i-manager's Journal on School Educational Technology (JSCH)

Volume 9 Issue 3 December - February 2014


Professional Development and Mentoring In Support of Teacher Retention

C. Rodgers* , J. Skelton**
* Faculty, Doctoral Dissertation Mentor, University of Phoenix
** Faculty, Doctoral Dissertation Mentor, University of Phoenix
Rodgers,C., & Skelton ,J (2014). Professional Development And Mentoring In Support Of Teacher Retention.i-manager’s Journal on School Educational Technology, 9(3), 1-11. https://doi.org/10.26634/jsch.9.3.2614


The authors' discussion will describe how teacher retention is in jeopardy. Many novice teachers are ill-prepared to handle the rigorous school days and challenging students academically and behaviorally (Stansbury & Zimmerman, 2002). Novice teachers need guidance and support to ease tensions and stress levels which arise during teaching (Bolin, 2008). Common preparation periods and team teaching is an effective form of staff development (Lewis et al., 1999). Teamwork makes stronger teachers to help weaker teachers and produce improvements in teaching by sharing techniques and information. This has led to the need for staff developments that encourage mentoring to help teacher retention rates.

Research Paper

A Study of Occupational Stress and Organizational Climate of Higher Secondary Teachers

A. Sneha Benedicta*
* Assistant Professor, Century Foundation College of Education Tirupur, Tamilnadu.
Benedicta,A.S (2014). A Study Of Occupational Stress And Organizational Climate Of Higher Secondary Teachers.i-manager’s Journal on School Educational Technology, 9(3), 12-17. https://doi.org/10.26634/jsch.9.3.2615


This study mainly aims to describe the occupational stress and organizational climate of higher secondary teachers with regard to gender, locality, family type, experience and type of management. Simple random sampling technique was adopted for the selection of sample. The data is collected from 200 higher secondary teachers from government and private schools. The tool used in this study is Santhappan's Teacher Stress Source Scale and Organizational Climate Scale (1987). In this study, the investigator found that the higher secondary teachers are having high occupational stress and need better organizational climate.

Research Paper

Status of Higher Secondary School Libraries in Thiruvallur District

Seenivasan. M* , N. Ashok Kumar**
* Research Scholar, Manonmaniam Sundaranar University, Tirunelveli.
** University Assistant Librarian, Tamil Nadu Physical Education and Sports University, Chennai, Tamil Nadu.
Seenivasan. M., & Kumar,N.A (2014). Status of Higher Secondary School Libraries in Thiruvallur District.i-manager’s Journal on School Educational Technology, 9(3), 18-22. https://doi.org/10.26634/jsch.9.3.2616


Libraries are the main sources of knowledge. They play a major role in fostering reading habit among school children. Hence, it is deemed interactive to study the status of higher secondary school libraries in Thiruvallur District, Tamil Nadu. For the Analysis 50 Higher Secondary Schools were selected randomly comprising of Government Higher secondary school, Government Aided Higher Secondary School, Private Matriculation Higher Secondary School and Kendriya Vidyalaya from Thiruvallur District. Questionnaires were distributed to the Headmasters/Principals of those schools who participated in the survey. The collected data has been tabulated and analyzed using Simple Parentage Analysis. The result showed that 35 schools (70%) have libraries; where as 15 schools (30%) don't have libraries in their schools. It is also found that only 27 schools (54%) have appointed fulltime librarians, but 23 schools don't have qualified librarians. From the results, it has been concluded that the school libraries functioning in Kendriya Vidyalaya's and Private Matriculation Higher Secondary Schools are in a remarkable state, where as Libraries in Government Higher Secondary Schools and Government Aided Higher Secondary Schools are in a poor state.

Research Paper

Social media and education: Perceptions and need for support

Daniel Mourlam*
University of Northern Iowa
Mourlam ,D (2014). Social Media And Education: Perceptions And Need For Support.i-manager’s Journal on School Educational Technology, 9(3), 23-28. https://doi.org/10.26634/jsch.9.3.2617


Social media has become a way of life. Society has become very connected, yet the classroom still remains quite isolated, from other teachers, students, experts, parents, the community, and a host of others who could potentially enhance learning. There are a number of different ways by which schools and teachers could open their classrooms to the rest of the world, and social media constitutes one of those ways. This study sought to examine one of those ways through the implementation of a Facebook Group in a high school social studies course to determine student and instructor perceptions, as well as to better understand how social media could be implemented in the educative process. The results of this study indicate that, there may be a potential for social media use in the teaching and learning process, but only if the innovation is supported throughout its implementation.

Case Study

ICT To Support of Ideation Via General Education

Gisli Thorsteinsson*
Associate Professor, Department of Design and Craft, University of Iceland
Thorsteinsson ,G (2014). ICT to Support Ideation via General Education.i-manager’s Journal on School Educational Technology, 9(3), 29-39. https://doi.org/10.26634/jsch.9.3.2618


This paper reports a case study series of four related case study lessons, set up as a course using a Virtual Reality Learning Environment (VRLE) to support the students' ideation skills in Innovation Education (IE) in Icelandic conventional classroom. The IE course content and preparation is described. Overall aims, objectives and research questions for the case study series are stated and specific data collection methods explained. Triangulated findings are reported as categories and results are discussed and analysed. Subsequently, the following research questions are answered.
1. How could the VRLE be used with IE material in a conventional classroom?
2. What pedagogical factors influence the innovation process, where the VRLE is used?