Author: Tenzin Doensal Bhutia & Dr. Anisha Tamang
Abstract: Teaching is considered to be the most sacred and distinctive profession. Teaching has always remained a dynamic activity. It imparts knowledge, information, experience and education. As stated in the report of the International Commission on Education (1996) in any event, no reform can succeed without the co-operation and active participation of teachers. Glass (2011) opined that effective teachers have high expectations for all students and help them to learn and to bring positive academic, attitudinal and social outcomes for the betterment of society. In the 21st century, people equipped with technology at the workplace are most especially those experiencing techno-stress. People are sitting and facing computer monitors for a longer time which results in physical strain. In the 21st century work environment, people spend hours a day at work because it is critical to their security and job satisfaction. Consequences of techno-stress include decreased job satisfaction, organizational commitment and productivity. A periodic assessment is necessary to check the level of techno-stress affecting professionals, especially the physical and emotional aspects. The objectives of the study are to find out significant difference if any in the teacher effectiveness and techno stress of teachers in relation to gender, locale and educational qualification. The descriptive method of survey was adopted. The sample of this study consisted of secondary school teachers of Sikkim. The findings of the study were that there was significant difference in teacher effectiveness of teachers in relation to gender and locale and nonsignificant in educational qualification variations. There was significant difference in techno stress of teachers in relation to locale and educational qualification and non-significant in gender variations. In each case the relationship between teacher effectiveness and techno stress was significant.
Keywords: Teacher Effectiveness. Techno Stress, Learning Behaviour, Attitude.
Page No: 55-65