ISSN : 0975-4717

NECST
Journal of Teacher Training
A Peer Reviewed National Journal (Bi-annual) Vol. 2 No. 1, November, 2010

Published by
Mr. Rajeev Malik on behalf of New Era College of Science & Technology
at 333, Pandav Nagar Ghaziabad, U. P. (India)
New Era College of Science & Technology
Editor: Mr. Sanjay Kumar Ghaziabad (India)
Printed at
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 NECST - Journal of Teacher Training
(A Peer Reviewed Journal)

Editorial Review Board

Dr. R. P. Kathuria NECST - Journal of Teacher training is
Former Professor, a publication of New Era College of
NCERT, New Delhi Science & Technology which was
established in 2003 under Malik
Dr. J. S. Grewal Education Society, Ghaziabad.
Former Professor,
RIE -NCERT, Bhopal The purpose of this journal is to develop
innovations and research work in the
Dr. Harikesh Singh field of teacher education. The Journal
Professor In Education will continue to focus on the core
NUEPA, New Delhi mission of teacher education and
serve as a forum for the systematic
Dr. Romesh Verma examination of a wide range of voices,
Professor In Education perspectives, and approaches to the
University Of Jammu field. This Journal is designed to reflect
balanced representation of authors from
Dr. Aditi Ghose different regions of the country.
Professor In Education,
University Of Calcutta The opinions/views expressed in this
journal are of the authors and not of
Dr. Sheela Taowari the editor or publisher. The authors are
Principal In Education fully responsible for their contribution.
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of Ghaziabad court only.
Shri G. K. Thakur
Principal In Education
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addressed to :
Dr. A. Basappa The Editor, NECST
Principal of MMNFG College Journal of Teacher Training
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may not be reproduced in any form without the written permission of the Publisher/Editor.
 Mr. Rajeev Malik
(Secretary)
New Era College of
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Message
‘Quality of Teacher Education and ongoing professional development is crucial to quality of
teacher performance in the classrooms, leading to effective and efficient learning among the
students. Therefore, quality teacher education is to kindle teacher’s initiative, to keep it alive,
to minimize the evils of the “hit and miss” process, and to save time, energy, money and
trouble of the teacher and the taught’.

With the aim of enhancing the quality of teacher education and its programme,
NECST- Journal of Teacher Training, has come out with another Endeavour to add up to the
existing highly enriched reservoir of wisdom.

The objective of this publication is to provide a common platform for researchers and the other
faculty members to exchange research findings, share experiences and enhance and stimulate
the thought process of their readers.

Congratulating as well as felicitating all the contributors, editorial board and all the staff members,
whose unconditioned help and support has made this journal a valuable creation, I hope this
journal will earn blessings from all the learned academicians.

Wishing all the more creative and bright prospects ahead to the publication as well as its
contributors .
 Sanjay Kumar
Editor

Editorial
The current education scenario in the global era is undergoing a rapid shift in respect of operational
and conceptual paradigms. Teacher education is no exception to it. Now it is being observed that the
mission is not instruction rather it is of producing learning with every student by whatever means
that works best (Barr and Tag , 1995).
Keeping the same in mind, the country is in great need of appropriately qualified and professionally
trained teachers, who have a great relevance in the content of the goals of school education system,
the curricula, the teaching – learning materials, methods and expectations from the teacher. The
present issue focuses on some of the seminal concerns and research papers which are genuine to the
preparation of quality teachers at various levels.
In this journal, the presentations have a wide spectrum of ideas, concepts and empirical evidences.
The first article written by Dr. D.P. Asija, highlights the recent trends, challenges, benefits and
applications of the management, required by all the professionals and especially by teachers in their
respective area.
The second write up in the series, written by Ms. Manju Lohumi and Ms. Meena Devi, discusses the
findings of the study that hold implications for better educators and the well being and emotional
intelligence of teachers.
In the third presentation, Ms Preeti chitkara, has given a close scrutiny on the need of communication
skills for a teacher and has highlighted various news on how these skills can be honed. In the fourth
article, Dr. Manoj Kumar Saxena and Suresh Aggarwal have tried to find how the barriers , in using
technology in the classrooms, be dealt with, in order to create a constructive mix of technology and
teaching.
Then in the fifth paper given by Ms. Priya Sharma and Ms. Neeraj Tyagi it has been tried to determine
the job satisfaction of secondary level teachers in relation to effectiveness of government and private
school teachers. Y.K. Sharma in the next article, has studied the role of information and communication
Technology in straightening student support service in ODL. Mr. Sanjay Kumar, Dr. Shailesh Mathur
& Prof. T.N. Mathur, in the second last article of the journal, have studied Core Practices of Total
Quality Management in Higher Education.
Last but not the least an important article written by Dr. T. N. Gupta and Dr. Brijesh Kumar Pandey,
undergoes a perceptual study of students with reference to value oriented education.
Journal in hand, namely NECST-Journal of Teacher Training, is a humble attempt to encourage
young professors and researchers to experiment and investigate with tacit knowledge of their field
and expose the truth, by publishing and exposing them.
We hope this issue will bring in appreciation from our readers. We look forward to a brisker level of
communication and interchange of ideas for enhancing teacher education.
 NECST- Journal of Teacher Training
(A Peer Reviewed Journal)
Bi- Annual Vol. 2 No. 1, November, 2010 ISSN : 0975-4717

Patron Editor Co- Editors

Shri Rajeev Malik Sanjay Kumar Dr. Markandey Dixit
Secretary NECST Co- ordinator, NECST Ms. Sangeeta Malik
Ms. Preeti Chitkara
Mrs. Manisha Singh

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

Well-being and Emotional Intelligence of High School Teachers ............................................................ 6

Ms. Meena Devi and Dr. Manju Lohumi

Communication Skills : Imperative for a Teacher ..................................................................................... 11

Preeti Chitkara

ICT in Classrooms : Let’s Remove the Barriers .......................................................................................... 15

Dr. Manoj Kumar Saxena and Suresh Aggarwal

A Comparative Study of Job Satisfaction in Relation to Teacher Effectiveness of Government ......... 20

and Private School Teachers at Secondary Level
Priya Sharma and Neeraj Tyagi

Strengthening Student Support Services in ODL : Role of Information and Communication ........ 24
Technology
Y.K. Sharma

Total Quality Management in Higher Education ...................................................................................... 33

Sanjay Kumar, Dr. Shailesh Mathur and Prof. T.N. Mathur

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Mk0 Vh0 ,u0 xqIrk ,oa Mk0 c`ts'k dqekj ik.Ms;

Printed and published by Shri Rajeev Malik on behalf of New Era College of Science & Technology, Ghaziabad
U.P. (India) printed at Subrang Advertising Pvt. Ltd. GZB , Published at New Era College of Science & Technology
333, Pandav Nagar, Ghaziabad Editor: Sanjay Kumar
Vol. 2 No. 1, November, 2010,
2010 PP. 1 - 5 NECST - Journal of Teacher Training

KNOWLEDGE MANAGEMENT
TEACHER EDUCATION
Dr. D. P. Asija*

ABSTRACT
Knowledge Management has been recognized as important field of intellectual pursuit. The Indian
Govt. has now established National Knowledge Commission to build excellence in the educational
system to meet the challenges of 21st century. Knowledge is present in our ideas, judgments, talents,
root causes, relationships, perspectives and concepts. It is stored in individual’s brain or encoded in
organizational processes, documents, products, services, and facilities. Knowledge management (KM)
enables effective problem solving, dynamic learning, strategic planning and decision-making. It focuses
on maximizing performance by making the most of the synergy between people, processes and technology.
The application of KM in teacher education has great potential to raise its quality with regard to
processes and services by adopting Formation of Philosophy of the Institution, Curricular Changes,
Modernizing Teaching Learning Process and Evaluation, Availability of Resources, Management
System, Research development & Extension, Student support and Progression, Healthy practices,
Academic Audit & Development of Faculty. Application of KM system in teacher education has a great
potential for upgrading its quality and 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 of the 21th century and establish a benchmark in a global market.

INTRODUCTION engineers, doctors, teachers, teacher educators,

Today knowledge drives the economy.
Knowledge economy and Knowledge
Management have been recognized as important
fields of intellectual pursuit. Knowledge
economy and development of a country are
intimately related. Throughout the world, there
is a drastic change in attitude of both the
academicians and the business community.
Demand of competitive world has forced the
educational 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
lawyers, managers, administrators and many
more. Further these professionals are
required to be well equipped and conversant
with the professional knowledge and skills in
their respective area of concern if they are to
excel.
In this context, the Indian Govt. has now
established National Knowledge Commission,
the purpose of which is to build excellence in the
educational system to meet the challenges of 21th
century and increase Indian competitive
advantage in the field of knowledge (Thakora,
2005).

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

1
NECST - Journal of Teacher Training
CONCEPTS RELATED TO
KNOWLEDGE MANAGEMENT
Wisdom
Knowledge
Information
Data
Fig. - 1 : Processing of information at various levels
Before discussing the concept of Knowledge
Management (KM) let us make a brief analysis
of relational concepts:
(i) Data: Data can be described as a set of facts,
concepts or statistics that can be analyzed to
produce information.
(ii) Information: Information is that which has
been organized within a context and
translated into a form that has structure and
definite meaning.
(iii) Knowledge: Applied information (for taking
accurate decisions) or information with
judgement is called knowledge. It is more
richer and meaningful than information.
Knowledge includes familiarity; best
practices, policies, awareness and
understanding gained through experiences
or study and results from making
comparisons, identifying conseque-nces and
making connections.
(iv) Wisdom: Creation, accumulation,
subsequent management and use of such
enhanced knowledge lead to wisdom
TYPES OF KNOWLEDGE
Knowledge has two basic definitions of interest.
The first pertains to a body of information
consisting of facts, opinions, ideas, theories,
principles and models.
2
Vol. 2 No. 1, November, 2010
Knowledge also refers to a person’s state of being
in tune with some body of information. These
states 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
among individuals.
(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
and concepts. 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 the process 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 of organizational memory that typically
resides within the organization in an instructed
manner. This enables effective problem
solving, dynamic learning, strategic planning
and decision-making (Turban and Aronson,
2002).
It is the people who manage knowledge and not
the processes or technologies. KM brings together
the three core organizational resources, people
resources and technologies to enable the
organization to use and share information more
effectively (Pertrides and Nodine, 2003) It is made
explicit in the Fig.2.
Vol. 2 No. 1, November, 2010 NECST - Journal of Teacher Training

 Face-to-face interaction - Human being as

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 synergy
between people, processes and technology.
Several trends will shape the field of knowledge
management 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,
social element interacts with others, puts trust
and confidence based on the mutual
interaction and relationship. The
relationships are established during social
interaction and face to face interaction which
are duly lacking in KM especially when the
geographical distance is large.
 Space and time constraints - Geographical
space remains the major constraints for
applying KM in the regular process.
 Language and cultural barriers - Effective
communication can only take place when the
language barriers can be solved. Language
can cause possible communication problems
in online communities where people come
from countries that use different languages
especially during the sharing and transfer of
information from far distant places.
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
institutional objectives 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
Continuous
Global
improvement
sharing and
of Service
delivery teamwork

organizations may be able to implement

strategies. So the various challenges are:
Capture of
 Lack of KM tools and techniques -During the Managing
Intellectual
knowledge as
assets of the
past years very less number of training and Assets company
The relearning
development programs have been developed of ongoing
to equip teacher and researcher with KM tools service skills
and
and techniques and technology based learning. competencies

 Lack of awareness and understanding in

higher education system shortens the scope Fig - 3 : Shows the benefits that can be derived
of Knowledge Management application. from KM.

3
NECST - Journal of Teacher Training
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
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 teacher
education 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 to
processes and services like while adopting the
following measures:
4
Vol. 2 No. 1, November, 2010
(i) Formation of Philosophy of the Institution:
Philosophy of the institution should be
translated in 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,
should be added to teacher education
curriculum.
(iii) Modernizing Teaching Learning Process
and Evaluation: Application of new modes
of drawing knowledge 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 should
also be added.
(iv) Availability of Resources: Teacher education
institutions should build their own
resources in terms of physical
infrastructure, qualified faculty, well
established library with automation and
internet facilities, method laboratories,
workshop, subject associations, clubs and
societies.
(v) Management System: At present, a variety
of teacher education institutions are
functioning in the country. They are Govt.,
Aided, and Self-financing. Each category of
institutions have their own 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)
Vol. 2 No. 1, November, 2010
(vi) Research, development & Extension:
Teacher education institutions need to add
research component along with teaching.
It should start with action research and
gradually develop into comprehensive
quality researches (applied and basic) based
on local area specific action and
fundamental researches, the institution
should design new courses and develop
reading material for the teachers.
Extension programmes should be most
suitable and relevant to the local comm-
unity. It should be a regular and continuous
feature of the institution.
(vii) Student support and Progression: Teacher
education institutions should provide a
comprehensive and effective support system
to teacher trainees in terms of library,
laboratories, games and sports, extension
lectures, learning situations and personality
development programmes, medical facility
and identification of students’ achievements
and recording their professional
development.
(viii) Healthy practices: Every teacher education
institution by virtue of its philosophy,
location, manpower, resources and
academic leadership, develops some
tangible healthy practices, which are great
knowledge of such practices like holding
morning assembly, specific value-based
practices-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 develop-
ment in the subsequent years.
(ix) Academic Audit: Teacher education
institution must evolve a practice to have
its regular academic (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.
NECST - Journal of Teacher Training
(x) Development of Faculty: for faculty
empowerment, colleges need to plan such
a schedule so that all members get a chance
to participate in academic programmes
elsewhere. Besides additional incentives
need to be provide to them. The develop-
mental profile of each member of 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. An individual or a country while
possesses rich knowledge and applies the
same effectively in its educational
institutions and organizations is rich.
Application of KM system in teacher
education has a great potential for
upgrading its quality and 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 of the 21th
century and establish a benchmark in a
global market.
REFERENCES
Davenport, T.H. (1995b). “Think Tank: The Virtual
and the Physical”, C/O, November 15
Jennifer Rowley, (2000). Is Higher Education ready
for Knowledge Management, The International
Journal of Education Management 14/7, pp
325-333
Malhotra, Y. (1998). Deciphering the Knowledge
Management Hype. Journal of Quality &
Participation 21. 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”,
Pearson Education 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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NECST - Journal of Teacher Training Vol. 2 No. Vol.
1, November,
2 No. 1, 2010,
November,
PP. 62010
- 10

WELL-BEING AND
EMOTIONAL INTELLIGENCE
OF HIGH SCHOOL TEACHERS
Meena Devi* Manju Lohumi**

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.

INTRODUCTION Longman’s Dictionary of Psychology and

Well-being requires harmony between mind and
body. It implies a sense of balance and ease with
the 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 why
people experience their lives in positive ways,
including both cognitive judgment and affective
reactions. As such, it covers that have used such
diverse as such, it covers that have used such
diverse terms as happiness, satisfaction, morale
and positive affect. Crow & Crow (1951) is in the
view that physical well-being, adjustment to
mental ability, emotional control, social
adjustment and even sex adjustment-all these
characteristics should be included in well-being.
Travis (1978) described wellness as an attitude
about one’s own process of self care, involving
understanding of basic emotional and physical
needs and the kind of habits and life style
necessary to meet those needs.
Psychiatry (Goldensen, 1984) stated “mental
health is a state of mind, characterized by
emotional well-being, relative freedom from
anxiety and disabling symptoms and a capacity
to establish constructive relationship and cope
with.”
Numerous studies have identified emotional
intelligence and teacher efficacy as critical
behavioral factors of teacher to be effective in
school environment or classroom (Adeyemo,
2005). According to Lazarus (1991).
Understanding and being able to apply emotional
intelligence, is essential to success in teaching.
Indeed in his opinion understanding and
managing one’s own and other’s emotion is a
central part of all teachers’ work. An emotionally
intelligent teacher learns and applies emotional
intelligence skills to improve: stress management,
self-esteem and confidence; positive personal
change, decision making, leadership, assertion,
comfort, and commitment which would raise

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

6
Vol. 2 No. 1, November, 2010
quality of teacher and consequently quality of
education.
The concept, “Emotional Intelligence”, refers to
how intelligently we can control our emotions. It
refers to the capacity for recognizing our own
feelings and those of others, for motivating
ourselves and for managing our emotions well.
It is a new concept and at times more powerful
than the older one of IQ. Until 1980s there was
no talk of Emotional Intelligence. In 1989, John
Mayer and Peter Salovey first coined the term
‘Emotional Intelligence’ to describe a person’s
ability to understand his own 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. Thorndike in 1920.
Psychologists have grouped other intelligences
in three clusters. namely: abstract intelligence,
concrete intelligence and social intelligence.
Thorndike (1920) defined social intelligence as
“the ability 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 own and others emotions to
discriminate among them, and to use the
information to guide one’s thinking and 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 of
married female teachers. The study also
compared the WB and EI of the sample in the
light of residence, age and educational level. The
results of the research provided preliminary data
with a detailed understanding of current
knowledge on teachers well being as well as
emotional understanding skills.
Objectives
1. To study the relationship of well being with
emotional intelligence among high school
married female teachers of Punjab.
2. To study the well-being and emotional
NECST - Journal of Teacher Training
intelligence of the sample in the light of
residence, age and 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
emotional intelligence 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 married
female teachers. Studies have reported the
emotional intelligence and well being of teachers
and the role they play in their teaching. Such
research indicate that those teacher who fall
under high category of emotional intelligence
emphasize the value of positive individual
difference, promote the learning of teamwork
and problem solving skills and empower children
to gain positive mutual respects and engagement
in classroom learning (C Kaufhold,Johna, 2005)
In the same vein, it is being said that higher sense
of well being work are significantly related
(Larsen,1990) especially teachers who have been
sense of self and healthy psychological. Well
being are more willing to attend work. The
teacher with high emotional intelligence leads to
greater feeling of emotional well being. Therefore
it is essential and have beneficial for planners and
authourities to consider teacher’s psychological
variables such as well being and emotional
intelligence in teacher training programme to
meet individual positive consequences on the
basis of the researches.
Sample: The population of this study was all
married female teachers from educational
institution simple 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 and
Gupta (2001) was designed to measure well being
of teachers. This tool includes 50 items .Emotional
Intelligence Scale: This instrument by Schutte,
et, al. (1998) was designed to measure the
emotional intelligence of teachers. The 33 items
7
NECST - Journal of Teacher Training Vol. 2 No. 1, November, 2010

are given in this test. There is no right or
wrong answer to this test 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
T test. T test was used to find out the difference
between Means scores of married female teachers
on well being and emotional intelligence scale
The results of data analysis indicating inter-
correlation matrix of all dependent variables are
shown in 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
significant at 0.01 level of significance. Hence
there exists a significant relationship between WB
and EI. The study 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
the Mean obtained on well being scale and
emotional intelligence test with respect to
residence, age and educational 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. Educational
level 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

8
Vol. 2 No. 1, November, 2010 NECST - Journal of Teacher Training

Table - 3: A Significant 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. Educational
level 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 well being level. It can also be seen that the
Mean of WB is high for urban teachers
when compared with that of rural teachers.
It also revealed that the t-values are significant
at the 0.05 level in respect of age and educational
level.
From the table-3 it is clear that calculated value
is greater than table value hence there exists
significant difference in the emotional
intelligence of rural and urban .As from table it
is clear that Mean of Urban teachers is more than
rural teachers. Hence urban teachers have better
EI as compare to rural teachers. 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 learning and experience in
lifespan. Thus higher EQ is linked with higher
age. It is also evident from Table-3 that 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
of school education. A growing body of evidence
suggested that school can make difference in term
of quality and a substantial portion of that
difference is attributable to teachers. It has been
said that teachers 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 increase the quality of teaching.
Teachers with high sense of well being and
having high level of emotional intelligence are
active in their orientation to students, work and
life. The indicators offered in this research
focusing on emotional intelligence well being and
also obtained results, revealed that both well
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
emotional skills and knowledge of teaches and
wellness of teachers.
REFERENCES
Anderson, Loren W, (2004). Increasing teacher
effectiveness. UNESCO: International Institute
for Educational planning.
Adeyemo, D. A,. Ogunyemi, Bola (2005).
Emotional intelligence and self efficacy as
Predictors of Occupational Stress among
Academic Staff in Nigerian University

9
NECST - Journal of Teacher Training Vol. 2 No. 1, November, 2010

Crow L.D. & Alice Crow. (1951). Mental Hygiene,

(second edition). New York : Mc Graw- Hill
Book Company, inc.

Goldenson , R.M. (1984). Longman Dictionary of

Psychology and Psychiatry. New york: Long
men inc. p 451.

Larson, R. (1978). “Thirty years of Research on

the subjective well being of older Americans”
Journal of Gerontology, 33, 259-264.

Lazarus, R.S. (1991). Emotion and adaptation. New

York : oxford University Press.

Mayer, J. D. and Salovey, P. (1990). “Emotional

Intelligence”. Imagination, Cognition and
personality, 9, 185-211.

Salovey, P. and Mayer, J.D. (1993). The Intelligence

of emotional intelligence. 17. 433-442.

Travis, J.W. (1978). Wellness education and holistic

health – How they are related. Journal of
Holistic health, 3, p. 129-132. As cited by
M.M. Omizo, S.A. Omizo & M.J.D. Andrea.
Journal of Counselling And Development, 71(2),
p. 194-198.

Thorndike, E.L. (1920). Intelligence and its uses.

Harper’s Magazine, 140, 227-235.

Kaufhold, Jhon A. (2005). Analysis of the Emotional

intelligence Skills and Potential problem Areas
of Elementary Educators.

Adeyemo, D. A,. Ogunyemi, Bola. (2005).

Emotional intelligence and self efficacy as
Predictors of Occupational Stress among
Academic Staff in Nigerian University.

10
Vol. 2 No. 1, November, 2010,
2010 PP. 11 - 14 NECST - Journal of Teacher Training

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 communication visually oral/verbal, written and

SIGNIFICANCE
Communication in the common parlance, strictly
stand for a process in which human beings share
their 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 receiver
decodes and sends back the feed back. Two
important factors as common frame of reference
and noise have much relevance in the process.
The frame of reference between the sender and
the receiver must be common so as to make the
process meaningful. The process must be free
from different kinds of noise as physical, mental
and psychological. The quality of communication
depends upon the way the whole process of
communication is carried out.
Communication is a set of competencies
including SWRL i.e. Speaking, Writing, Reading
and Listening. There are different ways of
* Asst. Prof., Department of Education, New Era College of Science & Technology, Ghaziabad.
non-verbal. The non-verbal may be further
classified as sign language, body language and
object language. All of 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 communication
may slow the function of any professional.
Without communication skills, whatever skill a
teacher is equipped with, things are not smooth
for him/her.
The importance of communication can be
measured by the fact that the gaps within the
communication process gives birth to many
misconceptions & misunderstanding. This way
it needs to be clear, healthy, proper & definite
communication.
According to George R. Terry
“Communication serves as the lubricant, fostering for
the smooth operations of management process”

11
NECST - Journal of Teacher Training
The importance of communication for a teacher
is not possible to explain in some paragraph or
pages. If there is no communication, then it will
be very difficult for him/her to find out going on
around him/her. What is the significance of
effective communication for a teacher an be
summed up in 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 and students.
• 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
achieving high productivity.
• Effective communication of teachers
accelerates the process of motivation &
morale building among students.
Thus communication is fundamental to any
profession & it is true that it is a dynamic aspect
of every teacher.
THE ROLE OF COMMUNICATION
FOR A TEACHER
Communication for teachers is central to justify
the cause of their existence. A teacher without
sound and effective communication skills is like
a warrior without needed armaments.
Communication skills are regarded to be the most
needed skills in the personality of teacher. He /
she feels handicapped in putting across the views
in the lack of good communication skills. Many
teachers quit their jobs as after joining an
institution they realize that they lack the
communication skills & are not fit for the
profession of teaching.
The rapid development & growth in the
education industry has resulted in upcoming of
12
Vol. 2 No. 1, November, 2010
various professional institutions that give
importance to effective planning, execution,
management and taking 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
in English 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 the teachers of same level with same
qualification but their caliber changes with the
ability of communication. For some positions in
an institution the communication skills are
absolutely essential. For the working &
development of an organization, communication
skills among teachers performs a 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.
• 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 the organization.
Vol. 2 No. 1, November, 2010
Here the words of Davis Keith stand most
appropriate that “Communication is life blood of
any organization. Without communication
process there can be no activity.”
BARRIERS TO COMMUNICATION
‘Barrier’ means hurdle, hindrance or obstacle. So
Barrier to communication imply hurdles or
obstacles on the way of transmission of message
from the sender to the receiver. They work as
impediments in the meaningful occurrence of the
communication process. These barriers can be
physical, psychological, organizational, semantic
or emotional and others. For example if a teacher
does not know 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 unplanned communication and un common
frame of reference. Similarly some other barriers
to communication can 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
do miracles. Communication made in a
premeditated manner vouches for the
NECST - Journal of Teacher Training
meaningful accomplishments of the purpose for
which it has been made. As Anthony Robbins
states :-
“To effectively communicate we must realize that we
are all different in the way we perceive the world &
use this understanding as a guide to our
communication with others.”
So the probable barriers to communication if
managed properly & intelligently can result into
an effective & meaningful communication. The
teacher in order to have most effective
communication should follow the following tips
& principles.
• The speaker/ teacher must be clear in his mind
about the objective of his communication. He
should know what & how to communicate
keeping in mind the education, experience &
language of 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 of
communication & 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 of
communication.
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.
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NECST - Journal of Teacher Training Vol. 2 No. 1, November, 2010

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

REFERENCES
Adler N (1991). International Dimensions of
organizational Behaviour PWS-Kent, Boston
Andrea J. Rutherford (2001). Basic Communication
skills for Technology (second edition), Person
Education Ink, India.
Barlo, D.K. (1960). The process of Communication,
Holt, Rinehart & Winston, New York.
Krishna Mohan & Meera Benarji, (1990)
Developing Communication Skills, Mac Milan
India Ltd.
Sekaran, Uma (2004), Organizational Behaviour,
Tata Mc Graw Hill Publishing Company Ltd,
New Delhi.

14
Vol. 2 No. 1, November, 2010,
2010 PP. 15 - 19 NECST - Journal of Teacher Training

ICT IN CLASSROOMS :
LET’S REMOVE THE BARRIERS
Dr. Manoj Kumar Saxena* Suresh Aggarwal**

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 One of the challenges facing teacher educators is

ICT has emerged as one of the most important
aspects of human life (Saxena, et.al., 2009). One
can access 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 education demands a lot of preparation on part
of the students, teachers and also the
administration. There are numerous barriers
when we think of its applications in schools. The
world has a large student population 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 organizations and
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 in
classrooms.
how to ensure that graduate teachers have the
necessary combination of skills and pedagogical
knowledge that will enable them to both
effectively use today’s technologies in the
classroom as well as continue to develop and
adapt to new technologies that emerge in the
future (Gill, L., Dalgarno, B.).. These challenges
have to be met effectively in order to create a
constructive and creative mix of technology and
classroom activities. Given below are some
constraints in the use of ICT in the classroom and
how we can remedy them to yield a better
teaching-learning experience on part of the
students. One of the most commonly cited
reasons for using ICTs in the classroom has been
to better prepare the current generation of
students for a workplace where ICTs, particularly
computers, the Internet and related technologies,
are becoming more and more ubiquitous (Tinio,
V.L.).

* Associate Professor ** Assistant Professor,

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

15
NECST - Journal of Teacher Training
Some of the means through which we can make
this amalgamation of Education and Technology
effective, are discussed below.
HELPING TEACHERS DEVELOP
POSITIVE ATTITUDE TOWARDS
CHANGE
Teachers often fear that changes in traditional
methods of teaching will bring about undesirable
adjustment problems. The fear of change can be
dealt with effectively by arranging orientation
programmes for teachers in and outside the
school. They should be made aware how
technology can foster 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. Teachers should 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 like
OHP, LCD projector etc cater to the needs of large
number of learners simultaneously. The teachers
feel that technology will replace them in the
classroom. This insecurity can be removed by
giving presentations regarding how technology
is to be used as a helping aid to classroom
teaching. Students cannot learn in isolation. The
experience and expertise of teachers is of utmost
value. Seminars and workshops should be
arranged subject wise as to how different topics
can be supplemented with computer
presentations. This will develop a feeling of
security in the teachers and also help them to
develop themselves personally. Technology will
further increase the value of teachers because
students learn 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
16
Vol. 2 No. 1, November, 2010
of some teachers is again a major hurdle. Regular
programmes have to be arranged in order to teach
the teachers how to handle the equipment to be
used in the classroom. Hands-on training should
be given and practice teaching sessions should
be arranges under simulated conditions. This will
remove the fear of technology and also prove
effective when the same is actually done in the
classroom. Many teachers, who are motivated
and desirous to use ICT in classrooms, fail to do
so due to tight schedule, pressure of completing
the syllabus and excessive workload. ICT usage
demands a lot of time and planning on part of
the teachers. Prolonged brainstorming sessions
have to be organized in order to create an
effective amalgam of content and technology.
FUND SHORTAGE AND LACK OF
INFRASTUCTURE AVAILABILITY
The funds required for ICT are much higher and
its use demands lots of maintenance cost. School
management hesitates to invest in ICT
equipments. Separate provision of labs and
rooms for ICT equipments are required. The fee
structures of schools where these facilities are
available are too costly and a very small
percentage of students are actually able to avail
them. School Management should provide
sufficient funds to schools for making effective
use of ICT in the classrooms. The managements
of private schools should be positive in this
context and spend to train the staff in effective
use of ICT in education. Infrastructural facilities
like ICT labs and Computer-Assisted–Learning
rooms should be provided. They should be kept
maintained under the supervision of a qualified
faculty and lab assistant. A predetermined
process is important for the integration of ICTs
in the classroom, curriculum, school
management, library, and any educational
setting. Integration of ICTs enhances the quality
of education by helping teachers to do their job
and by helping students to 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
Vol. 2 No. 1, November, 2010
time, energy and resources. No teacher can
develop ICT enabled lessons in a day or two. It
has to be a continuous and dedicated effort.
Therefore, the teachers should not be burdened
and given fixed time frames to develop ICT
enabled lessons. They should be advised to make
integration of technology in education slowly.
Students should be advised to 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
other subjects.
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 ICT
equipments in classroom teaching. They should
prepare presentations and advise the teachers
where and how to use them in teaching. Overuse
of technology can also create hidden problems.
The continuing and growing investment in the
use of new technologies in our schools is
predicated on the expectation that ‘standards’ of
achievement will rise as a result of increasingly
effective teaching and 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 teachers
throughout the world. The results of these
researches signify that computer awareness
among teachers is not up to the desired level. The
advent of the Internet has rapidly advanced the
numbers of teachers using computers as an
information source, but it is taking much longer
for schools to respond significantly 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
making the staff computer literate by taking the
help of companies who provide staff training in
this area. In this age of information, we cannot
NECST - Journal of Teacher Training
hope to produce world class teachers if they are
not computer literate. Thus, self-initiative on part
of the teachers plays a vital role in making the
use of ICT in classrooms 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. Students
have to be sent to computer assisted learning labs
and there has to be a provision for such periods
in the time table. The entire curriculum gets
affected due to this. Computer Assisted Learning
has to be made an integral part of school
curriculum. Slow changes have to be brought
about in the curriculum thereby giving time for
change to settle down. Teachers should take pains
in integrating technology in their respective
subjects. Soft copies of the same should be stored
for future use. There are bound to be hurdles in
the beginning, but once this change settles down,
it can work wonders. Future efforts of teachers
will be considerably less and more result
yielding.
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 tool that 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 can use ICT in their subjects. Similarly,
Becta is a government agency which promotes
the best use of ICT in schools. ICTeachers is a
useful site for teachers that reviews new
products and offers resources and support for
anyone implementing ICT in the classroom.
Internet is full of such resources which are easily
accessible and provide everything a teacher
needs to supplement classroom teaching with
technology.
17
NECST - Journal of Teacher Training
MAKING TECHNOLOGY A As the use of ICT continues to grow globally,
FACILITATOR
ICT can also have an impact on students beyond
their knowledge of traditional school subjects. A
number 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.). Technology creates dependence.
Once the lessons are made ICT enabled, the
teachers face difficulty when the same is not
available to them. This dominating characteristic
of ICT use also creates a barrier. Teachers should
be told to make carefully selected use of ICT
equipment in their subjects. Some topics which
need in depth discussion should be taken up first.
Other topics which students feel bored with or
which are difficult to deal with can also be taken
up. The aim is not to let technology dominate and
make 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
between students and teachers. Classroom
discussions, sharing and exchange of ideas and
interaction are adversely 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 best they can make use of
available resources in order to make the teaching
process more effective. Teachers should be
oriented towards importance of their role so that
they do not fear to involve technology in
education. Human feeling should never be
separated from teaching. Respect for feelings and
ideas form the basis of effective learning.
CONCLUSION
ICT and its applications in the classrooms have
long been talked of. The present paper has sought
to find ways and means through which we can
overcome some of the hurdles in its effective use.
Schools are now educating a generation of
students who are growing up in a digital world.
18
Vol. 2 No. 1, November, 2010
students will increasingly demand an education
that embraces ICT. To keep pace with students
and today’s world, teachers need ready access to
computers as a tool of trade (Department of
Education, Training and Arts, Queensland
Government). What is generally recognised is
that ICT are an important part of our lives today,
but there are divergent views about the role that
schools should play in promoting use and fluency
of the tools, and their primacy as resources in
classrooms (Bangwana, M.A.).
Modern teachers are left with no other option
than to be technology friendly. They have to find
ways of creating a constructive mix of theory and
practical through the use of technology. ICT
changes teaching and learning through its
potential as a source of knowledge, a medium to
transmit content, 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 of Education, Training and Arts,
Queensland Government, Retrieved from
h t t p : / / e d u c a t i o n . q l d . g o v. a u /
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,
Keele University, 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 the classroom”, Retrieved from http://
w w w. a s c i l i t e . o r g . a u / c o n f e r e n c e s /
melbourne08/procs, accessed on 27-01-2010.
Vol. 2 No. 1, November, 2010 NECST - Journal of Teacher Training

Goktas, Y., Yildirim, S., & Yildirim, Z. (2009). Main Zhang, P. & Aikman, S. (2007). Attitudes in ICT
Barriers and Possible Enablers of ICTs Acceptance and use. In J. Jacko (Ed.),
Integration into Pre-service Teacher Human-Computer Interaction, Part I (pp.
Education Programs. Educational Technology 1021-1030). Syracuse, NY: Springer-Verlag
& Society, 12 (1), 193–204, Retrieved from Berlin Heidelberg.
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”, Retrieved from 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
from www.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 Quality Concern 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
Professional Education, 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.

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NECST - Journal of Teacher Training Vol. 2 No. 1,Vol.
November,
2 No. 1,2010,
November,
PP. 202010
- 23

A COMPARATIVE STUDY OF JOB SATISFACTION IN

RELATION TO TEACHER EFFECTIVENESS
OF GOVERNMENT AND PRIVATE SCHOOL
TEACHERS 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. It is
an employee’s judgement concerning his job how
it does satisfy his various needs and his success or
failure in attaining his personal objectives.
Reddy and Rajasekharan, (1991)-Job satisfaction
expresses the degree of congruence between one’s
expectations and the reality that job provides.
Job satisfaction is the sine to attract and retain
the right type of persons into the profession and
to help 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 in classroom teaching.
Job satisfaction is of great significance for efficient
functioning of any organisation. It becomes very
powerful motivation factor for a person
involvement in his profession. Satisfaction pulls
a person towards his work by the force of
circumstances. A teacher without satisfaction is
like a soulless type player delivering a lecture in
a classroom. In such a situation we cannot expect
that there can be real communication between
* Asst. Prof., Satya Institute of Management Studies, Ghaziabad
teacher and his students, we cannot expect such
a teaching to be significantly effective. 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
government and private school in understanding
the appropriate behaviour pattern which make
their teaching more effective.
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
school teachers at secondary level.
** Asst. Prof., Satya Institute of Management Studies, Ghaziabad

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Vol. 2 No. 1, November, 2010 NECST - Journal of Teacher Training

6. To find out the significant difference in the METHOD

teacher effectiveness of government and
private school teachers at secondary level.
7. To find out the relationship between Job
satisfaction and Teachers effectiveness.
HYPOTHESES
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
school teachers at secondary level.
6. There is significant difference in the teacher
effectiveness between government & private
school teachers at secondary level.
7. There is no relationship between Job
satisfaction and teachers effectiveness.
Sample and Sampling Technique
Purposive simple random sampling method was
used in the present research. The total number
of teachers working in the school selected in the
sample was 100 teachers. 50 teachers of
government schools and 50 teachers of private
schools at secondary level of Ghaziabad city were
chosen for the present 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 ‘Prabha Bhatia’.
(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 were
used that is mean, standard deviation, Z-test and
correlation.

Result and Discussion

ANALYSIS AND TEST OF HYPOTHESIS H1 AND H2
Table - 1: Shown The Job Satisfaction Of Government And Private School Teachers
School No. of Teachers Mean Standard Deviation Nature of the Hypotheses
job satisfaction
Govt. 50 261.5 17.14 High Accepted
Private 50 58.5 16.49 High Rejected

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

ANALYSIS AND TEST OF HYPOTHESES H3 AND H4

Table - 2: Shown The Teacher Effectiveness Of Government And Private School Teachers
School No. of Teachers Mean Standard Deviation Nature of the Hypotheses
job effectiveness
Govt. 50 335.5 18.86 High Accepted
Private 50 334.7 15.56 High Rejected

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NECST - Journal of Teacher Training Vol. 2 No. 1, November, 2010

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

ANALYSIS AND TEST OF HYPOTHESES H5

Table - 3: Shown Comparison Of Job Satisfaction Between Government And
Private School Teachers
Schools No. of Mean S.D. Level of Tabulated Calculated Hypothesis
Teachers significant Z-value Z-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 which shows that there is no significant difference
.89 is lower than the calculated value 2.58 and in the job satisfaction between government and
therefore Null Hypothesis is found to be accepted private school teachers at secondary level.

ANALYSIS AND TEST OF HYPOTHESES H6

Table - 4: Shown Comparision Of Teacher Effectiveness Between Government And
Private School Teachers
Schools No. of Mean S.D. Level of Tabulated Calculated Hypothesis
Teachers significant Z-value Z-value
Govt. 50 335.5 18.86 .01 2.58 .23 Accepted
Private 50 334.7 15.56

From the above table it is clear that obtained value
.23 is lower than the calculated value 2.58 and
therefore Null hypothesis is found to be
accepted which shows that there is no significant
difference in 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 effectiveness
show divergence from the coefficient of
correlation at .05 and .01 level of significance. The
coefficient of correlation is insignificant at both
the levels. The magnitude of ‘r’ indicates that
there is negligible correlation between job
satisfaction and teacher effectiveness. Thus null
hypothesis is accepted. It is concluded 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 school teachers at secondary level.
4. There was no significant difference in the
teacher effectiveness between government
and private school teachers at secondary
level.
5. There was no relationship between job
satisfaction and teacher effectiveness.

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Vol. 2 No. 1, November, 2010 NECST - Journal of Teacher Training

REFERENCES
Abraham, A (1994), “Job satisfaction and
teachers effectiveness– A study on college
teachers.” Indian Journal psychometry and
education, P. 25.
Bharti (2005), “A comparative study of job satisfaction
of government and private school teachers at
secondary level.” 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.”
The progress 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. Sri
Venkadeswara University, fifth survey of
Educational Research, Vol. II, 1221. P.P.

23
NECST - Journal of Teacher Training Vol. 2 No. 1,Vol.
November,
2 No. 1,2010,
November,
PP. 242010
- 32

STRENGTHENING STUDENT SUPPORT

SERVICES IN ODL : ROLE OF INFORMATION
AND COMMUNICATION TECHNOLOGY
Y.K. Sharma*

ABSTRACT
Technology has dominated all spheres of life. The distance education is also one of the fields where we
can see the impact of technology especially of the information and communication technology. The
main aim of distance education (DE) is to promote self study among distance learners in the absence of
regular face-to-face (F2F) teaching. It is now internationally recognized that adequate student support
services must be provided to the distant learners who are most of the time studying in isolation, away
from their institution, teachers and the fellow students. E-education provides faster learning at reduced
costs, increased access to learning and clear accountability for all participants in the learning process
in today’s fast- paced culture; organizations that implement E-education provide their work force with
the ability to turn change into an advantage.ODL practices are changing. Distance teaching is now
expected to facilitate self-learning, make it meaningful to individual learners rather than just to provide
knowledge and skills, and improve interactions. Modern developments of innovative technologies have
provided new possibilities to distance teaching professions, but at the same time have placed more
demands on ODL institutions to explore how to use these new technologies in their ODL practices.

Technology has dominated all spheres of life. The
distance education is also one of the fields where
we 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. During the 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 to a few
selected education establishments, it is now
available to anyone in their place of work, local
libraries, and the internet site and even in the
home. It is the information that has become the
key to the success in different walks of life. The
concept of e-education is significantly influencing
all areas of the education. The Open and Distance
Learning has been greatly influenced by the fast
emerging information and communication
technology. It has brought a transformation in
the concept of distance education.
The changing nature and scope of the discipline
of Distance Education can be understood with the
help of this fact that during 1970’s it was only
correspondence education which further
extended its scope to distance education and later
on to open learning where electronic media and
non-formal approach is playing a crucial role. The
extension of the scope of the correspondence
education to these modes may be attributed to
the fast developments which took place in the
information and communication technology.
These developments have virtually reduced the
communication distance between the learner and
the institution. The learner sitting at a distance
from the host institution receives education not
only through the material sent to him through
post but radio, TV, Video tapes, 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 slow
transformation of the correspondence courses

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

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Vol. 2 No. 1, November, 2010
into distance education. Further, due to its
openness with regard to the rigid limits imposed
by the formal system of education it became the
Open and Distance Learning (ODL) of the present
time. Now the convenience of the learner decides what
he will learn, 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
components of the system are there for the
students and all these (components) loose their
relevance without students. The distance
education system and students are intimately
related to each other as the existence of one
without the other is not possible. Since students
of distance education are handicapped in the sense
that they do not have easy access to educational
facilities, therefore, they need extra support, extra
help to make them feel secure and stable.
The harmonious relationships between the
institution and the students depend upon the
sincerity and cooperation between the two. The
good relations between distance education
system and the students is a matter which does
not depend on the administrative conduct of
distance education institute alone. It equally
depends on the interest and attitudes of students
and their eagerness to learn. The learner of this
category entirely depends upon the facilities
provided by the distance 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 can conclude that
distance education to be effective must aim at
teaching, reaching, guiding and supporting the
students in all locations through the well
designed study materials, supported by tutors,
personal contact programmes, response sheet
assignments and electronic and digital media.
Any distance education system must have
following components in the process of teaching,
reaching and learning.
a) Study Material (Lecture Scripts);
b) Personal Contact Programmes;
NECST - Journal of Teacher Training
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 among
distance learners in the absence of regular face-
to-face (F2F) teaching. To achieve this, every DLI
extends support to its learners, which comprises
of a cluster of facilities and activities that are
intended to make the teaching - learning process
easier and more interesting for the learners. The
most important characteristics of distance
education, as suggested by Keegan (1986), is
student support services. All these activities
beyond the production and delivery of course
material assist in the progress 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 to administrative
problem solving (Rumble, 1992). Quality
‘Student Support Services’ have now become an
integral part of most of the good distance
education institutes. These support services are
very essential 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 material are now a
matter of greater concern to our distance
education management effort. While the distance
education institutions have been thriving mostly
on the unidirectional supply and flow of
information to students through printed lessons
because of the small reach of technology in India
yet, in the times to come the demands and
requirements of students will necessitate a
complete conceptual and practical overhaul in its
delivery system and call for a more articulate and
systematic, contextually relevant, students
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NECST - Journal of Teacher Training
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 the
distant learners who are most of the time
studying in isolation, away from their institution,
teachers and the fellow students. The non-
availability of such type of environment as is
available to the students getting education
through formal mode and the motivation which
they receive in face to face education and by being
in constant touch with their teachers and
classmates has to be compensated to a larger
extent through the support system. The purpose
is to help these students to overcome the feeling
of isolation and to facilitate learning. It is
therefore, necessary that distance education
system should organise proper student support
services. The major responsibilities that should
be accomplished under 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. Students
are admitted without looking to the capacity and
capability of the distance education institutes. The
financial crises in most of the universities have
compelled the universities to make money
through distance education students. Which is of
course quite unfair, especially, with the students
getting education through this system. On the one
hand, we are subsidizing regular students and
providing them all the facilities while we are
charging heavily from the distance education
students and providing poor services. Besides,
the library, study centres are used only by 10-20
per cent of distance education students. Even
their queries are not attended promptly.
Therefore, there is a need of great improvements
and reforms to make distance education institutes
provide quality services. Only the use of ICT can
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Vol. 2 No. 1, November, 2010
cope up with the increasing demands of the
student support so that most of the queries are
attended promptly and properly.
The support services in ODL include pre-
admission counseling, admission process,
provision of study 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, library services, 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
the distant 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 economy and 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 to
time:
• “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 for the 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
distance learning institute, it is very common to
come across similar queries and problems faced
Vol. 2 No. 1, November, 2010
by distance learners. These are natural. Distance
learners are dispersed and physically separated
from the institution as well as their peer groups.
They may not get immediate clarifications for their
doubts that come up during their studies. It is a
fact that the learning packages (print materials,
audio cassettes, video cassettes etc.) used by open
and distance learning institutes are not enough for
the distance learners. Thousands of distance
learners who have expressed their helplessness
and inability to continue 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 learning system for students and
also that such package suffers from a tendency
towards tight curriculum control. It is only the
introduction of the human element, capable of
adapting to the great variety of student 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
discussion on 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 learners need information about
programmes, courses, entry requirements,
application procedures, structure, functions,
rules and regulations of the institute,
recognition of the institute, market value of
the programme and so on. They may need
advice for selecting a particular programme
or course for their career advancement. They
may need counseling for deciding what kind
of individual support they might need and
the best way of achieving their goals and
objectives without disturbing their daily
routine activities. All such information can
be made available on the web site of the
institution which the student can access at a
time and place convenient to him. These
facilities can be now provided even at the
remote places where ever telephone and
internet facilities are available.
NECST - Journal of Teacher Training
2. During the learning programme: At the
beginning of the programme, when the
learners have already received their
packages (study materials, programme
guides, assignments, experimental kits, etc.),
they may need some guidance. Many
learners might have returned to their studies
after a long gap, so they may need
constructive help at this stage. As the
learners are unfamiliar with the self-learning
materials, assignments etc. they may ask for
some guidance on study skills, 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, learning from 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 all these, from time to time,
they need help and guidance to perform
some formalities according to rules and
regulations of the institute e.g., payment of
fees, submission of application form for
term-end examination etc. This further
necessitates tuning up the efficiency of the
administrative support system at the
institution’s end. To facilitate the learner, all
these information can be made available at
his/her doorstep by making use of the
information and communication technology.
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;
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NECST - Journal of Teacher Training
• Guaranteeing provision of library
services wherever these are necessary;
• Provision of academic pre-study
counseling before selection of courses;
• 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 may want to do some advanced
programmes on which they would like
advice. They may also require information
on new programmes.
Thus summing up, the distance learners
need academic, administrative, and
informative support before, during and after
their learning programme. Student support
services in distance education system are of
greater significance than in other modes of
higher education since the students in this
system suffer from many limitations and
problems. Some of these are:
1. Lack of effective and viable commu-
nication.
2. Lack of physical proximity resulting in
lack of confidence and thus the need of
constant support and guidance from the
faculty.
3. Lack of adequate infrastructure- quality
reference books, library facilities and
fellow students.
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 conferencing, on-line interactive learning,
STUDENT SUPPORT SYSTEM
The services provided to the students include
access to information about the programmes, the
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Vol. 2 No. 1, November, 2010
enrolment 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 to help 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
written materials , 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 transform the learning environment.
Technology developments offer the following
benefits:
• Through the internet and world wide web
new and enlarged sources of information
and knowledge that offer teachers and
students opportunities for self development
as well as benefits from incorporation into
classroom environments.
• Through e-mail and other internet related
feedback mechanisms, greater opportunity
to reduce the isolation and time delay
associated with distance education.
• Through the extraordinary pace of software
development, enriched teaching and
learning with 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
and live interaction with the central place of
a distance education programme.
Vol. 2 No. 1, November, 2010
Through community access schemes, more
potential to make the benefit of distance
education eventually available to lower income
people and rural communities
With the development of the internet, global
connectivity has increased exponentially.
Inevitably with the increasing utilization of
digital information and communication networks
in the daily conduct of university teaching and
research, change is rapidly occurring in many
aspects of the physical and organizational
environments in which fundamental academic
principles have operated. The possibilities 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
satellite communications, computers,
networking, and shared software databases
present opportunities for education 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
locus of learning is changing. Indeed, there are
prophesies that campuses will disappear as
learning increasingly 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
baccalaureate education. Both educators and the
public are realizing that in our knowledge
economy, a university degree 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
information communication, training and
learning, e-education seems to have a multiplicity
of definitions to each of its users and the term
seems to mean something different. A very
comprehensive definitions has been given by the
Cisco system, which defines e-education is
Internet–enabled learning, components can
include content delivery in multiple format E-
NECST - Journal of Teacher Training
education provides faster learning at reduced
costs, increased access to learning and clear
accountability for all participants in the learning
process in today’s fast- paced culture,
organizations that implement E-education
provide their work force 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
their differing interests, needs and skill
levels
• Accommodates multiple learning styles
using as variety of delivery methods geared
to different learners, more effective for
entrain learners
• Designed around the learner
• Geographical barriers are eliminated,
opening up broader education options
• 24/7 accessibility makes scheduling easy and
allows a greater number of people to attend
classes on demand access means learning
can happen precisely when needed travel –
time is reduced or 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 becoming
educated, and of comings into contact with more
diverse groups of fellow learners than ever
before.
29
NECST - Journal of Teacher Training
INSTRUMENTS OF E-EDUCATION
To take the better opportunities of e-education,
we have to know the tools associated with it.
Some of them 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 of interactive 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
providing facility to order books online,
online games, greetings, music software
downloads and certification.
• Facility to create a personal web page
WHAT’S THE ‘E’ ABOUT?
E- Education is electronic education, but the ‘e’
in E-education has a number of other implications
as briefly mentioned below:
Exploration E- Learners sue the web as
an exploratory tool to access
a plethora of information
and resources.
Experience The web offers e-learners a
total learning experience,
from synchronous learning
to threaded discussions to
self-paced study.
30
Vol. 2 No. 1, November, 2010
Engagement The web captivates learners
by enabling creative
approaches to learning that
foster collaboration and a
sense of community.
Ease of use Not only is the web easy to
sue for learner who are
already familiar with the
navigation capabilities of the
medium, but to learning
providers as well, as they
can easily make content
immediately available to
learner across all technical
platforms (Windows, N4AC,
Unix, etc.).
Empowerment The web puts learners in the
driver ’s seat with a set of
tools that enables
personalization of content
and allows learner to choose
the way in which they best
learn.
However, new ICT is not a panacea for all
educational problems, although technologies
have become essential tools for teaching and
learning in any mode. It is a fact that the learning
packages (print material, audio cassettes etc.)
used by open and distance learning institutes are
not enough for the distance learners. There are
thousands of learners who express their
helplessness and inability to continue 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 learning
system for students and also that such package
suffers from a tendency towards tight curriculum
control. It is only the introduction of the human
element capable of adapting to the great variety
of student needs which can counteract this sort
of bias.
There have been a number of factors impeding
the wholesale uptake of ICT in education across
all sectors. These have included such factors as
(i) a lack of funding to support the purchase of
the technology, (ii) a lack of training among
Vol. 2 No. 1, November, 2010
established teaching practitioners, (iii) a lack of
motivation and need among teachers to adopt ICT
as teaching tools, (iv) Non availability of the
required equipment support to the learners of
Distance education and (v) their ignorance about
the technology are 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 culture
emerged, student services improved, new ICT-
based delivery modes explored, and a variety of
collaborative relationships developed. With
advanced ICT, distance teaching is becoming one
of the most challenging professions in our society
where technology options are diverse and new
concepts of learning are emerged. Distance
teaching is now expected to facilitate self-
learning, make it meaningful to individual
learners rather than just to provide knowledge
and skills, and improve interactions. Modern
developments of innovative technologies have
provided new possibilities to distance teaching
professions, but at the same time have placed
more demands on ODL institutions to 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 tutorial support are the most strongly and
frequently requested items by the students (Burt,
1997). Most of the open and distance learning
institutes in the world have established student
support service centers and/or regional/study
centers to cater to a large number of students on
various matters like, admission, courses,
examination schedules, materials dispatch,
counseling and so on. It is a fact that the success
of distance education depends largely on student
support services provided to distance learners.
As distance educators, we should know why the
learners need support, what kind of support a
distance learning 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 of students to their courses. Better
student support services would automatically
spread the reputation and prestige of the
institution. It requires that the distance education
NECST - Journal of Teacher Training
institutes must ensure certain minimum
standards of Academic and Support services. The
future survival of ODL institutions will rest on
the quality of the Student Support Services being
provided to its learner by the institution and
importance of ICT to play this role effectively
cannot be overemphasized.
REFERENCES
Bajaj, K.K (1977) Student Support Services for
Interactive Communication in Distance
Education. University News, Vol. 5, New
Delhi.
Chalmers, D., & Fuller, R. (1996) Teaching for
Learning at University: Theory and Practice.
London: Kogan Page.
Clerehan R., Turnbull J., Moore T., Brown A., &
Tuovinen J. (2003) Transforming Learning
Support: An online resource centre for a
diverse student population. Education Media
International, 40(1/2), 15.32.
David Sewart (1986) Distance Education: New
Innovations,London, Kogan Page.
E-education A class Act. Outlook India, April 9, 2001.
Farrell, G. (2001) The Changing Faces of Virtual
Education. Vancouver: Commonwealth of
Learning.
Goel, S.L and Goel, A (2001) Distance Education
in the 21 st Century. Deep & Deep
Publications Pvt. Ltd, New Delhi.
Holmberg, B. (1977) Distance Education: A Survey
and Bibliography, London, Kogan Page.
Jung, I. S., & Rha, I. (2000) Effectiveness and Cost-
effectiveness of Online Education: A Review
of Literature. Education Technology July-
August.
Jung, I.S. (2004a) Quality Assurance and
Accreditation Mechanisms of Distance
Education for Higher Education in the Asia-
Pacific Region: Five selected cases. A paper
presented at the UNESCO Workshop on
Exporters and Importers of Cross-Border
Higher Education. 20-22 March 2004. Beijing,
China
Kaw, M.K. (1999) The Need and Relevance of
Distance Education System. University
News,37(35), p.16. New Delhi
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NECST - Journal of Teacher Training Vol. 2 No. 1, November, 2010

Keegan, D. (1986) The Foundations of Distance Tait, A., & Mills, R. (Eds.). (2003) Rethinking
Education, London, Croom Helm. Learner Support in Distance Education:
Kishore, S (1998) Student Support and Quality Change and Continuity in an International
Indicators in Distance Learning, Indian Context. London: RoutledgeFalmer.
Journal of Open Learning, 7(2), 205-212. Tait, H., & Entwistle, N. (1996) Identifying
Laurillard, D. (1993) Rethinking University Students at Risk Through Ineffective
Teaching: A framework for the effective use of Strategies. Higher Education, 31, 97.116.
educational technology. London: Routledge. Tinto, V. (1995) Learning Communities and
Ljosa, Erling (1992) Distance Education in a Education in the First Year Experience.
Modern Society. The Journal of Distance and Proceedings of the inaugural Pacific
Open Learning ,Vol.7(2), p.30. Rim First Year Experience conference,
Brisbane.
Lockwood, F., & Gooley, A. (Eds.) (2001).
Innovation in Open and Distance Learning. UNESCO (2003) The Virtual Universities: Models
London: RoutledgeFalmer. and Messages. Retrieved, September 11,
2004, from http://www.unesco.org/iiep/
Moore. M.G. (1973) Towards a theory of
virtualuniversity/home.php
Independent Learning and Teaching. Journal
of Higher Education,44,p.664. Yawan, L., & Linshu, L. (2003) Construct Learning
Support System for Distance Education in
OECD (2004) Quality and Recognition in Higher
China. A paper presented at 10th Cambridge
Education: The Cross-border Challenge.
International Conference on Open and
Paris: Center for Educational Research and
Distance Learning.
Innovation.
Zuhairi, A., Pribadi, B., & Muzammil, M. (2003)
Parraton, Hilary (1981) A theory for Distance
Quality assurance as continuous
Education. Prospects XI,1:13,24.
improvement in distance higher education:
Phillip & Chatnis (1993) Innovation in Open and we write what we do, and we do what we
Distance Learning. London: Routledge write! A paper presented at the seminar of
Falmer. the Association of the Southeast Asia
Power et al (2000) Quality in Distance Education, Institutions of Higher Learning. 9-11
in Performance Indicates in Distance Higher December 2003. Jakarta, Indonesia.
Education, Aravali, New Delhi.
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Student Support: Report on a Planning
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Board of Extramural Studies, Massey
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Rumble, G (1992) Management of Distance
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and Distance Learning, Kogan Page,
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Theory. Australian Journal of Educational
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Tait, A. (2000) Planning Student Support for Open
and Distance Learning. Open Learning,
15(3), 287.299.

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Vol. 2 No. 1, November, 2010,
2010 PP. 33 - 36 NECST - Journal of Teacher Training

TOTAL QUALITY MANAGEMENT IN

HIGHER EDUCATION
Sanjay Kumar* Dr. Shailesh Mathur** Prof. T.N. Mathur***

ABSTRACT
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 lastly quality as transformation is when the

Total Quality Management is a Philosophy as well
as a set of guiding Principles that represent the
foundation of a continuously improving
institution. It has generally been recognized as a
major innovation 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 developed countries such as Japan,
USA and UK. Naik (2001) has strongly suggested
that bringing quality movement 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
excellence refers to the crystal clear touchstone
created by the institutions, quality as fitness for
purpose focuses on filling the gap in the industry
and considering the needs of the customer, quality
as value for money refers to the desired outcome
of the institutions in term of business and profits,
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
services offered.
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 in order to achieve the best results.
TQM is a management philosophy embracing all
activities through which the needs of the
customer and the community, and the objectives
of the institution, are satisfied in the most efficient
and the cost-effective way by maximizing the
potential of all employees in a continuing drive
for improvement.

* Co-ordinator (Asst. Professor), New Era College of Science & Technology, Ghaziabad
** Asst. Director, SIILAS Campus, Jaipur National University, Jaipur
*** Professor, University of Rajasthan, Jaipur

3333
- 35
NECST - Journal of Teacher Training Vol. 2 No. 1, November, 2010

POOR PRACTICES IN HIGHER  To state policy statements related to Quality.

EDUCATION INSTITUTIONS  To set values for the Institutions.
1. Leaders do not give clear directions.  To set performance expectations.
2. Accepting that certain levels of human errors  To addresses its responsibilities to the
are common. student and other stakeholders.
3. Confuses quality with grade.
STRATEGIC PLANNING
4. The “It’s not my problem” attitude among
employees. Quality plan is based on the strategic planning
of the institution. Major Tasks of the Strategic
5. Tries to control people through fear of rules
Planning are
& regulations.
 To set strategic directions.
6. Each department works only for itself.
7. Quality improvement is just to get good  To determine key action plans.
grade.  To address deployment of plans.
8. Evaluation & feedbacks are not more than  To measure and sustain accomplishments.
just formalities.
 To stresse on learning-centered education
CORE PRACTICES OF TQM FOR and operational performances.
HIGHER EDUCATION INSTITUTIONS CUSTOMER SATISFACTION
1. Management Commitment to promote
The fundamental goal of TQM is to satisfy
quality.
customers. It is important to focus on both the
2. Strategic Planning of the Institution for internal (Employees) and external (students)
quality. customers. Customer’s needs must be identified
3. Customer satisfaction is the measure of and understood. This concept helps to strengthen
quality. the co-operation within the institution, eliminate
4. Employee involvement is source of quality internal competition and drives away fear.
improvement.
STAFF TOTAL PARTICIPATION
5. Adopt modern methods of training &
development to eliminate fear. Staff total participation is an integral part of TQM
because quality is the responsibility of all
6. Eliminate barriers between departments by
employees in everything they do. How the
promoting teamwork.
Institute enables its workforce of academic and
7. Quality improvement must be continuous. non-academic staffs to develop its full potential
8. Evaluation & Feedback are the keys for and how the workforce is aligned with the
quality improvement. Institution’s objectives. It also addresses key
human resource practices that are directed
TOP MANAGEMENT COMMITMENT toward creating and maintaining a high
Top management plays most important role in performance workplace with a strong focus on
implementation of TQM in any Educational students learning and toward developing staff
Institution. If an organization is serious about involvement and adaptation to change.
implementing TQM, the commitment to do so
have to start at the top and the institution’s senior TRAINING AND DEVELOPMENT
management has to be unwavering in its Training is a process of updating the knowledge,
commitment to quality. Major tasks of the developing skills, bringing attitudinal and
Management Commitment are behavioural changes and improving the trainee’s
 To state and communicate vision, mission & abilities to perform effectively and efficiently.
goals related to quality. When TQM is introduced in an institution, it is

34
Vol. 2 No. 1, November, 2010
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
oriented teamwork, 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
work must be viewed as a process. Management’s
responsibility to anticipate or expect changes in
the needs, wants and expectations of customers,
employees and society.TQM is an unremitting
system of improving work processes.TQM
requires knowledgeable employees who have the
ability to work in teams and adapt themselves to
the dynamic work environment. Aspects of how
key and support processes 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 passing judgments 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 should encourage one and all for
NECST - Journal of Teacher Training
evaluation of their own performance and of
institution also. By getting the feedback, 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 an
institution to pursue a definition of quality and a
means of attaining quality through Top
management commitment, strategic planning of
the institution, customer satisfaction, Staff total
participation, Training & development, Team
work, Continuous improvement and Evaluation
& Feedback. It 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.
REFERENCES
Ali M. and Shastri R.K. (2010).Implementation of
Total Quality Management in Higher
Education. Asian Journal of Business
Management, Volume 2(1).
Chang, S.L. (1996). Organizational Culture and
Total Quality Management. Dissertation
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Carey,T.R (1998).Total Quality Management in
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Dhiman, S.K. (1995).Leadership Implications of
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Ganihar.N.N & Bhat.V.K (2006).Total Quality
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Kyle, L. D. (1995).Visionary Leadership and Total
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NECST - Journal of Teacher Training Vol. 2 No. 1, November, 2010

Lakhe, R.R. and Mohanti, R.P. (1994), Total quality

management –Concepts, Evolution and
Acceptability in Developing Economics,
International Journal of quality and
reliability management, Vol.11 (9).
Naik, B.M. (2001), “Need to bring quality
movement in higher education”, Journal of
Engineering Education, India, July Issue.
Paul, C.L (1998).The Relationship between the
principles of Total Quality Management and
School Climate, School Culture and Teacher
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Rodgers, C.G (1998).Teacher Perceptions of Total
Quality Management Practices in
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Sakthivel P.B., Rajendran, Raju G., R., (2005), TQM
implementation and students’satisfaction of
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Sabihaini,L.Y, Astuti W.T. (2010).Total Quality
Management Application in Learning
Activity: Indonesia’s Case Study, Pakistan
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4 (1).
Tari, J.J. (2006), An EFQM Model Self-Assessment
Exercise at a Spanish University , Journal of
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Watson, J.R. (2000).Total Quality Education: a
School District’s Beliefs, Behaviours and
Outcomes. Dissertation Abstracts
International, 61(01).

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Vol. 2 No. 1, November, 2010,
2010 PP. 37 - 39 NECST - Journal of Teacher Training

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dks lg;ksxh ds #i esa pquk x;k rFkk ewY;ijd f’k{kk ls lEcfUèkr
lkr egRoiw.kZ vk;keksa ds lUnHkZ esa buds fopkj tkuus dk iz;Ru
fd;k x;kA bl lEcU/k esa lg;ksfx;ksa ls lkr iz’u iwNs x;s tks
eqDrkUr iz’u FksA fo|kfFkZ;ksa dks iwjh Lora=rk Fkh fd os tSlk pkgs
vius fopkj dks fyf[kr #i esa izLrqr djsaA bl izdkj bu iz’uksa
dk mi;ksx ,d iz{ksih rduh ds #i esa fd;k x;kA

37
NECST - Journal of Teacher Training
lkexzh
izLrqr v/;;u dh lkexzh ewY;ijd f’k{kk ij vk/kkfjr lkr
vk;keksa ij iz’u iwNs x;s tks fuEu izdkj gS %&
1- D;k orZeku f’k{k ewY;ijd \
2- f’k{kk dks ewY;ijd cukus esa f’k{kd dh D;k Hkwfedk gS \
3- f’k{kk dks ewY;ijd cukus esa f’k{kkFkhZ dh D;k Hkwfedk gS \
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 \
ewY;ijd f’k{kk ls fofHkUu vk;keksa ls izkIr vfHko‘fRr dk izfr’kr
iz’u Øekad lger
1 54-00%
2 100-00%
3 67-85%
4 78-00%
5 64-28%
6 74-00%
7 57-14%
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
}kjk ek/;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 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’;d ewY;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 ftlls lkekftd ,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
38
Vol. 2 No. 1, November, 2010
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
fopkjksa dks 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.k fd;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;k vkSj 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 Kkr fd;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 tks ifj.kke izkIr gq, mudk mYys[k bl izdkj gS %&
vlger vLi”V
16-50% 29-50%
0-00% 0-00%
10-72% 21-43%
02-00% 20-00%
03-58% 32-14%
04-57% 21-43%
07-14% 35-72%
;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
ldrs gSA 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 dh
ifjdYiuk 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 vHkwriwoZ
foLrkj 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 djuk
gS fd fdl rjg ls xq:&f’k”; lEcU/k esa fudVrk vk;s vkSj
f’k{kk txr esa uSfrdrk iqu% ikWo tek ldsA
Vol. 2 No. 1, November, 2010 NECST - Journal of Teacher Training

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
,.M ykbQ 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

39
 Invitation to Authors
We invite articles / research papers / book reviews for the forthcoming issues of the NECST Journal of Teacher Training
Issue date : May, 2011 / November, 2011 • Deadline of Submission : April, 2011 / October, 2011

Manuscript Submission Guidelines for Authors

1. Manuscript should not exceed 2500 words exclusive
of charts, tables & other graphics. The article should
be preceded by an Abstract, not exceeding 100 words.
Articles can be given in both the languages (English
and Hindi).
2. Tables & Charts should be in black & white colour
only. They should be serially numbered followed by
the references.
3. English material should be formatted in Times New
Roman, font size 12. Hindi material should be
formatted in Kruti Dev 011, font size 14. All text,
including title, headings, references, quotations,
figure captions, and tables, must be typed, double-
spaced, with one-inch margins all around.
4. Only those references, which are actually utilized in
the text, should be including in the reference list.
References should include full details of the name(s)
of the author(s), title of the article or book, name of
the journal, details of the publishers, year & month
of publication individual page numbers, as
appropriate. For example
Kumar, S, (2004) "New opportunities in Teacher
Education” Journal of Teacher Education, Vol. 2 pp
50-56.
5. Two good prints of the Manuscript, at A-4 size
stationary, is required to be submitted. Additionally,
the material should be sent either as an e-mail
attachment to books_sanjay@yahoo.in or on a CD
formatted in word for Windows. The Manuscript
should be duly signed at the end. Author must ensure
that the hard copy will be considered final and
authentic.
6. Introduction & conclusion must be added to
manuscript. It should be brief and state the relation
of the present status of the knowledge in the field.
7. Notice to Authors of Joint Works (manuscript with
more than one author). This Journal uses a transfer
of copyright agreement that requires just one author
(the Corresponding Author) to sign on behalf of all
authors. Please identify the Corresponding Author
for your work when submitting your manuscript for
publication.
8. One copy of the Joumal will be sent to all the authors
whose manuscript will be published in the NECST -
Journal of Teacher Training.
9. If Possible, all manuscripts (General and Research)
must be submitted electronically at
books_sanjay@yahoo.in. This system will permit the
Editorial Team to keep the submission and review
process as efficient as possible.
THE MANUSCRIPT SHOULD BE ACCOMPANIED BY:
1. A cover page containing article title,- authors name
college/university name, mailing address, phone, fax
numbers & e-mail address. In case of multiple
authors, the cover page should indicate the author to
whom correspondence should be addressed.
2. A declaration that the paper is original & Exclusive
to the New Era Joumal of Teacher Training and has
not been sent for publication in any other journal.
3. Two passport size photographs of the author with
brief resume.
MANUSCRIPT REVIEW CRITERIA:
The fitness of a manuscript for publication in NECST -
JOURNAL OF TEACHER TRAINING will be carefully
reviewed based on each of the dimensions listed below.
1. Relevant to teacher education/teacher learning.
2. Conceptual framework (connections to relevant
constructs in literature)
3. Methods (if manuscript is an empirical study) .
a. Appropriateness to questions
b. Adequate description of methods (including data
collection and analysis)
c. Rigor of methods
4. Findings/conclusions are literature or data-based
5. Overall contribution to the field
6. Writing style/composition/clarity
We can be contacted by email at books_sanjay@yahoo.in
or by postal mail at Editor, NECST - Journal of Teacher
Training, Department of Education, New Era College of
Science and Technology, 333, Near Shastri Nagar Flyover,
Pandav Nagar, Ghaziabad, UP.
Note: The manuscript that are found unsuitable for
publication in the NECST - Journal of Teacher Training
will be returned if a self addressed envelope is enclosed
along with the manuscript.
Sanjay Kumar
(Editor)
NECST - Journal of Teacher Training
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Publisher’s Name : Shri Rajeev Malik

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Editor’s Name : Sanjay Kumar

Nationality : Indian

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Publisher
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 CONTRIBUTORS
Dr. D. P. Asija Director – Principal, M. M. College of
Education, (Accredited by NAAC with ‘A’
Grade), M. M. University Campus, Mullana,
Ambala (Haryana)
Meena Devi Asst. Professor, Department of Applied
Science, BMS College of IT & LS
Muktsar-152026 (India)

Manju Lohumi Asst. Professor, Department of Education

(ICDEOL), HP University, Summer Hill,
Shimla-171 005 (India)

Preeti Chitkara Asst. Prof., Department of Education,

New Era College of Science & Technology,
Ghaziabad.
Dr. Manoj Kumar Saxena Associate Professor M. M. College of
Education M.M. University Campus,
Mullana, Ambala (Haryana)
Suresh Aggarwal Asst. Prof. , M. M. College of Education
M.M. University Campus, Mullana, Ambala
(Haryana)
Priya Sharma Asst. Prof., Satya Institute of Management
Studies, Ghaziabad

Neeraj Tyagi Asst. Prof., Satya Institute of Management

Studies, Ghaziabad

Y.K. Sharma Professor, Department of Education,

H.P. University, Shimla, H.P.

Sanjay Kumar Co-ordinator (Asst. Professor), New Era

College of Science & Technology, Ghaziabad

Dr. Shailesh Mathur Asst. Director, SIILAS Campus, Jaipur

National University, Jaipur

Prof. T.N. Mathur Professor, University of Rajasthan, Jaipur

Mk0 Vh0 ,u0 xqIrk izkpk;Z & U;w bZjk dkWyst vkWQ lkbUl ,.M VSDuksyksth]
xkft;kckn ¼m0 iz0½

Mk0 c`ts'k dqekj ik.Ms; izoDrk & f'k{kk'kL= lar fouksck ih0th0 dkWyst]
nsofj;k ¼m0 iz0½
 ISSN : 0975-4717

NECST
Journal of Teacher Training
A Peer Reviewed National Journal (Bi-annual) Vol. 2 No. 1, November, 2010

Published by
Mr. Rajeev Malik on behalf of New Era College of Science & Technology
at 333, Pandav Nagar Ghaziabad, U. P. (India)
New Era College of Science & Technology
Editor: Mr. Sanjay Kumar Ghaziabad (India)
Printed at
Subrang Advertising Pvt. Ltd., Ghaziabad Website: neweracollege.org