The present study was aimed at investigating value pattern of post graduate teachers in relation to caste system. The Teacher Values Inventory (Singh H.L and Ahluwalia, S.P., 1981) was used to collect the data from 720 post graduate teachers working in higher secondary schools in five Districts of Tamilnadu. Datas were analysed and the findings are: The Post Graduate teachers have given the first preference for social value and it is followed by theoretical, religious, economic, aesthetic and political values in the second, third, fourth, fifth and sixth rank orders of preferences respectively. There is a significant difference among the post graduate teachers belonging to four castes in Theoretical, Aesthetic and Religious values. This implies a strong preference for the truth, beauty and belief. It is noted that Post Graduate teachers belonging to the Most Backward Caste are significantly higher on Theoretical and Aesthetic values than those of their Backward Caste counterparts. Whereas the Post Graduate teachers belonging to Backward Caste are found significantly more religious in comparison to their Most Backward counterparts. Further, it is observed that post graduate teachers belonging to Most Backward Caste are significantly higher on Theoretical value as compared to teachers belonging to Scheduled caste. Whereas, the post graduate teachers belonging to Schedule Caste are significantly higher on Religious than those of their Most Backward Caste counterparts. The study also reveals that the teachers belonging to Forward Caste are significantly higher on Religious value as compared to teachers belonging to Most Backward Caste. Whereas the teachers belonging to Most Backward Caste are found to be significantly higher on Aesthetic value than those of their Forward Caste counterpart. The post graduate teachers belonging to Most Backward Caste have more Theoretical and Aesthetic values than those of their other counterparts. The Post Graduate teachers belonging to Scheduled Caste have more Religious value in comparison to their other counterparts.

Academic confidence plays a vital and significant role in any students? life. It is proposed as a mediating variable between the individuals? inherent abilities, their bearing styles, and the opportunities afforded by the academic environment of higher education. Now a days the higher education has been distributed by various social and technological course and the students were introduced with all brand new inventions which affects them physically and also psychologically. So the investigators tend to study about the academic confidence of the higher secondary students. Normative survey method has been used in the present investigation. Random sampling technique has been used in the selection of the sample of as many as 960 higher secondary students studying in higher secondary schools situated in the Tanjore district, Tamil nadu, India. The findings of the study revealed that the entire sample of the higher secondary students have high level of academic confidence, also this trend is seen in respect of the sub-samples, too.

Today the techno-pedagogical competency is very much needed for teachers in teaching and learning process, as it facilitates effective teaching and learning. The techno-pedagogical competency is nothing but the ability of the teachers to make use of technology effectively in teaching. The teachers develop techno- pedagogical competencies then they may try to make use of this often in teaching and it will in turn make the learning process simple and effective. As the study of their techno -pedagogical competency is the need of the hour, the investigators have decided to develop and standardize a scale to measure it.

Technophobia encompasses a fear for all technologies. In more depth, technophobia can be explained as a feeling of anxiety associated with a confrontation with technology. This study has been carried out to know about the “teachers? technophobia”. Many teachers do not use the available latest technology in teaching due to many reasons and one such reason is due to fear in using them and that fear which is irrational in nature is known as techno-phobia. Therefore, it is a felt need to study the techno-phobia of teachers and hence the authors decided to study the same. Technophobia scale (TPS) constructed and validated by Prabakaran,A.J.F(2006) was used in this study. As many as 300 teachers working in the higher secondary school situated in the Kumbakonam Taluk, Thanjavur District of Tamilnadu, India has been selected as the sample. The findings revealed that the majority of the teachers are having relatively a low level of technophobia.