ST. XAVIER'S COIIEGE OF EDUCATION (AUTONOMOUSI-i.67)

PALAYAMKOTTAI . 627002.

rfi

rfItoI

Nolto

ICDo

t@D-oiitra

s.J,

1 unication - A Base Line For EffectiveT,

Comm A. Srinivasacharlu1.

2. Applying Smart board Technology inClassrooms: A sfud

Dr. C. P. Sonamble 8

J Challenges in Teacher Education |asmin Asaf 134 Strategies for Enhancing Student

EmRev. Dr. S. Amaladoss Xavier 18

5. unication Skills: The Base for A. Johrr Lawrence 19

6. ble Teachers: Prospects, Rev. Dr. Nirmala Devi 22

n and Coping Strategies in Dr. Jayadeva M.D 26

8. skills for Better Employment Dr. A. ]oyciiin ShermilaDr. K. E. Valarmathi

31,

9 Work For A History Teacher Dr. M. Antony Raj

10 Soft Skills and Str Dr. M. Vasimalairaja 39wise Analysis of Soft Skills of

Students

Gender Dr. S. Arockiasamy 42

12. Teacher: TrAnAStudent Behavior into

Jayashree RajDr. Lawrence Soosai Nathan

46

L3 Shess Management Coping with Stress and Strain V. Flower letRev. Dr. D. Thomas Alexander

47

1.4 Essential Soft Skills for Prospective Teachers S. Shunmuga NarayananDr. H.Deepa

Education P. MahendranT. ]ebamani Selvasingh

61

L6 Barriers to Effective Human Communication Dr. Y. Daniel 6777.

LearnersMo fordifications eedsNSpecial S.Benitta jebamani 71

18. Impact of Teacher's Personality on eualityInstruction

Dr. N. Theresita ShanthiP. Sophie Angelia

75

19 Personality Development- A Path to Successfor Teachers

S. Jebasheela JeniferDr. E. C. Punitha

BO

20 Communication Skills - An Essential Soft SkillFor A Teacher

Dr. A. Punitha Mary 83

27. Study on Soft Skills of Higher SecondaryStudents in Tirunelveli DistrictA C. Frenela Angeline

Dr. C. Ramesh87

\,9"Principal

St. Xaviefr Coliege of Education(Autonomo'x)

Palayamkottai-627 002

vll

Contents

Integrating

skills Needed 35

11..

Problematic

56

15. Challenging in

Curriculum

P r o ducing Emp lo y ab le T e acher s : P r o s p e cts, Challenge s anil S tr ate gi e s

Gender wise Analysis of Soft Skills of Secondary Teacher Education

Students

Dr. S. ArockiasamY

Assistant Professor in Education, st. xatsier's College of Education, Palayamkottai'

E-mail: ar o ckias amy s xce@ gm ail, c om

Introduction

vt oft skills are behavioural

\.o*petencies. Also known as

L-fI.,t"rpersonal skills, or people skills,

they include Proficiencies such as

communication skills, conflict resolution and

negotiatiory personal effectiveness, creative

problem solving, strategic thinking, team

building, influencing skills and selling skills,

to name a few. These skills are based on

performance, productivity, and how well the

job is done. A11 of these previously

mentioned skills can be acquired tfuough

numerous waysl mainly with bettering

communication and develoPment of

leadership qualities' Working on body

language, eye contact, and being at ease in

relationships of any kind will improve the

soft skills.In this context, it is the felt need of

the hour to foster the intellectual, emotional,

physical, social, cultural and spiritual

growth of all secondary teacher education

students particularly their soft skills and

teaching competency (Ramganesh and

]ohnson,2008).

Significance of the StudY

The progress of a country depends upon

the quality of its teacher as they build

thepillars of the nation. Teachers occuPy

apivotal role in any nation. They are of high

esteem and honor in the society. Their

position and role in the society is unique'

They are the makers of the future citizens of

the society. The teacher is one who sets up

the standards, builds desirable attitudes,

behaviours and characters among the

students.Teaching is the noblest

profession among all professions. It is a

career that shaPes the minds of

tomorrow. It provides the students withthe skills for survival. Teaching is a

complex set of task which demands the

ability to understand, to communicate,

to inspire and to motivate the students,

to create patience, values, intelligence,

enthusiasm, friendliness, personality,

sense of humour and emPathY. Hence

the investigator tries to find out the

Gender wise Analysis of Soft Skills

namely oral communication skill,

written communication skills, computer

skill, tress management skill, organizing

skill, time management skill, leadership

skill, interpersonal skill and team

building skill of secondary teacher

education students.

Obiectives

1.To find out the level of soft skills of

secondary teacher education teachers.

2. To find out the level of soft skills of

secondary teacher education teachers

with respect to gender'

3. To find out whether there is any

significant difference between male and

female secondary teacher education

studenb in theirsoft skills.

42

St.

\r+,,Prrrre{Pal

ISBN : 97 8 -9 3 - 84192-04-4

Lael of Soft Skills of Secotlilary Teachet Eilucatiorl Stuilents

Oral communication skill 80 20.0 2 55.8 97 24.2

W tten communication skill 89 22.2 226 55.5 85 21.3

Stress management skill 80 20.0 227 56.8 93 2i.2

Time management skill 85 2L.2 225 56.2 90 226

Overall Soft skills 99 24.8 205 51.2 96 24.0

Plodrcing E nployable Tea.hen: Ptospects, Challenges and Stategies

HJrIrothe3is

tL1: There is no signficant difference

between rnale and fumale students intlpir soft skills of secondary beacher

education shrdents.

Population and Sample

The population for the present study

consists of secondary teaclEr educaEon

sfudents, who are sfudying in Tirunelvelidistrkt.Theinvestigatoi ha.s used simplerandom sampling Echnique for selecting

Analy3is of Data

the sample from the population. The

sample consisted of 400 secondary teacher

educatron studenb ftom 12 Colleges ofEducation in Tirunelveli dishict-

Tool Used

Soft Skills Inventory developed and

validated by Arockiasamy and Murugesh(2013).

Statistical Techniques Used

Percenta8e analysisand 't' test were used inthis study.

Table - 7

Table - 2

Leoel of Soft skills of Secorrdary Teacher E l catiarl stadentswith respect to Geniler

Oral communication skillMaIe 6 8.3 45 62.5 2L 29.2

Female 74 22.5 '178 ,3 76 23.2

Written conmunication skillMale 18 25.O 37 51.4 17 23.6

Female 77 2L.7 189 57.6 68 20.7

Shess management skrllMale 9 12.5 40 55.6 23 31.9

Female 7L 2L.7 187 57.0 70

Time management skillMale 13 18.1 3B 52.7 21 29.2

Female 72 22.0 187 57.0 21.0

Overall Soft skillsMale 15 20.8 33 45.8 24

Female 84 25.6 L72 52.4 72 22.0

43

Dim.r.ions oIsolr iiills

Low High

I N N

Dimensiots ofSoft Skills

Gcndrrt.ow Moclcrate I :igh

N ,'t N N o/\t

t-- I

Pro&Eing Enptoyobte Teaehers: Pros\ecE' chatlanges a Strategies ISBN: 978 "93 -U| 92' 04-4

Table - 3

Diffefencebet@eenMaleanilFe,nalesecoldaryteachetE.lucationstuilentsin thei Soll Skills

6 sw b"t o1 ,lgnificonce the table oalte of '{ is 1'96)

ResultE and Di6cu6sion

1. The table 1 reveals that 242% of

seconalaty teacher education students have

hish levet of oral conununication sl'ill'

,fi* of lh"In have hiSh level of written

corununication skill' 21'2% of them have

hioi level of comPuter skill 23 2% of them

ha"ve high level of sh€6s fltarragement skill

ra o% oi them trave high level of organizing

skill. 226% of them have hi8h level of tiEle

manasement skill. 245% of tlrem have high

bvel Jf leadership skill 21 5% of them have

hioh level of inter Petsonal skill 248% of

drim have high level of beam building skil

altd 240% of theur have high level of

overall soft skills.

2. The table 2 reveals that among the 29 2%

of male and 23.2% of female secondary

teachet studentshave high level of onl

.ommunicaiion skill23 6% of male and

20.7% of female secondary teacher studenh

have hish level ofwrittencommurucation

skill.33 41 of male and 186% of female

secondary teacher students have high Ievel

ofcomPuter ski[.31'9% of male and 21 3%

of female secondary teadher students have

hish level ofstress management skill 22 ?%

of"rrrul" "ld 244% of female secondary

leacher students lave high level

oforganizing skill 29 2% of male and 21 0%

of female secondary teacher students have

hieh level oftime mana8ernent skill_27 8%

of"male and 23.8% of fumale secondary

teacher students have hiSh level of

teadership skill.16 6% of male and 22 5% of

fpmale secondaty teaclrer studenb ttave

hieh trevel of intet Personal skill26 4% of

mlle and 24.3% of female secondary beadter

students have high level ofteam building

skill.33.4% of male and 220% of female

secondary teacher studenB have hiSh level

ofoverall soft skills'

3. The table 3 reveals that there is no

"iorrifia.nt diff",""t" between male and

f."male strldens in the dimensions of

written comnunication skill' stess

managemmt skill, organizing skill' time

-artaeement skill, IeadershiP skill' inter

.,.r"oirt.titt, team building skill and

l.."ruU "oft

skills, but there is significant

difference between male and female

sudents in tre dimensions of oral

44

4.8032.70 s

NS

;

-Oid communication

skill

Male 72 37.97

Female 328 30.20 5.075

72 30.28 5.3030.09

7.59

Writtencommurucation skill

MaleFemale 328 30.34 4.671

Et.e." -ar,age-entskill

Male 72 35.46 5.742

Female 328 34.22 6.030

31.42 5.1591.10 NS

-Time mana8enent

skill

Male 72

Female 328 30.55 5.430

293.96 32.514 1.93 NSOverall Soft skills

Male 72

Female 328 286.10 30.924

I Mean

Producing Emptoyabte Tel.hen: Ptospects, Chaqenges and St/ategies I S BN : 97 8-g 3- at1 92-04 4

aommunication skill and comPuter skill'

While comParing the mean scores of rnale

(Mean=31.92 42.53) and female shrdents

(Mean=30.20, 40.34. The male students are

better tllan the fenrale students in their oral

communicatron skill and comPuter skill,

This may be due to the fact that the male

6fudenb realize that they aie the bread

winners of the future family and they can

get employment in this modem world of

global economy only if they are good at oral

comrnunicatiofl skiu and computel skill'

Hence the male students are better tian drc

fumale sfudents.

Recommendations

1. Soft skills training should be given to

the studenb in colleges ofeducation.

2 Teaching shategies should be

developed by using differeni dimension

of soft skills.

3. WorkshoPs and seminars may be

conducted to teacher and Parents to

help them to understand the importance

of soft skills.

4. Colleges of education should organizP

personality develoPment Programme in

order to enhance the level of soft skills

5. Workshop on time management and

skess management cam be conducted'

6. Vadous kinds of soft skills can be

developed through continuous haining

for prospective teachers.

7. A constant evaluation is to be done by

the management of the B.Ed. colleges to

enhance the soft skills and teacher

comPetency among the secondary

teacher educahon sfu dents.

References

Anan4 K. C. (2013).Soft skills competency

for ProsPective ted.hers in

enhancing socio.academic

environment in sdrools, /ournal o/

Research in Eduation, 1 (7), 4*54-

tlaynes & Ellel M. (2010). Urban colege

graduates: their investnents in and

retum6 fo, strong quantitative 6kills,

capital skills and soft skills, and soft

skills.Disserfafion

hteflational, 7L(8), 797.

Abstrocts

Mamu+ B. (2013). The soft skills education

for the vocational graduate value as

work readiness skillsDisserlalio"

Abstracts Intenotional, 3 (70\' IDS A'

Devaka$nyarL N.&Jesinthamary (2013)'

Soft skill in teacher educatorsstudentperceived bY

E]erj,lrjta.Meston loumal ol Reearch in

Educttio4 77 (2\, 2L30.

Rarnganeslr E. & ,ohnsorr N'

(2008).tmPo!tance of Emotional

Intelligence in Higher

Edncalior"Refl.arch and Refl?rtiono on

Edtatioa 5(4), 2+/7 .

45