A Comparative Analysis of Human Rights Awareness Among Teacher Trainees: Exploring Differences Across Educational Qualifications, Gender, and Demographic Settings

Dr. Mandeep Kaur

doi:10.36676/jrps.v15.i1.1648

Authors

Dr. Mandeep Kaur Assistant Professor, Baba Mangal Singh Institute of Education Bughipura (Moga)

DOI:

https://doi.org/10.36676/jrps.v15.i1.1648

Keywords:

Human rights awareness, Teacher trainees, Educational qualifications, Gender differences, Demographic settings, B.Ed. (Bachelor of Education), E.T.T. (Elementary Teacher Training), Quantitative research, Inclusive classrooms

Abstract

Human rights education is critical in developing socially responsible educators who can promote equality, freedom, and justice within the educational environment. This study investigates the level of human rights awareness among teacher trainees, examining differences based on educational qualifications (B.Ed. vs. E.T.T.), gender, and demographic settings (rural vs. urban). A quantitative research design was employed, with data collected from 300 teacher trainees using the Human Rights Awareness test by Sood V. and Anand A (2012). Results indicate significant differences in human rights awareness across various groups. B.Ed. trainees demonstrated higher awareness than E.T.T. trainees, females scored higher than males, and urban trainees exhibited greater awareness than their rural counterparts. These findings suggest that educational background, gender, and locale significantly influence human rights awareness among teacher trainees. The study highlights the need for targeted interventions in teacher training programs to enhance human rights education, ensuring that all trainees, regardless of background, are adequately prepared to foster inclusive and equitable classrooms.

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