TITLE

Problems faced by female school teachers working at corporation schools in Chennai: A qualitative study

AUTHOR(S)
Vithya. V.; Karunanidhi. S.; Sasikala. S.
PUB. DATE
January 2015
SOURCE
Annamalai International Journal of Business Studies & Research;2015 Special Issue, p63
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Teachers are one of the important facets of any society. Teachers impart knowledge to their students and also discipline them at schools. Teachers are considered the backbone of the education system. In teaching profession lots of challenges and problems are faced which could affect their well-being. Currently, this profession has become very challenging as it isdemanding from students, their parents as well the management or school authorities. In addition to this, female school teachers have to fulfill their role as a mother and home maker too. These responsibilities and demands, in addition to working in a challenging environment like corporation schools. In corporation schools the educational needs are catered for the students from slums and low economic group. As students from low income group tend to work part time elsewhere absenteeism too will be high in these kinds of schools which may further aggravate their burden. Identifying their problems will help them in dealing with their day today issues and also help psychologists to provide necessary interventions to overcome these problems. Hence, it is very important to identify the specific problems faced by female school teachers working at corporation schools in Chennai city. Qualitative research method was used and convenience sampling procedure was used to collect data. A questionnaire containing open and closed ended questions related to the work environment and problems faced by female school teachers were administered to the corporation school teachers. The collected data were analysed using content analysis and percentage analysis. The results obtained was interpreted and discussed in detail with the implications of the present study.
ACCESSION #
109025180

 

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