Meaning of School Management:
Management simply means the practical measures which we take to ensure that the system of work which we use will be of the greatest possible assistance in carrying out our aims, and of the greatest possible benefit to our children.
Management may be composed primarily of persons, of materials, of ideas, of concepts, symbols, forms, rules, principles or more often, or a combination of these.
Management may be regarded as the agency by which we achieve the desired objective.
Management deals with making systematic arrangements so that the purpose of the entire programme can be achieved. Management means an organised body or system or structure or arrangement or framework which is undertaken for ensuring unity of effort, efficiency, goodwill and proper use of resources.
Aspects of Management
Management of a school has four aspects:
Management of Material Equipment
This includes material things, i.e., furniture and equipment, etc.
Management of School Plant
This includes school building, laboratories, playground etc.
Management of Human Equipment
This implies mobilisation of all people who are involved and interested in the educational activities of the school, i.e., pupils and their parents, school staff, experts, board of management etc.
Management of Ideas and Principles
This means organisation of ideas and principles into school system, curriculum, time schedule, norms of achievement, co-curricular activities.
Objectives of School Management
School management is the embodiment of a spirit and of an ideal. School management should enable different limbs of the school organism "to function harmoniously in happy coordination blending themselves into a composite personality like the different rivulets which join together."
Objectives of School Management
From the Point of View of Society
Broadly speaking the school should be managed for the following objectives:
1. Consolidation of spiritual strength of the society.
2. Maintaining the historic continuity of the society.
3. Securing the past achievements of the society.
4. Guaranteeing the future of the society.
Objectives of School Management from the Point of View of the Pupil
A school should be managed
1. To train his faculties.
2. To widen his outlook.
3. To cultivate his mind.
4. To form and strength his character.
5. To develop and cultivate his aesthetic faculty.
6. To build up his body and give him health and strength.
7. To teach his duty to himself, the community and the state

TEAM TEACHING

Team Teaching -MeaningTeam teaching a style of instruction in which resources as well as interests and expertise of a team of teachers are pooled in order to enhance the effectiveness of instruction/curriculum transaction to the maximum possible by utilizing all facilities available in school.
Characteristic of Team Teaching1. It utilizes the service of two or more teacher in the process of teaching the same class.
2. It is an instructional strategy rather than training strategy.
3. In team teaching a group of teachers are responsible for realization of the educational objectives, rather than an individual teacher.
4. A team of teachers of the same subjects work together to deal relevant content area to the same group of students.
5. It can be termed as co-operative teaching , in which teachers together plan to pool resources, interests and expertise for teaching the same content for the same group of students.
6. Every individual teacher of the team gets an appropriate role in the instructional process in accordance with one’s special competencies or area of specialization.
7. The group of teachers involves have shared responsibilities in planning, organizing, leading, controlling and evaluating.
8. In team teaching, the group of teachers have to jointly consider the needs of their pupils.
Objectives of Team Teaching
1. To make the best use of expertise of a number of teachers.
2. To improve the quality of teaching by utilizing the sills of more then one person.
3. To develop positive attitude towards co-operation or group in teaching – learning situations.
4. To help the student to satisfy the needs and solve the difficulties relating special content areas.
5. To develop the sense of shared responsibility in teaching and evaluation.
6. To minimize the scope of teaching wrong things to the students by any individual teacher.Types of Team Teaching
1. Team teaching in the same class period. 
Here the members of the team discuss the various aspects of the same topic to be covered in the same class period and share these aspects in tune with the special knowledge area in which each has expertise.2. Tam teaching based on ability. 
In this type, units are shared by different teachers not on the basis of subject matter, but on the basis of special competencies such as lecturing, demonstrating, guiding discussion etc.3. Team teaching based on specialization 
Teachers with different subject specialization are jointly made responsibilities for instruction, starting from course formation to evaluation. They share the content according to their specialization areas.4. Team teaching on relay system. 
Hear one teacher starts the instructional process, when he completes, another follows and so on. Hear the division of work not based on subject competency or skill. Each teacher supplements, enriches and supports what others have done.
Principles of team teaching
1. Principle of size and composition of the class. 
The size of the class should be vary according to the objectives of the team teaching.Eg. To remove the difficulties of students in certain subject, the size of the class should be small.
2. Principle of level of instruction 
The entering behavior of the group of students should be determined so that the presentation of each member of the team in tune with the level of the class.
3. Principle of assigning duties to teachers of the work. 
Duties to the teachers should be appropriate according to their competencies of teaching.
4. Principle of learning environment.
Learning environment must be generated by employing appropriate teaching aids and other inputs.5. Principle of time factor
Time schedule should be prepared by allotting appropriate time to subtopics, lead lecture, group work etc.6. Principle of Supervision
o The aim of team teaching is to develop mastery over subject matter by utilizing the expertise of teachers
o Supervised study is essential for assimilating various items of knowledge of a topic
o The nature and duration of supervising students activities depends upon the purpose for which team teaching is employed.
Procedure of Organizing the Team teaching
Team teaching involves three steps1. Planning
This step involves the following activities
• Formulating the objectives of the team teaching session.
• Writing these in behavioral terms.
• Identifying the entering behavior of the learners.
• Deciding the details of the material to be taught.
• Assigning duties to teachers, such as lead lecture, follow up work and supervision considering their interest and competencies.
• Fixing up the level of instruction.
• selecting appropriate teaching aids and other inputs, if any, for generating learning environment.
• Deciding ways and means to be adopted for evaluating the student performance.2. Organizing
The organization of team teaching is decided by considering the needs of the learners. The following are the general activities which are usually performed by a team of teachers.
• Determining the level of instruction. Some questions are asked to explore the background of the leaner’s.
• Selecting the appropriate communication strategy by considering the level of language achievement of the learners.
• Presentation of lead lecture by a competent of the team; other teachers listen the lecture and note down the element of the topic that appear to be not easily understandable to the learners or nor appropriately presented.
• Follow up work. The other teachers have to supplement the lead lecture by explaining the elements of the topic in a simpler way so that the learners can understand easily.
• Providing motivation or reinforcement during both the stages. i.e, during the lead lecture and follow up work.
• Supervision of student activities which are assigned in lead lecture or group work or follow up work. This stage is considered to be important for assimilation.
Every member of the team should be conscious about time schedule and about the duty assigned to him. He must be well prepared and ready for implementing the plan.3. Evaluating
Evaluation is an important aspect of ant type of teaching. It will helpful to measure the performance of learners. It also provides reinforcement to the team of teachers as well as to the learners, this stage involves the following activities.
• Asking oral questions. Each question should measure a particular objective envisaged by the team.
• Taking decision about the level of performance and realization of the objectives.
• Diagnosing difficulties of the learners and providing the remediation.
• Revising the planning and organizing phase of team teaching itself on the basis of evaluation of the student.
Advantages of team teaching
1. Better planning
• Team teaching has to overcome repetition and hence every teacher has to devote more time towards planning and preparation of his unit.2. Better utilization of resources.
• It results in the optimum use of available resources, human, material, finance. A number of teachers can work together and make the best use of their specialized knowledge.3. Effective use of teaching techniques.
• Teachers observe each other and thus improve their teaching techniques.4. Better motivation.
• It provides better motivation for good teachers to become team leaders. Student too are better motivated while they are being taught by a number of teachers. Teachers with greater technical skills influence the performance of their colleagues.5. Better follow-up work.
• It ensure better follow-up work as a number of specialists teach the same subject to the same class.
Limitation of team teaching
1. It is very difficult to ensure co-operation among teachers of a team.
2. It is not east to assign powers and responsibilities to a group of teachers. It might happen no one takes care of the responsibilities expected.
3. Many teachers do not maintain regard and respect. Every teacher considers himself an expert of the subject and has his own style of teaching.
4. Teachers generally do not like to deviate from the routine methods of teaching and they do not prefer any change in the system of education.

The present study investigates the career maturity in relation to intelligence among the adolescents of plus one stage. Random stratified sampling procedure was used to select the sample. Six hundred and forty students studying in government schools (Academic and Vocational groups) of Amritsar district formed the sample. There were 320 boys and 320 girls varying in age from 16-18 years. The career maturity scale and intelligence test were administered to the sample. Data were analysed by using product moment coefficient of correlation and t-test of significance for mean. The findings revealed that academic group students had higher career maturity and intelligence as compared to their vocational counterparts. Girls, in the present sample, possessed greater career maturity and intelligence as compared to boys.

INTRODUCTION
The construct of career maturity consists of a readiness, attitude and competency to cope effectively with the career development tasks. The assumption can be made that a career mature person is more capable of making an appropriate and realistic career choice and decision. Career mature individuals have the ability to identify specific occupational preferences and to implement activities in order to achieve their goals. The concept of career maturity was defined as the place reached on the continuum of vocational development from exploration to decline (Super 1955). Career maturity is thus the degree which one has reached in cognitive, emotional and other psychological factors whereby one acquires the capacity of making realistic and mature career choices. According to another definition, career maturity is the extent to which an individual is able to master certain career developmental tasks that are applicable to his/her life stage. It is extremely important to identify an individual’s state of career maturity in order to give appropriate career guidance The highlighted aspects of career maturity includes: 1. Obtaining information about oneself and converting such information to self-knowledge; 2. Acquiring decision-making skills and applying them in effective decision- making; 3. Gathering career information and converting it into knowledge of the occupational world; 4. Integrating self-knowledge and knowledge of the occupational world; and 5. Implementing the obtained knowledge in career planning. Career maturity is conceptualized as an individual’s readiness to make well informed, age – appropriate career decision, and to shape one’s career carefully in the face of existing societal opportunities and constraints (Salami 2008). Although educational and vocational choices are made by an individual but they are certainly influenced by many social and environmental factors which include socio-economic status of the family, home and family environment, sex, age, rural and urban background psychological factors which may include intelligence, personality, achievement, motivation, interest, aptitude, self-concept academic achievement etc. Thus, career selection is not an exclusively intellectual process in which various possibilities are sorted out in a logical manner. Instead, decisions are based on the interaction of career maturity with various social or psychological factors. Studies have also substantiated the beliefs concerning the role of psychosocial variables like intelligence, socio-economic status, parental influence, school influence, needs and values as motivating factors in specific career preferences of adolescents (Vasantha 1977; Yadav 1979). An insight into the possible factors underlying career maturity would suggest the guidelines for planning various activities for the students. It may also help the teachers, parents and guidance workers for developing desirable attitudes in children. Keeping in mind the determinant and predictor variables of career maturity, the present study is an endeavour to understand career maturity of adolescents in relation to intelligence.

SIGNIFICANCE OF THE STUDY
Selection of career and setting in it is an important task and a source
of personal gratification. In the modern age of science and technology, hundreds of vocations have been thrown open to an individual. The choice of a right vocation is becoming difficult in these days. Adolescence is the period when a major turning takes place in the life of a student because the career will depend upon the subjects selected at this level. On the recommendation of National Policy on Education 1986, school curriculum after the 10th class has been diversified into academic and vocational streams. The educational and vocational decisions at this stage pave the way for future decisions to be taken by any individual in the world of work. Any wrong decision of vocational choice due to pressure of the family or from indecisiveness on the part of adolescent can block his/her growth and development in future. Therefore, it was considered relevant to study this aspect namely career maturity among adolescents. Intelligence implies mental ability of an individual. The understanding of vocational world is vital for students as it enables them to review their career decisions in the light of their potentialities. For proper guidance in the selection of courses of studies as well as in occupation, intelligence testing plays an important role. If a person enters an occupation which requires intelligence more than what he has, he will find himself unsuitable for the type of work. The same difficulty will occur with individual whose intelligence is greater than what his/her work requires. S/he faces dissatisfaction and lack of competitive spirit in her/his job. The close relationship of intelligence in vocational choice and satisfaction establishes the importance of intelligence in guidance and education. Therefore, for the selection of a particular course of studies as well as in occupation, intelligence testing is required. OBJECTIVE To study and compare the level of career maturity (attitude and competence) and intelligence of adolescents in academic and vocational streams and of adolescent boys and girls. HYPOTHESES 1.There exists no significant difference between adolescents studying in academic and vocational streams in respect of career maturity (attitude and competence) and intelligence. 2.There exists no significant difference in adolescent boys and girls in respect of career maturity (attitude and competence) and intelligence. 3. There exists positive correlation between career maturity (attitude and competence) and intelligence of adolescents. DESIGN In order to study this relationship, descriptive survey method of investigation coupled with the techniques of differential and correlation analysis was used. Tools Indian adaptation of career maturity inventory (Gupta , 1989). The attitude scale – The scale maps the conative aspect of decision making. The competence test – This test measures the cognitive variables in choosing a vocation. Intelligence by General Mental Ability Test (Jalota, 1976). ANALYSIS OF DATA The analysis of the data was done by computing mean, standard deviation, t-ratio and product moment coefficient of correlation. RESULTS AND DISCUSSION Discussion based on Comparison between Academic and Vocational Streams Career maturity (attitude and competence)
The comparison between academic and vocational stream students on the variable of career maturity attitude (6.996), and all the sub scales of career maturity competence viz. self appraisal (6.34), occupational information (5.437), goal selection (5.608), planning (2.96) and problem solving (3.791) revealed statistically significant t-ratio at 0.01 level. The mean scores for both the measures of career maturity were in favour of academic group. This indicates that adolescents from academic group showed higher level of maturity with respect to career attitude and career competence in comparison to their counterparts in vocational group. They had greater orientation towards career decision making and possessed more knowledge of their job related capabilities, about the world of work, matching personal characteristics to occupational requirement, foresight in planning for a career and effectiveness in dealing with the problems that arise in the course of career development. They were comparatively more decisive, involved and independent in career decision making. Intelligence To find out the difference in academic and vocational group on the variable of intelligence, t-test yielded a highly significant value of 10.408. This means that significant difference exists between academic and vocational stream students on the variable of intelligence. The higher mean value of academic group (50.48) as compared to vocational group (42.07) signifies that, those who pursued academic or professional courses definitely had higher level of intelligence in comparison to those who opted for vocational courses. Thus, the hypothesis that there exists no significant difference between adolescents studying in academic and vocational streams in respect of career maturity (attitude and competence) and intelligence is not verified. Discussion based on Comparison between Boys and Girls Career Maturity (attitude and competence) Significant differences were observed between boys and girls on attitudes and competence scale of career maturity. The‘t’-ratios valued 3.878 (career maturity attitude), 5.399 (self-appraisal), 6.228 (occupational information), 5.439 (goal selection), 4.882 (planning) and 3.834 (problem solving) were found significant at 0.01 level and in favour of girls. This explains that girls in the present sample exhibited more maturity in respect of career. This includes decisiveness, involvement, independence, orientation and compromise in career decision making. They made a more realistic appraisal of themselves, possessed more career related information, and solving problems related to career decision making. Intelligence On the variable of intelligence, significant t-ratio (3.621) at 0.01 level was found in favour of girls. The mean score was higher in case of girls (49.73) than for boys (47.02). It indicates that in the present sample girls were more intelligent in comparison to their counterparts. Thus, the hypothesis that there exists significant difference between adolescent boys and girls in respect of career maturity (attitude and competence) and intelligence is accepted. Relationship of Career Maturity Attitude and Career Maturity Competence In this sample career maturity attitude was positively and significantly correlated with career maturity competence scale viz. self appraisal (r=.476), occupational information (r=.431), goal selection (r=.420), planning (r=.387) and problem solving (r=.360) at 0.01 level. This positive and significant correlation between career attitude and career competence explains that higher career attitude helps the individuals towards gathering information about various jobs and occupations, choosing a job according to one’s abilities and overcoming problems that arise in decision making. The result of present study is supported by research study conducted by (Dhillon and Kaur , 2005) who found that career maturity attitude has significant positive correlation with career maturity competence. Relationship of Career Maturity Attitude and Intelligence
In this study, the variable of career maturity attitude was positively and significantly correlated with intelligence (r =.410) at 0.01 level. This result shows that higher level of intelligence significantly and positively associated with attitudinal variables like involvement, independence, orientation and to compromise in career decision making. This is indicative of fact that level of mental ability affects the decision making in the choice of a career. Relationship of Career Maturity Competence and Intelligence The coefficients of correlation indicated positive and significant correlation between intelligence and all the subscales of career maturity competence scale viz. self appraisal (r=.355), occupational information (r=.329), goal selection (r=.382), planning (r=.270) and problem solving (r=.321) at 0.01 level. This positive and significant correlation emphasizes that an intelligent person has better assessment of his/her career related capabilities and is anxious for collecting information about various jobs. This also depicts that more intelligent persons are prepared to make adequate career choices according to their abilities, have foresightedness in planning for a career to achieve the desired goal and efficient in solving difficulties that come in the way of decision making. Significant and positive relationship between all the measures of career maturity competence scale and intelligence explains that career competencies of individual are directly influenced by his/her intelligence. Thus the hypothesis that there exists positive correlation between career maturity (attitude and competence) and intelligence of adolescents is accepted. IMPLICATIONS As in case of planning the career, cognitive level of person is of paramount importance, one cannt ignore this aspect while opting for a career. As for every type of occupation, different types of cognitive structuring is required, students should be made aware of this and guided accordingly. As in this study it has been observed that there was difference in boys and girls with respect to career maturity, therefore suitable career counseling programmes catering to individual differences should be designed. REFERENCES Dhillon, U. & Kaur, R. (2005) To study the relationship of career maturity with self-concept, achievement motivation and locus of control. Journal of Indian Academy of Applied Psychology 31, 1, 71-76. Gupta, N. (1989) Indian Adaptation of Crites Career Maturity Inventory (CMI). National Psychological Corporation, Agra. Jalota, S. (1976) Manual for General Mental Ability Test. Ivory Printers, Chandigarh. Salami, S. O. (2008) Gender, identity status and career maturity of adolescents. Journal of Social Sciences 16, 1, 35-49. Super, D. E. (1955) Personality integration through vocational counseling. Journal of Counseling Psychology 29, 2, 217-219. Vasantha, A. (1977) A socio-economic study of work values. Journal of Psychological Researches 21, 2 , 119-121. Yadav, R. K. (1979) A study of motives for the vocational preferences of adolescents. Indian Educational Review 29, 2, 78-79 .