BOOK REVIEW
India: A Cultural Decline or Revival?
The book is a compendium of several short and crisp essays. Bharat Gupt has brought to bear a good deal of fresh thought on a variety of specific topics of contemporary relevance but of lasting importance to people who call themselves Hindus and also to Indians. The topics have been innovatively classified as applicable to the Uprooted Individual (Eka); Broken Homes (Kula); Dusty villages and dying cities (Grama); Regional defacement (Janapada); Diminishing boundaries (Prithvee) and The self in doubt (Aatman). There is no doubt that issues that are important to Indians do call for such classification particularly to facilitate examination in the context of their ancient heritage and traditions. But as the writing moves on into different chapters this connectivity to the ancient categories becomes less clear. This is perhaps because of insufficient exposition of the ancient categories as the book advances. Of course, if the author had done it the book would have become much bulkier and perhaps less easily readable by a large number of people who ought to read such a book.
The book abounds with powerful and evocative words, fascinating one-liners and metaphors. Such eloquence combined with thought-provoking ideas make the book a valuable reading, yet lucid and easy.
One continuing idea may be mentioned at the outset, namely the enormous impact Nehru had in fashioning independent India's priorities and the approach to them. The book explains how in every aspect of classification adopted in it this impact was unfortunately less than wholesome. The manner in which India was dragged on its independence journey after political and military colonialism betrayed the skewed knowledge of Nehru, based on Fabian European socialism, Marx and Lenin all of which were based on half-baked thinking.
Some of the results of the Nehruvian model of nation-building, explained in the book, are the complete shelving of a colossal and still living cultural heritage, the ill-balanced importance between economic prosperity and cultural revitalization after the very long period of subjugation, oppression and colonial exploitation, blind adoption of the Westminster model of electoral democracy which maintained the huge distance between the governed and the governors, the horrendous corruption in public life fostered by socialism and statism and the greatly misconceived notion of `secularism' which `belittled classical heritage' mistaking it as `Hindu past'. The author has within a few pages illustrated how the entire education system built up in post-colonial India, by ignoring cultural moorings of the populace, ended up validating Macaulay.
One finds the author lucidly explaining and bemoaning how education in post colonial India has totally ignored traditional arts and sciences of the people in their various manifestations. The price already paid by the society and is likely to be paid has been heavy, not only in respect of self-esteem and sense of identity of the people of India, but in social ethics, individual morality in public life, balanced economic development and social harmony. The deadening manner in which State interference in education has marginalized the teacher and the emotional connection between the teacher and the taught is highlighted by the author.
One of the essays deals with evangelization and religious conversion activities of missionaries. The overseas connections and support of the proselytizing outfits and their financial and political clout have been briefly referred to. Cultural delocalization of Indian Muslims with increasing Arabization of Islam, with petro-dollars from the Middle East and the consequent growth of Wahaabism and Salafism, is also highlighted. These two phenomena are gathering strength and it is a danger to social harmony in the country, not to talk of their agenda of weakening Hindu traditions in the country.
Short but effective essays cover the great harm done by `Mandalization' in education, public service and worst of all in electoral democracy by giving a big boost to `caste-consciousness' as a means of aggrandizement of all sorts; the very limited vision behind the Ayodhya Ram Mandir agitation (without a comprehensive revitalization of the temple culture as it used to exist in the country till a few centuries back); and the futility of reservation for women in legislatures without a comprehensive feminine agenda for the society as a whole shorn of political ideologies.
The banishment from education curricula of our value system, deeper elements of religious diversity and pluralism as opposed to mere external marks, is the subject of one of the finest essays in the book. It explains convincingly how comparative religious curriculum "can make sense when taught in relation to architecture, dance, drama, music, painting, poetry, history, mythology, traditional medicine and other knowledge systems preserved by the forest and mountain people". The very useful role nonresident Indians can play in persuading the proper treatment of their religion and culture in the host country education is another aspect referred to by the author.
The book ends with an imaginary conversation, amusing but educative, among Greek philosophers Aristotle, Socrates and a couple of others and an Indian philosopher, popularly known 500 years before Christ as "Pharatos". It brings up subjects such as the difference between ananda and shunyata, between sanaatana and shramana. An interesting thought is how Islamic invaders could easily plunder and denude shramanic following populace which neglected organized civil and military government.
Monday, February 8, 2010
Aricle-Abstract
Gender Differences in Stress Among Bank Officers of Private and Public Sectors By
Christo F V Fernandes, Satish Kumar and Nandakumar Mekoth
This paper investigates the differences of Organizational Role Stress (ORS) among men and women bank officers of private and public sectors. Ten types of role stress were measured using ORS scale. The total sample from 456 respondents was divided into two on the basis of gender. Mean was calculated for each type of role stress and for the total role stress for both the groups. To test the significance of difference among the above-mentioned groups for each role stress variable, t-test has been used. Results indicate that women experience more stress than men on most of the stress parameters. Moreover, women in private sector banks experience more stress than women in public sector banks.
Christo F V Fernandes, Satish Kumar and Nandakumar Mekoth
This paper investigates the differences of Organizational Role Stress (ORS) among men and women bank officers of private and public sectors. Ten types of role stress were measured using ORS scale. The total sample from 456 respondents was divided into two on the basis of gender. Mean was calculated for each type of role stress and for the total role stress for both the groups. To test the significance of difference among the above-mentioned groups for each role stress variable, t-test has been used. Results indicate that women experience more stress than men on most of the stress parameters. Moreover, women in private sector banks experience more stress than women in public sector banks.
Article-Abstract
Effects of Stress and Work Culture on Job Satisfaction
-- A P Singh,
Professor,
Department of Psychology,
Banaras Hindu University,
Varanasi, India.
E-mail: aps_bhu@yahoo.co.in
-- Sadhana Singh,
Research Scholar,
Department of Psychology,
Banaras Hindu University,
Varanasi, India.
E-mail: sadhanabhu@yahoo.co.in
The present study was conducted on 210 managerial personnel working in different private sector organizations. The purpose of the study was to examine the role of life events stress and work culture on job satisfaction. The statistics employed are Mean, Standard Deviation, t-test and bivariate correlation. The results of bivariate correlation indicate that job positive and total positive stress are positively correlated with satisfaction with management and overall satisfaction (job and management), whereas personal positive stress is significantly positively correlated with overall satisfaction. Results of t-test indicate that there is significant mean difference in satisfaction with job, satisfaction with management and overall satisfaction between high and low job positive stress, personal positive stress and total positive stress. The difference is found significant for satisfaction with management in the case of high and low work culture, namely, obligations towards others.
-- A P Singh,
Professor,
Department of Psychology,
Banaras Hindu University,
Varanasi, India.
E-mail: aps_bhu@yahoo.co.in
-- Sadhana Singh,
Research Scholar,
Department of Psychology,
Banaras Hindu University,
Varanasi, India.
E-mail: sadhanabhu@yahoo.co.in
The present study was conducted on 210 managerial personnel working in different private sector organizations. The purpose of the study was to examine the role of life events stress and work culture on job satisfaction. The statistics employed are Mean, Standard Deviation, t-test and bivariate correlation. The results of bivariate correlation indicate that job positive and total positive stress are positively correlated with satisfaction with management and overall satisfaction (job and management), whereas personal positive stress is significantly positively correlated with overall satisfaction. Results of t-test indicate that there is significant mean difference in satisfaction with job, satisfaction with management and overall satisfaction between high and low job positive stress, personal positive stress and total positive stress. The difference is found significant for satisfaction with management in the case of high and low work culture, namely, obligations towards others.
Article
Comparative Study of Organizational Role Stress Among Technical and Nontechnical Teachers
- - Sandhya Mehta,
Assistant Professor,
Guru Nanak Institute of Management & Technology,
Ludhiana.
E-mail: mehta_sandhya@yahoo.com
- - Sandeep Kaur,
Senior Lecturer,
Guru Nanak Institute of Management & Technology,
Ludhiana.
E-mail: saimbhi.jasnoor@rediffmail.com
Educational researchers have long been concerned with role stress among teachers. The concept of role and its two related aspects, role space and role set, have built-in potential for conflict and stress. Comparative study of Organizational Role Stress (ORS) among technical and nontechnical teachers was carried out in Ludhiana, using ORS Scale. The study revealed that Resource Inadequacy was higher for technical teachers as compared to nontechnical teachers for the whole sample and for the lower age group (< 30 years). For the higher age group (> 30 years), Personal Inadequacy and Role Ambiguity were higher for technical teachers as compared to nontechnical teachers.
Introduction
Stress has become the most important factor influencing individual efficacy and satisfaction in modern day occupational settings. Once stress exceeds a certain limit, it can cause burnout and detrimentally affect work performance. In this context, the teaching profession is increasingly characterized by occupational stress. Educational researchers have long been concerned with role stress among teachers. This study aims at how role stress operates on technical and nontechnical teachers. They were administered Organizational Role Stress (ORS) Scale developed by Pareek (2002, pp. 545-547) to measure 10 types of role stress experienced by them.
A number of studies on ORS have been conducted in educational settings (Conley and Woosley, 2000; Jesus and Conboy, 2001; Pestonjee and Azeem, 2001; and Antoniou et al., 2006). Mohan and Chauhan (1999) in a comparative study of 200 managers of government, public and private sectors, found that the managers of public sector experienced maximum Role Erosion and Self-Role Conflict, followed by government and private sector. The private sector seems to have better work climate, which is giving enough forward orientation in one's job role and fewer intra-personal conflicts. This can have implications for improvement of work climate in public sector. Female teachers experienced significantly higher levels of occupational stress, specifically with regard to interaction with students and colleagues, workload, students' progress and emotional exhaustion. Younger teachers experienced higher levels of burnout, specifically in terms of emotional exhaustion and disengagement from the profession, while older teachers experienced higher levels of stress in terms of the support they feel they receive from the government (Antoniou et al., 2006).
As organizations become more complex, the potentiality for stress increases. Stress is a consequence of socioeconomic complexity and to some extent is a stimulant as well. Therefore, one should find ways of using stress productively and reduce dysfunctional stress. The term `stress' will be used here to refer to such terms and concepts as strain and pressure. The concept of role and its two related aspects, role space and role set, have a built-in potential for conflict and stress.
Objective of the Study
The objective of the present study is to understand the differences in ORS experienced by teachers in technical and nontechnical institutes in Ludhiana district. In addition to the comparison in the whole sample, a comparative analysis has been done among teachers of technical and nontechnical institutes having age above (>) 30 and below (<) 30.
Methodology
The primary data was collected using cluster sampling technique on a sample size of 200, comprising 100 from technical and 100 from nontechnical institutes. The sample comprised 50 respondents < 30 years and 50 respondents > 30 years under each category (i.e., technical and nontechnical). Organizational Role Stress Scale was administered to measure the 10 role stressors. Z-test was carried out to find out the significant differences for each role stressor between the two categories, for the whole sample, and for the lower and higher age groups.
Organizational Role Stress Scale
It is a five point scale indicating how true a particular statement is for the role occupant. The respondent is asked to assign `0' to a statement if he never or scarcely feels that way, `1' to a statement if he occasionally feels that way, and `4' if he very frequently feels that way. Hence the score of each role stress may range between 0 and 20, and the total ORS score may vary between 0 to 200. The ratings of the respondents on specified five items as given row-wise in the answer sheet, are added to obtain scores for the 10 role stress dimensions, which can be classified under two different categories as described below:
Role Space Conflicts
Role space has three main variables: the self, the role under question, and the other roles one occupies. Any conflict among these is referred to as role space conflict. These conflicts may take one of the following forms:
Inter-Role Distance (lRD):
It is experienced when there is a conflict between organizational and non-organizational roles. For example, the role of executive vs. the role of a husband/wife.
Role Stagnation (RS)
It's the feeling of being stuck in the same role. Such a type of stress results in perception that there is no opportunity for the future progress of one's career.
Self-Role Distance (SRD)
When the role a person occupies goes against his/her self-concept, then he/she feels self-role distance type of stress. This is essentially a conflict arising out of a mismatch between the person and his/her job.
Role Set Conflicts
Role set comprises roles in the organization with whom the focal role interacts for his/her role performance. Any conflict among different roles in the role set is referred to as role set conflict. These conflicts may take one of the following forms:
Role Ambiguity (RA)
It refers to lack of clarity about expectations from the focal role. They may arise from lack of information or understanding in relation to activities, responsibilities, personal styles or norms.
Role Expectation Conflict (REC)
This type of stress is generated by conflicting expectations from the focal role held by different significant persons (i.e., superiors, subordinates or peers).
Role Overload (RO)
When the role occupant feels that there are too many or too high expectations from his role, he/she experiences role overload. There are two aspects of this stress: quantitative and qualitative. The former refers to having too much to do, while the latter refers to things being too difficult.
Role Erosion (RE)
This type of role stress is the function of the role occupant's feeling that some functions which should belong to his/her role are transferred to/or performed by some other role. This can also happen when the role occupant performs the functions, but the credit goes to someone else. Another manifestation is in the form of underutilization in the role.
Resource Inadequacy (RIN)
This type of stress is evident when the role occupant feels that he/she is not provided with adequate resources for performing the functions expected from his/her role.
Personal Inadequacy (PI)
It arises when the role occupant feels that he/she does not have the necessary skills and training for effectively performing the functions expected from his/her role. This is bound to happen when the organization does not impart periodic training to enable the employees to cope with the fast changes both within and outside the organization.
Role Isolation (RI)
Role isolation is characterized by the feelings that others do not reach out easily, indicative of the absence of strong linkages of one's role with other roles. This can be geographic or systemic.
Analysis and Interpretation
Mean, Median, Standard Deviation, of the scores on ORS scale were calculated to verify the normality of the data. Later Z-test was applied to test the significance of difference in the mean scores of various groups and subgroups.
Results
Table 1 presents descriptive statistics for ORS dimensions. It is evident from Table 2 that the dimensions such as Inter-Role Distance, Role Stagnation, Role Expectation Conflict, Role Erosion, Role Overload, Role Isolation, Personal Inadequacy, Self-Role Distance, and Role Ambiguity are similar in both the categories (i.e., technical and nontechnical teachers). There is a significant difference, however, for Resource Inadequacy which is stronger for technical teachers. This is natural as technical teachers need comparatively higher resources.
From Table 3 it is clear that there is no significant difference in the mean scores of the teachers in technical and nontechnical institutes having age < 30 in 9 ORS dimensions (Inter-Role Distance, Role Stagnation, Role Expectation Conflict, Role Erosion, Role Overload, Role Isolation, Personal Inadequacy, Self-Role Distance and Role Ambiguity). There is a significant difference in Role Inadequacy between technical and nontechnical teachers having age < 30 years, technical teachers experiencing comparatively higher stress on this dimension.
It is evident from Table 4 that there is no significant difference in the mean scores of the teachers in technical and nontechnical institutes having age > 30 for 8 ORS dimensions (Inter-Role Distance, Role Stagnation, Role Expectation Conflict, Role Erosion, Role Overload, Role Isolation, Self-Role Distance and Resource Inadequacy). There are significant differences in Personal Inadequacy and Role Ambiguity between technical and nontechnical teachers having age > 30 years, both being higher for technical teachers.
Conclusion
The technical teachers do not differ from nontechnical teachers in terms of their Inter-Role Distance, Role Stagnation, Role Expectation Conflict, Role Erosion, Role Overload, Role Isolation, Personal Inadequacy, Self-Role Distance and Role Ambiguity in the whole sample and in the age group < 30 years. Resource Inadequacy is stronger for technical teachers in the whole sample and in the age group < 30 years.
For the age group > 30 years, technical teachers do not differ from nontechnical teachers in terms of their Inter-Role Distance, Role Stagnation, Role Expectation Conflict, Role Erosion, Role Overload, Role Isolation, Self-Role Distance and Resource Inadequacy. Personal Inadequacy and Role Ambiguity are stronger for technical teachers in the age group > 30 years.
Suggestions
The overall scores indicate that the technical teachers experience more Resource Inadequacy in comparison to nontechnical teachers. In the case of technical education, resources like computer lab, internet facility, LCD Projector, interactive board, etc., are essential. Therefore, the authorities should ensure that proper resources in terms of infrastructure and various facilities are provided to the teachers.
In case of teachers < 30 years of age, more Resource Inadequacy is evident from the obtained results. This may be due to uneven distribution of resources which needs to be corrected.
There is stronger Personal Inadequacy in case of technical teachers > 30 years of age. This calls for regular training and development of those teachers.
High Role Ambiguity in technical teachers > 30 years of age, maybe due to the fact that as teachers mature in their roles, they may be assigned more responsibility in developmental and administrative activities. Their roles and responsibilities need to be clearly defined.
- - Sandhya Mehta,
Assistant Professor,
Guru Nanak Institute of Management & Technology,
Ludhiana.
E-mail: mehta_sandhya@yahoo.com
- - Sandeep Kaur,
Senior Lecturer,
Guru Nanak Institute of Management & Technology,
Ludhiana.
E-mail: saimbhi.jasnoor@rediffmail.com
Educational researchers have long been concerned with role stress among teachers. The concept of role and its two related aspects, role space and role set, have built-in potential for conflict and stress. Comparative study of Organizational Role Stress (ORS) among technical and nontechnical teachers was carried out in Ludhiana, using ORS Scale. The study revealed that Resource Inadequacy was higher for technical teachers as compared to nontechnical teachers for the whole sample and for the lower age group (< 30 years). For the higher age group (> 30 years), Personal Inadequacy and Role Ambiguity were higher for technical teachers as compared to nontechnical teachers.
Introduction
Stress has become the most important factor influencing individual efficacy and satisfaction in modern day occupational settings. Once stress exceeds a certain limit, it can cause burnout and detrimentally affect work performance. In this context, the teaching profession is increasingly characterized by occupational stress. Educational researchers have long been concerned with role stress among teachers. This study aims at how role stress operates on technical and nontechnical teachers. They were administered Organizational Role Stress (ORS) Scale developed by Pareek (2002, pp. 545-547) to measure 10 types of role stress experienced by them.
A number of studies on ORS have been conducted in educational settings (Conley and Woosley, 2000; Jesus and Conboy, 2001; Pestonjee and Azeem, 2001; and Antoniou et al., 2006). Mohan and Chauhan (1999) in a comparative study of 200 managers of government, public and private sectors, found that the managers of public sector experienced maximum Role Erosion and Self-Role Conflict, followed by government and private sector. The private sector seems to have better work climate, which is giving enough forward orientation in one's job role and fewer intra-personal conflicts. This can have implications for improvement of work climate in public sector. Female teachers experienced significantly higher levels of occupational stress, specifically with regard to interaction with students and colleagues, workload, students' progress and emotional exhaustion. Younger teachers experienced higher levels of burnout, specifically in terms of emotional exhaustion and disengagement from the profession, while older teachers experienced higher levels of stress in terms of the support they feel they receive from the government (Antoniou et al., 2006).
As organizations become more complex, the potentiality for stress increases. Stress is a consequence of socioeconomic complexity and to some extent is a stimulant as well. Therefore, one should find ways of using stress productively and reduce dysfunctional stress. The term `stress' will be used here to refer to such terms and concepts as strain and pressure. The concept of role and its two related aspects, role space and role set, have a built-in potential for conflict and stress.
Objective of the Study
The objective of the present study is to understand the differences in ORS experienced by teachers in technical and nontechnical institutes in Ludhiana district. In addition to the comparison in the whole sample, a comparative analysis has been done among teachers of technical and nontechnical institutes having age above (>) 30 and below (<) 30.
Methodology
The primary data was collected using cluster sampling technique on a sample size of 200, comprising 100 from technical and 100 from nontechnical institutes. The sample comprised 50 respondents < 30 years and 50 respondents > 30 years under each category (i.e., technical and nontechnical). Organizational Role Stress Scale was administered to measure the 10 role stressors. Z-test was carried out to find out the significant differences for each role stressor between the two categories, for the whole sample, and for the lower and higher age groups.
Organizational Role Stress Scale
It is a five point scale indicating how true a particular statement is for the role occupant. The respondent is asked to assign `0' to a statement if he never or scarcely feels that way, `1' to a statement if he occasionally feels that way, and `4' if he very frequently feels that way. Hence the score of each role stress may range between 0 and 20, and the total ORS score may vary between 0 to 200. The ratings of the respondents on specified five items as given row-wise in the answer sheet, are added to obtain scores for the 10 role stress dimensions, which can be classified under two different categories as described below:
Role Space Conflicts
Role space has three main variables: the self, the role under question, and the other roles one occupies. Any conflict among these is referred to as role space conflict. These conflicts may take one of the following forms:
Inter-Role Distance (lRD):
It is experienced when there is a conflict between organizational and non-organizational roles. For example, the role of executive vs. the role of a husband/wife.
Role Stagnation (RS)
It's the feeling of being stuck in the same role. Such a type of stress results in perception that there is no opportunity for the future progress of one's career.
Self-Role Distance (SRD)
When the role a person occupies goes against his/her self-concept, then he/she feels self-role distance type of stress. This is essentially a conflict arising out of a mismatch between the person and his/her job.
Role Set Conflicts
Role set comprises roles in the organization with whom the focal role interacts for his/her role performance. Any conflict among different roles in the role set is referred to as role set conflict. These conflicts may take one of the following forms:
Role Ambiguity (RA)
It refers to lack of clarity about expectations from the focal role. They may arise from lack of information or understanding in relation to activities, responsibilities, personal styles or norms.
Role Expectation Conflict (REC)
This type of stress is generated by conflicting expectations from the focal role held by different significant persons (i.e., superiors, subordinates or peers).
Role Overload (RO)
When the role occupant feels that there are too many or too high expectations from his role, he/she experiences role overload. There are two aspects of this stress: quantitative and qualitative. The former refers to having too much to do, while the latter refers to things being too difficult.
Role Erosion (RE)
This type of role stress is the function of the role occupant's feeling that some functions which should belong to his/her role are transferred to/or performed by some other role. This can also happen when the role occupant performs the functions, but the credit goes to someone else. Another manifestation is in the form of underutilization in the role.
Resource Inadequacy (RIN)
This type of stress is evident when the role occupant feels that he/she is not provided with adequate resources for performing the functions expected from his/her role.
Personal Inadequacy (PI)
It arises when the role occupant feels that he/she does not have the necessary skills and training for effectively performing the functions expected from his/her role. This is bound to happen when the organization does not impart periodic training to enable the employees to cope with the fast changes both within and outside the organization.
Role Isolation (RI)
Role isolation is characterized by the feelings that others do not reach out easily, indicative of the absence of strong linkages of one's role with other roles. This can be geographic or systemic.
Analysis and Interpretation
Mean, Median, Standard Deviation, of the scores on ORS scale were calculated to verify the normality of the data. Later Z-test was applied to test the significance of difference in the mean scores of various groups and subgroups.
Results
Table 1 presents descriptive statistics for ORS dimensions. It is evident from Table 2 that the dimensions such as Inter-Role Distance, Role Stagnation, Role Expectation Conflict, Role Erosion, Role Overload, Role Isolation, Personal Inadequacy, Self-Role Distance, and Role Ambiguity are similar in both the categories (i.e., technical and nontechnical teachers). There is a significant difference, however, for Resource Inadequacy which is stronger for technical teachers. This is natural as technical teachers need comparatively higher resources.
From Table 3 it is clear that there is no significant difference in the mean scores of the teachers in technical and nontechnical institutes having age < 30 in 9 ORS dimensions (Inter-Role Distance, Role Stagnation, Role Expectation Conflict, Role Erosion, Role Overload, Role Isolation, Personal Inadequacy, Self-Role Distance and Role Ambiguity). There is a significant difference in Role Inadequacy between technical and nontechnical teachers having age < 30 years, technical teachers experiencing comparatively higher stress on this dimension.
It is evident from Table 4 that there is no significant difference in the mean scores of the teachers in technical and nontechnical institutes having age > 30 for 8 ORS dimensions (Inter-Role Distance, Role Stagnation, Role Expectation Conflict, Role Erosion, Role Overload, Role Isolation, Self-Role Distance and Resource Inadequacy). There are significant differences in Personal Inadequacy and Role Ambiguity between technical and nontechnical teachers having age > 30 years, both being higher for technical teachers.
Conclusion
The technical teachers do not differ from nontechnical teachers in terms of their Inter-Role Distance, Role Stagnation, Role Expectation Conflict, Role Erosion, Role Overload, Role Isolation, Personal Inadequacy, Self-Role Distance and Role Ambiguity in the whole sample and in the age group < 30 years. Resource Inadequacy is stronger for technical teachers in the whole sample and in the age group < 30 years.
For the age group > 30 years, technical teachers do not differ from nontechnical teachers in terms of their Inter-Role Distance, Role Stagnation, Role Expectation Conflict, Role Erosion, Role Overload, Role Isolation, Self-Role Distance and Resource Inadequacy. Personal Inadequacy and Role Ambiguity are stronger for technical teachers in the age group > 30 years.
Suggestions
The overall scores indicate that the technical teachers experience more Resource Inadequacy in comparison to nontechnical teachers. In the case of technical education, resources like computer lab, internet facility, LCD Projector, interactive board, etc., are essential. Therefore, the authorities should ensure that proper resources in terms of infrastructure and various facilities are provided to the teachers.
In case of teachers < 30 years of age, more Resource Inadequacy is evident from the obtained results. This may be due to uneven distribution of resources which needs to be corrected.
There is stronger Personal Inadequacy in case of technical teachers > 30 years of age. This calls for regular training and development of those teachers.
High Role Ambiguity in technical teachers > 30 years of age, maybe due to the fact that as teachers mature in their roles, they may be assigned more responsibility in developmental and administrative activities. Their roles and responsibilities need to be clearly defined.
Saturday, January 30, 2010
SOME NEW ARRIVALS-
332.0688/Upp/Poo
Uppal, R. K and Poonam
Customer Service In Banks: Search For A New Paradigm.
332.10285/Vij
Vijaykumar, A
The Changing Era Of E-Banking. 2009.
332.10685/Upp/Poo
Uppal, R. K and Pooja
Transformation In Indian Banks. 2009.
343/Mud
Mudgal, Rahul
Journalism And Law. 2009.
346.07/Thi
Thirupathi, T
Business Law. 1st South Asian ed. 2009.
616.8914071/Bei/Yue
Beitman, Bernard D. and Yue, Dongmei
Learning Psychotherapy. A Time- Efficient, Research- Based, And Outcome- Measured Psychotherapy Training Program. 2nd Ed. 1999.
658.02373/Dan
Danvi, Saiki
Handbook Of Career Management. 2008.
658.4012/Sch/Fri
Schragis, Steven and Frishman, Rick
10 Clowns Don't Make A Circus And 249 Other Critical Management Success Strategies.
658.4092/Cam/Gre
Cameron, Esther and Green, Mike
Making Sense Of Leadership: Exploring The Five Key Roles Used By Effective Leaders.
658.81/Mah
Mahajan, C. P
Sales And Marketing Management. 2008.
658.84/Mah
Mahajan, C. P
Commerce And Business Management In Modern World. 2008.
808.1/Wai
Wainwright, Jefferey
Poetry: The Basics. 2004.
809.2512D/Dra
Draper, R. P, editor
Tragedy: Developments In Criticism Edited By R.P.Draper.
821.7D/Fra
Fraser, G. S, editor
John Keats: Odes Edited by G.S. Fraser. 1971
821.3D/Lov
Lovelock, Julian
Donne: Songs And Sonnets. 1973.
822.33D/Mid
Dutton, Richard, editor
Midsummer Night's Dream Edited By Richard Dutton. 822.33D/Jum
Jump, John, editor
Marlowe: Doctor Faustus edited by John Jump.
823.087209/Sca
Scaggs, John, 1970-
Crime Fiction. 2005
.
332.0688/Upp/Poo
Uppal, R. K and Poonam
Customer Service In Banks: Search For A New Paradigm.
332.10285/Vij
Vijaykumar, A
The Changing Era Of E-Banking. 2009.
332.10685/Upp/Poo
Uppal, R. K and Pooja
Transformation In Indian Banks. 2009.
343/Mud
Mudgal, Rahul
Journalism And Law. 2009.
346.07/Thi
Thirupathi, T
Business Law. 1st South Asian ed. 2009.
616.8914071/Bei/Yue
Beitman, Bernard D. and Yue, Dongmei
Learning Psychotherapy. A Time- Efficient, Research- Based, And Outcome- Measured Psychotherapy Training Program. 2nd Ed. 1999.
658.02373/Dan
Danvi, Saiki
Handbook Of Career Management. 2008.
658.4012/Sch/Fri
Schragis, Steven and Frishman, Rick
10 Clowns Don't Make A Circus And 249 Other Critical Management Success Strategies.
658.4092/Cam/Gre
Cameron, Esther and Green, Mike
Making Sense Of Leadership: Exploring The Five Key Roles Used By Effective Leaders.
658.81/Mah
Mahajan, C. P
Sales And Marketing Management. 2008.
658.84/Mah
Mahajan, C. P
Commerce And Business Management In Modern World. 2008.
808.1/Wai
Wainwright, Jefferey
Poetry: The Basics. 2004.
809.2512D/Dra
Draper, R. P, editor
Tragedy: Developments In Criticism Edited By R.P.Draper.
821.7D/Fra
Fraser, G. S, editor
John Keats: Odes Edited by G.S. Fraser. 1971
821.3D/Lov
Lovelock, Julian
Donne: Songs And Sonnets. 1973.
822.33D/Mid
Dutton, Richard, editor
Midsummer Night's Dream Edited By Richard Dutton. 822.33D/Jum
Jump, John, editor
Marlowe: Doctor Faustus edited by John Jump.
823.087209/Sca
Scaggs, John, 1970-
Crime Fiction. 2005
.
Wednesday, January 20, 2010
Monday, January 4, 2010
NEW ARRIVALS
NEW ARRIVALS-3.1.2009
005.55/Gau/Gau
Gaur, Ajay S and Gaur, Sanjaya S
Statistical Methods For Practice And Research: A Guide To Data Analysis Using SPSS. 2nd Ed. 2009.
150.195/Kha
Khare, Stuti
Self In Poststructuralist Theory: Jaques Lacan's Perspective. 2009.
301.412091/Nag
Nagendra, Shailja
Women's Role In Modern World. 2008.
302.230854/Ban
Bansal, S. K
Teleadverising And Children. 2008.
302.23068/Med
Singh, Samir Kumar and Singh, Pushpendra P
Media Management And Development. 2009.
305.2350954/Ind
deSouza, Peter Ronald, Sanjay Kumar and Shastri, Sandeep, editors
Indian Youth In A Transforming World: Attitudes And Perceptions. 2009.
305.420954/Gar
Garwal, Babita
Indian women: a giant power. 2008
305.8/Nat/Aga
Natrajan, Balmurli and Greenough, Paul, editors
Against Stigma: Studies In Caste, Race And Justice Since Durban
306.09/Nay
Nayar, Pramod k
Packaging Life: Cultures Of The Everyday. 2009.
332.0688/Upp/Poo
Uppal, R. K and Poonam
Customer Service In Banks: Search For A New Paradigm.
332.10285/Vij
Vijaykumar, A
The Changing Era Of E-Banking. 2009.
332.10685/Upp/Poo
Uppal, R. K and Pooja
Transformation In Indian Banks. 2009.
343.0998/Mud
Mudgal, Rahul
Journalism And Law. 2009.
346.07/Thi
Thirupathi, T
Business Law. 1st South Asian ed. 2009.
346.66/Thi
Thirupathi
Company Law.
658.02373/Dan
Danvi, Saiki
Handbook Of Career Management. 2008.
658.4012/Sch/Fri
Schragis, Steven and Frishman, Rick
10 Clowns Don't Make A Circus And 249 Other Critical Management Success Strategies. 1st South Asian Ed.
658.4092/Cam/Gre
Cameron, Esther and Green, Mike
Making Sense Of Leadership: Exploring The Five Key Roles Used By Effective Leaders.
658.81/Mah
Mahajan, C. P
Sales and Marketing Management. 2008.
658.84/Mah
Mahajan, C. P
Commerce And Business Management In Modern World. 2008.
808.1/Wai
Wainwright, Jefferey
Poetry: The Basics. 2004.
809.2512D/Dev
Draper, R. P, editor
Developments In Criticism edited by R.P.Draper.
821.3D/Don
Lovelock, Julian
Donne: Songs And Sonnets. 1973.
821.3D/Sha
Shakespeare: The Sonnets edited by Peter Jones. 1977.
821.7D/Kea
John Keats: Odes edited by G.S. Fraser. 1971.
821.91D/Eli
Southam, B. C, editor
T.S. Eliot: ' Prufrock' , 'Gerontion', Ash Wednesday and Other Shorter Poems.
822.33D/Mar
Jump, John, editor
Marlowe: Doctor Faustus edited by John Jump.
822.33D/Mid
Midsummer night's dream edited by Richard Dutton.
823.087209/Sca
Scaggs, John, 1970-
Crime Fiction. 2005.
823.7D/Aus
Southam, B. C, editor
Jane Austen: Sense And Sensibility, Pride And Prejudice And Mansfield Park
005.55/Gau/Gau
Gaur, Ajay S and Gaur, Sanjaya S
Statistical Methods For Practice And Research: A Guide To Data Analysis Using SPSS. 2nd Ed. 2009.
150.195/Kha
Khare, Stuti
Self In Poststructuralist Theory: Jaques Lacan's Perspective. 2009.
301.412091/Nag
Nagendra, Shailja
Women's Role In Modern World. 2008.
302.230854/Ban
Bansal, S. K
Teleadverising And Children. 2008.
302.23068/Med
Singh, Samir Kumar and Singh, Pushpendra P
Media Management And Development. 2009.
305.2350954/Ind
deSouza, Peter Ronald, Sanjay Kumar and Shastri, Sandeep, editors
Indian Youth In A Transforming World: Attitudes And Perceptions. 2009.
305.420954/Gar
Garwal, Babita
Indian women: a giant power. 2008
305.8/Nat/Aga
Natrajan, Balmurli and Greenough, Paul, editors
Against Stigma: Studies In Caste, Race And Justice Since Durban
306.09/Nay
Nayar, Pramod k
Packaging Life: Cultures Of The Everyday. 2009.
332.0688/Upp/Poo
Uppal, R. K and Poonam
Customer Service In Banks: Search For A New Paradigm.
332.10285/Vij
Vijaykumar, A
The Changing Era Of E-Banking. 2009.
332.10685/Upp/Poo
Uppal, R. K and Pooja
Transformation In Indian Banks. 2009.
343.0998/Mud
Mudgal, Rahul
Journalism And Law. 2009.
346.07/Thi
Thirupathi, T
Business Law. 1st South Asian ed. 2009.
346.66/Thi
Thirupathi
Company Law.
658.02373/Dan
Danvi, Saiki
Handbook Of Career Management. 2008.
658.4012/Sch/Fri
Schragis, Steven and Frishman, Rick
10 Clowns Don't Make A Circus And 249 Other Critical Management Success Strategies. 1st South Asian Ed.
658.4092/Cam/Gre
Cameron, Esther and Green, Mike
Making Sense Of Leadership: Exploring The Five Key Roles Used By Effective Leaders.
658.81/Mah
Mahajan, C. P
Sales and Marketing Management. 2008.
658.84/Mah
Mahajan, C. P
Commerce And Business Management In Modern World. 2008.
808.1/Wai
Wainwright, Jefferey
Poetry: The Basics. 2004.
809.2512D/Dev
Draper, R. P, editor
Developments In Criticism edited by R.P.Draper.
821.3D/Don
Lovelock, Julian
Donne: Songs And Sonnets. 1973.
821.3D/Sha
Shakespeare: The Sonnets edited by Peter Jones. 1977.
821.7D/Kea
John Keats: Odes edited by G.S. Fraser. 1971.
821.91D/Eli
Southam, B. C, editor
T.S. Eliot: ' Prufrock' , 'Gerontion', Ash Wednesday and Other Shorter Poems.
822.33D/Mar
Jump, John, editor
Marlowe: Doctor Faustus edited by John Jump.
822.33D/Mid
Midsummer night's dream edited by Richard Dutton.
823.087209/Sca
Scaggs, John, 1970-
Crime Fiction. 2005.
823.7D/Aus
Southam, B. C, editor
Jane Austen: Sense And Sensibility, Pride And Prejudice And Mansfield Park
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