Relationship of Teachers' Aesthetic Skills with Students' Social Competence at Higher Secondary Level

Abstract

In this research, an attempt was made to know the level of aesthetic skills of the teachers and the aspect of social development of the students at higher secondary level taking into consideration the relationship between them. Urban context and finite amount of available resources and timeframe restricted the study to higher secondary schools of Bagh city only, and analytically they were grouped in to two categories: gender and sector; either public or private. The targeted population encompassed 138 teachers; out of which, 69 were male, and 69 were female; and 1970 students; 1226 male and 944 were female from both public and private inter-colleges. By simple random sampling technique, the researchers sampled 10 schools; 3 public and 7 private schools in Bagh city for the study, the researcher selected 10 teachers and 10 students each from the 10 schools, making researchers’ sample size to be 100 teachers and 100 students. The method of data collection adopted was the questionnaire which is considered to be suitable and affordable as pointed out by McLeod (2014). In the study, teachers then exhibited fairly high levels of aesthetic skills in teaching processes, proper use of audiovisual aids, research activities, efficient time utilization, and appropriate conduct. Teachers’ aesthetic skills have a positive correlation with students’ social skills. Creativity and other aesthetic skills are the important conditions that let teachers interact with the students and make learning an enjoyable process. Thus, by applying this correlation of experience and self-formation, educational institutions may develop intervention and professional development strategies that would foster teachers’ aesthetic skills and students’ social Competence.