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The Impact of Mental Health on the Teaching Effectiveness of Teachers- An Analytical Study

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Dr. Bhuvnesh Sharma, Mrs. Reshu Rani , Dr. Priya
» doi: 10.48047/ecb/2023.12.Si6.030


Many studies have examined techniques used to evaluate faculty performance, the literature has generally provided mixed results regarding the proper ways to measure teaching effectiveness. is a big problem now. This article describes selection criteria based on theory, research, and best educational practice that identify key Mental health, and teaching effectiveness, these are very important factors, which ensures success in the future career prospect of an individual. The real-life situation shows that in this technological age, the mental health of all sections of society is drastically affected which is further aggravated by the complications related to adolescence stage. Further, the teaching effectiveness is also an important factor for success in future career prospects. For this reason, the researcher decided to study the mental health and teaching effectiveness of teachers, 60-60 teachers of rural and urban colleges were randomly selected from Meerut city. The objectives were- to compare the mental health and teaching effectiveness of rural and urban teachers. The tools used to carry out the study were “Mental Health Battery” by Arun Kumar Singh and Alpana Sengupta and “ShalluPuri and S.C Gakhar Scale was used for the teaching effectiveness. Simple random technique was used to find out sample for the study. The result was calculated through Mean, S.D. and Independent Samples t-test. The differences of means of the two groups were calculated by applying t-test. On the basis of the calculation, it was found there is no significant difference in the mental health of teachers urban & rural areas of Meerut region while teaching effectiveness showed significant difference with the mean of urban area region students is higher than that of rural areas indicating that the Teaching Effectiveness of urban areas teachers was better than that of rural area teachers. Differences in responses are evaluated across institution types, respondent positions, and respondent years of experience. The findings of this study provide a ‘benchmark’ of measures administrators can use to evaluate faculty performance also

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