JOB SATISFACTION – A STUDY OF JAWAHAR NAVODAYAVIDYALAYAS TEACHERS WORKING IN RURAL AREAS

Teaching profession is generally a respectful job in India society. Teacher may contribute substantially to socio-cultural transformation of the society as they are loaded with the responsibility of moulding the young minds. The present researcher is also working as a teacher in college. A large number of teachers from urban background work in rural schools and some of them seek transfer to urban area or to another rural area where some modern amenities can be access. This phenomenon might have relationship with their job satisfaction and attitudes towards teaching. So it is an obvious curiosity to know whether the teachers are really satisfied with their present job. If so, how much? Because if they are not satisfied they will not be motivated to raise academic standards. KEY WORDS:-Job satisfaction, Teachers, Rural area, Jawahar Navodaya Vidyalayas

Burnout of Male and Female Secondary School Teachers of Jawahar Navodaya Vidyalayas in Karnataka – A Study

The purpose of the study is to analyse the difference between the Burnout of male and female secondary school teachers of Jawahar Navodaya Vidyalayas (JNVs) in Karnataka, belonging to the faculty namely physical education, arts, commerce, science, music, art and library science. They were administered checklist developed by Maslach Burnout Inventory by Maslach, which measures Emotional exhaustion, Depersonalisation and Personal accomplishment of a teacher.The data were subjected to ‘t’ test to find out the significance difference between burnout of male and female teachers of JNVs.

Making of National Policy on Education, 1986

This chapter briefly narrates the great hopes aroused by Rajiv Gandhi’s accession to power and his dashing initiatives such as the reorganization of Central Government ministries and critiques the formation of the Ministry of Human Resource Development. It outlines other policy initiatives such as the establishment of Navodaya Vidyalayas and the Indira Gandhi National Open University, and describes the process followed for the formulation of the National Policy on Education (NPE), 1986, and its Programme of Action (POA). It narrates and critiques the key policy postulates of NPE, 1986, such as the a large and systemic programme of non-formal education being a pre-requisite for universalizing elementary education, and vesting the All India Council of Technical Education (AICTE) with statuary powers to regulate technical education. It highlights the fact that NPE, 1986, skirted burning issues of higher education as it not anchored in policy analysis. In the praxis of education policy, there is often no realistic assessment of the problem which needs to be addressed, no realistic identification of the various alternatives, no rigorous evaluation of alternatives, and no roadmap offered for realization of the policy objectives

Academic Task Commitment among the Students of Jawahar Navodaya Vidyalayas (JNVs) and Kendriya Vidyalayas (KVs)

In the present study, the researchers have attempted to assess the Academic Task Commitment among 770 students of JNV and KV comprising 320 from JNVs and 450 from KVs. There was a significant difference between the students of JNV’s and KV’s on Academic Task Commitment in favor on JNV’ students. While boys and girls of JNV’s do not differ and they are alike on Academic Task Commitment. The same was true of KVs, students. Finally, on the whole, it was found that gender had no role to play in Academic Task Commitment. The implications of nurturing Academic Task Commitment among students are discussed.

Creativity among the Students of Jawahar Navodaya Vidyalayas and Kendriya Vidyalayas

In the present study, the researchers have attempted to assess the Creativity among 770 students of JNV and KV comprising 320 from JNVs and 450 from KVs. There was a significant difference between the students of JNV’s and KV’s on Creativity in favour on JNV’ students. While boys and girls of JNV’s did not differ on Creativity. Among the students of KVs, the boys and girls differed significantly on creativity in favour of boys. Finally, there was no significant difference between the boys and girls of JNV’s and KV’s put together on Creativity. The implications of nurturing creativity among students are discussed.