International Journal of Education and Management Studies

Page: 52-57
K. K. Sibi and Jesus Jay Miranda (Department of Education, Graduate School, University of Santo Tomas, Manila, Philippines)

Education in the 21st century is rapidly progressing into new frontiers Leadership of the education sector requires 21st century skills and mind-sets. Building and preparing principals to embrace and implement these new leadership skills is a critical challenge confronting the education sector today. Despite deliberating on 21st century leadership skills for almost twenty years, and still, principals might try to operate by the book, manage their leadership to keep the status quo by implementing some best practices instead of leading with confidence and real expertise that the 21st century looks for. Given the nature of the challenges facing the 21st century leadership in higher education in India, the constraints and the lacuna that is experienced by it, need to be unearthed, reflected and made sense that educational leadership may galvanize itself to keep momentum with the current developments. India has a multi-layered consultation process involving many stakeholders in the education sector to discuss and implement measures to improve the quality of education, known as the National Education Policy. (NEP). One area that the NEP addresses but has not yet fully addressed is the role of school leaders in the redesigned education system. This paper attempts to look at the Principal's leadership in the higher education scenario through four main themes; Leadership: Challenging Factors; Skills and competency factors; Practice factors and context factors. It also addresses these factors, which underpin the need for school leaders to guide the 21st century. It also proposes a framework for 21st century leadership skills and practices for school leaders.

Page: 63-66
Sophia M. Franco and Madhavi Menon (Department of Psychology and Neuroscience, College of Psychology, Nova Southeastern University College Avenue, Fort Lauderdale, FL)

Academic preferences and ensuing scholastic achievement trace their origins to early childhood, particularly school experiences. Extant gender beliefs and stereotypes can potentially influence children's school experiences and eventual academic preferences and decisions. The current literature review explores student academic perceptions and attitudes, academic performance and preference, and developmental changes over the school years, with a particular emphasis on the role of gender based academic stereotypes and gendered representations in academic domains.

Page: 74-80
Jyoti and Chandra Kala Singh (Department of Human Development and Family Studies COHS, Chaudhary Charan Singh Haryana Agricultural University, Hisar, Haryana)

Adolescence is a period of shift from playful childhood and responsible adulthood. A teenager is torn by conflicting feelings. It is connected with a period of increased risk-taking behaviors as well as increased emotional reactivity. This is normally coincident with changes in the social and school environment, such as spending less time with parents and more with peers, as well as an increase in independence. These behavioral changes occur in the context of developmental changes that are influenced by both external environmental and internal factors that elicit and support behaviors (Jaworska & Macqueen, 2015). Emotional intelligence includes the ability to engage in sophisticated information processing about one's own and others' emotions and the ability to use this information as a guide to think and behave. That is an individual high in emotional intelligence pay attention to use, understand and manage emotions and these skills serve adaptive functions that potentially benefits themselves and others (Salovey et al., 2008). The study was conducted in Jind and Bhiwani districts of Haryana state. From which 240 adolescents from the age group of 14-16 years were selected randomly. In the study equal number of boys and girls were selected. For assessing Socio-personal variables, self-prepared interview schedule was used and for assessing emotional intelligence, Emotional intelligence scale by Hyde et al. (2002) was used. The collected data was systematically classified and tabulated as per the objectives of the study. To study data frequency, percentages, mean, standard deviation and independent sample 'z' test was used. Results showed that adolescents of Jind district were more committed, self-awarded, and emphatic, better at managing relations and are more emotionally stable than adolescents of Bhiwani district.

Page: 190-195
Joy O. Thuruthel and Joy R. Tungol (The Graduate School, University of Santo Tomas, Manila, Philippines)

Burnout is a global concern and a psychological syndrome garnering the attention of researchers. It is characterized by emotional exhaustion, cynicism, and inefficacy and it impacted the physical and mental well-being of the person. The current study aims to explore qualitatively and analyse thematically the burnout experience of baccalaureate college students of South India, to identify, describe and interpret its causes, consequences, and impacts on their well-being. The experiences and perspectives of students gathered through in-depth semi-structured interviews with eighteen participants and focus group discussions with ten college students were analysed utilizing Braun and Clark's step-by-step method. The findings of the qualitative study showed that the college students encountered cognitive issues (impaired cognitions, delimiting cognitions), emotional issues (unsettling emotions, bridling emotions, impoverishing emotions), and behavioural issues (paralyzing behaviours, disinvesting behaviours, devitalizing behaviour). The findings also indicated that burnout impacted the academic (engagement, results), psychological (anxiety, depression), physical (fatigue, disturbance of sleep) and social performance (dependence, conflicts), and well-being of students.

Page: 213-218
Umesh L. Bharte and Riya D. Shah (Department of Applied Psychology, Mumbai University, Mumbai, Maharashtra)

Theory of reasoned action and planned behaviour have been applied and validated in a number of studies related to online shopping. While there exists enormous literature on the topic of online shopping, the phenomenon of online grocery shopping remains a relatively less researched area at least in the Indian context. This study aims to evaluate the predictive relationship of attitudes, subjective norms, perceived behavioural control and willingness to buy grocery online. A convenient sample (n = 150) was used in Mumbai region, and it was restricted to the participants who had engaged in online shopping prior to the study. The self-designed scales were used for all the measures included in the study. The results of multiple regression analysis show that attitudes and subjective norms are found to be significant predictors of buying intention but not the perceived behavioural control. Further, no gender differences were found with respect to willingness to buy grocery online. Discussion of theoretical and practical implications of the study is followed by future lines of enquiry.