A study of attitude towards new technology teacher effectiveness and self efficacy of higher secondary school teachers with special reference to gender and rural urban dichotomy

Abstract

New Technology, Teacher Effectiveness and Self -efficacy of he present study was undertaken to investigate Attitude towards newlineHigher Secondary School teachers with special reference to Gender and Rural Urban Dichotomy. The world is becoming more and more competitive. With the advent of technology and recent globalization, the complexities of life have increased manifold. The quality of teaching has become one of the important factors for personal progress. Parents think that their children are able to perform very high and this desire puts a lot of pressure on students, teachers, schools, and, in the educational system. These environmental pressures require an apt combination of intellectual and emotional wealth to set new standards in teacher education. The teaching profession requires high level of abilities which include rapport, harmony and comfort while dealing with students. Large scale reviews of research have consistently shown that attitude towards new technology, teacher effectiveness and self-efficacy among teachers have an impact on the behaviour of pupils. In a classroom situation, children tend to draw a lot from their teachers directly and indirectly. The feelings of the teachers, the way they behave, the way they handle situations, and the way they control their lives is all seen as well as absorbed by the students. Therefore, the teacher has to be an empathetic person who understands the feelings of students and has competency necessary for good teaching (Olson and Wyett, 2000). newlineAs teacher effectiveness is influenced by attitude towards new technology of teachers, similarly teacher self-efficacy also influences teacher effectiveness. It is found that attitude towards new technology among teachers and teacher efficacy interventions are used to enhance effectiveness of teachers. Besides the above mentioned factors, teacher effectiveness is influenced by a number of other intervening variables acting as singly or jointly with variables like sex, locality, age, professional cadre, teaching experienc