Scholarly Research Journal for Humanity Science & English Language,

Online ISSN 2348-3083, SJ IMPACT FACTOR 2019: 6.251, www.srjis.com

PEER REVIEWED & REFEREED JOURNAL, JUNE-JULY, 2021, VOL-9/46

PERCEPTION OF MAJOR STAKEHOLDERS OF SECONDARY

SCHOOLS ON LIFE SKILLS EDUCATION

Sk Samsul Alli
Lecturer in Education, District Institute of Education and Training, Jajpur, Dolipur

Paper Received On: 25 JULY 2021

Peer Reviewed On: 31 JULY 2021
Published On: 1 AUGUST 2021
Content Originality & Unique: 70%

Abstract

The present study titled, “Perception of Major Stakeholders of secondary schools on Life Skills
Education” was conducted to: (i) ascertain the perception of major stakeholders of secondary schools
education such as- headmasters, teachers, students and parents with reference to the dimensions of life
skills education such as- psychological abilities; interpersonal skills that help people take decisions,
solve problems, think critically, communicate effectively, build healthy relationship, empathize with
others, and cope with the stress and strain ultimate aim of the study was, however, to explore the
perception of stakeholders for improvement LSE among the students. Four different tools and
techniques were used for data collection such as-questionnaire, interview schedule, focus group
discussion. The data were analysed qualitatively as well as quantitatively technique like-percentage
analysis was done and thick description under qualitative technique. The study examined that lack
government support and ineffective teaching learning materials. Challenges faced by headmasters of
each school such as, lack of funds , negative peer pressure, lack of interest among student, lack of time,
lack of teaching staffs. Majority of teachers reported that LSE lessons were not taught at all in their
school. Some teachers responded that the lesson of life skills education was scheduled only once in a
week, might be due to adequate time and material in the schools. While only 9 (22.5%) indicated that
they were taught twice in a week. Majority of parents (76%) were said that life skills education is
essential to make the child feel self-reliant in his work and duties and 17(68%) were responded that life
skills education was all about to make an individual to deal effectively with confronting day to day
situations. Majority of students expressed that they were not aware of about the concept life skills and
importance of LSE this might be possible due to the fact that most of the teachers and headmasters of
schools were not concerned about the importance of LSE.
Keywords: Life skill education (LSE), Perception, Secondary school

Scholarly Research Journal's is licensed Based on a work at www.srjis.com

Introduction
Life skill education develops psycho social competence which helps an individual to develop
his/her positive behaviour, to deal with the challenges and demand of everyday life. It deals
Copyright © 2021, Scholarly Research Journal for Humanity Science & English Language
 Sk Samsul Alli
(Pg. 11348-11354) 11349

with mental functions such as awareness, attitude, leadership, creativity, appreciation and
interaction with self, others and environment. It is a study of abilities, coping with peer
pressure, emotion conflict and stress. UNICEF (2009) has recommended life skills based
education should be given with the regular education. It has insisted LSBE should be
contributed to a self-inclusive gender free educational setting. Life skills include psychological
abilities; interpersonal skills that help people take decisions, solve problems, think critically,
communicate effectively, build healthy relationship, empathize with others, and cope with the
stress and strain of life in a healthy and productive manner. Life Skills are abilities which enable
an individual to develop adaptive and positive behaviour to deal effectively with challenges
and demands of everyday life. The development of Life Skills in an individual is a lifelong
process that starts in early childhood and continues throughout one’s life (UNESCO, 2003).
When the psychological and social needs of the youth and children are not met, they become
maladjusted and the resultant behaviours are drug abuse, irresponsible sexual behaviour and
STIs, increased crime, violence, school dropout, teenage pregnancy thus teenage fatherhood
and motherhood (Banyardetal 1998). Life Skills comprises of competencies that can enable the
youth to cope with challenges and manage their life in a healthy and productive manner.
Initiative to develop and implement LSE has been undertaken in many countries around the
world. The need for Life Skills Education is highlighted, directly and indirectly in the
Convention on the Rights of the Child and many international recommendations (Convention
of the Rights of the Child United National Assembly).
Life Skill Education
A skill is a learned ability. Life Skills are those competencies that assist people in functioning
well in the environments in which they live. Life skills have been defined by the World Health
Organization as “the abilities for adaptive and positive behaviour that enable individuals to
deal effectively with the demands and challenges of everyday life”. UNICEF defines life skills
as “a behaviour change or behaviour development approach designed to address a balance of
three areas: knowledge, attitude and skills” .Ten core Life Skills laid down by WHO (April
1998) are Self-awareness ,Empathy, Critical thinking, Creative thinking, Decision making,
Problem Solving, Effective communication, Interpersonal relationship, Coping with stress and
Coping with emotion.
Objective of the Study
1. To study the awareness of teachers and students on Life Skills Education.
2. To study the perception of teachers, students and parents of secondary schools on Life
Skills Education.

Copyright © 2021, Scholarly Research Journal for Humanity Science & English Language
 Sk Samsul Alli
(Pg. 11348-11354) 11350

3. To study the challenges, if any, faced by teachers and students in imparting Life Skills
Education.
Research Questions of the Study
1. Whether the teachers and students of secondary school are aware of Life Skills
Education?
2. What do the headmasters and teachers of secondary school level perceive about teaching
of Life Skills Education to students as suggested by WHO?
3. What do the secondary school students perceive on Life Skills Education?
4. What do the parents of secondary school students perceive on Life Skills Education to
their children?
5. What are the challenges, if any, faced by the teachers and students in imparting of Life
Skills Education?
Design of the Study
For this present study Descriptive Survey Method was used.
Population and Sample of the Study
All the headmasters, teachers, students and parents of secondary schools in Korai block
of Jajpur district comprise the population of the study. In the present study, the investigator
used incidental sampling techniques to select sample from the population.
Table 1 Distribution of the Sample
Category Headmaster Teacher Student Parent
Number 5 40 75 25

Tools used for Data Collection

1.Perception Scale for teacher
The Likert Scale is a five (or seven) point scale which is used to allow the individual to express
how much they agree or disagree with a statement.
2. Structured Interview for Headmaster
Semi-structured Interviews will be conducted by investigator with teachers for the collection
of relevant data for objective (2) which is to examine the perception of headmaster.
3. Semi Structured Interview for parents
Semi-structured interview will also be conducted by investigator with parents for the collection
of relevant data for objective (2) which is to examine the First, the researcher should establish

Copyright © 2021, Scholarly Research Journal for Humanity Science & English Language
 Sk Samsul Alli
(Pg. 11348-11354) 11351

good rapport with interviewee (parents) so that the interviewee feels comfortable revealing his
feelings.
4. Focus Group Discussion with the students
In the present study, the investigator collected data by interacting with students. Focus group
discussion with students provides more information regarding the perception life skills
education.
Result and Discussion
1. Awareness of Teachers and Students on Life Skills Education
Awareness of teachers and students on Life Skills Education : Majority of the teacher 30(75%)
were said that time allocated for life skills education is not sufficient. They were given reason
that-innovative teaching learning material is not sufficient, proper building of library facilities
is not available at school, for building of teacher and students relationship specific time period
is required, need for special awareness programme to involve the students in social activities,
LSE can be taught by providing practical experience and organising social service activities
and lastly LSE can be successful if it is teaching through curricular activities. Majority of
students expressed that various activities are held in the schools such as-sports, debates,
discussions, cultural activities, awareness program etc.
2. Perception of Teachers, Students and Parents of Secondary Schools on Life Skills
Education.
Table 2 Responses of teacher on Life Skills Education (N=40)
Importance of LSE % Of Responses
Teaching and learning becomes livelihood and effective 30(75%)
Promoting quality education and development of 25(62.5%)
education.
Acquiring knowledge and solving emerging problems. 35(87.5%)

Promote healthy living and enable them to take 20(50%)

responsibility.
For building personal and professional life. 15(37.5%)
LSE develops positive attitude to solve problems. 26(65%)
LSE is essential to make education lifelong. 30(75%)
LSE is essential to enrich democratic country. 36(90%)
LSE is essential to face the challenges of modern 40(100%)
societies.

Copyright © 2021, Scholarly Research Journal for Humanity Science & English Language
 Sk Samsul Alli
(Pg. 11348-11354) 11352

From the above table (2) shows that perception of teachers towards life skills education.
Majority of the teachers were said that life skills education helps in acquiring knowledge and
solving problems, enriching democratic country, promoting quality education and development
of education and modification of behaviour, majority of the teacher 40(100%) were explained
that life skills education helps to face the challenges of modern society. it also helps in building
personal and professional life of the individuals. while 20(50%) believe that life skills
education can also promote healthy living and enable the students to take the responsibilities.
Perception of parents on Life Skills Education
Table 3 Responses of Parents on the importance of life skills education
Importance of LSE % of Responses
Life skills education is essential for growing knowledge and 15(60%)
skills.
LSE is all about to make an individual to deal effectively with 17(68%)
confronting day by day situations.
It develops moral and spiritual quality of the learners. 10(40%)
It is essential for future success. 11(44%)
It makes the child to feel self-reliant in his work and duties. 19(76%)

Table 3 shows about the perception of parents regarding life skills education. Majority of
parents (76%) were said that life skills education is essential to make the child feel self-reliant
in his work and duties and 17(68%) were responded that life skills education is all about to
make an individual to deal effectively with confronting day to day situations. 15(60%) were
represented that LSE is essential for growing knowledge and skills. 11(44%) also
recommended that LSE is required for future success of the child. While only 10(40%) were
suggested that LSE is essential for development of moral and spiritual quality of the learners.
Perception of Headmasters on Life Skills Education.
Most of the headmasters heard of life skills educations from ministry of education, sports, and
newspapers, journals, in-service and pre-service training, televisions, socials awareness
programmers ’like-NCC, NSS, Red cross, green cross etc. most of the headmasters promote
LSE through-effective communication, self-esteem, coping with stress, coping with emotion,
critical thinking, negotiation skills, empathy, problem solving, invited guest, group discussion
and personal touch in school environment.
Perception of students on like skills education Majority of students expressed that they were
not aware of about the concept life skills and importance of LSE this might be possible since
most of the teachers not concerned about the importance of LSE.

Copyright © 2021, Scholarly Research Journal for Humanity Science & English Language
 Sk Samsul Alli
(Pg. 11348-11354) 11353

3. Challenges, if any, Faced by Teachers and Students in Imparting Life Skills

Education.
Most of the students reported that there is no special time in schools for providing skills.
Majority 40(100%) of teachers were facing problem with lack of funds. 31(77.5%) of teachers
responded that lack of interest among students might be probably since they did not know the
importance of LSE in their lives. Majority 40(100%) of the respondents indicated that
government funds was essential for inculcating LSE. While 35 (87.5) teachers were suggested
that allocations of effective TLM are not sufficient to teach different subjects of the curriculum.
Challenges faced by headmasters of each school such as Lack of funds ,Negative peer pressure
,Lack of interest among students, Lack of time ,Lack of teaching staffs. 20(50%) of the teacher
indicated teaching of science subjects was a difficult task due to insufficient teaching learning
materials in schools. While other 10(25%) of teacher were represented that student’s
passiveness and inappropriate behaviour creates disturbances in inculcating life skills among
the students and recommended that teaching of literature was also difficult task to elaborate the
theme of the subjects in fully manner.
Conclusion
The present study may help to teachers, headmasters, authority to modify the existing systems
of education and provide essential scope to promote LSE .one of the most requirement for
students Government must be provided funds to develop skills education in school , Innovative
Teaching learning material must be provided to schools to inculcate LSE among the students,
Headmaster should sponsor teachers in the field to attend in-service training on LSE seminars
and workshops where they can get acquainted with the relevant knowledge and skills which is
necessary for them in teaching and guidance roles to their students. In-service workshops are
likely to help teachers develop the essential LSE educational both in content and
methodologies. The school administration should also provide teaching/learning resources on
the subject. schools should teach LSE in accordance to the ministry guideline whose
reinforcement should start immediately students join the school form one. This would help
learners to acquire skills like decision making to cope with challenges. This would also help to
reduce cases .
Educational Implications
1. The findings of the present study may help to teachers, headmasters, authority to modify
the existing systems of education and provide essential scope to promote LSE.

Copyright © 2021, Scholarly Research Journal for Humanity Science & English Language
 Sk Samsul Alli
(Pg. 11348-11354) 11354

2. Teacher must be trained to provide LSE.

3. Government must be provided funds to develop skills education in school.
4. Innovative Teaching learning material must be provided to schools to inculcate LSE
among the students.
5. Government may take steps to appoint special teacher to address LSE.
6. Headmaster should sponsor teachers in the field to attend in-service training on LSE
seminars and workshops where they can get acquainted with the relevant knowledge
and skills which is necessary for them in teaching and guidance roles to their students.
In-service workshops are likely to help teachers develop the essential LSE educational
both in content and methodologies. The school administration should also provide
teaching/learning resources on the subject.
7. The headmasters should ensure that schools should teach LSE in accordance to the
ministry guideline whose reinforcement should start immediately students join the
school form one. This would help learners to acquire skills like decision making to cope
with challenges. This would also help to reduce cases like poor performance, repetition,
drug and substance abuse and school dropout among the learners.
References
Jawarneh, T. (2013). Life Skills teachers’ readiness for their role: implications for higher education.
Learning and Teaching in Higher Education: Gulf Perspectives 10(1). http://lthe.zu.ac.ae.
M.K.C.Nair (2005). Family life skills and life skills education for adolescents: Trivandrum experience.
Journal of Indian Adolescence for child and Adolescence Mental Health.
Sharma S, (2003). Measuring life skills of adolescents in a secondary school of Kathmandu: an
experience. Kathmandu University Medical Journal, Vol. 1, No. 3, Issue 3, 170-176.
UNICEF (2009). Skills-based health education to prevent HIV-AIDS. New York: Author.
World Health Organization (1996). Life skills education: planning for research. Geneva: WHO.
UNAIDS (2003). School of Health Education to Prevent. Aids and STD: A Resource Package For
Curriculum Planners: Geneva.
UNESCO (1995). Final report of the UNESCO Regional seminar on HIV/AIDs and education William
the school system for English- speaking countries in eastern and southern Africa, Harare.

Copyright © 2021, Scholarly Research Journal for Humanity Science & English Language