Refine your search
Collections
Co-Authors
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z All
Yadav, Renu
- Strengthening Alliance for Psychological Well-Being of Students
Abstract Views :175 |
PDF Views:0
Authors
Affiliations
1 Department of Education, Central University of Haryana, Jant-Pali, Mahendergarh, Pali, Haryana, IN
1 Department of Education, Central University of Haryana, Jant-Pali, Mahendergarh, Pali, Haryana, IN
Source
IAHRW International Journal of Social Sciences Review, Vol 6, No 3 (2018), Pagination: 320-323Abstract
Student unrest is increasing in higher education institutions at alarming rate. Cases of unrest among students in universities like JNU, University of Hyderabad, Jadavpur University and others repeatedly remind us to improve students' support system for better intervention strategies. The incidence is a great cause of worry among academics and policy making institutions are striving hard to maintain and glorify the education of India. In purview of the existing scenario the present article suggest that efforts must be made for improving the psychological well beings of the students. The socio-emotional competencies of the students can be enhanced and balanced with dynamic alliance between teacher and students in the form of mentorship and among the students with team work.Keywords
Psychological Well Being, Team Building, Higher Education.
References
- Bilmes, J. (2012). Chaos in kindergarten. Educational Leadership, 70(2), 32-35.
- Clark, S. (2015). What is the connection between leadership and team building? Retrieved from (https ://www.linkedin.com).
- Colin Beer & Celeste Lawson (2017). The problem of student attrition in higher education: An alternative perspective. Journal of Further and Higher Education, 41(6), 773-784. DOI: 10.1080/0309877X.2016.1177171
- Conner, T (2015). Relationships and authentic collaboration: Perceptions of abuilding leadership team. Leadership and Research in Education: The Journal of the Ohio Council of Professors of Educational Administration (OCPEA), 2(1), 12-24.
- Doyle, A. (2017). Team building skills list and examples. Retrieved from (https://www.thebalance.com/list-of-team-building-skills)
- Dussauge, P., Garrette, B., & Mitchell, W. (2000). Learning from competing partners: Outcomes and durations of scale and link alliances in Europe, North America and Asia. Strategic ManagementJournal, 21, 99-126.
- Education.qld.gov.au/staff/development/performance/.../team-building-workplace,pdf
- Flynt, E. S., & Brozo, W. G. {2009). It's all about the teacher. The Reading Teacher, 62(6), 536-538.
- Fredricks, J. A., Blumenfeld, P. C, & Paris, A. H. {2004). Education institution engagement: Potential of the concept, state of the evidence. Review of Educational Research, 7'4(1), 59-109.
- George, J. M., & Jones, J. R. {2012). Understanding and managing: Organizational behavior.XJ.S.A: Prentice Hall Publications.
- Grimsley, S. Strategic alliance in business: Definition, advantages and disadvantages (Transcripts). Retrieved from {https://study.com)
- Hindman, J. L., Grant, L. W., & Stronge, J. H. {2010). The supportive learning environment: Effective teaching practices. Larchmont, NY: Eye on Education.
- Isoraite, M. {2009). Importance of strategic alliances in company's activity. Intellectual Economics, 1(5), 39-46.
- Kumar, K. {June 6, 2009). Understanding the education system: An eco- behavioural approach. Economic andPolitical Weekly, XIV(23), 42-65.
- McCary, J., Pankhurst, S., Valentine, H., & Berry, A. {2011). A comparative evaluation of the roles of student adviser and personal tutor in relation to undergraduate student retention. An.glia~R.uskin University.
- Mealiea, L., & Baltazar, R {2005). A strategic guide for building effective teams. Public Personnel Management, 34(2), 141-160.
- Nazzaro, A.M., & Strazzabosco, J. {2009). Group dynamics and team building. Hemophilia Organization Development, 4, 1-18.
- Online Student Grievance Redressal Portal, https://www.ugc.ac.in/grievance/
- Sairam, B., Sirisuthi, C, & Wisetrinthong, K. {2017). Development of program to enhance team building leadership skills of primary education institution administrators. InternationalEducation Studies, 10(1), 143-154.
- Sarah, M., Sue, R., Maura, O.R., Kirsten, H., Sarah, F., & Ceris, M. {n.d.). Comparing and evaluating the impacts on student retention of different approaches to supporting students through study advice and personal development. What works. students retention and success project. University of Reading and Oxford Brookes University.
- Sohmen, V S. {2013). Leadership and teamwork: Two sides of the same coin. Journal of IT and Economic Development, 4(2), 1-18.
- worldanimal.net/documents/3_Leadership_etc.pdf
- http://www.upm.ro/proiecte/EEE/Conferences/papers/S421.pdf the competitive advantage.
- https://www.ugc.ac.in/pdfnews/2147890_gazetteequity-Eng.pdf
- Exploration of Dimensions of Job Performance of Women Teachers in Higher Education
Abstract Views :201 |
PDF Views:0
Authors
Renu Yadav
1,
Sheetal
1
Affiliations
1 Department of Education, Central University of Haryana, Jant-Pali, Mahendergarh, Pali, Haryana, IN
1 Department of Education, Central University of Haryana, Jant-Pali, Mahendergarh, Pali, Haryana, IN
Source
IAHRW International Journal of Social Sciences Review, Vol 6, No 2 (2018), Pagination: 284-287Abstract
The present study is an attempt to investigate the Job performance among women teachers in Higher education institutions. Purposive sampling technique was used for data collection. A sample of 110 women teachers working in Government and private degree colleges were selected for the study. Self-made questionnaire on Job performance scale was used to collect the data from teachers in higher education. The result of the study by using principal component analysis indicates that team spirit is the principal component that affects job performance of women teacher in higher education. Job security is also crucial in determining job performance of women teachers in higher education institutions in Haryana.Keywords
Job Performance, Job Security, Higher Education, Female Teachers.References
- Abdullah, M. I. (2016). The effect of leadership and organizational culture, emotional intelligence and job satisfaction on the performance. International Journal of Evaluation and Research inEducation, 5(2), 158-164.
- Bakotic, D., & Babic, T. B. (2013). Relationship between working conditions and job satisfaction: The case of Croatian shipbuilding company. International Journal of Business and Social Science, 4(2) > 206-213.
- Campbell, J.P., McCloy, RA, Oppler, S.H, & Sager, C.E. (1993). A theory of performance. In N. Schmitt and W.C. Borman (Eds.), Personnel selection in organizations (pp. 35-70). Jossey-Bass Publishers, San Francisco.
- Chandrasekar, K. (2011, January). Workplace environment and its impact organizational performance in public sector organizations. International Journal of Enterprise Computing and Business Systems, 7(1), 1-19.
- Colquilt, J., Wesson, M., & Lepine, J. (2009). Organizational behavior: Essential for Improving Performance and Commitment, https://www.ebay.com > Books > Textbooks, Education.
- Deo, K. D. (2011). Stress and work life of college teachers. Journal of Indian Academy oj'AppliedPsychology, 37, 78-85.
- Lau, C. A., & Buckland, C. (2000). Budgets emphasis, participation, task difficulty & persuasion: The effect of diversity within culture. Accounting and Business Research, 31,37-55.
- Lazear,E. (1996). Performance pay andproductivity.NBER. working paper, pp. 56-72.
- Murtedgo, S. (2016). Role of organizational culture on the performance of primary schoolteachers. Journal of Education andLearning, 6, Issue 1.
- Nurhat, S.N.Z. (2013). The impact of organizational climate on teacher's job performance. EducationalResearch journal 2, Issue 1.
- Oredein, A. O. (2014). Lecturer Job commitment and job performance: Leadership implication for Nigerian higher education development. Journal of Educational Review, 7, Issue 1.
- Oredein, A. O. (2014). Lecturer job commitment and job performance: Leadership implication for Nigerian higher education development. Journal of Educational Review, 7, Issue 1.
- Oshagbemi, T (2003). Personal correlation Job satisfaction: Emperical evidence UK Universities. International Journal of SocialEconomics, /(30), 1210-1232.
- Papakonstaniou, S. A. (2014). Factors affecting job satisfaction, stress and work performance of secondary education teachers in Epirus, NW Greece. International journal oj^Management In Education, 5(1), 37'-53.
- Sell, L., & Bryan, C. (2011). Job satisfaction, work environment, and rewards: Motivational theory revisited labr. LABOUR, 25(1), 1-23.
- Tariq, R H. (2011). Personal and job related predictors of teacher stress and Job performance among school teachers. Pakistan Journal of Commerce and Social Sciences, 5(2), 319-329.
- Implementation of Socio-Emotional Skills by Teachers in Schools
Abstract Views :272 |
PDF Views:0
Authors
Renu Yadav
1,
Annu Kumari
1
Affiliations
1 Department of Education, Central University of Haryana, Jant-Pali, Mahendergarh, Haryana, IN
1 Department of Education, Central University of Haryana, Jant-Pali, Mahendergarh, Haryana, IN
Source
IAHRW International Journal of Social Sciences Review, Vol 7, No 2 (2019), Pagination: 217-219Abstract
Dealing with various challenges in school along with academic performance requires socio-emotional skills for both teachers and students. The teacher plays a key role in practices the social and emotional learning among students in their classroom teaching learning process. The objective of this study is to find out the status of implementing social and emotional learning by school teachers. The researcher took a sample of 40 teachers randomly from Govt. and Private schools of Rewari, Haryana. An open ended questionnaire is used for collecting data. The findings of the study revealed that they only talks about SEL but they need some training and expertise in order to apply it practically in classrooms.Keywords
Social and Emotional Learning, Implementation, School Teachers.References
- American Institute for Research (Collaborative for Academic, Social & Emotional learning): Social and Emotional Learning and Bullying Prevention. Retrieved from http://crisisresponse.promoteprevent.org/webfm_send/1668.
- Bracket!, M. A., & Reyes, M. R., Rivers, S.E., Elbertson, N.A., & Salovey, P. (2012). Assessing teachers' beliefs about social and emotional learning. Journal of Psycho-educational Assessment, 30(3), 219-236.
- Douglass, G. (2011). Inservice and preservice teacher knowledge and perceptions of social emotional learning and its impact on reading and overall academic attainment. Dissertation (PhD): Texas A and M University.
- Forcina, L. C. (2012). Social emotional competence and teacher stress. Electronic Theses and Dissertations. https://digitalcommons.georgiasouthern.edu/etd/798
- LeVesseur, C.A. (2015). Implementing universal social and emotional learning programs: The development, validation, and inferential findings from the school wide SEL capacity assessment. Doctoral Dissertations May 2014 - current. 448.
- Rich, J.E. (2016). A promising practice: Social emotional learning in teacher education. Dissertation (PhD), Rutgers: The State University of New Jersey
- Roffey, S. (2017). The ASPIRE principles and pedagogy for the implementation of social and emotional learning and the development of whole school well-being. International Journal of Emotional Education, 9(2), 59-72.
- Schonert-Reichl, K. A. (2017). Social and emotional learning and teachers. TheFuture of Children, 27(1), 137-155. www.futureofchildren.org
- Yoder, N.P. (2013). Linking social-emotional learning to teaching practices in an urban context: A mixed-method study. Doctoral Dissertation: University of Michigan.