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PERSONALITY FACTORS AS PREDICTORS OF MENTAL HEALTH AMONG TEACHERS
This study examines personality factors as predictors of teachers’ mental health, revealing neuroticism as a risk factor and conscientiousness as the strongest protective predictor of psychological well-being. https://www.doi.org/10.36106/paripex
DownloadTO EXPLORE THE PERSONALITY FACTORS OF TEACHERS
This study examines personality characteristics among secondary and higher secondary teachers in Nadia district, revealing balanced Big Five profiles and no significant gender differences across personality dimensions. DOI : https://www.doi.org/10.36106/ijsr
DownloadTo Probe into the Mental Health of Teachers
This study assesses mental health among secondary and higher secondary teachers in Nadia district, finding generally good psychological well-being and no significant gender-based differences across GHQ-28 dimensions. DOI https://doi.org/10.36948/ijfmr.2026.v08i04.84325
DownloadGood, Right as Human Value
This article comparatively examines the philosophical relationship between the good and the right, arguing that their interdependence offers a coherent framework for contemporary ethical decision-making. DOI: https://doi.org/10.5281/zenodo.21441441
DownloadTo Probe into the Job Satisfaction of Teachers
This study examines gender-wise differences in teachers’ job satisfaction in Nadia district, revealing high satisfaction among both male and female teachers, with no significant gender-based difference. DOI: https://dx.doi.org/10.21275/SR26711223702
DownloadTowards an Ethical Framework for AI Integrated Teaching: A Theoretical Analysis of Teacher Agency, Accountability, and Educational Justice
This theoretical paper proposes an ethical framework for AI-integrated teaching, emphasising teacher agency, professional accountability, transparency, privacy, educational justice, inclusivity, and human-centred pedagogical decision-making. ISSN: 2321-9939 | ©IJEDR 2026 July 2026, Volume 14, Issue 3 | http://www.ijedr.org
DownloadDecolonising the Early Childhood Classroom: Sahaj Path as a Model for Integrated Learning in Primary Education
This study examines Tagore’s Sahaj Path as a decolonising pedagogical model, highlighting multimodal, nature-based, contextual learning that fosters learner agency, creativity, cultural relevance, and formative assessment. © 2026 JAAFR | Volume 4, Issue 7 July 2026 | ISSN: 2984-889X | JAAFR.ORG
DownloadARTIFICIAL INTELLIGENCE IN TEACHER EDUCATION: PREPARING FUTURE EDUCATORS FOR AI-INTEGRATED PEDAGOGICAL PRACTICES IN THE TWENTY-FIRST CENTURY
This conceptual paper examines AI’s role in teacher education, emphasizing AI literacy, digital pedagogy, ethical competence, personalized learning, and curriculum reform for inclusive, adaptive classrooms. DOI: https://www.doi.org/10.56726/IRJMETS101718
DownloadMY JOURNEY IN DESIGNING AESTHETIC CLASSROOM PRACTICES: AN EMPIRICAL STUDY OF STUDENT ENGAGEMENT AND CREATIVITY IN B.ED. PROGRAMS
This empirical study examines aesthetic classroom practices in B.Ed. programs, revealing enhanced student engagement, creativity, emotional comfort, belonging, pedagogical imagination, and professional identity formation. DOI: https://www.doi.org/10.56726/IRJMETS88508
DownloadCognitive Demand of Questions and Its Effect on Student Academic Outcomes
This conceptual review explores how varying cognitive demands of classroom questions influence engagement, higher-order thinking, metacognition, and achievement, emphasizing scaffolding, instructional design, and cognitively responsive pedagogy. IJEDR - INTERNATIONAL JOURNAL OF ENGINEERING DEVELOPMENT AND RESEARCH (www.IJEDR.org), ISSN:2321-9939, Vol.14, Issue 1, page no.83-91, January-2026, Available :https://rjwave.org/IJEDR/papers/IJEDR2601012.pdf
DownloadQUESTIONING AS PEDAGOGY: A THEORETICAL REVIEW OF HOW QUESTION TYPES SHAPE ACADEMIC OUTCOMES
This theoretical review examines how diverse questioning strategies influence cognitive processing, engagement, critical thinking, problem-solving, learner autonomy, and knowledge construction, highlighting implications for contemporary teaching and teacher education. Volume - 15 | Issue - 01 | January - 2026 | PRINT ISSN No. 2277 - 8179 | DOI : 10.36106/ijsr
DownloadIndustry–Academia Partnerships and School Collaborations: Rethinking Practicum Models for Quality Enhancement in B.Ed. Programs
This conceptual study proposes an integrated industry–academia–school practicum model to strengthen B.Ed. teacher preparation, bridging theory and practice through innovation, collaboration, reflective practice, and professional competence. © 2025 JETIR December 2025, Volume 12, Issue 12
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