A STUDY ON PSYCHO-SOCIAL FACTORS THAT INFLUENCING FAMILY ENVIRONMENT AT SECONDARY SCHOOL STUDENTS IN DEOGHAR DISTRICT OF JHARKHAND
Shalini Jaiswal
Research Scholar, Sainath University, Ranchi, Jharkhand, India
Dr. Chetlal Prasad
Supervisor, Professor & Head, MVCE, Hazaribag, Jharkhand, India
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School is the work environment of teachers and the learning environment of pupils. During school hours, teachers and pupils are in constant interaction with each other, so it is plausible that their well-being is inter-related. This study examines the association between pupil-related psychosocial factors, the school setting, and teacher sick leave. The general framework is based on work stress models that propose that psychosocial factors affect health when demands of the psychosocial work environment exceed the resources of the employee. The results of this study suggest that pupil-related psychosocial factors, such as pupils' problem behavior, school dissatisfaction, and violent or threatening situations in schools, affect teacher health as reflected by their taking sick leave. Attention should focus on teacher well-being, especially in schools characterized by such stressors. A positive psychosocial school environment helps to create a conducive environment for effective teaching and learning. It relates to ‘the dynamic relationship between psychological aspects of our experience (our thoughts, emotions, and behaviours and our wider social experience our relationships, family and community networks, social values, and cultural practices. Students’ social and emotional experiences influence learning processes and in turn affect learning outcomes (UNESCO MGIEP, 2020). Schools that prioritize students’ well-being have a higher chance of improving their academic achievements (UNESCO 2017). Numerous variables related to school climate have been positively associated with better student performance in reading in OECD countries e.g. growth mindset of students, greater support from teachers, teacher enthusiasm, greater co-operation among peers, students’ sense of belonging at school (OECD, 2019). Attending to the social and emotional needs of students and teachers is key, especially in the aftermath of the COVID-19 pandemic, as many students have missed out on social interactions and support from teachers and peers.
Keywords:
UNESCO; OECD; COVID-19
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