In this present research the investigator is going to study the impact of new teaching model “Group Clinical Supervision Model” on general teaching competency among in-service teachers. In order to measure impact of “Group Clinical Supervision Model” on teaching competency of in-service teachers, general teaching competency scale is developed and standardized by Passi B.K and Lalitha M.S (1979) has been adapted in the present study. In this study 30 in-service teachers in which 25 teachers are graduates and 5 teachers are post graduates are taken as a sample. The data collected was analyzed using the values of mean, Standard deviation and “t” values. The results of this study helps to understand how the group clinical supervision model facilitate in-service teachers with different qualification to improve their teaching competency.

This paper seeks to present a framework for the teacher education curriculum in the twenty-first century.
Curriculum development is a local, regional, or state/provincial level process that student teachers often
have difficulty comprehending. Education is not a mechanical activity of information transmission and
teachers are not information dispensers. Teachers have to increasingly play the role of crucial mediating
agents through whom curriculum is transacted. It is necessary that student teachers be sensitized to the
need for reducing curriculum load, organize appropriate learning experiences which are joyful in nature
and related to immediate environment of the learner and help them develop and imbibe desirable values.
The main paper focuses the objectives, hypotheses, method, sample, tool, Analysis, Findings and
Suggestion.

The present study attempts to study on teaching aptitude of teacher trainees . Normative Survey Method was adopted for this this study. The sample for the study was 100 teacher trainees from Krishna district of Andhra Pradesh. Teaching Aptitude Test developed and standardized by Gakhar, S. C. and Rajnish (2010) was used in this study. Reliability co- efficient was found to be 0.76. The findings revealed that the teacher trainees make a significant difference in their teaching aptitude due to variation in their gender and academic quaification, and the teacher trainees don’t make a significant difference in their teaching
aptitude due to variation in their locality and management.

The study aims emotional maturity of adolescent students in tirupati, chittoor district. A
random sample of 200 was taken on adolescent students in the Tirupati, Chittoor district. The
emotional maturity scale developed by Dr. Tara Sabapathy was used for assessing the
emotional maturity of the participants. Mean, Standard deviation, Percentage of mean, and‘t’
value were calculated. The study also revealed there is no significant difference in gender and
locality. The variable like type of institute and medium of instruction are significantly
influenced the emotional maturity of adolescent students.

The purposes this study is to analyse the job satisfaction among secondary school teachers in
relation to their gender, locality and management. A sample of 100 secondary school teachers
was selected by using random sampling technique. The sample was collected from Tirupati
town Chittoor district of Andhra Pradesh. The obtained data was analysed by using means,
S.D’s and t-test. The study revealed that there is no significant difference between the job
satisfaction of male and female teachers of Secondary schools. There is no significant
difference between the job satisfaction among rural and urban secondary school teachers. The
government secondary school teachers have higher job satisfaction than the private secondary
school teachers.

This study investigates the self-concept of secondary school students concerning gender differences. Self-concept, a vital aspect of personality, influences behavior, attitudes, and academic performance, especially during adolescence—a period of significant biological, cognitive, and emotional changes. The research aims to compare the self-concepts of boys and girls in secondary schools, using a sample of 60 students (30 boys and 30 girls) from three government schools in Puri town. Data were collected through a standardized self-concept scale covering six dimensions: behavior, intellectual status, physical appearance, anxiety, popularity, and happiness. The analysis shows no significant overall difference between the self-concepts of boys and girls, though boys scored slightly higher on physical appearance and attributes. The findings suggest that while self-concept is similarly developed among boys and girls, certain aspects, such as body image, are more prominent in boys. The study emphasizes the importance of nurturing positive self-concept through supportive environments created by parents and teachers, especially during adolescence. Furthermore, it calls for future research across different regions and educational settings to deepen the understanding of gender-related self-concept development and its impact on academic and personal growth.

The present study is to examine intermediate students' attitudes toward the English language in relation to some demographic factors. A sample of 500 intermediate students studying in Guntur City of Guntur district was selected by using a stratified random sampling technique. Attitude towards Learning English Language Scale was developed and standard by Abidin, M. J. Z. et al. (2012). It has 45 statements and 15 negative and 30 positive statements were included. The items were given a likert scale with three possible outcomes: Agree, Neutral, and Disagree. The reliability coefficient of correlation (r) was found to be 0.878 by using the Spearman-Brown Prophecy Formula. The findings of the research showed that Gender of intermediate students makes no significant difference in the attitude of towards the English language.  Locality of intermediate students makes no significant difference in the attitude of towards the English language. Management of intermediate students makes no significant difference in the attitude of towards the English language.

Spiritual intelligence refers to the ability to find meaning, purpose, and values in life, enabling individuals to live with compassion, integrity, and a sense of interconnectedness with others and the world. Teachers, especially at the secondary school level, play a crucial role in influencing the lives of young learners during their formative years. Spiritual intelligence empowers teachers to remain calm in challenging situations, make ethical decisions, and foster positive relationships in the classroom. Therefore, understanding and nurturing spiritual intelligence among teachers has become an important area of research in education. The findings of the study revealed that there is no significant difference in the spiritual intelligence of male and female secondary school teachers. There is no significant difference in spiritual intelligence of rural and urban Secondary School Teachers.  There is a significant difference in spiritual intelligence of govt. and private Secondary School Teachers.  There is a significant difference in the spiritual intelligence of arts and science secondary school teachers.

The researcher initiated this study to examine the level of environmental awareness among student teachers. A normative survey method was employed, and the sample was selected using a stratified random sampling technique. The study was conducted on a sample of 120 student teachers enrolled in the B.Ed. programme in selected teacher education colleges in Guntur City, located in Guntur District of Andhra Pradesh. The Environmental Awareness Ability Measure Scale, standardized by Dr. Praveen Kumar Jha (1998), was used for data collection. The data were analyzed using statistical techniques such as mean, standard deviation, and the‘t’ test. The findings indicate that 15% of the student teachers have low environmental awareness, 60% of the student teachers have average environmental awareness, and 25% of the student teachers have high environmental awareness. Overall, the results show that student teachers possess an average level of environmental awareness. Male and female student teachers differ significantly in environmental awareness based on gender. Female student teachers showed better environmental awareness than male student teachers. Rural and urban student teachers have the same level of environmental awareness based on locality. Government and private student teachers have similar levels of environmental awareness based on their management. Arts and science student teachers differ significantly in environmental awareness based on their subject. Science student teachers demonstrated better environmental awareness than arts student teachers.

The present study examined the social maturity of secondary school students in Guntur City of Guntur District, Andhra Pradesh. The study investigated differences in social maturity with respect to gender, locality, type of management, and medium of instruction. A sample of 300 secondary school students was selected using the stratified sampling technique. Data were collected using the Social Maturity Scale developed by Dr. Nalini Rao (2011). The findings revealed a significant difference in social maturity with respect to gender, whereas no significant differences were observed with respect to locality, type of management, and medium of instruction. The study highlights the importance of fostering social maturity among secondary school students to promote their effective social adjustment, interpersonal relationships, and overall personality development.

The Right to Education (RTE) Act, 2009 is a landmark legislation that recognizes education as a fundamental right for all children aged 6–14 years in India. This paper examines the major provisions of the Act and their educational implications for ensuring equitable access, inclusion, quality, and accountability in elementary education. It discusses key features such as free and compulsory education, neighbourhood schools, non-discrimination, teacher responsibilities, pupil–teacher ratio, and school infrastructure. The paper also highlights the achievements and implementation challenges of the Act and suggests measures for its effective implementation. It concludes that the Right to Education Act, 2009 has played a significant role in expanding educational opportunities and strengthening the goal of universal elementary education in India.

Keywords: Right to Education Act, 2009, Elementary Education, Free and Compulsory Education, Educational Implications, Inclusive Education.