School

Create two specific purpose statements about the topic you have selected?one or a speech to gain passive agreement, another for a speech to motivate immediate action. -Passive: To persuade my audience that trained gunmen should be allowed on school campuses. -Immediate: To persuade my audience to campaign for safer school zones. Using the topic you have selected, explain how a speech seeking immediate action would differ in structure and persuasive appeals from the speech seeking passive agreement. Be specific, and be sure to identify your selected topic in your answer. Trying to persuade my audience that guns should be allowed on school zones in a passive versus immediate action persuasion would differ a lot. If I were Just trying to get them to agree that trained gunmen should be allowed on campuses I would use passive word choices. I will try to make them feel that it is a desirable thing. If I were using an immediate action approach I would have a more “go-getter” attitude. I would try to fire up the audience to agree that trained gunmen should be allowed on campuses and that they should go out and fight for the safety in school zones! . Describe the commercial you have selected and identify the target audience. -l have chosen a Breeze commercial that targets adults. They start off by blindfolding people and bring them into a room for a “scent test. ” The room looks dirty and smelly and a dog was sitting and tearing up a couch before the people came in. They then were brought to sit down on the gross looking couch and asked what they smelled. They began describing the room as “flowery’ smelling and other pleasant smells and was shocked to see where they were when they took the blindfolds off.

Describe each step in the motivated sequence as it appears in the commercial you have selected. -Attention: They gain attention by bringing random people off the street into a filthy, and what looks to be smelly, room blindfolded. Satisfaction: They put the people in a smelly room and they smell nothing but pleasant smells. -Need: Once the people describe that they smell pleasant smells, it creates the need for entered the room. -Action: The brief list of all their products at the end suggest you go buy their product now because it is the only air freshener that really works and it will make you “breath happy. Chapter 17 1. Below are two lists?a list of well-known public figures and a list of potential speech topics. Assume that each speaker will be addressing your speech class. For each speaker, identify the listed topic on which she or he would have the highest initial credibility for your class. Then explain how the speaker’s initial credibility might be affected if the speaker were discussing the topic in the right-hand column directly across from her or his name.

Public Figures Topics Opera Winfred Talk Shows: The Comedy of Politics Bill Gates Future of Computers Fantasy as Literature AY Gore Environmental Politics Talk Shows: Their Role in Society Jon Stewart Comedy of Politics The Future of Computers J. K. Rolling Fantasy as literature Environmental Politics -Opera Winfred > Talk Shows: Their Role in Society -If Opera had to talk about The Comedy of Politics no one would take her seriously. She is not a comedian and not a politician. -Bill Gates > The Future of Computers -Bill Gates was a technology Junky! He would not be a credible source to go to for literature fantasy writing. AY Gore > Environmental Politics -AY Gore might actually be found a bit credible for Talk Shows: Their Role in Society only for the fact that he has spoken on many shows and a movie. He would not be as credible as Opera on the topic though. -Jon Stewart > The Comedy of Politics -As a comedian he could probably make Joke about the Future of Computers, but he would not be a credible source at projecting any kind of numbers for the topic. -J. K. Rolling > Fantasy of Literature -J. K Rolling is known for Harry Potter, the furthest thing from Environmental Politics.

She would not be credible at all for this topic. Have three times the risk of heart attack as men with a full head of hair. Strange as it may seem, it looks as if baldness is a cause of heart attacks. -Causal Reasoning -Weakness: Just because one thing occurs does not mean it is the cause of the other. Although men with bald spots have an increased risk, it does not necessarily mean that the bald spots themselves are causing heart attacks. There can be no doubt that the use of cell phones by drivers is a major cause of tutor vehicle accidents.

In New York, five friends who had Just graduated from high school died in a head-on collision with a truck when the car driver lost control while using her phone to send a text message. In Colorado, a 17-year-old was using his cell phone when he struck and killed a bicyclist. In Massachusetts, a man driving an SUB killed a 13-year-old boy playing by the road. When police caught up to the driver, he said he was distracted by his cell phone and thought he had hit a mailbox. – Reasoning from Specific Instances -To me there are no weaknesses here. There are several specific instances noted that make the reasoning strong.

The United States Constitution guarantees all citizens the right to bear arms. Gun control legislation infringes on the right of citizens to bear arms. Therefore, gun control legislation is contrary to the Constitution. -Reasoning from Principle -This topic is very controversial so a lot more evidence and persuasion would be needed. Almost every industrialized nation in the world except for the United States has a national curriculum and national tests to help ensure that schools throughout the country are meeting high standards of education. If such a system can work elsewhere, it can work in the United States as well.

Analogical Reasoning -l find no weaknesses in this reasoning statement. However, they would need to go into more evidence of why they believe it will work in the U. S. 3. Do you believe it is ethical for public speakers to use emotional appeals when seeking to persuade an audience? Do you feel there are certain kinds of emotions to which an ethical speaker should not appeal? Why or why not? -It is absolutely ethical for public speakers to use emotional appeals when trying to persuade an audience. This is how a persuasive speech, especially one calling for immediate action will get the audience to take immediate action.

If you are trying to get someone to go out and fight against abortion, you will need to make his or her emotions spike in order to get the “go-getter” effect. I think all emotions are okay to evoke if it is for the right topic and speech. Sometimes different topics will touch people and their emotions differently, so you may not be able to control what emotion you hit. A Great example of a speech that would not have had as huge of an impact is Martin Luther King Jar. ‘s “l Have a Dream. ” This is the best example of using emotional appeal, he provoked many feelings, from anger, sadness, to empathy and sympathy.

In today”s world the average student goes through 13 years of schooling, four of those at the high school level. By the time the student reaches high school they should already know all of the basic skills, reading, writing etc, but do they? The basic goal of secondary schools across America is to educate America”s youth and prepare them for life after high school. Is this really happening though, are students prepared for life after high school? I feel that high school is the perfect medium between elementary schooling and the real world, you can get out as much as you want. Theodore R.

Sizer who wrote “What High School Is” thinks that America”s public education system is not good enough. Dr. Charles Eliot says, It is, students just need to try harder and set their standards for achievement at a higher level. First of all, who should decide the goals of America”s education? The Commission of the Reorganization of Secondary Education has the ultimate say, but many feel that is not good enough. Many feel that society should be able to have some input in America”s youth future, while others say that it should be up to the student to decide what they want to learn.

If there is something wrong with high school education, I feel that the community has a say in how to fix the problem. That is ultimately tough to do though, since the Commission of the Reorganization of Secondary Education has the overall say in America”s education system. The goals of the American education system are all related together to get a person ready for the real world. These goals, which many think are not good enough, range from school to school. A former high school student said, “We learned social skills, basic logical foundations, but often overlooked skills as cooperation, teamwork, and meeting deadlines.

She believed, that everything you need to know is learned in kindergarten. Know of course that is not true but the idea is there, as she puts it “we just spent the last 12 years reaffirming these life-molding skills. ” Why should adolescents even go to school then, if they are not learning anything? You have all heard a student say “I am never going to use this later in life,” this is true a lot of the material taught in the classroom will never be used in the real world but much of it is very useful, and the students don”t pick up on that.

They think that since one thing won”t be useful then it all probably won”t help them succeed in the real world. Students that think “I am never going to use this later in life” need to change their attitude. They don”t know that they will probably use everything that they learned in their whole life once again in the real world. Even if you learn something in which will no way be useful later in life, who cares! You know more than the person sitting next to you. Maybe one day that point will be useful, you never know.

In “What High School Is” by Theodore R. Sizer, it is said, “The adolescents are supervised, safely and constructively most of the time, during the morning and afternoon hours, and they are off the labor market. That is what high school is all about. ” Sizer believes that adolescents just go to high school because that is what their parents did and their grandparents did. This is a great statement because many students don”t know that they are not required to go to high school. You can do what ever you want to do, whether it be getting a job or being a bum on the city streets of Seattle.

Most kids just keep on going to school because their parents tell them to. Sizer said, “The purpose of going to school is to pick things up, in an organized an predictable way, the faster the better. ” He also goes on saying “In a word, school is sensitively accommodating, as long as students are punctual, where they are supposed to be, and minimally dutiful about picking things up from the clutch of courses in which they enroll. ” Sizer is trying to say that the objectives of high school are teaching students how to go to class on time.

That is one thing that comes naturally with going to school but I don”t think it is one of the main points that high schools are trying to get across, but merely a step towards setting a firm foundation to getting ready for the real world. High school, in my opinion, needs to teach these four following areas more in depth, cooperation, teamwork, responsibility and time management. Teaching these things should be the first step in the rise of students ability to survive later in life. Time management especially needs to have a strong emphasis put on it.

That alone is what the real world revolves around. For example, you can”t be late for a job, or not turn in work or you will get fired, that is just the way life is. We should teach students about themselves, so they will know how to manage themselves out in the real world. They need to know how to have a “healthy relationship with all of those around, whether it be a fellow student, co-workers, boss or manager, teacher, pupil or your friends” said a former high school student. Now sure these are all formulas that people have, saying they will improve high school learning dramatically.

Even my ideas are only ideas, and they have never been tried out, so who know if they will work or not. High school is not that bad, a lot of people have been through it and they have made it out in the real world fine. This all goes back to the question “Why are high schools the way they are? ” I think they are how they are because they work. They are the perfect place for a student to learn skill such as cooperation, teamwork, responsibility, and time management as well as many others.

High schools have been the same for many years, and probably won”t change for years to come. Even though many of us feel that high schools are not teaching enough. I think the main problem is that students are not trying hard enough. If students really push themselves then they will achieve far ahead if they would have done nothing, and let the learning process go on by itself. It is up to the student how much information he/she wants to take in because it is all out there.

It”s just waiting for the right person to grasp it, the person who wants to succeed and is willing to try hard to get it. So why do so many kids end up not learning a lot in high school? It all goes back to how hard they tried. This brings me to a good point; it is all up to the parents to keep their kids involved in school. That is why a lot of kids drop out of school or just don”t care about school because their parents could care less. Parents are in charge of their kids and from personal experiences; they really can have control of what can and what can”t be done.

I bet the average A student has hade some rules set down by their parents, be it a bedtime or planned time to do home work. Have we answered the question that arises here? Why are high schools the way they are? They are they way they are and they are not going to change in the near future because, they just flat work. High school is the perfect medium for the ill-prepared student and the excelling student. It is a place were basic values are learned, and for some much more can be learned. It all goes back to how hard the student tries, and how much they want to learn.

After high school, when I first started college I wasn’t really sure what I wanted to do with my life at the time, but I had planned to be a business man of some sort and get my degree in business, then I realized that in todays economy most new businesses are not that successful, plus you need money to actually start up a business on your own. So I did some thinking and have decided to get my degree in science and become a pharmacist.

The reason I choose this field is because they get paid quite a it annually, they are in demand as well as doctors and physicians assistants, so you wouldn’t have to worry about losing your Job due to having too many of them. If I go through with becoming a Pharmacist, I would want to work at a big building of some sort, for example, a hospital, or somewhere besides a drugstore like Walgreens or CVS. The only thing as of now that I wouldn’t like about being a pharmacist is the fact they have to stand on their feet most of the day, which I wouldn’t mind if I could actually walk around to different areas of my workplace.

Also the fact that what they do is going to be the same every day. If I decided not to become a pharmacist, I would probably think about being a physician’s assistant. My reason for that is because they also get paid well, you could learn and experience a variety of different things in that type of work, and their duties can change on certain days since they are assisting the actual physician. I don’t like the fact that a physician’s assistant will never be independent, and that they might actually have to operate on people.

This House believes single-sex schools are good for education Co-educational schools attempt to establish uniformity in the teaching of two groups, boys and girls, who typically learn and develop at different speeds and using different methods. ‘They do not develop in the same way or at the same time; boys favour visual processing and do not have the hand-motor control that girls readily achieve in early grades’. [l] It is widely accepted that ‘boys develop more slowly than girls.. hat’s true at every level of analysis’. [2] Furthermore, they develop physically at ifferent speeds, girls often developing earlier which can lead to bullying from the opposite sex for those who either over-develop or under-develop.

Therefore, it should come as no surprise that, at least in the United States, elementary school boys are 50% more likely to repeat a grade than girls and they drop out of high school a third more often. 3] If they were taught separately and the curriculum and teaching was tailored to their needs, drop-out rates would not be so high nor as vastly disproportionate. [1] Gilbert, M. ‘Single-sex schools help children thrive’. The Christian Science Monitor 20 September 2007. 2] Bronski, M. , ‘Single-sex Schools’. Znet, 25 October 2002. [3] Gilbert, M. ‘Single-sex schools help children thrive’. The Christian Science Monitor 20 September 2007.

Point Counterpoint Everyone develops at slightly different speeds, however few would advocate everyone should be home-schooled. Ultimately, the curriculum determines the mode of teaching, not the gender composition of the class, and the curriculum can be moulded to suit both girls and boys, faster and slower learners and those with repeat grades that is a manifestation of difficulties in learning and as relevant to heir proximity to girls in the classroom as it is to the higher-achieving boys.

Furthermore, the sociologist Cynthia Epstein argues that in fact there is no consensus among psychologists as to the existence of psychological or cognitive differences between the sexes’. [l] Finally, as Michael Bronski notes, the benefits of same-sex schools cannot be applied across the educational sphere for the private schools where the tests take place admit ‘either only high-achieving pupils or self- select by expelling poorly-performing or misbehaving students’. [2] [1] Kaimer, W. The Trouble with Single-sex Schools’.

The Atlantic, April 1998. [2] Bronski, M. , ‘Single-sex schools’. znet, 25 October 2002. Research Spotlight on Single-Gender Education NEA Reviews of the Research on Best Practices in Education If you walked into the average public school classroom in the United States, you’d find an equal number of boys and girls. But some experts suggest it may be time for a change. Single-gender education and the often-spirited dialogue surrounding it have raised a number of issues concerning the best manner to educate boys and girls.

In 993, American University professors Myra Sadker and David Sadker published their research in Failing in Fairness: How America’s Schools Cheat Girls, which describes striking discoveries about fairness in American schools. During a three-year study, trained observers visited more than 100 elementary school classrooms in Connecticut, Maryland, Massachusetts, Virginia, and the District of Columbia and noted student-teacher interactions, including the following: Boys called out eight times as often as girls did. When a boy yelled out, the teacher ignored the “raise your and” rule and usually praised his contribution.

Girls who called out got reminders to raise their hands. Teachers valued boys’ comments more than girls’ comments. Teachers responded to girls with a simple nod or an 0K, but they praised, corrected, helped, and criticized boys. Boys were encouraged to solve problems on their own, but teachers helped girls who were stuck on problems. Male dominance in the classroom may come as no surprise to advocates of single-gender education who suggest that boys and girls are regularly treated differently in coeducational settings nd that both boys and girls could both benefit from single-gender classrooms.

Studies suggest that when boys are in single-gender classrooms, they are more successful in school and more likely to pursue a wide range of interests and activities. Girls who learn in all-girl environments are believed to be more comfortable responding to questions and sharing their opinions in class and more likely to explore more “nontraditional” subjects such as math, science, and technology.

In addition, advocates believe that when children learn with single- ender peers, they are more likely to attend to their studies, speak more openly in the classroom, and feel more encouraged to pursue their interests and achieve their fullest potential. Of course, these beliefs have been challenged as well. The American Single-Sex Education for Girls (1998), which notes that single-sex education is not necessarily better than coeducation. According to the report, boys and girls thrive on a good education, regardless of whether the school is single-sex or coeducational.

Some findings include: No evidence shows that single-sex education works or is etter for girls than coeducation. When elements of a good education are present” such as small classes and schools, equitable teaching practices, and focused academic curriculum”girls and boys succeed. Some kinds of single-sex programs produce positive results for some students, including a preference for math and science among girls. Additional research on the effectiveness of single-gender classrooms is necessary, but we all can agree that we need to construct an educational environment that meets the social and intellectual needs of boys and girls.

Abstract Teenagers all around the world have found it extremely difficult to stay in school for various reasons. It’s clear that if you don’t get the proper education then you won’t be able to do anything good in your life. It’s very difficult to obtain a Job due to the demands for work; most Jobs require you to have a high school diploma or GEED equivalent. Other Job that doesn’t require having the education, which is encourages children to drop out of school under the impression they are never going to have get a proper education.

The ignorance of today’s society believing they are going to become the next Snooty dumb as a doorknob with no education. Unfortunately young people who fail to earn a high school diploma face a hard dilemma later on in life than those who graduate with a high school diploma. For those who drop out are more likely to be unemployed, have poor health, live in poverty, and become dependent on public assistance or never live up to their own dreams of success. Young adolescence tend not to realize that school can actually take you far, and can open many opportunities to a good career.

In this economy it as been difficult the last couple of years, people who have good paying Jobs are getting fired. Dropping out of school is Just going to hurt you in the future no employer can guarantee you a good paying Job forever. Nationwide, about seven thousand students drop out every school day. By dropping out, these individuals diminish their chances to secure a good Job and a promising future. Overall, far too many students are not graduating on time with a regular diploma; low-income and students of color fare the worst in the dropout epidemic high school dropouts in America.

Each year, approximately 1. Million students fail to graduate from high school; more than half are students of African descent. The graduation rate among students back is as much as twenty-five percentage points below their white peer’s high School Dropouts in America. A student within the age range of sixteen to twenty- four years old who comes from the lowest family income is about seven times more likely to have dropped out of high school than his/her counterpart who comes from the highest income.

National Graduation Rate for Class of 2007 was seventy seven percent white, fifty four percent African American, fifty six percent Hipic, eighty nee percent Asian American. In 1970, the US has the world’s highest rate of high school and college graduation according to the Organization for Economic Cooperation and Development. Every twenty nine seconds, another student gives up on school, more than one million American dropouts a year- or seven thousand every likely to drop out of school than are children from middle-income families, and 10. Times more likely than students from high-income families (Background on High School Dropouts). Students who have disabilities are also more likely to drop out. The National Transition Study estimates that as many as 36. 4% of disabled youth drop out of school before completing a diploma or certificate (Background on High School Dropouts). Eighty two percent of all Jail inmates are recorded as high school drop outs. The students who do drop out and have children at a young age are also likely to be on welfare.

Women who have children at young ages and drop out of high school have a higher rate of going on public assistance, rather graduating high school. The government provides public assistance to high school drop outs that do not go to college. Africans American and Hipics are at greater risk of dropping out than whites, while Asian Americans and white students are lease likely to drop out of school. Most parent’s want what is best for their child, and do whatever they can to help them stay in school.

It’s understandably that when you have a kid while in high school you have to stop thinking about yourself and become a parent and think about your kid. But when kids are dropping out of school to be a part of a gang, or because school doesn’t interest them then that’s where the bigger issues begin. Some parent’s even encourage their kids to leave school so they can help out around the house, which seems selfish because they are the ones who choose to have kids.

Education is the foundation of civilised society and every society seems to be engaged in assorted educational activities. Its purpose is to supply and advance instruction to the multitudes so that well disciplined and mentally sound persons can be prepared who finally contribute in the development and prosperity of progressive society. Education system is devised to instill the doctrine, societal norms and accomplishments for economic activities. We besides are quickly switching into a new epoch in the history of worlds on this planet, which is called the technological epoch. And instruction is the primary beginning of all technological progresss, inventions and human amenitiess and that we need development, which is merely possible through quality instruction.

An organisation is a aggregation of people working together in a Division of labor to accomplish a common intent. This definition fits a broad assortment of fraternal groups, nines, voluntary organisations and spiritual organic structures, every bit good as entities such as schools, infirmaries and authorities bureaus. The penetrations and applications of OB use to all of these groups. Here, we will be most interested in work organizations- those organisations to which people belong as employees ( Wood, et al 1998 ) .

Organizational behavior is a subject that seeks to depict understand and predict human behavior in the environment of formal organisation. A typical part and feature of organisational behavior as subject is the expressed acknowledgment that ( 1 ) organisations create internal contextual scene or environments, that have great influence on the behavior of people in them and ( 2 ) to some extent the internal environment of an organisation is influenced by the big context in which the organisation itself exists ( for illustration, the societal, political, economic and technological systems that support the organisation ) . Furthermore, the internal environment or context of the organisation ( which is so influential in arousing and determining human behavior ) is non simply physical and touchable but besides includes the societal and psychological features of the life human system ( Owens, R.G. 1998 ) .

Organization behavior is the field that seeks cognition about the behaviors in organisational scene by consistently analyzing single, group and organisational procedures. Thus cognition is used both as an terminal in itself by scientists interested in basic human behaviour and by practicians interested in heightening organisational effectivity and single good being ( Jerald and Robert, 2000 ) .

Organizations do non win or neglect people do. Organizations are closely associated with people who are populating and altering ; hence human behaviors must be considered and understood within the kineticss of the formal organisation ( Ahuja, 1990 ) .

Hence the filed of organisational behavior aid directors both trade with learn from their workplace experiences. Directors who understand OB are better prepared to cognize what to look for in work state of affairss, to understand what they find, and to take or assist others to take the needed action. This is a procedure for which doctors are carefully trained. When giving a physical test, a physician consistently asks inquiries and is speedy to observe where one status ( such as a perennial facial sore may be diagnostic of a job that requires farther medical attending ( intervention for a little tegument malignant neoplastic disease ) . Alternatively of sores and concerns, directors, action indexs typically deal with the public presentation achievements of people at work, their attitudes and behaviors, and events that occur in the work unit, in the organisation a hole, and event in the external environment. Good direction is able both to acknowledge the significance of these indexs ( for illustration, an addition in turnover among employees ) and to take constructive action to better things as a consequence of this penetration ( such as updating benefits and incentive wage strategies ) . Good directors add value to an organisation. However, good directors must be able to place, manage and modify the behavior of other member of the organisation is this added value from managerial activities is to be realized ( Baron, 1986 ) .

Basically, nevertheless, any director should seek two cardinal consequences for a work unit or work squad. The first is task public presentation, the quality and measure of the work produced or the service provided by the work unit as a whole. The 2nd is human resources care, the attractive force and continuance of a capable work force over clip. This ulterior impression, while to frequently ignored, is highly of import. It is non plenty for a work unit to accomplish this high public presentation on any given twenty-four hours: a work integrity must be able to accomplish this high public presentation every twenty-four hours, both now and in the hereafter ( Christensen, 1994 ) .

Indeed, the two consequences can be seen as the standard of an effectual director that is, a director whose work unit squad achieves high degrees of undertaking achievement and maintains itself as a capable work force over clip. This construct of the ‘effective Manager ‘ is an of import model for understanding the penetrations of OB and for developing your personal managerial accomplishments.

Organizations are altering now, and they will go on to alter in order to last and thrive in a complex environment. We see organisations downsizing, organizing confederations, making new constructions, traveling planetary, prosecuting in joint ventures and using every more sophisticated engineerings and they attempt to cover with competitory force per unit areas. We see organisation prosecuting productiveness additions, authorising workers, pressing for invention, and seeking to accommodate themselves to outdo tantrum altering times ( Dolan, 1994 ) .

There is no uncertainty about it ; the waies are clear ; the hereafter is at that place. But in order to win, directors must be willing to step frontward and do the personal and organisational alterations necessary to procure it. Indeed, some advisers and writers are oppugning the very term director. They believe that the altering nature of organisations in the new work topographic point may do the term coordinator, or possibly train or facilitator, a more disposed description of the function. However, irrespective of the term used, the message is clear. The successful twenty-first century director will hold to do the behavioural and attitudinal accommodation necessary to win in really dynamic clip ( Flippo, 1998 ) .

STATEMENT OF THE PROBLEM

It is an constituted theory that proper organisational behavior ensures the full use of available educational installations and resources for the development of the organisation. Hence the survey was focused on the organisational behaviour of educational directors in NWFP.

Importance OF THE STUDY

Organizational behavior is the yardstick which measures the clime of organisation. If the clime is suited for optimal use of worker ‘s possible, energy and capableness the organisation grows and ensures high quality merchandise. The educational directors are the anchor of educative procedure. They are the policy shapers, contrivers, implementers, decision makers and alteration agent in instruction. Any positive and fruitful alteration in society is hard without instruction.

OBJECTIVES OF THE STUDY

The present survey was conducted to educational directors observed facets of organisational behavior in educational institutes of Punjab holding following aims:

To find the function and map of acceptable behaviour of educational directors.

To look into the manner of determination devising of instruction troughs.

ASSUMPTIONS OF THE STUDY

The followers were the basic premises of the survey:

It was assumed that the Education directors were good cognizant of the construct of organisational behaviour and its deductions.

It was assured that the instructors were cognizant of the construct of organisational behaviour, its constituents and determinants..

DELIMITATIONS OF THE STUDY

The Following boundary lines were observed during the survey ;

Merely public educational establishments were included in the survey.

The survey comprised of secondary degree of instruction that is from category IX to XII.

The caputs of the establishments and instruction officers up to territory degree were considered as educational directors.

PROCEDURE OF THE STUDY

This was the descriptive/survey type of survey. Following process was adopted for its completion: –

Population

All the directors working in the different educational organisations of NWFP were included in the population of the survey. All the instructors working in secondary instruction were besides taken in survey.

Sample

Random trying technique was used for the choice of sample. Twenty caputs of secondary schools ten caputs of higher secondary and five instructors from each establishment were included in the survey. Eight Executive District Officers and eight District Education Officers were besides taken in the sample. The sample was taken from eight territory of NWFP viz. ; Kohat, Peshawar, Bannu, , D.I..Khan, Mardan, Swabi, Abbotabad, and Manshera.

Research Instruments

Two questionnaires were developed ; one for 256 directors and the other for 1200 instructors. The questionnaires were developed on Likert ‘s 5-point graduated table. The questionnaires covered all the of import elements of organisational behaviour of Educational Directors.

Data Collection

Datas were collected by the research worker personally. First questionnaires were mailed to the sampled mark of respondents. The research worker personally visited the establishments for aggregation of informations. Keeping in position the clip factor, services of some representatives were besides utilized who were made orientated in make fulling the questionnaires.

Datas Analysis

The Data collected through questionnaires were tabulated, analyzed and interpreted by utilizing suited statistical tool of Chi-square. Findingss were drawn and recommendations were made for the betterment of organisational behaviour of educational directors in Punjab.

Statement of points

Responses

SA

A

UD

District attorney

SDA

Entire

c2

Educational directors are cognizant of the construct of organisational behavior or clime

Responses

37

112

0

89

18

256

176.75*

Percentage

14

44

0

35

7

100

Educational directors are satisfied with the quality of instructors.

Responses

16

51

0

182

7

256

447.7*

Percentage

6

20

0

71

3

100

Educational directors involve the instructors in determination devising

Responses

8

85

0

127

36

256

226.68*

Percentage

3

33

0

50

14

100

Educational directors are trained is determination doing techniques

Responses

21

79

0

119

37

256

114.07*

Percentage

8

31

0

47

14

100

Educational directors are trained is communicating

Responses

39

152

0

47

18

256

274.41*

Percentage

15

60

0

18

7

100

They are just in covering with others

Responses

51

132

0

57

16

256

203.56*

Percentage

20

52

0

22

6

100

They believe in virtue and transparence

Responses

61

148

0

46

1

256

285.81*

Percentage

24

58

0

18

0

100

Educational directors recommend inducements for good instructors

Responses

42

129

0

56

29

256

181.13*

Percentage

17

50

0

22

11

100

Educational directors are competent in direction accomplishments

Responses

17

51

0

157

31

256

300.62*

Percentage

7

20

0

61

12

100

Educational directors emphasis on the usage of latest instructional engineering

Responses

12

47

0

156

41

256

289.6*

Percentage

5

18

0

61

16

100

* Significant

df= 4 table value of c2 at 0.05 = 9.488

The above tabular array 1 shows that value at 4 grade of freedom the c2 value at 0.05 = 9.488 which is greater than the table value the qis square ( c2 ) value. The tabular array indicate that the deliberate value of c2 ( 176.75* , 447.4* , 226.28* , 114.07* , 274.41* , 203.56* , 285.81* , 181.13* , 300.62* and 289.6* ) is greater than the table value of c2 ( 9.4888 ) , hence there is important difference in the responses of the respondents. Some responses are positively accepted the class of “ agree ” so it is concluded that the respondents feel that educational directors are cognizant of the construct of organisational behavior or clime, they are trained is communicating, they are just in covering with others and they recommend inducements for good instructors. on the other side there a some responses which are in favor of negatively accepted They are satisfied with the quality of instructors ” is negatively accepted. It is concluded that quality of instructors need betterment, they involve the instructors in determination devising therefore the state of affairs needs betterment and educational director are trained is determination doing techniques is negatively accepted. It means educational directors need developing which should be arranged decently.

Decision

The undermentioned decisions were drawn out after analysis of responses.

Concept of organisational behaviour was clear to 58 % of the directors and bulk of the instructors were non clear about this construct. Hence they were non take parting volitionally and voluntarily to better it.

Educational Directors. Not satisfied with the quality of the instructors. Through in their sentiments they involved instructors in group engagement. They were besides of the sentiment that they involved instructors in decision-making. But the instructors were non trained in decision-making techniques. The instructors responded that the directors did non utilize democratic manner of leading.

Educational Directors opined that they were trained in societal and commuting accomplishments. They distributed burden work oddly and they encouraged inquiries for elucidation. They stressed the character edifice of instructors and pupils.

The bulk of the educational directors responded that they could non guarantee sufficient resources for each undertaking and service. The bulk of the instructors stated that organisational clime was non suited for better public presentation. They did non experience comfy. The workplace and rule of right adult male for right occupation was non maintained.

The bulk of Educational Directors opined that they did non pattern the behavior personally that they would others to follow. They farther stated that they were non fair in utilizing financess. The bulk of the instructors stated that their wages were non sufficient to populate comfortably. The E.M did non take involvement in work outing personal job of the instructors. The bulk of the instructors besides said that deficit of financess was felt severely and system of answerability was weak and financess were misused.

The bulk of the Educational Managers stated that they did non emphasize on the usage of latest instructional engineering in the categories due to its deficit. The bulk of the instructors besides verified that they did non utilize instructional engineering in the categories they besides did non utilize different motive techniques in the schoolrooms.

Recommendation

The undermentioned recommendations were made in the visible radiation of the findings and aims of the survey.

It was reported by both classs of the respondents that deficit of financess was felt severely. Pakistan was supplying fundss to the melody of 2.1 % of GDP to instruction which was really little for bettering the system and organisational demands. It is strongly recommended that at least the budget for instruction should be doubled.

Both classs of respondents, the educational directors and instructors stated that system of answerability is weak. It is an constituted rule that merely proper answerability mechanisms can heighten betterment of public presentation hence it was recommended that proper efficient and effectual answerability system should be introduced from top to bottom in the territory disposal of instruction. For this purpose particular preparation should be arranged for educational troughs and instructors at approachable centres.

Majority of both the classs of respondents replied that they were non trained in motive, societal, communicating and decision-making accomplishments. It was recommended that periodic preparation should be assigned for educational directors and instructor for their preparation in motive leading, communicating interpersonal dealingss, instructor pupils ‘ dealingss, and determination devising techniques. This type of preparation should be arranged with the aid of experts of relevant Fieldss. The new information and instructional engineering should be utilised decently. The instructors should be trained in faculty members for professional development and every instructor should be given the equal opportunity to take part in in-service preparation under certain cyclic order.

The bulk of the respondents reported that there was an acute deficit of educational installations like books, cyberspace, computing machine, equipment, athleticss stuff and conveyance etc. The research worker felt that such state of affairs was due to shortage of financess and to some extent due to the carelessness of the caputs. It was recommended that chemical and equipment for research labs, books, computing machines and internet installation for libraries, athleticss stuffs for games, and furniture should be provided to all the secondary and higher secondary schools on precedence footing. The aid of community and local authorities can be solicited.

The bulk of the respondents replied that there was a political intervention in educational organisations which led to upset the organisational behaviour. It was recommended that confidence should be got from the political parties by the authorities, non to disrupt the educational environment. Furthermore, working of political groups through pupil brotherhoods should be banned in the establishments.

AUTHORS INFORMATION

Mr.Muhammad Naeem Butt is working as Lecturer in Institute of Education and Research, Kohat University of Science and Technology, Kohat, Pakistan.. He did his M.Phil in Education from Sarhad University of Science and Technology, Peshawar – Pakistan nb840 @ yahoo.com

Dr. Muhammad Iqbal is soon working as Professor of Education in Department of Education, Sarhad University of Science and Technology, Peshawar – Pakistan

Dr. Muhammad Naseer-Ud-Din is working as an Assistant Professor in Institute of Education and Research, Kohat University of Science and Technology, Kohat, Pakistan. He did his Phd in Education from University Institute of Education and Research, UAAR, Pakistan.

Electronic mail: naseer_khanpk2000 @ yahoo.com

Dr. Ishtiaq Hussain is working as an Assistant Professor in Institute of Education and Research, Kohat University of Science and Technology, Kohat, Pakistan.

Miss. Safia Noor is soon working as chief Govt. Girls High School, Charsada, Pakistan. She did her M.Phil in instruction.

High School Drop Outs vs. College Graduates Think about it, how many people actually get through high school and graduate? How many people actually graduate from college as well? High school dropout rates and college graduate rates are very different. High school dropouts are more likely to be Hipics, African Americans, and American Indians in Maryland. Also, in Maryland high school dropout rates have come to 23% over the years according to the National Dropout Rates by www. boostup. org. For college graduates, 31. 3% of all students graduate out of a public, 4-year university.

On the other hand, 52. 4% of students graduate from a private, non-profit institution according to CBS News. All the students who drop out of high school and graduate college are different by the determination and work ethic, the lifestyles and the potential earnings they might get. The determination and work ethic can make a total difference in getting into college or not graduating high school. High school drop outs don’t have good determination or work ethic. They don’t want to go to school, so they don’t and stay home. They don’t want to do their work, so they don’t do it.

They think they don’t have to do any work and get by in life, but in reality that’s not how life works. College graduates either love doing school work or they hate it, and do it anyways. Their work ethics are great, because they want to do great work, so they get amazing grades. They just get it done, so they don’t have to worry about it when they want to go out and have a fun time with their friends. High school drop outs and college graduates are only a product of the way they grew up; the lifestyle they were raised in.

The lifestyle of a high school dropout and a college graduate can be totally different, but could also be the same. With a high school dropout, the world they grew up in could be a low income family and they don’t have much money; barely enough to get by. With not much money the student who drops out could want to leave school and work. But on the other hand, they could be getting by, and never want to go to school. A college graduate could have two different lifestyle extremes. They could have loads of money and their parents pay for everything they own or they have just enough to get by.

The college graduates who are just getting by want a higher education, so they go to college anyways with all the financial help they can get. According to the National Center for Children in Poverty 40% of all American kids are living in a low income family, but I think those children should still go to school and figure out what kind of person they really, truly are. Even though some people go to school and don’t receive good grades should go anyways to figure out who they really are. To figure out what kind of friends they hang out with and why they hang out with them. They also find out who their true friends are.

Also, by the type of friends they have is how they are reflected to the world. High school drop outs tend not to have the type of friends that push them to be better people, but only what they are today. For college graduates, they typically would have friends and other people pushing them and wanting them to go far in life. The motivations of the people they have in their lives are what make college graduates and high school dropouts different. All students who drop out of high school or graduate from college are different by their determination and work ethics, their lifestyles and their potential earnings.

There should be more people wanting to graduate from high school and continue to graduate from college. Also students should want to learn and continue learning. Finally, lifestyles may be different and may effect who goes to college, but shouldn’t hold people back from learning, or achieving a higher education. Just because some people may drop out of high school and some people may graduate from college shouldn’t matter; everyone deserves to learn every day until the day they die.