A Comparative Study of Aggression among Student Teachers of Humanities and SciencesJournal: Praxis International Journal of Social Science and Literature (Vol.4, No. 3)
Publication Date: 2021-03-18
Authors : Preeti Goel; Ishrat Naaz;
Page : 68-73
Keywords : Aggression; Humanities; Sciences; Student Teachers;
Aggression is an emotion felt by almost all of us in life on a regular basis. But this emotion can be very dangerous if not properly controlled in personal as well as in professional life. Aggression among youth is caused by ill treatment of teachers (Deb et al., 2017; Gershoff, 2017;Longobardi et al., 2018). Since teachers are the role models to their students, they learn this by imitating aggressive behaviour of teachers. Teachers need to demonstrate the upright behaviours with their students in and out classrooms, that would be reflected in their students. Therefore, teachers should be trained in such a way that they identify and handle their own as well as student aggressiveness in the classroom. Most teacher education institutes (TEIs) have failed to offer such training that deals with aggression (Myles, 1993). It becomes pertinent to study the level of aggression among students of two different disciplines. 60 student teachers (30 Sciences & 30 Humanities) from Khalsa College of Education, Punjab were taken for the current study. Buss Perry Aggression scale (1992) was used to collect data from student teachers. Data was tabulated and final interpretations gave some interesting figures indicating the overall mean score of student teachers of Khalsa College of Education (M = 81.8; S.D = 21.08) to be average. The student teachers of Sciences (N=30;M=85.7; S.D=17.45) compared to student teachers from humanities (N=30;M=77; S.D=23.8045) demonstrated significantly better peak flow scores, t(60) = 1.456, p = 0.075. There was no significant effect of subjects t (60) = 1.7, p = .097, despite Sciences student teachers (M=85.7; S.D=17.45) attaining higher scores than humanities student teachers (M=77; S.D=23.8045).
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