In almost every developing country teachers are the largest group of workers in the civil or public service and the largest item in the education budget. As the management and delivery of education comes under increasing public scrutiny, the question of how best to manage teachers is receiving much attention. For management, the goal is to have qualified and motivated teachers assigned where they are most needed, with low levels of turnover and attrition and an incentive system that encourages teachers\' commitment and professionalism. For parents, the ideal is to have hardworking teachers who provide high quality education to their children. Simple though these goals may seem, they are far from being achieved in many countries. A main issue in achieving the goals of administrators and parents is how to manage teachers to maximize their effectiveness as educators. In particular, it is important to decide at which level of administration the supervision and management of teachers should rest. In most developing countries, centralized management structures in the education sector have been the norm, usually for logical and compelling reasons. In some countries a centralized system was inherited at independence; in others it was adopted to promote a national identity and to satisfy social expectations for rapid and easy access to education. Following independence, there was often an implicit belief that central planning and state involvement were necessary to overcome inherited social and economic deficiencies. In some countries it was seen as appropriate for a centralizedbody such as the ministry of education to manage teachers to ensure the fair and equitable allocation of what is often a scarce resource. Thus in these countries the setting of teaching standards and the establishment of teacher training, recruitment, pay, conditions, promotion, and discipline are controlled from the center. As education systems have expanded and lessons have been learned in both industrial and developing countries, it has become clear that centralization is not always the best approach for developing and overseeing an effective teacher-management system. Centralized structures have proven to be particularly weak in dealing with day-to-day administrative tasks such as responding to grievances and keeping records. In addition, there has been a shift in social attitudes toward parents\' rights to be involved in their children\'s education. Changes in public opinion about the role and ability of government and the spread of democracy and popular participation have contributed to this shift. Many communities are now demanding a greater say in how their schools are run and how teachers perform; education unions are seeking to give individual schools, teaching teams, and classroom teachers’ greater scope for creativity; and governments are actively looking for viable ways to devolve authority for teacher management to different levels of the system. All of these aspirations have to be balanced against the need for equity for pupils and education personnel. 

The main goal of ICT in education is to enhance teaching and learning quality. A number of studies have shown a wide range of factors which influence educators’ utilization of ICTs in their teaching. Computer Phobia is argued to be a major deterrent to the utilization of ICT by educators. Technological advancement has reduced the world into tiny space. In other world, it is something that has really connected people living all over the world and has turned the planet earth into a global village. These technologies assist teacher and facilitate learning. Grabe and Grabe (1998) even reported a recent situation in which computers were not used effectively in teaching practice, due in part to teachers’ attitudes and fears regarding this relatively new technology. Thus, without a knowledge of teachers’ and prospective teachers’ perceptions and future plans for using computer in education, any potential innovations in this area may lack utility. Various researchers studied on computer found that teachers did not know how to use computers. Similarly, Gihar, Saxena and kukreti (2005) also indicated that 70 percent teacher educators accepted that they never used the computer and internet facilities in the classroom teaching. While Lunenburg & Ornstein, 1996; Grabe & Grabe (1998) found 

Education is the most influential instrument of modernization and socialization. It has been regarded both as an end in itself and as a means of realizing desirable ends. Education means all round and total perfection of the individual and the society. It develops the personality and rationality of individuals, qualifies them to fulfill certain economic, political and cultural functions and thereby improves their socio-economic status. Key Words: Tagore Vision, Women education.