Gender Differences in Professional and Digital Competencies among Secondary School Teachers in Jammu and Kashmir: A Descriptive and Correlational Analysis
Technology and Identity Enactment among Muslim Immigrant Families
Education for All: Addressing the Digital Divide and Socioeconomic Disparities in Modern Schools
Overcoming Misconceptions on 'Gravity and Force' of Ninth Standard Students
A Study to Assess the Effectiveness of Behavior Change Techniques on Screen Time Duration among Preschoolers and Parent Satisfaction Levels at a Selected School in Kanniyakumari District, Tamil Nadu
Online Instruction in the Face of Covid-19 Crisis: An Examination of Early Childhood and Elementary Teachers' Practices
A Study Of Health Education And Its Needs For Elementary School Students
Time Management and Academic Achievement of Higher Secondary Students
Case Study of Inclusive Education Programme: Basis for Proactive and Life Skills Inclusive Education
Exploring the Effects of Web 2.0 Technology on Individual and Collaborative Learning Performance in Relation to Self-regulation of Learners
Some Quality Considerations in the Design and Implementation of Learning Objects
The Ideology of Innovation Education and its Emergence as a New subject in Compulsory Schools
A Blended Learning Route To Improving Innovation Education in Europe
BSCW As A Managed Learning Environment For International In-Service Teacher Education.
Encouraging innovativeness through Computer-Assisted Collaborative Learning
The purpose of this study is to look into the relationship between positive psychological capital, organisational commitment, and teacher motivation. The research was designed using the quantitative research method, and the relational research pattern was applied. The sample for the research consisted of 210 teachers who were selected with the simple random sampling method among the teachers working in Muş province in the 2020–2021 academic year. Due to the epidemic, the data for the study were collected electronically with the "Positive Psychological Capital Scale," "Organisational Commitment Scale for Teachers," and "Teacher Motivation Scale." The data were subjected to normality analysis and demonstrated a normal and homogeneous distribution. The correlation stepwise regression analysis, the arithmetic mean, independent samples t-test, and one-way ANOVA were applied to analyse the data. According to the data analysis results, the positive psychological capital and motivation perceptions of the teachers were found to be at a high level; however, the perception of organisational commitment was at a medium level. While positive psychological capital perceptions of teachers according to gender and school type variables show a significant difference, their organisational commitment and motivation perceptions do not differ significantly. According to another result of the study, there is a moderately positive relationship between positive psychological capital and organisational commitment and motivation perceptions; it was concluded that there is a highly significant positive relationship between organisational commitment and motivation. In addition, it was found that teachers' perceptions of the extroversion sub-dimension of positive psychological capital and the intrinsic and managerial sub-dimensions of motivation together positively and significantly predicted the perception of organisational commitment.
The aim of this research was to explore the correlation between prospective teachers' attitudes towards STEM education, their lifelong learning levels, and individual innovativeness. A relational screening model was used, and 190 prospective teachers participated in the study. The research found a positive correlation between STEM attitudes and lifelong learning levels, as well as a positive correlation between STEM attitudes and individual innovativeness levels. Additionally, the research explored whether there were differences in STEM attitudes, individual innovativeness, and lifelong learning levels based on gender and study department variables. Moreover, the research also found a positive significant correlation between the levels of individual innovativeness and lifelong learning. The results showed that the levels of lifelong learning and individual innovativeness are significant predictors of the STEM attitudes of the prospective teachers. Additionally, no significant difference was found between the STEM attitudes, individual innovativeness, and lifelong learning levels of prospective teachers based on their gender. However, a significant difference was found in favor of the prospective science teachers in terms of their lifelong learning and STEM attitudes, when compared to the pre-school and primary school prospective teachers, in terms of their study departments. But there was no difference in individual innovativeness levels between their study departments.
The growing number of educational options and job opportunities has made career planning increasingly complex and uncertain. To help students navigate these choices, this paper introduces Career Guidance Application (CGA), a tool designed to assist secondary level students (grades 9-12) in selecting their field of study based on their academic and professional interests. CGA provides access to information on subjects that lead to specific career paths, recommended higher education institutions, necessary entrance exams, available aptitude tests, and how to access them. Additionally, it offers a comprehensive career counseling process that includes social, financial, and personal considerations. The implementation of CGA is expected to reduce school and university dropout rates.
This study aimed to investigate the relationship between study habits and learning difficulties of upper primary students in class 8 in Kanyakumari district. The study used a sample of 300 students, and employed a Normative Survey method. Data was collected using a Study Habits Scale, and Tests on Reading and Writing Skills, and analyzed using t-test and Pearson's Product Moment Correlation. The results showed that there were significant differences in study habits and reading difficulties among upper primary students based on gender and medium of instruction. There was also a significant difference in writing difficulties based on medium of instruction, but not on gender. The study found a positive correlation between study habits and reading difficulties among upper primary students, but no significant correlation between study habits and writing difficulties.
Currently, in higher education courses, the Swayam course is mandatory. After successfully completing the Swayam course, certificates are issued to passing candidates. The ultimate goal of this study is to determine the relationship between background variables and Swayam achievement of future teachers. To achieve this goal, the researcher collected background information and Swayam achievement marks. The researcher administered the tool at Colleges of Education in Kanyakumari District. The researcher used the survey method for this study. The population of this study consists of future teachers who are studying at colleges of Education in Kanyakumari District. The findings revealed a significant difference between the residential localities, branches of the subjects, and results of the Swayam examination. There is a significant difference among the occupations of the fathers. There is no significant difference among the occupations of the mothers. The researcher concludes from this study that the future teachers who put effort into completing the Swayam course were successful. Therefore, the researcher suggests that future teachers should spend their time acquiring knowledge and new information.
