Teaching Competency of Secondary School Teachers of Jammu &

Kashmir and Ladakh: A Comparative Study

Firdoos Ahmad Tantry and Tasleema Jan

Department of Education, University of Kashmir, Srinagar, India

Keywords: Teaching Competency, Stratified Sampling, Secondary School Teachers.

Abstract: The goal of the present research is to assess the teaching competency of secondary school teachers of Jammu

& Kashmir and Ladakh. This study is descriptive-survey in nature. 600 teachers were selected randomly from

different secondary schools in Jammu & Kashmir and Ladakh by using a stratified random sampling technique.

Out of these 600 secondary school teachers, 300 from Jammu & Kashmir and 300 from Ladakh were selected.

The General teaching competency scale developed and standardised by B.K.Passi and Lalitha was used to

collect the data. Inferential statistics were used to examine the data. The data showed that 19.64% of Jammu

& Kashmir and 13.66% of Ladakhi secondary school teachers have high teaching competency. The data

further reveals that a good percentage of 64.33 secondary school teachers in Jammu & Kashmir and 61.66%

of Ladakhi secondary school teachers were found to have medium teaching competency. The data also shows

that 16% of secondary school teachers in Jammu & Kashmir and 24.66% of secondary school teachers in

Ladakh have a low level of teaching competency. The datafurther reveals that there is no significant difference

between Jammu & Kashmir and Ladakhi secondary school teacherson composite scores of Teaching

Competency.

1 INTRODUCTION

A competent teacher helps us overcome the

shortcomings of our educational system. Only an

effective teacher can ensure that students receive

high-quality learning. The provision of high-quality

learning is only achievable through the employment

of qualified educators. The accomplishments of

pupils are a testament to the excellent work of

teachers. "The educator can foster in children the

capability for investigation and enquiry, as well as the

ability to employ cutting-edge information and the

ability to exercise true integrity."(A. P. J. Abdul

Kalam, 2015).

There are two main interpretations of the term

"competence." The very first characteristic is the

capacity to finish the work. In the restricted definition

of the competency framework, the specific list of

responsibilities assigned to an instructor is separated

from the occupational activities of the educator.

However, according to the comprehensive view,

competency is expressed considering information,

capabilities, experiences, and dispositions that are

demonstrated in the setting of a specially picked set

of actual occupational duties, because of the

widespread use of technology, times change in each

sphere of life. As a result, the teaching and learning

processes have changed as well, and they must take

advantage of these advancements. According to the

United Nations Educational, Scientific, and Cultural

Organization (2008), a professional educator must

know a lot about his or her subject and be able to use

technology in the classroom.

Teaching competency is defined by Haskew

(1956), Wilson (1973), and Biddle (1964) as the

ability of a teacher to operate in a way that result in

the intended outcomes of a method being used. As

defined by Rama (1979), teaching competency can be

defined as an instructor's ability to present her or

himself in the school through a succession of overt

teacher-led school activities. To put it another way,

this is a set of quantifiable acts taken by teachers

which promote the learning outcomes of pupils.

Consequently, for the sake of this research, "teaching

competency" where have been defined as "good

achievement of all quantifiable teacher tasks that

result in acceptable results for teacher trainees."

Many researchers, teachers, and organizations that

are now engaged in the development of standards for

Tantry, F. and Jan, T.

Teaching Competency of Secondary School Teachers of Jammu & Kashmir and Ladakh: A Comparative Study.

DOI: 10.5220/0012503400003792

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 1st Pamir Transboundary Conference for Sustainable Societies (PAMIR 2023), pages 773-778

ISBN: 978-989-758-687-3

773

Figure 1: Showing the percentage distribution of Teaching competency of secondary school teachers of Jammu and Kashmir

and Ladakh.

the content and professional development of teachers

have attempted to explain the effectiveness of

teachers considering the aspect of "competency" that

is atplay. Because educational procedures are based

on relationships between people, this idea is

important in all fields of work, but especially in

research in education.

Competencies refer to the broad variety of

abilities and information that a teacher is supposed to

possess in addition to enhancing the benefits of

learning. It is necessary for teachers to have

competence in a broad range of abilities for them to

be effectively prepared for the tasks ahead of them.

These skills will help them solve important problems

that need to be solved in order to have a good

educational environment (Jackson, 1990).

2 DIMENSIONS OF TEACHING

COMPETENCY

There are various aspects of teaching competency,

but five of them are particularly important: These are

now the following:

2.1 Planning

This refers to the pre-instruction stage. It includes

choosing the goals, subject matter, and organization

of the subject matter, as well as audio and video

equipment that will be used.

2.2 Presentation

In this section, we will talk about how to introduce a

lesson, what questions you should ask, and how to

make sure your students are paying attention. We will

also talk about how fast you should present and how

you should reinforce what you are saying with both

verbal and non-verbal methods.

2.3 Closing

This pertains to the right way to end a lesson as well

as giving the students assigned tasks that are suitable

for them and pertinent to what they learned. All the

important parts of a teaching moment have been

grouped together. This includes current information

and understanding that were learned before, and what

will be learned in the long run.

2.4 Managerial

This relates to how the students come and go, how the

classroom is run, and so on. A teacher was able to see

that some of the students did not show up for class.

2.5 Evaluation

In the teaching-learning process, evaluation is one of

the most important things to keep an eye on. The main

goal of assessment is to help the kids and make them

more convenient if they are taught and learn about

skills and discrepancies in their learning are found.

Thus, the assessment process has played a big role in

the high attrition rates in schools. It can be seen that

these aspects, as well as components, have a big

impact on how well teachers can explain (Sarmah,

2016).

The primary goal of teachers is to ensure that

pupils learn successfully and quickly. In order to

accomplish this, a teacher must perform several tasks,

including properly planning lessons, delivering

J & K Ladakh

19.66 %

13.66 %

64.33%

61.66%

16.00 %

24.66 %

High Medium Low

PAMIR 2023 - The First Pamir Transboundary Conference for Sustainable Societies- | PAMIR

774

effective teaching, and assessing students' progress

using acceptable methods and procedures. This

means the teacher must engage in a variety of tasks

both within and outside the classroom setting. The

effectiveness (or ineffectiveness) of teaching is very

closely linked to the abilities of the people who teach

(Soundari, 2018).

3 SOME RELATED STUDIES

Ratheeswari (2020) concludethat the medium of

instruction, gender, teaching subject, type of

institution, area of school, and teaching experience of

high school teachers shows an average level of

teaching competency, and no significant difference

was found among sub samples like area of school,

gender, medium of instruction, kind of school,

teaching experience, and teaching subject of high

school teachers in terms of teaching competency.

Bhullar (2019) found that private and government

secondary school teachers differ significantly on self-

efficacy and teaching competency. Sahay

(2019)concluded that male and female secondary

school teachers not differ significantly on teaching

competence but differ significantly on multiple

intelligence, private and public secondary school

teachers not differ significantly on multiple

intelligence, but private and public secondary school

teachers differ significantly on teaching competency

and self-esteem, also significant positive relationship

was found between multiple-intelligence and teacher

competency, multiple intelligence and self-esteem,

and teacher competency and self-esteem of secondary

school teachers.Mishra (2017) found that significant

differenceamong teachers on teaching competencies

based on teaching experience and gender, but no

significant difference was found between teachers

teaching science and non-science courses. Kaur

(2017). showed that rural and urban high school

teachers differ significantly on teacher efficacy and

teaching competency. Das &Nalinilatha

(2017)concluded that teachers with a high level of

socio-economic status had higher levels of teaching

competency than teachers with a moderate level of

socio-economic status. The data also revealed that

teachers working in private schools that did not

receive any outside assistance had higher levels of

teaching competency than those teachers working in

public schools. It was also shown that male and

female secondary school teachers not differ

significantly on teaching competency.

4 RATIONAL AND OBJECTIVES

OF THE STUDY

The most important aspect of the educational process

is teaching. Teaching competence relates to the

cognitive expertise of teachers that must have an

impact on children's achievement in order to be

effective. The words "competency-based teaching" as

well as "learning" can also be used to refer to this type

of teaching. An approach in teaching and learning

which tries to prepare pupils for specialized class

competencies is referred to here as the "teaching

capabilities paradigm" in relation to teaching

abilities. It entails the application of instructional

approaches like the process of communication,

research, microteaching, simulations, and so on.

Kumari and Srivastava (2005) say that a great teacher

shows that he or she can teach well, know a lot of

information, and be able to interact with his or her

students through his or her actions (Jakson, 1990).

The primary goal of teachers is to ensure that pupils

learn successfully and quickly. In order to accomplish

this, a teacher must perform several tasks, including

properly planning lessons, delivering effective

teaching, and assessing students' progress using

acceptable methods and procedures. This means the

teacher must engage in a variety of tasks both within

and outside the classroom setting. The effectiveness

(or ineffectiveness) of teaching is very closely linked

to the abilities of the people who teach (Soundari,

2018). A comprehensive understanding of the

material is required for teaching competencies. The

techniques, a comprehension of student psychology,

and the process of learning are the primary

components that make up a teacher's competency. It

is claimed that the ability to adapt theory to practical

settings is one of the most important aspects of

teaching proficiency. The ever-increasing complexity

of our educational system has resulted in the

emergence of new dimensions, and as a direct

consequence, the function of the educator has

undergone significant expansion and taken on a new

significance. The cutthroat rivalry that exists in every

aspect of modern life necessitates highly qualified

educators who can equip pupils with the tools

necessary to meet the ever-evolving demands of a

globalized world. Competency in teaching is a

function of a few different variables, including

gender, teaching subject, teaching experience, kind of

school, location of school, whether the school is run

by the government or privately, qualification, and so

on. The influence of these factors on the teaching

competence of secondary school teachers has been

analyzed using the tool GTCS's five teaching skills to

Teaching Competency of Secondary School Teachers of Jammu & Kashmir and Ladakh: A Comparative Study

775

Figure 2: Showing the mean comparison among secondary school teachers of Jammu & Kashmir and Ladakh on

composite scores of Teaching Competency.

make this determination planning, presentation,

closing, evaluation, and managerial skills (Shivani,

2019). Hence, the current study aims to assess the

teaching competency of secondary school teachers of

Jammu & Kashmir and Ladakh based upon the

fallowing objectives:

1. To studythe teachingcompetency of

secondary school teachers of Jammu &

Kashmir and Ladakh.

2. To compare the teaching competency of

secondary school teachers of Jammu &

Kashmir and Ladakh (factor wise and on

composite scores).

5 HYPOTHESES

The following hypothesis were formulated for this

research:

. Secondary school teachers of Jammu & Kashmir

and Ladakh differ significantly on Teaching

Competency (factor wise).

Secondary school teachers of Jammu & Kashmir

and Ladakh differ significantly on Teaching

competency (composite scores).

Table 1. Showing the percentage distribution of Teaching

competency of secondary school teachers of J&K and

Ladakh.

Construct

J&K Ladakh

Category

N Percentage N Percentage

Teaching

competency

59 19.66 41 13.66 High

193 64.33 185 61.66 Medium

48 16.00 74 24.66 Low

6 METHODOLOGICAL

FRAMEWORK

The present research study was conducted by using

descriptive method of research. The study was

conducted to assess the teaching competency of

secondary school teachers of Jammu & Kashmir and

Ladakh. In this study, the secondary school teachers

of Jammu & Kashmir and Ladakh consists the sample

for the present investigation. The sample of 600

secondary school teachers was selected randomly

from different secondary schools of Jammu &

Kashmir and Ladakh by using stratified random

sampling technique.

The General Teaching Competency Scale

developed by Passi and Lalitha was used by the

researcher to collect the data. The data was collected

through the personal visit of these schools with the

help of above- mentioned scale. The data was put into

a table as per the manual of the scale. The investigator

used percentage statistics, mean, S.D. and t-test to

analysis the data and draw the inferences.

The above table 1 shows the level of teaching

competency of secondary school teachers 0f Jammu

&Kashmir and Ladakh. The statistical data reveals

that 19.66% of Jammu &Kashmir and 13.66% of

Ladakhi secondary school teachers have high

teaching competency. The data further reveals that a

good percentage of 64.33 secondary school teachers

in Jammu &Kashmir and 61.66% Ladakhi secondary

school teachers were found to have medium teaching

competency. The data also shows that 16% of

secondary school teachers in Jammu &Kashmir and

24.66% of secondary school teachers in Ladakh have

low level of teaching competency. The above table 2

shows the mean compression among secondary

school teachers of Jammu & Kashmir and Ladakh on

111.02

109.89

10.09

9.02

0 20406080100120

J & K

Ladakh

Composite Scores of T.C. Between J & K and Ladakh

S.D.

Mean

PAMIR 2023 - The First Pamir Transboundary Conference for Sustainable Societies- | PAMIR

776

Table 2. Showing the mean comparison among secondary school teachers of Jammu & Kashmir and Ladakh on factor wise

of Teaching Competency.

Variable Factors Groups N Mean S.D. t-value Level of

nificance

Teaching

Competency

Planning

J & K 300 21.32 4.31

2.18

Significant at 0.05

level.

Ladakh 300 20.60 4.08

Presentation

J & K 300 61.08 8.94

1.91

Not significant

Ladakh 300 59.80 7.88

Closing

J & K 300 9.21 1.89

1.78

Not significant

Ladakh 300 8.96 1.74

Evaluation

J &

300 10.20 2.31

2.14

Significant at 0.05

level.

Ladakh 300 9.90 1.94

Managerial

J &

300 10.10 1.21

2.22

Significant at 0.05

level.

Ladakh 300 9.90 1.26

factors wise of teaching competency. The data revels

that there is a significant mean difference between

Jammu& Kashmir and Ladakh, which confirms that

both the groups differ significantly on Planning

factor of teaching at 0.05 level of significance.

Though the mean difference favours the secondary

school teachers of Jammu & Kashmir, which means

that theses teachers have better planning of teaching

as compared to secondaryschool teachers of Ladakh.

On the Presentation factor of teaching competency,

the statistical data shows that there is no significant

mean difference between Jammu & Kashmir and

Ladakh, which confirms that both the groups have

almost similar presentation skills of teaching. Though

the mean difference favours the Jammu & Kashmir

secondary school teachers, but the difference failed to

arrive at any level of confidence. On the Closing

factor the statistical data shows that there is no

significant mean difference between Jammu &

Kashmir and Ladakh, which confirms that, both the

groups have closing skills of teaching. Though the

mean difference favours the Jammu & Kashmir

secondary school teachers, but the difference failed to

arrive at any level of confidence. On the Evaluation

factor the statistical data shows that there is a

significant mean difference between Jammu &

Kashmir and Ladakh, which confirms that both the

groups differ significantly on evaluation skills of

teaching at 0.05 level of significance. Though the

mean difference favours the Jammu & Kashmir

secondary school teachers, which means that these

teachers are better on evaluation skills of teaching as

compared to the secondary school teachers of Ladakh.

On the Managerial factor the data reveals that there

is a significant mean difference between Jammu &

Kashmir and Ladakh, which confirms that both the

groups differ significantly on management related

activities of teaching at 0.05 level of significance.

Though the mean difference favours the secondary

school teachers of Jammu & Kashmir, which means

that these teachers have better management related

activities of teaching as compared to secondary school

teachers of Ladakh.

Table 3. Showing the mean comparison among secondary

school teachers of Jammu & Kashmir and Ladakh on

composite scores of Teaching Competency.

Group N Mean S.D.

value

Level of

significance

J&K 300 111.02 10.09

1.88 Not significant

Ladakh 300 109.89 9.02

The above table 3 shows the mean difference between

secondary school teachers of Jammu & Kashmir and

Ladakh on composite scores of teaching competency.

The statistical data reveals that there is no insignificant

mean difference between Jammu & Kashmir and

Ladakhi secondary school teachers, which implies that

both the groups are equally similar on composite

scores of teaching competency.

7 CONCLUSION

On the basis of the statistical data, the following

conclusion have been drawn from the present

investigation:

In this study, table 1 shows the result that 19.66% of

Jammu &Kashmir and 13.66% of Ladakhi secondary

school teachers have high teaching competency. The

data further reveals that a good percentage of 64.33

secondary school teachers in Jammu &Kashmir and

61.66% Ladakhi secondary school teachers were

found to have medium teaching competency. The data

also shows that 16% of secondary school teachers in

Jammu &Kashmir and 24.66% of secondary school

teachers in Ladakh have low level of teaching

competency.

The table 2 factor 1shows the results that there is a

significant difference between Jammu & Kashmir and

Teaching Competency of Secondary School Teachers of Jammu & Kashmir and Ladakh: A Comparative Study

777

Ladakh, which confirms that both the groups differ

significantly on planning of teaching at 0.05 level of

significance. On the second factor of teaching

competency the result showed that there is no

significant mean difference between Jammu &

Kashmir, which confirms that both the groups have

almost same presentation skills of teaching. On the

third factor of teaching competency the result showed

that there is no significant mean difference between

Jammu & Kashmir and Ladakh, which confirms that

both the groups havebatter closing skills of teaching.

On the fourth factor the result showed that there is a

significant mean difference between Jammu &

Kashmir and Ladakh, which confirms that both the

groups differ significantly on Evaluation skills of

teaching at 0.05 level of significance. On the fifth

factor the result showed that there is a significant mean

difference between Jammu & Kashmir and Ladakh,

which confirms that both the groups differ

significantly on management related skills of teaching

at 0.05 level of significance

The table 3 showed the result that there is no

significant mean difference between Jammu &

Kashmir and Ladakh, which confirms that both the

groups are equally similar on composite scores of

teaching competency.

7.1 Educational Implications

1. This study provides practical facts to plan,

construct, and improve teaching practices

through practice teaching and internship.

2. The results will help teachers comprehend

the dynamic nature of teaching and how to

be flexible in the classroom.

3. This research will help to identify

competency-based course outcomes and

learner-specific outcomes.

4. The study is helpful to train the teachers

according to the new parading of teacher

education for developing learner centric

competencies.

5. It will aid in the inculcation of the desired

competences in teachers, enabling them to

become competent educators, and give

administrators and faculty of school

education with instructions for enhancing

the teaching effectiveness.

REFERENCES

Kalam, B. R. D. A. A. (2015). Health for all The Mission

of the People’s resident. Indian Journal of Community

& Family Medicine, 1(02).

Jackson, J. (1990). En route to adulthood: A high school

transition program for adolescents with disabilities.

Occupational Therapy in Health Care, 6(4), 33-51.

Sarmah, N. (2016). Teaching competency and teachers’

attitude towards teaching a study on the test qualified

teachers in Sonitpur District of Assam, (Ph.D. thesis,

University of

Gaughati).http://hdl.handle.net/10603/179259.

Soundari, M. (2018) Teaching competency of postgraduate

teachers in relation to organizational climate and

attitude towards teaching,(Ph.D. thesis, Tamil Nadu

Teacher Education university, Chennai 600-097).

http://hdl.handle.net/10603/346837.

Ratheeswari, K. (2020). ICT: A boon to teacher education.

journal of natural remedies, 21(3), 157-159.

Bhullar, K. (2019). Teaching competency of secondary

school teachers in relation to their self-efficacy. IOSR J

Humanities and Soc Sci, 24, 58-62.

Sahay, M. (2019). Relationship between multiple

intelligence, self-esteem, and teacher competency

among secondary school teachers. People:

International Journal of Social Sciences, 5(1), 460-475.

Mishra, S. (2017). Teaching Competencies among

Secondary School Teachers of Sikkim. Pedagogy of

Learning, 3(1), 17-26.

Kaur. P. (2017).

Study 0 f teacher Efficacy o f S e c o n d a r y S c hool

Teachers in Relation to Their Teaching Competency,

International educational & Research Journal, 3 (4).

Das, S., andNalinilatha, M. (2017). A Study on Teaching

Competency of Secondary School Teachers.

International Journal of Research-

GRANTHAALAYAH, 5(6), 508-513.

Shivani, N., R., (2019). Teaching Competency of

Secondary School Teachers in relation to selected

variables, Journal of research in education1(7), 2347-

56762

PAMIR 2023 - The First Pamir Transboundary Conference for Sustainable Societies- | PAMIR

778