i-manager Publications

i-manager's Journal on Educational Psychology (JPSY)

Current Issue Vol. 18 Issue 2

Methods for Enhancing Memory Performance in a Type of Learning (Forgetting) of Categorized Mind States
Exploring Need for Enhancing Play Activity Time in School Settings for Holistic Development of Learners
A Survey Study on the Status of Life Skills of Secondary Students of Dakshina Kannada District
Effectiveness of Outdoor Teaching Activities on Basic Science Process Skills of Secondary School Students
Impact on Trainees Growth and Challenges during the Internship in B.Ed. Course
The Impact of the Lecture Approach on Students' Attitudes towards Chemistry: A Comparative Study of Overall, Cognitive, Affective, and Behavioral Dimensions

Most Cited

Volume 12 Issue 1 May - July 2018

Research Paper

Counselor Self-Efficacy: The Effects of Online Preparatory Counseling Programs

Kristopher Garza* , Marie-Anne Mundy, Lori Kupczynski*

* Assistant Professor and Clinical Mental Health Counseling Program Coordinator, Department of Educational Leadership and Counseling, Texas A&M University, USA.

Associate Professor of Educational Leadership, Texas A&M University, USA.

* Professor of Educational Leadership, University of St. Augustine for Health Sciences, USA.

Garza, K., Mundy, M., and Kupczynski, L. (2018). Counselor Self-Efficacy: The Effects of Online Preparatory Counseling Programs. i-manager’s Journal on Educational Psychology, 12(1), 1-7. https://doi.org/10.26634/jpsy.12.1.14374

Abstract

The delivery of counseling servicesonline is increasing at a rapid rate. This increase in online delivery is concerning due to the ethical obligation for preparatory courses to ensure that counseling programs are providing resources toensure the development of self-efficacy in addition toskill development among counselors-in-training for practice in an increasing online world. The development of counseling skills is very specific and requires applying learned techniques to real life situations. This study utilized data collected from counselors currently in practice concerning their perception of the effects of online counseling serviceson student self-efficacy. Professional counselors, with graduate level degrees in counseling, involved in private practice and practicing in K-12 educational settings served as the sample for this study.The results focused on the relationship between self-efficacy and technology. The results and implications of the study will be shared along with connections to current literature in academia and application to counseling practice

References

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[2]. Benshoff, J. M., & Gibbons, M. M. (2011). Bringing life to e-learning: Incorporating a synchronous approach to online teaching in counselor education. The Professional Counselor, 1(1), 21-28. http://doi.org/10.15241/jmb.1.1. 21

[3]. Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd Ed.). Hillsdale, NJ: Lawrence Earlbaum Associates

[4]. Council for Accreditation of Counseling and Related Education Programs (CACREP). (2016). 2016 Standards for Accreditation. Alexandria, VA: Author. Retrieved from http://www.cacrep.org/wp-content/uploads/2012/10/ 2016-CACREP-Standards.pdf

[5]. Dollarhide, C. T., Gibson, D. M., & Moss, J. M. (2013). Professional identity development of counselor education doctoral students. Counselor Education and Supervision, 52(2), 137-150.

[6]. Glasheen, K., Campbell, M. A., & Shochet, I. (2013). Opportunities and challenges: School guidance counsellors' perceptions of counseling students online. Australian Journal of Guidance and Counselling, 23(2), 222-235. doi: 10.1017/jgc.2013.15

[7]. Hennigan, J., & Goss, S. P. (2016). UK secondary school therapists' online communication with their clients and future intentions. Counselling and Psychotherapy Research, 16(3), 149-160.

[8]. Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2010). Intentional Interviewing & Counseling: Facilitating Client th Development in a Multicultural Society (7 Ed.). Belmont, CA: Brooks/Cole.

[9]. Larson, L. M., & Daniels, J. A. (1998). Review of the counseling self-efficacy literature. The Counseling Psychologist, 26(2), 179-218.

[10]. Meyer, J. M. (2014). Counseling self-efficacy: Oncampus and distance education students. Rehabilitation Counseling Bulletin, 58(3), 165-172. http://doi.org/10.1177/0034355214537385

[11]. Nelson, J. A., Nichter, M., & Henriksen, R. (2010). Online supervision and face-to-face supervision in the counseling internship: An exploratory study of similarities and differences. VISTAS Online. Retrieved from http://counselingoutfitters.com/vistas/vistas10/Article_ 46.pdf

[12]. Ponton, R. F. (2009). Promoting positive counselor identity through counseling field placements. ACES Spectrum, 69(3), 7-13.

[13]. Watson, J. C. (2012). Online learning and the development of counseling self-efficacy beliefs. The Professional Counselor, 2(2), 143-151. http://doi.org/10.15241/jcw.2.2.143

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Research Paper

The Role of Self-Fulfilling Prophecies in Education: Teacher-Student Perceptions

Jennifer Chandrasegaran* , Padmakumari P.**

* PhD Scholar, Department of Psychology, CHRIST (Deemed to be University), Bengaluru, Karnataka, India.

** Associate Professor, Department of Psychology, CHRIST (Deemed to be University), Bengaluru, Karnataka, India.

Chandrasegaran, J., and Padmakumari, P.(2018). The Role of Self-Fulfilling Prophecies in Education: Teacher-Student Perceptions. i-manager’s Journal on Educational Psychology, 12(1), 8-18. https://doi.org/10.26634/jpsy.12.1.14639

Abstract

A positive teacher-student relationship has for long been considered, a developmental asset for children from kindergarten to high school (Birch & Ladd, 1997). Such a relationship is usually characterised by less conflict and increased understanding between both. Students who enjoy a supportive relationship with their teachers, achieve at higher levels and are better accepted by classmates (Ladd et al., 1999). The purpose of the present study was to understand the role of self-fulfilling prophecies in the field of education. Self-fulfilling prophecies are an integral aspect of teacher-student interactions. The participants for the study included ten teachers and ten students from grades 8 to 10. Data was collected using semi-structured, in-depth interviews, to explore how teachers perceived their expectations, predictions, labels, and comments to have self-fulfilling prophecy effects on students and, how students believe it impacts various aspects of their school life. The data obtained was analysed using thematic analysis. The findings of the study indicated that teachers' expectations, predictions, labels, and comments are influenced by several key classroom factors and have a significant impact on the personal, social, psychological, and academic facets of a student's life.

References

[1]. Berg, Y. (2010, September 14). The Power of Words [Blog post]. Retrieved from http://www.huffing tonpost com/yehuda-berg/the-power-of-words _ 1_b_716183.html?ir=India&adsSiteOverride=in

[2]. Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35(1), 61-79.

[3]. Boser, U., Wilhelm, M., & Hanna, R. (2014). The power of the Pygmalion effect: Teachers’ expectations strongly predict college completion. Center for American Progress. Retrieved from https://www.americanprogress. org/issues/education/report/2014/10/06/96806/thepower- of-the-pygmalion-effect/

[4]. Brehm, S., & Kassin, S. (1996). Social Psychology (3 Ed.). Houghton Mifflin Company.

[5]. Brophy, J. E. (1983). Research on the self-fulfilling prophecy and teacher expectations. Journal of Educational Psychology, 75(5), 631-661.

[6]. Capel, S., Leask, M., & Turner, T. (1999). Learning to Teach in Secondary School: A Companion to School Experience. London: Routledge.

[7]. Diamond, J. B., Randolph, A., & Spillane, J. P. (2004). Teachers' expectations and sense of responsibility for student learning: The importance of race, class, and organisational habitus. Anthropology and Education Quarterly, 35(1), 75-98.

[8]. Dornbusch, S. M., Glasgow, K. L., & Lin, I. C. (1996). The social structure of schooling. Annual Review of Psychology, 47, 401-429.

[9]. Good, T. L., & Brophy, J. E. (2000). Looking in th Classrooms (8 Ed.). New York:Harlow : Longman.

[10]. Hughes, J. N., Cavell, T. A., & Willson, V. (2001). Further support for the developmental significance of the quality of the teacher-student relationship. Journal of School Psychology, 39(4), 289-301.

[11]. Jussim, L., & Harber, K. D. (2005). Teacher expectations and self-fulfilling prophecies: Known and unknowns, resolved and unresolved controversies. Personality and Social Psychology Review, 9(2), 131-155.

[12]. Ladd, G. W, Birch, S. H., Buhs, E. S. (1999). Children's social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70(6), 1373- 1400. Retrieved from http://www.ncbi.nlm.nih.gov/ pubmed/10621962

[13]. Madon, S., Jussim, L., & Eccles, J. (1997). In search of the powerful self-fulfilling prophecy. Journal of Personality and Social Psychology, 72(4), 791-809.

[14]. Sadker, M. P., & Sadker, D. M. (2005). Teachers, th Schools and Society (7 Ed.). New York: McGraw-Hill.

[15]. Sullivan, C., Gibson, S., & Riley, S. (2012). Doing Your st Qualitative Psychology Project (1 Ed.). Sage Publications Ltd.

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Research Paper

Assessing General Intelligence in Influencing Performance of Mathematics

Rajkumar* , Dr. G. Hema**

* Research Scholar, Department of Education, Periyar University, Salem, Tamil Nadu, India.

** Assistant Professor, Department of Education, Periyar University, Salem, Tamil Nadu, India.

Rajkumar, R., and Hema, G. (2018). Assessing General Intelligence in Influencing Performance of Mathematics i-manager’s Journal on Educational Psychology, 12(1), 19-24 https://doi.org/10.26634/jpsy.12.1.14143

Abstract

Academic achievement is very important in any educational setting, as it indicates the level of students' competence in respect of the academic content. This is obviously defined in terms of performance which represents the most understandable and regularly accepted pointer of performance in educational contexts (Ladipo & Gbotosho, 2015). Intelligence influences our ability on all level of intellectual tasks. Generally, people who are good at mathematics associate intelligence with it. Not everybody, but majority think on these lines. For them, being good at mathematics is an important criteria for being general intelligent. This study investigated the extent to which general intelligence determine the performance in mathematics among undergraduate students. The investigator used random sampling technique for selecting the sample from the population. The sample consists of 310 students studying undergraduate mathematics in Tirunelveli District, Tamil Nadu, India. Standardized tool namely Test of General Intelligence (TGI) for College Students by Misra and Pal was used and its reliability value was 0.81. The data collected were subjected to statistical techniques like t - test and F-test. Further analysis showed that majority of the undergraduate mathematics students had moderate level of general intelligence. Findings on relationships between general intelligence and performance of undergraduate mathematics students are positively correlated. The study recommended that the performance of study groups should be formed in the college to help in cooperative learning of outperformed students than male students. Since these groups will also help the weaker students to enhance the performance in their subjects.

References

[1]. Aswal, G. S. (2001). Intelligence as a correlate of achievement in mathematics across different levels of SES. Psycho Lingua, 31(2), 127-130.

[2]. Gupta, J. (2011). Depression among adolescent girls the role of emotional intelligence and intelligence. Edutracks, 11(3), 36-42.

[3]. Gupta, K. P. (2010). Emotional Intelligence among student, teachers in relation the general intelligence and academic achievement. Edutracks, 10(3), 58-62.

[4]. Husain, N. (2011). Influence of intelligence on adjustment of teacher-trainees. Edutracks, 10(7), 34-39.

[5]. Jadhav, V. V., & Patil, A. K. B. (2010). Emotional intelligence among student teacher in relation to general intelligence and academic achievement. Edutracks, 11(8), 41-44.

[6]. Ladipo, S. O., & Gbotosho, S. A. (2015). Influence of gender difference on reading habit and academic achievement of undergraduate medical students in university of Ibadan, Nigeria. Library Philosophy and Practice (e-journal). Retrieved from http://digital commons.unl.edu/libphilprac/1338

[7]. Mangal, S. K. (2011). Advanced Educational Psychology. New Delhi: PHI Publishing.

[8]. Mangal, S. K. (2016). Teaching of Mathematics (1 Ed.). Ludhiana: Tendon publications.

[9]. Martinez, M. E. (2000). Education as the Cultivation of Intelligence. New York and London: Routledge Taylor & Francis Group.

[10]. Misra, K. S., & Pal, S. K. (1971). Test of General Intelligence for College Students. Agra: National Psychological Corporation.

[11]. Pietsch, J., Walker, R., & Chapman, E. (2003). The relationship among self-concept, self-efficacy, and performance in mathematics during secondary school. Journal of Educational Psychology, 95(3), 589-603.

[12]. Shively, R. L., & Ryan, C. S. (2013). Longitudinal changes in college math students' implicit theories of intelligence. The Journal of American Science, 16(2), 241-256.

[13]. Stern, W. (2009). The Psychological Methods of Testing Intelligence. Cornell University Library Digital Collections.

[14]. Zubair, P. P. (2012). Teaching of Mathematics. New Delhi: APH Publishing.

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Research Paper

Influence of Demographic, School and Economic-Related Variables on Psychological Flourishing of Higher Secondary Teachers

J. Johnsi Priya*

Assistant Professor of Education, Meston College of Education (Autonomous), Chennai, Tamil Nadu, India.

Priya, J. J. (2018). Influence of Demographic, School and Economic-related Variables on Psychological Flourishing of Higher Secondary Teachers. i-manager’s Journal on Educational Psychology, 12(1), 25-31. https://doi.org/10.26634/jpsy.12.1.14764

Abstract

Feeling good and living well are the self and social dynamics of mental well-being representing the hedonics and eudaemonic perspective of life. Several researchers endorse the psychological flourishing as a state encapsulating the high levels of mental well-being and high levels of social-psychological well being. The present study aims to examine the influence of demographic school and economic–related variables on psychological flourishing of higher secondary teachers using the Flourishing Scale. The survey research method was used in the present study. Using the stratified random sampling technique, 300 higher secondary teachers (152 male and 148 female) were selected from few schools in and around Chennai district. The mean, standard deviation, 't' test, and one-way ANOVA were used to analyze the data with the help of Statistical Package for the Social Sciences (SPSS) (version 20.0). On the analysis of hypothesis framed, it is shown that the psychological flourishing of the male and female teachers is similar but not high; urban teachers are having significantly higher psychological flourishing than rural teachers; it is observed that the psychological flourishing of teachers belonging to joint family is significantly higher than the teachers belonging to nuclear family; the psychological flourishing of teachers working in government, government aided, and self-financing higher secondary schools are not differing significantly; the psychological flourishing of teachers earning more than `25,000 are significantly higher than the other groups.

References

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Review Paper

Designing to Support Children Development: A Literature Review

Tom Page* , Gisli Thorsteinsson **

* Associate Professor, Department of Product Design, Nottingham Trent University, England.

** Professor, Department of Design and Craft Education, University of Iceland, Iceland.

Page, T., & Thorsteinsson, G. (2018). Influence of Demographic, School and Economic-related Variables on Psychological Flourishing of Higher Secondary Teachers. i-manager’s Journal on Educational Psychology, 12(1), 32-42. https://doi.org/10.26634/jpsy.12.1.14605

Abstract

The article is an attempt to discover how useful the existing literature in field of designing children's playful learning products, is for people who wish to create quality toys and games. It sets out from the right of children to play, and the assertion that plays is crucial for the development of children, to the massive size of the global toy industry. It reviews the literature in terms of its usefulness in terms of information and inspiration, covering all related factors, such as the design process, the nature of play, and the products themselves. The aim is to propose a solution that would improve the situation, and ensure quality play products.

References

[1]. Bekker, T., Sturm, J., & Eggen, B. (2009). Designing playful interaction and physical play. Personal and Ubiquitous Computing, 14(5), 385-396.

[2]. Benson, E. (2006). Toy Stories [online]. Association for Psychological Science. Retrieved from https://www. psychologicalscience.org/observer/toy-stories

[ 3 ] . Besio, S., Bulgarelli, D . , & Stancheva- Popkostadinova, V. (2017). Play Development in Children with Disabilities. Berlin. De Gruyter: Open Ltd.

[4]. Csikszentmihalyi, M., & Rochberg-Halton, E. (1981). The Meaning of Things: Domestic Symbols and the Self. Contemporary Sociology, 1 2 ( 4 ) . Cambridge: Cambridge University Press

[5]. Early Years Matters. (2017). News from Early Years Matters. Retrieved from http://www.earlyyearsmatters. co.uk/

[6]. Edward, S. (2010). Beyond Child's Play: Sustainable Product Design in the Global Doll-Making Industry. Amityville: Baywood Publishing Company.

[7]. Fishel, C. (2001). Designing for Children: Marketing Design that Speaks to Kids. Gloucester: Rockport Publishers.

[8]. Follett, J. (2014). Designing for Emerging Technologies: UX for Genomics, Robotics, and the Internet of Things. O'Reilly Media, Inc.

[9]. Frost, J. L. (1992). Play and Playscapes. Albany, NY: Delmar G.

[10]. Gielen, M. (2010). Essential concepts in toy design education: Aimlessness, empathy and play value. International Journal of Arts and Technology, 3(1), 4-16.

[11]. Gulden, T. (2016). Plenteous and limited play, transmedia storytelling- toys in light of individualistic and social esthetics. International Journal of Play, 5(1), 77-92.

[12]. Hastrich, C. (2011). The challenges of creating toys: Idealism, play and commercial design [online]. Bouncing Ideas. Retrieved from https://bouncingideas.wordpress. com/2011/11/12/the-challenges-of-creating-toysidealism- play-and-commercial-design/

[13]. Klanten, R., & Ehmann, S. (2009). Play All Day: Design for Children. Berlin: Gestalten.

[14]. Kudrowitz, B. M., & Wallace, D. R. (2010). The Play Pyramid: a play classification and ideation tool for toy design. International Journal of Arts and Technology, 3(1), 36-56.

[15]. Mertala, P., Karikoski, H., Tähtinen, L., & Sarenius, V. (2016). The value of toys: 6–8-year-old children's toy preferences and the functional analysis of popular toys. International Journal of Play, 5(1), 11-27.

[16]. Montola, M., Stenros. J., & Waern, A. (2009). Pervasive Games: Theory and Design. CRC Press.

[17]. Rosales, A., Arroyo, E., & Blat, J. (2011). Feet Up: A playful accessory to practice social skills through freeplay experiences. In IFIP Conference on Human- Computer Interaction (pp. 37-44). Springer, Berlin, Heidelberg.

[18]. Russell, A. (2012). 3 ways to design toys that boost kids' creativity [online]. Fast Company. Retrieved from https://www.fastcodesign.com/1669691/3-ways-todesign- toys-that-boost-kids- creativity [Accessed 6 June 2018]

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Survey Paper

Greenleaf's Style of Servant-Leadership Compared to the Styles of Contemporary Educational Theorists (Covey, Schein, & Bass)

Gabrielle L. McBath*

Ph.D. in Educational Leadership, Northcentral University, USA.

Mcbath, G. L. (2018). Greenleaf's Style of Servant-Leadership Compared to the Styles of Contemporary Educational Theorists (Covey, Schein, & Bass). i-manager’s Journal on Educational Psychology, 12(1), 43-50. https://doi.org/10.26634/jpsy.12.1.14004

Abstract

Morality and ethics are two instrumental facets within academia. Often however, with increasing federal, state, and local mandates, educational administration loses sight of these two criteria (Kowalski, 2008). Greenleaf (2010/1977), countering this dilemma, established a visionary leadership-style known as Servant-Leadership, wherein the leader humbled himself to the status of serving others holistically within the applicable environment (Greenleaf, 2003; Spears, 2004). His model of leadership incorporated guidance and fellowship. This paper will compare his model of Servant- Leadership to three educational/ organizational leaders of our current era: Covey's conscious versus ego, Schein's clarity of vision and the culture of the environment, and Bass' empowerment as individual consideration.

References

[1]. Aristotle (trans., 2009). The Nicomachean Ethics (D. Ross, Trans.). New York, NY: Oxford University Press.

[2]. Banutu-Gomez, M. B., & Banutu-Gomez, S. M. T. (2007). Leadership and organizational change in a competitive environment. The Business Renaissance Quarterly, 2(2), 69-90.

[3]. Bass, B. M. (2008). The Bass Handbook of Leadership: th Theory, Research, and Managerial Applications (4 Ed.). New York, NY: Free Press.

[4]. Bass, B. M., & Riggio, R. E. (2006). Transformational nd Leadership (2 Ed.). New York, NY: Psychology Press.

[5]. Burke, W. W. (2011). Organization (sic) Change: Theory rd and Practice (3 Ed.). Thousand Oaks, CA: SAGE Publications.

[6]. Burns, J. M. (2010/1978). Leadership. New York, NY: Harper Perennial Political Classics.

[7]. Cohen, W. A. (2010). Drucker on Leadership: New Lessons from the Father of Modern Management. San Francisco, CA: Jossey-Bass.

[8]. Covey, S. R. (2004a). The Eighth Habit: From Effectiveness to Greatness. New York, NY: Free Press.

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[10]. Covey, S. R. (2008). The Leader in me: How Schools and Parents around the World are Inspiring Greatness, one Child at a Time. New York, NY: Free Press.

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[12]. Greenleaf, R. K. (2002). Servant Leadership: A Journey into the Nature of Legitimate Power and Greatness (Ed. L. C. Spears). Mahwah, NJ: Paulist Press.

[13]. Greenleaf, R. K. (2003). Servant-leader within: A Transformative Path (H. Beazley, J. Begg, & L. C. Spears, Eds.). Mahwah, NJ: Paulist Press.

[14]. Greenleaf, R. K. (2010/1977). Servant leadership. In G. R. Hickman's (Ed.), Leading Organizations: nd Perspectives for a New Era (2 ed.) (pp. 87-95). Thousand Oaks, CA: SAGE Publications.

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[16]. Johannesen, R. L., Valde, K. S., & Whedbee, K. E. (2008). Ethics in Human Communication. Long Grove, IL: Waveland Press, Inc.

[17]. Kaye, C. B. (2010). Complete Guide to Servicelearning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum, and Social Action. Minneapolis, MN: Free Spirit Publishing Inc.

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[19]. Kouzes, J. M., & Posner, B. Z. (2007). Leadership th Challenge (4 Ed.). San Francisco, CA: Jossey-Bass.

[20]. Kowalski, T. J. (2008). Public Relations in Schools (4 Ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

[21]. Marx, G. (2006). Sixteen Trends: Their Profound Impact on our Future. Alexandria, VA: Educational Research Service.

[22]. Mendoza, P. (2008). Socialization to the academic culture: A framework for inquiry. Revista de Estudios Sociales, 31, 104-117.

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[30]. Spears, L. C. (2004). The understanding and practice of Servant-Leadership. In L.C. Spears &M. Lawrence's (Eds.), Practicing Servant Leadership: Succeeding Through Trust, Bravery, and Forgiveness (pp. 9-24). San Francisco, CA: Jossey-Bass.

i-manager's Journal on Educational Psychology (JPSY)

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Volume 12 Issue 1 May - July 2018

Counselor Self-Efficacy: The Effects of Online Preparatory Counseling Programs

Kristopher Garza* , Marie-Anne Mundy**, Lori Kupczynski***

Garza, K., Mundy, M., and Kupczynski, L. (2018). Counselor Self-Efficacy: The Effects of Online Preparatory Counseling Programs. i-manager’s Journal on Educational Psychology, 12(1), 1-7. https://doi.org/10.26634/jpsy.12.1.14374

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The Role of Self-Fulfilling Prophecies in Education: Teacher-Student Perceptions

Jennifer Chandrasegaran* , Padmakumari P.**

* PhD Scholar, Department of Psychology, CHRIST (Deemed to be University), Bengaluru, Karnataka, India. ** Associate Professor, Department of Psychology, CHRIST (Deemed to be University), Bengaluru, Karnataka, India.

Chandrasegaran, J., and Padmakumari, P.(2018). The Role of Self-Fulfilling Prophecies in Education: Teacher-Student Perceptions. i-manager’s Journal on Educational Psychology, 12(1), 8-18. https://doi.org/10.26634/jpsy.12.1.14639

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Assessing General Intelligence in Influencing Performance of Mathematics

Rajkumar* , Dr. G. Hema**

* Research Scholar, Department of Education, Periyar University, Salem, Tamil Nadu, India. ** Assistant Professor, Department of Education, Periyar University, Salem, Tamil Nadu, India.

Rajkumar, R., and Hema, G. (2018). Assessing General Intelligence in Influencing Performance of Mathematics i-manager’s Journal on Educational Psychology, 12(1), 19-24 https://doi.org/10.26634/jpsy.12.1.14143

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Influence of Demographic, School and Economic-Related Variables on Psychological Flourishing of Higher Secondary Teachers

J. Johnsi Priya*

Assistant Professor of Education, Meston College of Education (Autonomous), Chennai, Tamil Nadu, India.

Priya, J. J. (2018). Influence of Demographic, School and Economic-related Variables on Psychological Flourishing of Higher Secondary Teachers. i-manager’s Journal on Educational Psychology, 12(1), 25-31. https://doi.org/10.26634/jpsy.12.1.14764

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Designing to Support Children Development: A Literature Review

Tom Page* , Gisli Thorsteinsson **

* Associate Professor, Department of Product Design, Nottingham Trent University, England. ** Professor, Department of Design and Craft Education, University of Iceland, Iceland.

Page, T., & Thorsteinsson, G. (2018). Influence of Demographic, School and Economic-related Variables on Psychological Flourishing of Higher Secondary Teachers. i-manager’s Journal on Educational Psychology, 12(1), 32-42. https://doi.org/10.26634/jpsy.12.1.14605

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Greenleaf's Style of Servant-Leadership Compared to the Styles of Contemporary Educational Theorists (Covey, Schein, & Bass)

Gabrielle L. McBath*

Ph.D. in Educational Leadership, Northcentral University, USA.

Mcbath, G. L. (2018). Greenleaf's Style of Servant-Leadership Compared to the Styles of Contemporary Educational Theorists (Covey, Schein, & Bass). i-manager’s Journal on Educational Psychology, 12(1), 43-50. https://doi.org/10.26634/jpsy.12.1.14004

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Kristopher Garza* , Marie-Anne Mundy, Lori Kupczynski*

* PhD Scholar, Department of Psychology, CHRIST (Deemed to be University), Bengaluru, Karnataka, India.

** Associate Professor, Department of Psychology, CHRIST (Deemed to be University), Bengaluru, Karnataka, India.

* Research Scholar, Department of Education, Periyar University, Salem, Tamil Nadu, India.

** Assistant Professor, Department of Education, Periyar University, Salem, Tamil Nadu, India.

* Associate Professor, Department of Product Design, Nottingham Trent University, England.

** Professor, Department of Design and Craft Education, University of Iceland, Iceland.