Dr. Sampark AcharyaRajasthan Shiksha Mahavidyalaya, Jaipur, Rajasthan, India- 302020samparkacharya@gmail.com

This article documents the construction and standardization process of a comprehensive Self-Efficacy Scale tailored exclusively for B.Ed. special teacher-trainees. With a focus on empowering future inclusive educators, the scale underwent rigorous development, validation, and standardization procedures. The article discusses the theoretical foundations, item generation, and validation methods used, emphasizing the potential impact of implementing this scale in teacher training programs to enhance inclusive education practices.

Kasturba Gandhi Balika Vidyalayas (KGBVs) were established in 2004 under the Sarva Shiksha Abhiyan (SSA) to provide education to girls from disadvantaged backgrounds in rural areas. These schools have been instrumental in promoting girls’ education and reducing the gender gap in education. This article aims to provide an overview of the status of KGBVs in Rajasthan, India.

While looking at obscures populace means for two groups on a specific variable, at times it is difficult to investigate the data and it brings about the error of information. In this review research, the information was collected from various published articles regarding t-test. As it was a review research, no human participants were involved in collecting the data or to conduct research. Thus, no consent was required for collecting data from anyone. The review revealed that there are a few limitations to utilizing a two-sample independent t-test. In this article, these limitations have been examined.

Language teaching is called to be a foundation teaching because without learning the language effectively, the learner will not be able to learn and understand any subject. The second language also keeps the same importance because the knowledge is found in many languages and the second language plays a role in being a bridge to reach the knowledge available in other languages. In India and many other countries, the English language is taught as a second language (ESL) or a Foreign Language (EFL). English is accepted as the most spoken language around the world either as a first language as a second language or a foreign language. Teachers who are teaching English in India should competent to use it effectively otherwise the learners may not learn it as effectively as they need to be. We have developed an observation schedule for teachers who were teaching ESL or EFL in their respective classes. In this article, the procedure and steps of developing this observation schedule have been discussed.