A Study On Teaching Competency Among Prospective Student Teachers In Dindigul District

Abstract

This study explores the influence of gender, type of college, locality, and nature of the college on teaching competency among prospective student teachers. Teaching competency encompasses various dimensions, including knowledge mastery, pedagogical skills, classroom management, assessment proficiency, and communication skills. The study utilized a normative survey method with a sample of 150 prospective student teachers selected through simple random sampling. Teaching competency was assessed using a validated Teaching Competency Scale. The findings reveal a significant difference in teaching competency between male and female prospective student teachers, with females demonstrating higher competency scores. Conversely, no significant differences were found based on the type of college (aided vs. self-financed), the nature of the college (unisex vs. co-educational), or the type of locality (urban vs. rural). The significant difference in competency scores between urban and rural prospective student teachers highlights the impact of locality on teaching effectiveness, suggesting that urban areas benefit from better educational resources and opportunities. The study underscores the need for targeted professional development, equitable resource distribution, and supportive environments to enhance teaching competency. Recommendations include promoting inclusive professional development, standardizing training quality, and addressing urban-rural disparities. The study concludes that while gender and locality influence teaching competency, a broader focus on effective student teachers preparation and support is crucial for improving educational outcomes. Future research should explore additional factors affecting teaching competency and investigate strategies to bridge identified gaps.