TEACHING COMPETENCY OF TEACHER EDUCATORS WORKING IN PRIVATE AND PUBLIC FUNDED INSTITUTIONS
Md Aquil Azhar
Research Scholar, Faculty of Education, B.R.A. Bihar University, Muzaffarpur
Abstract- Present study is descriptive in nature, investigates the teaching competency of teacher educators working in private and public funded institutions. A total of 200 teacher educators are selected using stratified random sampling technique. The data is obtained through self-made Teaching Competence Observation Schedule (TCOS). Results indicates, there is no significant difference in the teaching competency of teacher educators working in private and public funded institution. Male and Female teacher educators working in private and public funded institutions do not differ significantly in the teaching competency. Significant difference is found between teaching competency of female teacher educators working in private and public funded institutions.
Keywords: Teaching Competency (Cognitive Based Teaching Competence, Performance Based Teaching Competence, Affective Based Teaching Competence, Consequence Based Teaching Competence), Teacher Educators, Private and Public Funded Institutions.
1. INTRODUCTION
Education is the fundamental means of human development. By it the innate powers of human beings are developed, their knowledge skills and competence are enhanced and their behaviour is changed and they are made civilized and culture citizens. Teaching is a process, which usually takes place in the classroom situations. It is more of a formal process. In the classroom situations we see that the teacher educator has something in his mind and he/she wants to convey it to the students. Competency is equipping the teacher educator with adequate knowledge and ideas to begin with professional career, competency is the demonstration of knowledge, skills and attitudes required to perform a given task or act. Teaching competency refers to the application of different teaching skills during teaching and learning process. A competent teacher applies all the teaching skills, understands the level and nature of the students and alters teaching accordingly. Teaching competence involves the effective utilization of the different teaching skills. Some of teaching skills are questioning, stimulus variation, instruction, explanation and reinforcement. All these teaching skills are considered as the core teaching skills. Pupil teachers are trained in the effective uses of these core skills. Application of these skills makes the teachers to be competent.
According to S. N. Sharma (2001), “Competency is ordinarily defined as adequacy for a task or as possession of required knowledge, skills and abilities. It emphasizes the ability to do, rather than the ability to demonstrate knowledge”.
In this study, Teaching Competency refers to the capability of teacher educator in conveying knowledge of content, application of his knowledge and skills to pupil teachers and use appropriate means of conveying it in the classroom context, by creating a conducive classroom environment. Teaching competency of teacher educators includes the following four dimensions:
1. Cognitive based teaching competency:- A competent teacher educator demonstrates adequate knowledge of the content, the learning outcomes to be achieved, motivational strategies and diverse instructional activities.
2. Performance based teaching competency:- A competent teacher educator is able to use appropriate vocabulary to convey the content effectively, cater to diverse learner needs, effectively pose questions and use audio-visual aids effectively.
3. Affective based teaching competency:- A competent teacher educator deals responsibly with learners, creates a conducive classroom environment for learner‟s achievement, foster pupil teachers thinking skills and establish good rapport with pupil teachers.
4. Consequence based teaching competency:- A competent teacher educator designs and adopts effective evaluative procedures to assess pupil teachers learning and obtains feedback from the pupil teachers and uses it to evaluate his own teaching behaviour and improve pupil teacher‟s learning.
2. REVIEW OF RELATED LITERATURE
Keeping in mind the importance of review of related literature the researcher has tried to put forward some related studies in this section.
Hamida Khatoon, Fareeda Azeem and Sajjad Hayat Akhtar (2011) conducted a study to find the impact of different factors on teaching competencies at secondary level in Pakistan. The study was descriptive research which critically reviewed of the impact of different factors on teaching competencies at secondary level. The study had defined female school teachers‟ socio-cultural problems and environmental problems. It was found that mostly families were in favour of female teacher‟s job. The result proved that the female spares the time for domestic work due to have half day job. The result showed that professional jealousy mostly affected the teaching competency.
Jyothi Pattanshetti (2013) conducted a study on teaching competency of female prospective secondary school teachers. The findings revealed that graduate and post- graduate secondary school prospective teacher studying in Karnataka State Women‟s University and Rani Channamma University did not differ significantly in respect to the teaching competencies. Karnataka State Women University and Rani Channamma University prospective secondary school teachers, who were graduate and post-graduate;
science and arts faculty differed significantly in respect to their teaching competencies.
Sridevi, M. (2020) conducted a study of teaching competency among B.Ed. student teachers. This study was under normative survey method. Stratified random sample consisted of 100 (50 male and 50 female) B.Ed. student teachers from 2 government and 2 private college of education in Anantapur District of Andhra Pradesh. Results revealed that 18% of the B.Ed. student teachers had low level, 47% of the B.Ed. student teachers had average level and 37% of the B.Ed. student teachers had high level of teaching competency.
Results indicated that there was significant difference in teaching competency of B.Ed.
student teachers based on gender and locality, but no significant difference was found between teaching competency of government and private B.Ed. student teachers.
3. SIGNIFICANCE OF THE STUDY
Teacher educators play a significant role in the preparation of teachers. Teacher education is criticized as being unproductive wasteful, below standard in effective traditional and unable to meet the needs of students in the changing social setup. Teacher educators are basically teachers; therefore, what holds good for professional development is teachers is equally valid for teacher educators. Professional development is the process through which teacher educators acquire new professional knowledge, skills, attitudes and values that can help them improve their performance and enable them to contribute to making teacher education more professionally rooted.The Indian Education Commission (1964-66) has rightly remarked in the opening sentence of the report that the destiny of India is now being shaped in her classroom. The statement state that “no people can be raised above the level of its teachers” is an all-time truth. The National Curriculum Frameworkfor Teacher Education (2009) has described in secondary education, “the training of teachers happens in insular, intellectually impoverished environmentthat are severed from ground realities as well as the aims of education they espouse. Such an intellectual isolation activity discourages educational theorization and the growth of disciplinary and interdisciplinary enquiry”. Here the competency in teaching is equipping the teacher with adequate knowledge, skills and ideas to begin with profession career and transformation of inborn or innate qualities and concealed or hidden strength of the individual into application of the teacher educators. The teacher educators have to identify the requisite skills, knowledge, competences and strategies to teach education and to equip all teacher educators with such skills, knowledge and competency so that a complete transformation will be possible.
4. STATEMENT OF THE PROBLEM
“Teaching Competency of Teacher Educators Working in Private and Public Funded Institutions”
5. OBJECTIVES OF THE STUDY
Main Objective: To compare the teaching competency of teacher educators working in private and public funded institutions.
Sub Objectives:
1. To compare the teaching competency of male and female teacher educators working in private institutions.
2. To compare the teaching competency of male and female teacher educators working in public funded institutions.
3. To compare the teaching competency of female teacher educators working in private and public funded institutions.
4. To compare the teaching competency of male teacher educators working in private and public funded institutions.
6. HYPOTHESIS
Main Hypothesis: There will be no significant difference in the teaching competency of teacher educators working in private and public funded institutions.
Sub Hypotheses:
1. There will be no significant difference in teaching competency of male and female teacher educators working in private institutions.
2. There will be no significant difference in teaching competency of male and female teacher educators working in public funded institutions.
3. There will be no significant difference in teaching competency of female teacher educators working in private and public funded institutions.
4. There will be no significant difference in teaching competency of male teacher educators working in private and public funded institutions.
7. DESIGN OF THE STUDY
The present study followed the design of „Descriptive survey research method‟ in order to compare the teaching competency of teacher educators.
1) Population: The population of this study consists of all teacher educators of private and public funded institutions situated in Patna, Muzaffarpur and Darbhanga districts of Bihar.
2) Sample: Stratified random sampling technique has been applied to select the sample of total 200 (140-private & 60-government, and 100-male & 100-female) teacher educators from different teacher education institutions situated in Patna, Muzaffarpur and Darbhanga districts in Bihar.
3) Tools: In this study a Self-made Teaching Competence Observation Schedule (TCOS) (with a split half reliability .986) is used to collect the data.
4) Statistical techniques: The Mean, Standard Deviation and t-test have been used to analyze the data.
8. ANALYSIS AND INTERPRETATION OF DATA
Table 1 Showing Comparison of Teaching Competency of Teacher Educators working in Private and Public Funded Institutions.
Institution N Mean S.D. Calculated t-
value Tabulated
t-value d.f. Result Private 140 158.414 5.815
0.02 1.972 198 N.S.
Public 60 161.683 4.935 Level of Significance = 0.05
The Table -1 shows that the mean of Teaching Competency of Teacher Educators working in Private Institutions is 158.414, Standard deviation is 5.815, whereas mean of Public Funded Institutions is 161.683, Standard deviation is 4.935; and t-value is 0.02. It also shows that the calculated t-value is less than tabulated t-value i.e., 1.972, with 198 degree of freedom (df) at 0.05 level of significance. It also shows that there is no significant difference in the teaching competency of teacher educators working in private and public funded institutions. Therefore, Main Hypothesis is accepted.
Table 2 Showing comparison of Dimensions of Teaching Competency of Teacher Educators working in Private and Public Funded Institutions.
Dimensions Private
(N = 140) Public
(N = 60) Cal.
t-value Tab.
t-value Result
Mean S.D. Mean S.D.
CBTC 40.414 3.069 41.083 2.726 0.146 1.972 N.S.
PBTC 58.407 2.611 59.0 2.463 0.136 1.972 N.S.
ABTC 28.492 2.302 29.3 2.294 0.024 1.972 N.S.
CBTC 31.1 1.441 32.3 1.889 2.009 1.972 N.S.
Level of Significance = 0.05, df =198
The table -2 shows that the selected dimensions of the Teaching Competency of teacher educators working in private and public funded institutions like (Cognitive based teaching competence (CBTC), Performance based teaching competence (PBTC), Affective base teaching competence (ABTC) and Consequence based teaching competence (CBTC)) found not significant, because its calculated t-value is less than the tabulate t-value i.e., 1.972, with 198 degree of freedom (df) at 0.05 level of significance.
Table 3 Showing Comparison of Teaching Competency of Male and Female Teacher Educators working in Private Institutions.
Gender N Mean S.D. Calculated
t-value Tabulated t-
value d.f. Result Male 70 159.685 6.357
0.09 1.977 138 N.S.
Female 70 157.142 4.941 Level of Significance = 0.05
The Table -3 shows that the mean of Teaching Competency of Male Teacher Educators working in Private Institutions is 159.685, Standard deviation is 6.357, whereas mean of Female Teacher Educators is 157.142, Standard deviation is 4.941; and t-value is 0.09. It also shows that the calculated t-value is less than tabulated t-value i.e., 1.977, with 138 degree of freedom (df) at 0.05 level of significance. It also shows that there is no significant difference in the teaching competency of male and female teacher educators working in private institutions. Therefore, Sub Hypothesis -1 is accepted.
Table 4 Showing comparison of Dimensions of Teaching Competency of Male and Female Teacher Educators working in Private Institutions.
Dimensions Male
(N = 70) Female
(N = 70) Cal.
t-value Tab.
t-value Result Mean S.D. Mean S.D.
CBTC 41.542 3.005 39.285 2.714 7.271 1.977 Sig.
PBTC 58.585 2.784 58.228 2.432 0.42 1.977 N.S.
ABTC 28.285 2.366 28.7 2.235 0.288 1.977 N.S.
CBTC 31.271 1.423 30.928 1.447 0.159 1.977 N.S.
Level of Significance = 0.05, df =138
The table -4 shows that the selected dimensions of the Teaching Competency of male and female teacher educators working in private institutions like (Performance based teaching competence, Affective based teaching competence and Consequence based teaching competence) found not significant, because its calculated t-value is less than the tabulate t- value i.e., 1.977, with 138 degree of freedom (df) at 0.05 level of significance. The mean value of other dimensions of teaching competency like (Cognitive based teaching competence) were found higher in male teacher educators working in private institutions in comparison to female teacher educators, and its calculated t-value is greater than tabulated t-value i.e., 1.977, with 138 degree of freedom (df), which is significant at 0.05 level of significant.
Table 5 Showing Comparison of Teaching Competency of Male and Female Teacher Educators working in Public Funded Institutions.
Gender N Mean S.D. Calculated t-
value Tabulated
t-value d.f. Resul t Male 30 161.633 5.429
0.938 2.001 58 N.S.
Female 30 161.733 4.479
Level of Significance = 0.05
The Table -5 shows that the mean of Teaching Competency of Male Teacher Educators working in Public Funded Institutions is 161.633, Standard deviation is 5.429, whereas mean of Female Teacher Educators is 161.733, Standard deviation is 4.479; and t-value is 0.938. It also shows that the calculated t-value is less than tabulated t-value i.e., 2.001, with 58 degree of freedom (df) at 0.05 level of significance. It also shows that there is no significant difference in the teaching competencies of male and female teacher educators working in public funded institutions. Therefore, Sub Hypothesis-2 is accepted.
Table 6 Showing comparison of Dimensions of Teaching Competency of Male and Female Teacher Educators working in Public Funded Institutions.
Dimension
s Male
(N = 30) Female
(N = 30) Cal.
t-value Tab.
t-value Result
Mean S.D. Mean S.D.
CBTC 40.7 2.731 41.466 2.713 0.279 2.001 N.S.
PBTC 58.466 2.445 59.533 2.403 0.093 2.001 N.S.
ABTC 29.766 2.095 28.833 2.422 0.115 2.001 N.S.
CBTC 32.7 2.036 31.9 1.668 0.101 2.001 N.S.
Level of Significance = 0.05, df =58
The table -6 shows that the selected dimensions of the Teaching Competency of male and female teacher educators working in public funded institutions like (Cognitive based teaching competence, Performance based teaching competence, Affective base teaching competence and Consequence based teaching competence) found not significant, because its calculated t-value is less than the tabulate t-value i.e., 2.001, with 58 degree of freedom (df) at 0.05 level of significance.
Table 7 Showing Comparison of Teaching Competency of Female Teacher Educators working in Private and Public Funded Institutions.
Institution N Mean S.D. Calculate
d t-value Tabulated
t-value d.f. Result Private 70 157.142 4.941
3.042 1.984 98 Sig.
Public 30 161.733 4.479 Level of Significance = 0.05
The Table -7 shows that the mean of Teaching Competency of Female Teacher Educators working in Private Institutions is 157.142, Standard deviation is 4.941, whereas mean of Public Funded Institutions is 161.733, Standard deviation is 4.479; and t-value is 3.042. It also shows that the calculated t-value is greater than tabulated t-value i.e., 1.984, with 98 degree of freedom (df) at 0.05 level of significance. It also shows that there is significant difference in the teaching competency of female teacher educators working in private and public funded institutions. Therefore, Sub Hypothesis -3 is rejected.
Table 8 Showing comparison of Dimensions of Teaching Competency of Female Teacher Educators working in Private and Public Funded Institutions.
Dimensions Private
(N = 70) Public
(N = 30) Cal.
t-value Tab.
t-value Result Mean S.D. Mean S.D.
CBTC 39.285 2.714 41.466 2.713 0.003 1.984 N.S.
PBTC 58.228 2.432 59.533 2.403 0.015 1.984 N.S.
ABTC 28.7 2.235 28.833 2.422 0.791 1.984 N.S.
CBTC 30.928 1.447 31.9 1.668 0.004 1.984 N.S.
Level of Significance = 0.05, df =138
The table -8 shows that the selected dimensions of the Teaching Competency of female teacher educators working in private and public funded institutions like (Cognitive based teaching competence, Performance based teaching competence, Affective base teaching competence and Consequence based teaching competence) found not significant, because its calculated t-value is less than the tabulate t-value i.e., 1.984, with 98 degree of freedom (df) at 0.05 level of significance.
Table 9 Showing Comparison of Teaching Competency of Male Teacher Educators working in Private and Public Funded Institutions.
Institution N Mean S.D. Calculated t-
value Tabulated t-
value d.f. Result Private 70 159.685 6.357
0.146 1.984 98 N.S.
Public 30 161.633 5.429
Level of Significance = 0.05
The Table -9 shows that the mean of Teaching Competency of Male Teacher Educators working in Private Institutions is 159.685, Standard deviation is 6.357, whereas mean of Public Funded Institutions is 161.633, Standard deviation is 5.429; and t-value is 0.146. It also shows that the calculated t-value is less than tabulated t-value i.e., 1.984, with 98 degree of freedom (df) at 0.05 level of significance. It also shows that there is no significant difference in the teaching competency of male teacher educators working in private and public funded institutions. Therefore, Sub Hypothesis -4 is accepted.
Table 10 Showing comparison of Dimensions of Teaching Competencies of Male Teacher Educators working in Private and Public Funded Institutions.
Dimensions Private (N = 70)
Public (N = 30)
Cal.
t-value
Tab.
t-value
Result Mean S.D. Mean S.D.
CBTC 41.542 3.005 40.7 2.731 0.191 1.984 N.S.
PBTC 58.585 2.784 58.466 2.445 0.839 1.984 N.S.
ABTC 28.285 2.366 29.766 2.095 0.003 1.984 N.S.
CBTC 31.271 1.423 32.7 2.036 0.001 1.984 N.S.
Level of Significance = 0.05, df =98
The table -4.20 shows that the selected dimensions of the Teaching Competencies of male teacher educators working in private and public funded institutions like (Cognitive based teaching competence, Performance based teaching competence, Affective base teaching competence and Consequence based teaching competence) found not significant, because its calculated t-value is less than the tabulate t-value i.e., 1.984, with 98 degree of freedom (df) at 0.05 level of significance.
9. FINDINGS
Major findings of the present study are as follows;
1) No significant difference is found teaching competencies teacher educators working in private and public funded institutions.
2) No marked difference is found between teacher educators working in private and public funded institutions with respect to all dimensions of teaching competence namely cognitive based teaching competence, performance-based teaching competence, affective based teaching competence and consequence-based teaching competence.
3) No significant difference found in teaching competencies of male and female teacher educators working in private institutions.
4) Male teacher educators working in private institutions are found highly teaching competence in comparison to female teacher educators with respect to cognitive based teaching competence.
It also found that the male and female teacher educators working in private institutions do not differ with respect to three dimensions of teaching competency namely performance-based teaching competence, affective based teaching competence and consequence-based teaching competence.
5) No significant difference found in teaching competency of male and female teacher educators working in public funded institutions.
6) No marked difference is found between male and female teacher educators working in public funded institutions with respect to all dimensions of teaching competency namely cognitive based teaching competence, performance-based teaching competence, affective based teaching competence and consequence-based teaching competence.
7) Female teacher educators working in public funded institutions are found highly teaching competence in comparison to female teacher educators working in private institutions.
8) No marked difference is found between female teacher educators working in private and public funded institutions with respect to the cognitive based teaching competence, performance-based teaching competence, affective based teaching competence and consequence-based teaching competence.
9) No significant difference in teaching competency of male teacher educators working in private and public funded institutions.
10) No marked difference found between male teacher educators working in private and public funded institutions with respect to all four dimensions of teaching competency namely cognitive based teaching competence, performance-based teaching competence, affective based teaching competence and consequence-based teaching competence.
10. CONCLUSIONS
Educationists all over the world have emphasized that quality of teacher educators is the most important factor influencing overall teacher education programme. In these perspective observations and findings of the present study the teaching competency of teacher educators would have strong and useful educational implication in the existing teacher education programme of the state as well as our country. This study would help the management to take important decision like framing of workable policy, recruitment of teacher educators, service conditions, assignment of work and promotional benefits in favour of teacher educators which in term help in maintain the quality of teacher education in private and public funded institutions.
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