Teaching Competency in Relation to Teacher Effectiveness

of Secondary School Teacher in North 24 Pargana District,

West Bengal

INTRODUCTION:
It is well known that the quality and extent of learner achievement are determined
primarily by teacher competence, sensitivity and teacher motivation. The National Council for
Teacher Education has defined teacher education as – A program of education, research and
training of persons to teach from pre-primary to higher education level. Teacher education is a
program that is related to the development of teacher proficiency and competence that would
enable and empower the teacher to meet the requirements of the profession and face the
challenges therein. According to Goods Dictionary of Education Teacher education means, ―all
the formal and non-formal activities and experiences that help to qualify a person to assume
responsibilities of a member of the educational profession or to discharge his responsibilities
more effectively. In 1906-1956, the program of teacher preparation was called teacher training. It
prepared teachers as mechanics or technicians. Teacher education encompasses teaching skills,
sound pedagogical theory and professional skills.

Teacher Education = Teaching Skills + Pedagogical theory + Professional skills.

A teacher’s competency mainly includes the strategies, understanding of student

psychology and the process of learning. Synder and Drumnon (1998) defined competency as “a
complex set of relationship between one’s performances”.
Teacher effectiveness include efficacy in strategies of instruction, student and classroom
management, interpersonal relations, evaluation and feedback etc. The teacher effectiveness is
made up of two familiar words ‘teacher’ and ‘effectiveness’. The teacher is a person who teaches
i.e. impart knowledge or skills to the learner. ‘Effectiveness’ is the quality of being successful in
producing an intended result’ (Collin’s English Dictionary)

REVIEW OF LITERATURE:
Kaur (2017) investigated “Study of teacher efficacy of secondary school teachers in relation
to their teaching competency”.
Ramkrishna (2017) examined the teacher effectiveness in relation to self esteem, job
satisfaction and digital competence.
Joshi (2015) studied “Teacher Effectiveness in Relation to Personality Types and Adjustment of
Secondary School Teachers”.
Kurup (2014) studied “Teacher Effectiveness, Classroom Environment and Academic
Achievement as Determinants of Attitude of Students towards Grading System in Evaluation”.
Maturi (2013) conducted a study on “Teaching effectiveness, teaching aptitude and outlook
towards teaching mathematics teachers”.
Vishalakshi (2013) conducted a study on “Teacher effectiveness, emotional intelligence and self
esteem of secondary school teachers – a co relational study”.
Sheoran (2012) studied on “Effectiveness of interaction analysis observation system towards
modification of teacher’s behaviour”.
Kulkarni (2011) “A study of the teaching competence of D.Ed. and B.Ed. trained teacher and
their attitude towards teaching profession working in up-graded primary schools of Karnataka”.
Kantharaj (2010) studied “Development and validation of ‘competency based teaching
programme’ in enhancing teaching competencies of secondary student teachers in the context of
globalization”.
Riti (2010) conducted a study on “Teacher effectiveness in relation to school organizational
climate and administrative behaviour of school heads of Himachal Pradesh”

Jayasree (2007) studied “Relative effectiveness of one year and two year models of teacher
education programmes on teaching competence”.

STATEMENT OF THE PROBLEM:

The problem for the present study will be entitled as: “Teaching Competency in Relation
to Teacher Effectiveness of Secondary School Teacher in North 24 Pargana District, West
Bengal”

OPERATIONAL DEFINITION:
Teaching Competency: Teaching competency is fundamental to the teachers’ knowledge, skills,
teaching process, ability and influence in the behavior of students. A skilled teacher helps the
student reach the peak of progress.
Teacher Effectiveness: The ability to understand the teachers’ effectiveness socially valuable.
The purpose is to agree to the teacher in particular but exclusively no works related to the
students are able to learn.
Secondary School Teacher: In present study, the secondary school teacher refers to those
teachers who teaches the secondary and higher Secondary students of schools under WBBSE and
WBCHSE. The present study analyze and interpret data on the basis of three categorized
variables—Gender, Academic qualification and Teaching Experience.
Gender: Gender means two types of gender, such as feminine (female) and masculine (male).
Qualification: Qualification refers to academic qualification of secondary teachers. Qualification
has been divided into two categories, graduation passed (Under Graduate) secondary school
teachers and graduation above (Post Graduate) M.A. /M.Sc., M.PHIL., PH.D. passed secondary
school teachers.
Experience: Experience refers to teaching experience of secondary school teachers in years.
Experience has been divided into two categories— Secondary school teachers with less than
equal 10 years (≤10 years) of teaching experience and greater than 10 years (>10 years) of
teaching experience, secondary school teacher.
OBJECTIVES OF THE STUDY:
[1] To study the effectiveness of teachers teaching in secondary school in Nadia district,
West Bengal.
[2] To find out the effectiveness of teachers teaching in secondary school with ‘gender’
references.
[3] To find out the effectiveness of teachers teaching in secondary school with ‘academic
qualification’ references.
[4] To find out the effectiveness of teachers teaching in secondary school with ‘teaching
experience’ references.
[5] To find out the teaching skills/competency of teachers teaching in secondary school in
Nadia district, West Bengal.
[6] To find out the teaching skills/competency of teachers teaching in secondary school
with ‘gender’ references.
[7] To find out the teaching skills/competency of teachers teaching in secondary school
with ‘academic qualification’ references.
[8] To find out the teaching skills/competency of teachers teaching in secondary school
with ‘teaching experience’ references.
[9] To test the significant difference among the secondary school teacher in reference to
gender, academic qualification and teaching experience for their teacher effectiveness.
[10] To test the significant difference among the secondary school teacher in reference to
gender, academic qualification and teaching experience for their teaching
skills/competency.
[11] To find out the relationship between the teacher effectiveness and teaching competency
of secondary school teachers.

HYPOTHESES OF THE STUDY:

H0.1. The female teachers teaching in secondary school do not differ significantly from the male
teachers teaching in secondary school on teacher effectiveness.
H0.2. The under graduate teachers teaching in secondary school do not differ significantly from
the post graduate teachers teaching in secondary school on teacher effectiveness.
H0.3. The female under graduate teachers teaching in secondary school do not differ significantly
from the female post graduate teachers teaching in secondary school on teacher
effectiveness.
H0.4. The male under graduate teachers teaching in secondary school do not differ significantly
from the male post graduate teachers teaching in secondary school on teacher
effectiveness.
H0.5. The ≤10 years teaching experienced teachers teaching in secondary school do not differ
significantly from the >10 years teaching experienced teachers teaching in secondary
school on teacher effectiveness.
H0.6. The ≤10 years teaching experienced female teachers teaching in secondary school do not
differ significantly from the >10 years teaching experienced female teachers teaching in
secondary school on teacher effectiveness.
H0.7. The ≤10 years teaching experienced male teachers teaching in secondary school do not
differ significantly from the >10 years teaching experienced male teachers teaching in
secondary school on teacher effectiveness.
H0.8. The female teachers teaching in secondary school do not differ significantly from the Male
teachers teaching in secondary school on teaching skills/competency.
H0.9. The under graduate teachers teaching in secondary school do not differ significantly from
the post graduate teachers teaching in secondary school on teaching skills/competency.
H0.10. The female under graduate teachers teaching in secondary school do not differ significantly
from the female post graduate teachers teaching in secondary school on teaching
skills/competency.
H0.11. The male under graduate teachers teaching in secondary school do not differ significantly
from the male post graduate teachers teaching in secondary school on teaching
skills/competency.
H0.12. The ≤10 years teaching experienced teachers teaching in secondary school do not differ
significantly from the >10 years teaching experienced teachers teaching in secondary
school on teaching skills/competency.
H0.13. The ≤10 years teaching experienced female teachers teaching in secondary school do not
differ significantly from the >10 years teaching experienced female teachers teaching in
secondary school on teaching skills/competency.
H0.14. The ≤10 years teaching experienced male teachers teaching in secondary school do not
differ significantly from the >10 years teaching experienced male teachers teaching in
secondary school on teaching skills/competency.
H0.15. There is no significant correlation between the teacher effectiveness and teaching
skills/competency of teachers teaching in secondary school.
METHODOLOGY:
Method: Descriptive survey method will be used in present study.
Population: The present study should be included all the teachers of secondary schools located
in North 24 Pargana district of West Bengal as population.
Sample and Sampling technique: In this study, around 400 secondary teachers will be
conveniently selecting from 50 randomly selected secondary schools of North 24 Pargana district
as the sample.
Tools: A self-administered questionnaire will be used for the research purpose. The
questionnaire will be verified by the subject expert and reliability will be measured by test-retest
method.
DELIMITATION OF THE STUDY:
1) The study is delimited to the geographical area of North 24 Pargana district of West
Bengal.
2) The study is delimited in the teachers of secondary schools under WBBSE and
WBCHSE.
3) The present study is focuses on three categorical variables as gender, qualification and
teaching experience for collecting, analyzing the data and result writing.

BIBLIOGRAPHY:
Cohen, L., Manion, L., & Morrison, K. (2005). Research Methods in Education (5th Ed.). New
York: Taylor & Francis e-Library.
Creswell, J.W. (2012). Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research (4th ed.). Delhi: Pearson.
Das, B.C. (2009). Management of Teacher Education. New Delhi: A.P.H. Publishing
Corporation.
Gay, L.R., Mills, E.G., & Airasian, P. (2012). Educational Research: Competencies for Analysis
and Application (10th Ed.). New Delhi: Pearson.
Joshi, Aarti (2015). Teacher effectiveness in relation to personality types and adjustment of
secondary school teachers. Unpublished Doctoral Thesis, Guru Nanak Dev University.
Kantharaj, H. M. (2010). Development and validation of competency based teaching programme
in enhancing teaching competencies of secondary student teachers in the context of
globalization. Unpublished Doctoral Thesis, Kuvempu University.
Kaur, P. (2017). Study of teacher efficacy of secondary school teachers in relation to their
teaching competency, 3(4), 133135.
Kulkarni, K. U. (2011). A study of the teaching competence of d.ed. and b.ed. trained teacher
and their attitude towards teaching profession working in up-graded primary schools of
Karnataka. Unpublished Doctoral Thesis, Karnatak University.
Kurup, P.R. (2014). Teacher effectiveness, classroom environment and academic achievement as
determinants of attitude of students towards grading system in evaluation. Unpublished
Doctoral Thesis, Pt. Ravishankar Shukla University.
Mishra, L. (2013). Teacher Education: Issues and Innovation. New Delhi: ATLANTIC.
Mohan, R. (2016). Teacher Education. Delhi: PHI Learning Private Limited.
Ramkrishna.(2017). Teacher effectiveness in relation to self esteem, job satisfaction and digital
competence. Unpublished Doctoral Thesis, Panjab University.
Sheoran, Precious (2012). Effectiveness of interaction analysis observation system towards
modification of teacher’s behavior. Unpublished Doctoral Thesis, Tibrewala University.
Vishalakshi, K.K. (2013). Teacher effectiveness, emotional intelligence and self esteem of
secondary school teachers – a correlational study. Unpublished Doctoral Thesis,
University of Mysore.