U. Ramachandran and K.K. Rajendran
Bharathidasan University, Tiruchirappalli, India
Pages: 144-150
Distance education has emerged as a flexible and accessible learning option, enabling
individuals, especially working professionals, to obtain academic qualifications without
the need for regular classroom attendance. For secondary education teachers, this
mode of study provides an opportunity to enhance qualifications and professional skills
while continuing their teaching careers. However, despite its benefits, distance learning
can present unique challenges, particularly in the area of social adjustment. Social
adjustment refers to the ability to adapt to new environments, build meaningful
relationships, and integrate effectively into professional and social communities. This
study examined the social adjustment of secondary education teachers in Karur District,
Tamil Nadu, who earned their degrees through distance education. The survey method
was employed, and data were collected from a stratified random sample of 100 teachers
(both men and women) representing variations in gender, educational qualification,
marital status, type of school, and school locality. The Social Adjustment Inventory
revalidated by Ramachandran and Rajendran (2019) was used to assess participants’
social adjustment levels. The results revealed significant differences in social adjustment
based on educational qualification and the nature of the school, with postgraduatequalified
teachers and those working in private schools showing higher adaptability. No
significant differences were found with respect to gender, marital status, or school
locality. The findings highlight the importance of advanced academic preparation and
supportive institutional environments in fostering effective social integration among
teachers educated through distance learning