International Research Journal of Educational Psychology

A Study on Emotional Maturity of College Students of Nagaland

Sangeeta Kumari — 2024-12-31

Emotional maturity plays a crucial role in an individual's personal and academic life, influencing their ability to manage emotions, build relationships, and adapt to challenges. This study examines the emotional maturity of undergraduate students in Dimapur, Nagaland, focusing on gender and institutional differences. Using a descriptive survey method, a sample of 142 students (71 male, 71 female) from government and private colleges was selected through random sampling. The Emotional Maturity Scale (EMS) by Singh and Bhargav (2012) was used to assess emotional stability, independence, social adjustment, and personality integration. Statistical analysis, including mean, standard deviation, and t-tests, revealed no significant differences in emotional maturity across gender and institutional types. The study highlights the importance of emotional maturity in coping with academic and social pressures. Findings suggest the need for emotional development programs to enhance students’ resilience and well-being. Further research is recommended to explore additional factors affecting emotional maturity.

Issues and Challenges of Mathematics Teacher Education: An Indian Outlook

Thechano Kithan — 2024-12-31

Mathematics is considered as one of the most difficult core subjects worldwide. Mathematics Education faces a lot of challenges, many of which arises from issues in the teacher education. The quality of teacher education plays a crucial role in shaping the quality of mathematics instructions in schools. In this present educational context, teaching-learning process has undergone a paradigm shift, especially with the emergence of technology. Teaching-learning has become more student-centric and teachers’ role has become more of a facilitator. Despite ongoing reforms, several problems persist in mathematics teacher education, including inadequate subject knowledge and pedagogical skills of pre-service and in-service teachers, limited opportunities for practical training, and lack of integration of technology, which impacts their ability to deliver engaging and conceptually rich lessons. Most teacher education programmes give emphasis on theory rather than practical teaching experiences which creates a disconnect between training and real classroom situations. Furthermore, shortage of qualified mathematics teachers, especially in the rural and far-flung areas, elevates the problem, leading to larger class sizes and reduced individualized instruction. Thus, the responsibility in making of a competent mathematics teacher lies in the quality of teacher education. There arises an urgent need for updating teacher education and the whole education system by bringing in qualitative improvement of teacher education. This research study brings out the issues and challenges in teacher education with regard to mathematics education, and provides suggestive measures to address the same.

Attitude of Teachers Towards Creative Teaching in Wokha Town

Chideno Shitire — 2024-12-31

Attitude navigates behaviour and teachers' attitude towards creative teaching is considered to bring significant change in teaching-learning process. This investigation has been carried out in Wokha District, Nagaland State, India with an objective to study the attitude of teachers towards creative teaching. All teachers, irrespective of Private school or Government schools in Wokha Town were considered as the population of the study, however, 115 Teachers were randomly selected as the respondents. Descriptive research design was adopted for the study, and data were collected by the use of questionnaire containing 24 statements. Statistical techniques like mean, standard deviation, t-test and ANOVA were used for the study. The findings of the study revealed significant difference between private and government schools in ‘receptive’ dimension of attitude of teachers towards creative teaching. Comparison of mean score revealed significant difference among the four pedagogies with regard to dimension on ‘innovation’ and ‘empathy’. With regard to the overall calculated t -value, no significant difference was found in the attitude of teachers towards creative teaching on gender and management. The overall calculated F-value revealed no significant difference among the four pedagogies on attitude of teachers towards creative teaching.

Assessing the Relationship between Self-confidence and Teaching Competency in B.Ed. Students: A Study in Kohima District, Nagaland

S. Lavanya — 2024-12-31

This study assesses the relationship between self-confidence and teaching proficiency among B.Ed. students in Kohima District, Nagaland. Teaching competency is essential for the professional development of future educators, and self-confidence is frequently regarded as a crucial psychological attribute that affects one's teaching efficacy. The research employs a quantitative methodology, utilizing a survey method to gather data from a sample of 200 B.Ed. students enrolled in teacher training programs at B.Ed. Colleges in Kohima. Standardized questionnaires assessed self-confidence levels and teaching proficiency in lesson planning, classroom management, communication skills, and material delivery. Statistical approaches, including correlation analysis, were employed to assess the strength and direction of the association between self-confidence and teaching skills. The results indicate a moderate to strong positive association between the two variables, suggesting that increased self-confidence is connected with enhanced teaching skills. Moreover, the study emphasizes that self-confidence substantially influences particular aspects of teaching proficiency, including classroom management and communication abilities. The findings underscore the necessity of cultivating self-confidence within teacher education programs to improve teaching effectiveness. The study concludes with recommendations for incorporating self-confidence enhancement exercises into teacher training curricula to elevate overall teaching proficiency.

Significance of Growth Mindset in Promoting Culturally Responsive Pedagogy: A Theoretical Analysis

Neha Rawat — 2024-12-31

The paper explores the intersection of Growth Mindset (GM) theory and Culturally Responsive Pedagogy (CRP) to establish a cohesive theoretical framework for equitable and inclusive education. The integration of these frameworks provides educators with tools to dismantle deficit thinking, foster academic rigor, and develop reflective teaching practices. Drawing on sociocultural, constructivist, and transformative learning theories, the paper underscores the critical role of teacher mindset in shaping expectations and learning environments. The paper also highlights implications for curriculum design, assessment, classroom management, and teacher training. Ultimately, it argues for a conceptual and practical synthesis that positions GM as a foundational catalyst for CRP, which enables educators to create culturally affirming, cognitively challenging, and emotionally supportive classrooms. The theoretical insights presented in the paper and classroom-based illustrations demonstrate the synergistic potential of this integration of GM and CRP, confirming the call for further empirical research and policy support to operationalize this evolving transformative pedagogical paradigm of the conceptual paper.

Measuring the Effects of Stress on Academic Achievements of Final Year Students in the Berekum College of Education, Ghana

Hans Kwaku Duah — 2024-12-31

This paper explored the effects of stress on academic performance, specifically focusing on final year students at the Berekum College of Education, Ghana. The research revealed that stress significantly contributes to poor academic performance among students. The study used a descriptive research design with a sample size of 148 respondents. Questionnaire, interviews and focus group discussions were used in data gathering. Both qualitative and quantitative data were analysed. Under quantitative data, frequency tables and percentages were used whilst quotations were employed for qualitative analysis. Findings indicate that beginning project work during the second semester, particularly when coinciding with final exams, created additional stress, compounded by a heavy load of assignments. The study also identified single parenting being a major family stressor. Again, inadequate financial support from relatives or government as another source of stress. Additionally, the survey found that students predominantly used reading books and social media platforms such as WhatsApp, Imo, Twitter, and Facebook as copping strategies. Furthermore, reading books and watching football especially male, were some of the coping strategies adopted by the students. The study therefore recommends that the college authorities and the government should collaborate each other to put in much efforts to reduce stress and enhance human resources, address inadequate financial challenges and to mitigate stress from project work deadlines as well as enhancing coping strategies for students.