Post on 04-Jul-2018
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CHAPTER-II
REVIEW OF RELATED LITERATURE
2.1 INTRODUCTION
Man is the only animal that can take advantage of knowledge which has been
preserved or accumulated through the centuries. Human knowledge has the three
phases: preservation, transmission and advancement. For any specific research project
to occupy this place in the development of a discipline, the researcher must be
thoroughly familiar with both previous theory and research.
A Literature review is an account of what has been published on a topic by
accredited scholars and researchers. In writing literature review, the researcher’s
purpose is to convey to the reader what knowledge and ideas have been established on
a topic, and what their strengths and weakness are. The review of Literature is
essential due to the following reasons. One of the early steps in planning a research
work is to review research done previously in the particular area of interest and
relevant area quantitative and qualitative analysis of this research usually gives the
worker an indication of the direction. It is very essential for every investigator to be
up to date in his information about the literature, related to his own problem already
done by others. Review of literature avoids he replication of the study of findings to
take an advantage from similar or related literature as regards, to methodology,
techniques of data collection, procedure adopted and conclusions drawn. It provides
us source of problem of study, an anology may be drawn for identifying and selecting
his own problem of research. The researcher formulates his hypothesis on the basis of
the review of related literature. From the review, the investigator found that there is a
dir need to conduct a study on teaching skills, academic anxiety, institutional climate
and socio-emotional behaviour of student teachers.
2.2 REVIEW OF RELATED LITERATURE
Review of literature related to the variables of the present study is presented
under the following-
2.2.1 Studies Related to Teaching skills
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2.2.2 Studies Related to Academic Anxiety
2.2.3 Studies Related to Institutional Climate and
2.2.4 Studies Related to Socio Emotional Behaviour.
2.2.1 Studies Related to Teaching Skills
Skills are specific behaviours or activities which an individual requires to
do a particular job or task. The manner in which he has to do the work is skill as skill
of questioning, skill of illustrating etc. The existing training programme does not
provide adequate opportunities to the student teachers to have enough competencies
to face the varied type of situation faced in their real teaching life. The concept under
lying micro-teaching assumes that teaching consist of various skills. Teaching
practice become effective only on acquisition of specific skills. Teachers are not born,
they can be made by training. Micro teaching helps the teachers to train themselves in
self control. It is thus making teaching effective and leads to perfection. Following are
the reviews related to teaching skills.
2.2.1.1 Studies conducted in India
K.N. Mishra (2009) in his study “Teacher and Teacher Education in India : An
Inner Look”, explains that teachers impart education to a highly heterogenous group
of children with a condition whatever may be their mental level. In these conditions,
teachers requires sound knowledge of content, child psychology, and pedagogies. To
develop teaching skills in teachers should be one of the most important job of teacher
training institutions, as it facilitate teaching and develops motivation, interest and
participation of child in teaching – learning process. According to him, some of the
most important teaching skills are, skill of introducing lesson, skill of questioning,
skill of reinforcement, skill of using black board, skill of explanation and skill of
illustration. He continues, skill of teaching and qualities cannot be developed in
teachers within a short span of training. The planner should think to increase time
and duration of training programmes, develop nation wide test for selecting
candidates for teaching profession, develop a national level teacher curriculum
relevant to impart teaching in the classroom situations. After completing training
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course, and just before entering in to teaching profession newly selected teachers
should be provided with rigorous training for refreshing skills and advancement in
content area.
Bondu Raju and G.Viswanathappa (2007) conducted a study in “Competency
of D.Ed and B.Ed Trained Teachers working in Primary Schools of Andhra
Pradesh”. The objectives of the study were to measure the teaching competency of
B.Ed and D.Ed trained teachers working at Primary level, to compare the
competency of D.Ed and B.Ed in trained teachers in effectiveness of teaching, and to
study the effectiveness of gender, locality, experience, qualification on teaching
competence. The major findings of the study were, there is no significant difference
in teacher competency such as cognitive – based, performance based, affective based
and consequence based competency between rural and urban primary teachers. There
is no difference in teacher competency such as cognitive based, performance based,
affective based and consequence based competency between gender, age, type of
school and experience and there is significant difference in teacher competency such
as cognitive – based, performance based, affective based and consequence based
competency between D.Ed and B.Ed trained teachers working at primary level.
Sunitha Joshi and Abha Sharma (2006) in their study “Micro teaching, A
practical Approach” describes teachers are not born, they can be made by training.
Teacher can make their teaching more effective if they learn the components of
teaching, because the entire teaching process is very complex. They explains some
teachers are good communicators but even these teachers along with teachers who
need to be trained, can make their teaching effective through micro teaching by
analyzing their performance, learning new skills and refining the old ones. Though
feed back they can learn where they are weak and rectify it easily. They also explains
micro teaching has been found effective and so it is being taken up as a teacher
training device in many countries of the world. In brief, the need of micro teaching is
to help the teacher to train in self control and different skills like reinforcement,
explaining making discussion. It is thus making teaching effective and leads to
perfection.
G. Viswanathappa (2005) conducted a study on “Attitude towards Teaching
and Teaching competence”. The general objectives of the study is to find out the
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influence of attitude towards teaching and admission test rank on teaching
competence of student teachers at secondary level. Following are the specific
objectives to measure the attitude towards teaching and teaching competence of
student teachers at secondary level. The next objective is to obtain the ED CET,
ranks, age, father’s occupation, and father’s education of the student teachers. The
next objective, is to fit the regression equation of student teacher’s competence as
attitude, ED CET rankes, father’s education, father’s occupation and age. The next
objective is to predict the degree of contribution of predictor variables. The study has
got the following conclusion. Attitude of student teachers towards teaching as a
predictor variable predicts their teaching competence in Lesson planning,
presentation, closure of lesson and evaluation with various degrees of contribution
and is significant at 0-01 level. The next result is that, Admission Test, Rank, Age,
Father’s occupation and Father’s education of student teachers as a predictor
variables do not predict their teaching competence in lesson planning, presentation,
closure of lesson and evaluation.
B.Thomas (2005) in his study “Teaching Skills and classroom Management”
explains skill full teachers are critically responsive teachers. Although they are
sensitive to contextual factors, such as organizational necessities, students expensive,
and political climates, they have a clear rational for their practice. The organizing
vision for college teaching is the fostering of the critical thinking necessary for
students to be able to reflect on the habitual assumptions underlying their actions and
ideas. This book has been prepared to help teachers to improve their teaching skills
and conduct classroom activity efficiently and productivity. It will help teachers
acquaint teachers themselves with the latest modern techniques of knowledge and
make them well versed in how best to ensure that their students are actually
benefiting from the learning process and enjoying it as well.
Malla Reddy (2005) conducted a study on “Assessment of Prospective
primary teacher’s teaching competency in Mathematics”. The objectives of the study
were to analyse the knowledge of primary teachers in methodology of teaching
mathematics, to analyse the attitude of prospective primary school teachers towards
teaching mathematics, to analyse the performance of prospective primary teachers in
teaching mathematics and to study the relation between knowledge and performance.
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The findings of the study were, there is a significant difference between male and
female attitude student teachers towards teaching mathematics and there is no
significant difference in attitude of student teachers of different age group. Another
finding is that there is no significant difference in attitude of student teachers of
various educational qualifications, there is no significant difference between male
and female student teachers in teaching competency in Mathematics.
Neelam Yadav (2003) in his study “A Hand book of Educational Technology”
describes the concept underlying micro teaching assumes that teaching consist of
various skills. Teaching practice becomes effective only on acquisition of specific
skills. It is found by experiment that through microteaching the behaviour of the
teacher and pupil is modified and the teaching learning process is made more
effective by skill training. It is also assumed that learning is more effective if a
complex task is divided in to simple components or skills and learned step by step
before it is undertaken as a whole. Feedback, reinforcement, extinction etc are the
concept that have been accepted and are being practiced in teaching.
Narayanagowda (2000) conducted a study on “Assessment of Teachers
Competence in Teaching Social Science at Upper Primary Level”. The objectives of
his study were to measure the existing level of competencies of upper primary
teachers in social science, to find out the classroom practice of teachers in social
science in upper primary schools, to find out the attitude towards teaching social
science and to study the influence of age, sex, academic qualification, professional
qualifications up on competencies of teachers. The major findings of the study were
follows. Majority of the teachers were found to be average competent in social
science and 25.82% of the teachers seemed to be low competent. There is a
significant difference between the male and female teachers in pedagogical
competencies. No significant difference was found between male and female
teachers in their content competencies. The observation of classroom practices of
teachers reveal that the teachers are very poor in introducing the lessons, questioning
and evaluation. The result also indicate that most of the teachers are unfamiliar about
the new methods of teaching. There is no significant difference was found between
government school teachers and private school teachers in their classroom practice
which is a clear indicator of teacher competencies.
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Dorasami K (1987) designed the Competency Based Curriculum for
Methodology of Teaching Mathermatics at the secondary level. This study also
focused on the various aspects to be developed through the teacher education course
for its quality improvement. Bhat (1999) identified the essential competencies to be
developed among student teachers at the primary level.
Sing (1985) found that teacher behaviour of secondary school teachers
composed eight skills, ie, skill of questioning, explanation, blackboard activity,
reinforcement, introducing a lesson, summarizing the lesson, teaching aids, and
science, social science and language teachers were found to have ten factors, eight
factor and seven factors respectively. The common factors to the teaching of science,
social science and language subjects were skills of introducing a lesson, black board
uniting, questioning, reinforcement, summaries the lesson, using teaching aids and
explanation.
Passi and Sharma (1982) identified the teaching competencies of language
teachers at secondary school level as giving assignment, loud reading, asking
acquisitions, introducing a lesson, managing the classroom clarification, secondary
loud reading, using the black board, using reinforcement, pacing, avoiding,
repetition, consolidating the lesson, dealing with pupil’s, responses, improving
pupil’s behaviour, audibility, using secondary reinforcement, recognizing pupil’s
attending behaviour, presenting in verbal mode, and stuffing the sensory channel.
The male and female language teachers did not differ in their competency.
Medhi and Gupta (1982) in their study “Teaching Skills for effective use of
school curriculum at the Primary level” explains teachers impart education to gifted
and dull children without any difference, they never increase or decrease intellect of
the child but the child differs in intellectual abilities it happens this. A pure Jewel is
able to take in a reflection, not so a lamp of clay and other things. Teachers impart
education to a highly heterogeneous group of children with a condition to help them
to attain minimum level of competency what every may be their mental level. To
develop teaching skills in teachers should be one of the most important job of
teachers should be one of the most important job of teacher training institutions, as it
facilitate teaching and develop motivation, interest and participation of child in
teaching learning process.
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Shukla (1981) identified teaching skills which were involved in the teaching
of mathematics at the secondary school level as skill of developing a concept, skill of
developing a principle, skill of applying the inductive approach, skill of figure
drawing and skill of applying the problems solving approach.
Mathew (1980) state that general teaching competency, competency of
teachers, concern for students, competency of using audiovisual aids, competency of
professional perception, competency of giving assignments, competency of
illustrating with examples, competency of pacing while introducing, logical
exposition, classroom management, use of questions, initiating pupil participation,
use of black board, recognizing attending behaviour and competency of achieving
closure were the desirable teaching competencies of a physics teacher.
Passi B.K. (1973) in his study “Micro-teaching Experiments in Simulation and
Deal Class room condition”, and “Becoming Better Teacher; Micro Teaching
Approach” explains Micro teaching is a training technique which requires student
teacher to teach a single concept using specified skill to a small number of pupils in a
short duration of time. The most important point in micro teaching is that teaching is
practiced in-terms of definable, observable, measurable and controllable teaching
skills.
Singh Y.K. (1873) in his study “Micro-Teaching”, says skills are specific
behaviour or activities which an individual requires to do a particular job or task. He
also says it refers to tube doing part of the human. The manner in which he has to do
the work is skill, as skill of questioning, skill of illustrating, demonstrating etc. He
explains, the existing training programme does not provide adequate opportunities to
the student teachers to have enough competencies to face the varied type of situation
faced in their real teaching life. It has believed that just as the director brings the skill
of giving life and form to a movie, so the teacher brings to the teaching learning skill
with life.
Sharma (1971) and Debnath (1971) found that age, experience, academic
achievement and professional training were significant determinants of teaching
efficiency. Some studies conducted on popular and unpopular teachers have found
certain personality indicators as the most significant (Kaul, 1972), Thankar 1972,
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Sharma, 1974 and Das Gupta 1976). Professional characteristics such as
understanding the objectives of primary education, skill in planning, selecting and
guiding the learning experiences and knowledge of various aspects of child
development were found as the determinants of teacher effectiveness by Das Gupta.
Aggarwal (1969) investigated the measurement and competency of teachers of
primary school. A teaching competency scale was used for data collection. The main
findings of the study were in the classroom teaching about 52% teachers were below
average.
Mitzel (1969) explains that teaching competence is defined by various authers.
It refers to the set of knowledge, abilities and beliefs a teacher possesses and brings
to teaching situation.
Verma (1968) mentioned the cognitive abilities (intelligences, scholastic
aptitude and knowledge of subject matter), affective abilities (motivation, interest
attitude and value systems related to components of teaching) and professional
competence (knowledge, skills, attributes and personal characteristics) as the
categories of teacher effectiveness.
Barr (1948) : On the basis of several investigations classified teaching
efficiency in to four categories, namely (1) personal qualities (2) Competencies (3)
Effect of leadership and (4) behaviour control (ie knowledge, skills, interest, attitude
and ideals).
2.2.1.2 Studies conducted abroad
Wanous, Mohammed etal (2009 in their study “Assessment for learning and
skills Development. The case of Large Class” accepted that assessment has a great
influence on the quality of learning. Assessment can be a powerful tool for
improving students and motivation. It also helps in developing a positive and
supportive learning environment. The present paper briefly out lines the original
assessment arrangements for a cross department programme at the university of
Bristol, Faculty of Engineering before describing the process of receiving these
arrangements and designing a more developmental teaching, learning and
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assessment frame work. The Programme is called professional studies and has
become compulsory for all six branches of engineering taught at Bristol. PS is
crucial for engineering degree to be accredited by the respective professional
bodies. In additions to teaching professional awareness, the PS course seeks to
develop a range of transferable personal skills, which are highly sought after by
employers. This dual objective has played a key part in shaping the way the PS
course teaching, learning and assessment strategy has been developed.
Koekock, Jeroen et al (2009) in their study “How do children Think They
Lean Skills in Physical Education” pointed out that relatively little is known about
the ways in which children understand and perceive how they learn tasks or skills in
physical education classes. The purpose of this study was to use a constructivist
frame work to explore how children express their experience, thoughts and feelings
about how they learn in physical education classes.
Savitz – Romar et al (2009) in their study “Stronger Together” explains
academic and social supports are usually treated as separate entities, and a heavier
emphasis is generally given to academic support – the deliberates activities,
structures, policies and expectations that facilitates skill development and subject
matter mastery. Social support consists of the intentional services, behaviours,
structures and expectations that build, strengthen and encourage self confidence,
academic motivation, school connectedness and social networks. They continues
social support provides the foundation that enable students to take advantage of
academic support strategies, such as tutoring, pre collegiate outreach programs, an
extended learning time. Many school leaders are already implementing various
forms of support strategies to help students succeed in rigorous courses, but they
need a unifying frame work to united academic and social support to improve
student achievement.
Samalot – Rivera et al (2009) in their study, give a detailed picture on
perceptions and practices. The purpose of this study was to determine adapted
physical educators perceptions and practice about teaching social skills to students
with disabilities. A questionnaire based on Bandura’s social learning theory concept
of Modeling was developed and mailed to an entire frame of 426 adapted physical
education teachers in the state of Ohio. Face and content validity as well as
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test/retest reliability were established. Of those that were surveyed 153% responded.
Results indicate that 93% believe it is important to explicitly teach social skills in P
E., how ever, 60% expressed not feeling properly prepared to teach them. Teachers
with more than 20 years of teaching experience were more likely to actually teach
social skills.
Carol Hurney (2009) in their study “Using the Academic skills Inventory to
Assess the Biology Major” explains the development of an academic skills
inventory. The inventory was developed at Loyala University of Chicago. The
Academic Skills inventory assess student self-reports of behaviours in 10 skill areas.
(1) Written and oral communication, (2) Information gathering, (3) Groups,
Organisation and Community, (4) Interpersonal skills, Counseling, interviewing,
and mentoring, (5) Behaviour Management, (6) Individual differences, Cultural
Diversity, (7) Critical thinking and problem solving, (8) Research Methodology and
statistics, (9) Ethics and Values, (10) Technology and computers. Not all of the 10
skill areas would be expected to show differential impact for biology majors, but the
authors certainly hoped to observe change in designated areas associated with
science education.
Murata, Nathan M et al (2009) in their study describe collaborative teaching
between pre-school teachers adapted physical educators and physical therapist. The
moter domain is typically taught by the classroom teacher who may have little to no
knowledge of how it initiate a motor programme. For this reason, a collaboration
approach in teaching the motor domain facilities developing pre-school readiness
skills such as motor imitation, bilateral co-ordinaiton and sequencing, and spatial
awareness. The team also collaborates on teaching strategies, behavioural supports
and how they will keep the activities fun to facilitate active participation.
Beyer, Barry K (2008) in his study “what Research Tells us about Teaching
Thinking Skills” explains, the findings and recommendations of researchers and
specialists in thinking – skill learning and teaching have important implications for
classroom efforts to improve student thinking. This summary identifies various
types of thinking skills and skill components recommended for classroom
instruction. The author describes cites research derived features of effective thinking
skills and describes a frame work for this institution. The research cited here
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suggests both student’s academic achievement and their quality of thinking can be
improved by using these techniques and strategies to teach thinking skills in subject
matter courses.
Anmi G et al (2008) in their study “the Role of Domain Expertise in
Beginning special Education Teacher Quality Authors” explored beginning special
education quality and the role that knowledge and skill for teaching reading plays in
definite quality. The authors examined the relationship between beginning teacher’s
knowledge for teaching reading and their classroom practices during reading
instruction, and further, relationships, between classroom practices and student
achievement gains on various reading measures. Findings revealed special
education beginning teachers were some what knowledgeable about teaching
reading but his knowledge did not contribute a significant portion of variance to
class room practice. Practice in class room management, decoding practices and
provide explicit, engaging instruction accounted for a significant portion of variance
in student reading gains.
Beyer, Barry (2008) in his study “How to teach Thinking Skills in Social
studies and History” presents four guidelines for providing direct instruction in
thinking skills in Social studies and history at any grade level. The author first
describes, with example, three major components of any thinking skills, that
students need to know. Second he presents, teaching techniques for making these
components explicit. Third, he out lines and explains two different strategies for
organizing introducing skill lessons. Fourth, he describes a variety of techniques for
scaffolding and lacing continuing thinking skill practice as well as strategies for
organizing different types of skill practice lessons. He explains principles for
employing these techniques and strategies throughout. He also high light three
factors teachers should consider in implementing thinking skills instruction. The
article concludes with a brief research – based rationale for infusing thinking – skills
instruction with social studies and history instruction.
William R. Bruce (2007) in his study “Higher Order thinking skills:
Challenging All students to Achieve”, the author presents a frame work of the five
Rs. Relevancy, Richness, relatedness, rigor, and recrusiveness. Explicit instruction
in thinking skills must be a priority goal of all teachers. The frame work serves to
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illuminate instruction in critical and creative thinking skills for K-12 teachers across
content areas. Each chapters treats one category of thinking skills. Following
introduction, this book is divided in to five parts. Part I, Relevance presents, (1)
about relevance, (2) the life question, (3) understanding information – skills of
comparing and contrasting, (4) Generating Insight – skills of evaluating and
judging; and (5) Discerning Implications – skills of applying. Part II, Richness
continuous with, (6) about richness, (7) the life questions, (8) understanding
information – skills of classifying, sorting and ranking, (9) general insight – skills of
visualizing and imaging, etc.
2.2.2 Studies Related to Academic Anxiety
The quality of an educational system depends on a large measure on well
educated, well equipped and contented teachers. But throughout their training period,
teacher trainees feel anxiety. Lack of guidance to the students at the appropriate time,
adjustment problems at college, hostel, with friends, teacher educators, feeling of
insecurity in the profession, problems during criticism classes, practice teaching,
practical examinations etc. create academic anxiety among student teachers. As
student teachers, these academic anxiety inversely affect their socio-emotional
behaviour. Good teachers produce good students Married student teachers with poor
academic background, or performance, trainees have poor economic background etc.
have anxiety in their progress.
Anxious people experience difficulty in concentrating or constant,
extreme worry about every day concerns with an inability to control these feelings of
worry. With anxiety, the intensity, duration, and frequency of the worry are
disproportionate to the issue, and it is often to a degree that disrupts or impairs normal
physical and psychological functioning. The following reviews are aimed to find out
the influence of academic anxiety on socio-emotional behaviour.
2.2.2.1 Studies conducted in India
N.L.N. Jayanthi and T.Padmanabhan (2008) conducted a study on “Test
Anxiety of Higher Secondary Students”. The objectives of the study were to find out
the level of test anxiety of XI standard students, to find out whether there is any
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significant difference in the test anxiety of male and female students, to find out
whether there is any significant difference in the test anxiety of rural students and
urban students and to find out whether there is any significant differences in the test
anxiety of students who belong to different communities The findings of the study
were, the test anxiety of the Higher secondary students is low. Male and female
students differ in their test anxiety. Students studying in rural schools have more test
anxiety than the students studying in urban schools. The students who belong to SC
have more test anxiety than those who belong to B.C The students who belong to B C
have more test anxiety than those who belong to MBC.
Vijaya Lakshmi and P.Lavanya (2006) conducted in a study called “Relation
ship between stress and Mathematics”. The objectives of the study were to identify
the relationship between stress and mathematics achievement among intermediate
student and to study the impact of some variables like gender, year of study,
Management, medium of instruction, parental educational qualifications and locality
on stress, and mathematics achievement of students. The major findings of the study
were 60% of the students are feeling high stress in the total sample, male students
have more stress than female students, management, medium of instruction and
locality of the college donot have any effect on stress. In short, it could be concluded
that students having higher mathematics achievement possess less amount of stress
when compared to others.
Sabu S and Jangaiah (2005) conducted a study on “Stress and Teaching
Competence”. A nation’s development and the quality of its education programmes
are greatly determined by the quality of its teachers. The objectives of their study
were (1) to find out the relation, if any, between stress and teaching competence of
secondary school teachers. (2) to find out the difference, if any, between male and
female teachers as to their stress and teaching competence. (3) to findout the
difference if any, between the teachers of different age groups as to their stress and
teaching competence. (4) to find out the difference if any, between the teachers with
different qualifications as to their stress and teaching competence. The findings of
the study were, there is a negative correlation between stress and teaching
competence of secondary school teachers. Teachers with high stress, have low
teaching competence, and teachers with high teaching competence have low stress.
There is a significant difference between male and female teachers with regard to
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stress. There is no significant difference between male and female teachers with
regard to stress. There is no significant difference between teachers of different age
groups with regard to their teaching competence. There is a significant difference
among teachers with different qualifications with regard to stress. There is no
significant difference between teachers of different qualifications with regard to
their teaching competence.
Swati Patra (2005) in her study “Mental health of School Children” explain
health has been defined by World Health Organisation as physical, mental and social
well-being. But mostly, it is the physical aspect of health that is emphasized and
discussed while mental and emotional health is not recognized at all. Teachers have
a great deal or role to play in meeting the emotional needs and there by fostering
mental health among children. This is ‘Over and above teaching’. The teacher can
help children find socially acceptable ways of expressing their emotions and teach
them various life skills to deal with the demands and challenges of life.
Sabu Sand C. Jangaiah (2005) conducted a study called “Adjustment and
Teacher’s Stress”. The objectives of the study were to find out the relation, if any
between the adjustment and stress of secondary school teachers, the difference, if
any between the male and female teachers in respect to their adjustment and stress,
the difference if any among the different age groups of teachers in their adjustment
and stress, the difference among the teachers with varying length of experience in
their adjustment and stress, the difference is any among the teachers with varying
number of inservice training programs attended in their adjustment and stress. The
findings of the study were, there is significant negative correlation between
adjustment and stress of secondary school teachers. The teacher with high
adjustment has low stress and the teacher with high stress has low adjustment. There
is no significant difference between male and female teachers on their adjustment.
There is a significant difference between male and female teachers with regard to
their stress. There is a significant difference among the teachers of different age
group with regard to their stress. The teachers with Pre-Degree and language
teachers training have high stress and teachers with post – graduation and B.Ed have
low stress. There is a significant difference among the teachers with varying lengths
of experience in their adjustments. There is no significant difference among the
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teachers with number of inservice programs attended with regard to their
adjustment. There is no significant difference among the teacher with number of
inservice programs attented with regard to their stress.
Veena H.R. (2000) in her study “Anxiety and Academic Acheivement of
Upper Primary School Children – A study” explained the rapid technological
progress, and socio cultural changes have put an ever increasing demand up on
modern man’s psychosocial potentialities. The objectives of her study were to find
out the influence of Anxiety on Academic achievement of upper primary school
children and to study the relationship between general anxiety and academic
achievement and test anxiety and academic achievement. The major findings of her
study was, that there is a positive high correlation between general anxiety and test
anxiety. There is a negative low correlation between test anxiety and academic
achievement. There are more average test anxiety students in all types of schools
compared to low and average test anxiety.
Sud (1991) examined test anxiety among students in India and USA. This
study found no differences in levels of test anxiety experienced by female and male
students, how ever, the study did find that, in the United States, levels of test anxiety
were higher among high school students of both genders than among college
students.
Barinder.M (1985) studied the general anxiety with reference to environmental
factors and extraversion – introversion of Delhi students. Main findings were : Girls
exhibited more general anxiety, as well as test anxiety than the boys. There was a
positive relationship between general anxiety and test anxiety.
Patel G.N. (1980) investigated anxiety among secondary school students of
Sabarkata district Findings concluded that : there is no relationship between age and
anxiety. The girls of classes VIII, IX and X did not differ significantly with regard to
anxiety. The anxiety level of girls were higher than that of boys. The students of
Upper socio-economic status were less anxious than those of low socio-economic
status group. The anxiety adversely affected the performance of pupils.
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Bharati V.V. (1980) studied anxiety and some selected antecedent and
consequent behavioural correlates. The sample consisted of150 children in the age
group of 5 – 7 yrs. The important findings of the study were : anxiety depended up
on the combined influence of both demographic variable and social class. Some
parental attitudes were strongly associated with anxiety in children. The relationship
between dreams and anxiety was not clearly established. High anxiety in children
affected the speech function.
Dagaur.B.S (1981) studied the relationship between anxiety and creative
thinking. The main findings were, individuals at different levels of anxiety did not
give identical or similar creative responses. Anxiety, extraversion and neurotism
were normally distributed.
Jayaswal V.A. (1977) studied the creativity in relation to anxiety in male and
female teacher trainees. The main findings of the study were. Anxiety of the whole
was negatively correlated with creativity and its factors such as fluency, flexibility
and originality. There are no significant relationship between anxiety and creativity
in the females. The high and low creative groups did not differ significantly on their
anxiety scores.
Mohanty (1975) studied the effect of state and trait anxiety on classroom
learning and personal adjustment of elementary school pupils. The main findings of
the study were, children at the elementary school stage experience trait and state
anxiety, there was no interaction between general and test anxiety at educational
level. Both trait and state anxiety had a significant negative relationship with
adjustment of elementary school children.
Sethuram (1979) studied the relation among anxiety, self esteem and academic
achievement. The major findings of the study were, high test anxiety group scores
low academically over low test anxiety group, moderate test anxiety group scores
better than high test anxiety group academically, academic achievement of moderate
test anxiety groups are better than low test anxiety group, test anxiety scores of girls
are more than that of boys, negative correlation is seen between academic
achievement and high test anxiety. Academic achievement is positively correlated to
low test anxiety.
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Adval S. (1973) studied the conformity behaviour as related to anxiety and
other personal variables. The major findings of the study were; high level of anxiety,
lack of confidence, submissiveness group dependency and low ego strength were
correlated with conformity behaviour, and low conformity subject were confident
self sufficient and possessed high ego strength and low level of anxiety.
Pandit (1969) studied the role of anxiety in learning and academic
achievement of students. The sample consisted of the grade v elementary school
children. The important findings were, anxiety bore a negative relationship with
learning and achievement. Subject having less anxiety were found superior in
learning and achievement irrespective of task difficulty to those having more,
anxiety. High learners and achievers were more anxious than low achievers and
learners.
Sharma (1968) studied the relationship of self concept with anxiety and school
achievement of adolescents. The main findings of the study were, the values
obtained denoted a significant linear relationship between measures of self concept
and anxiety. The subject with negative self concept were more anxious than subject
with positive self concept.
Anand S.P. (1994) in his study “An Analysis of organizational climate of
Teacher Training colleges” give a detailed description about academic anxiety. For
the accountability of teacher education, the proper selection of teacher trainees is a
matter of fundamental importance. Teacher education is no longer a last resort to
unsuccessful admission seekers in various other career courses. It should admit,
retains and train an above – board selected quality of pupil teachers who would, for
all practical purposes, be relied up on to provide accountability to teacher education.
We have to evolve a desirable selection procedure for fresh trainees in the teacher
training institutions. Along with their brilliant academic records, they should be
examined for their attitude towards teaching profession, personality traits and values
of life. They should also be assessed for their mental health, leadership qualities and
competency for organizing co-curricular activities.
Vijayalakshmi N.S. (1994) in her study deals with the concept of teacher stress
and anxiety, sources of stress and warning signs of stress. The study also explains
45
strategies that can be used by teachers to alleviate stress there by preventing burnout
and ensuring productivity and efficiency of teaching.
B.K.Passi and Sansanwal (1991) in their study “Research in Teaching – A
Trend Report” demands mental health may be defined as the adjustment of
individuals to themselves and world at large with a maximum of effectiveness
satisfaction, cheerfulness and socially considerate behaviour and facing and
accepting the realities of life. The highest degree of mental health, might therefore
be described as that which permits an individual to realize the greater success which
his capabilities will permit with a maximum of satisfaction of himself and to social
order and a minimum of fiction and tension. A sound mental health which may be
sought after by all of us carries a homogenous structure of desirable attitudes, health
values, righteous self concept, and scientific perception of the world as a whole.
Since the ultimate criterion for judging a teacher is the improvement in the education
of the millions of the learners and the teacher factors effects teacher behaviour and
teaching strategies. It is desirable to study the teacher’s mental health in the context
of ensuring quality in education.
Anxiety, a sense of insecurity and tolerance of ambiguity, have significant
positive correlation with prejudices, demands Sinha (1966). Prasad (1980) in this
study indicate that job awareness is sufficiently positively connected with anxiety.
Hence, it is clear that anxiety for future placement might be causing in developing
feeling of insecurity in some extent. The climatic conditions of the institution might
also be responsible to some extent for the development of such feelings among the
pupil teachers.
2.2.2.2 Studies conducted abroad
Thomas, Cathy R et al (2007) in their study ‘Academic self – handicapping :
the Role of Self concept clarity and student’s learning strategies, examined student’s
self esteem and self concept clarity as well as their tendencies to employ deep-or
surface-learning approaches and self regulate while learning in relation to their self-
handicapping tendencies and exam performance. Their study showed that student’s
self concept clarity and learning strategies are related to their tendencies to self
handicap and their exam performance. The role of student’s ways of learning and
46
their self concept clarity in self-handicapping and academic performance was
explored.
Irarin G.Sarason (2002) in his study describe the term anxiety is usually
defined as a diffuse, vague, very unpleasant feeling of fear and apprehenism. The
anxious person worries a lot, particularly about unknown dangers. In addition the
anxious individuals shows combination of the following symptoms: rapid heart rate,
shortness of breath, loss of appetite fainting, sleeplessness, frequent urination etc.
All of these physical symptoms accompany fear as well as anxiety. For persons
suffering from anxiety disorders, intrusive thoughts often take the form of worries
about possible future events and outcomes of past events that emphasis the negative,
especially with regard to mistakes an individual might have made. The
characteristics of anxiety include feelings of uncertainty, helplessness, and
psychological arousal.
Sauma, Alfred et al (2002) were another study in this area titled “Academic
Accommodations for students with Psychiatric Disabilities”. This study summarises
the literature on academic accommodation for students with psychiatric disabilities.
A definition on psychiatric disability precedes a brief summary of following specific
psychiatric diagnosis, depression, bipolar affective disorder, border line personality
disorder and anxiety disorders. Also noted are behaviour or personality disorders
specifically excluded from coverage under the Americans with Disabilities Act.
Functional limitations of this population that may affect academic performance are
thus listed and defined. Among these are medication side effects, sustaining
concentration, maintaining stamina, interacting with others, responding to negative
feed back, responding to change and severe test anxiety. Examples given to
classroom accommodations, examination accommodations and assignment
accommodations. The study concludes with a resource list including website and
contact information for the disabilities, opportunities, internet working and
technology project.
Martin, Andrew V et al (1992) in their study explain academic buoyancy is
developed as a construct reflecting everyday academic resilience within a positive
psychology context and is define as student’s ability to successfully deal with
academic setbacks and challenges that are typical of the ordinary course of school
47
life. Data were collected from 598 students in years 8 and 10 at five Australian High
Schools again at the end of the year, students were asked to rate their academic
buoyancy as well as a set of hypothesized predictors in the area of mathematics.
Conformity factors analysis and structural equation modeling showed that (a) Time
1 anxiety (negatively), self efficacy, and academic engagement significantly predict
time 1 academic buoyancy; (b) Time 2 anxiety (negative), self efficacy, academic
engagement, and teacher student relationship explain variance in Time 2 academic
buoyancy over and above that explained by academic buoyancy at time 1, and (c) of
the significantly predictors, anxiety explains the bulk of variance in academic
buoyancy.
Hembree, Ray (1987) in his study “A Bibliography of Research On Academic
Test Anxiety” identifies report of research correlates, causes, effects and treatment
of text anxiety. The listing was developed for a synthesis of research performed by
Meta-analysis at Adrian college, Michigan in 1986 – 87. Guideliness for including
studies were applied as follows : (1) the research concerned academic test anxiety,
using English speaking subjects in main stream education. (2) Test Anxiety was
measured by a validated instrument specific to the construct; (3) treatment for test
anxiety used at least two independent groups, (4) and each experimental group
contained at least eight subjects.
Smith, M.Shelton (1985) in his study “A comparison of Graduate and
professional students: Their Daily Stressors” explains the stressful effects of
advanced academic training in comparison of six graduate and professional
programs at Vanderbilt University. The focus was on the non academic, daily
stressors and negative mood states of 152 students in medicine, business, divinity,
graduate department of religion and two graduate psychology departments.
Additional comparison were made between man and women, and married and single
students. Medical students reported the least negative mood. There were no
departmental differences in daily stresses. Woman reported more negative mood and
more negative daily events than man, but they did not report fewer positive events or
less global life satisfaction.
48
Suida Frank (1983), in her study “Academic Anxiety, Time-on-Task and
Achievement. A structural Model” made considerable research on the effect of
anxiety on academic achievement. Her most interesting finding is that high anxiety
is associated with low achievement, performance, particularly at the elementary
school level. To explain this situation, some researchers have hypothesized that
anxiety disabilities student’s attention span or time in task thus negatively affecting
their achievement. This study tested that hypothesis. The sample consisted of 91
inner city black students between the age of 12 and 14. The achievement area was
seventh grade reading. The results confirmed by hypothesized negative association
between anxiety and achievement and the positive relation between time-on-task and
achievement.
Francis, John (1982), in his study “A case for open – Book Examination”
explains the effectiveness of open-box examinations, that thus reduce test anxiety
and the need to memorise factorial information. An investigation into the effect of
using open books in an English Literature examinations showed that student’s
acquired higher levels of attainment than those who took a traditional test.
Mintezes (1982) examined the relationship between student perceptions of
teaching behaviour and learning outcome in college biology. The findings, was that
achievement was related to student’s perceptions of the frequency of information;
transmitting behaviour has some potentially important implications for teachers.
Carson et al (1982) note another study called “Abnormal Psychology and
Modern life”. In their study they explained people with generalized anxiety
disorders, do not have any very effective, anxiety avoidance mechanism. Thus
although victims of other anxiety disorders can be some extent ally their anxiety
through avoidance behaviour, unavoidable feelings of threat and anxiety are the
central feature of this disorder. The study further explains, the general picture of
people sufficiency from generalized anxiety disorders is that they live in a relatively
constant state of tension, worry and diffuse uneasiness. They have difficulty in
concentrating and making decisions dreading to make a mistake. They may engage
in certain avoidance activities such as procestination or checking but these are not
very effective in reducing anxiety.
49
Another study is “A comparison of Regular Programme and vocational
program Junior High School Students on Affective Dimensions” by Brady, Caroll
Ann et al (1981) explains students in the vocational program and those in a regular
seventh grade scored higher an anxiety, depression and Hospitality. There
differences persisted across time, and school program with regular students reporting
increased depression at the second setting.
Another study conducted in this area is “Achievement, Anxiety and Self-
concept in form and Informal Settings” by Francis S et al (1979). This study
investigated relationship among anxiety, self concept, achievement, sex and I.Q. in
two educational settings: a structured formal setting and an open informal settings. A
sample of 326 fourth grade students attending schools differing in structure and
formality were given the following tests : the Califormia Mental Aptitude Test, the
comprehensive Test for Basic Skill, the Test Anxiety Scale for children, etc. Subject
differed significantly on achievement, with those in the formal setting doing better.
With I-Q as the covariant, however, setting differences were not significant for
achievement, anxiety or self concept. The achievement of low anxious student was
better than that of high anxious students in both settings.
Elizebeth B.Hurlock (1976) in her study personality Development described
anxiety as a painful uneasiness of the mind concerning impending or anticipated ill,
it represents a danger or threat within the individual rather than an external danger.
Anxiety affects personality through its effect as behaviour. How the person judges
his own behaviour and the satisfaction he gets out of its determines how he will
evaluate himself. This evaluation of self fans the core of his self concept. This work
uses a chronological life span perspective to gain a complete picture of development
from conception to death. Emotions have both direct and indirect effects on
personality. The direct effects comes from physical and mental disturbances, while
the indirect effects comes from the reactions of members of the social group towards
the person who is experiencing the emotion. Although every one experiences the
whole gamest of emotional responses, some people tend to experience a
predominance of the pleasant emotions and other a predominance of the unpleasant.
This predominance is reflected in the personality.
50
James Pancrazio (1970) conducted a study in “Mental Health and the
Elementary School Counselor and Classroom Teacher”. This study explores one
approach to dealing with the future, the role of elementary school counselor and
elementary classroom teachers in assisting children in attaining greater psychological
health. Specified three questions are discussed: (1) Do counselors have a
responsibility? (2) What have counselors done in education? (3) How might the
counselors and teacher make a contribution? In answer to the first, counselors do have
an important responsibility and contribution to make in education in attempting to
assist others to become members of a society which provides greater human
nourishment. In answer to the second question, even though it appears that little has
been done in preventive programmes, for mental health in education, results of
experimental programs are certainly encouraging.Prevention is the key concept when
answering the find questions.
2.2.3 Studies Related to Institutional Climate
The teacher education programme plays an important role in moulding the
habits, manner, and above all the character of student teachers to become an effective
teacher. The institutional climate of a teacher training institution is not only dependent
on teacher educators but also on principal, Administration, Infrastructure of the
institution and the quality and back ground of student – teachers taking admission in
the college. One cannot deny the fact that poor environment is responsible for mental
and psychosocial problems. While improvement in student’s environment leads to
higher performance in academic tests. The institutional climate contributes to the
satisfaction of the pupils needs, the development of his attitude, and to the nature of
learning that takes place. Principal, teacher educators and all other concerned are
responsible for creating the educational climate. In this context, the impact of
institution has also a great role in determining the institutional climate of training
colleges. The following are the reviews connected with institutional climate.
2.2.3.1 Studies conducted in India
S.C. Panda and P.Pinohit (2009) in their study “Institutional climate of college
of Teacher Education” demands that the teacher education programme plays an
important role in shaping and moulding the habits, manners and above all the
51
character of student teachers to become an effective teacher. The institutional
climate of a teacher training institution is not only dependent on teacher educators
but also on principal, administration, infrastructure of the institution and the quality
and background of student teachers taking admission in the college. The objectives
of the study were to study the institutional climate of teacher training colleges, and
to analyse the influence of institutional climate of pupil teacher sex wise. They
adopted the technique of stratified random sampling. The study indicated that the
qualities, of principal, teachers, infrastructural facilities, students and administration
determine the quality of institutional climate.
According to the study of Kumar (2009) different climates have different
effects on certain aspects of human behaviour. Personality characteristics such as
emotional stability, depressive tendency and introversion are going to be influenced
by the institutional climate in different ways.
The study of Shankar (1987) also shows that institutional climate makes a
teacher more responsive and secured which effect the student’s behaviour. The low
insecurity feeling or mild insecurity feeling might be due to the residential nature of
institutions and those are institutions of high respute.
N.Kamaraj (2008) conducted “ a study in classroom climate in Relation to
Academic Achievement Among VII standard students in Dharmapuri District of
Tamilnadu”. The objectives of the study were, to study class room climate including
physical and academic facilities of class VII students, and to examine academic
achievement in relation to classroom climate of class VII students with regard to
their locality and gender. The findings of the study follows. There is no difference
between classroom climate of students belonging to Urban and rural localities. There
is a difference in the classroom climate scores of boys and girls and there is a
relationship between classroom climate and academic achievement.
Saxena, A.B (2007) in his study related to the influence of some selected
aspects of school learning environment on students characteristics, finds that, the
environment variables of co-curricular activity provide, educational facilities
provided, cohirence, democratic satisfaction, competitiveness and speed correlates
significantly. The child helped him to a little extent in most aspects and especially
popularity and social adjustment.
52
Aruna P.K. (2004) in her study “Influence of cognitive style Intelligence and
classroom climate on process outcomes in science of secondary school pupil of
Kerala” explains that the classroom climate shows no significant effect on process
outcomes in science. Pupils with high classroom climate shows only average and
below average mean scores of process outcomes in science and pupils with low
classroom climate shows high mean scores in process outcomes in science. She
describe different functions affect the classroom climate like teacher-student
relationship, physical facilities of the school, administrative structure of the school
and relationship among the students. She conclude that during the teacher training
programme, more emphasis should be given to develop the skill of classroom
management among trainees.
Smith (1997) in his study analyses selected major literature on self esteem
from the stand point of Urban Youth Education. The research supports the
connection that the academic achievement of minority students can be increased
significantly, if educators focus on classroom environment that promotes positive
self esteem.
Anand S.P. (1994) in his study “An Analysis of Organisational climate of
Teacher Training Colleges (B.Ed) Trends and Thoughts in Education Vol. XI, 80-
89” explains that, in educational institutions, a healthy environment is all the more
very important for an effective process of education to take place. It motivates
teachers to be at their best in teaching and inspires the students to be keenly
interested in their learning. For the desired quality of education as a whole, it is but
very essential that an atmosphere poised with zeal and zest on the part of educational
institutions without any expectation what so ever.
Foong (1992) selected a sample of 900 grade VIII students to measure their
attitude towards science, perceptions of the science teacher, the classroom
environment, the home environment, student motivation and peer influence. It was
found that motivation, classroom environment and attitude towards science were the
more significant and alterable variables for science achievement.
Jack and Lizi (1993) conducted a quantitative study on classroom environment
and academic achievement. Thirty eight VIII to Xth grade class rooms were taken
into account. The results suggested that no significant relationship existed between
classroom environment and achievement.
53
Straom et al (1991) defines classroom environments as “the total external
context in which an individual operates. The concept environment is usually used to
include physical surroundings and mere specifically to include all different factor of
physical, but to exclude the social”.
Prasad (1991) in his study says that most of the pupil teachers had joined the
teacher education programme after becoming post graduate in their respective fields
and ie, one year B.Ed course of the state colleges of education. More number of post
graduate entering in the training programme might be due to the reason of the
linking of students to pursue the post graduate course to be well equipped with
content area. After completion of post graduation they try their luck for other
profession. When the portals of other professions are closed for them, they change
their mind and try their luck in teaching profession and joined the B.Ed course. In
fact some meritorious students also join the course because of their love and interest
in the profession or due to poor condition in their family. These view are supported
by Prasad (1991) and Pani (1992).
Rajagopalan K. (1990) in his study “Job satisfaction and attitude towards
Teaching Profession, As correlated of the Organisational climate of Training
Colleges of Kerala” observes organizational climate is the study of perceptions that
individual have of various aspects of the environment in the organization. It is
related to the process through which participants are socialized in to the
organization, how they develop perceptions, values and beliefs concerning the
organization and what influences these inner states have on behaviour. The culture
of the organization exerts powerful influences on the development of the climate.
There should be an emotional and value commitment, between the person and
organization, people should feel that they belong to a meaningful entity and can
realize cherished values by their contributions.
Amruth et al (2003) in their study “Influence of Institutional Climate
perception on the professional Aspirations of Teacher Educators” becomes very
relevant in this time. The major objectives of the study were (1) to estimate the
relationship between professional aspirations and institutional climate perception for
the total sample and relevant to such samples. (2) To test whether the comparable
co-relations obtained for the sample differ significantly. The study was conducted on
244 teacher educators working in Kerala through normative survey. The results of
the study indicated (1) professional aspirations and institutional climate perception
54
of teacher educators are significantly correlated at 0.01 level of confidence for the
total sample. (2) Professional aspiration of teacher educators was found to be
significant at 0.01 probability level of the subsamples. The correlations obtained for
comparable sub samples based on sex, locale and educational qualification were
compared.
Edgar (1984) define class room climate as a learning condition existing in the
class room. This includes the emotional, physical, intellectual climate set up by the
teacher and students to create a wholesome learning situation. This view seems the
creation of desirable class room climate on largely depend on teacher’s ability to
sustain the pupil’s learning to motivate them and to build up positive attitudes
towards new learning.
According to Everston and Green (1986) in their study, demands the method
of using student’s and teacher’s perceptions has been contrasted with method of
direct observation which typically involves an external observer in systematic
coding of classroom communication and events. Education often speak of a class
room or school’s climate, environment, atmosphere tone and consider it important.
Although classroom or school’s environment is some what a subtle concept,
remarkable progress has been made over the last two decades in evaluating it and in
researching its antecedents and consequences.
Bhatnagar (1979) in his “Study of Organisational Climate of Teacher Training
Institutions of Uttar Pradesh and its relationship with their effectiveness” says school
as a specialized institution has been established by the society for the specific
purpose of facilitating healthy all-around growth and development of its budding
citizens.The achievement of this well enshrined objectives of education primarily
depends up on the professional competency, efficiency and commitment with which
the teachers engagement themselves in school. To what extent teacher education
stands to this accountability, much depends up on the nature of climate in which
schools and colleges of education function. For this purpose Bhatnagar develops a
questionnaire for his study in teacher training institutions. It reveals that (1) in
educational research the vital aspect of climate in which schools and colleges in
general and B.Ed institutions in particular are functioning remains almost
untouched. (2) to generate general awareness and involve a specific interest to work
in this area, a reliable and valid tool have yet to be made available.
55
Thelen (1974) defined classroom climate as the ‘way of life in class room’. He
has emphasized the life classifying that each class room has its own distinctive
culture. This ‘culture’ or ‘climate’ cannot be directly observed, but inferred from the
functional interactive situations, which take place in class room between the teachers
and the pupils. This is called the ‘dynamics’ of the class room group, which is the
sum total of various activities that takes place in teaching – learning process,
academic or non-academic.
Page et al (1977) defined class room climate as “Authority Pattern and Social
and emotional relationship within a teaching group”.
Jesser and Jesser (1973) in their study make a distinction between the
objective approach of directly observing the environment and the ‘subjective’
approach based on milieu inhabitants apprehension of the environment is widely
recognized in psychological literature.
Kelley (1980) reports a study of association between student – perceived
classroom environment and student achievement. He chose 14 years old sample
consisting of 41057 students in 1735 schools in the 14 developed countries and
found “achievement was significantly and positively related to the levels of class
room exploration.
Good (1959) defined educational environment as “the sum all physical, social,
emotional and mental factors that contribute to the total teaching learning situation”.
It may be noted that the term class room environment and class room climate are used
inter changeably as the idea contained in both are almost identical.
2.2.3.2 Studies conducted abroad
Osegnna et al (2009) in their study “The Influence of institutional climate in
student persistence to Degree completion: A multilevel Approach” evaluated the
extent to which peer institutional retention climates and faculty perceived campus
climates influenced individual 6 – years retention rates. They used hierarchical
generalized linear models to examine the extent to which institutional climate, net of
student’s ability, expectations, and family socio-economic status influence student’s
persistence behaviour. They also found that institutional retention climate, as
defined by a student’s body’s aggregated report of withdrawal intentions, did
independently, determine whether a student would persist or not.
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Rhodes, Team E et al (2009) in their study “Improving Middle School Climate
Through Teacher centered change” give a picture of collaborative school based
intervention aimed at modifying relationships among administrators and teachers in
three middle and junior high schools. Across the intervention schools, teachers were
active collaborators in identifying problems and then articulating and implementing
customized interventions to redress those problems. Teachers perception of school
climate improved, and longitudinal models suggested that these improvements
mediated the impact of treatment on teacher reports of affiliation and academic
focus. Further more, students in the intervention schools reported improvements in
school climate relative to students in the comparison schools. Taken together, there
results suggests that strategy of encouraging and supporting teacher – led
interventions customized to the needs and circumstances of each particular school,
can successfully revitalized. School settings, leading to improvements not only in
school’s climate but also in the greatly of interaction with in the settings.
Park, Juhi J (2009) in her study “Are we satisfied” A Look at student
satisfaction with Diversity at Traditionally white institutions” examines satisfaction
with the ethnic diversity of the student body and faculty at traditionally while
institutions. The strongest predictor of satisfaction with diversity for white and Latin
students was the heterogeneity of the institution; the strongest prediction for Black
and Asian American students were satisfaction with community, peer interactions,
and the overall college experience. The findings suggest that supporting positive
peer interactions and a sense of commonly are critical parts of a positive campus
racial climate; inaddition to increation the heterogeneity of the campus.
Hunley, Sawyer and Schaller, Molley (2009) their study “Assessment : A key
to creating spaces that promote Learning”, was another study in this area of climate.
It tells us that, learning spaces in higher education environments have received much
attention in the last years due to innovative architectural designs, the movement to
connect campus spaces with learning and assessment technologies that allow for
both qualitative and quantitative evaluation for relevant information. The authors
found that campus culture, social climate, and environmental press influence the
effectiveness of learning spaces. They have also found that learning spaces can
encourage behaviour. Students and faculty engage in a full range of learning
57
behaviours. (1) When environments are constructed to optimize interaction between
faculty and students inside and outside the classroom a course time (2) when there is
high engagement with course material both through class preparation, on the part of
faculty to behave as if student’s and through active learning inside class and (3)
when the atmosphere encourages student and faculty to behave as if ‘serious work’
is taking place.
Ludkke Oliver et al (2009) in their study explained this following facts. In
educational research, characteristics of the learning environment (eg, social climate,
instructional quality, etc) are often assessed via student reports and their associations
with out come variables such as school achievement or student motivation then
tested. How ever, studying the effects of the learning environment presents a series
of methodological challenges. This articles discusses three crucial elements in
research that uses student reports to guage the impact of the learning environment on
student out comes. First, from conceptual point of view, it is argued that rating
aggregated at the relevant level and not individual student ratings, are primary
interest in these study. Second, the reliability of aggregated student ratings must be
routinely assessed before these perceptions are related to outcome variables. Third,
researchers, conducting multilevel analyses need to make very clear which centering
option was chosen for the predictor variables.
Yi Pyong – Sik (2008) in his study “Institutional Climate and student
Departure” A multinomial Multilevel Modeling Approach” applied a multinomial
HOLM technique to examine the extent to which the institutional climate of
diversity influences the different types of college and student withdrawal, such as
stop out, drop out, and transfer. Based on a reformulation of Tinto’s model along
with the conceptualization of institutional climate for diversity by Hurtado et al.
(1999) found that institutional climate for diversity had significant but differential
effects on the different types of students withdrawal. This study reminds the
educators to take institutional climate for diversity more seriously.
Thomas, John Charles (2008) in his work “Administrative Faculty and Staff
perceptions of organizational Climate and Commitment in Christian Higher
Education”, finds, 957 surveyed employees from four evangelical higher education
institutions found a negative correlation for climate and commitment and staff
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members. Administrators were found to have a more favourable view of their
institutional climate than staff. Employee age, tenure and classification had
predicative value for organizational climate, where as only employee age and tenure
predicted organizational commitment
Leblane, Line et al (2008) done another work in this area, titled “High School
Social Climate and Anti-Social Behaviour: A 10 year longitudinal and multi level
study”. A longitudinal and multilevel approach is used to examine the relationship
between antisocial behaviour during adolescence and high school social climate. The
data are taken from a longitudinal study of 1233 boys and girls who attended 217
public and private high schools. Students disruptive behaviours were assessed yearly
from 6 to 12 years of age. High School Social Climate was assessed by teachers, and
students reported on their violent and non violent anti-social behaviour while in high
school. The multilevel analysis reveled (1) a large difference between the percentage
of variance explained within schools (97%), compared with between schools (3%),
and (2) teachers reports of class room behaviour problems explain between school
differences in student reported anti social behaviour, after controlling for students
family adversity and history of behaviour problems during elementary school.
Sarah Theule et al (2008) in their study “Achievement Difference and school
Type : the Role of school climate, teacher certification and Instruction” forward the
idea that recent analysis challenge common wisdom regarding the superiority of
private schools relative to public schools, raising questions abut the role of processes
and climate in shaping achievement in different type of schools. While holding
demographic factors constant, this multilevel analysis of National Assessment of
Educational Progress in Schools. Examines differences among Schools of five
critical factors. (1) School size (2) Class size (3) School Climate / Parental
involvement (4) teaching certification and Instructional practices.
Cress, Christine (2008) note another study “Creating Inclusive Learning
Communities: The Role of Student Faculty Relationships in Mitigating Negative
Campus Climate” examined student perceptions of their learning environments at
130 American colleges and Universities. Results indicates that students of colour,
women students and gay/lesbian students are the most likely to observe and
experience prejudice and discrimination within and out side of their class rooms.
59
Fortunately, the development of string – student faculty relationships significantly
mitigate negative campus climate and support the formation the formation of
inclusive learning communities.
2.2.4 Studies Related to Socio-Emotional Behaviour
Mental Health may be defined as the adjustment of individuals to
themselves and the world at large with a maximum of effectiveness satisfaction,
cheerfulness and socially considerate behaviour and facing and accepting the
realities of life. The highest degree of mental health, be described as that which
permits an individual to realize the greatest success which his capabilities will
permit with a maximum of satisfaction of himself and to social order and a minimum
of fiction and tension.
“Education to be true must fit in with the capacity of the individuals, quite in
keeping with the needs of the larger whole, namely the country. The only way of
changing the psychology and social and personal habits of the people and to prepare
them for the new task of democracy, and freedom, is to educate them (R.S.Mani).
The main function of education is to develop the character of an individual. A man
of character is devoted to high ideals of life. He is a man of virtue and nobility and
sincerely follow the highest ideal of truth, beauty and goodness.
Behaviour is learned through observation, participation and training from society,
olders, peer groups etc. A socially and emotionally balanced personality is the product
of good educational system. A good society is also the product of proper education.
Following are the review connected with socio-emotional behaviour.
2.2.4.1 Studies conducted in India
B.N. Panda et al (2009) in this study “Job satisfaction of secondary school
teachers in relation to their mental Health, Age, Sex and Management of School”
present research gap as regards to the relationship of mental health and teacher’s job
satisfaction, inadequacy of research evidence as regards to the effect of Management
on teacher’s job satisfaction. The objectives of the study were (1) to study the effect
of mental health on job satisfaction of secondary school teachers, (2) to study the
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effect of age on job satisfaction of secondary school teachers (3) to study the
interactive effect of mental health and age on job satisfaction of secondary school
teachers (4) to study the effort of sex on job satisfaction of secondary school
teachers (5) to study the effect of management of school in job satisfaction of
secondary school teachers. The study revealed the following conclusions. (1) Mental
health has significant effect on secondary school teachers job satisfaction: Mentally
healthy secondary school teachers are significantly more satisfied with their job as
compared to mentally unhealthy teachers. (2) Age has no significant effect on
secondary school teacher’s job satisfaction: There is no significant difference
between secondary school teachers senior age and junior is age in their job
satisfaction. (3) Mental health and age has significant effect on secondary school
teacher’s job satisfaction.
N.Pradhan et al (2009) conducted a study with the objectives (1) to study the
main and interaction effect of mental health and job satisfaction on teacher
effectiveness. (2) to study the main and interaction effect of set and management of
school on teacher effectiveness (3) to study the main and interaction effect of
teaching experience and qualification on teacher effectiveness. The study revealed
the following conclusion. (1) Mental health has significant and positive effect in
teacher effectiveness in respect of secondary school teachers. (2) job satisfaction has
significant and positive effect on teacher effectiveness in respect of secondary
school teachers. (3) there is a significant effect of interaction between mental health
and job satisfaction on teacher effectiveness in respect of secondary school teachers.
(4) there is a significant effect of interaction between sex and management of school
on teacher effectiveness in respect of secondary school teachers:
Manisha Lather (2009) in her study “Emotional Intelligence as a measure for
science in life” explains emotional intelligence has recently awakened great interest
in researches and health specialists, she continues, emotional intelligence is the
driving force that affects personal success and interactions with others. Social skills
emerged as the most important component of emotional intelligence predicting the
use of strategies of valuing peer acceptance and involvement in social activities.
Social coping has been seen as an element of psychological well being. According to
the author, to save children from distraction and aberration, it is important to
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encourage friendship among teens. Parents can support positive peer relationships by
giving teenagers their, love, time, boundaries and encouragement to think for
themselves. Another important aspect is positive parent – teen relationship.
Ultimately, most young people will develop and assume the responsibility for their
own protection and peace of mind. Awareness of adolescent stress and depression
opens the door to adults to being constructive efforts.
P.Usha and Rekha (2009) conducted a study on “Emotional competence and
mental Health as predictors of Academic Achievement”. The study has been
designed to investigate the emotional competence and Mental Health as predictors of
Academic Achievement among the secondary school pupils of Kerala. The results of
the study revealed that both emotional competence and Mental Health have high
correlation with achievement. The results also revealed that among the variables
studied, the best predictor of Academic Achievement is emotional competence.
Smitha Bhavalkar and Swati Amalwerkar (2008) in their study “Enhancing
Emotional Intelligence Enhancing Quality of life” state that persons who are unable
to manage their emotions cannot take right discussion and handle situations
effectively.
Another study in this area is done by Romesh Verma (2002) in his
“Psychology of Teachers” he demands that in facing the challenges of adjustment in
life a teacher tries to control himself with the result that he suppresses his emotions,
psychological and Physiological needs. The individual feels lonely even in the midst
of crowd, create a sense of mal adjustment among others. Feeling that they have no
real friends, one to trust, they lost the ability to give or receive affection is a serious
threat for the development of personality. In moments of tension, they see the loss of
orientation, the sense of getting nowhere, the usefulness of further efforts resulting
in invisible changes in psychological behaviour due to stress and strain, tension and
other psychological factors, which influence the life adjustment of one individual on
one hand and psychological behaviour of an individual on the other.
E.Ramaganesh and N.Johnson (2008) conducted a study as “EQ of Teacher
Educators A survey”. The objectives of the study were to find out the level of
emotional quotation of teacher educators in Union territory of Pondicherry and to
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find out the level of emotional quotient of principals working in training colleges
and training institutes. The study reveals that the advent of emotional intelligence
enriches one’s knowledge of the information surroundings him. An important task
for educators and trainees is to translate academic theories and research in to
practical applications in their educational programmes. As teacher educators, it is
important to provide the students with the knowledge they need to enhance not only
their careers but also their quality of life, across the social spectrum. Incorporating
EI theory in to a course allows for personal growth and enhanced team work in the
class room.
Sobhana M. Zambare (2008) conducted a study as “Social competencies of
D.Ed Trainess in Relation to their Social Intelligence”. The objectives of the study
were to find out the level of social intelligence of D.Ed trainees and divided the
whole group of D.Ed trainees in to high, medium and low group, to find out the
level of social competencies of D.Ed trainees and divided the whole group of D.Ed
trainees in to five ranges, to find out the relationship between social intelligence and
social competencies of D.Ed trainees and to find out the correlation co-efficient
between the scores of social intelligence and social competencies of D.Ed trainees.
The study reveals that the frequency distribution of the three groups of social
intelligence indicates that medium of social intelligence group has slightly higher
frequencies value than the normality, which indicates that this distribution is lept-
kurtic. The trainees in higher social intelligence group are slightly higher than low
social intelligence group the frequency distribution of social competencies scores
indicates that there were more trainees belonging to average social competencies
category. The findings of the above study will be useful to the curriculum framers of
D.Ed courses and for DIET. Because a socially competent and socially intelligence
teacher can bring up socially competent student group.
Jayanthi and Reena Agarwal (2006) conducted a study on “Relationship
between Teacher’s values and socio-emotional climate of the classroom”. Verbal
class room behaviour of the teacher formulates the socio-emotional and intellectual
climate of the classroom. For successful and effective teaching. Socio-emotional
climate of the classroom should be positive. Students feel comfortable and one
motivated to learn in positive socio-emotional classroom climate. The teaching
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behaviour of the teachers is guided by their values. Human values can be inculcated
in student teachers and teacher educators by introducing the programme of education
in human values in teacher education curriculum, by modifying pupil teachers
training behaviour during practice teaching session, by making student teachers
aware about the values imbibe in the subjects, by using progressive method of
teaching like discussions activities, projects, practical, independent study and
observations and by organizing co-curricular activities.
Ajaykumar Bhimrao Patil (2006) conducted a study on “emotional
Intelligence among student teachers in relation to sex, faculty and Academic
Achievement”. The objectives of the study were (1) to find out the differences in the
emotional intelligence of male and female teachers (2) to find the difference in the
emotional intelligence between student teachers of art and science faculty (3) to find
the relationship between emotional intelligence and Academic. Achievement of
student teachers. In the educational process, the personality of teacher is very
important and for a balanced personality proper organization of emotion is needed.
So, at the time of admission to B.Ed course the E.I.T. should be given to the
candidates to identify the level of emotional intelligence and those candidates who
have very low level of emotional intelligence should not be considered for
admission. To ensure emotional development, the concept of Emotional Intelligence
should be included in the syllabus of B.Ed course. Emotional literacy programe for
student teachers should be started. It will help to improve student teachers over all
performance.
Pradhan et al (2005) conducted a study on emotional intelligence and personal
effectiveness. The study was conducted on 50 post graduates comprising 25 male
and 24 female students from various departments of Delhi University. The sample
was administered on emotional intelligence scale (Coler and Sowab, 1997) and
personal effectiveness scale (Pareek, 1989). The study reported that there exists a
positive relation ship between emotional intelligence and personal effectiveness.
Patil (2005) conducted a study on emotional intelligence among student
teachers in relation to sex, faculty and academic achievement. Their investigation
reveals the difference in the emotional intelligence of male and female teachers and
also between student teachers of arts and science.
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William Flexner (2004) in his study “Elements of Social Psychology”,
explains there is a difference in the behaviour of an individual when he behaves
individually and when he behaves in a group or in social settings. Societies have
their set of values, real times and attitudes, towards works, religion and culture.
Social psychology therefore, tries to understand individuals and groups and how
they behave in specific social settings.
E.G. Paramaswaran and K.Ravichandra (2004). in their study “Experimental
Psychology”, describe feelings and emotions together constitute what are called
affective process. Infact, it is difficult to differentiate feelings from emotions.
According to the authors, one of the most important controversies in psychology has
centered around the role of bodily activities in emotions. Early psychologists
considered all emotional behaviour to be innate and believed that there were a
number of innate emotional reactions. They continues most human behaviour takes
place in response to stimulations from other human beings. It is influenced by the
individuals feelings and attitudes towards the other and serves to produce some
responses in other too.
William Mc Dougall (2004) in “A Text Book of Psychology” pointed out that
there is only one way in which this impulsive power of “the emotions” can be
intelligibly accounted for the brought in to line with any systematic description of
our mental life and structure. That is the way pointed out by Charles Darvin. That
way is to recognize that all the bodily changes of any spices of animal which we call
“expressions of the emotions” are adaptations of the body to the modes of instinctive
activity proper to the species.
Rivera et al (2004) studied “across contexts comparison emotional intelligence
competencies. A discovery of gender differences”. The analysis revealed a
difference in emotional intelligence behaviour between work and the personal
context. When the analysis is performed by gender the difference increases. Women
have showed a significant difference in seven and men in six of the 21 competencies
of the emotional intelligence competency frame work used in the study. It also
showed that woman display a higher level of this competencies at home and men at
work, behaviour that is in line with the gender role dynamics and the cultural
characteristics of the sample. A correlation analysis revealed that the difference in
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behaviour is related to the masculinity / feminity dimensions of culture and human
values in the case of women.
Pandit Banisibihani and Yunous G.Pathan (2004) conducted a study on
“Emotional Intelligence of Secondary Teachers”. The present study examines the
level of Emotional Intelligence of secondary teachers in relation to gender and age.
The objectives of the study were to determine the level of EQ of secondary teachers,
to compare the level of EQ of male and female secondary teachers, to compare the
group-1 (age below 30 yrs), group-2 (age 31 yrs to 45 yrs) and group-3, (age 46 to
60 yrs). The interpretation of results shows that the level of emotional intelligence of
secondary teachers is low and extremely low, white to be successful in teaching
profession and to have job satisfaction one needs a high EQ level in the range of 250
– 274. The scanning of the responses of the sample reveals total lack of emotional
competencies such as lack of ability to tackle frustrations, inferiority complexes and
ego problems, lack of adaptability and flexibility, poor communication of emotions
and poor inter-personal relationship ie, lack of belief in the basic elements of trust,
confidence and reliance, bringing from their level of EQ. It can be concluded from
this study that the level of emotional intelligence is low and EQ is independent of
gender and age.
Ciarrochi, Chan and Bajgar (2001) examined the concept of emotional
intelligence in adolescents. It was found that emotional intelligence in adolescents
was higher for females than males and was positively associated with the skills of
identifying emotional expressions, amount of social support, extent of satisfaction
with social support and mood management behaviour.
Pandit Bansibihari and Lata Surwade (2006) in their study “the Effect of
Emotional Maturity on Teacher Effectiveness” examines emotional maturity of
secondary teachers and its effects on Teacher effectiveness. The objectives of the
study were to find out the emotional maturity of teachers, to find out the
effectiveness of teachers, to identity emotionally mature/stable and the emotionally
immature / unstable teachers, and to compare teaching effectiveness of emotionally
mature group with that of emotionally immature group. The findings of the study
were, female teachers are emotionally more mature, stable than male teachers, who
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are found to be emotionally immature / unstable. The teaching of emotionally
mature teacher is more effective than those of emotionally immature teachers.
Aggarwal (1992) noted that emotional intelligence and competencies are
affected by the levels of frustration. Regression and frustration denotes emotional
competence in people of high socio-economic status. Researches conducted in the
domain of Emotional Intelligence clearly indicate that this aspect of personality
plays a vital role in the manifestation of human behaviour by which one attempts to
deal with different emotive situations and meet his needs including the efforts to
maintain harmonious relationship with the environment.
Jain (1993) pointed out that in comparison to take adolescents having
moderate anxiety, the late adolescents having high anxiety, have greater ability to
cope with problem emotions, ability to function with emotions, encouragement of
positive emotions and emotional competence in general. Religious affiliation also
affect it. In comparison to Muslims, Hindus have more adequate depth of feeling in
general. In comparison to Muslims, Christians have a better ability to cope with
problem emotions and yet a more effective emotional competence in general. In
comparison to Hindus, Christians have a greater ability to function with emotions in
high anxiety group and more encouragement of positive emotions in general.
Martines – Pones – Manuel (1998) reveals that 109 adolescents were surveyed to
assess their perceptions of their parents influence in their emotional intelligence and
through emotional intelligence as well as their task orientation (To), Social
functioning (SF) and depression, symptamatology (DS), Path Analysis disclosed a
substantial effect of parental modeling, encouragement, facilitation and rewarding as
the subjects emotional intelligence, and important effects of emotional intelligence
on TO, SF and DS were found. The results are interpreted in the light of Moder
Social cognitive theory.
Elizebeth B.Hurlock (1976) in her study “Personality Development” explains,
emotions colour the individual’s perception of himself and his environment and
affect his behaviour. By determining what his characteristics pattern of adjustment
to life will be, they affect his personality. Emotions can add pleasure to a person life
and motivate action that improves his social and personal adjustments. It strong and
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frequent, emotions can play havoe with a person’s physical well being by upsetting
body homeostasis. Emotions have both direct and indirect effects on personality.
The direct effects comes from physical and mental disturbances, while the indirect
effects come from the reactions of members of the social group towards the person
who is experiencing the emotions. The degree of influence the social group has on
personality development depends not alone on how well accepted the person is, but
also on how much social acceptance means to him.
Grewal (1976), in his study explained the idea that the main predictors of
teacher effectiveness were home, health, social, emotional and total adjustment,
dominance, submission and verbal and non-verbal intelligence. He concludes that
high effective teachers were more affects thymic, more intelligent, having more ego
strength, more surgent, more self-sentiment, less suspicious, less guilt prone and less
radical.
2.2.4.2 Studies conducted abroad
Pickens, Jeffrey (2009) conducted a study called Socio-Emotional Programme
Promotes Positive Behaviour in Preschoolers. “This study evaluated an early
childhood socio-emotional programme aimed at promoting preschooler's social
skills and reducing behaviour problems. The Peace Education Foundation (PEF)
socio-emotional development programme was provided in English and Spanish to
preschool teachers, parents and children in Miami, Florida. The programme instructs
teachers and parents how to use activities and "I-Care Rules and Language" to
encourage empathy and fair play, express feelings, avoid conflict, manage anger and
interact more positively with others. Teachers and parents of preschoolers
participated in PEF's "Creating Caring Children" and "Peacemaking Skills for Little
Kids" training. The Preschool and Kindergarten Behaviour Scale (PKBS-2) was
used to assess 246 preschoolers' behaviour changes over time at preschools
participating in the PEF programme, compared with 50 children from a matched
group that did not receive the programme. Children's PKBS-2 scores showed
increased social cooperation, more positive interaction quality and greater social
independence, plus fewer Internalising and Externalising Problem Behaviours in
PEF preschools versus controls. This study demonstrated the efficacy of the PEF
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model to promote positive socio-emotional development in children attending
diverse, private preschools. (Contains 1 table and 1 figure.)
Turton, Penelope et al (2009) in their study called “Psychological
Vulnerability in Children Next-Born after Stillbirth: A Case-Control Follow-Up
Study” explain Case studies and anecdotal accounts that perinatal loss may impact
upon other children in the family, including those born subsequent to loss. However,
there is a dearth of systematically collected quantitative data on this potentially
vulnerable group. Methods: Case-controlled follow-up of 52 mothers with history of
stillbirth with their next-born children aged 6-8 years, and 51 control mother-child
dyads. Previously reported baseline data included maternal antenatal and postnatal
psychological assessment, and infant security of attachment at 12 months. Follow-up
assessments included maternal psychiatric and socio-demographic data, mother and
teacher-rated scales of the child's strengths and difficulties, child IQ, observer-rated
mother-child interaction and maternal reports of child health. Results: There were no
significant between-group differences in child cognitive or health assessments, or in
teacher-rated child difficulties. However, mothers with history of stillbirth (the index
group) reported increased child difficulties, in particular peer problems, and more
adverse interaction was observed in respect of higher levels of maternal criticism of
the child's actions, more overall controlling behaviour by the mother, a less
harmonious emotional atmosphere and a lower level of maternal engagement with
the child. Some of these effects appeared to be mediated by maternal perinatal
psychological symptoms and family breakdown. Conclusions: This study provides
no evidence to suggest that siblings born after stillbirth are clinically at risk but does
lend empirical support to clinical reports that such children are seen by their mothers
as having problems and that they are exposed to less optimal interaction with their
mothers. Possible interpretations of these findings are discussed in the context of
theoretical accounts of "replacement child" and "vulnerable child" syndromes.
Mavroveli et al (2009) in his study Exploring the Relationships between Trait
Emotional Intelligence and Objective Socio-Emotional Outcomes in Childhood
examines the validity of construct, as operationalized by the Trait Emotional
Intelligence Questionnaire-Child Form (TEIQue-CF), in primary schoolchildren.
Aims: The main aim was to examine the construct validity of trait EI in middle and
69
late childhood by exploring its relationships with cognitive ability, emotion
perception, and social behaviour. Sample: The sample comprised 140 children aged
between 8 and 12 years (M = 9.26 years, SD = 1.00 year; 63 girls) from two English
state primary schools. Method: Pupils completed the TEIQue-CF, the standard
progressive matrices (SPM), the guess who peer assessment, the social skills
training (SST) test, and the assessment of children's emotion skills (ACES) during
formal class periods. The procedure took approximately two hours with a short
break between assessments. Results: Trait EI scores were positively related both to
peer-rated prosocial behaviour and to overall peer competence. They also predicted
emotion perception accuracy beyond overall peer competence. As hypothesized in
trait EI theory, the construct was unrelated to IQ (Raven's matrices) and academic
performance. Conclusions: Trait EI is successfully operationalized through the
TEIQue-CF and has important and multifaceted implications for the socialization of
primary schoolchildren.
Collishaw, Stephan et al (2009) conducted a study called How Far Are
Associations between Child, Family and Community Factors and Child
Psychopathology Informant-Specific and Informant-General. It proves Assessments
of child psychopathology commonly rely on multiple informants, e.g., parents,
teachers and children. Informants often disagree about the presence or absence of
symptoms, reflecting reporter bias, situation-specific behaviour, or random variation
in measurement. However, few studies have systematically tested how far correlates
of child psychopathology differ between informants. Methods: Parents, teachers and
children in the 1999 British Child and Adolescent Mental Health Survey (n = 4,525,
ages 11-15 years) completed the Strengths and Difficulties Questionnaire. Multiple
source regression models tested the extent to which child, family, school and
neighbourhood characteristics were differentially associated with the three
informants' reports. The 2004 British Child and Adolescent Mental Health Survey (n
= 3,438, ages 11-15 years) was used for replication. Results: Almost all significant
correlates of child mental health were differentially related to parent, teacher and
child ratings of adjustment. Parental distress, parent-rated family functioning, and
child physical health problems were most strongly associated with parent ratings.
Child ability and attainment, socio-economic factors, and school and neighbourhood
disadvantage were more strongly associated with teacher and parent rated mental
70
health than with children's own ratings. Gender differences in externalising
problems were most pronounced for teacher ratings, and least so for child ratings;
the opposite held true for emotional problems. Effect sizes for combined latent
scores fell near the upper end of the range of effect sizes estimated for the three
individual informants. Results showed good replication across the two samples.
Conclusions: The study highlights that there is substantial variation across
informants in the links between associated factors and child psychopathology.
Stadelmann et al (2007) is their study Associations between Family
Relationships and Symptoms/ Strengths at Kindergarten Age: What Is the Role of
Children's Parental Representations proves, that he quality of the family
relationships plays an important role in the development of children's
psychopathology and in their socio-emotional development. This longitudinal study
aims to investigate whether family relationships are related to children's
symptoms/strengths at kindergarten, and whether family relationships are predictors
of changes in children's symptoms/strengths between 5 and 6. Our main interest is to
examine the role of children's parental representations. Methods: One hundred and
fifty-three kindergarten children (67 girls, 86 boys) participated in this study.
Children's parental representations were assessed using a story stem task (age 5).
The family environment was assessed using parents' ratings (age 5). A multi-
informant approach (parent, teacher, child) was employed to assess children's
symptoms/strengths at 5 and 6. Children were interviewed using a standardised
puppet interview. Parents and teachers completed questionnaires. Results: Children's
parental representations as well as the family environment were associated with
children's symptoms/strengths at 5 and 6. When controlled for gender, children's
representations were the only predictor of changes in symptoms/strengths between 5
and 6. A large number of negative parental representations at 5 predicted an increase
in conduct problems. A large number of positive parental representations at 5
predicted an increase in pro-social behaviour. In terms of emotional symptoms and
hyperactivity/inattention, symptoms at 5 were the only predictor for symptoms one
year later. Conclusions: Our results suggest that kindergarten children's narrative
representations may elaborate the processes underlying the expression of child
disturbance and strengths, and underline the relevance of the play and narration of
young children for diagnostics and therapy.
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Meltzer, Howard et al (2007) conducted a study entitled “Children's
Perceptions of Neighbourhood Trustworthiness and Safety and Their Mental
Health”. Their objective was to examine one aspect of social capital--perceived
neighbourhood trust and safety in relation to childhood psychopathology. Methods:
Data on childhood psychopathology and perceived neighbourhood trust and safety
were obtained on 3,340 11 to 16-year-olds included in a large survey of the mental
health carried out in 426 postal sectors in Great Britain. Data were collected on
biographic and socio-demographic characteristics of the child and the family,
measures of social capital and neighbourhood prosperity. We entered all these
variables into a logistic regression analysis to establish the strength of association
between perceived neighbourhood trust and safety separately for emotional and
conduct disorders. Results: Children's perception of their neighbourhoods in terms
of the trustworthiness or honesty of the people who live there or feeling safe walking
alone had a strong association with childhood psychopathology, particularly
emotional disorders, rather than the nature of the neighbourhood itself. Children's
behaviour, however, such as going to the park or shops alone, did not vary by
measures of childhood psychopathology. Conclusions: Regeneration of less
prosperous neighbourhoods is likely to increase children's positive perceptions of
trust, honesty and safety which in turn can have a positive effect on their mental
health.
Eynde et al (2006) in a study “Accepting Emotional Complexity": A Socio-
Constructivist Perspective on the Role of Emotions in the Mathematics Classroom
conducted by. It studies a socio-constructivist account of learning and emotions
stresses the situatedness of every learning activity and points to the close
interactions between cognitive, conative and affective factors in students' learning
and problem solving. Emotions are perceived as being constituted by the dynamic
interplay of cognitive, physiological, and motivational processes in a specific
context. Understanding the role of emotions in the mathematics classroom then
implies understanding the nature of these situated processes and the way they relate
to students' problem-solving behaviour. We will present data from a multiple-case
study of 16 students out of 4 different junior high classes that aimed to investigate
students' emotional processes when solving a mathematical problem in their
classrooms. After identifying the different emotions and analyzing their relations to
72
motivational and cognitive processes, the relation with students' mathematics-related
beliefs will be examined. We will specifically use Frank's case to illustrate how the
use of a thoughtful combination of a variety of different research instruments
enabled us to gather insightful data on the role of emotions in mathematical problem
solving.
De Bruyn, Eddy H (2004) conducted a study called “Development of the
Mentor Behaviour Rating Scale”. The present study described the development of
the Mentor Behaviour Rating Scale. In the Dutch secondary educational system, the
mentor is a teacher responsible for individual students' academic and socio-
emotional progress throughout the academic year. In order to assess the mentor
behaviours conducive to pupils' acceptance levels of their particular mentor, two
studies were conducted. In the first study, students (n = 625) rated their mentor on
44 items. Through factor analysis this was reduced to 18 items. In the second study,
the reduced scale was administered to 745 students. This revealed the existence of
two factors, Respect and Humour. These two mentor behavioural factors were
highly predictive of the acceptance levels of students (R2 = 0.52).
Melhuish, E.C. (1986) is his study “Socio-Emotional Behaviour at 18 Months,
as a Function of Day Care Experience, Gender and Temperament” longitudinal study
was made of women and their first-born children who have different employment and
day care experiences during the child's first three years of life. Specific aims of the
study were (1) to gain full account of the history and experience of women who return
to full-time employment while their first child is still young and of their children who
receive non-parental day care from an early age; (2) to assess the consequences, in
terms of the well-being of the woman and child, of full-time maternal employment
and non-parental day care when both are initiated at an early age; and (3) to consider
how far and in what ways these consequences are influenced by certain mediating
factors, including the type and stability of non-parental day care, and the
characteristics of the children, including gender and temperament. The study involved
255 women and their children. Four groups were compared: unemployed women not
using day care and women who were employed full-time and who used relatives,
child minders, or nurseries. Data were collected when children were 5, 10, 18, and 36
73
months of age. This paper reports and discusses data on socio-emotional development
collected at the third contact during home visits involving multiple measures.
2.3 CONCLUSION
The researcher reviewed a number of studies. Related to the variable
“Teaching skills” including K.N. Misra (2009), Bondu Raju and G. Viswanathappa
(2007), Sunitha Joshy and Abha Sharma (2006), G. Viswanathappa(2005), B.
Thomas (2005), Malla Reddy (2005), Neelam Yadav (2003), Narayana Gowda
(2000), K. Dora Sami (1987), Passi and Sharma (1982) etc.
All these studies analysed teacher and teacher education in India,
competency of trained primary teachers, micro teaching skills, class room
managements, educational technology, problems faced by inscnice teachers etc. The
researcher found that there is a possibility to conduct a study on teaching skills of
student teachers at secondary level.
N.L.N Jayanthi and T. Padmanabhan (2008), Vijayalekshmi and D.
Lavanya (2006), Sabu S. and Jangaiah (2005), Swati Patra (2005), Veena H.R.
(2000), Bariner M. (1985), Patel G.N (1980) , Dagaur B.S (1981) etc. conducted
studies on the variable ‘academic anxiety’. But they are all related to test anxiety of
higher Secondary Students, stress and mathematics, stress and teaching competence,
mental health of school children, adjustment and teacher stress, anxiety and
academic achievement, general anxiety, anxiety and creative thinking etc. When all
these studies analyzed the researcher found that there is a dearth of studies on
academic anxiety of student teachers.
There are so many studies conducted on the variable “Institutional
Climate” when the researcher reviewed S.C. Panda and Parohit (2009), Kumar
(2009), Shankar(1987), N.Kamaraj (2008), Saxena (2007), Aruna P.k. (2004), Smith
(1997), all these works deals about how climates have different effects on certain
aspects of human behavior, institutional climate of inscrvice teachers, classroom
climate and achievement of school children, selected aspects of school learning
environment, cognitive style intelligence and classroom climate etc. when the
74
researcher analysed all these works, it is found that no study is conducted on the
institutional climate of student teachers.
Many Scholars work about the variable “socio – emotional behavior”.
B.N Panda (2009), N. Praduan (2009), Manisha Lather (2009), P. Usha and Rekha
(2009) etc. All these studies were related to satisfaction and mental health, job
satisfaction of in service teachers, emotional intelligence, emotional competence
and academic achievement. No work is done on the variable “socio-emotional
behavior” of student teachers.
The researcher found there is a possibility to conduct a study on the above
variables and home, the researcher decided to conduct study on teaching skills,
Academic Anxiety and institutional climate of student teachers on their socio-
emotional behavior.
The methodology of the present study is given in the next chapter.