Vocational Education in Higher Secondary Schools
The competent and trained manpower would be contributing significantly to the industrial development of the nation by establishing small industries. Rapid changes in technology, expansion of market, industrial policies of the Government, coming in of more multinationals due to liberalization have revolutionized the aspect of Vocational Education at present the object of vocational education can be achieved by adequate school management. When we talk about objectives of vocational education, we mean to prepare students for self-employment and develop them as skilled manpower. Vocationalisation of Secondary Education is important from the point of view of the economic development of the developing country like ours. Such an education will inculcate the habit of hard work and dignity of labor among the students. This programme will help to solve the problem of unemployment and prepare the way for self-employment. The Present paper is the outcomes of the study of vocational education in higher secondary schools of Bhopal division Bhopal Division comprises of Bhopal, Raisen, Vidhisha, Sehore and Rajgarh districts. Vocational Courses were introduced for the first time in 1988. According to the figures of 1996- 1997 Vocational Courses introduced in thirty-one schools of Bhopal division. For study ten schools where vocational courses are running, selected by investigators randomly. Data collected with the help of various tools like questionnaire and interview schedules. Results of the study reveal that there is a need to strengthen vocational education in the region. DOI: 10.5901/mjss.2015.v6n5p455
Relationship Between Personality Characteristics and Observable Teaching Effectiveness of Selected Beginning Career and Technical Education Teachers
The purpose of this study was to examine the relationship between personality types, as measured by the Myers-Briggs Type Indicator (MBTI) Form G, and teaching effectiveness, as measured by the Classroom Observation Keyed for Effectiveness Research (COKER) of selected beginning industrial and health occupations education teachers. Slightly more than one-fifth of the respondents had completed a bachelor's degree.Nine of the sixteen personality types were represented in this study. A majority of the respondents reported a preference for extraversion-sensing-thinking-judging (ESTJ). Overall, the data indicate that only 41% of the respondents were effective teachers. As a group, beginning industrial and health occupations education teachers scored below the mean on the 18 COKER competency statements. Eight of the 18 teaching effectiveness competency statements had significant and positive relationships with the sensing-intuition temperament type. The sensing-intuition temperament type was the best predictor of teaching effectiveness when compared with extraversion-introversion, thinking-feeling, and judgment-perception temperament types. Selected teacher preparation strategies and inservice programs need to be planned to meet diverse strengths and weaknesses of beginning industrial and health occupations education teachers.
National Profile of Agricultural Teacher Educators and State Supervisors of Vocational Agriculture by MBTI Preference Type
Agr i cu l tu ra l educa to rs a re In the bus iness o f commun ica t ing , teachi n g , l e a r n i n g a n d l e a d i n g , a l l o f which a r e a f f e c t e d b y personality (preference type) . P re fe rence t ype o f an i nd i v idua l has been shown to have fa r reach ing imp l i ca t ions fo r v i r tua l l y every aspec t o f a person ’s p e r s o n a l a n d p r o f e s s l o n a l l i f e . A s s u c h , p r e f e r e n c e t y p e c e r t a i n l y a f fec ts how s tudents learn , how teachers teach , how leaders lead and how everyone works and communicates. D u r i n g t h e p a s t 15 y e a r s , I n t e r e s t i n the Myers-Br lggs (Myers , 1962) Type indicator (MBTI) among educa to rs has grown t remendous ly .