Teaching is a challenging profession that can cause stress due to workload and job responsibilities. Women teachers may experience additional stress as they often have to balance their professional duties with family and social responsibilities. The main objective of the study is to assess the level of stress among women teachers. A descriptive comparative research design was adopted in which the study sample comprised of 83 women teachers of Mizoram. Data were collected using “Women Teachers’ Stress scale” which revealed that most women teachers experienced a moderate level of stress. Further, it is revealed that stress among women teachers were independent of profession and location. Stress is prevalent among women teachers, with the majority experiencing moderate levels of stress. The findings highlight the need for regular stress management programs, supportive work environments, and strategies to promote the psychological well-being of women teachers.
Authors: Lalthianghlimi, Lalrintluangi
Keywords: Stress, Women Teachers, Profession, Location
The study explores postgraduate students’ perception on assessment practices at Mizoram University, evaluating their perceptions regarding fairness, effectiveness, feedback quality, transparency and alignment with course objectives. Using a descriptive survey design, data were collected among 100 final semester postgraduate students selected through stratified random sampling across ten academic schools. Descriptive statistical analysis using simple percentages revealed that traditional assessment methods – primarily written examinations and assignments continue to dominate departmental evaluations. While a majority of respondents perceived current assessment practices as fair and aligned with learning objectives, innovative, skill-oriented and reflective tools such as portfolios, case studies and peer/self-assessments remain underutilized. A high demand was reported for continuous, formative feedback and practical, application-driven evaluation methods. Furthermore, findings highlight gaps in the effective integration of ICT-based assessments and inconsistent transparency in communicating grading criteria and internal marks. The study recommends diversifying evaluation methods, standardizing rubric transparency, enhancing digital assessment infrastructure and institutionalizing continuous, dialogic feedback loops in alignment with the competency-based frameworks envisioned by the National Education Policy (NEP) 2020.
Authors: Vansangpuii, F. Lalrinzuali
Keywords: Perception, postgraduate students, assessment practices, higher education.
The National Education Policy 2020 makes inclusion the organising principle of school education in India, yet no study has recorded what that mandate has produced for special schools at institutional level in any North-Eastern state. The present study examined the transition in Mizoram and Meghalaya, asking how far conversion has gone and how ready the survivors are to complete it. Of the 12 institutions still functioning as special schools, 11 schools granted permission for data collection; together they enrolled 569 children and employed 139 teachers. Evidence came from an institutional checklist, direct observation, documentary records and interviews with all 11 heads of institution. The two states, i.e., Mizoram and Meghalaya, diverged sharply. Of Meghalaya’s 9 recognised special schools, 5 (55.6%) had ceased to function as such by the time of data collection, whereas all 8 of Mizoram’s remained unchanged. Readiness follows the same line. Meghalaya’s survivors rate high on accessibility, programme capacity and financing; Mizoram’s, sustained largely by donations, rate partial or low. In neither state, however, did the government appoint special school teachers (appointment was left to the private institutions), nor did recruitment extend beyond an interview. Since both states received an identical mandate simultaneously, the divergence appears to be associated with differences in financing and governance rather than with the national policy itself. A phased transition framework towards inclusion is proposed.
Authors: Jacob Lalrinawma, F.VL. Malsawmdawngliani
Keywords: inclusive education; NEP 2020; transition readiness; special schools; education policy implementation; Mizoram; Meghalaya
Middle school marks a critical phase in a student’s life, during which they begin to shape their values, beliefs, and behavior. During this developmental stage, students are highly impressionable and are influenced by peers, environment, and societal norms. This study examines the moral values of middle school students in Aizawl City, focusing on differences based on gender and type of school management. The findings reveal that a majority of students possess high moral values. Female students exhibited higher moral values than male students. This difference may be associated with gender-role socialization and family influences, although these factors were not directly examined in the present study. Similarly, students from private schools showed significantly higher moral values than those from government schools, possibly due to better moral education programs, more supportive family backgrounds, and greater school resources. Previous research has suggested that socioeconomic status and parental factors may influence moral development; however, these factors were not examined in the present study. These findings underscore the importance of targeted efforts by teachers, parents, and policymakers to reinforce moral education, especially among boys and government school students. Strengthening moral values during middle school is essential for promoting responsible, empathetic, and ethical individuals who can contribute positively to society.
Authors: Lallawmpuii, Lalhmingsangi, R. Lalthankhumi
Key words: Moral values, Middle school students, gender difference, school management
Higher-Order Thinking (HOT) is an essential element of contemporary education, particularly in Higher Education Institutions (HEIs), where students must cultivate critical thinking, problem-solving, and creativity to succeed in an ever more advanced world. It is essential to promote critical and innovative thinking in 21st-century education to enhance students' future global competence in technology and interdisciplinary studies. This paper focuses on the methods used to promote HOT, such as inquiry-based learning (IBL), problem-based learning (PBL), flipped classrooms, authentic assessments, and technology integration. The study also calls for curriculum reforms and faculty development at HEIs to bring in HOT to better adapt students to the HEI system to maximise their academic and professional performances. Bridging the gap for practitioners, this paper helps build competency-based, student-centric learning spaces in higher education by discussing barriers and opportunities that HOT create.
Keywords: Higher-Order Thinking (HOT), Higher Education Institutions (HEIs), Bloom’s Taxonomy, 21st-Century Skills, Pedagogy.
- You are here:
-
Home
-
Current Issue
- Home