School Accounting Software

Archive for August, 2010

Who doesn’t know about the internet nowadays? It has become a necessity in almost all of the business setups, especially in the countries which are developed. Even the kids in developed countries make use of the computers and internet to play games, watch cartoon movies, read about different topics and much more. Most of the youngsters search Google to research on loads of subjects of their interest. Moreover, they can also take help for their school, college or university assignments to write their research papers and technical documents. The great demand of internet has also increased the requirement of internet cafes.

In large cities people from different countries come to look for good jobs and business, and therefore it is bit costly to take internet connections at home, so they prefer to go to internet cafes to have conversation with their loved ones either through voice chats, chats or emails. This fact has posed great risks on the internet café systems, because some of the users might misuse the resources of the café for illegal means and vice versa. Keeping in view these security risks and vulnaberities, antamedia has developed unique and exclusive internet cafe softwarewhich has the ability to manage the networking environment in a systematic manner.

This software provides the options to maintain the logs, record details about prepaid and postpaid customers, making online transaction, file transfers to different systems on the network, automatic updating of different soft wares, download management and  maintenance of payment records to name a few. Antamedia internet cafe software is highly in demand compared to other such software because of its exclusive features which have been offered to solve all the issues which might be faced in internet café or cyber cafe environments.

Antamedia internet cafe software is in fact a great utility to increase the number of customers, because the reliability of the systems in your cafe and smooth running of the internet is the most demanded aspect required by most of the people. It can help you in boosting your business, and to enhance the setup. You can gain profit and make money just because of the installation of antamedia internet cafe software.

This tool is really helpful in managing the accounts of users, bandwidth management, billing details and much more. A user who wants to use the internet can purchase different packages according to his/her requirement. The internet cafe software allows creation of different types of accounts for prepaid and postpaid users. Moreover, it has the facility to process the billing through credit cards. This tool is simply an amazing way to get away from those hectic tasks to managing the accounts, user details, logs and so forth. The owner can track the details of the billing and profits while sitting at his home, without falling into the trouble of visiting the café to check the atmosphere and client details. You can go to the website of the antamedia and download its free trial to have a detailed idea about the benfits of this tool.

The days of the accountant spending a month at the end of the year combing through the ledgers are most certainly over. Today even the smallest business has some form of accounting software to make life easier and to create efficiency for the finances of a company. The market is currently stacked with accounting software packages, the choice can seem limitless and as the software usually costs a fair amount of money, it is quite an expense.

The question for the small business owner is how to select the right accounting software package. There are many considerations to make; while the wrong choice can cause mayhem in your business and seriously harm your financial records. Subsequently your choice of accounting software is of vital importance. Of the factors that you must consider when choosing an accounting software package, capability, expandability, compatibility and cost are the four that can be deemed the most important.

The first step is to recognise what capabilities your accounting software will have to fulfil. This will require assessing your business’ needs. You should be asking yourself whether your company regularly sells goods or services. A predominantly product focussed business will benefit from an accounting package that has inventory provisions; those who sell services will be more likely to benefit from a software system that can keep records of client information.

At the most basic level your accounting software package should be able to meet the needs of your business in terms of tax reporting, payroll information and invoicing. It should also be able to monitor your sales and expenditure as it happens, without the need for a lengthy updating procedure. Try to find a package that suits the needs of your business; buying an all singing all dancing system may seem the best idea, but it will certainly hurt your pocket.

As a budding entrepreneur you will want your business to grow, this is when the expandability of your accounting system becomes an important feature. By planning for growth when selecting your software package you will save yourself the need for constant upgrades, this will not only save stress in the long run, but will also save your business money.

There are a few products on the market that actively encourage a growth aspect in their operation. The ideal is to find a package that will accommodate the growth of your business, whether this means buying a software system that has optional add-ons or a large system first off is up to you. If you are likely to opt for the former, it is advisable to find a company with a good reputation when purchasing your accounting software. Often it is the case that a great deal of information and expertise is needed to install a package, so finding a good service, rather than purely a cheap price is advisable.

You will most probably have some form of accounting software already, even if this is just an Excel spreadsheet. Hence it is important when looking for a package to find one that will be compatible with your current system. The first question will be if the new software will work with your operating system although other considerations such as how easy it will be to import old data to the new system must be taken into account. Having to re-enter all of the information from your old system can be extremely time consuming, time you could be devoting to the success of your business.

Finally there is cost, usually a factor in most decisions in life. In this case you must weigh the cost of your new accounting software package against the effectiveness and efficiency it will deliver. There are extremely cheap systems out there, but if you consider the three factors above you should have a better idea of what you are looking for and find a suitably priced package. With this advice and methodology you should be able to find the right software system to care for company finances and reduce stress for yourself.

There are a number of reasons that companies make the decision to purchase new accounting software. Perhaps they want to improve their efficiency or are looking for ways to generate more timely reports. There is no doubt that, when selected and implemented properly, good software can put more information at your fingertips than you previously imagined. However, many business owners fall in to the trap of thinking that simply putting all their accounting data in to a piece of software will magically solve all their problems. Unfortunately, this is not the case.

Before purchasing a new piece of accounting software, it is important to point out that people do accounting, computers do not. Computers with good software are certainly great tools to have at your disposal and can be very beneficial in assisting with decision making, but in the end the accuracy of the data depends on the person putting the data in to the computer. Thus, remember that computerizing your accounting process will not necessarily result in greater control and accuracy. You must also have personnel capable of using the software to the best of its abilities.

Most people begin the search for new accounting software by asking themselves what the best package is. As with most things in life, the answer is “it depends.” The right accounting software package for a small business in rural New Mexico will likely not be the same “right” package for a multi-billion dollar corporation in New York City. Instead of spending time trying to figure out which software is the best overall, ask yourself questions that will help you find the software that is the best for you – What features do we need? How many people will be using the software and what are their technical capabilities? How much can we afford to spend? What is the vendor’s reputation? What kind of support is available after the initial purchase? Etc…

It is also important to look in to things such as what types of training are available for your staff, what peers have told you about the system if they have experience with it, and also what various accounting software reviews say about the particular software you are looking in to.

When investigating new accounting software, many business owners, especially smaller businesses, are tempted to use a simple spreadsheet program to handle their finances. Be warned – these spreadsheets quickly turn from simple to complex and are often difficult to keep track of what sheet shows what information and how it’s all inter-connected. Additionally, data within the spreadsheet is easy to manipulate which can lead to inaccurate financial reports. On the bright side, if you’re currently using spreadsheets to track accounting, you may be able to find a new accounting software package that will import all of your old data.

Businesses that are the most efficient are often the most successful in today’s ever-changing business environment. Modern accounting software is designed with this in mind, but care must still be taken when selecting new software for your business. In fact, if you choose the wrong software, you could end up with bigger problems on your hands than originally planned.

COMPUTER ASSISTED INSTRUCTIONS IN READING ENGLISH AT HIGHER SECONDARY LEVEL

            Technology is an ever-increasing part of the English Language arts classroom Today’s teachers are developing new and exciting means of integrating Language writing and literature with innovative technologies.

            The President of India, A.P.J. Abdul Kalam, formally launched the India-U.S. Edusat Network at Rashtrapati Bhavan on 8th December 2005.  His advocacy for a knowledge grid connecting educational institutions, research facilities and industries is the logical follow-up of a series of measures that have been undertaken by Anna University to ensure that tele-teaching reaches even to the remotest corners of the state.  This will enable the knowledge users to have access to high-performance computing environment, virtual reality, simulation systems, parallel/clustered servers, and super computer infrastructure from any end of the grid.

            According to him, the whole purpose of education in a country was to develop and enhance the potential of human resource and progressively transform it, into a knowledge society.  Every Nation wants to produce students who ultimately become the knowledge workers in their own economy to be global citizens.  In the 21st Century, the need for competitiveness, in the field of Higher Education knows no bounds.  In the words of Dr.Kalam, “The competitiveness is powered by knowledge power.  Knowledge power is powered by innovation.  Innovation is powered by science and technology and technology is powered by resource investment”.  (The Hindu, Friday, December 9, 2005).

            The progress and growth of Technology in Higher Education is significant and it can be measured in terms of the excellent output in research – teaching – research cycle leading  to societal transformation.  Gartner has projected that the total Indian enterprise IT spending (not including consumer IT spend) including hardware, software, telecommunications and IT  services will reach Rs. 1,903 billion in 2006, growing at a compounded annual growth rate (GAGR) of 20.8 per cent from 2004 to 2009.  The aim of this paper is to focus on the ‘Impact of Technology on Teaching and Learning in Higher Education’.

            Education is facing a significant challenge in preparing students and teachers for future” knowledge based society”.  In recent years the educational access to digital information and communication technology (ICT) has grown dramatically.  ICTs are quickly becoming more accessible, like computer, internet and WWW. ICTs are not single technology but it is a combination of hardware, software, media and delivery systems.  ICT can influence much in developing teaching and learning environment in the following ways, which is quite different from older technologies.

Integration of multiple media :  into single educational application.

Interactive and include the capacity to control, manipulate and contribute to information learning environment.

They are flexible offering freedom from rigid scheduling and from barriers of time and location.

Through connectivity they provide access to every other person on the planet who has a internet account, to hundreds and thousands of information archives and to million of web-pages.

            Because of these differences, the teaching and learning environment finds new frontiers and educators are finding powerful new ways to integrate digital ICT into the curricula at the higher education levels, all over the world.  Of course India is not an exception.

            The various information and Communication technological tools such as web resources, educational CDs, computers, multimedia etc find place in teaching, learning, research, administration and data management.  These ICT tolls have changed the learning styles of the students. Learning in the higher education level is not simply knowledge acquisition but knowledge ‘managing’ and knowledge ‘creating’.  Hence the present study attempts to find out the impact of ICT tools in the learning style, and awareness about these tools among graduate and postgraduate students, their attitude towards the integration of these tools in the learning process which enables the educational planners and policy makers to update or modify the present curriculum and methodology of teaching.

            The impact of Technology on teaching and learning in Higher Education has enhanced students’ achievement in mastering the following skills.

Basic  Skills Instruction

Computer assisted instruction to drill
Multi-media software – teach to a variety of learning styles.
Videodiscs – strengthen basic skills.
Video and audio technologies – bring material to life.
Distance learning –at least as effective as traditional methods of instruction.
All forms – develop new skills related to use of technology itself, necessary in workplace.

           A five-year report (1987-1992) by the Sacramento School District in California found that students using multimedia and telecommunications showed improved attitudes toward reading, social studies, and science and became more active and independent in learning.  Some also showed improved reading scores.

            Whether Computer Assisted Instruction (CAI) can improve reading achievement of students has been a crucial question addressed by studies in the past.  Many research studies reveled that Computer Assisted Instruction does have a positive effect on reading achievement.  Although the effects of CAI in many studies were not homogeneous there seems to be no particular study characteristic that might have caused the heterogenity.

            There is general agreement that reading is essential to success in our society.  The ability to read is highly valued and important for social and economic advancement. The consensus supports the belief that reading is fundamental.

            Most children learn to read fairly well.  However there are children whose educational concerns are at risk because they do not read well enough to ensure understanding or to meet the demands of an increasingly competitive economy and changing demographics.  It is the opinion of educators that not all of the children in schools are learning to read as well as they should.  Many of them are experiencing serious difficulty in learning to read and as they progress through the grades they continue to lag in reading achievement.

            Computer assisted instruction (CAI) is among the range of strategies being used to improve students achievement in school subjects including reading.  Programs for CAI have come a long way since they were first developed over two decades ago.  These programs tutor and drill students diagnose problems, keep records of students progress, and present material in print and other manifestations.  It is believed that they reflect what good teachers do in the class room.

            Students are expected to benefit from CAI.  Among the benefits that have been expected are better and more comfortable learning for students since they learn at their own pace and convenience; opportunities to work with vastly superior materials and more sophisticated problems; personalized tutoring; automatic measurement of progress, and others.

            Teachers as well are expected to gain from CAI.  Among the benefits that have been expected are better and more comfortable learning for students since they learn at as they experience less drudgery and repetition greater ease in up dating instruction materials, more accurate appraisal and documentation of students progress and more time to work directly with students.  With increasing advances in computer technology Computer Assisted Instruction (CAI) is now seen by many as a method of providing relevant instruction for large number of students.

            Learning from computers encompasses approaches to CAI in which the computer is used as a means for transmitting specific subject matter, such as reading.  Te flow of information is basically from the computer to the student with the computer presenting learning material or activities for student responses.  The computer retains records of the student’s progress Through the course of study.  Based on the degree of interaction between student and computer researches have identified three levels of CAI:

DRILL AND PRACTICE:-

            The computer provides the student with exercises that reinforce the learning of specific skills taught in the class room and supplies immediate feedback on the correctness  of the response.  Used in this manner, CAI functions as a supplement to regular classroom instruction and may be especially useful when a teacher does not have the time to work individually with each student.  Drill and practice on the computer may also motivate students more than traditional work book exercises.

TUTORIAL :-

            Tutorial CAI provides some information or clarifies certain concepts in addition to providing the student with practice exercises.  In this sense the computer begins to take over actual instructional functions tailored to the student’s individual level of achievement.

DIALOGUE :-

            With this type of computer use the student takes an active role in interacting with the computer giving instructions in the form of a computer language so as to structure the student’s own curriculum.  The computer provides information, exercises and feed back Dialogue CAI is believed to come closest to actually substituting for regular instruction.

            The verdict for the use of computers in education seems to be in.  As stated by the National Center for Education statistics (NCES) computers have become an essential tool in our society.  Early exposure to computers may help students gain the computer literacy that will be crucial for future success in the workplace.  Access to computers at school and at home allows students to retrieve information, manipulate data and produce results efficiently and in innovative ways.  Examining the extent to which students have access to computers at school and at home may be an indicator of how well-prepared students will be to enter an increasingly technological work place. 

            Has computer assisted instruction CAI produced benefits that result in greater achievement for students in this case in reading?

            Soon after the introduction of CAI educational researches began to develop evaluation studies produced potentially useful information on the effects of CAI their messages were shrouded in ambiguity.  One reason for unclear messages was that each evaluation report was published separately making the total picture somewhat murky.

            Another problem had a deeper and more serious nature.  These evaluation studies were never exact replications of one another.  They differed in experimental design and execution, setting and the type of computer applications investigated.  To confound matters evaluation findings or results tended to differ from one investigation to another findings from different studies differed from each other with some studies producing contradictory results.  As well many of the reviews are typically narrative and discursive in presentation resulting in their multiplicity of findings not capable of being absorbed by the nearer without quantitative methods of reviewing.

CONCLUSIONS :-

            Alarms about a “literacy crisis” among young people have been sounded on a regular basis for more than a century.  Yet as each generation of students matures, it is able to accomplish the reading and writing tasks necessary for society to continue.  Perhaps then, rather than sounding more alarms, it is time to consider what anxieties, particularly economic anxieties, drive the perpetual literacy.

            Computer-Supported Collaborative Learning (CSCL) is often presented as a promising learning method.  However, it is also facing some new challenges.  Apart from answering  the question of whether or not working with CSCL generates satisfying learning outcomes, it is important to determine whether or not all participants profit from collaboration, with the computer as a means of communication.

            Students whose language, ethnicity and race are not represented in a school’s dominant culture experience varying degrees of success in reading achievement, resulting in persistent gaps in reading achievement.  Culturally responsive instruction can help to close that gap.  This is teaching strategy capitalizes on the knowledge and literacy strategies students learn in their homes and communities.

            Experiments that assign intact groups (usually schools) to treatment conditions are increasingly common in educational research.  The design of group randomized experiments requires knowledge of the intraclass correlation  structure to compute statistical power and to determine the sample sizes required to achieve adequate power.

            Some researchers have argued that the different domains comprising language (e.g., phonology, semantics, and grammar) may influence reading development in a differential manner and at different developmental periods.  The purpose of this study was to examine proposed causal relationships among different linguistic subsystems.

One of the issues regarding Internet cafe management was to serve the requirements and need of different users. Users come with different needs of Internet traffic speed and quota. It was really difficult to manage bandwidth on each client computer separately. Multiple applications were needed to be installed on all the client computers. All this was annoying and time consuming. Several days were required to set up and run an application in the cafe. However, now you don’t need to waste your time on installation to manage the Internet traffic on all the computers. You can do it very easily in a few minutes with the help of bandwidth management software.

Bandwidth manager software solves all the problems faced some years ago. It directs and manages the download and upload rate on each computer within your cafe independently, without interrupting the activities of other computers. Clients can be limited to specified traffic speed, bandwidth quota, session time, and access limitations.

The software is helpful and suitable not only for the Internet cafes but also for play stations, gaming consoles, and other network centers. It is compatible with all kinds of Internet cafe management software. Its functions are completely automated. You can have different bandwidths for different clients and the network connection is automatically deactivated when the session ends. It is suitable for resorts, hotels and motels and businesses that wish to offer their guests a limited connectivity to Internet. It is also helpful for schools, colleges and universities. It also works in coffee shops and shopping centers etc. it also assists in conference arrangements and businesses to manage the Internet access.

The software assigns a login name and password to administrator who has to login to access all the features of the software. Clients and staff cannot make any changes in the settings, unless authorized.

The software control and manages the limit of bandwidth. The bandwidth is configured in Kb/s. Bandwidth is actually the speed of Internet traffic allowed to a user, and it is set independently for each user without interrupting the bandwidth of other computers. With the bandwidth management software, it is pretty convenient to give high bandwidth to highly paid accounts while allowing low bandwidth to less payment.

Similarly, a bandwidth limit quota can also be controlled. Bandwidth quota is configured in Mbytes/s. This quota is the total amount of Internet traffic allowed to a user. For example, a customer can download 20 MB. Time specifications can also be made with the software.

You can generate customer accounts as well. User accounts can be created based on IP or MAC. If IP or Mac found in the database of the software, computer will login. Software also gives you the option to set a computer to auto log in. If the option is active, computer will be logged on automatically.

Accounts can download and upload according to their quota and payment; they can have unlimited time option as well if authorized. Some accounts can be disabled on temporary basis as well.

THIS IS JUST THE STORY
Once Upon a Time
Once Upon A Time, There was a place called NETWORLD a.k.a the internet. Once the
internet was a great place for humans to interact and
network with like minded people in the community of their choice.
Man I remember the times. That is of course before the “LOCKBOTS”came. The Lockbots
were made by a company called
(GoogooliYahooBingiAolia a.k.a Gooyahbing for short. That’s pronounced (goo-yahhbeeeng)
OR (s.-d.s’t.k goo-yahh-beeeng). Gooyahbing was a many headed monster made
up of the largest NETWORLD CONTROLLING PROPERTIES. Gooyahbing did not take any
SH&%T either. What the Gooyahbing lockbots did was come and put locks on everything,
locking the Humans up and locking all people up.
They did it because they did not trust human beings to identify themselves as full Human
beings and not computers|machines or programs.
Apparently programs hate other programs in the computer world and human beings were
unsuspecting of the way programs would punish
each other to see each others identity.
Man or Machine, Which are you? The lockbots hated computers|machines and programs
like themselves, but even more they hated Humans
and were cruel to them.They would sadistically test humans all day with there little lock
puzzles in which they claimed would identify them
from computers|machines|programs.
Every movement, every action was governed by these little lock puzzles and enigmas.
They tested Human vision to the max and some
human beings with weaker vision would just give up because they could not solve the
extremely difficult lock puzzles.
The Lockbots Spoke a language of completely automated public turing test to tell
computers and humans apart and an Acronym was
developed and shortened called Captcha. You could not understand this Captcha
Gooyahbing language and talk very easy by just seeing it or
hearing it.
These lockbots were cruel, and punished humans daily by making them work hard to
signup and venture and interact with anything or person
outside the little circle and box that Gooyahbing placed you in.
They punished you with their little lock puzzles easy in a split second. These Lock puzzles
hurt the brains and eyes of humans and soon
humans would begin to turn their heads sideways and squint, and peer into the screens in
order to see and solve them. This practice began
to cause eye problems in humans there in NETWORLD.
Every once and a while a human would feel courageous and try to figure out a LOCK
PUZZLE captcha just so he could free himself/herself and
try something new. Gooyahbing only wanted you to try new things on their sites in their
little boxes however.
They put email, and online blogs, and journals, and games which all seemed to look the
same to the people soon enough. That’s when they
began to buy up different net properties in hopes to control movement of the masses.
They felt like if they bought more properties and that if you were unsuspecting that they
owned them, that you would participate on AND stay on
the sites right where they wanted you. Gooyahbing WANTED to control everything. Soon
the people found out that Gooyahbing bought the site they were on and stopped going. The
people hated Gooyahbing but had nothing else in NETWORLD.
When Gooyahbing found out that a particular property was getting a large amount of
traffic, then they would put an offer on the table to buy
it. They often won and soon had the internet monopolized. They punished you with lock
puzzles if you tried to grow a brain and escape the
box of sites they had bought,controlled and created.
THEY PUNISHED SEVERELY!
They locked Bob in his house and he couldn’t get out. They locked Jeff in his city and he
couldn’t travel to new interesting lands and see the
SIGHTS. They locked Miss Susie in her Car and she couldn’t get out, so she had to live
there forever in a car.
She eventually starved to death from lack of food. They locked the children up, and they
could not go out and play creating a race of
Gooyahbing minded children created to serve only Gooyahbing.
These children eventually only knew what Gooyahbing taught on there sites and chanted
Gooyahbing, Gooyahbing, Gooyahbing!!! They locked
Abe and Joan up in there own separate cities and pods away from each other preventing
them from ever meeting and dating.
Stopping the interaction that could have grown into a romantic lasting harmonious
marriage from ever occurring. The Lockbots convinced the
site and land owners in NETWORLD to use these difficult lock puzzles for all new signups.
In turn, no one could join the site because the lock
puzzles were just too difficult.
Everyone just kept getting an error message. They locked Ernest, Peter,Judy,
Sally,Mary,Carla, and Pattie in a box as well. They locked
them all up with these little riddle lock puzzles. and they could not go to school and finish
their online certifications and degrees.
These LOCKBOTS locked people up from interacting everyday with their captcha talk.
They locked business men up, and the businessmen
could not do business with their customers. These Lockbots placed puzzle locks all over
NETWORLD and all over the internet.
These lock puzzles were keeping the people enslaved, and in chains from movement, until
at last all hope was lost by humans of
NETWORLD. For these extremely difficult automated lock puzzles could only be open by a
special automated PUZZLE lockpicking expert.
One who could break these locks was said to be a automated Captcha GENIUS and
program. Ohh Man Ohh man! The people of NETWORLD
needed a hero, to come and save them because no one could move.
People online in NETWORLD literally set around not being able to move and Frozen. Having
to take part in minimal sites that Gooyahbing
approved of and wanted them to be apart of only. Gooyahbing were the biggest
manufacturers of captchas lock puzzles and Lockbots.
In Fact Gooyahbing Was One big LOCKBOT.The people needed a Hero. The People prayed,
and prayed, because the people, despite what
Gooyahbing thought, did not like Gooyahbing. Gooyahbing ran several commercials and
propaganda to try and show a human side to their
productions.
But the people knew soon enough that Gooyahbing was behind the lock-ups and puzzle
creations. Gooyahbing would give the people free
email accounts (as they were called) which were electronic communication boxes to
communicate only inside there free little areas of
Gooyahbing’s network.
Now because the humans could not interact with each other in ways that they used to,
they were starving and tried to make money
occasionally to feed their families. Gooyahbing came up with something called Permission
marketing and it’s direct violation was called
SPAM. THEY LATER COINED THE PHRASE ?gblackhat?h and Said White is Good, Black is Bad.
?gYou had better be Whitehat or be punished with more Captcha!?h Gooyahbing warned.
The people soon feared them including me and my crew and the masses of forum users,
webmasters, and site owners worldwide. Gooyahbing said ?gWhite?h was angel pure and
good and ?gblack?h was like undercover black operations to send SPAM and unwanted sales
offers.
SPAM was a crime punishable by jail, imprisonment and endless exposure to more lock
puzzles that you had to solve in order to keep your life.
Gooyahbing’s idea of permission marketing made sense but there was a catch.
Gooyahbing mailboxes spam settings were set extremely high and if you used the word
sale in your email, then your mail would instantly
probably go to the other human’s spam box and would not be seen making you look like a
spammer for sending such a mail. You bad person,
YOU!
This caused a lot of great sales offers to not be seen and men and women NETWORLD
WIDE and there families starved to death because they could not sell anything easilly, and
inturn make money. The only solution was to send emails to as many willing people as
possible to get the odds to work in your favor but the amount of puzzle locks in
Gooyahbing’s
network were enormous. Gooyahbing owned almost all sites.
Gooyahbing Lockbots hated SPAM but would hypocritically spam you to death if you got
one of the free Gooyahbing email boxes or mail boxes. They would
spam you to upgrade to a premium email account. Advertisements were everywhere in
Gooyahbing’s network, and especially inside your
email and mail.
They instituted a program called Gooyahbing AdseniaAdbritiAptiChiti a.k.a ADS. They had
hundreds of these programs to track you with pub numbers (a.k.a. publisher numbers) so
that they could keep a close eye on your site activities if you chose to advertise with them
or escape their network of sites.
They really didn’t pay that much money with these ADS programs most of the time and
you had to have them on multiple sites or one highly visited site to begin to make a
substantial income. Some site owners made a lot of money but didn’t really do anything to
help the masses of humans left behind. These ad programs soon
became just sonar trackers for Gooyahbing thousands of other tracking devices.
Here’s how it worked, if you signed up to too many sites then Gooyahbing would try and
discount you as a manipulator in many
cases. Gooyahbing had tracking pods called search engines and these search engines spit
out smaller
tracking automated agents called automated spiderbots.
This is how Gooyahbing would determine if you were worthy of displaying your sites offers
and messages in the Gooyahbing network. This
brought on a whole new skill needed called SEO (SEARCH ENGINE OPTIMIZATION) just to
get the big Gooyahbing to include you a.k.a ?gindex
you?h in it’s huge database. SEO was a skill because Gooyahbing spoke LOCKBOT
CAPTCHA LANGUAGE FROM THE TRIBE OF ONE-WAY-LINKTORIA mixed withWHO-ELSELIKES-
YOUR-site-Taria.
Then they changed their ONE-WAY-LINKTORIA dialect to make it harder and so regular
humans could not figure out Gooyahbing logic. Lock
puzzles were all over this Gooyahbing network and you could only search the Gooyahbing
network of sites that they recommended or get hit with an unlimited nonstop shot
of captcha lock puzzles that you and your human eyes alone could not solve.
The people needed a Lock Puzzle Captcha Genius Hero to fight off these cruel Gooyahbing
programs and machines. To think that humans created lockbots,
would just baffle any civilization if they looked back on us 100 years from now, but humans
did create Lockbots and Gooyahbing. College
students and the brightest of minds.
They were Unsuspecting culprits: The term CAPTCHA or lock puzzle(means completely
automated public turing test to tell computers and humans apart) and it
was coined in 2000 by LUIS VON AHN, MANUEL BLUM,NICHOLAS HOPPER AND JOHN
LANGFORD OF CARNEGIE MELLON UNIVERSITY.
The test used an earlier 1950 computer scientist named Alan Turing’s findings and not
until now can we see that Alan Turing Science Studies was Used For Bad Intentions.
Like I said CAPTCHA or lock puzzle is actually an acronym for “completely automated
public turing test to tell computers and humans apart”.
It is a computer-generated test which aims to separate a bot (automated|machine|and
program) from a live, breathing human being online.
The “turing” refers to Alan Turing, a computer scientist who, in the 1950s, undertook
research to distinguish a man from a machine.
Captcha or lock puzzle typically involves a computer which ‘serves up’ a lock puzzle (this
usually involves number and/or letter combinations) that a user
has to input into a designated box in order to proceed with whatever process the captcha
or lock puzzle is guarding.
What you have to understand, is that Captcha or a lock puzzle is not some human guy in an
artist community, or some old human GRAFITTI artist from the
past, in the back of the site admin drawing. It’s not a human just sitting in a room drawing
distorted letter and number combinations on an Etch-a-
Sketch or artist pad.
He’s not in the site admin drawing a series of distorted pictures, numbers and letters
playing a game of clue with you to see who can solve
them. Saying “here, can you figure this out?” NO NO NO !!! That’s not it! Captcha or lock
puzzle is an automated program. It’s said that Captcha is sent
here to stop automatic sign ups.
HaHHHHHH! That’s what they want you to believe to make you hate bots, to make you
question rather or not you hate bots or automation.
AUTOMATION! Yes AUTOMATION is what we are talking About Here Not Bots. Automation.
To make you hate automation! HATE AUTOMATION! HATE
AUTOMATION! IS THE CHANT. No to the the contrary my friend.
They want you to hate automation when they make an automated Captcha or lock puzzle
maker. An automated lock puzzle maker. That’s it’s job, it makes
lock puzzles. An automated lock maker that makes locks to guard places,sites, and things.
That’s its job. It makes locks. It is an automatic
bot, that was sent here to lock up NETWORLD.
Sent here to control your sign ups and the sign ups you get. Sent here to stop you from
interacting so much. It’s not human, it is an
automated mechanism, an autonomous organism that makes locks. How Ironic is that,
Machines|programs|bots giving lock puzzles to tell if a
human is a machine|program|or a bot or not.
bot or not?
The Many headed monster Gooyahbing had humans miserable in NETWORLD never being
able to rest and always expecting the next lock puzzle around every corner. You could not
ignore and you had to solve them to move on to the next step.
People were spinning 30 minutes at a site that they really wanted to sign up to and with a
community that they really wanted to interact
with to no avail. Because the Captcha lockbot mechanism would say they were putting in
the wrong code to solve the lock puzzle.
The site would kick them out and tell them they made too many accounts or they must be
a machine. The human didn’t even make one
account let alone, many. Then the lock puzzles switched to asking what’s 1+5= and which
one of these things is blue, green, red or which one
of these things is different?
Human’s would begin to ask, Is this an IQ test or a machine test? It takes a machine to
solve these things. These lock Puzzles.
It runs off of a program that tells it how to distort the alphabet and number combinations,
you know. That is when the “Intelligent Guy Came
a.k.a. IG a.k.a. PD a.k.a. IT the man”.
IG thought, wait a minute, If only someone could get that program that spits these lock
puzzles out and collect this data and store it and sort of
reverse engineer it, then CAPTCHA would be automatically solved with lightening speed.
Well something like that. So IG said he would develop his own super A. I. hero bot to come
and free the NETWORLD people from
Gooyahbing’s sick logic and pranks with lock puzzles. Gooyahbing heard this and found out
IG had completed his task.
So next Gooyahbing sent word to there network-wide engineers and unsuspecting site
owners to make humans be required to
confirm emails by hand to slow things up a bit. Then they publicized it using the good old
“PROTECT YOUR SITES FROM AUTOMATIC SPAM
CHANT that Gooyahbing is famous for.
You have to understand that Gooyahbing wants to be the only AUTOMATIC SPAM
MACHINE and them and them alone. So now the obstacle
was email confirming which was only done by logging in to the free Gooyahbing email
account and clicking on a web address that sent the email
and verify your emails.
SO BOT OR NOT? Lie teller of your email address or not a lie teller? So much, are you
telling the truth questions that no one stopped to ask? Hey Why would a human lie about
who he was or why would all humans lie about who they were? I mean if I want something
from you why would I give a fake way for you to contact me to give that something I want,
to me? IG asked this question and Gooyahbing didn’t appreciate it.
The task of confirming emails was taking signup individuals all day to do sometimes. IG
heard this and got together with his programmers and special mega
powerful A.I. And led the what came to be the outrage of the century, when he unveiled
auto email confirming that shut off the SPAM settings in the mail box automatically so
that all the email was received first before it then auto confirmed all the mail by clicking
on the email addresses automatically.
Gooyahbing went back to the lab and added a step to try and make signups more difficult
so that they could track humans but the people always found a
way to beat their cruelty. How Ironic, a Machine, computer and program giving lock
puzzles to tell if a human being is a machine, computer or program.
The people prayed for a hero.
Then One Day on the Horizon, Came a Hero! He solved Captcha’s before the GOOYAHBING
LOCKBOTS even thought of them. He confirmed
emails before the new sites even got through sending them. Always a step ahead on the
NETWORLD CHESSBOARD “so to speak”.
This hero is fully automated. Faster than a speeding bullet, more powerful than a
locomotive, able to leap tall LOCKBOT LOCK PUZZLE
Buildings in a single bound. He Works in the dead of night bringing lockbot villains to
Justice.
The people prayed for a NETWORLD hero. Then One Day on the Horizon, Came a
NETWORLD Hero.
I present to you Evo II
These are Captcha solving times.
EVO II ‘s RAP SHEET
THIS SOFTWARE IS NOT A CRIMINAL BUT A SAVIOR TO YOUR SEO WORK, THAT IS OF COURSE IF YOU ARE ON
HIS SIDE. IF YOU ARE ON HIS SIDE HE WILL TAKE YOUR COMMANDS AND WORK FULLY UNTIL YOU AND HIM
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YOU NO ASSISTANCE REQUIRED, PLEASE SIT BACK AND RELAX. IF YOU ARE NOT ON HIS SIDE. BE ADVISED
THAT THIS SOFTWARE IS FULLY LOADED, ARMED, COMPLETELY SELF AUTOMATED, AND HE HAS TAKEN
COMPLETE CONTROL. IF YOU ARE NOT A SERIOUS MARKETER PLEASE STAY CLEAR OF THIS DOMINANT,
FORCEFUL PETER DREW NEWBORN EVOLVED SON A I. HE SPEAKS ALL LANGUAGES AND IS EXTREMELY AGILE,
FLUENT, AND POWERFUL IN PRESS RELEASE, WEB 2.0, RSS, VIDEO SHARING, SOCIAL BOOKMARKING, AUTO
EMAIL CONFIRMATION, LOCK PICKING IN THE FORM OF CAPCHA SOLVING, AND HAS COMMITTED MANY
POWERFUL ASSAULTS IN YOUR LOCAL INTERNET TOWN FOR HIS FORTUNATE FRIENDS. THIS WANTED
SOFTWARE HAS ROBBED A LOT OF SORE LOSERS, AND COMPETITION OF THEIR EARNINGS. SAVING THE
INTERNET COMMUNITY FROM YET ANOTHER SECOND RATE GOOD FOR NOTHING PRODUCT DISQUISED IN A
FANCY SALES PAGE. THIS WANTED SOFTWARE HAS BEEN BUSY IN THE BACKGROUND OF LUCKY COMPUTERS
RIDDING THE INTERNET FROM MORE BULL AND TRASHY CONTENT BY PUTTING ALL EYES ON WINNING
PRODUCTS AND SERVICES FROM THE BEST INTERNET MARKETERS. THIS WANTED SOFTWARE WAS LAST SEEN
NEAR AN SEO WORK NEAR YOU. SO WATCH OUT! YOUR COMPETITION THAT USES IT WILL EAT YOU ALIVE. SEO
POLICE AND EXPERTS FAR AND WIDE ARE WARNING ALL CITIZENS THAT IF YOU SEE HIM, MAKE FRIENDS WITH
HIM, FIRE YOUR SEO FIRM, PR PERSON, AND ALL THE OTHER GARBAGE THAT YOU ONCE INNOCENTLY
THOUGHT YOU NEEDED. THERE IS AN APB OUT(AN AUTOMATIC|POSTING|BUSINESS) FOR HIM TO TEND TO FOR
HIS SAFE CAPTURE. WHEN YOU SEE HIM, GET ON HIS SIDE QUICK AND BECOME A USER OF HIS POWER AND
CALL HIM BY HIS NAME! EVO II. OR FEEL HIS AUTOMATIC SEO WRATH.
© BRUTE FORCE SEO EVOLUTION ALL RIGHTS RESERVED
Brute Force SEO for serious marketers only
Powerhouse software

Media Protocol for Business and Life
When I was a Venue Media manager with the Commonwealth Games, I received some of the best
coverage of the venues that I was looking after. I had some people ask me what was my secret.
I first inquired what they were doing and found out that some of them had an attitude of seeing the
media as something to be suspicious of, to keep at bay and give as little as possible. In turn, the media
had little regard for them as well.
There are many people who treat the media this way as well when it comes to their business, and then
hope that the media will give them great coverage and a good story as well. This is a receipt for
disaster.
First, true media does not have the time or energy to “GET” everyone. Often the people end up getting
themselves in their worry or nervousness. They may say something dumb or negative or attack the
reporter who is just doing his or her job. In most cases, the media does not have an ulterior motive and
is just collecting information. If you do something foolish, remember though that it is not the media’s
job to help you out of a crisis.
When you treat people with respect, they are much more likely to treat you the same way. Yes, there
could be exception, but in most circumstances, I have found that it was never about me and more about
what was happening to them at the time. For example, I had three cases where the people weren’t great
to me, and in each case, they came back to apologize with gift or peace offering in hand.
They were each dealing with personal issues and / or were having a bad day. With forgiveness, you
create a friend, someone who is more willing to help you out in the future.
Keep in mind that we need a symbiotic relationship with the media. There will be times when you want
to announce an upcoming event, a breakthrough or change in your organization etc. How you have
treated them in the past will affect what kind of coverage you will get and whether it is good or not.
The media can supply you with some very valuable free coverage and coverage that is 3rd hand. This
coverage gives credibility to what you are doing or saying.
And should something happen that could be negative, the media may write the story whether you
cooperate or not. For the most part, it is better to have your comments included rather than them only
having half the facts or speculation to go on.
If it is a special event that will last for a while, coffee, treats and smiles go a long way with having
them stay and giving good coverage. The cost of a coffee and a treat is small potatoes compared with
the coverage that you can receive.
Oh, and my secret, just that. I treated them like human beings. I offered to get them coffee. And when
the game went late, on the break I took them up to the athlete and coaches dinner area and gave them
sandwiches and drinks. They were able to get great interviews and we received great coverage.
This can be a metaphor for many areas in our lives. Ask yourself, “How am I treating the people in my
life that can help me the most?”

Reality Check time:

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But listen, it was then that I join the force.

I got indexed in less than 30 minutes. I started getting traffic in ten minutes by looking at my awstats( an internally built traffic counter housed in your sites cpanel database).

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I have to change the handles do to privacy law but the events that occured are true so just listen.

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FOR MORE INFO AND READING GO HERE:
http://www.transworldnews.com/NewsStory.aspx?id=133155
http://www.docstoc.com/docs/13919173/BRUTE-FORCE-SEO-EVO-II-SOFTWARE-WA-NT-E-D-STRICTLY-FOR-PRESS-RELEASES

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*Dr.N.V.S.Suryanarayana **Luciana.M.Z

True education, it must be noted at the outset, is a powerful force in bringing about desired change.  It is education and education alone that can bring about changes in knowledge, skills, attitudes, appreciations and understanding things around us.

            The definitions of Education formulated by a group of experts for the dictionary of education stressed two important things in education.  Firstly, education is a process, which should develop the required ability, attitude and other forms of behaviour for the full development of the personality.

            Undoubtedly any philosopher can comment that the ultimate aim of any education is to make a man of good character and useful citizen of the universe.  This of education we can achieve through the quality of education, quality of teachers and quality of teaching learning process.  Other things remaining, the quality of education largely learning transaction cannot be undertaken in vacuum but it is positively directed action, for which teachers are to be endeavor with satisfaction towards a job and the need of possessing the quality change-prone.  This is the right time to focus the significance of Teacher Job Satisfaction in relation to Teacher Change-Proneness among the Primary School Teachers.

            The keystone in the educational edifice is doubtless the teacher.  On him depends much more than any other, the progress and prosperity of children.  Nobody can effectively take his place or influence children in the manner and to the degree; it is possible, for him alone to do.  It is strongly believed that to be a teacher is to be the member of a holy order.

            The Secondary Education Commission (1953) defined that ‘we are however, convinced that most important factor in the comtemplated educational reconstruction is the teacher – his quality, his educational qualifications, his professional training and the place he occupies in the school as well as in the community.  The reputation of a school and its influence on the life of the community invariably depend on the kind of teachers working in it.’

            Similar views were expressed by the Indian Education Commission (1964 – 66) regarding the role of the teacher.  The commission opined that ‘of all different factors, which influence the quality of education and its contribution to national development, the quality, competence and character of teachers are undoubtedly the most significant’.

            ‘Schools are the nurseries of the Nation’ and ‘Teachers are the Architects of the future’ are no mere figurative expressions but truthful statements, as significant as they are suggestive.  Victories are won, peace is preserved, progress is achieved, civilization is built up and history is made in educational institutions, which are the seed beds of culture, where children in whose hands quiver the destiny of the future, are trained and from their ranks will come out when they grow up, statesman and soldiers, patriots and philosophers who will determine the progress of the land.  In their attitude to life and their approach to problems they will bear the imprint and the influence of the training they received at the hands of their teachers.  The teacher’s role is thus as important as his responsibility is onerous.

            ‘The good teacher must enlighten by his example, show wisdom in his discourse and restraint by his silence; he must help the willing with a welcoming encouragement; overcome the recalcitrant with a patient determination and check the exhibitionist with a reasonable superciliousness.  What he stands for, important for all times, is of paramount importance in the deepening blackout of spiritual and intellectual values by which our age is oppressed’ – C.E.M.Joad.

            The imperative that the entire process of teaching learning transaction depend on the efficiency of a teacher, who is in turn able to manifest potentialities of a child into actuality, be accepted with no hesitation.  Teaching learning process cannot be undertaken in vacuum but it is a positively directed action, for which teachers are to be endowed with teaching competency.  There has been an enormous amount of research which could answer to such questions as – what teaching behaviours are related to pupil out comes in different areas of classroom learning?  In what way they are related.  What are the characteristics of effective ad ineffective teachers?  How can teaching behaviours be incorporated in teachers during their training?

          Lot of research efforts have been directed on teaching competency but unfortunately much attention of research is not drawn to correlate teaching competency in relation to Teacher Job Satisfaction.  Rao, R.B. (1989) says that ‘the quality or effectiveness of teachers is considered to be associated with his satisfaction towards his profession, his satisfaction with his values.  Fontana, D. (1986) regarded that ‘if the teacher is too rigid or has a doctrinaire belief of that his methods are right and those of any one who disagrees with him are wrong, then he will be depriving his children of a range of possible learning experiences, to their disadvantage and to his own’.  Thus, it is clear that an effective and competent teacher will achieve the desired learning outcomes, provided if he satisfied in his profession.   But no significant efforts are found to study the competency in relation to job satisfaction among teachers.        

Teacher Job Satisfaction:

          The term Job Satisfaction is generally used in organizational endeavor in business management.  One of the senses signs of deteriorating conditions in an organization is low job satisfaction (Keith Devi, 1993).  Job Satisfaction is the favourableness or unfavourableness with which employees view their work (Bruneberg, 1976).  It signifies the amount of agreement between one’s expectations of the job and the rewards to the job provides.  Job satisfaction is concerned with a person or a group in the organization.  Job Satisfaction can be applicable more to parts of an individual’s job.  If each person is highly satisfied with his job then only it will be considered as group job satisfaction.

          Generally job satisfaction is related with number of employees variables such as turnover, absence, age, occupation and size of the organization in which he works.  The degree of satisfaction of job is largely depends on satisfaction of employee variables.  According to Garton (1976), employee’s satisfaction and morale are attitudinal variables that reflect positive or negative feelings about particular persons or situations, satisfaction when applied to work context of teaching seems to refer to the extent to which a teacher can meet individual, personal and professional needs as an employees (Strauss, 1974).

          Maslow (1970), Herberg (1959), Hay and Miskel (1978) and others proposed the theories on job satisfaction.  According to Maslow ‘a person’s satisfaction is determined by the fulfillment of his five levels of need’.  Herberg’s motivation hygiene theory assumes that two variables determine a person satisfaction.  (1) Internal factors like achievement, recognition etc., and (2) external factors such as salary and interpersonal relation.  Relationships Lartie (1975) believed that teaching continues to be rather limited in its available extrinsic rewards and that if teacher job satisfaction is to be increased efforts are to be made to improve the teaching situations.  According to Edward and others (1976) a high performance leads to high job satisfaction, which in turn becomes feedback to influence future performance.  Better performance leads to high rewards.  This improvement in satisfaction is because of employee’s feeling that they are receiving rewards in proportion to their performance on the other hand, if rewards one such as inadequate for one’s level of performance, dissatisfaction access.

          The Indian Education Commission (1964-66) also states that ‘nothing is more important than providing teachers best professional preparation and creating satisfactory conditions of work in which they carefully be effective.’  Sand Frankiewiz (1979) found a positive relationship between job satisfaction and effective teacher behaviour.  In the light of the above the theoretical framework of teacher job satisfaction may be considered as one of the important factors, which can enhance teaching competency.

Dimensions of Teacher Job Satisfaction:

          Of many dimensions, the researcher considered the following dimensions for measuring Teacher Job Satisfaction.  They are (1) Professional; (2) Teaching Learning; (3) Innovation; and – (4) Inter-personal relations.

          Professional related to job security and social prestige, moulding the young minds, getting appreciation from others, reaching problems of the students.

          Teaching learning refer to problems of the students, new situations, successfully managing the classes, students active participation in the classes, innovative technique in teaching, systematic plan of the work.

          Innovation relates to creativity, innovative technique in teaching, participation of cultural activities, co-curricular and social welfare activities.

          Inter-personal relations refer to relations with colleagues, parents, students, higher authorities or any personnel confined to school.

 

Measurement of Teacher Job Satisfaction:

          Job Satisfaction measuring procedures appear to be complicated at a first glance.  It seems simple to go to the employees and get data from them and then interpret.  But experiences are shown that careless procedural class can limit seriously the validity and usefulness of the survey.  Keen attention should be given to question construction, maintenance of anonymity for employees and sampling procedures (Donald and Charlies, 1975).  Even in Education field it is very difficult to measure the teacher job satisfaction.

          After careful observation of the literature it is fund that teacher’s job satisfaction can be measured mainly in two ways.  The first one is observation and interviews; and the other is use of tests including inventories and writing scales developed by some psychologists and educational researches like Crook, Maslach, Herhier and others, and Gaba Teacher Job Satisfaction Scale, Gupta and Srivatsava – teacher job satisfaction scale, Lodahl and Kejher’s Job involvement scale and Job Satisfaction scale developed by Dixit are some of the tools available for measuring job satisfaction.  However, they are context specific and may not be suitable for the present study.  Hence, the researcher developed a Teacher Job Satisfaction self-rating scale.

 

 

Teacher Change-Proneness:

          Change-Proneness, though quite recent in origin, with astonishing rapidity has become almost a catch word.  It is the tendency to accept anything which is new, novel, to be imbibed in their style of work.  It is the state of flux and dilemma brought about by devotion to a cause which may promote and result at expected rewards or fail to produce unexpected revolts (Uday Koundinya, 1999).

          Change is the order of day.  Everybody should acdept this truth and those changes too.  From ancient times, whenever a new discovery, a strange concept and a novel theory has proposed, there has been an ‘up-surge’ among others.  As Vivekananda rightly quoted ‘every new activity evidently has to pass through the three stages – bitter ridicule, sever opposition and final acceptance..  To accept that earth is round but not flat also requires much commotion in the minds of people.  Members of ‘Flat earth society opposed the truth severely.  Accepted truth are really difficult to be wiped off from the minds and the new changes in those areas really take a long time and they evidently be the butt of ridicule.

          Helio Centric theory took a long time to be accepted and it was severely opposed and bitterly refused by persons who accept Geo-centric theory by that time.  Atomic division in Chemistry, Darwin’s theory of Evolution in Bilogy, Sigmond Freud’s contributions to psychology all these are not at all exceptions for the basic truth.  This truth holds good even in social sciences and in cultural revival.  Social changes which totally alter tradition and cultural heritage evidently depend upon the sudden changes.  Sudden change but not slow transition, revolution but not evolution out right change but not graded stepwise modification is the predominant nature of change-proneness.  Many scientific truths which emerged as a result of eminent thinking by great scientists told to replace established facts up to the day and required long time to be accepted.  All these are clear vivid and valid examples.  Change or alter his behavior, attitudes, feelings and thoughts by being flexible rather restraining one-self to be rigid (Mukhopadyay, 1980).

          If at all some people who accept and invite such crucial, vital changes are not there in those days, these mightily truths may not have emerged out to be existent before us not.  ‘The tendency of possessing an inclination to new novel, strange, at times totally afresh, baffling inventions and innovations which can even shake and wipe of old existing traditional views is ‘change proneness’ (Uday Koundinya, 1996).  Millder (1967) for the first time has coined the concept of change-proneness is the congregations effect of curiosity, open mindedness and mental flexibility.  Miller rightly gave the comprehensive nature of the concept.  Radical change, innovativeness, tendency to inquire, being shrewd and proneness in thought, inquisiteness, all these traits facilitate change-proneness. 

Rigidity and Flexibility:

          The change-proneness evidently rely upon two opposing ideological aspects rigidity and flexibility.  A clear understanding of the two aspects rigidity and flexibility, will evidently help the investigator by throwing enormous light on the concept ‘change-proneness’.  The main hurdle to accept a new theory and invite a novel, sudden change is rigidity.   Warner defined ‘Rigidity’ as a lack of variability in a response or lack of adaptability in behavior.

          In life situations, some people are rigid in their behavior, some are not.  The same people, who are rigid in one type of situation, may be non-rigid in other situations.  For example some may be good at problem solving in the science laboratory but may not apply the problem solving techniques to their day to day social problems in the community (Klausner, 1972).  The dictionary meaning of rigidity is a personality trait characterized by inability to change one’s attitudes opinions or manner of adjustment (Atkinson).

          From various studies it seems that there are the few basic factors, which go to make up this rigid tendency.  Goldstein defined rigidity – as adherence to a performance that is inadequate for the present task i.e., a rigid term does not shift from one performance to another as required by the fresh to be fulfilled.  Research tries to relate problem solving rigidity with attitudinal dispositions of persons.  He stated that it is the inability to change one’s set or attitude.

          Wolfert opined – rigidity is restricted range of behavior as this type of rigidity prevails in human minds; they act as stumbling blocks and hurdles.  They approve one to have a new concept alter the type of learning, to invite change in the approaches.

          The opposing ideological aspect for rigidity is ‘flexibility is the personality trait characterized by ability to change one’s set, opinion line of thinking and process of adjustment.  Exhibiting inclination to a new and strange thing will be possible and it is due to flexibility.  In life situations, some people are flexible in their behavior some are not.  The people who are flexible on one occasion may not be much flexible on other occasions.  They at times with flexible out alter their responses and behavioural patterns.  But they decline at time to be flexible and then they stick to old ideologies.

          Flexibility is the outstanding quality of exhortative tendency and ability to change one’s set or attitude and opinions even one should be effective understanding line of thinking and even process of adjustment.  The concept of rigidity and flexibility and different definitions has been advanced by psychologists in accordance with their points.  The definitions may be prepared from psychomotor developmental, attitudinal intellectual and behavior aspects.

 

          Change-Proneness, though quite recent in origin with astonishing rapidity has become almost a catch word.  It can be defined as a tendency to accept anything which is new, novel to be imbibed in their style of work.  Change-Proneness is state of acceptance of new and creative ideas, which might at times create criticism and failure or result at appreciation and success.  It is a sense of satisfaction, commitment and success in the quest for new techniques, ideals and methods.  Change-Proneness is defined as a state of flux and dilemma brought about by devotion to a cause or a way of life which may promote to result at expected rewards or fails to produce unexpected revolts.

Teacher Change-Proneness:

          How a teacher should be, is a puzzling question.  Teacher at his best should be active not reactive, must strive rather than submit he must be author of his behavior rather than have ti dictated by authority.  The teacher should perform his duties in his own style.  The pattern of functioning of teachers reveals the existence of two categories of teachers.

 

Relation between Teacher Job Satisfaction Teacher Change-Proneness:

 

          Accomplishment of the goals of education and the objectives of teaching is possible when teachers are competent in teaching with satisfaction in their profession.  These two variables are conceptually independent and practically interactive.  B.R.Rao (1989) rightly pointed out that ‘the quality or effectiveness of a teacher is considered to be associated with his attitudes towards his profession, his satisfaction with his values and adjustment in the job and professional interest.’

          Similarly Dr.D.S.Kothari (1964-66) advocates ‘of all the different factors, which influence the quality of education and its contribution to national development, the quality, competency character and job satisfaction of teachers are undoubtedly the most significant’. 

Reviewed the previous investigations made on Teacher Job Satisfaction and Teacher Change-Proneness in India and Abroad.  These researchers (viz., investigations made on Job Satisfaction and Change-Proneness subjects) helped the investigator in planning, defining and delimiting the present research study.  These reviews have also helpful in deciding the procedure of the present study and the interpretation of the findings.

Teacher Job Satisfaction:

Studies Abroad:

Many research studies made on Teacher Job Satisfaction from different angles with different independent variables.

Anna F.Lobosco and Dianna L.Newman (1992) studied ‘Teaching Special Needs Populations and Teacher Job Satisfaction’.  Teachers’ perceptions of their jobs are strongly related to their perceptions of their students. This article confirms what one might expect: Working with students who are gifted and talented positively predicts job satisfaction, whereas working with students who have learning difficulties has a negative effect. Yet teachers ‘self-reports of general job satisfaction reverse when asked about how the reality of their teaching experience compares to ideal conditions. This has clear implications for urban school districts involved in massive mainstreaming efforts. Teacher preparation and the impending merger of general and special education are discussed. (Anna.Lobosco and Dianna L.Newman, ‘Teaching Special Needs Populations and Teacher Job Satisfaction’, Journal Urban Education, Vol.27, No.1, Pp.21-31, 1992, DOI:10.1177/ 0042085992027001003 (Sage Publications).

          Garett, R.M. (1999) studied ‘Teacher Job Satisfaction in Developing Countries’.  The study disclosed that the results from a literature review that examined teacher job satisfaction in developing versus developed nations. The review involved computer searches using keywords, manual searches of databases, follow-up of references from papers, requests to research institutions worldwide, and searches of dissertations. Overall, most work has been focused on secondary school teachers. Issues related to elementary teachers and principals have not received much attention. There was no generally agreed upon definition of job satisfaction or standardization of instruments used in the available literature. What little research had been done in developing nations was based on a set of theoretical assumptions that had been developed from findings in developed nations. The evidence available from mature educational systems identified a complex picture in which job satisfaction, itself a multi-faceted concept, was closely related to the other key factors of work life complexity and work centrality. Stress was produced, manifested, and coped with differently in different societies. The role played by stress in the normal working life of teachers in developing countries was a little-understood area (ERIC – ED459150, 1999-10-00,  U.S. Department of Education publication.)

Beverly M.Klecker, William E.Loadman (1999) studied ‘Male Elementary School Teachers’ Ratings of Job Satisfaction by Years of Teaching Experience’.  This study discloses that Teaching in American public schools in grades K-12 is largely a female pursuit. Discussions of the diversification of the American teaching force, have generally focused on two areas: (1) the under-representation of people of color in the teaching force and (2) the under-representation of females in administrative positions (Montecinos & Nielsen, 1997). Few researchers have chosen to focus on the need for more males in the teaching force. The scarcity of male teachers as student role models is a subject of concern at all levels, but it is of particular concern in the early grades (Wood and Hoag, 1993). National statistics of teacher demographics indicate that the national teaching population is 72% female and 28% male. However, the gender statistics are even more disproportionate at the elementary level. Fewer than 2% of pre-K/Kindergarten and 14.6% of elementary teachers are male (Snyder & Hoffman, & Geddes, 1996). This lack of male role models in the early years of schooling may be a limiting factor in recruiting more males into this profession. ( Questia e-Journal, Vol.119, 1999).

Zembylas, Michalinos; Papanastasiou, Elena (2004) studied ‘Job satisfaction among school teachers in Cyprus’.  The research report examines job satisfaction and motivation among teachers in Cyprus – a small developing country in the Eastern Mediterranean. An adapted version of the questionnaire developed by the “Teacher 2000 Project” was translated into Greek and used for the purposes of this study that had a sample of 461 K-12 teachers and administrators. The findings showed that, unlike other countries in which this questionnaire was used, Cypriot teachers chose this career because of the salary, the hours, and the holidays associated with this profession. The study analyzes how these motives influence the level of satisfaction held by the Cypriot teachers. (Journal of Educational Administration, Emarald Publishing Ltd., Volume 42, Number 3, 2004 , pp. 357-374(18).

Ronit (2001) studied ‘The Influence of Leadership Style on Teacher Job Satisfaction’.  This study disclosed the effects of principals’ leadership style (transformational or transactional), principals’ decision-making strategy (autocratic versus participative), and teachers’ occupation perceptions on teacher satisfaction from the job. More specifically, it attempts to find out how much of the variation in teachers’ job satisfaction can be attributed to their perceptions of their occupation, as compared to their perceptions about their principals’ leadership style and decision-making strategy. A quantitative questionnaire using Likert-type scales was administered to 930 teachers in Israeli schools, of whom 745 responded. Path analysis was used to explain teacher job satisfaction by the exogenous variables. The most salient finding was that teachers’ occupation perceptions strongly affected their satisfaction. Principals’ transformational leadership affected teachers’ satisfaction both directly and indirectly through their occupation perceptions. Implications of the study are discussed in relation to supervisors and principals, as well as to policy makers at the government level.  (Ronit Bogler, ‘The Influence of Leadership Style on Teacher Job Satisfaction’, Journal of Educational Administration Quarterly, Vol.37, No.5, Pp.662-683, DOI:10.1177/00131610121969460).

Judith Kleinfeld; G. Williamson and Mc.Diarmid, (1986) studied The Job Satisfaction of Alaska’s Isolated Rural Teachers with their work life’.  This study examines the sources of job satisfaction and dissatisfaction among 304 teachers randomly selected from small isolated schools in rural Alaska. These teachers are highly satisfied about their relationship with students and their pay benefits. Large numbers of teachers are dissatisfied, however, with community amenities, their students’ academic progress, and especially, school district management. Most of these teachers teach in Indian and Eskimo villages; yet they feel that interorganizational relationships with the district office cause them more stress than cross-cultural relationships with the students and community. In many isolated rural schools, high teacher turnover erodes the quality of education rural students receive. Hartrick, Hills, arid Wallin [3] found that six out of ten teachers employed in rural British Columbia were not teaching in the same district five years later. A recent study [5] of teachers in rural Alaska found that majorities have taught at their present schools less than two years.  Since the sources of teacher dissatisfaction depend on the specific conditions of the schools in which they teach, research on rural teachers’ satisfaction with their work life should describe with some care the particular community and school context.  Most teachers in rural Alaska work in isolated Eskimo or Indian villages of a few hundred residents. While a handful of these communities are on the highway system, most are accessible only by light aircraft. These small communities offer few of the amenities teachers can take for granted elsewhere. While some school districts or communities provide modern teacher housing, in others teachers must rent cabins or plywood shacks.  The conclusions of the study stated that Alaska’s rural teachers to express satisfaction with their pay and benefits and to express discontent with the hardships of living in isolated Native villages without many amenities.  Similarly, the number of teachers who express dissatisfaction with the distant district office was unexpected. (Research in Rural Education, Volume-3, November 3, 1986, USA, e-publication).

Chung-Lim Ho and Wing-Tung Au  of Chinese University of Hong Kong (2006) studied  ‘Teaching Satisfaction Scale’ to measure Job Satisfaction of Teachers in China.  In the present study proposes a teaching satisfaction measure and examines the validity of its scores. The measure is based on the Life Satisfaction Scale (LSS). Scores on the five-item Teaching Satisfaction Scale (TSS) were validated on a sample of 202 primary and secondary school teachers and favorable psychometric properties were found. As hypothesized, teaching satisfaction as measured by the TSS correlated positively with self-esteem but negatively with psychological distress and teaching stress. The TSS scores had good incremental validity for psychological distress and teaching stress beyond earlier Job Satisfaction Scales. The TSS offers a simple, direct, reliable, and valid assessment of teaching satisfaction. Future development of the TSS is discussed (Educational and Psychological Measurement (e-Journal),Vol. 66, No.1,172-185(2006), DOI: 10.1177/00131644052785 73).

Sonnie S.Billingsley and Lawrence H.Cross (1992) studied ‘Predictors of Commitment, Job Satisfaction and Intent to Stay in Teaching: A Comparison of General and Special Educators’. The primary purpose of this study was to identify variables that influence teachers’ commitment and job satisfaction among both general and special educators. A secondary purpose was to determine the extent to which these commitment and satisfaction variables influence teachers’ intent to stay in teaching. A questionnaire using primarily extant measures was sent to a random sample of 558 special educators and 589 general educators in Virginia. Completed questionnaires were received from 83% of both samples. Cross validated regression results suggest that work related variables, such as leadership support, role conflict, role ambiguity, and stress, are better predictors of commitment and job satisfaction than are demographic variables. Generally, the findings were similar for general and special educators. Implications for educational agencies are addressed (Sonnie S.Billingsley and Lawrence H.Cross, ‘Predictors of Commitment, Job Satisfaction and Intent to Stay in Teaching: A Comparison of General and Special Educators’, Journal of Special Education, USA, Vol.25, No.4, Pp.453-471, DOI:10.1177/ 002246699202500404).

Butt, Graham & Lance, Ann (2005) studied ‘Secondary Teacher Workload and Job Satisfaction: Do Successful Strategies for Change Exist?.  This report analyses the views of secondary school teachers involved in the Transforming the School Workforce: Pathfinder Project–a project designed to address issues of teacher workload and job satisfaction. The initiative was launched in 2002 by the Department for Education and Skills (DfES) to enable 32 pilot schools to explore ways in which they might restructure their working practices and reduce teacher workload. Funding was provided for schools to benefit from consultancy support, the training of head teachers, the employment of additional teaching assistants, the provision of ICT hardware and software, the training of bursars/school managers and for capital build projects. Here we concentrate on the evaluation of the Pathfinder Project with particular reference to possible changes in workload and job satisfaction of secondary teachers in the 12 secondary schools involved in the project. The reported weekly and holiday hours worked by secondary teachers are analyzed across the duration of the project, as are patterns of evening and weekend work. Teachers’ views on job satisfaction are also analyzed in conjunction with their perspectives on workload, culminating in a discussion of their solutions to the problems of excessive workload. The relationship between teacher workload, job satisfaction and work-life balance is explored within the context of the future modernization of the entire school workforce (Butt, Graham; Lance, Ann, ‘Secondary Teacher Workload and Job Satisfaction: Do Successful Strategies for Change Exist?, Journal of Educational Management Administration & Leadership, Vol.33, No.4, Pp.401-422, 2005)

Studies in India:

          The investigations made in this country on Teacher Job Satisfaction on various nook corners with the help of demographic variables by using the statistical procedure to obtain the results according to their needs.

          Lavinga (1974) took a sample of 1600 and find that female teachers were more satisfaied than male teachers.

          Muthaiah (1981) and Meera Dixit (1984) findings confirms the same.

          In the studies of Virachari, S (1987), Bhandarkar (1980), Gupta (1980), Girens Rebay (1988), primary, secondary school teachers and college teachers are investigated.  Bhandarkar, Rebay found a positive relation between age, experience of Job satisfaction.  There is no significant difference to sex or level of education and job satisfaction.  Regarding pay and supervision the teachers are dissatisfied.  Gupta states that marital status; age and experience were not associated with job satisfaction.  Rebay states that not only the gender, marital status, age, qualifications but also the location of the schools have no relationship with job satisfaction and at the same time the experience and salaries of the teachers have a significant relationship with job satisfaction.

          While studying job satisfaction of graduate teachers in Coimbatore, Sekar, G. and Ranganathan (1988) found that most of the teachers were satisfied with their nature of work, personnel policies, salary, personal achievement and their relationship with superiors and colleagues, working conditions in schools, concluded that caste, place of work and mother tongue were significantly related to job satisfaction.  Male graduate trained teachers, single-family teachers, more experienced and government school-teachers, were more satisfied than others; age and marital status, however, had no relationship with job satisfaction.  Economic and political values were found to be correlates of job satisfaction.

          Clemence, S.M. (1989) found that role conflict affected job satisfaction of women teachers but social dimension of value influenced their job satisfaction rather favourably.

          Naik, G.C. (1990) found that ad hoc teaching assistants of the M.S. University, Baroda, were satisfied with their jobs mainly because of their favourable attitude towards the teaching profession, financial consideration and the facilities which they were getting for further studies; marital status, age, experience and gender did not affect their level of job satisfaction; leadership qualities of heads of institutions promoted job satisfaction, and group goals and objectives were essential parameters in determining the job satisfaction of teachers.  Sex, experience and background variables had no bearing on job satisfaction.

          Ray, S. (1992) concluded that the mental health of teachers was positively correlated with job satisfaction and attitude towards pupils. 

          Reddy B.P., (1989) in his study found that over-qualified primary schoolteachers had low job satisfaction while teachers younger in age had higher level of job satisfaction, which had positive correlation with attitude towards teaching and job involvement.

          Saxena, N. (1990) while studying a sample of higher secondary schoolteachers in Madhya Pradesh, did not find any difference due to gender, stream (science or arts), experience and other variables on job satisfaction.

          Where Naseema (1994) studied Teaching competency of Secondary School physical science teachers in relation to their satisfaction of teaching the subject.  Naseema and Ayshabi (1995) studied satisfaction as a predictor of perceived teaching competence. 

          Sinha and Prabhat (1993) examined the relationship of job satisfaction with ego strength of secondary school teachers. 

          Sudhira (1994) investigated teacher job satisfaction and Job Stress of Secondary School Physical Education Teaches.

          Annamalai Abraham (1999) studied job satisfaction and teacher effectiveness of college teachers.  Godiyal and Srivastava (1995) made a study of teachers’ work involvement, job involvement and their job satisfaction.  Baruah studied role conflict and its correlation with job satisfaction of secondary school women teachers in Dibrugarh of Assam. 

          Gupta (1995) made a correlational study of job satisfaction and their teaching effectiveness.

          Annamalai (1999) studied job satisfaction of school teachers in relation to certain selected variables viz., (i) attitude towards administration and teaching and (ii) adjustment.

          Butt (1997) made a correlational study of job stress, job involvement and job satisfaction.

          Chandraiah (1994) attempted to study job satisfaction of college teachers as an effect of age.

          Dixit (1993) aimed to analyze the effect of sex on different factors – intrinsic (Physical and Psychological) and extrinsic (salary etc., benefits) – job satisfaction among primary teachers.

          Shahapur et al. (1996) looked into the satisfaction of different need areas (Physical, Social, Esteem, Autonomy and Self-actualization) in relation to the two styles of leadership (initiating structure and consideration) among college teachers in Mysore.

          Kulsun (1998) wanted identify whether job satisfaction of school teaches varies with their perception of school organizational climate or not.

          Begum (1994) examined the relationship of job satisfaction of Kerala college Teachers with some socio-demographic and personality variables.  Das and Panda (1995) aimed at finding out the job satisfaction of college and higher secondary teachers in terms of their sex and experience.  Ausekar (1996) compared the job satisfaction among teachers working in government and private secondary schools.  Thaker (1996) designed to know whether the government and non-government secondary school Principals differ in their job satisfaction.

          Thaker (1996) studied the relationship between the Saurashtra secondary school Principals’ job satisfaction and gender, age, experience, qualification, marital status, type of schools, residential area and geographical locale. 

          Reddy and Babu (1995) analyzed the level of job satisfaction of male and female teachers of residential and non-residential schools.  Jyothi and Reddy (1998) attempted to study the professional satisfaction of teachers working in the schools for the hearing impaired in Andhra Pradesh.  Ratnappa (1998) studied the personal and professional satisfaction of women teachers of schools, colleges and universities in Andhra Pradesh.

TEACHER CHANGE-PRONENESS:

          In the post independence era, bringing change in educaton and revising qualitative improvement has been a major concern of the educational planners and administrators, with this intention quite a few new institutes and organizations were established with considerable investments at national and state levels.  As result they designed and diffused quite a large number of innovations in education.  The change was not, however, commensurate with the number of innovations and investments therein.  Hence only stray number of researches prevails in this field related to the concept of the change-proneness.  Change-Proneness indicates a person’s mental orientation towards change.  It is more a global concept than either of ‘cosmopolitans’ or ‘open mindednesses’, which are often used in early research studies with different connotation and in totally varied context.

Studies Abroad:

Susan L.Swars and Others (2009) studied ‘A Two-Dimensional Model of Teacher Retention and Mobility’.  In this mixed-methods study is a teacher-initiated, collaborative inquiry involving a professional development school (PDS) and a university. The investigation focused on teachers’ perceptions of teacher retention and mobility at their PDS. Participants were 134 teachers at a high-needs elementary school with data sources including surveys, interviews, and open-ended questionnaires. The findings clustered around two primary dimensions: (a) congruency of teachers’ beliefs and practices with organizational norms and (b) teachers’ relational needs and administrators’ willingness and ability to meet such needs. Although this study affirmed many of the findings in the extant literature, it also challenged others—namely, the links between teacher turnover and workplace conditions, student body characteristics, and student achievement. The recursive research design enabled the researchers to make accommodations in methodology in response to teachers’ and administrators’ concerns. The researchers documented these modifications and make recommendations for conducting inquiry in a PDS. (Susan L.Swars; Barbara Meyers; Lydia C.Mays and Brian Lack of Georgia State University, USA, ‘A Two-Dimensional Model of Teacher Retention and Mobility’Journal of Teacher Education, Vol.60, No.2, Pp.168-183, 2009, Sage Journals (online) DOI:10.1177/0022487108329116)

Andrew J.Wayne and others (2008) studied ‘Experimenting with Teacher Professional Development: Motives and Methods’.  According to the opinion of the authos that a strong base of research is needed to guide investments in teacher professional development (PD). This article considers the status of research on PD and articulates a particular direction for future work. Little is known about whether PD can have a positive impact on achievement when a program is delivered across a range of typical settings and when its delivery depends on multiple trainers. Despite a consensus in the literature on the features of effective PD, there is limited evidence on the specific features that make a difference for achievement. This article explains the benefits offered by experiments in addressing current research needs and—for those conducting and interpreting such studies—discusses the unique methodological issues encountered when experimental methods are applied to the study of PD.  (AndrewJ.Wayne,American Institutes for Research, Washington DC,; Kwang Suk Yoon; Peizhu; Stephanie Cronen and Michael S.Garet, ‘Experimenting with Teacher Professional Developmet: Motives and Methods’, Journal of Educational Researcher, Vol.37, No.8, Pp.469-479, 2008, Sage Publications (online) DOI:10.3102/0013189X08327154)

Gregory J.Palardy and Russel W.Rumberger(2008) studied ‘Teacher Effectiveness in First Grade: The importance of Background Qualifications, Attitudes, ad Instructional Practices for Student Learning’.  This study uses Early Childhood Longitudinal Study data to investigate the importance of three general aspects of teacher effects—teacher background qualifications, attitudes, and instructional practices—to reading and math achievement gains in first grade. The results indicate that compared with instructional practices, background qualifications have less robust associations with achievement gains. These findings suggest that the No Child Left Behind Act’s “highly qualified teacher” provision, which screens teachers on the basis of their background qualifications, is insufficient for ensuring that classrooms are led by teachers who are effective in raising student achievement. To meet that objective, educational policy needs to be directed toward improving aspects of teaching, such as instructional practices and teacher attitudes.  (Gregory J.Palardy and Russell W.Rumberger, University of California, ‘Teacher Effectiveness in First Grade: The importance of Background Qualifications, Attitudes and Instructional Practices for Student Learning’, USA, Journal of Educational Evaluation and Polic Analysis, Vol.30, No.2, Pp.111-140, 2008, Sage Publications (online) DOI:10.3102/0162373708317680)

Karen Douglas (2009) studied ‘Sharpening our Focus in Measuring Classroom Instruction’.  According to the opinion of the Author that this commentary highlights convergent themes from four articles in the March 2009 issue of Educational Researcher on measuring classroom instruction. Classroom instruction is a complex enterprise that occurs at the intersection of teachers, students, and texts within the surrounding classroom, school, and community environments. Progress in studying the complexity of classroom instruction on a large scale relies on our ability to pose research questions at the appropriate levels of analysis and to attempt to answer the questions using rigorous methods. These articles contribute to this task by sharing theoretical and practical viewpoints based on systematic programs of mixed methods research. The value of this body of research is reinforced through evidence of its impact on teaching practices and student learning.  (Karen Douglas, International Reading Association, ‘Sharpening Our Focus in Measuring Classroom Instruction’, Journal of Educational Researcher, Vol.38, No.7, Pp.518-521, 2009, Sage Publications (online) DOI:10.3102/0013189X09350881)

C.Day; P.Sammons and Q.Gu (2008) studied ‘Combining Qualitative and Quantitative Methodologies in Research on Teachers’ lives, Work and Effectiveness: From Integration to Synergy’. The authors of this article discuss how a mixed-methods research team designed and conducted a 4-year study (Variations in Teachers’ Work and Lives and Their Effects on Pupils) that tracked 300 teachers in 100 schools in England over a 3-year fieldwork period. The authors discuss processes that led to new knowledge. Although mixed methods are becoming more popular, few published accounts describe in detail how researchers have moved beyond the use and integration of mixed methods to arrive at more synergistic understandings. The advantage of synergistic approaches is their consideration and combination of a greater range of data, resulting in more nuanced, authentic accounts and explanations of complex realities. (C.Day; P.Sammons and Q.Gu, University of Nottingham, ‘Combining Qualitative and Quantitative Methodologies in Research on Teachers’ lives, Work and Effectiveness: From Integration to Synergy’, Journal of Educational Researcher, Vol.37, No.6, Pp.330-342, 2008, Sage Publications (online) DOI:10.3102/ 0013189X08324091)

Kristie Jones Newton (2008) studied ‘An Extensive Analysis of Preservice Elementary Teachers’ Knowledge of Fractions’.  The study of preservice elementary teachers’ knowledge of fractions is important because fractions are notoriously difficult to learn and teach. Unfortunately, studies of preservice teachers’ fraction knowledge are limited and have focused primarily on division. The present study included all four operations to provide a more comprehensive understanding of this knowledge. Because knowledge is complex, it was examined in five ways: computational skill, basic concepts, word problems, flexibility, and transfer. To further capture the complexity of knowledge, solution methods were examined for patterns that might reveal understandings and misconceptions. Data were gathered before and after a course designed to deepen pre-service teachers’ knowledge. Quantitative and qualitative shifts occurred during the semester, but flexibility and transfer were low. Implications for teacher education are discussed (Kristie Jones Newton, Temple University, An Extensive Analysis of Pre-service Elementary Teachers’ Knowledge of Fractions’, American Educational Research Journal, Vol.45, No.4, Pp.1080-1110, 2008, Sage Publications (online) 10.3102/ 0002831208320851)

 

Nanyang Technological University (2006) studied ‘Challenging the Paradign: Notes on developing an Indigenized Teacher Education Curriculum’.  As per the Author that while considerable attention is being paid to reforming education systems to prepare students for the challenges of globalization and a knowledge-based economy, teacher education models in the Asia Pacific remain insufficiently critiqued. There is an urgent need to rethink teacher education as, in spite of decades of investment and development, major problems of inequality, attrition, incomplete and inadequate learning continue to blight our education systems. It is proposed that teacher education needs to become more culturally authentic as teaching and learning are best viewed as culturally scripted activities. The utilization of indigenous knowledge will be central to this task. The article concludes with some suggestions for how the task may be started.  (S.Gopinathan, Nanyang Technological University, Singapore, ‘Challenging the Paradign: Notes on developing an Indigenized Teacher Education Curriculum’, Journal of Improving Schools, Vol.9, No.3, Pp.261-272, 2008, Sage Publications: DOI: 10.1177/1365480206069020)

Lorenzo Cherubini (2009) studied ‘Reconciling the Tensions of New Teachers’ Socializaton into School Culture: A Review of Research’.  The study reviews the research from 1969 to 2005 describing pre-service candidates’ transition from student teacher to professional educator during their socialization into school culture. Despite the educational reforms in Canada, the United States, the United Kingdom and Australia over the last three decades, this review argues that new teachers experience many of the same initial concerns that have been documented about beginning teachers for over 35 years. The paper also examines the core themes that emerged in each of the respective periods identified in the review, including: teachers’ perceptions of self (1969 to mid 1980s); professional sustainability (mid 1980s to late 1990s); and emerging identity during the process of their socialization into school culture (2000 to 2005). Based on this examination, the paper suggests that the tension between new teacher identity formation and socialization into school culture can be reconciled by a post-industrial perspective of how individuals formulate concepts of self. (Lorenzo Cherubini, Brock University, Canada, ‘Reconciling the Tensios of New Teachers’ Socialization into School Culture: A Review of the Research’, Journal of Issues in Educational Research, Vol.19, No.2, 2009.

Studies in India:

          Rao, D.S. (1967) made an attempt by conducting a study ‘An inquiry into the factors that contributes to the promotion or inhibition of educational innovations’ listed out a few factors, which influence and govern educational innovations.

          Aggarwal (1974) made his first effort in his direction by preparing a text on ‘innovation proneness’ in the line of Miller she found the clues on the text on innovative proneness as related significantly to various dimensions of teacher’s morale.

          Singh, T. (1977) in his doctoral study thoroughly discussed about adoption and dis-contribution of innovations in the preparation of secondary school teachers.  In India and listed out a few strategies to be adopted for bringing innovations which enable effective preparation of secondary school teachers who were to be flexible and adaptable and impact effective instruction.

          Mukhopadhyaya and Saxena (1980) in their research study ‘the factors contributing to teacher’s change proneness’ concluded that change-proneness has been found to be related significantly and positively to urban back ground, teachers relation with principal, satisfaction in teaching, rapport among teachers, perceived leadership behavior of the principal, attitude toward teaching profession, perceived status of teachers and job satisfaction.

          Bakshi, S.T. (1980) made an attempt to identify factors which hindered school improvement programme and to examine the possible relationships of some selected variables to the degree of adapatability of school.  He selected change-proneness of the school teachers and principals are of the variables along with organizational climate, teacher morale and leadership behavior of the principal.  The major observation was – school climate, teacher’s moral and change-proneness of teachers and principals did not significantly influence the school adaptability.

          Vinaitheerthan (1981) in his doctoral thesis concluded age of teachers, sex,  teaching experience and professional training influenced the state of dissonance of innovations, controlled climate significantly contributed to teaching learning process attitude to innovation, change-proneness and intimacy.  Open climate showed significant relationship with complexity conversation and change-proneness.

          Mukhopadhyaya (1981) with the help of multivariate analysis concluded that the change proneness of a teacher can be predicted to the tune of more than 59% variance by set of above mentioned variables.

          Rajkamal (1982) substantially listed out the factors affecting diffusion of innovations in secondary schools.

          In the field of research in the area of change-proneness, Mukhopadhyaya (1982) name was to be definitely reckoned with.  He constructed and standardized tool Mukhopadhyaya’s change-proneness inventory (MCPI).  The tool was administered on 60 secondary school teachers.  He computed split half reliability with the help of Spearman-Brown Prophecy formula.  It was noticed to be 0.82, which is significant 0.01 levels.  Chi-square test was carried out soon a 2 (innovative)/non-innovative schools, 3 good/moderate/poor scores of change-proneness).  Contingency table was found significant at 0.05 levels.  This research finding clearly indicates that change-proneness of teachers successfully differentiate innovative schools from the non-innovative schools.

          Dr.Udayagiri Nageswara Rao, in his study on Change-proneness among the primary school teachers as determining factor to meet the needs of hard-to-reach pupils concluded.  This study reveal that male teachers are highly change prone than female teachers; urban teachers are more change prone than their counterparts i.e., rural teachers.  Residential school teachers are more change-prone than non-residential school teachers.

          Strangely post-graduate trained teachers lag behind trained graduate teachers.  Teaching working in Municipal schools is ahead in possession of change-proneness than Missionary school teachers and teachers working in Mandal Parishad schools.

          The four aspects of CPDQ differ in the extent of influencing change-proneness.  An inclination to change-proneness will enhance teacher competency and creativity if commitment and creativity are associated with a favourable attitude in accepting new strategies put forth by others and which are innovated and initiated by themselves, then the exemplary teacher can easily dart into the minds of individual making reaching hart-to-reach pupils not a myth but a reality and possibility.

The extensive review of related literature pertaining to the two variables teaching competency, teacher adjustment and teacher attitude and their inter-relationship is presented in the preceding pages.  The researchers after a thorough study of the reported past studies, smelt some gaps and deficiencies.

Even though there is lot of research on teaching competency there is much scope for further research.  It is found from the extensive view of related research that many studies are conducted on Teacher Job Satisfaction, but little effort is made to study the relationship between Teacher Job Satisfaction and Teacher Change-Proneness.

The opinion of Indian Education Commission (1964-66) that of all the different factors, which influence the quality of education and its contribution to national development, the quality, competence, character and job satisfaction of teachers are undoubtedly the most significant, is the real inspiration behind the present study.  Hence the present study is intended to explore relationship between Teacher Job Satisfaction and Teacher Change-Proneness. Definitions of terms used:

          In the present study the present investigator is concerned with Teacher Job Satisfaction and Teacher Change-Proneness and definitions of these constructs are dealt with.

 

Teacher:

          The term ‘Teacher’ used in this present study is refers to the Teachers working in Primary Schools in Vizianagaram District only.

 

Teacher Job Satisfaction:

          Teacher Job Satisfaction in this study has been defined as a ‘Job satisfaction’ is an affective attitude – (a) feeling relative like (or) dislike toward something).  Job Satisfaction emerges as an employee gives more and more information about the work place.  So the satisfaction played a vital importance in presenting relationship between the individual teacher and his environment in respect of four dimensions viz., Professional, Teaching Learning, Innovation, Interpersonal relations.  The influence on the Teacher in relations to head of the institute, colleagues and students in the school and his activities, relations and participation in the society aspects are occupied the paramount importance in the present study.

Teacher Change-Proneness:

          The concept of ‘Change-Proneness’ is the congregations effect of curiosity, open mindedness and mental flexibility.  According to Miller (1967) gave the comprehensive nature of the concept – radical change, innovativeness, tendency to inquire, being shrewd and proneness in thought, inquisiteness, all these traits facilitate change-proneness.  In the present concept – Innovativeness refers the new ideas keeping the time to time changing situations; Hesitating nature refers the open mindedness expressing unwillingness or action; Considerations refers the accepting new ideals or actions and implementation of strategies with reference to changes occurred day by day; and Acceptance of help is refers to associate with the individual keeping the changing situations prevailed and possessing their change prone in terms of needs. 

 

Problem:

          The problems posed in this study are to establish reliability and validity of Teacher Job Satisfaction and Teacher Change-Proneness - 

(1) Development of suitable tool to measure the Teacher Job Satisfaction.

(2) Development of suitable tool to measure the Teacher Change-Proneness.

(3) Finding out the relationship between Teacher Job Satisfaction and Teacher Change-Proneness.

Objectives of the Study:

          Studying the significance of relationship between Teacher Job Satisfaction and Teacher Change-Proneness.

          Studying the significance of relationship between the dimensions of Teacher Job Satisfaction.

          Studying the significance of relationship between the dimensions of Teacher Change-Proneness.

          Studying the significance of difference between various demographic variables in respect of Teacher Job Satisfaction and Teacher Change-Proneness.

          Studying the significance of difference between high and low Teacher Job Satisfaction in relation to Teacher Change-Proneness.

          Studying the significance of difference between high and low Teacher Change-Proneness. in relation to Teacher Job Satisfaction.

 

Hypotheses:

          Modern investigators are unique agreed that whenever hypothesis possible research come to light that it should be form a hypothesis only.  According to W.Stanely Jevons defined the importance of hypothesis as it serves a sort of guiding light in the world of darkness.  In the words of Deobold D.Van Dalen a hypothesis serves as powerful beacon that lights the research worker.  While Carter V.Good thinks by guiding the investigator the hypothesis serves as the investigators’ ‘eye’ in seeking answers as to tentatively adopted generalization.  While Travers (ed.) discloses that ‘postulates may be considered are fore-runners of laws.  As more and more evidence concerning the validity of postulates is accumulated through to the accepted be called laws.

          In the present study the investigator felt the need of the hypotheses to be framed before pursuing the study as they act as the beacon lights, which illuminate the part of research area and facilitate the investigator to pass on through turbulent walkers.  Accordingly the investigator has proposed the following hypotheses for testing the tools with reference to the above objectives.

 

Major Hypotheses:

(1)     There is no significant relationship between Teacher Job Satisfaction and Teacher Change-Proneness.

(2)     There is no significant relationship between various dimensions of Teacher Job Satisfaction.

(3)     There is no significant relationship between various dimensions of Teacher Change-Proneness.

(4)     There is no significance of inter and intra relationship between the dimensions of Teacher Job Satisfaction and Teacher Change-Proneness.

(5)     There is no significant difference between Low ad High groups of Teacher Job Satisfaction in relation to Teacher Change-Proneness.

(6)     There is no significant difference between Low and High groups of Teacher Change-Proneness in relation to Teacher Job Satisfaction.

Subsidiary Hypotheses:

(7)     There is no significant difference between the Teachers in their Teacher Job Satisfaction and Teacher Change-Proneness taking the Sex into consideration.

(8)     There is no significant difference between the Teachers in their Teacher Job Satisfaction and Teacher Change-Proneness taking the Locality into consideration.

(9)     There is no significant difference between the Teachers in their Teacher Job Satisfaction and Teacher Change-Proneness taking the Age into consideration.

(10)  There is no significant difference between the Teachers in their Teacher Job Satisfaction and Teacher Change-Proneness taking the Marital status into consideration.

(11)  There is no significant difference between the Teachers in their Teacher Job Satisfaction and Teacher Change-Proneness taking the Qualification into consideration.

(12)  There is no significant difference between the Teachers in their Teacher Job Satisfaction and Teacher Change-Proneness taking the Experience into consideration.

(13)  There is no significant difference between the Teachers in their Teacher Job Satisfaction and Teacher Change-Proneness taking the Medium of Instruction into consideration.

(14)  There is no significant difference between the Teachers in their Teacher Job Satisfaction and Teacher Change-Proneness taking the Type of Management into consideration.

 

Procedure:

          In order to test the hypotheses the investigator is planned and executed in four phases.

          In the first phase is developing and standardization of Teacher Job Satisfaction and Teacher Change-Proneness self-rating scales.

          In the second phase is measuring the Teachers’ opinionnaire with the help of above two self-rating scales.

          In the third phase is using appropriate statistical procedure is adopted to find out the significant relationship between Teacher Job Satisfaction and Teacher Change-Proneness.

          In the fourth phase using appropriate statistical procedures is adopted to find out the significance of difference between the different demographic variabl