a study on teaching competency of secondary school ... · a study on teaching competency of...

A STUDY ON TEACHING COMPETENCY OF SECONDARY SCHOOL

TEACHERS

Dr. K. RATHEESWARI, Assistant Professor Department of Value Education, Tamil

Nadu Teachers Education University, Chennai-600097, Tamilnadu, India.

Abstract

The study was designed to examine the significance of teaching competency of

secondary school teachers. Participants were 300 secondary school teachers who

completed the Rama’s Teaching Competency Scale developed by P.V.S.R. Raju is

adopted in this study. Data collected was analyzed with descriptive statics using SPSS

version 22. The finding of the study reveal a gender, area of school, medium of

teaching, type of school, teaching subject and teaching experience of secondary school

teachers shows average level of teaching competency further it shows there is no

significant difference between sub samples such as gender, area of school, medium of

teaching, type of school, teaching subject and teaching experience of secondary school

teachers towards teaching competency.

Introduction

Teachers need to improve knowledge and skills to enhance, improve and

explore their teaching practices. Many of the studies on competencies of teachers

focus on the teaching role of teachers in the classroom rather than teachers’

competencies. Teachers’ competencies have been broadening with respect to reform

studies in education, development of teacher education, scientific results of

educational science and other fields. Competency is a term used extensively by

different people in different contexts; hence, it is defined in different ways. Teacher

education and job performance are two contexts in which this term is used.

Competencies are the requirements of a “competency-based” teacher education and

include the knowledge, skills and values a teacher-trainee must demonstrate for

successful completion of a teacher education programme (Houstan, 1987). Teaching

competency is the ability of a teacher manifested through a set of overt teacher

classroom behaviours which is resultant of the interaction between the presage and the

product variables of teaching within a social setting (Rama, 1979). Teachers’

competency appears to be a significant contributor to school effectiveness. As

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suggested by Ornstein (1991), effective teachers are those with high competency in

knowledge and skills. Wilson, Shulman and Richet (1987) note that teachers’

profound knowledge in curriculum content and pedagogy enhance students’

performance. Medley (1982) states that teachers’ competency such as behavior, skills

and knowledge related to school performance.

Sample Design

In the present study, the sampling unit of the teachers working in secondary

schools teachers in Dindigul district was taken as the study. The sample size was

selected to represent the whole population and also to give the real picture. The total

size of the sample was 300. The samples were collected using Random sampling

technique. Out of the 300 samples in which, 167 were male teachers and 133 were

female teachers. The present study is a descriptive research. To execute the same,

results of primary data is used.

Objectives of the Study

1. To study the levels of teaching competency of secondary school teachers

belonging to the following sub-samples are

Gender : Male /Female.

Area of School : Rural /Urban.

Medium of Teaching : English /Tamil.

Type of school : Aided / Private / Government

Teaching Subject : Language /Math /EVS.

Teaching Experience : Less than 10 years /More than 10 years.

2. To find out there is a significant difference exists in the mean scores of

teaching competency between Male and Female towards secondary school

teachers.


teaching competency between Rural and Urban towards secondary school

teachers towards primary school teachers.


teaching competency between English and Tamil towards secondary school

teachers.

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5. To find out there is a significant difference exists among sub samples of type of

school with respect to their teaching competency towards secondary school

teachers.

6. To find out there is a significant difference exists among sub samples of

Teaching subject with respect to their teaching competency towards secondary

school teachers

7. To find out there is a significant difference exists among sub samples of

Teaching Experience with respect to their teaching competency towards

secondary school teachers.

Hypotheses of the Study

1. The levels of teaching competency of secondary school teachers belonging to

the following sub-samples are high

Gender : Male /Female.

Area of School : Rural /Urban.

Medium of Teaching : English /Tamil.

Type of school : Aided / Private / Government

Teaching Subject : Language /Math /EVS.

Teaching Experience : Less than 10 years /More than 10 years.

2. There is no significant difference exists in the mean scores of teaching

competency between Male and Female towards secondary school teachers.


competency between Rural and Urban towards secondary school teachers

towards primary school teachers.


competency between English and Tamil towards secondary school teachers.

5. There is no significant difference exists among sub samples of type of school

with respect to their teaching competency towards secondary school teachers.

6. There is no significant difference exists among sub samples of Teaching

subject with respect to their teaching competency towards secondary school

teachers

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7. There is no significant difference exists among sub samples of Teaching

Experience with respect to their teaching competency towards secondary

school teachers.

Description of the tool used in the present study

Rama’s Teaching Competency Scale developed by P.V.S.R. Raju is adopted in

this study. To measure the teaching competence of teachers, Rama’s Teaching

Competency Scale developed by P.V.S.R. Raju is adopted in this study. The scale is

of Likert type and has 56 items. Teacher Competency Scale also. Total number of

items are 56. The maximum possible score is 280 and the minimum possible score is

56.

Statistical Techniques Used In the Study

The different techniques were employed to analyze the data. The main aim was

to find out the effects of various variables and the employees. For this purpose the

scores obtained by the different scales and inventories were subjected to the statistical

analysis. Mainly the following techniques were used. Descriptive and Inferential

Statistics, Analysis of variance, correlation “t” test and factorial design has been

computed with the aid of the Statistical Package for the Social Sciences (SPSS),

version 22.Descriptive Analysis – Mean and SD and Differential Analysis – ‘t’ test

and ‘F’ test .

Descriptive Analysis – Teaching Competency

Table; 1

Mean and Standard Deviation Scores of Secondary School Teachers towards

Teaching Competency

Demographic

Variables Sub - Samples N Mean SD

Gender Male 167 147.02 43.34

Female 133 148.39 47.79

Area of school

Rural 113 147.16 43.11

Urban

187 147.90 46.68

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Medium of

Teaching

English 144 147.90 43.88

Tamil 156 147.37 46.71

Type of school

Aided 115 149.00 44.47

Private 86 149.53 45.90

Government 99 144.37 45.99

Teaching Subject

Language 89 156.31 40.83

Maths 93 144.86 51.80

EVS 118 143.26 42.39

Teaching

Experience

Less than 10

year 153 151.16 45.79

Above 10 years 147 143.94 44.63

Gender

The table 1 shows the teaching competency mean scores of male and female

secondary school teachers are found to be 147.02 and 148.39 respectively. Therefore,

it is found that both male and female secondary school teaches have average level of

teaching competency.

Area of school

The table 1 shows the teaching competency mean scores of rural and urban


it is found that both rural and urban secondary school teaches have average level of


Medium of Teaching

The table 1 shows the teaching competency mean scores of English and Tamil


it is found that both English and Tamil medium of teaching of secondary school

teaches have average level of teaching competency.

Type of school

The Table 1 shows the teaching competency mean scores of secondary school

teachers belonging to state, matriculation and CBSE are found to be 149.46, 145.73

and 151.93 respectively. Therefore it is found that all the sub samples of board of

school have average level of teaching competency.

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Teaching Subject

The Table 4.1 shows the teaching competency mean scores of secondary school

teachers belonging to language with Maths and EVS are found to be 156.31, 144.86

and 143.26 respectively. Therefore it is found that all the sub samples of teaching

subject have average level of teaching competency.

Teaching Experience

The table 1 shows the teaching competency mean scores of less than 10 years

and more than 10 years primary school teachers are found to be 1510.16 and 143.94

respectively. Therefore, it is found that both less than 10 years and more than 10 years

secondary school teaches have average level of teaching competency.

Differential analysis teaching competency

Gender and teaching competency

Table: 2

‘t’ test between Mean Scores of Male and Female Secondary School Teachers

towards Teaching Competency.

Gender

N Mean SD ‘t’

Value

Level of

Significance

Male 167 147.02 43.34

0.259 NS

Female 133 148.39 47.79

It is evident from the Table: 2 the calculated ‘t’ value is 0.259, which is not

significant at 0.05 level. Hence, the framed null hypothesis is accepted and research

hypothesis is rejected. It is inferred that there is no significant difference found out

between male and female secondary school teachers with respect to their teaching

competency.

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Area of School and Teaching Competency

Table:3

‘t’ test between Mean Scores of Rural and urban secondary School Teachers

Towards Teaching Competency.

Area of

School N Mean SD

‘t’

Value

Level of

Significance

Rural 113 147.16 43.11

0.137 NS

Urban 187 147.90 46.68




between rural and urban secondary school teachers with respect to their Teaching

Competency.

Medium of teaching and Teaching Competency

Table: 4

‘t’ test between Mean Scores of English and Tamil Secondary School Teachers

towards Teaching Competency.

Medium of

Teaching N Mean SD

‘t’

Value

Level of

Significance

English 144 147.90 43.88

0.100 NS

Tamil 156 147.37 46.71




between English and Tamil medium of teaching at secondary school teachers with

respect to their Teaching Competency.

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Type of school and Teaching Competency

Table: 5

‘F’ test among the Sub- samples of Board of school with Respect To Their

Teaching Competency.

Type of

School

Sum of

Squares

Mean

Squares df

‘F’

Value

Level of

Significance

Between

Groups 1580.372 790.186 2

0.383 NS Within

Groups 611971.558 2060.510 297

Total 613551.930 299

It is evident from the Table: 5 the calculated ‘F’ value is 0.383, which is not


hypothesis is rejected. It is inferred that there is no significant difference among sub

samples of board of school with respect to their teaching competency of secondary

school teachers.

Teaching Subject and Teaching Competency

Table: 6

‘F’ test among the Sub- samples of teaching Subject with Respect To Their

Teaching Competency

Teaching

Subject

Sum of

Squares

Mean

Squares df

‘F’

Value

Level of

Significance

Between

Groups 9676.700 4838.350 2

2.380 NS Within

Groups 603875.230 2033.250 297

Total 613551.930 299

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It is evident from the Table: 6 the calculated ‘F’ value is 2.380, which is not


hypothesis is rejected. It is inferred that there is no significant difference among sub

samples of teaching subjects with respect to their teaching competency of secondary

school teachers.

Teaching Experience and Teaching competency

Table: 7

‘t’ test between Mean Scores of Teaching Experience of Secondary School

Teachers towards Teaching Competency

Teaching

Experience N Mean SD

‘t’

Value

Level of

Significance

Less than 10

years 153 151.16 45.79

1.383 NS Above 10

years 147 143.94 44.63



hypothesis is rejected. It is inferred that there is no significant difference found

between less than 10 years and above 10 years of secondary school teachers with

respect to their teaching competency.

Major Findings of the Study

1. It is found that both male and female secondary school teaches have average

level of teaching competency.

2. It is found that both rural and urban secondary school teaches have average

level of teaching competency.

3. It is found that both English and Tamil medium of teaching of secondary

school teaches have average level of teaching competency.

4. It is found that all the sub samples of board of school have average level of


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5. It is found that all the sub samples of teaching subject have average level of


6. It is found that both less than 10 years and more than 10 years secondary

school teaches have average level of teaching competency.

7. It is inferred that there is no significant difference found out between male and

female secondary school teachers with respect to their teaching competency.

8. It is inferred that there is no significant difference found out between rural and

urban secondary school teachers with respect to their Teaching Competency.

9. It is inferred that there is no significant difference found out between English

and Tamil medium of teaching at secondary school teachers with respect to

their Teaching Competency.

10. It is inferred that there is no significant difference among sub samples of board

of school with respect to their teaching competency of secondary school

teachers.

11. It is inferred that there is no significant difference among sub samples of

teaching subjects with respect to their teaching competency of secondary

school teachers.

12. It is inferred that there is no significant difference found between less than 10

years and above 10 years of secondary school teachers with respect to their


Recommendations to Improve Teaching Competency

Kothari Commission (1964) says “A sound programme of professional

education of teachers is essential for the qualitative improvement of education.

Investment in teacher education can yield very rich dividends because the financial

resources required are small when measured against the resulting improvements in the

education of millions” (Bourai, 2000).

They must understand the fact that teaching is a profession which requires

committed and competent men and women who have to prepare a complete man.

Therefore colleges of education should function as dynamic centres that will quicken

the pulse of the teaching process by setting a healthy chain of action for reform.

Intellectually superior person should be inducted in teaching profession to entrust the

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responsibility of creating, codifying and disseminating knowledge for the training of

man power for the future.

Young men and women who possess knowledge, skills and personality traits

necessary for competent teaching should be recruited in the teaching profession.

Proficiency in subjects, teaching aptitude, urge for service and a radiant faith in the

profession should be the conditions of admission. The period of training may also be

extended to two years. This may develop necessary knowledge, skills and attitudes in

the prospective teachers.

Teachers are not expected to grind facts or cram examination but are expected

to be creators, leaders and exemplars of modern society. So teacher education

programme should include as many activities as to develop self-esteem and self-

confidence among prospective teachers. Organization of debates, dramatics, music

and dance competitions will have a dynamic influence on students. This will help the

prospective teachers to extend the knowledge and experiences gained in the college

beyond the boundary of the college. More emphasis should be given to practice than

theory. Instead of imparting theoretical knowledge first, prospective teachers should

be given problem situations and accordingly should proceed further. The use of

modern information and technological advancement should be included in the teacher

education curriculum so as to prepare effective teachers for the future.

Suggestions for Further Researches

Profile of teaching competency of in-service teachers can be conducted.

Comparative study of the profiles of teaching competency of Tamilnadu

Teachers Education University with other states can be ventured.

Job commitment and job satisfaction in relation to teaching competency can be

attempted.

Profile of professional competency of personnel in other professions can be

studied.

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References

Best, J.W. and James V. Kahn. Research in Education, Prentice Hall of India,

New Delhi. 2007.

Medley, D.M. (1982). Teacher effectiveness, in Mitzel, H.E., Encyclopedia of

Educational Research. New York: The Free Press.

Ornstein, A.C. (1991). Teacher effectiveness research: Theoretical

consideration, in Waxman, H..C. and Walberg., H,J. Effective teaching Current

Research. Berkeley: McCutchan Publishing Corp.

Rama, M. (1979). Factorial structure of teaching competency among secondary

school teachers. Unpublished Doctorial dissertation. M.S. University of

Baroda: Baroda. In Kumar, V. (2010). Teaching Competency of Primary

School Teachers. New Delhi: Gyan Publishing House

Wilson, S.M., Shulman, L.S., & Richett A.E. (1987). 150 different ways of

knowing. Representations of knowledge in teaching In F Colderhead (Ed)

.Exploring teachers’ thinking. Sussex: Holt, Rineheart and Wilson.Wilson,

B.C. and Corcoran, T.B. (1988). Successful Secondary School. London :

Falmer Press.

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