A Study of Teaching Competency among Teachers in Secondary School Level in Ghaziabad District.

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1 ASIAN JOURNAL OF EDUCATIONAL RESEARCH & TECHNOLOGY Vol. 4 (1), Jan. 2014: ISSN (Print): Website: ISSN (Online): RESEARCH ARTICLE A Study of Competency among Teachers in Secondary School Level in Ghaziabad District Reeti Chauhan 1 and Pratibha Gupta 2 1 Deptt. of Education, Mewar University Gaziabad 2 Deptt. of Education, N.C.P.E. College, Dhoom, Manikpur, Dadri, Greater Noida reeti.chauhan80@gmail.com Received: 19 th Nov. 2013, Revised: 21 st Dec. 2013, Accepted: 2 nd Jan ABSTRACT The present study is aimed to compare the teaching competency of different groups working at secondary schools level in Ghaziabad. To achieve this aim the sample of 100 was selected and to investigate the competency scale was used. The result was found that the competency of female is higher than the male working in secondary schools. It was also found that competency of urban is higher than the rural competency of experienced is higher than inexperienced but their competency has been found negligible positive. INTRODUCTION The teacher is the yard stick that measures the achievement and aspiration of the nation. In and through the work of teacher, The people of a country are the enlarged replica of their. They are the real nation builders. Education is as old as human race. It is never ending process of inner growth and development and brings about the complete development of his individuality. Education in real sense is to humanize humanity and to make life progressive, cultured and civilized. Since teaching is an art, a trained, intelligent and professional teacher alone can play a vital role in education as well as the society. The term teaching can be defined as a set of observable teacher behaviors that facilitate or bring about pupil learning, some educationists consider teaching to be a broad concept which includes all activities to be carried out for organizing learning experiences. Now the question is who is a competent teacher? Mere possession of knowledge and certified qualification gives no assurance to meet the aforesaid objectives. For this, it is obligatory for a teacher to have appropriate comprehension of human nature, its needs, and developmental principles in light of urbanization, technology advancements and industrialization locally as well as globally. Due to vast extension in roles and responsibilities, a teacher has to display high order of professionalism inside and outside the classroom. It is impossible for a teacher to possess all competencies in perfect amalgam though training and experience lead teacher towards proficiency. A competent teacher is temperamentally warm and cordial. She has clear vision of the set objectives. She executes meticulously whatever is planned. Management of affairs is done effectively by her inside and outside the classroom. Her skill of presentation of subject matter is able to seek attention of students. She is capable of motivating the back benchers. Prior research findings related to perception of teaching competencies. It is established beyond doubt that there lies a strong relationship between teacher competence and effective teaching. competence also bears the marks of perception,

2 value and beliefs that the individual carries when she enters teacher training programme. OBJECTIVES OF THE STUDY 1. To measure the significant difference of Competency of male and female working at secondary schools. 2. To measure the significant difference of Competency of rural and urban working at secondary schools 3. To measure the significant difference of Competency of experienced and inexperienced working at secondary schools. HYPOTHESES OF THE STUDY 1. There exists no significant difference of Competency of male and female working at secondary schools. 2. There exists no significant difference of Competency of rural and urban working at secondary schools. 3. There exists no significant difference of Competency of experienced and inexperienced working at secondary schools. DELIMITATION OFTHE STUDY The present study has been confined to only 100 secondary school of Ghaziabad district of UP state only. METHODOLOGY The investigator used the descriptive survey method of study as it aims at identify and measuring teaching competency which is possible only through the descriptive survey method. SAMPLE 20 Schools on random basis were selected out of 130 secondary schools situated in rural and urban areas of Ghaziabad district. From these 20 schools and 100 were selected as sample on Random basis. TOOLs USED General Competency Scale (GTCS) by B. K. Passi and Mrs. M. S. Lalitha (A class room observation schedule): This general teaching scale measures all the teaching skills constituting the entire teaching task and making observations regarding the effectiveness of performance of each of those teaching skills. This tool provides a measure of teaching competency of secondary school. There are 21 items related to 21 teaching skills which encompass the entire teaching learning process in the class room. They are related to five major aspects of class room teaching namely Planning, presentation, Closing, Evaluation and Managerial. It is 7 point rating scale measuring the use of the skill by the teacher in the class room corresponding to each item ranging from 1(for not at all) to 7 (for very much). ~ 356 ~

3 STATISTICAL TECHNIQUES 1. Mean: Mean of teaching competency of different groups was calculated. 2. Standard deviation: S.D. of teaching competency of different groups was calculated. 3. T.test: It has been used to calculate the significant difference of mean of different groups. PROCEDURE The data was collected by administering general teaching competency scale (GTCS) on selected sample of secondary. The scoring procedure was done according to the manual of the scale. Data were treated statistically to find out the result and calculation. Mean, Standard deviation and t-test were used to find out the results. The results were as follows:- 1. The compression of teaching competency of male and female working at Secondary schools: female (108.7) is higher than male (108.5). But this difference was found to be insignificant on both levels of significance (.05 &.01). Thus null hypothesis was accepted. Table 1: showing competency of male and female secondary school. Male Female Mean(M) S.D T value = The comparison of Competency of rural and urban working at Secondary schools: urban (109.00) is higher than rural (108.3). But when this difference was tested on.05 levels but insignificant on.01 lavels of significance. Thus null hypothesis was accepted. ~ 357 ~

4 Table 2: showing competency of male and female secondary school. Rural Urban Mean(M) S.D T value = The compression of Competency of experienced and inexperienced working at Secondary schools: experienced (111.30) is higher than inexperienced (110.5). But this difference was found to be significant on 0.05 levels but insignificant on.01 level of significance. Thus null hypothesis was accepted. Table 3: showing competency of male and female secondary school. Experienced Inexperienced Mean(M) S.D T value = 2.16 CONCLUSION On the basis of analysis of data it may be concluded that competency of female is higher than the male. It may be due to the basic nature of females as they are very caring and expert in handling children. It is also found that competency of urban is higher than the rural. It may be due to the differences of environment and facilities used by urban. It is also found that competency of experienced is higher than inexperienced. It may ~ 358 ~

5 be due to the old proverb, practice makes a man perfect. Their experience make than more competent.but all of these differences are minor. REFERENCE 1. Chauhan S.S. (1992): Advanced Educational Psychology. Vikash Publishing House, Pvt. Ltd. New Delhi. 2. Daghiell J.F. (1930): Personality Traits and Different Professional. Journal of Applied Psychology. 3. Dash Narayan B. (2004): Teacher and Education in the Emerging Indian Society Vol.2 nd 2004, Neelkamal Publication Pvt. Ltd. 4. Encyclopaedia (1962): Britannica under Emotional Intelligence Vol. 1. M.C. Graw Hill Book Co. Newyork. 5. Lalitha M.S. (1977): An inquiry into classroom instruction. Unpublished Doctoral Dissertation, M.S. University of Baroda, Mangal S.K. (2007): Advanced Educational Psychology 2 nd Edition Published by Ghosh K. Ashoke. 7. Mumthas N.S. (2012): A Conceptual Analysis of Spiritual Intelligence and Its Relivance, Journal of Education. 8. Passi B.K. (Ed.) (1976): Becoming Better Teacher: Microteaching Approach, Sahitya Mudranalaya, Ahmedabad, Passi Bimla (1979): Effect of Instructional Material and Feedback upon the development of the teaching skills of Set Induction and Closure. Unpublished Doctoral Dissertation. M. S. University of Baroda, Baroda, Sharma (2001): Advanced Educational Psychology 2 nd edition Published by Ghosh K. Ashoke. 11. Shiv Kumar S. and Jahitha Bagam (2010): A teaching competencies of mathematics Vol. 40(1&2) Jan/July, 2010 psycho lingua journal of Education. 12. Singh A. and Kumar D. (2011): Emotional Intelligence and Academic Achievements of College Students. Ambikeya, Journal of Education. ~ 359 ~