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 ISSN 2347-5676

Journal of
Research in Education
(A Peer Reviewed and Refereed Bi-annual Journal)

St. Xavier's College Of Education

(Autonomous)
P.O.-Digha Ghat, Patna-800 011(Bihar)

Vol. 7 No. 1

JUNE 2019
 Journal of Research in Education-ISSN (2347-5676)

Journal of Research in Education

(A Peer Reviewed and Refereed Bi-annual Journal)

Vol.7 No.1 June 2019

St. Xavier's College of Education(Autonomous)

Digha Ghat, Patna-800011
Bihar (India)

VOL.7-NO.1
 Journal of Research in Education-ISSN (2347-5676)

JOURNAL OF RESEARCH IN EDUCATION

EDITORIAL BOARD

Prof.(Fr.) Thomas Perumalil, S.J. Prof. Jayadeba Sahoo

Principal & Secretary, Manager (JRE) Dean, Faculty of Education
St. Xavier's College of Education (Autonomous) Rajiv Gandhi University, Arunachal Pradesh-
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Education (NCERT)
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VOL.7-NO.1
 Journal of Research in Education-ISSN (2347-5676)

Editorial
Dear Readers,
A researcher has to convince himself/herself first before he takes up a
research study. If his/her study is researchable then only he/she will be
able to carry out his/her study successfully and convince the readers about
the worthiness of his/her research. Once his/her study is complete he/she
needs to bring it in the public domain so as to derive maximum
implications of his/her study for the society. Publishing ones research in a
good research Journal is an essential way of reaching its benefits to the
users. Our Journal also provides opportunity to the worthy researchers to
publish their research papers for the dissemination purpose. This issue of
the journal has eight research papers covering several directions and
dimensions in education. The first paper is on one of the emerging
pedagogical approaches, i.e. on cooperative learning and its implications
on secondary students. Teacher's professional success is very much
essential for his/her effective performance in the schools. Various factors
are responsible for the professional success of the teachers and emotional
intelligence is one of the important factors and its role for teacher's success
has to be studied too. This issue also has a paper on the teaching
competencies of the secondary school teachers. Technology has immense
potential for bringing revolution in the education sector. Web 2.0 tools have
been in discussion nowadays for its increasing educational use. It has the
capability to understand the individual differences and also has the
potential to fulfill the demands of underprivileged classes of the society. A
paper here discusses the role of Web 2.0 towards inclusiveness in education
and for the women empowerment through their education. A similar paper
with more general findings on implications of ICT for the classroom,
teachers and the students has been also included in this issue.
Multiple intelligence, self-esteem and teacher competency are key
variables to be read and understood. The underlying relationship between
these variables in relation to secondary teachers has been the part of a
research paper compiled with this issue. Ac Higher secondary stage is a
very critical stage of education for any child as his performance here
decides his future career, success and life decisions. Any stress which is
quite obvious at this stage can hamper his performance in the worst
possible ways. An empirical study on academic stress among higher
secondary students has been also included with this issue. A paper has
been devoted here is related to condition of Journalism Education in India.
This paper has significantly presented the timeline of Journalism
Education in India, the present condition and the future challenges and
scope. Thus this issue has a wonderful collection of papers which the
readers will find both informative as well as enjoyable.

With Warm Regards

Editorial Board
VOL.7-NO.1
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Vol. 7 No. 1 June, 2019

CONTENTS & AUTHORS

01 TEACHING COMPETENCY OF SECONDARY SCHOOL 01

TEACHERS IN RELATION TO SELECTED VARIABLES
Dr. Nishta Rana
Shivani

02 A STUDY OF THE EFFECTIVENESS OF COOPERATIVE 19

LEARNING IN RELATION TO ACADEMIC
PERFORMANCE AT SECONDARY LEVEL
Dr. Jitendra Kumar
Dr. Sudha Upadhyaya

03 ROLE OF EMOTIONAL INTELLIGENCE IN TEACHERS' 29

PROFESSIONAL SUCCESS
Dr. Nivedita Raj Ferhat Jahan

04 ENHANCING THE OPPORTUNITIES OF INCLUSIVE 39

EDUCATION FOR WOMEN THROUGH WEB 2.0
TECHNOLOGY
Dr. MonawwarJahan
Asma Kamal

05 RELATIONSHIP BETWEEN MULTIPLE INTELLIGENCE, 47

SELF-ESTEEM AND TEACHER COMPETENCY AMONG
SECONDARY SCHOOL TEACHERS
Dr. Manjita Sahay

06 A STUDY ON ACADEMIC STRESS AMONG HIGHER 60

SECONDARY STUDENTS: AN EMPIRICAL APPROACH
Dr. Shazli Hasan Khan

07 IS JOURNALISM EDUCATION IN INDIA ON RIGHT 75

TRACK ?
Dr. Manisha Prakash

08 CHANGING CLASSROOMS WITH ICT: TEACHERS 86

PERSPECTIVE
Ms. Sujata Kumari
Mrs. Smita Sah

VOL.7-NO.1
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TEACHING COMPETENCY OF SECONDARY SCHOOL

TEACHERS IN RELATION TO
SELECTED VARIABLES
Dr. Nishta Rana
Shivani
Abstract
The purpose of this study was to investigate the differences in the teaching
competency of secondary school teachers in relation to their gender, location
of school, type of school, qualifications, subject background and teaching
experience. Random Sampling Technique was applied to draw a sample of
100 teachers teaching in the 10 secondary schools of Jammu Tehsil (India).
A standardized tool namely General Teaching Competency Scale (GTCS,
1994) by Passi and Lalitha has been used for data collection. Mean,
Standard Deviation and t-Test have been employed to analyse the data. The
findings revealed no significant differences in the teaching competencies of
male and female teachers. However, significant differences have been found
in the teaching competencies of secondary school teachers in relation to their
location of school, type of school, subject background, qualifications and
teaching experience on all the teaching skills of General Teaching
Competency Scale. Furthermore, it has been observed that teachers
teaching in rural areas have better teaching competencies than teachers
teaching in the urban areas, teachers working in Private secondary schools
are more competent than the Government school teachers, Postgraduate
teachers have better teaching competencies than the Graduate teachers
whereas Science teachers have better Planning and Presentation skills than
the Arts teachers, also less experienced teachers have been found to have
better teaching competencies than the more experienced teachers. Thus, the
teaching competencies of teachers significantly vary with respect to selected
variables.
Key-words: Teaching Competency, Planning, Presentation,
Closing, Evaluation, Managerial skills and Secondary School
Teachers.
INTRODUCTION
Competency has become the key word in the current educational
scenario in India. If competent teachers can be obtained, the

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likelihood of attaining desirable educational outcomes is

substantial. An effective teacher is one who quite consistently
achieves goals which either directly or indirectly focuses on the
learning of their students. Competency become the prime interest of
the teachers, educationists, policy makers and for would be teachers
because teachers are the only who can build the better society,
country, nation and the whole world. The terms 'Competency' and
'Competence' are used interchangeably (Passi and Lalitha, 1994).
Competence is personal traits or a set of habits that leads to more
effective and superior job performance. Teacher competence
includes a thorough knowledge of the content. A teacher who has
flare for teaching, is intelligent and is enthusiastic can evolve any
number of strategies to make his/her teaching effective. (Shukla,
2014)
Teaching is a set of skills, values, beliefs and practices to make
outcomes valuable. Teachers prepare citizens for future, citizens
make a nation and high levels of knowledge, competencies and
skills are the very basic conditions for active citizenship,
employment and social cohesion. The various teaching skills
included are related to objectives of the lesson, content selecting,
content organisation, selection of audio-visual materials (Planning
skills) introducing the lesson, fluency of questions, use of probing
questions, explaining, illustrating with examples, stimulus
variation, use of silence and non-verbal cues, increasing pupil
participation, pacing use of black board (Presentation skills),
achieving closure, giving assignment (Closing skills), classroom
evaluation, diagnosis of pupil difficulties (Evaluation skills),
recognising attending behaviour and maintain classroom discipline
(Managerial skills).In addition to a mastery of basic skills, effective
teachers are expected to demonstrate thorough understanding of
the content of their curricular areas, pedagogical capabilities,
communication skills, and professionalism (Passi and Lalitha, 1994).
Current research shows that teaching competency of teachers varies
with different variables like gender, educational qualifications,
teaching experience, teaching subject, location of school (Ayishabi &
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Amruth, 2005; Rana, 2012; Ahmad and Khan, 2016; and Jan, 2016).
Most of the teachers have been found average level of teaching
competencies in relation to certain variables. However, in contrast to
this finding, Anbuthasan and Balakrishnan (2013); Prasadh and
Ram (2013); &Kour and Talwar (2014) reported no significant
difference in the teaching competency of school teachers with
respect to their gender, age as well as type of school in which they
were working. Paul (2004) found that variables like creativity,
intelligence and teacher attitude influence the teaching
competencies of teacher trainees. Ahmed and Khan (2016)
investigated that the government secondary school teachers were
more competent than the private secondary school teachers and also
science teachers were highly competent than the arts teachers.
Research study by Chauhan and Gupta (2014) observed teachers
with high experience of teaching as more competent in comparison
to teachers with less teaching experience. Moreover, studies by
Ayishabi and Amruth (2005) highlighted that there is significant
correlation among teaching competency, job satisfaction and
students performance. Studies in India and abroad have been
conducted on teaching competency which have revealed mixed
results. Therefore, it gets affected by various factors such as
intelligence, academic achievements, socio-economic status,
attitude towards teaching profession, personality factors,
adjustment, teaching aptitude as well as selected variables like
qualification, gender, locality, experience etc. In this study, an
attempt to examine the relationship of educational qualifications,
teaching experience, teaching subject, location of school and type of
schools with the teaching competency of secondary school teachers
teaching in government and private secondary schools has been
made.
NEED AND SIGNIFICANCE OF STUDY
Teaching competencies include a thorough knowledge of the
content. A teacher's competency mainly includes the strategies,
understanding of student psychology and the process of learning. It

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is rightly said that teaching competency is an ability to apply theory

into practical situations. The increasing complexity of our
educational system has given rise to new dimensions and
consequently the role of the teacher increased immensely and has
acquired a new meaning. The fierce competition that we witness in
every sphere of life today demands competent teachers to empower
the students to face the emerging challenges of the global world.
Teaching competency is the function a set of variables such as
gender, teaching subject, teaching experience, type of school,
location of school, government or private, qualification etc. The
effect of these variables on the teaching competency of secondary
school teachers has been assessed on the five teaching skills of the
tool GTCS (Planning, Presentation, Closing, Evaluation and
Managerial Skills). The present study would beneficial for
policymakers, teachers, teacher educators, principals and
educationists in grooming up their teaching skills and makes the
education system more effective and competent.
OBJECTIVES OF THE STUDY
1. To find the gender differences in the teaching competencies of
teachers with respect to five teaching skills (Planning,
Presentation, Closing, Evaluation and Managerial) of General
Teaching Competency Scale
2. To find the differences in the teaching competencies of secondary
school teachers on the basis of location of school with respect to
selected teaching skills
3. To find differences in the teaching competencies of secondary
school teachers teaching in government and private schools with
respect to selected teaching skills
4. To find the differences in the teaching competencies of secondary
school teachers teaching science and arts subjects with respect to
selected teaching skills
5. To find the differences in the teaching competencies of graduate
and post-graduate secondary school teachers with respect to
selected teaching skills
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6. To find the differences in the teaching competencies of secondary

school teachers on the basis of their teaching experience with
respect to selected teaching skills
HYPOTHESES OF THE STUDY
1. There are no significant gender differences in the teaching
competencies of secondary school teachers with respect to five
teaching skills (planning, presentation, closing, evaluation and
managerial)of General Teaching Competency Scale
2. There are no significant differences in the teaching competencies
of secondary school teachers teaching in schools located in the
rural and urban areas with respect to selected teaching skills
3. There are no significant differences in the teaching competencies
of teachers teaching in government and private secondary
schools with respect to selected teaching skills
4. There are no significant differences in the teaching competencies
of the secondary school teachers teaching science and arts
subjects with respect to selected teaching skills
5. There are no significant differences in the teaching competencies
of graduate and postgraduate secondary school teachers with
respect to selected teaching skills
6. There are no significant differences in the teaching competencies
of less experienced secondary school teachers and more
experienced secondary school teachers with respect to selected
teaching skills
METHODOLOGY
Method
Descriptive Survey Method has been adopted.

Population
All the teachers working in secondary schools of Jammu Tehsil have
been the population for the present study.

Sample of the Study

In present research investigation, Stratified Random Sampling
Technique has been used to select the sample for study. Firstly, 10
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government (5 each from rural and urban areas) and10 private (5

each from rural and urban areas) secondary schools affiliated to
JKBOSE, have been selected randomly from Jammu Tehsil. From
these 20 schools, 100 secondary school teachers have been selected
by selecting 5 teachers from each school. Thus, 50 teachers from
government secondary schools and 50 teachers from private
secondary schools have been selected.

Tool Employed
A standardized tool namely General Teaching Competency Scale
(GTCS, 1994) developed by B.K. Passi and M.S Lalitha,has been
employed for data collection.

Data Collection
Teaching competency of the selected teachers has been assessed
individually by making direct observations of their classroom
behaviour for the entire teaching period. As the teacher taught; the
observer sat at the back for observation. At the end of the teaching
period, observer gave her ratings on the General Teaching Competency
Scale against all the items. The sum of the ratings against all the 21
items constitute the score on General Teaching Competency Scale
(GTCS score) of the teacher being observed. The data collected for
the study was quantitative in nature.

Statistical Techniques Employed

In order to analyze the data, the following statistical techniques have
been employed by the investigator:
1. Mean
2. Standard Deviation
3. t- test

Findings
1. Gender Differences in the Teaching Competencies of Teachers
with respect to Five Teaching Skills (Planning, Presentation,
Closing, Evaluation and Managerial) of General Teaching
Competency Scale
To compare the teaching competencies of the secondary school
teachers with respect to their gender; Mean, Standard Deviation and
t- value have been computed by applying t-Test. The data obtained
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have been presented in the table 1.

Table1
Mean, Standard-Deviation and t-value for the Teaching Competencies of
Secondary School Teachers in Relation to their Gender

Teaching
Gender N Mean Std. Deviation Std. Error Mean t-value
Skills
Planning Male 47 11.55 3.03 0.44
0.08 #
Female 53 11.60 3.15 0.43
Presentation Male 47 29.46 7.10 1.03
0.34 #
Female 53 29.96 7.22 0.99
Closing Male 47 5.72 1.72 0.25
0.48 #
Female 53 5.56 1.55 0.21
Evaluation Male 47 5.61 1.83 0.26
0.31 #
Female 53 5.50 1.56 0.21
Managerial Male 476.44 1.63 0.23
Female 536.09 1.59 0.21 1.0 #
# Not Significant
Table 1 shows that t-values for Planning, Presentation, Closing,
Evaluation and Managerial skills are not significant at 0.05 level of
significance. Thus, there are no significant differences in the
teaching competencies of male and female teachers. This clearly
shows that male and female teachers possess similar teaching
competencies in their Planning, Presentation, Closing, Evaluation
and Managerial skills.

Thus, hypothesis no.1 stating no significant differences in the

teaching competencies of male and female teachers with respect to
five teaching skills (Planning, Presentation, Closing, Evaluation and
Managerial) of General Teaching Competency Scale, stands
accepted.

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2. Teaching Competencies of Secondary School Teachers on the

basis of Location of School with respect to Selected Teaching
Skills

In order to compare the teaching competencies of secondary school

teachers teaching in the schools located in rural and urban area with
respect to five skills of the General Teaching Competency Scale;
Mean, Standard Deviation and t- value were computed by applying
t-Test The data obtained have been presented in the table 2.

Table 2
Mean Standard-Deviation and t-value for the Teaching Competencies of
Secondary School Teachers Teaching in Rural and Urban Area
Schools

Teaching Location of
Skills School N Mean Std. Deviation Std. Error Mean t-value
Planning Urban 50 10.9 3.14 0.44 2.11*
Rural 50 12.2 2.91 0.41
Presentation Urban 50 28.16 6.79 0.96 2.24*
Rural 50 31.30 7.18 1.01
Closing Urban 50 5.12 1.58 0.22
3.3**
Rural 50 6.16 1.51 0.21
Evaluation Urban 50 5.12 1.64 0.23
2.68**
Rural 50 6.00 1.62 0.23
Managerial Urban 50 6.02 1.53 0.21
1.49 #
Rural 50 6.50 1.68 0.23
*Significant at 0.05 Level ** Significant at 0.01 Level # Not Significant
Table 2 indicates that t-values for Planning (2.11) and Presentation
(2.24) skills have been found to be significant at 0.05 level of
significance; and the t-values for Closing (3.33) and Evaluation (2.68)
skills have been found to be significant on 0.01 level of significance;

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whereas t-value for Managerial skill (1.49) has not been found to be
significant at 0.05 level of significance.

From the mean values in the table 2, it is clear that teachers teaching
in rural secondary schools are better in their Planning, Presentation,
Closing and Evaluation skills from teachers teaching in urban
schools; whereas teachers teaching in schools located in rural and
urban areas possess similar type of managerial skills.

Thus, hypothesis number 2 stating no significant differences in the

teaching competencies of secondary school teachers on the basis of
the location of school with respect to selected teaching skills, stands
rejected for Planning, Presentation, Closing and Evaluation skills;
whereas accepted for Managerial skills.

3. Teaching Competencies of Secondary School Teachers

Teaching in Government and Private Schools with respect to
Selected Teaching Skills

In order to compare the teaching competencies of teachers teaching

in Government and Private secondary schools with respect to five
teaching skills of General Teaching Competency Scale; Mean,
Standard Deviation and t-value were computed by applying t-Test.
The data obtained are described in the table 3. Table 3 indicates that
t-values on Planning (3.11), Presentation (5.71), Closing (5.80),
Evaluation (6.47) and Managerial (3.97) skills have been found
significant at 0.01 level of significance. This shows that there are
significant differences in the teaching competencies of teachers
teaching in government and private schools.
From the mean values in the table 3, it is clear that the private school
teachers are better in their Planning, Presentation, Closing,
Evaluation and Managerial skills than the teachers teaching in
government schools.

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Table 3
Mean, Standard Deviation and t-value for the Government and Private
Secondary School Teacher with respect to their Teaching Competencies

t-value
Teaching Type of
Skills School N Mean Std. Deviation Std. Error Mean
Planning Government 50 10.6 3.28 0.46 3.11**
Private 50 12.50 2.59 0.36
Presentation Government 50 26.18 7.08 1.0 5.71**
Private 50 33.28 5.19 0.73
Table 3 indicates that t-values on Planning (3.11), Presentation
Closing Government 50 4.82 1.49 0.21 5.80**
(5.71), Closing (5.80), Evaluation (6.47) and Managerial (3.97) skills
have been found Private significant
50 6.460.01 1.32
at 0.18
level of significance. This shows
Evaluation Government 50 4.64 1.53 0.21
that there are significant differences in the teaching competencies 6.47**of
teachers teaching Private in government
50 6.48 and 1.29 0.18
private schools.
From the mean values
Managerial Government 50 in the table
5.66 3, it
1.73is clear that
0.24the private 3.97**
school
teachers are better in
Private 50 their
6.86 Planning,
1.24 Presentation,
0.17 Closing,
Evaluation and Managerial skills than the teachers teaching in
** Significant at 0.01Level
government schools.

Thus, hypothesis number 3 of the study stating no significant

differences in the teaching competencies of secondary school
teachers teaching in Government and Private schools with respect to
five teaching skills (Planning, Presentation, Closing, Evaluation and
Managerial skills) of General Teaching Competency Scale, stands
rejected.

4. Teaching Competencies of Secondary School Teachers on the

basis of Subject Background with Respect to Selected Teaching
Skills
In order to compare the teaching competencies of secondary school

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teachers on the basis of subject background with respect to five

teaching skills General Teaching Competency Scale;Mean, Standard
Deviation and t- value have been computed by applying t-Test. The
data obtained have been presented in the table 4.

Table 4
Mean, Standard Deviation and t-value for the Secondary School Teachers
Teaching Science and Arts Subjects with respect to their Teaching
Competencies

Teaching Teaching
Skills Subject N Mean Std. Deviation Std. Error Mean t- value
Planning Science 44 6.68 1.39 0.21 2.36*
Arts 56 5.92 1.71 0.22
Presentation Science 44 5.95 1.66 0.25 2.10*
Arts 56 5.25 1.65 0.22
Closing Science 44 6.0 1.57 0.23 1.98*
Arts 56 5.35 1.63 0.21
Evaluation Science 44 5.95 1.66 0.25 2.10*
Arts 56 5.25 1.65 0.22
Managerial Science 44 6.68 1.39 0.21 2.36*
Arts 56 5.92 1.71 0.22
*Significant at 0.05 Level

Table 4 indicates that t- values for Planning (2.36), Presentation

(2.10), Closing (1.98), Evaluation (2.10) and Managerial (2.36) skills
have been found significant at 0.05 level of significance; It shows that
there are significant differences in the teaching competencies of
teachers teaching science and arts subjects.

From the mean value in the table 4, it is clear that teachers teaching
science subjects are better in their Planning, Presentation, Closing,
Evaluation and Managerial skills than the teachers teaching arts
subjects.

Thus, hypothesis number 4 of the study stating no significant

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difference in the teaching competencies of secondary school

teachers on the basis of subject background with respect to five skills
(Planning, Presentation, Closing, Evaluation and Managerial skills)
of General Teaching Competency Scale, stands rejected.

5. Teaching Competencies of Secondary School Teachers on the

basis of their Qualifications with Respect to Selected Teaching
Skills

In order to compare the teaching competencies of teachers on the

basis of their qualification with respect to five teaching skills on
General Teaching Competency Scale; Mean, Standard Deviation
and t-value were computed by applying t-test. The data obtained
have been presented in the table 5.

Table 5
Mean, Standard Deviation and t-value for the Secondary School Teachers
with Respect to their Qualifications
t-value
Teaching Skill Qualification N Mean Std. Deviation Std. Error Mean
Planning Graduate 28 10.28 2.78 0.52 2.69**
Postgraduate 72 12.08 3.06 0.36
Presentation Graduate 28 27.32 7.63 1.4 2.14*
Postgraduate 72 30.66 6.75 0.79
Closing Graduate 28 5.39 1.49 0.28 0.94 #
Postgraduate 72 5.73 1.67 0.19
Evaluation Graduate 28 5.21 1.72 0.32 1.28 #
Postgraduate 72 5.69 1.66 0.19
Managerial Graduate 28 5.96 1.87 0.35 1.14 #
Postgraduate 72 6.37 1.50 0.17
*Significant at 0.05 Level ** Significant at 0.01level # Not Significant

Table 5 indicates that t-values for Planning (2.69) and Presentation

skills (2.14) has been found to be significant at 0.01 and 0.05 levels of
significance respectively whereas t-values for Closing (0.94),
Evaluation (1.28) and Managerial (1.14) skills have not been found to
be significant at 0.05 level of significance. From the mean values in
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the table 5, it is clear that postgraduate teachers are better in their

Planning and Presentation skills than the graduate teachers;
whereas postgraduate teachers and graduate teachers are similar in
their Closing, Evaluation and Managerial Skills.

Therefore, hypothesis no.5 stating no significant differences in the

teaching competencies of secondary school teachers on the basis of
their qualification with respect to selected teaching skills (Planning,
Presentation, Closing, Evaluation and Managerial skills)of General
Teaching Competency Scale, stands rejected with respect to
Planning and Presentation skill; whereas accepted with respect to
Closing, Evaluation and Managerial skills.

6. Teaching Competencies of Secondary School Teachers on the

basis of their Teaching Experience with respect to Selected Teaching
Skills
In order to compare the teaching competencies of teachers on the
basis of their teaching experience with respect to five teaching skills
of General Teaching Competency Scale; Mean, Standard Deviation
and t-value have been computed by applying t-test. The data
obtained have been given in the table 6.

Table 6
Mean, Standard Deviation and t-value for The Secondary School Teachers
with Respect to their Teaching Experience

Teaching Teaching Experience Std. Std. Error t-value

Skills (Years) N Mean Deviation Mean
Planning <15 68 12.26 2.55 0.30 3.40**
>=15 32 10.12 3.61 0.63
Presentation <15 68 31.72 5.90 0.71 4.43**
>=15 32 25.50 7.74 1.36
Closing <15 68 6.08 1.41 0.17 4.35**
>=15 32 4.68 1.67 0.29
Evaluation <15 68 6.08 1.46 0.17 5.10**
>=15 32 4.43 1.60 0.28
Managerial <15 68 6.54 1.37 0.16 2.63*
>=15 32 5.65 1.92 0.34
*Significant at 0.05 Level **Significant at 0.01level
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Table 6 indicates that t-values for Planning (3.40), Presentation

(4.43), Closing (4.35), Evaluation (5.10) and Managerial (2.63) skills
have been found to be significant at 0.01 and 0.05 levels of
significance. Thus, from the mean values in the table 6, it has been
found that that less experienced teacher are better in their Planning,
Presentation, Closing, Evaluation and Managerial Skills than the
more experienced teachers.

Thus, hypothesis number 6 of the study stating no significant

differences in the teaching competencies of secondary school
teachers on the basis of their teaching experience with respect to five
teaching skills (Planning, Presentation, Closing, Evaluation and
Managerial) of General Teaching Competency Scale, stands
rejected.

CONCLUSION AND DISCUSSION

The present study revealed that there are no significant differences

in the teaching competencies of male and female teachers. Pratibha
(2017), Kaur and Talwar (2014) reported similar results that gender
has no effect on teaching competency of teachers. However, Titus
and Annaraja (2011) and Chauhan and Gupta (2014) reported
results contrary to the present study stating that the female teachers
are more competent than the male teachers also Choudhary and
Chowdhury (2015) found that male teachers are better than the
female teachers in their teaching competencies.

The present study revealed that there are significant differences in

the teaching competencies of teachers and rural teachers are better
than the urban teachers. Anbuthasan and Balakrishnan (2013)
reported similar results that rural teachers are better than the urban
teachers. Ayishabi and Amruth (2005) and Taj and Jamal (2012) have
reported that location of school doesn't influence the teaching
competency whereas Chauhan and Gupta (2014) and Choudhary
and Chowdhury (2015) have reported results contrary to the above
stating that urban teachers have better teaching competencies than
the rural teachers.

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The present study revealed that there are significant differences in

the teaching competencies of teachers teaching in government and
private secondary schools. Bedilu (2014) and Jan (2016) have
reported similar results to the present study that private school
teachers showed good teaching competency than government
secondary school teachers whereas Ahmad and Khan (2016) have
reported results contrary to the present study that government
teachers have better teaching competencies than the private school
teachers.

The present study revealed that there are significant differences in

the teaching competencies of science teachers and arts teachers;
science teachers are better than the arts teachers. Study by Ahmad
and Khan (2016) have reported results similar to the present study
that science teachers have higher level of teaching competency than
the arts teachers but Areekkuzhiyil (2014) reported contrary results
to the present study that arts teachers are better than the science
teachers.

The present study revealed that there are significant differences in

the teaching competencies of secondary school teachers on the basis
of their qualification. Ahmad and Khan (2016) have reported results
similar to the present study that postgraduate teachers have higher
level of teaching competence than graduate teachers whereas Taj &
Jamal (2012) and Pratibha (2017) reported contrary results to this
study that qualification does not influence teaching competencies of
teachers.

The present study revealed that there are significant differences in

the teaching competencies of secondary school teachers on the basis
of their teaching experience. Less experienced teachers are better
than the more experienced teachers. Ayishabi and Amruth (2005)
have reported that teaching experience is not influenced by teaching
competency moreover Chauhan and Gupta (2014) have reported
contrary results to the present study that competency of experienced
teachers are more than the inexperienced teachers.

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EDUCATIONAL IMPLICATIONS OF THE STUDY

The findings revealed that teachers teaching in rural areas, teachers

teaching in private schools, post-graduate teachers, science teachers
and less experienced teachers have better teaching competencies.
Teachers teaching in rural areas have better Planning, Presentation,
Closing and Evaluation skills, because in urban areas teachers don't
pay attention to their students.Their approach is only money-
minded and provide private tuitions to the students and earn money
but government has to take some initiatives in order to stop this so
that teachers teaching in urban areas attend classes with full
preparation and make full use of their teaching skills. Government
should provide proper provisions to government schools like ICT,
subject specialization teachers, teaching aids, infrastructure etc. so
that it helps the teachers to improve their competencies and helps to
make a balance between government and private sectors.
Conferences, projects, seminars, workshops as well as refresher
courses would be engaged so that Planning and Presentation skills
of arts teachers can be enhanced. Research based activities should be
followed by the arts teachers also. Government should appoint
highly qualified teachers so that they can make full use of their
teaching skills in classroom to achieve the mastery level and less
qualified teachers should enhance their educational qualifications.
Further, it was found that less experienced teachers have better
competencies than the more experienced, so steps should taken for
the experienced teachers to upgrade their knowledge and skills like
organization of workshops on ICT and research related activities
and other in-service teacher education programmes in order to raise
the level of teaching competency of secondary school teachers.

REFERENCES

Ahmad, J. & Khan, A. (2016). A study of teaching competency of

secondary school teachers in relation to their educational
qualification, stream and type of school. International
Journal of Applied Research, 2(2), 68-72

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Anbuthasan, A. & Balakrishnan, V. (2013). Teaching competency of

teachers in relation to gender, age and locality. Internatinal
Journal of Teacher Education Research, 2(1),31-35.

Areekkuzhiyil, S. (2014). Teaching competence of student-teachers

at secondary level. Edutrack: A Monthly Scanner of Trends
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Ayishabi, T.C. & Amruth, G. K (2005). Job satisfaction of primary

school teachers in relation to their teaching competence.
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Bedilu, L. (2014). Secondary school teachers' competence in

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Chauhan, R. and Gupta, P. (2014). a study of teaching competency

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Choudhury, S.R. & Chowdhury, S.R. (2015). Teaching competency

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Passi, B.K. and Lalitha, M.S. (1994). Manual of General Teaching

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