Present research is conducted with the objective of measuring the impact of work values of school of teachers of senior secondary level on Leadership Behavior (LB). For this work value is considered as independent variable and leadership behaviour is considered as dependent variable. Also work value is divided into 4 sub independent variables: Professionalism and Work Environment (PWE), Collaboration and Teamwork (CT), Personal and Professional Growth (PPG), Work Engagement and Motivation (WEM). Further a tool is developed on which data is collected from the respondents. For development of tool, pilot testing is done 100 sample set on 40 items which was initially narrowed to 23 after statistical analysis. Methods including principal component analysis, varimax rotation with kaiser normalization, explained percentage of variance, and Cronbach's alpha were used to determine the tool's validity and reliability. Finally, regression analysis was used on a larger sample size of 528 to look at how factors including professionalism and work environment, cooperation and collaboration, personal and professional development, and work engagement and motivation affected leadership behavior. Final findings of the research show that, work values have significant impact on leadership behavior.

The relationship between the physical world and mental processes has long intrigued scholars, from ancient philosophers to modern scientists. This theoretical paper explores the intersections between physics and psychology through a conceptual lens, aiming to bridge the gap between the material and the mental. Drawing from quantum mechanics, systems theory, and cognitive neuroscience, we examine how physical theories influence our understanding of consciousness, cognition, and human behavior. We propose that emerging paradigms in physics such as quantum theory and chaos theory offer useful analogies and potentially deep explanatory models for psychological phenomena. This paper does not present empirical research but instead builds a conceptual synthesis grounded in literature from both fields. Three major themes guide this exploration: (1) the implications of quantum mechanics for consciousness studies, (2) parallels between thermodynamic systems and mental energy, and (3) chaos and complexity theory in modeling cognitive and emotional processes. We argue that interdisciplinary integration, while methodologically challenging, opens new possibilities for understanding the mind-body relationship and developing future frameworks in both scientific and philosophical contexts.

In today’s world, competition has become an unavoidable part of academics, work, and even personal ambitions. This constant pressure often creates significant stress as individuals try to meet expectations, chase deadlines, and maintain consistent performance. Under such conditions, stress emerges as both a psychological and physiological response to situations perceived as challenging or overwhelming. This study investigates how individuals in Nashik’s competitive environments manage stress and the coping strategies they adopt. Using a quantitative approach, the research employs correlation and linear regression in order to assess the association among stress and various coping methods. Sample size of Fifty were selected through purposive sampling from an urban community that experiences diverse educational, professional, and socio-cultural demands. This research contributes region-specific insight by examining how individuals in Nashik perceive and handle competitive stress within evolving academic and professional settings. Data were gathered using standardized stress and coping scales from individuals across diverse professions and educational levels. The results show that higher stress levels are closely linked to the type and effectiveness of coping strategies used. Analysis done through Correlation indicates moderate negative relationship among stress as well as adaptive coping, meaning individuals with stronger coping mechanisms tend to report lower stress levels. Regression analysis further demonstrates that coping strategies significantly predict stress, highlighting their protective role. The study concludes that stress-management interventions should focus on cognitive restructuring, mindfulness, resilience-building, emotional regulation, and problem-solving skills. Although limited by a small sample size, the findings offer valuable insights and point toward future research involving larger groups, mixed-method designs, and long-term studies on stress adaptation.

Workplaces play a significant role in shaping psychological well-being, identity formation, emotional balance, and overall life satisfaction among working professionals. Occupational roles differ in demands, responsibilities, decision-making autonomy, and reward structures, all of which influence mental health outcomes. Understanding these differences is essential for developing preventive mental health programs, enhancing work-life balance, and improving job satisfaction. The present study examines variations in self-esteem, perceived stress, and burnout between businessmen and employees, two occupational groups that operate within distinctly different work environments. Self-esteem refers to the individual’s overall sense of personal value and self-worth (Rosenberg, 1965). It is influenced by perceived competence, social recognition, and autonomy in decision- making. Business owners, often operating independently or in leadership roles, may experience enhanced role control and authority, which can contribute to higher levels of self-esteem. In contrast, employees generally function within structured organizational hierarchies, where performance evaluation, supervision, and job expectations are externally regulated. Such environments can lead to reduced autonomy and contribute to comparatively lower levels of self-esteem (Chaudhary & Sharma, 2023).

Research Background: EI refers to the capacity to identify, understand, and regulate emotions in oneself and others. Educational medium refers to the language or mode of communication used to deliver educational content within academic institutions. Anxiety is a type of performance-related anxiety that can negatively influence cognitive functioning, learning efficiency, and overall academic outcomes. Emotional Intelligence, academic anxiety, and educational medium are key factors influencing students’ learning and performance. That way in this study, find out the impact of emotional intelligence and educational medium on academic anxiety of the adolescents. Objectives: The study objective was to find out the effect of emotional intelligence on academic anxiety of adolescents. Another objective was to examine the effect of educational medium on academic anxiety of adolescents. Further, the objective was to study the significant interaction effect between emotional intelligence and educational medium on the academic anxiety of adolescents. Procedure: The study included 200 adolescents, with 100 having high emotional intelligence and 100 having low emotional intelligence. Each group was evenly split between English and Marathi medium schools. In the study, the purposive sampling technique was used for the selection of the samples. Emotional intelligence and educational medium were independent variables, while academic anxiety was a dependent variable.The study emotional intelligence scale developed by A. K. Singh and Shruti Narain, and academic anxiety scale developed by Dr. M. Abid Siddiqui and Dr. Atieq Rehman has been used. Conclusions: It can be concluded that adolescents with low emotional intelligence exhibit higher levels of academic anxiety compared to those with high emotional intelligence. Adolescents from English-medium and Marathi-medium schools show similar levels of academic anxiety. Additionally, no significant interaction effect was found between emotional intelligence and educational medium on the academic anxiety of adolescents.