Relationship Between Emotionally Stable College Principals and Performance of Their Teachers Through Discipline and Regularity in Classroom
DOI:
https://doi.org/10.53575/irjei.v2.03(21)23.260-267Keywords:
Emotionally Stable College Principals, Teaching methodology, Performance, college level, Discipline, RegularityAbstract
The purpose of this study is to explain relationship between emotionally stable college principals and performance of their teachers in the context of teaching methodology in classroom. The nature of this research was descriptive where survey method was used to collect the data. The statements of two questionnaires were designed based on close ended norms. Each questionnaire consisted of six statements. First questionnaire was standardized one obtained from the National Institute of Population Studies (NIPS) and second one was prepared by researcher and validated by fifteen experts from different educational institutions. Participants of this research were 37 Principals and 878 teachers of class XII. Stratified random sampling was used for teachers to collect the data. The conclusion of this research was 1) Principal neither feel like crying without any reason nor suffer from a sense of guilt without any reason. 2) Teachers either use writing board properly in class or prepare lesson plan before coming to class.
References
Arshad, M., Haq, M. N. U., & Khan, M. G. (2020). Status of Physical Facilities and Students Achievement at Public and PEF Partner Schools in Punjab, Pakistan. Global Political Review, V(I), 163-171. doi:10.31703/gpr.2020(V-I).19.
Arshad, M., Qamar, A. Z., & Gulzar, H. F. (2018). Effect of school physical facilities at public schools on students’ achievement in Punjab, Pakistan. Global Social Sciences Review, 3(4), pp. 102-113. http://dx.doi.org/10.31703/gssr.2018(III-IV).07.
Arshad, M., Qamar, A. Z., Gulzar, H. F., & Ahmed, G. (2019). School environmental effects on academic achievement in English subject at secondary level in district Rawalpindi, Pakistan. Indian Journal of Science and Technology, 12(6), http://doi.org/10.17485/ijst/2019/v12i6/140719.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and
Dhang, S. (2012). „The Role of Teachers in Nation-Building “. DYPIMS’s International
Etikan, I., Alkassim, R., & Abubakar, S. (2016). Comparision of snowball sampling and
framework in dissertation research: Creating the blueprint for your “house”. Administrative issues journal: connecting education, practice, and research, 4(2), 7.
Gay, L. R., Mills, G. E., & Airasian, P. W. (2009). Educational Research: Competencies for analysis and applications (9th ed.). Columbus, Ohio: Pearson Merrill.
Haq, M. N. U., Mahmood, M., & Awan, K. (2020). Assistance of Formative Assessment in the Improvement of English Writing Skills at Intermediate Level. Global Language Review, V(III), 34-41. https://doi.org/10.31703/glr.2020(V-III).04.
Haq, M. N. U., Shakil, A. F., & Din, M. N. U. (2020). Impact of Homework on the Student Academic Performance at Secondary School Level. Global Social Sciences Review, V(I), 586-595. doi:10.31703/gssr.2020(VI).59.
John, O. P., & Benet-Martínez, V. (2014). Measurement: Reliability, construct validation, and scale construction.
Jones, F. (2000). Tools for teaching. Santa Cruz, CA: Fredric H. Jones & Associates.
Journal of Management and Research, 1(1), 53-59.
Kaur, M., & Talwar, A. (2014). Teaching competency of secondary school teachers in relation to emotional intelligence. International Journal of Learning, Teaching, and Educational Research, 3(1), 83-90.
Krause, K. L., Bochner, S., & Duchesne, S. (2003). Educational psychology for learning and teaching. Australia: Thomson.
Ludvigsson, J. F., Almqvist, C., Bonamy, A. K. E., Ljung, R., Michaëlsson, K., Neovius, M., & Ye, W. (2016). Registers of the Swedish total population and their use in medical.
mixed methods approach. Sage publications.
Mohajan, H. K. (2017). Two criteria for good measurements in research: Validity and reliability. Annals of Spiru Haret University. Economic Series, 17(4), 59-82.
Osanloo, A., & Grant, C. (2016). Understanding, selecting, and integrating a theoretical
Ostrosky, M. M., Jung, E. Y., Hemmeter, M. L., & Thomas, D. (2008). Helping children understand routines and classroom schedules (What Works Brief Series, No. 3). Retrieved on dated May 12, 2021 from http://www.adprima.com/managing.htm.
Rotellar, C., & Cain, J. (2016). Research, perspectives, and recommendations on implementing the flipped classroom. American journal of pharmaceutical education, 80(2).
Saienko, N., Olizko, Y., & Arshad, M. (2019). Development of tasks with art elements for teaching engineers in English for specific purposes classroom. International Journal of Emerging Technologies in Learning, 14(23), 4-16. http://doi.org/10.3991/ijet.v14i23.11955.
Sezer, B., Elçin, M., & Topba?, E. (2018). Perceptions of Trainers on a Flipped Train–the- sequential sampling technique. Biometrics and Biostatistics International Journal, 3(1), 55.research. European journal of epidemiology, 31(2), 125-136.
Shahzadi, U., Bakhsh, K., Iqbal, J., & Arshad, M. (2020). Qualitative exploration of perception and knowledge of trainee teachers about professional ethics. International Journal of Innovation, Creativity and Change, 14(12), 1248-1257.
Shukla, R. (2014). Dictionary of Education. New Delhi: A.P.H. Publishing Corporation.
Strengthening the Personal Competence and Islamic Psychosocial of Teachers. International Journal of Evaluation and Research in Education, 9(4), 1079-1087.
Stronge, J. H. (2018). Qualities of effective teachers. ASCD.
Sukenti, D., & Tambak, S. (2020). Developing Indonesian Language Learning Assessments:
Tait, A. R., & Voepel?Lewis, T. (2015). Survey research: it's just a few questions,
Trainers Course for Simulation. Bart?n University Journal of Faculty of Education, 7(3), 958-973.
Vasanthi, S., & Basariya, S. R. (2018). Employee Cross Training and its Impact on Employee Performance. International Journal of Civil Engineering and Technology, 9(6), 800-806.
