International Journal of Education and Management Studies

Neeru Bala ¹, Darpan Saluja ²

Affiliations
1 Department of Sociology, Govt. Sr. Sec. School Chakkan, Sirsa, IN
2 Junior Programmer, GJUS&T, Hisar, Haryana, IN

Abstract

The contribution of agricultural mechanization has been well recognized in enhancing the production together with irrigation, biological and chemical inputs of high yielding seed varieties, fertilizers, pesticides and mechanical energy. Indian Green Revolution is regarded as one of the greatest achievements of the 20th century. It has been adopted in India on a large scale benefiting both small, medium and large size farms.The study was conducted in rural agricultural Haryana following the criteria of advancement and backwardness of the agricultural area. For the purpose two districts were selected, one in which certain forces of changes and development were present and other where they were absent. A block was randomly selected from each district i.e. Asandh block from Karnal district and Bawani Khera block from Bhiwani district. From the selected cluster of -villages a list of all the farmers of the village was prepared and from that list 150 respondents were selected randomly keeping in proportion farmers to the total population of the villages identified in the cluster. So on the whole a total of 300 respondents were selected from the identified clusters. The study therefore, assumes that the technology and society are interdependent in the sense that former causes change in the latter which in turn affects the former.The study resulted that As the developments proceeds, the social values also under go a change. The attitude towards material progress tend to be more positive with technological improvement. Consequently, the things which were valued most in the past lose their importance with changes in technology.

Keywords

Social Change, Farm Mechanisation, Farmer's

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Neeru Bala ¹, Nivedita Hooda ², Darpan Saluja ³

Affiliations
1 Department of Soc, GS SS Chakkan, Sirsa, Haryana, IN
2 Department of Education, CDLU, Sirsa, IN
3 Jr. Programmer, GJU, Hisar, IN

Abstract

In recent years, inclusive education has risen to prominence, which changed the traditional roles of teachers, from using a "talk and chalk" method, to being more pupil-centred. The role of teachers in mainstream schools has become more varied and challenging. Research has shown that casual factors for stress include role overload, poor learner behaviour, lack of resources the number of individuals for whom teachers are responsible, diversity in individuals with whom they have to work, resistance and lack of motivation of co-workers During study in sirsa city of Haryanaa sample of 200 primary and secondary school teachers of government and private school was taken by random sampling technique It was found that there is no significant difference in the occupational stress of primary and secondary school teachers in relation to type of school (Government and Private).

Keywords

Occupational Stress, School Teachers

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Neeru Bala ¹, Nivedita Hooda ²

Affiliations
1 Department of Sociology, GSSS, Chakkan, IN
2 Department of Education, CDLU, Sirsa, Haryana, IN

Abstract

Occupational Stress has become increasing common in teaching profession largely because of increased job complexities and increased economic pressure on individual. A major source of distress among teachers is the result of failure of school to meet the social needs and job demands of the teachers. This paper analytically discusses the occupational stress among primary and secondary school teachers in relation to sex(male and female) in sirsa. "The occupational stress index" was used to measuare the extent of stress which employee perceive arising from various constituents and condtion of their jobs. During study in sirsa city of haryana a sample of 200 primary and secondary school teachers of government and private school was taken by random sampling technique.The analysis indicates that there is significant difference in occupational stress ofprimary male and female as secondary male teachers are found to be more prone to occupational stress than secondary female teachers.

Keywords

Occupational Stress, Gender, School Teacher

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Alka Rani ¹, Neeru Bala ², Poonam Monga ³

Affiliations
1 Department of Education, Triveni College of Education, Sirsa, Haryana, IN
2 Department of Sociology, GSSS, Chakkan, IN
3 Triveni College of Education, Sirsa, Haryana, IN

Abstract

Mere academic knowledge without deep ischolar_maining in moral and spiritual values will only fashion lop-sided personalities who may become rich in material possessions, but will remain poor in self-understanding, peace, and social concern. Emphasizing this fact, Swami Vivekananda said, "Excess of knowledge and power, without holiness, makes human beings devils." In order for values education to become part and parcel of mam stream schooling, the closest possible links need to be found between it and the world of teachers and schools. Teaching has undergone a revolution over the past decade or so. Updated research into the role of the teacher has uncovered the true potential of the teacher (and, through the teachers, the school) to make a difference. Much of this research insight is captured in the notion of 'Quality Teaching', a perspective that speaks of intellectual depth, inter-relational capacity and self-reflection as being among the factors that characterize the kind of learning that makes a difference. There are important synergies between these perspectives and those of values education. Making these links has potential to release the true power of values education and to elevate it to a mainstream issue for all schools. The address will explore these links and demonstrate how other frameworks and resources available to teachers can be incorporated into a comprehensive and powerful values education for all schools Students are led to believe that by developing the ability to gather, store, and retrieve vast information, they stand educated. But, Swami Vivekananda points out, "Education is not the amount of information that is put into your brain and runs not there, undigested all your life. We must have life-building, man-making and character-making assimilation of ideas."

Keywords

Value Education, Teacher.

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