Govt teacher educators slightly more competent than private counterparts, finds Study
Kohima | July 13
A study on the teaching competency of teacher educators in Nagaland conducted by the State Council of Educational Research & Training (SCERT) Nagaland found, among other things, that the teaching competency of government teacher educators are higher albeit by a slight margin compared to private teacher educators.
The study, conducted as part of as part of the SCERT’s ‘2017: Year of Research’ saw the participation of 160 teacher educators working in SCERT, DIETs and colleges of teacher education.
The study revealed that most of the government teacher educators are more qualified compared to their counterparts in the private sector. This can also be one of the reasons which increases the competency level of the government teacher educators, the report stated.
The study added that the provision given by government institutes for refresher course, orientation programme and short term training courses for government teachers makes them more aware about their professional preparedness.
It further found that teaching competency of the male teacher educators is slightly higher that female teacher educators.
“It may be due to the fact that the male teacher educators can devote more time towards their profession as compared to female teachers who are mostly involved in their household chores. Also the number of male teacher educators is less as compared to female teacher educators which give them more competitive spirit to prove their efficiency in their profession,” the study report claimed.
Experience also counts, as per the study, those teacher educators who have been in the profession for more years have had a strong foundation of professional knowledge and awareness in tackling with the teacher trainees. “Being in the field they will also have more hands on experience in dealing with the needs of the teacher trainees and their approach. Moreover, they may have opportunities to equip themselves with all the latest developments in the teacher educational system. All these reasons must have contributed to their competency level,” it stated.
All 160 respondent teacher educators have B.Ed degrees. 31 have M.Phil/ P.hds, while 66 respondents have MA and B.Ed degrees. 37 respondent have M.Sc bnd B.Ed; 15 have MA/ M.Sc, M.Ed degrees; and 11 respondents have additional qualification along with MA/M.Sc and B.Ed.
The report also informed that while Nagaland has many institutes which are government owned (8 DIETs, 2 Govt. teacher education colleges and SCERT), there are only 7 private owned teacher education institutes.
It was found that teacher educators with more years of experience are mostly from government institutes of teacher education.
The objective of the study was to find and compare the teaching competency and its various components among the teacher educators in relation to gender, type of institutes and teaching experience.
The report highlighted the need for understanding the importance of teaching competency in the teaching-learning process.
It hoped that the study would help the teacher educators to improve their competency in the field by introspecting themselves according to the different dimensions of teaching competency such as mastery of subject matters, enhancement of motivation of teacher trainees, planning, presentation and evaluation skill and classroom managerial skill.
The report suggested that teacher educators in Nagaland need to develop their professional skills by attending more orientation programme, refresher courses. It also recommended more interactive programmes and workshops between teacher educators in government and private institutes. This, the report stated, will improve professional skills and facilitate exchange of views and ideas, thereby bringing progressive change in Nagaland’s teacher education program.
It also asked concerned authorities to identify ways through which teacher educators can be provided with better work environment.
“We hope that our study will contribute towards the professional development of teacher educators and can support the development of teacher educators and teacher education institutes, and this could in turn lead to an improvement of the quality of teacher education in Nagaland,” the study team stated in a report.