7 research outputs found
Invigorating self-regulated learning strategies of mathematics among higher education students
No full textTeacher effectiveness in relation to type of ınstitution, emotional ıntelligence and teaching experience
No full textPresent study aims at studying the influence of the emotional intelligence, age and
qualification on the teacher effectiveness of the teachers. The study population included
secondary schools teachers working in Jalandhar and Ludhiana districts of Punjab, India.
Using a multi-stage random sampling method, a sample volume of 739 teachers was
determined. Two main instruments were used to measure the study variables: a 80-item
questionnaire by C R Darolia on emotional intelligence (five scales: Self-awareness,
Motivating Oneself, Managing Emotions, Empathy and Handling Relations, and a 60-
item Teacher Effectiveness Scale by Kumar and Mutha, 1985. The frequency, mean and
standard deviation values were calculated and a 3 way ANOVA analysis was performed
to evaluate the statistical significance of the findings. The study results revealed that:
(a) Differences in teacher effectiveness of groups of teachers’ based on school type i.e.
government and private secondary schools, are not significant. (b) Teachers with low
emotional intelligence are less effective in teaching than teachers with high emotional
intelligence. c) More experienced teachers are found to be more effective than less
experienced teachers. Thus, it can be concluded that emotional intelligence and teaching
experience matters in making of a teacher to be effective
Development and Validation of Semantic Differential Scale to Assess Teachers Belief Towards Socially Disadvantaged Students
No full textThis paper intended to record the process of developing and validating a Semantic Differential Scale to assess the teacher’s belief on socially disadvantaged students in the Indian context. Social Identity Theory (SIT) and Stereotype Content Model (SCM) has been adopted. Following the new method of developing SDS proposed by Ding et al. (2008), the process resulted in a 15-item scale with a three-factorial structure. The reliability and validity of the scale according to the new method were tested with SPSS 26 and Amos 26, with Cronbach’s alpha reliability coefficients greater than 0.962. With good indices on reliability and validity, the instrument is likely to be useful to both academicians and practitioners interested in assessing the addressed context
Validation of Teacher Self-Efficacy for Moral Education Scale in the Indian Context
No full textThe researcher validated Teacher Self Efficacy for Moral Education (TSEME) scale developed initially by Narvaez et al. (2008), in Australia, in the Indian context. Four hundred teachers teaching moral education to middle school students from 17 elite schools in Punjab and Haryana, states of India, were the sample subjects of the study. The two dimensions of Teacher efficacy for Character education, namely personal and general efficacy, with their Cronbach’s alpha being 0.87 in the Indian context, were extracted. The model was tested for the goodness of fit using the IBM SPSS AMOS Version 23. The estimates like TLI, CFI, CMIN/DF, and RMSEA were seen to satisfy the benchmark values. The result indicated that the tool could be administered in the intended population in the Indian context
Verification of the Unidimensionality of Academic Delay of Gratification Scale in the Indian Context
No full textEstimation of Psychometric Properties of Leadership Style Questionnaire at Higher Education
No full textThis study aimed to validate the Even & David-Hadar (2021) leadership style questionnaire for assessing head leadership in the context of Indian higher education. The three-factor structure (transformational, transactional, laissez-faire) was tested with data from 400 university teachers across science, engineering, humanities, and social sciences from both public and private institutions in Punjab.
Purposive random sampling was employed in two separate studies (n=200 each). Study 1 utilized exploratory factor analysis (EFA) to reveal three dimensions explaining 65.46% of the variance, with good internal consistency (>0.80). Study 2 confirmed these findings through confirmatory factor analysis (CFA), demonstrating moderate goodness of fit (CMIN/DF=2.114, GFI=0.89, TLI=0.92, CFI=0.93, RMSEA=0.074).
These results support the validity and reliability of the adapted questionnaire for measuring leadership styles in Punjab higher education. This 15-item, three-dimensional scale can be valuable for addressing behavioral and management issues among university teachers
Mapping the human genetic architecture of COVID-19
No full textThe genetic makeup of an individual contributes to susceptibility and response to viral infection. While environmental, clinical and social factors play a role in exposure to SARS-CoV-2 and COVID-19 disease severity1,2, host genetics may also be important. Identifying host-specific genetic factors may reveal biological mechanisms of therapeutic relevance and clarify causal relationships of modifiable environmental risk factors for SARS-CoV-2 infection and outcomes. We formed a global network of researchers to investigate the role of human genetics in SARS-CoV-2 infection and COVID-19 severity. We describe the results of three genome-wide association meta-analyses comprised of up to 49,562 COVID-19 patients from 46 studies across 19 countries. We reported 13 genome-wide significant loci that are associated with SARS-CoV-2 infection or severe manifestations of COVID-19. Several of these loci correspond to previously documented associations to lung or autoimmune and inflammatory diseases3–7. They also represent potentially actionable mechanisms in response to infection. Mendelian Randomization analyses support a causal role for smoking and body mass index for severe COVID-19 although not for type II diabetes. The identification of novel host genetic factors associated with COVID-19, with unprecedented speed, was made possible by the community of human genetic researchers coming together to prioritize sharing of data, results, resources and analytical frameworks. This working model of international collaboration underscores what is possible for future genetic discoveries in emerging pandemics, or indeed for any complex human disease.<br/
