Ultimate Aim Of Any School Education Education Essay Example

Moreover, Indian philosophy underscores the direct engagement between teachers and students for effective education. Thus, it is essential to recognize the pivotal role that teachers play in students' overall development. Teaching cannot be carried out in isolation; it necessitates specific skills and abilities known as teaching competence. Teaching competence encompasses various dimensions and is a multifaceted concept.

The measurement of instructor effectiveness depends on the point of view. It can be assessed by examining instructors' traits, their teaching methods, or the results of their instruction. These three aspects of instructor effectiveness may be affected by instructors' orientation. Thus, there can be a strong connection between instructor effectiveness and their attitude towards teaching. Furthermore, the efficiency of instructors may also depend on school organization and management.

The school environment can impact the effectiveness of instructors. Therefore, the emphasis placed on instructors and their competence can also play a role in their teaching ability. Every individual has interests and goals, and when these are fulfilled, their efficiency may increase. Conversely, if they are not fulfilled, their efficiency may decrease. As a result, a teacher's job satisfaction can also affect their competence. It is therefore important to understand the connections between teaching competence and variables such as attitude towards teaching, emphasis on learning, and job satisfaction in order to control for these factors.

Teaching has historically been practiced in unorganized societies, typically conducted within families or by spiritual leaders. However, with population growth and the expansion of knowledge, education has become a crucial component of organized economies. While education was previously viewed as an individual advantage, it gradually became acknowledged as a societal benefit during the early 20th century. Consequently, governments

across the globe are augmenting their funding for education.

The quality, measurement, and efficiency of instruction rely on the teaching's quality. Teaching encompasses four stages: course of study planning, direction, measurement, and evaluation. A teacher who excels in all these stages experiences immense satisfaction in their profession. Happiness at work can be deemed as a strong indicator of success in teaching. The Indian Education Commission (1966) acknowledged the necessity to continually enhance the economic, social, and professional standing of teachers and to attract skilled individuals into this field. Unfortunately, opting for a career in education is frequently viewed as a final option by many.

Success in the teaching profession requires a crucial quality that is necessary for achievement. Without this essential quality, individuals cannot effectively encourage and support students. It includes possessing enthusiasm for their job, a desire for professional growth, and a willingness to foster both knowledge and personal development in their students.

Teaching Competence, also referred to as Teacher Effectiveness, encompasses various variables that are challenging to define precisely. Terms like learning success, successful instruction, learning efficiency, learning performance, and instructional ability are often used to describe teaching competence. BARR (1961) states that different terms are employed in research to describe an effective teacher. The terms learning competence and teacher competence encompass both the behavior and activities of teachers related to teaching competence. Literature on teaching ability frequently mentions learning competence.

Despite having an agreed understanding of the terminology associated with learning competence, its description lacks clarity. In fact, competent instruction is a relative concept that can be interpreted differently. BIDDLE (1964) emphasized the ambiguous nature of describing learning competency. Some researchers use the term to denote

the process of development, characteristics displayed by instructors, behaviors exhibited by instructors, and learning outcomes.

Hence, proficiency in achieving goals and the quality of products determine the level of learning. The study of teaching competency explores how teacher qualities, teaching methods, and their impact on educational outcomes in the classroom are interrelated. This perspective was further supported by FLANDERS AND SIMON (1969). Additionally, other scholars have attempted to define teaching competence by examining the typical actions performed by teachers in educational environments.

Ryan (1960) suggests that effective learning occurs when the instructor acts in ways that support the development of essential skills such as comprehension, work habits, attitudes, and value judgments. Despite these descriptions highlighting the importance and scope of learning efficiency, they still fail to provide a precise and measurable definition. The difficulty in defining learning competence may stem from the lack of clarity in the definition of learning. This challenge is eloquently described by Rosenshine and Frust (1971), who assert that the inadequacy of the concept of learning and its absence of empirical basis has hindered progress in understanding learning competence.

'Despite the significant progress made in researching human traits, the evaluation of personal qualities has proven effective in assessing learning competence. Specifically, learning competence has been examined through three components: presage, process, and product. The presage component focuses on instructor preparation and personality factors. The process component involves classroom practices, such as classroom engagement and interaction with students. The product component evaluates the quality of student outcomes. Although these components are referred to separately, they are not mutually exclusive and share some common elements.'

Understanding the significance of instructor competency is essential, and to do so,

it is important to grasp the importance of competence. Competence has various definitions depending on the context. In terms of teacher instruction and job performance, competences refer to the requirements for a competence-based teacher instruction. These requirements include knowledge, skills, and values that prospective instructors must demonstrate in order to successfully complete the teacher instruction program (Houstan1987).

Some features of a competence are:

• A competence includes one or more accomplishments that are required to achieve the competence.
• A competence is linked to the three spheres of knowledge, skill, and attitude used to evaluate performance.
• Competences are observable and undeniable due to their performance dimension.

Since competences are observable, they can also be measured. A teacher's competence can be evaluated based on their performance. Not all of a teacher's competences require the same level of knowledge, skill, and attitude.

There are certain skills, achievements, and attitudes that may be shared by instructors. However, some competences may focus more on cognition, while others may be more skill or performance-based.

The Criteria for Teaching Competency

When acknowledging the importance of evaluating teachers in the educational process, we should first consider the criteria for effective teaching and what constitutes good instruction. This is a global issue that is examined in this study, particularly in relation to creativity and interpersonal relationships in primary and secondary education.

As previously mentioned, there are commonly used standards for studying the body, process, and merchandise. Mtzel (1982) classified research designs into four types, each focusing on one of the following independent variables:

pupil learning experiences, learning performance, student learning outcome, and instructor competency. The four types of research are Type L, Type P, Type C, and Type T. In Type L research, the dependent variable is student learning outcome, and the independent variables may include pupil characteristics or learning experiences. The goal of this type of research is to identify important student features that contribute to maximum learning and determine the most effective types of learning experiences for producing desired outcomes. The unit of study in this research type is the student. In Type P research, the dependent variable is student acquisition experiences, and the independent variables include teacher performance and measures of internal context.

The purpose of this survey is to examine the methods and strategies that can generate the desired learning experiences. In type C research, the focus is on the instructor's performance in executing a specific teaching strategy, with competence levels in the instructor's repertoire and external context variables as the independent variables. The unit of analysis is primarily the teacher. The main objective of this type of research is to identify the knowledge, skills, and values that a teacher needs to effectively implement a learning strategy or model in a particular situation.

In T type research, the focus is on a specific competence as the dependent variable, and the independent variables are the instructor features and elements in instructor preparation. The student is the unit of analysis in this research. The purpose of T type research is to determine how to select and develop instructors who possess the necessary competence.

DIMENSIONS OF TEACHING COMPETENCY

There are multiple dimensions of teaching competency, but this study specifically considers four

dimensions: personal, professional, rational, and societal.

The personal aspect of an instructor's learning competence includes their mannerism, expression, promptness, and clothing. It encompasses their involvement in the subject they teach, preparedness, engagement in learning, achievement of learning goals, and motivation of students. The rational aspect involves maintaining positive relationships with colleagues, being open to student feedback, acknowledging student accomplishments, finding the social relevance of the theory taught, and participating in cultural and co-curricular activities. Numerous studies have demonstrated that these qualities significantly impact learning competence.

Approaches to evaluating teachers include assessing individual qualities such as personality evaluation and evaluating teacher behavior through performance evaluations that consider interpersonal qualities and desired professional attributes. Knowledge, skills attitudes etc., are also evaluated along with student growth and development.

Teaching is considered a challenging profession because instructors must manage and guide a diverse group of individuals who are around the same age. Although not appealing to everyone,demand for careers in education among young people is increasing. The decision to enter this esteemed profession varies for each person but is often motivated by passion and determination to succeed in their chosen field.

Teaching is a profession that presents both benefits and difficulties, with stress being one of them. Consequently, educators need to possess enthusiasm or commitment in order to successfully participate in the educational process. The stress experienced by teachers is considered a notable occupational hazard that can potentially escalate into a crisis for instructors. Numerous current and former teachers have expressed their worries about job-related stress.

Many have stated that new instructors start off as naive and filled with optimism, but soon realize that they are being undermined by their students. There are various

factors that contribute to teacher stress, including time constraints. Teachers are constantly shifting between classes and trying to manage their time, only to feel pressured for more time. They devote themselves to students who may not show appreciation.

Another reason for instructor stress is their low standing. It's certain that instructors don't teach for the money, which makes them feel lowly. This leads to self-doubt and regret about their career choice. Student misbehavior is also another cause of teacher stress. You can always expect students to find ways to make you unhappy and leave you wondering how to handle the situation.

If you are an easily angered instructor, you will have a difficult future ahead. While it is natural for instructors to have feelings of disfavor, the best approach is to find a solution that helps the student understand their responsibilities and improve. The working conditions for instructors are not ideal and this problem is even worse in poorer countries.

Another factor that contributes to teachers' stress is the lack of motivation in students. It is challenging to inspire students as they must be willing to learn. Conflicts with colleagues can also cause stress, but it is best to avoid confrontation and instead demonstrate a positive example to the students. Despite these challenges, many people around the world continue to teach for a long time out of a love for education.

Concept OF STRESS:

Generally, stress refers to the psychological aspects of conflict.

The experience is highly subjective, meaning that what may be considered a challenge for one person could be a stressor for another. This greatly depends on individual background experiences, disposition, and the environmental conditions they face. Stress

is an inevitable part of life, caused by constantly changing situations that individuals have to deal with. The term "stress" refers to an internal state resulting from frustrating or disappointing circumstances.

Emphasis is an unavoidable aspect that has been thoroughly examined by researchers in psychology, sociology, and medicine. It is a complex matter that has been the subject of various analyses and ongoing debates among experts. Despite the intricacies of this argument, there is a general consensus about the definition of stress. Stress is perceived as an imbalance in the interaction between an individual, their environment, and other people. When individuals face demands from others or from their physical or psycho-social environment that they feel incapable of adequately addressing, they activate a response to cope with the situation. The specific nature of this response varies based on factors such as the level of demand, personal characteristics and coping resources, limitations in seeking coping mechanisms, and support received from others.

)STRESS AND ITS DIMENSIONS: Human life becomes happy and comfy when demands are satisfied. However, there are hindrances that interfere with need satisfaction. Some obstacles can be easily overcome, while others disrupt our behavior and ability to adapt. When something blocks our progress towards a goal, we experience stress. According to Coleman (1970), stress is an "adjustive demand placed on the being the condition or force or object giving rise to this demand may be internal or external and is designated as the stressor'." This definition implies that stress threatens our well-being. The intensity of stress depends not only on the nature of the demand but also on the resources available to cope with it.

In today's era of

worry and concern, stress is seen as an unavoidable aspect of human existence, forcing individuals to cope with it in order to achieve success and happiness. When individuals are unable to effectively manage stress, it can result in breaking down and unhealthy behavior. The primary factors that contribute to stress in individuals are biological, psychological, and socio-cultural. Biological factors impact every aspect of our behavior, including our cognitive abilities, underlying disposition, initial response tendencies, and ability to handle stress. Psychological factors related to stress have an impact on an individual's overall well-being in modern life. Stress stemming from failures, losses, personal limitations, feelings of guilt, and loneliness can lead to a decrease in self-worth.

Modern living is characterized by various pressures placed on individuals. Each person experiences their own unique set of pressures, such as competition, meeting educational and occupational demands, and managing the complexities and fast pace of modern life. Additionally, there are socio-cultural factors that contribute to stress, including issues related to war and violence, discrimination, economic challenges, unemployment, rapid social change, and experiential anxiety.

JOB STRESS:

In this 21st-century decade, many individuals struggle to cope with the stress caused by circumstances that force them to adapt to fast-paced lifestyles.

This proposition holds great importance in the context of work. It prompts us to consider what working manners might be necessary for emphasizing work or occupation. As a result, researchers in the fields of organizational behavior and social psychology have taken an increasing interest in occupation emphasis. Their commendable efforts involve providing empirical evidence on the effects of stress on the organization, worker output, and the physical and emotional well-being of employees. Since any organization is significantly

influenced by its external environment, both stressors from outside the organization and additional stressors within it greatly impact occupation emphasis.

TEACHER STRESS: The assessment of occupational pressure in teachers is becoming increasingly important in the management and motivation of instructional staff. Both the phenomenon of teacher stress (Anderson, 1981; Fimian; Santoro, 1983; Maslach; Jackson, 1981) and non-data-based perspectives (Bloch, 1978; Fimian, 1980; Styles; Cavanagh, 1977; "Teacher burnout," 1979) have been extensively studied. However, most of them have discussed the issue in general terms only. Additionally, when valid and reliable psychometric concepts were used, they measured burnout or the final result of long-term stressful experiences. What is needed is a psychometrically valid and reliable measurement of teacher stress.

Because teacher stress and burnout are complex issues, there are many factors that can contribute to levels of teacher stress. Weiskopf (1980) identified several sources of stress, including work overload, lack of on-the-job success, spending longer amounts of time directly interacting with students, poor student-teacher ratios, ill-defined program structures, and the constant responsibility for others. In a separate review, Fimian (1982) summarized 135 sources and manifestations of stress mentioned in the literature into 13 categories. Additionally, Gallery, Eisenbach, and Holman (1981) noted four contributing factors: role ambiguity, role conflict, role overload, and lack of administrative support. Several groups of teachers have been studied empirically, including group-home staff, teachers of the emotionally handicapped, professionals working with the deaf, teachers of the mentally retarded, emotionally disturbed, and learning handicapped, and general special education teacher populations. A number of regular education samples have also been studied.Instructors' burnout and levels of function struggle and ambiguity were empirically linked by Schwab (1980), while Anderson (1981)

discovered similar results connecting burnout to levels of need shortage.

According to numerous studies by Schwab (1980), Anderson (1981), and Presley (1982), it has been found that certain personal (e.g., sex and age) and professional (e.g., years of teaching experience and caseload size) variables are not effective predictors of burnout. However, similar to the nonempirical literature, most of the research in this area has concentrated on examining burnout itself rather than the various stressors that lead to burnout.

It is also clear in the literature that teacher emphasis is not caused by a single source. It can be and often is defined in various empirical and nonempirical ways to explain multiple "factors" or "problems" at any given time. For example, Maslach and Jackson (1981) identified three factors associated with burnout: emotional exhaustion, depersonalization, and a lack of personal achievement in one's job. Pines, Aronson, and Kafry (1981) found a significant relationship between "occupational boredom" and both stress and burnout.

Some have attempted to determine the focus of occupations by examining factors such as job satisfaction, job strain, job conflict, job ambiguity, and teacher attitudes. The study of teachers has long aimed to identify factors that enhance their competence and performance or that hinder their improvement. By identifying the background and organizational factors that contribute to manageable levels of stress, reduce burnout, and support on-the-job performance, local education agencies could develop long-term plans for improving work conditions. These plans could ultimately enhance job satisfaction, reduce conflict and ambiguity, and improve supervisory and administrative support. Therefore, defining and resolving stress-related issues for teachers is a crucial step in addressing their overall well-being.

This manual presents a method for measuring the intricate

notion of occupational teacher stress. Furthermore, it will assist researchers and practitioners in utilizing the Teacher Stress Inventory.

JOB SATISFACTION:

In business management and organizational behavior, the term Job Satisfaction is commonly used. According to Keith Davis (1993), low Job Satisfaction is one of the most reliable indicators of deteriorating conditions in an organization.

According to Bruneberg (1976), job satisfaction refers to how employees perceive their work, whether positively or negatively. It represents the level of agreement between one's expectations of the job and the rewards it offers. Job satisfaction can be applied to individuals or groups within an organization.

Job Satisfaction can be applied to different aspects of a person's profession. If an individual is highly satisfied with their occupation, it can be considered as a form of group Job Satisfaction. According to Janet and others (1978), "Job Satisfaction is part of life satisfaction." Since occupation is an important part of life, Job Satisfaction has an impact on one's personal life satisfaction.

Job Satisfaction is linked to various employee factors such as turnover, absence, age, industry, and organization size. The level of job satisfaction primarily relies on employee variables. According to Gorton (1976), satisfaction and morale are attitudes that reflect positive or negative emotions towards specific individuals or situations. When applied to the context of work and education, job satisfaction refers to the extent to which a teacher can meet their personal, individual, and professional needs as an employee (STRAUSS, 1974). Several theories on job satisfaction have been proposed by Maslow (1970), Herzberg (1959), Hoy and Miskel (1978), and others.

According to Maslow, an individual's satisfaction is influenced by the fulfillment of their five levels of need. Meanwhile, Herzberg's incentive

hygiene theory argues that two variables determine an individual's satisfaction: 1) internal factors such as achievement and recognition, and 2) external factors.

Lortie ( 1975 ) claimed that external factors such as salary and interpersonal relationship have a limited impact on learning. According to Edward et al. ( 1976 ), high job satisfaction is achieved through high performance, which then serves as feedback to influence future performance. Better performance leads to higher rewards, which in turn reciprocate satisfaction in proportion to the performance. Conversely, if rewards are perceived as inadequate for one's level of performance, dissatisfaction occurs and may deter learning.

The Indian Education Commission ( 1964-66 ) also states that "Nothing is more important than providing teachers with the best professional preparation and creating satisfactory conditions of work in which they can fully be effective." Stapleton, Croft, and Frakiewiz (1979) found a positive relationship between job satisfaction and effective teacher behavior. In light of this theoretical framework, teacher job satisfaction can be considered as one of the important factors that can enhance teaching competence.

DIMENSIONS OF TEACHER JOB SATISFACTION

The researcher considers the following dimensions for measuring job satisfaction. They are 1.

The text discusses four main factors that impact the teaching environment. These include classroom instruction and pupil behavior, professional pleasance and societal position, institutional clime and working environment, and wage and personal development. Classroom learning focuses on preparing for innovation, inspiration, hard work, and effective instruction. Pupil behavior relates to the impact on the instructor caused by creative, undisciplined, active, opinionated, and observant students. Professional pleasance is associated with enjoying the profession, love, overall happiness, and satisfaction with high-level pupils while guiding and supporting them.

Professional counsel and

grasping societal position involve delegated duties, allocation of learning work, and engagement in decision making. Institutional climate encompasses a congenial atmosphere, meager comforts, resources, freedom, involvement, and inspiration. The working environment is associated with in-service coders, teacher-centered meetings, improvements in qualifications, and professional development.