were used for collection of primary data. The result revealed that there is no

significant difference of job satisfaction between private and government school teachers and

there is no significant difference of teachers effectiveness between government and private

school teachers and there is no relation between job satisfaction and teacher effectiveness.

Job satisfaction is pleasant and positive attitude possessed by an employee towards his job life. If isan employee’s judgement concerning his job how it does satisfy his various needs and his success orfailure in attaining his personal objectives.

Reddy and Rajasekharan, (1991)-Job satisfaction expresses the degree of congruence between one’sexpectations of the reality that job provides.

Job satisfaction is the sine to attract and retain the right type of persons into the profession and tohelp them function at the highest level of their teaching efficiency and effectiveness.

Teachers effectiveness is concerned with the relationship between the characteristics of teacher,teaching act and their effect on the educational outcomes on classroom teaching.

Job satisfaction is of great significance for efficient functioning of any organisation. It becomes verypowerful motivation factor for a person involvement in his profession. Satisfaction pulls a persontowards his work by the force of circumstances. A teacher without satisfaction is like a soul less typeplayer delivering a lecture in a classroom. In such a situation we cannot expect that there can be realcommunication between teacher and his students, we cannot expect such a teaching to be significantlyeffective. But it is definitely true that teacher student relationship is essential in teaching effectiveness.

The present study will be useful for the job satisfaction of teachers and teachers teaching in governmentand private school in understanding the appropriate behaviour pattern which make their teachingmore effective.


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Objectives

The present study seeks to achieve the following objectives :

1. To study the job satisfaction of teachers in government school at secondary level.

2. To study the job satisfaction of teachers in private school at secondary level.

3. To study the teacher effectiveness in government school at secondary level.

4. To study the teacher effectiveness in private school at secondary level.

5. To find out the significant difference in the job satisfaction of government and private schoolteachers at secondary level.

6. To find out the significant difference in the teacher effectiveness of government and privateschool teachers at secondary level.

7. To find out the relationship between Job satisfaction and Teachers effectiveness.

Hypothesis

Following hypothesis have been constructed to achieve the objectives of the study :

1. There is “High” job satisfaction in government school teachers at secondary level.

2. There is “Low” job satisfaction in private school teachers at secondary level.

3. There is “High” teacher effectiveness in government school teachers at secondary level.

4. There is “Low” teacher effectiveness in private school teachers at secondary level.

5. There is significant difference in the job satisfaction between government & private schoolteachers at secondary level.

6. There is significant difference in the teacher effectiveness between government & private schoolteachers at secondary level.

7. There is no relationship between Job satisfaction and teachers effectiveness.

Method

Sample and Sampling Technique

Purposive simple random sampling method was used in the present research. The total number ofteachers working in the school selected in the sample was 100 teachers. 50 teachers of governmentschools and 50 teachers of private schools at secondary level of Ghaziabad city were chosen for thepresent study and 10 teachers of each school were selected for the study.

Tools

In the following present study following tools were selected.

(a) Teacher’s job satisfaction scale constructed by ‘Yudhvirandra Mugil’, ‘Prof. I.S. Muhar and ‘PrabhaBhatia’.

(b) Teacher effectiveness scale constructed by Dr. Pramod Kumar and Dr. D.N. Mutha.

Statistical Analysis

In order to achieve the objectives and testing the hypothesis following statistical techniques wereused that is mean, standard deviation, Z-test and correlation.


23

Result and Discussion

Analysis and test of hypothesis H1 and H2Table - 1: Shown the job satisfaction of government and private school teachers

School No. of Mean Standard Nature of Hypothesisteachers (M1) Deviation the job

(?1) satisfaction

Govt. 50 M1 = 261.5 ?1 = 17.14 High Accepted

Private 50 M2 =258.5 ?2 = 16.49 High Rejected

From the above table it is clear that the mean value of government and private school teacher isfound higher than the standard value (239) given in the test. Thus we can say that job satisfaction ofgovernment and private school teachers is high.

Analysis and test of hypothesis H3 and H4

Table - 2: Shown the teacher effectiveness of government and private school teachers

School No. of Mean Standard Nature of Hypothesisteachers (M1) Deviation the job

(?1) effectiveness

Govt. 50 M1 = 335.5 ?1 = 18.86 High Accepted

Private 50 M2 =334.7 ?2 = 15.56 High Rejected

From the above table it is clear that the mean value of government and private school teachers isfound higher than the standard value (329.91) given in the test. Thus we can say that teachereffectiveness in government and private school is high.

Analysis and test of hypothesis H5

Table - 3: Shown comparison of job satisfaction between government and private school teachers

Schools No. of Mean S.D. Level of Tabulated Calculated Hypothesisteachers significant value value

Govt. 50 261.5 17.14 .01 2.58 .89 Accepted

Private 50 258.5 16.49

From the above table it is clear that obtained value .89 is lower than the calculated value 2.58 andtherefore Null Hypothesis is found to be accepted which shows that there is no significant differencein the job satisfaction between government and private school teachers at secondary level.

Analysis and test of hypothesis H6Table - 4: Shown comparision of teacher effectiveness between government and

private school teachers

Schools No. of Mean S.D. Level of Tabulated Calculated Hypothesisteachers significant value value

Govt. 50 335.5 18.86 .01 2.58 .23 Accepted

Private 50 334.7 15.56


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From the above table it is clear that obtained value .23 is lower than the calculated value 2.58 andtherefore Null hypothesis is found to be accepted which shows that there is no significant differencein the teachers effectiveness between government and private school teachers secondary level.

Analysis and test of the Hypothesis H7

The calculated coefficient of correlation (.1299) between job satisfaction and teacher effectivenessshow divergence from the coefficient of correlation at .05 and .01 level of significance. The coefficientof correlation is insignificant at both the levels. The magnitude of ‘r’ indicates that there is negligiblecorrelation between job satisfaction and teacher effectiveness. Thus null hypothesis is accepted. It isconcluded that there is no relationship between job satisfaction and teacher effectiveness.

Conclusions

1. It was found that the job satisfaction of teachers in government and private school is high.

2. It was found that teacher effectiveness of government and private school is high.

3. There was no significant difference in the job satisfaction between government and private schoolteachers at secondary level.

4. There was no significant difference in the teacher effectiveness between government and privateschool teachers at secondary level.

5. There was no relationship between job satisfaction and teacher effectiveness.

References

Abraham, A (1994), “Job satisfaction and teachers effectiveness– A study on college teachers.” Indian Journalpsychometry and education, 25.P.

Bharti (2005), “A comparative study of job satisfaction of government and private school teachers at secondarylevel.” C.C.S. University, Meerut.

Bhuyan. B & M. Chaudhary (2003), “Job satisfaction of college teachers.” psycho Lingua, Vol. 33, No. 2,123 P.P.

Goyal, J. C. (1981), “Effectiveness of teachers”, Indian Educational Review XVI, No. 4, NCERT, 55. P.

Gupta, S.P. (1995), “A correlation study of teachers job satisfaction and their teaching effectiveness.” Theprogress in education, 49 P.

Pandey Maju & Rama Maikhuri (2005), “Teaching attitude of effective and ineffective teachers.” Vol. 35,No. 1, 87.P.P.

Ramakrishnaiah, D. (1989), “Job satisfaction of college teachers”, Ph.D., Edu. Srivenkadeswara, University,fifth survey of Educational Research, Vol. II, 1221. P.P.


25

STRENGTHENING STUDENT SUPPORTSERVICES IN ODL : ROLE OF INFORMATION

AND COMMUNICATION TECHNOLOGYY.K. Sharma1

Technology has dominated all spheres of life. The distance education is also one of the fields wherewe can see the impact of technology especially of the information and communication technology.Over several years the education process has seen extreme changes in imparting knowledge. Duringthe last few years we have seen, an almost exponential development and growth of the digitalization,automation and the internet, with little sign of a slow down. No longer is internet access restricted toa few selected education establishments it is now available to anyone in their place of work, locallibraries, and the internet site and even in the home. It is the information that has become the key tothe success in different walks of life. The concept of e-education is significantly influencing all areasof the education. The Open and Distance Learning has been greatly influenced by the fast emerginginformation and communication technology. It has brought a transformation in the concept of distanceeducation.

The changing nature and scope of the discipline of Distance Education can be understood with thehelp of this fact that during 1970’s it was only correspondence education which further extended itsscope to distance education and later on to open learning where electronic media and non-formalapproach is playing a crucial role. The extension of the scope of the correspondence education tothese modes may be attributed to the fast developments which took place in the information andcommunication technology. These developments have virtually reduced the communication distancebetween the learner and the institution. The learner sitting at a distance from the host institutionreceives education not only through the material sent to him through post but radio, TV, Videotapes, telephone, teleconferencing and computer are also used extensively for imparting education.The use of computer and information and communication technology paved the way for the slowtransformation of the correspondence courses into distance education. Further, due to its opennesswith regard to the rigid limits imposed by the formal system of education it became the Open andDistance Learning (ODL) of the present time. Now the convenience of the learner decides what he willlearn, how he will learn, where he will learn and when he will learn.

Place of student in Distance Education

In any system of education the students always occupy the central place because all other componentsof the system are there for the students and all these (components) loose their relevance withoutstudents. The distance education system and students are intimately related to each other as theexistence of one without the other is not possible. Since students of distance education are handicappedin the sense that they do not have easy access to educational facilities, therefore, they need extrasupport, extra help to make them feel secure and stable.

The harmonious relationships between the institution and the students depend upon thesincerity and cooperation between the two. The good relations between distance education system

1 Professor, Department of Education, H.P. University, Shimla-5


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and the students is a matter which does not depend on the administrative conduct of distanceeducation institute alone. It equally depends on the interest and attitudes of students and theireagerness to learn. The learner of this category entirely depends upon the facilities provided by thedistance education system. Therefore there is a great need to pay attention to their problems, demands,needs, etc. to ensure maximum benefits of the distance education system to them. From this we canconclude that distance education to be effective must aim at teaching, reaching, guiding andsupporting the students in all locations through the well designed study materials, supported bytutors, personal contact programmes, response sheet assignments and electronic and digital media.Any distance education system must have following components in the process of teaching, reachingand learning.

a) Study Material (Lecture Scripts);

b) Personal Contact Programmes;

c) Electronic Media (e.g. Radio, Video, Teleconferencing, Video Tapes, Computer Access, Tele-Learning and EDUSAT);

d) Library and Learning Resources;

e) Students Assignment (Response Sheets);

f) Study Centres and

g) Personal Guidance.

Student Support Services

The main aim of distance education (DE) is to promote self study or independent study amongdistance learners in the absence of regular face-to-face (F2F) teaching. To achieve this, every DLIextends support to its learners, which comprises of a cluster of facilities and activities that are intendedto make the teaching - learning process easier and more interesting for the learners. The mostimportant characteristics of distance education, as suggested by Keegan (1986), is student supportservices. All these activities beyond the production and delivery of course material assist in theprogress of students in terms of learning, interacting and effective communication (Simpson, 2000)and therefore, the support system may range from study centre counselling/tutorial support toadministrative problem solving (Rumble, 1992). Quality ‘Student Support Services’ have now becomean integral part of most of the good distance education institutes. These support services are veryessential for interactive and effective communication in distance education. Bajaj (1997) observed,“There is no doubt that the academic courses are necessary to sustain Distance Education system,but the quality, comprehensiveness, level, context, applicability and outreach of the printed materialare now a matter of greater concern to our distance education management effort. While the distanceeducation institutions have been thriving mostly on the unidirectional supply and flow of informationto students through printed lessons because of the small reach of technology in India yet, in thetimes to come the demands and requirements of students will necessitate a complete conceptual andpractical overhaul in its delivery system and call for a more articulate and systematic, contextuallyrelevant, students focused support system to supplement the quality and context of such courses”.

It is now internationally recognized that adequate student support services must be provided to thedistant learners who are most of the time studying in isolation, away from their institution, teachersand the fellow students. The non-availability of such type of environment as is available to the studentsgetting education through formal mode and the motivation which they receive in face to face educationand by being in constant touch with their teachers and classmates has to be compensated to a largerextent through the support system. The purpose is to help these students to overcome the feeling ofisolation and to facilitate learning. It is therefore, necessary that distance education system should


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organise proper student support services. The major responsibilities that should be accomplishedunder SSS may include:

– to create an environment conducive to Distance learning;

– to facilitate the Distance Learning Method;

– to motivate students to continue their education;

– to encourage socialization and to promote team work and team spirit and

– to improve the educational standards of students.

A general survey of the student support system however, reveals pathetic state of affairs. Studentsare admitted without looking to the capacity and capability of the distance education institutes. Thefinancial crises in most of the universities have compelled the universities to make money throughdistance education students. Which is of course quite unfair, especially, with the students gettingeducation through this system. On the one hand, we are subsidizing regular students and providingthem all the facilities while we are charging heavily from the distance education students andproviding poor services. Besides, the library, study centres are used only by 10-20 per cent of distanceeducation students. Even their queries are not attended promptly. Therefore, there is a need of greatimprovements and reforms to make distance education institutes provide quality services. Only theuse of ICT can cope up with the increasing demands of the student support so that most of thequeries are attended promptly and properly.

The support services in ODL include pre-admission counseling, admission process, provision ofstudy materials both in print media and audio visual forms, subject specific academic counseling,audio visual viewing facilities, participation in teleconferencing, ICT facilities for e-learning, libraryservices, laboratory support facilities, academic career guidance, information services related to rules,regulations, procedures, schedules etc.

The role of ICT to speed up the delivery of the support services has now become inevitable for thedistant learners. It also considers the shift from mass produced generic resources to tailored,personalized support and communications and sets this in the context of globalization of the economyand the changing expectations of students as consumers.

Need for Student Support Services

Consider some of the remarks and queries of the distance learners received by a DEI from time totime:

• “Some parts of the units are not clear. I need more clarifications.

• “It is difficult to answer all the assignments from the study materials sent by the university”.

• “I am totally in dark with regard to my project work. Who can help me?”

• Is it necessary to consult reference books to answer the assignment questions and to prepare forthe term-end examinations?”

• “The schedule for practical as displayed in the study centre notice board does not suit me at all.How can I complete my practical?”

• “I am not satisfied with my grades in assignment. Whom can I approach?”

There are unlimited number of queries and remarks of this sort. If one is attached to any distancelearning institute, it is very common to come across similar queries and problems faced by distancelearners. These are natural. Distance learners are dispersed and physically separated from theinstitution as well as their peer groups. They may not get immediate clarifications for their doubtsthat come up during their studies. It is a fact that the learning packages (print materials, audio cassettes,


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video cassettes etc.) used by open and distance learning institutes are not enough for the distancelearners. Thousands of distance learners who have expressed their helplessness and inability tocontinue their studies without human support. This reminds us of the saying of David Sewart (1987)“… the standard teaching package cannot provide a wholly satisfactory individualised learningsystem for students and also that such package suffers from a tendency towards tight curriculumcontrol. It is only the introduction of the human element, capable of adapting to the great variety ofstudent needs, which can counteract this sort of bias”.

Stages of Support and kind of support needed by the Distance Learners

The distance learners may need help before, during and after the learning programme. A discussionon the type of help needed in each stage is provided here:

1. Pre-entry stage: At this stage the learners need information, advice and counseling. The learnersneed information about programmes, courses, entry requirements, application procedures,structure, functions, rules and regulations of the institute, recognition of the institute, marketvalue of the programme and so on. They may need advice for selecting a particular programmeor course for their career advancement. They may need counseling for deciding what kind ofindividual support they might need and the best way of achieving their goals and objectiveswithout disturbing their daily routine activities. All such information can be made available onthe web site of the institution which the student can access at a time and place convenient tohim. These facilities can be now provided even at the remote places where ever telephone andinternet facilities are available.

2. During the learning programme: At the beginning of the programme, when the learners havealready received their packages (study materials, programme guides, assignments, experimentalkits, etc.), they may need some guidance. Many learners might have returned to their studiesafter a long gap, so they may need constructive help at this stage. As the learners are unfamiliarwith the self-learning materials, assignments etc. they may ask for some guidance on studyskills, the process of dealing with the assignments, and so on.

During the middle stage of the programme, the learners may want to discuss about their progress,assignments grades, study visits, projects, seminars, practical, improving study skills, learningfrom media, overcoming personal and technical problems and so on.

At the final stage, the learners may need some guidance for incomplete tasks /assignments,difficult units, revision work, preparation for term-end examinations, and so on. Besides allthese, from time to time, they need help and guidance to perform some formalities according torules and regulations of the institute e.g., payment of fees, submission of application form forterm-end examination etc. This further necessitates tuning up the efficiency of the administrativesupport system at the institution’s end. To facilitate the learner, all these information can bemade available at his/her doorstep by making use of the information and communicationtechnology.

The detailed components of Student Support System at this stage are as under:

• Providing clear information as to what is expected from students;

• Publicizing a procedure for dealing with students complaints;

• Guaranteeing timely and effective feedback and commentary on assignments;

• Guaranteeing that the mode of delivery would not affect the award of credit;

• Guaranteeing provision of library services wherever these are necessary;

• Provision of academic pre-study counseling before selection of courses;


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• Access to tutor on a regular basis;

• The publication of clear information regarding administrative regulations;

• The right to complete a programme of study within agreed time scales and

• The charter should be related to the institution’s mission statement.

3. After the learning programme: After completion of a particular programme the learners maywant to do some advanced programmes on which they would like advice. They may also requireinformation on new programmes.

Thus summing up, the distance learners need academic, administrative, and informative supportbefore, during and after their learning programme. Student support services in distance educationsystem are of greater significance than in other modes of higher education since the students inthis system suffer from many limitations and problems. Some of these are:

1. Lack of effective and viable communication.

2. Lack of physical proximity resulting in lack of confidence and thus the need of constantsupport and guidance from the faculty.

3. Lack of adequate infrastructure- quality reference books, library facilities and fellowstudents.

4. Lack of adequate time as productive time being busy in some occupation or service.

5. Lack of proper guidance from any source.

6. Fear of examination.

7. Lack of simple, well defined and clear study material.

Major Components for a Student Support System

The services provided to the students include access to information about the programmes, theenrolment procedure, where to collect the learning material, whom to contact for the tutorial sessions,from where to get the audio/video programmes and so on. The basic objective of these services is tohelp students choose the right kind of courses and learn better once the courses are properly chosen.Thus, mainly Student Support Services comprise the following major components:

• Dissemination of Information

• Enrolment Information

• Delivery of Course Material

• Personal Contact Programmes, and

• Counselling

ICT and Learner Support

Distance and open education schemes that have until recently relied mainly on the mailing of writtenmaterials , videos, cassette recordings, and radio and or TV broadcasting techniques can be augmented, enhanced or replaced by new on-line tools and technologies which have the power to transformthe learning environment.

Technology developments offer the following benefits:

• Through the internet and world wide web new and enlarged sources of information andknowledge that offer teachers and students opportunities for self development as well as benefitsfrom incorporation into classroom environments.


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• Through e-mail and other internet related feedback mechanisms, greater opportunity to reducethe isolation and time delay associated with distance education.

• Through the extraordinary pace of software development, enriched teaching and learningwith enhanced graphics, interaction, animation and visualization.

• Through lowering telecommunications bandwidth costs and emergence of enhanced cable,wireless and satellite systems, greater opportunities for basic access, video conferencing, on-line interactive learning, and live interaction with the central place of a distance educationprogramme.

Through community access schemes, more potential to make the benefit of distance educationeventually available to lower income people and rural communities

With the development of the internet, global connectivity has increased exponentially. Inevitablywith the increasing utilization of digital information and communication networks in the daily conductof university teaching and research, change is rapidly occurring in many aspects of the physical andorganizational environments in which fundamental academic principles have operated. Thepossibilities that were visualized in early stage in 1990s for distance education are now by and large,technically feasible and are being realized in diverse applications. Advanced terrestrial and satellitecommunications, computers, networking, and shared software databases present opportunities foreducation delivery systems that are flexible, time and place independent and learner centered.

Particularly, with technology based distance education, the operation of the university as the locusof learning is changing. Indeed, there are prophesies that campuses will disappear as learningincreasingly becomes a distributed activity. Regardless of their identity as “places” of learning,universities and also other corporate entities now have the capability of better meeting the ever-growing demand by employers and learners alike for continuing, part-time, post baccalaureateeducation. Both educators and the public are realizing that in our knowledge economy, a universitydegree no longer provides a knowledge base to support a life time career.

The Concept of e-education

The term e-education means electronic education and it is basically the online delivery of informationcommunication, training and learning, e-education seems to have a multiplicity of definitions toeach of its users and the term seems to mean something different. A very comprehensive definitionshas been given by the Cisco system, which defines e-education is Internet–enabled learning,components can include content delivery in multiple format E-education provides faster learning atreduced costs, increased access to learning and clear accountability for all participants in the learningprocess in today’s fast- paced culture, organizations that implement E-education provide their workforce with the ability to turn change into an advantage.

Why E-education?

• Learning is self paced and gives students a chance to speed up or slow down as necessary

• Learning is self-directed, allowing students to choose content and tools appropriate to theirdiffering interests, needs and skill levels

• Accommodates multiple learning styles using as variety of delivery methods geared to differentlearners, more effective for entrain learners

• Designed around the learner

• Geographical barriers are eliminated, opening up broader education options


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• 24/7 accessibility makes scheduling easy and allows a greater number of people to attend classeson demand access means learning can happen precisely when needed travel –time is reducedor eliminated

• Overall student costs are comparatively less (tuition, residence, food)

• Potentially lower costs for companies needing training and for the providers

• Fosters greater student interaction and collaboration

• Fosters greater student/instructor contact

• Enhances computer and internet skills

• Draws upon hundreds of years of established pedagogical principles

• Has the attention of every major university in the work, most with their own online degrees,certificates and individual course

E-education offers us potentially less expensive, more convenient, and richer ways of becomingeducated, and of comings into contact with more diverse groups of fellow learners than ever before.

Instruments of E-education

To take the better opportunities of e-education, we have to know the tools associated with it. Some ofthem are as under:

• E-mail

• Real time conferencing

• Desktop vide

E-education Tools

Digital library, virtual library, e-book, CDROM Various Modes of E-learning Course

At present the online courses can be offered in following modes:

• Online mode

• E-correspondence mode

Under online, mode, the learners are entitled to the following benefits:

• Access to virtual classroom in the website for collaborative learning experience via a host ofinteractive tools including chat, discussion forum, electronic white board and e-mail.

• Semester wise interactive courseware CD.

• Optional short duration contact program in each semester

• Facility top order the courseware books (optional)

• Access to infotainment section, providing links to latest news channels, book publishers providingfacility to order books online, online games, greetings, music software downloads andcertification.

• Facility to create a personal web page


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What’s the ‘e’ is about?

E- Education is electronic education, but the ‘e’ in E-education has a number of other implications asbriefly mentioned below:

Exploration E- Learners sue the web as an exploratory tool to access a plethora ofinformation and resources.

Experience The web offers e-learners a total learning experience, from synchronouslearning to threaded discussions to self-paced study.

Engagement The web captivates learners by enabling creative approaches to learning thatfoster collaboration and a sense of community.

Ease of use Not only is the web easy to sue for learner who are already familiar with thenavigation capabilities of the medium, but to learning providers as well, asthey can easily make content immediately available to learner across alltechnical platforms (Windows, N4AC, Unix, etc.) .

Empowerment The web puts learners in the driver’s seat with a set of tools that enablespersonalization of content and allows learner to choose the way in which theybest learn.

However, new ICT is not a panacea for all educational problems, although technologies have becomeessential tools for teaching and learning in any mode. It is a fact that the learning packages (printmaterial, audio cassettes etc.) used by open and distance learning institutes are not enough for thedistance learners. There are thousands of learners who express their helplessness and inability tocontinue their studies without human support. This reminds us of the saying of David Sewart (1987)“…. The standard teaching package cannot provide a wholly satisfactory individualized learningsystem for students and also that such package suffers from a tendency towards tight curriculumcontrol. It is only the introduction of the human element capable of adapting to the great variety ofstudent needs which can counteract this sort of bias.

There have been a number of factors impeding the wholesale uptake of ICT in education across allsectors. These have included such factors as (i) a lack of funding to support the purchase of thetechnology, (ii) a lack of training among established teaching practitioners, (iii) a lack of motivationand need among teachers to adopt ICT as teaching tools, (iv) Non availability of the requiredequipment support to the learners of Distance education and (v) their ignorance about the technologyare some of the further obstructions in shifting over to the new system.

ODL practices are changing. New fields of study have emerged, policies revised, a quality cultureemerged, student services improved, new ICT-based delivery modes explored, and a variety ofcollaborative relationships developed. With advanced ICT, distance teaching is becoming one of themost challenging professions in our society where technology options are diverse and new conceptsof learning are emerged. Distance teaching is now expected to facilitate self-learning, make itmeaningful to individual learners rather than just to provide knowledge and skills, and improveinteractions. Modern developments of innovative technologies have provided new possibilities todistance teaching professions, but at the same time have placed more demands on ODL institutionsto explore how to use these new technologies in their ODL practices.

The Annual Survey of Courses of the Open University of U.K. revealed that various forms of tutorialsupport are the most strongly and frequently requested items by the students (Burt, 1997). Most ofthe open and distance learning institutes in the world have established student support service centersand/or regional/study centers to cater to a large number of students on various matters like, admission,


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courses, examination schedules, materials dispatch, counseling and so on. It is a fact that the successof distance education depends largely on student support services provided to distance learners. Asdistance educators, we should know why the learners need support, what kind of support a distancelearning institute may provide, who can provide support and how and so on.

Further, there is a great competition among distance education institutes relating to the attraction ofstudents to their courses. Better student support services would automatically spread the reputationand prestige of the institution. It requires that the distance education institutes must ensure certainminimum standards of Academic and Support services. The future survival of ODL institutions willrest on the quality of the Student Support Services being provided to its learner by the institutionand importance of ICT to play this role effectively cannot be overemphasized.

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Lockwood, F., & Gooley, A. (Eds.) (2001). Innovation in Open and Distance Learning. London:RoutledgeFalmer.

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Rumble, G (1992) Management of Distance Learning System, Paris: UNESCO and IIEP.

Simpson, O (2000) Supporting Student in Open and Distance Learning, Kogan Page, London.

Sims, R. (2000) An Interactive Conundrum: Constructs of Interactivity and Learning Theory. AustralianJournal of Educational Technology, 16(1), 45.57.

Tait, A. (2000) Planning Student Support for Open and Distance Learning. Open Learning, 15(3),287.299.

Tait, A., & Mills, R. (Eds.). (2003) Rethinking Learner Support in Distance Education: Change andContinuity in an International Context. London: RoutledgeFalmer.

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4- f’k{kk dks ewY;ijd cukus esa lekt dh D;k Hkwfedk gS \

5- f’k{kk dks ewY;ijd cukus esa jk”Vª dh D;k Hkwfedk gS \

6- f’k{kk dks ewY;ijd cukus esa ikB~; lgxkeh fØ;kvksa dh D;k Hkwfedk gS \

7- D;k mijksDr laLFkka, f’k{kk dks ewY;ijd cukrh gS] ;fn ugh rks dkSu&dkSu lh ck/kka, gS \

izfØ;k

Lukrd Lrj ds 300 Nk=&Nk=kvksa dks lkrkas iz’u fn;s x;s rFkk muls dgk x;k fd vius fopkjksa dks fyf[k, rFkk mUgsa vius fopkjksadks O;Dr djus dh iw.kZ Loar=rk FkhA mlds ckn mUgsa fn;s x;s iz’uksa dh mRrjkoyh dh ,df=r fd;k x;k rFkk mldk oLrq fo’ys”k.kfd;k x;kA ftu fo|kfFkZ;ksa ds fopkj ldjkRed Fksa mls lger ekuk x;k rFkk ftuds fopkj udjkRed Fks mls vlger ekuk x;kvkSj ftuds fopkj ldkjkRed rFkk udkjkRed nksukas Fks mUgs vLi”V ekuk x;k A fo”k; oLrq fo’ys”k.k ds fy, mudk izfr’kr Kkrfd;k x;k A

ifj.kke

lg;ksfx;ksa }kjk fyf[kr #i ls fn;s x, muds fopkjksa dk fo”k;oLrq fo’ys”k.k fof/k }kjk fo’ys”k.k fd;k x;kA fo’ys”k.k }kjk tksifj.kke izkIr gq, mudk mYys[k bl izdkj gS %&

ewY;ijd f’k{kk ls fofHkUu vk;keksa ls izkIr vfHko‘fRr dk izfr’kr

iz’u Øekad lger vlger vLi”V

1 54-00% 16-50% 29-50%

2 100-00% 0-00% 0-00%

3 67-85% 10-72% 21-43%

4 78-00% 02-00% 20-00%

5 64-28% 03-58% 32-14%

6 74-00% 04-57% 21-43%

7 57-14% 07-14% 35-72%

dksBkjh vk;ksx ¼1964&66½ dk lq>ko Fkk fd fo’ofo|ky; f’k{kk vk;ksx }kjk fn;s x;s lq>koksa ds vuq#i lHkh laLFkkvksa esa uSfrd]lkekftd ,oa vk/;kfRed ewY;ksa dh f’k{kk nsus dh O;oLFkk dh tk;sA izkFkfed Lrj ij ewY;ijd f’k{kk dks jkspd dgkfu;ksa ds }kjkek/;fed Lrj ij f’k{kdksa ,oa Nk=ksa }kjk ikjLifjd fopkj&foe’kZ ds }kjk rFkk fo’ofo|ky; Lrj ij fofHkUu /keksZa dk rqyukRed


37

v/;;u djk;k tk;sA jk”Vªh; f’k{kk uhfr ¼lu~ 1986½ ds nLrkost esa bl ckr ij fpUrk izdV dh x;h gS fd thou ds fy, vko’;dewY;ksa dk âkl gks jgk gS vkSj ewY;ksa ij ls yksxksa dk fo’okl mBrk tk jgk gSA vr% f’k{kk Øe esa ,sls ifjorZu dh t:jr gS ftllslkekftd ,oa uSfrd ewY;ksa ds fodkl esa f’k{kk ,d l’kDr lk/ku cu ldsaA

f’k{kk dks ewY;ijd cukus esa ikB~; lkexzh fØ;kvksa dk egRoiw.kZ ;ksxnku jgk gSA blds }kjk O;fDr esa dRrZo;ijk;.krk] vuq’kklu]ns’kizse dh Hkkouk] LokLF; lEcU/kh fodkl] lekt ls tksMus dk dk;Z vkfn ewY; ikB~; lgxkeh fØ;kvksa ds }kjk ge izkIr dj ldrsgSA ysfdu orZeku esa ikB~; lkexzh fØ;k,W dsoy fo|ky;ksa esa vkSipkfjd ek= cu dj jg x;h gSA

mijksDr lHkh laLFkk,a f’k{kk dks ewY;ijd cukus esa l’kDr Hkwfedk vnk dj ldrh gS] rFkk buds fcuk f’k{kk dks ewY;ijd cukus dhifjdYiuk gh ugha dh tk ldrhA vc tcfd izfr{k.k u;s&u;s vkfo”dkj gks jgs gS] dEI;wVj vkSj bUVjusV dh lhek dk vHkwriwoZfoLrkj dj fn;k x;k gS] ,sls esa ge oSfnddkyhu f’k{kk i)fr esa okfil tkus dh ckr lksp Hkh ugha ldrsA ges ;g fopkj djukgS fd fdl rjg ls xq:&f’k”; lEcU/k esa fudVrk vk;s vkSj f’k{kk txr esa uSfrdrk iqu% ikWo tek ldsA

lUnHkZ

1- vkyiksVZ] th MCyw ¼1954½ nh fglVkfjdy cSdxzkm.M vkWQ ekMZu lks’ky lkbdkWyth] ;sy ;wfuoflZVh izsl] U;w gsdsuA

2- dqyJs”B] ,l-ih- ¼1979½] beftZx oSY;w iSUVlZ vkWQ VhplZ ,.M U;w VªSaM~l vkWQ ,twds’ku bu bafM;k] ubZ fnYyh % ykbZV ,.MykbQ ifCy’klZA

3- Hkkjr ljdkj ¼1966½] dksBkjh vk;ksx & 1966 % f’k{kk vkSj jk”Vªh; fodkl] Hkkjr ljdkj] ubZ fnYyhA

4- Hkkjr ljdkj ¼1986½] jk”Vªh; f’k{kk uhfr] 1986] Hkkjr ljdkj] ubZ fnYyhA

5- jks’pj] fudksyl ¼1968½] bUVªksMsD’ku Vq oSY;w F;ksjh] ubZ fnYyh % izsfUVlgkyA

6- ‘kek ¼oh0 ,l0] egs’ojh ¼oh0 ds0½] ¼2000½ & i;kZoj.k vkSj ekuo ewY;ksa ds fy, f’k{kk] lw;kZ ifCyds’ku] esjB] m0 iz0A


38

TOTAL QUALITY MANAGEMENT &HIGHER EDUCATION

Sanjay Kumar*

ABSRACT

Total Quality Management is a Philosophy as well as a set of guiding Principles that have been

successfully adopted in the field of higher education by developed countries such as Japan,

USA and UK. Core Practices of the TQM are Top management commitment, Strategic planning,

Customer focus, Staff total participation, Training & Development, Team work, Continuous

improvement and Evaluation & Feedback. TQM improves the Quality of courses, Teaching-

learning process, Evaluation process, Research activities, Publications activities, Extension

activities, student support & progression services and linkages with Industries and other

organizations.

Introduction

Total Quality Management is a Philosophy as well as a set of guiding Principles that represent thefoundation of a continuously improving institution. It has generally been recognized as a majorinnovation in management thought and has gained widespread acceptance in business and industry.The principles of TQM have been successfully adopted in the field of higher education by developedcountries such as Japan, USA and UK. Naik (2001) has strongly suggested that brining qualitymovement through application of TQM in Indian higher education will result in global recognition.

Quality in education

Harvey & Green (1993) created four perspectives of quality in higher education. Quality as excellencerefers to the crystal clear touchstone created by the institutions, quality as fitness for purpose focuseson filling the gap in the industry and considering the needs of the customer, quality as value formoney refers to the desired outcome of the institutions in term of business and profits, lastly qualityas transformation is when the institutions adopt strategic changes to gain a niche in the industry(Harvey & green, 1993).

Total Quality Management

Total: Everyone in the institution is involved in creating and maintaining the quality of the servicesoffered.

Quality: The institution through individual and collections focuses on meeting customer needs,recognizing that customer perception identities quality.

Management: In managing the system, the emphasis les on continuously improving his system inorder to achieve the best results.

Co-ordinator, New Era College of Science & Technology, Ghaziabad


39

TQM is a management philosophy embracing all activities through which the needs of the customerand the community, and the objectives of the institution, are satisfied in the most efficient and thecost-effective way by maximizing the potential of all employees in a continuing drive for improvement.

Poor practices in Higher Education Institutions

1. Leaders do not gives clear directions.

2. Accepting that certain levels of human errors are common.

3. Confuses quality with grade.

4. The “It’s not my problem” attitude among employees.

5. Tries to control people through fear of rules & regulations.

6. Each department works only for itself.

7. Quality improvement is just to get good grade.

8. Evaluation & feedbacks are not more than just formalities.

Core Practices of TQM for Higher Education Institutions

1. Management Commitment to promote quality.

2. Strategic Planning of the Institution for quality.

3. Customer satisfaction is the measure of quality.

4. Employee involvement is sources of quality improvement.

5. Adopt modern methods of training & Development –eliminate fear.

6. Eliminate barriers between departments by promoting teamwork.

7. Quality improvement must be continuous.

8. Evaluation & Feedbacks are the keys for quality improvement.

Top Management Commitment

Top management plays most important role in implementation of TQM in any Educational Institution.If an organization is serious about implementing TQM, the commitment to do so have to start at thetop and the institution’s senior management has to be unwavering in its commitment to quality.Major tasks of the Management Commitment are

� To state and communicate vision, mission & goals related to quality.

� To state policy statements related to Quality.

� To set values for the Institutions.

� To set performance expectations.

� To addresses its responsibilities to the student and other stakeholders.


40

Strategic Planning

Quality plan is based on the strategic planning of the institution. Major Tasks of the Strategic Planningare

� To sets strategic directions.

� To determines key action plans.

� To address deployment of plans.

� To measure and sustain accomplishments.

� To stresses on learning-centered education and operational performances.

Customer Satisfaction

The fundamental goal of TQM is to satisfy customers. It is important to focus on the both internal(Employees) and external (students) customers. Customer’s needs must be identified and understood.This concept helps to strengthen the co-operation within the institution, eliminate internal competitionand drives away fear.

Staff Total Participation

Staff total participation is an integral part of TQM because quality is the responsibility of all employeesin everything they do. How the Institute enables its workforce of academic and non-academic staffsto develop its full potential and how the workforce is aligned with the Institution’s objectives. It alsoaddresses key human resource practices that are directed toward creating and maintaining a highperformance workplace with a strong focus on students learning and toward developing staffinvolvement and adaptation to change.

Training and Development

Training is a process of updating the knowledge, developing skills, bringing attitudinal andbehavioural changes and improving the trainee’s abilities to perform effectively and efficiently. WhenTQM is introduced in an institution, it is essential that all the people have knowledge of its principles,values, objectives, tools and techniques and the institution’s plans for its implementation.

Teamwork

Good teamwork constitutes the base of TQM. Teamwork requires the spirit of cooperation,complementation and synergetic relationship among departments. In order to make TQM orientedteamwork, the institution can take the following measures:

1. Creating purpose of the team in concert with the institution strategy.

2. Creating a culture in the institution that values team participation and autonomy.

3. Providing appropriate training to team members.

4. Reinforcing teamwork by reward system of institution.

Continuous Improvement

There is a beginning to the process of TQM, but there is no end. Checking, rechecking, valuation,revaluation, engineering and re-engineering are essential to ensure continuous improvement. All


41

work must be viewed as a process. Management’s responsibility to anticipate or expect changes inthe needs, wants and expectations of customers, employees and society.TQM is an unremitting systemof improving work processes.TQM requires knowledgeable employees who have the ability to workin teams and adapt themselves to the dynamic work environment. Aspects of how key and supportprocesses are designed, managed, and continuously being improved and maintained.

Evaluation and Feedback

A strategy is incomplete without constant evaluation and feedback. Evaluation does not mean passingjudgments on success or failure. The purpose is to assess the distance covered to reach the set target.As and when evaluation is done, feedback is the immediate step followed. The institution shouldencourage one and all for evaluation of their own performance and of institution also. By getting thefeedback, the concerned unit / department should immediately act upon that to maintain total quality.

Conclusion

Total Quality Management is a Philosophy as well as a set of guiding Principles which allow aninstitution to pursue a definition of quality and a means of attaining quality through Top managementcommitment, strategic planning of the institution, customer satisfaction, Staff total participation,Training & development, Team work, Continuous improvement and Evaluation & Feedback. Itimproves the Quality of courses, Teaching-learning process, Evaluation process, Research activities,Publications activities, Extension activities, student support & progression services and linkageswith Industries and other organizations.

References

1. Ali M. and Shastri R.K. (2010).Implementation of Total Quality Management in Higher Education.Asian Journal of Business Management, Volume 2(1).

2. Chang, S.L. (1996). Organizational Culture and Total Quality Management. Dissertation AbstractsInternational, 57(4).

3. Carey,T.R (1998).Total Quality Management in Higher Education: Why it works? Why it doesnot? Dissertation Abstracts International,59(1).

4. Dhiman, S.K. (1995).Leadership Implications of Total Quality Management in Higher Education.Dissertation Abstracts International 56 (7).

5. Ganihar.N.N & Bhat.V.K (2006).Total Quality Culture in Teacher Training Colleges, First Edition,Discovery Publishing House, New Delhi..

6. Kyle, L. D. (1995).Visionary Leadership and Total Quality Management in Higher EducationAdministration. Dissertation Abstracts International, 56(08).

7. Lakhe, R.R. and Mohanti, R.P. (1994), Total quality management –Concepts, Evolution andAcceptability in Developing Economics,International Journal of quality and reliabilitymanagement, Vol.11 (9).

8. Naik, B.M. (2001), “Need to bring quality movement in higher education”, Journal of EngineeringEducation, India, July Issue.

9. Paul, C.L (1998).The Relationship between the principles of Total Quality Management and SchoolClimate, School Culture and Teacher Empowerment. Dissertation Abstracts International,59 (08).

10. Rodgers, C.G (1998).Teacher Perceptions of Total Quality Management Practices in ElementarySchools. Dissertation Abstracts International, 59(10).

11. Sakthivel P.B., Rajendran, Raju G., R., (2005), TQM implementation and students’satisfaction ofacademic performance, The TQM Magazine, Vol. 17 (6).

12. Sabihaini,L.Y, Astuti W.T.

(2010).Total Quality Management Application in Learning Activity:Indonesia’s Case Study, Pakistan Journal of Commerce & Social Sciences, Vol. 4 (1).

13. Tari, J.J. (2006), An EFQM Model Self-Assessment Exercise at a Spanish University , Journal ofEducation Administration, Vol. 44, No.2.

14. Watson, J.R. (2000).Total Quality Education: a School District’s Beliefs, Behaviours and Outcomes.Dissertation Abstracts International, 61(01).

Statement of Ownership and other particulars about “NECST Journal of TeacherTraining “ Required for Registration of Newspapers (Central Rule)

Place of Publication : New Era College of Science & Technology333, Pandav Nagar, Ghaziabad

Periodicity of Publication : Bi – annual

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Publisher’s Name : Shri Rajeev Malik

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ISSN : 0975-4717





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