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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

40

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

41

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

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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.

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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.

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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

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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.

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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

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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.

71

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.