EMOTIONAL MATURITY AMONG TEACHER TRAINEES ENROLLED AT B.Ed. AND B.Ed. SPECIAL EDUCATION PROGRAMME

Abstract

Teachers play an important role in shaping and moulding the habits,manners and above all, the character of prospective teachers to become effective teachers. Globally, there is an overwhelming concern over the quality of education. Education being the social system of society plays a key role in reforming and reconstructing the society from time to time. It means prospective teachers must also have some sense of belief that they can make a difference to the lives ofchildrentheyareteachingandthatthosechildrenarelearning.The study aims to investigate the emotional maturity among teacher trainees enrolled at B.Ed. and B.Ed. special education programme in relation to type of programme, gender and locality. For this study purposive sampling technique was employed. The study has been conducted on 100 teacher trainees of B.Ed. and B.Ed. special education programme of Jammu city. For this study, ‘Emotional Maturity Scale’developedbyDr.MaheshBhargava and Dr.Yashvir Singh has been used for data collection. EmotionalMaturityamongteacher trainees has been measured in relation to gender i.e. male and female, residential background i.e. rural and urban and types of programme i.e .B.Ed. and B.Ed. special education programme. For analyzing the data t- Test has been employed. Outof50teacher trainees enrolled at B.Ed. programme, 10% are extremely emotionally mature, 28% are moderately emotionally mature, 26% are emotionally immature and 36% are extremely emotionally immature. Out of 50 teacher trainees enrolled at B.Ed. special education programme, 14% are extremely emotionally mature, 24% are moderately emotionally mature, 22% are emotionally immature and 40% are extremely emotionally immature. There is no significant gender difference in the level of Emotional maturity of teacher trainees enrolled at B.Ed. and B.Ed. special education programme. There is no significant difference in the emotional maturity among teacher trainees enrolled at B.Ed. and B.Ed. special education programme. There is no significant difference in the emotional maturity among rural and urban teacher trainees enrolled at B.Ed. and B.Ed. special education programme.