The Teachers Competency Teaching Methodology Education Essay

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In public versus private analysis the private sector teacher showed better rating for both congruent and non-congruent personality-environment teachers.

Item No 5

"The teacher uses a number of ways to explain a point if not understood by an individual."

The Intelligence Quotient (I.Q) is not same for every student. Moreover due a diverse background of the students it is difficult for some to grasp the given examples in the textbook or handouts. Therefore, a teacher must have a variety of examples in accordance to the level, ability and exposure of the student. This ability of the teacher is needed especially for the students of rural backgrounds, where life mostly leads in natural pattern and students do not have vast observational platform.

Results

The students admitted that the teachers apply a variety of teaching methodology during the teaching process. The score varied from 3 to 5, 52% were of the opinion that their respective teachers 'always' used a variety of methods to make them understand, whereas 32% were of the opinion that mostly they adopted other means as well, whereas, 16% disclosed that only sometimes they resort to other methods. The mean value remained 4.21 with standard deviation at 0.742

Table 4.19 Teacher's Competency - Teaching Methodology

Groups

Institutions

Public

Private

Compatible

Incompatible

Compatible

Incompatible

Male

4.2

4.05

4.25

4

Female

4.1

3.64

4.2

3.9

Mean

4.15

3.845

4.225

3.95

* P > 0.01,** p>0.05

The competency analysis of the subject teachers evaluated by their own students in the study revealed that compatible personality-environment fit teachers were scored much higher compared to incompatible personality-environment fit teachers.

Statistical gender analysis reveals that in compatible category both in public and private sectors males had a better mean value compared to female compatible personality-environment fit teachers. For incompatible class as well males had an edge over females in competency in accordance to data.

In public versus private analysis reveal that the private sector teacher showed better rating for both congruent and non-congruent personality-environment teachers.

Item No 6

"The teacher uses training aids other than white/black board."

Though the provision of training aids is the responsibility of the institution but still the teacher has a number of possibilities available if the institution is lacking facilities due to financial constraints. The teacher must have the ability to use the ingenuity of mind to improvise aids for better understanding of the contents.

Results

By and large students admitted that the teachers apply a variety of training aids during the teaching process. The score varied from 1 to 5, 13% were of the opinion that their respective teachers 'always' used a variety of methods to make them understand, whereas 24% were of the opinion that mostly they adopted other means as well, whereas, 49% disclosed that only sometimes they resort to other methods. The mean value remained 3.92 with standard deviation at 0.928

Table 4.20 Teacher's Competency - Use of Training Aids

Groups

Institutions

Public

Private

Compatible

Incompatible

Compatible

Incompatible

Male

3.55

3.17

3.64

3.30

Female

3.4

3.39

3.55

3.22

Mean

3.475

3.28

3.595

3.28

* P > 0.01,** p>0.05

The competency analysis of the subject teachers evaluated by their own students in the study revealed that compatible personality-environment fit teachers were scored much higher compared to incompatible personality-environment fit teachers.

Statistical gender analysis reveals that in compatible category both in public and private sectors males had a better mean value compared to female compatible personality-environment fit teachers. For incompatible class as well males had an edge over females in competency in accordance to data.

In public versus private analysis reveal that the private sector teacher showed better rating for both congruent and non-congruent personality-environment teachers.

Item No 7

"The teacher reviews the class weekly for class performance and attitude."

It is the responsibility of the teacher to communicate the class of its weaknesses and strengths. The teacher must provide continued opportunities to the students to revisit their performance and eradicate their shortcomings. In the absence of such communication the student works in void and is not able to give out optimal performance. Formative evaluation is essential for timely correction and eradication of wrong attitude towards learning process.

Results

The students admitted that the teachers apply a variety of teaching methodology during the teaching process. The score varied from 2 to 5, 33% were of the opinion that their respective teachers 'always' used a variety of methods to make them understand, whereas 36% were of the opinion that 'mostly' they adopted other means as well, whereas, 28% disclosed that only 'sometimes' they resort to other methods. 3% judge that their teacher 'hardly' reviewed anybody in the class. The mean value remained 4.00 with standard deviation at 0.852

Table 4.21 Teacher's Competency - Reviewing Performance

Groups

Institutions

Public

Private

Compatible

Incompatible

Compatible

Incompatible

Male

4.90

3.55

4.95

3.68

Female

3.80

3.85

3.90

3.40

Mean

4.35

3.70

4.425

3.54

* P > 0.01,** p>0.05

The competency analysis of the subject teachers evaluated by their own students in the study revealed that compatible personality-environment fit teachers were scored much higher compared to incompatible personality-environment fit teachers.

Statistical gender analysis reveals that in compatible category both in public and private sectors males had a better mean value compared to female compatible personality-environment fit teachers.. For incompatible class as well males had an edge over females in competency in accordance to data.

In public versus private analysis the private sector teacher showed better rating for congruent as compared to non-congruent personality-environment teachers.

Item No 8

"The teacher provides material for reading outside the syllabus."

The teacher is the gateway to knowledge for the student. Since it is practically impossible to review the whole syllabus annually therefore the textbooks and the syllabus are always deficient of the latest developments and the diverse opinions about the same subject by other writers. It is essential to keep the students abreast of the latest developments. Therefore the teacher must be competent enough to select the relevant material from the latest search tools using Internet and media and should provide the same to students for progressive learning.

Results

The students were of a contrast view about their respective teachers regarding provision of extra information outside the parameters of the syllabus during the teaching process. The score varied from 2 to 5, only 3% were of the opinion that their respective teachers 'always' provided such material whereas28% were of the opinion that 'mostly' they provide such material, whereas, 41% disclosed that only 'sometimes' they do so and 28% say that 'hardly' such sort of material was given by their teacher. The mean value remained 3.06 with standard deviation at 0.826.

Table 4.22 Teacher's Competency - Extra Material

Groups

Institutions

Public

Private

Compatible

Incompatible

Compatible

Incompatible

Male

4.35

2.67

4.38

3.14

Female

3.80

2.71

4.20

3.04

Mean

4.07

2.69

4.29

3.09

* P > 0.01,** p>0.05

The competency analysis of the subject teachers evaluated by their own students in the study revealed that compatible personality-environment fit teachers were scored much higher compared to incompatible personality-environment fit teachers.

Statistical gender analysis reveals that in compatible category both in public and private sectors males had a better mean value compared to female compatible personality-environment fit teachers.. For incompatible class as well males had an edge over females in competency in accordance to data.

In public versus private analysis the private sector teacher showed better rating for both congruent and non-congruent personality-environment teachers.

Item No 9

"There are clear rules in the class room."

The item reflects class management competence of a teacher. A Class is a full-fledged unit in which almost all the aspects of small organization exist. The atmosphere, discipline, dissemination of information, feedback, motivation, appraisals, punishments, fines, goals and above all coordination form part of well laid out framework of class. A class forms a collective entity of sharing, assisting, coordinating and achieving the desired level of competence individually. The rules help the class entity to exist in a possible future situation, which makes everybody aware of the consequences or the action to follow. Rules in a class act as standing orders which most form Dos and DON,Ts. It depends on the foresight and competence of a teacher that how well defined and clearly rules are communicated to the class, which leave least possible ambiguity.

Results

Regarding enforcement of discipline the students admitted that the teachers in majority of the cases dictate rules in class. The score varied from 2 to 5, 25% were of the opinion that their respective teachers 'always' frame their rules in class, whereas 46% were of the opinion that 'mostly' they talk about rules, whereas, 25% disclosed that only 'sometimes' they remind of the rules and 4% insist that their teachers 'hardly' have any rules in classroom. The mean value remained 3.92 with standard deviation at 0.812

Table 4.23 Teacher's Competency -Establishing Rules in Classroom

Groups

Institutions

Public

Private

Compatible

Incompatible

Compatible

Incompatible

Male

4.80

3.72

4.82

3.86

Female

4.60

3.71

4.66

3.82

Mean

4.70

3.715

4.77

3.84

* P > 0.01,** p>0.05

The competency analysis of the subject teachers evaluated by their own students in the study revealed that compatible personality-environment fit teachers were scored much higher compared to incompatible personality-environment fit teachers.

Statistical gender analysis reveals that in compatible category both in public and private sectors males had a better mean value compared to female compatible personality-environment fit teachers.. For incompatible class as well males had an edge over females in competency in accordance to data.

In public versus private analysis the private sector teacher showed better rating for both congruent and non-congruent personality-environment teachers.

Item No 10

"There is a lot of work given for homework as compared to classroom learning."

A student evaluates that how much learning is carried out by his own hard work in comparison to the classroom learning. A competent teacher would always rely more on his or her own delivery of information to the class, for which he or she is sure of. The teacher takes the responsibility to induct maximum input rather shifting it to the student and guardian. Prima facie the teacher who gives more homework wants to put more burden on the student to make own position more secure and unaccountable. Although some modern theories advocate that self-learning should be encouraged, by letting the student to exercise his or her own mind. But unfortunately the point is in general taken in a wrong perspective by putting undue burden and tension on the student. In underdeveloped societies where the student is the first generation to acquire education finds is difficult to be guided by anyone at off school hours. Resultantly the student resorts to other means, such as guides, plagiarism or even absenteeism. In those families where parents are educated or can afford a tutor for off school hours take a definite lead in evaluation if not in true learning.

Results

Homework is one thing for which students are very critical; they admitted that the teachers in majority of the cases give a lot of homework. The score varied from 3 to 5, 18% were of the opinion that their respective teachers 'always' give a lot of work for home, whereas 54% were of the opinion that 'mostly' a lot of work is given, whereas, 28% disclosed that only 'sometimes' their teacher gives a lot of homework. The mean value remained 3.90 with standard deviation at 0.674

Table 4.24 Teacher's Competency - Lots of Homework

Groups

Institutions

Public

Private

Compatible

Incompatible

Compatible

Incompatible

Male

4.40

3.65

4.43

3.70

Female

4.40

3.71

3.95

3.45

Mean

4.40

4.19

3.575

* P > 0.01,** p>0.05

The competency analysis of the subject teachers evaluated by their own students in the study revealed that compatible personality-environment fit teachers were scored much higher compared to incompatible personality-environment fit teachers.

Statistical gender analysis reveals that in compatible category both in public and private sectors males had a better mean value compared to female compatible personality-environment fit teachers.. For incompatible class as well males had an edge over females in competency in accordance to data.

In public versus private analysis the private sector teacher showed better rating for both congruent and non-congruent personality-environment teachers.

Item No. 11

"The teacher provides concrete examples and activities in the class room."

Though while framing the curriculum everything required to be learned is available in the textbooks but textbooks are not the end to learning and today due to information overflow there is so much avail all around a student to accumulate. It becomes hard for the student to decide in the light of limited experience which information relates the subject. The role of teacher becomes more important in order to grade and relate the information to the situation in context, may it be pure science or social science. The competence of the teacher enhances due to experience because by virtue of knowledge he or she critically observes a situation or experience to be later shared by students. A competent teacher presents concrete and practical examples in order to present a clear picture in front of the students that helps them to build a clear concept of what they are learning.

Results

Examples and activities are the lifeline of learning for the students. While assessing their teacher they admitted that the teachers in majority of the cases provide concrete examples. The score varied from 3 to 5, 27% were of the opinion that their respective teachers 'always' give good concrete examples, while 47% were of the opinion that 'mostly' examples are given which are logical, whereas, 26% observed that only 'sometimes' their teacher provides them with suitable example. The mean value remained 4.01 with standard deviation at 0.731

Table 4.25 Teacher's Competency - Concrete Examples and Activities

Groups

Institutions

Public

Private

Compatible

Incompatible

Compatible

Incompatible

Male

4.05

4.12

4.18

4.10

Female

3.90

3.89

3.95

3.80

Mean

3.975

4.05

4.065

3.95

* P < 0.01,** p>0.05

The competency analysis of the subject teachers evaluated by their own students in the study revealed that compatible personality-environment fit teachers were scored much higher compared to incompatible personality-environment fit teachers.

Statistical gender analysis reveals that in compatible category both in public and private sectors males had a better mean value compared to female compatible personality-environment fit teachers.. For incompatible class as well males had an edge over females in competency in accordance to data.

In public versus private analysis the private sector teachers showed better rating for congruent and the public sector for the non-congruent personality-environment individuals.

Item No 12

"The teacher has complete control over the class."

The student remains under the influence of a teacher for a limited period of time, in which the teacher has the opportunity to communicate what ever deemed suitable for the learner. The atmosphere of the class plays a fundamental role in the process of learning. The atmosphere should neither be to liberal that the teacher finds it difficult to communicate and neither it be so stringent that makes the student tense, frightful or nervous. It is the competence of the teacher that the atmosphere is easy-going but yet discipline and gentle. The control is not only restricted to discipline which is related to the physical adherence to rules but it also relates to mental presence and being aware what is being taught. It includes careful listening, eye-contact and contextual awareness.

Results

Without proper control in the class the students can hardly comprehend what teacher is conveying to the class. . While assessing their teacher, respondents viewed that control is weaker part of the teachers and very few teachers have complete control over the class. The score varied from 1 to 5, only 12% were of the opinion that their respective teachers 'always' have control, while 29% were of the opinion that 'mostly' control is exercised by the teacher, whereas, 50% observed that only 'sometimes' their teacher is able to control the class and 1% are of the view that the teacher 'never' controls the class. The mean value remained 3.43 with standard deviation at 0.843

Table 4.26 Teacher's Competency - Establishing Control

Groups

Institutions

Public

Private

Compatible

Incompatible

Compatible

Incompatible

Male

3.80

3.35

3.85

3.40

Female

3.72

3.21

3.78

3.32

Mean

3.76

3.28

3.815

3.36

* P > 0.01,** p>0.05

The competency analysis of the subject teachers evaluated by their own students in the study revealed that compatible personality-environment fit teachers were scored much higher compared to incompatible personality-environment fit teachers.

Statistical gender analysis reveals that in compatible category both in public and private sectors males had a better mean value compared to female compatible personality-environment fit teachers.. For incompatible class as well males had an edge over females in competency in accordance to data.

In public versus private analysis the private sector teacher showed better rating for both congruent and non-congruent personality-environment teachers.

Item No 13

"The teacher provides latest information relative to the subject that is not included in the textbook."

The item is designed to reinforce the trend of afore mentioned items regarding cognitive competence. In parallel to the proceedings of the textbook a competent teacher must communicate the latest developments in the field under discussion. However, the information must not overtake the actual scope and level of study.

Results

The score varied from 2 to 5, 27% were of the opinion that their respective teachers 'always' provided them information which is latest, whereas 54% were of the opinion that' mostly' they provide the said information. 18% viewed that sometimes such sort of information is provided and 1% is of the opinion that teachers 'hardly' provide latest information. The mean value remained 4.07 with standard deviation at 0.700.

Table 4.27 Teacher's Competency - Out of Textbook Information

Groups

Institutions

Public

Private

Compatible

Incompatible

Compatible

Incompatible

Male

4.15

3.7

4.05

4.00

Female

3.70

3.6

3.70

3.60

Mean3.925

3.925

3.65

3.85

3.80

* P > 0.01,** p>0.05

The competency analysis of the subject teachers evaluated by their own students in the study revealed that compatible personality-environment fit teachers were scored much higher compared to incompatible personality-environment fit teachers.

Statistical gender analysis reveals that in compatible category both in public and private sectors males had a better mean value compared to female compatible personality-environment fit teachers.. For incompatible class as well males had an edge over females in competency in accordance to data.

In public versus private analysis the private sector teacher showed better rating for both congruent and non-congruent personality-environment teachers.

Item No 14

"The teacher strictly follows the textbook."

The item was in continuum of earlier items regarding cognitive evaluation in order to check the authenticity of the questionnaire and whether the sample supports earlier trend or not. Some teachers do strictly follow the textbook for two reasons; firstly because most of the examinations are textbook centred and students are evaluated on the basis of performance of these examinations, secondly teachers themselves are evaluated on the performance of students. Moreover, textbooks are the guidelines on which the student is agreed to proceed by the competent authority who frame the educational policies. It is the bare minimum standard which has to be taught comprehensively by the teachers.

Results

Textbooks are important standards which have to be met by the teacher in stipulated time period of a grade. While assessing their teacher, respondents viewed that most of teachers did follow the laid down contents. The score varied from 3 to 5, 27% were of the opinion that their respective teachers 'always' have followed, while 57% were of the opinion that 'mostly' the teacher did follow the book, whereas, 15% observed that only 'sometimes' their teacher was completing the contents of the textbook. The mean value remained 4.11 with standard deviation at 0.649.

Table 4.28 Teacher's Competency - Adherence to Textbook

Groups

Institutions

Public

Private

Compatible

Incompatible

Compatible

Incompatible

Male

4.30

4.05

4.35

4.10

Female

3.80

3.90

4.10

3.90

Mean

4.05

3.975

4.225

4.00

* P > 0.01,** p>0.05

The competency analysis of the subject teachers evaluated by their own students in the study revealed that compatible personality-environment fit teachers were scored much higher compared to incompatible personality-environment fit teachers, except for the public sector females who scored 3.80.

Statistical gender analysis reveals that in compatible category both in public and private sectors males had a better mean value compared to female compatible personality-environment fit teachers. For incompatible class as well males had an edge over females in competency in accordance to statistics.

In public versus private analysis the private sector teacher showed better rating for both congruent and non-congruent personality-environment teachers.

Item No 15

"The teacher is thorough in knowledge and very seldom makes mistakes."

Though no body can claim to have all the knowledge about a subject, even a teacher can make a mistake. The competence of the teacher can also be judged by the learner's assessment about the teacher's authenticity about the information that how much credible the information provided by the teacher is or how seldom a teacher makes a mistake. Some of the teachers frequently consult notes and guides, which indicated lack of preparation for the subject or bluntly incompetence.

Results

A teacher if thoroughly prepared makes little or no mistakes during the course of teaching of prescribed textbook or contents. While assessing their teacher, respondents viewed that most of teachers were thorough in contents and did not make noticeable mistakes. The score varied from 3 to 5, 66% were of the opinion that their respective teachers were 'always' found through, while 27% were of the opinion that 'mostly' the teacher were thorough, whereas, only 7% observed that 'sometimes' their teacher were through in their knowledge and did not seldom mistakes. The mean value remained 4.60 with standard deviation at 0.603.

Table 4.29 Teacher's Competency - Commitment of Mistakes

Groups

Institutions

Public

Private

Compatible

Incompatible

Compatible

Incompatible

Male

4.50

4.37

4.55

4.35

Female

4.40

4.35

4.42

4.35

Mean

4.45

4.36

4.485

4.35

* P > 0.01,** p>0.05

The competency analysis of the subject teachers evaluated by their own students in the study revealed that compatible personality-environment fit teachers were scored much higher compared to incompatible personality-environment fit teachers.

Statistical gender analysis reveals that in compatible category both in public and private sectors males had a better mean value compared to female compatible personality-environment fit teachers. For incompatible class the mean score is almost equal.

In public versus private analysis the private sector teacher showed better rating for both congruent and non-congruent personality-environment teachers.

Item No 16

"The teacher provides correct references when provides information from outside the text."

In the field of learning there are mainly two means of providing validity to the information, firstly by proving it in real time environments, mathematically, logically or practically, secondly by quoting a valid reference of past-authenticated information. A competent teacher must be careful in delivering information, which is valid and authenticated and can be quoted in later occasions. Invalid and unauthenticated information not only creates mortification for the students when they quote it but also creates a negative image of the teacher when the information is labelled invalid. Therefore correct reference of the information is an icon of competence for a teacher.

Results

Teachers provide a variety of information covering within and outside the curriculum. How much they provide the authenticated reference to the students? While assessing their teacher, respondents viewed that most of teachers did not provide the reference to the information they provided. The score varied from 1 to 5, 15% were of the opinion that their respective teachers 'always' provided the exact reference, while 24% were of the opinion that 'mostly' the teachers provide the reference , whereas, only 42% observed that 'sometimes' they provide the correct reference from where the information was provide and 15% observed that teachers 'hardly' provide any reference for the information they provide, still 3% stress that the teachers 'never' provide a reference. The mean value remained 3.33 with standard deviation at 1.005.

Table 4.30 Teacher's Competency - Minimum Knowledge

Groups

Institutions

Public

Private

Compatible

Incompatible

Compatible

Incompatible

Male

4.45

3.20

4.20

3.30

Female

4.10

3.07

3.85

3.25

Mean

4.275

3.135

4.025

3.275

* P > 0.01,** p>0.05

The competency analysis of the subject teachers evaluated by their own students in the study revealed that compatible personality-environment fit teachers were scored much higher compared to incompatible personality-environment fit teachers.

Statistical gender analysis reveals that in compatible category both in public and private sectors males had a better mean value compared to female compatible personality-environment fit teachers. For incompatible class as well males had an edge over females in competency in accordance to statistics.

In public versus private analysis the private sector teacher showed better rating for both congruent and non-congruent personality-environment teachers.

Item No 17

"The teacher considers explaining simple concepts as waste of time."

Simple concepts form the foundation or basis of theories, laws and principles on which the whole structure of knowledge stand. Many students may have attained a higher standard of education but lack the conceptual understanding of laws and principles. A competent teacher is a sympathizer and treats each individual differently and endeavours to eradicate misconception developed earlier in the learning cycle. A competent teacher rather considers explanation of advanced concepts a waste of time if basic concepts are not clarified.

Results

Students need revision of those concepts, which they have not fully understood during the high school level. So they expected the teacher at higher secondary level to recapitulate the concepts before starting advanced study. While assessing their teacher, respondents viewed that most of teachers willing explaining the basic concepts. The score varied from 1 to 5, 24% were of the opinion that their respective teachers 'always' explained when asked, while 52% were of the opinion that 'mostly' the teachers explain the concepts, whereas, 24% observed that 'sometimes' they agree to provide the conceptual understanding. The mean value remained 4.00 with standard deviation at 0.696.

Table 4.31 Teacher's Competency - Explaining Basic Concepts

Groups

Institutions

Public

Private

Compatible

Incompatible

Compatible

Incompatible

Male

4.05

3.70

4.15

3.80

Female

4.00

3.64

3.90

3.65

Mean

4.025

3.67

4.025

3.725

* P > 0.01,** p>0.05

The competency analysis of the subject teachers evaluated by their own students in the study revealed that compatible personality-environment fit teachers were scored much higher compared to incompatible personality-environment fit teachers.

Statistical gender analysis reveals that in compatible category both in public and private sectors males had a better mean value compared to female compatible personality-environment fit teachers. For incompatible class as well males had an edge over females in competency in accordance to statistics.

In public versus private analysis the private sector and public sector were having equal mean rating, i.e. 4.025 for congruent personality-environment teachers, but private sector slightly edged out in incompatible class.

Item No 18

"The teacher regularly gives assignments."

Assignments are different than homework at least for this research purpose. Homework is considered as the left over activities, problems and parts of the lesson in the class, which becomes the responsibility of the student to understand or solve on own effort. Assignments are different not found in the book but can be assisted by class notes and textbook but the student is tested for comprehension. Moreover the teacher provides ample time for the assignment to the student to complete so as to avoid tension and undue burden. The item was categorically elucidated to each sample A competent teacher has to evaluate each one of the students for comprehension and clarity in conceptual development but at the same time must consider that the students must not be over burdened.

Results

Assignments make a student studious and provide him or her opportunity to work on something he or she has understood independently. While assessing their teacher, respondents viewed that most of teachers regularly give assignments. The score varied from 2 to 5, 11% were of the opinion that their respective teachers 'always' give assignments regularly, while 59% were of the opinion that 'mostly' the teachers give regular assignments whereas, 26% observed that 'sometimes' they give assignments and 4% are of the view that teachers 'hardly' give any assignments. The mean value remained 3.77 with standard deviation at 0.694.

Table 4.32 Teacher's Competency - Regular Assignments

Groups

Institutions

Public

Private

Compatible

Incompatible

Compatible

Incompatible

Male

4.05

3.65

4.12

3.68

Female

4.00

3.64

4.00

3.70

Mean

4.025

3.645

4.06

3.69

* P > 0.01,** p>0.05

The competency analysis of the subject teachers evaluated by their own students in the study revealed that compatible personality-environment fit teachers were scored much higher compared to incompatible personality-environment fit teachers.

Statistical gender analysis reveals that in compatible category both in public and private sectors males had a better mean value compared to female compatible personality-environment fit teachers. For incompatible class as well males had an edge over females in competency in accordance to statistics.

In public versus private analysis the private sector teacher showed better rating for both congruent and non-congruent personality-environment teachers.

Item No 19

"The teacher checks our assignments and works meticulously."

Assignments are not given to the students just to keep them busy but it is the responsibility of the teacher to thoroughly check the assignment and endorse remarks, evaluate and discuss the shortcoming or commend the strong points with the concerned student. The item was intended to highlight the trend of teachers regarding checking of the assignments and other work for students in their own time. A competent teacher is expected to meticulously check every work initiated by the student.

Results

If assignments are given by the teachers so those must be religiously and meticulously checked. While assessing their teacher, respondents viewed that most of teachers do not check the assignments meticulously. The score varied from 2 to 5, only 8% were of the opinion that their respective teachers 'always' checked their assignments meticulously, while 29% were of the opinion that 'mostly' the teachers check the assignments meticulously, whereas, 57% observed that only 'sometimes' they check the assignment meticulously and 7% are of the view that teachers 'hardly' check the assignments meticulously. The mean value remained 3.77 with standard deviation at 0.733.

Table 4.33 Teacher's Competency - Checking Assignments Meticulously

Groups

Institutions

Public

Private

Compatible

Incompatible

Compatible

Incompatible

Male

3.85

3.25

3.92

3.30

Female

3.60

3.14

3.67

3.20

Mean

3.725

3.195

3.795

3.25

* P > 0.01,** p>0.05

The competency analysis of the subject teachers evaluated by their own students in the study revealed that compatible personality-environment fit teachers were scored much higher compared to incompatible personality-environment fit teachers.

Statistical gender analysis reveals that in compatible category both in public and private sectors males had a better mean value compared to female compatible personality-environment fit teachers. For incompatible class as well males had an edge over females in competency in accordance to statistics.

In public versus private analysis the private sector teacher showed better rating for both congruent and non-congruent personality-environment teachers.

Item No 20

"The teacher communicates our mistakes openly so everybody is benefited."

This item investigates the whether the teacher in question is communicative and passes on the mistakes and shortcomings of the student. For a competent teacher the art of communication is an important aspect. The mistakes of the student should be so revealed so as to motivate rather than to humiliate. Discussing the mistakes in front of the class provides an opportunity for the rest of the class of mistakes, which possibly can be committed. But the worst would be to keep the student unaware of mistakes and shortcomings.

Results

Teachers must communicate the mistakes made by the students so everybody learns. While assessing their teacher, respondents viewed that most of teachers communicate the mistakes openly. The score varied from 3 to 5, 30% were of the opinion that their respective teachers 'always' communicate the mistakes in class while, 39% were of the opinion that 'mostly' communicate the mistakes openly, whereas, 31% observed that only 'sometimes' they communicate the mistakes openly. The mean value remained 3.99 with standard deviation at 0.784.

Table 4.34 Teacher's Competency - Communication of Mistakes

Groups

Institutions

Public

Private

Compatible

Incompatible

Compatible

Incompatible

Male

4.15

3.67

4.18

3.70

Female

3.80

3.50

3.82

3.65

Mean

3.975

3.585

4.00

3.675

* P > 0.01,** p>0.05

The competency analysis of the subject teachers evaluated by their own students in the study revealed that compatible personality-environment fit teachers were scored much higher compared to incompatible personality-environment fit teachers.

Statistical gender analysis reveals that in compatible category both in public and private sectors males had a better mean value compared to female compatible personality-environment fit teachers. For incompatible class as well males had an edge over females in competency in accordance to statistics.

In public versus private analysis the private sector teacher showed better rating for both congruent and non-congruent personality-environment teachers.

Item No 21

"The teacher takes part in co-curricular activities with students."

This item foresees the energy and drive of a teacher on one side and intimate relationship in out of class environments. During the relaxed situations the teacher gets an opportunity to assess the student's behaviour, attitude and aptitude. Moreover an able teacher would always look for means to maximize the interaction with his pupils. Co-curricular activities help the students to exhibit their abilities by doing, which is a surely a superior form of learning and a teacher concerned with real learning of students would always like to be there to guide, supervise and evaluate. Nevertheless, most of the teachers refrain from taking part in co-curricular activities especially at higher levels of education, thus missing a great opportunity of teaching through intimacy between the teacher and the student.

Results

Co-curricular activities provide an opportunity to the teacher to mingle with the students informally and still communicating many important lessons of contents and life. While assessing their teacher, respondents gave a mixed reaction to the item. The score varied from 1 to 5, 24% were of the opinion that their respective teachers 'always' participate, while 45% were of the opinion that 'mostly' the teachers participate in the co-curricular activities with the students, whereas, 20% observed that only 'sometimes' they participate and 10% are of the view that teachers 'hardly' participate in any co-curricular activity, still 3% stress that the teachers 'never' participate in co-curricular activities. The mean value remained 3.81 with standard deviation at 0.950.

Table 4.35 Teacher's Competency - Participation in Co-curricular Activities

Groups

Institutions

Public

Private

Compatible

Incompatible

Compatible

Incompatible

Male

4.20

3.67

4.26

3.80

Female

3.80

3.50

3.85

3.66

Mean

4.00

3.585

4.055

3.73

* P > 0.01,** p>0.05

The competency analysis of the subject teachers evaluated by their own students in the study revealed that compatible personality-environment fit teachers were scored much higher compared to incompatible personality-environment fit teachers.

Statistical gender analysis reveals that in compatible category both in public and private sectors males had a better mean value compared to female compatible personality-environment fit teachers. For incompatible class as well males had an edge over females in competency in accordance to statistics.

In public versus private analysis the private sector teacher showed better rating for both congruent and non-congruent personality-environment teachers.

Teacher's Behaviour

Item No 22

"There are many questions, which arise during the course of teaching"

The item elucidates that how much teaching is compatible to the level of students the teacher must on own should simplify the concepts and contents so as to minimize the doubts arising in the minds of the students. To many questions either spoken or unspoken (in case of shy students) is not a positive sign Teaching is not a one-sided story rather it is collaborative, compatible and communicative activity. So a competent teacher wants to be sure that the contents delivered to the students are genuinely understood and comprehended. Questions do arise in any case because what contents are provided to the students are mostly new and an addition to the knowledge already acquired. A competent teacher would exhibit behaviour, stimulating encouraging environment, where students are free to ask questions.

Results

A teacher should not advance till the time all the doubts are cleared form the mind of the students. Merely the look of the students reveals the amount of comprehension they had attained if closely observed by the teacher. While assessing their teacher, respondents gave a mixed reaction to the item. The item was scored in reverse order. The score varied from 2 to 5, 26% were of the opinion that their respective teachers 'never' had left any question in mind, while 15% were of the opinion that 'hardly' any question has ever remained unanswered during the session, whereas, 36% observed that 'sometimes' questions do remain unanswered during a teaching episode and 23% are of the view that 'mostly' the questions in mind remain unanswered. The mean value remained 3.44 with standard deviation at 1.113.

Table 4.36 Teacher's Competency - Questions in Mind

Groups

Institutions

Public

Private

Compatible

Incompatible

Compatible

Incompatible

Male

4.15

2.87

4.21

3.01

Female

4.10

2.78

4.17

2.80

Mean

4.125

2.825

4.19

2.905

* P > 0.01,** p>0.05

The competency analysis of the subject teachers evaluated by their own students in the study revealed that compatible personality-environment fit teachers were scored much higher compared to incompatible personality-environment fit teachers.

Statistical gender analysis reveals that in compatible category both in public and private sectors males had a better mean value compared to female compatible personality-environment fit teachers. For incompatible class as well males had an edge over females in competency in accordance to statistics.

In public versus private analysis the private sector teacher showed better rating for both congruent and non-congruent personality-environment teachers.

Item No 23

"The teacher satisfies everybody who asks a question."

In continuation to the previous item, this item evaluates the response of the teacher when questions are asked. If the question is adequately answered making the student fully satisfied and contented. The teacher comes across a variety of questions some are within the scope and others may be even new for the teacher. A teacher learns more than the students do provided the students ask some really thought provoking questions. A competent teacher would always accommodate all sorts of question and would try utmost to satisfy every one who asks. If the question is as such that the teacher finds personal knowledge inadequate or cannot recapitulate, then the teacher won't be shy to excuse for postponed answer.

Results

Whenever a question is asked to a teacher it must be satisfactorily answered. While assessing their teacher, most of the respondents thought that they have been satisfactorily answered by their respective teachers. The score varied from 2 to 5, 25% were of the opinion that their respective teachers 'always' answer satisfactorily, while 56% were of the opinion that 'mostly' the teachers answer satisfactorily, whereas, 15% observed that only 'sometimes' they answer satisfactorily and 4% are of the view that teachers 'hardly' answer satisfactorily. The mean value remained 4.02 with standard deviation at 0.751.

Table 4.37 Teacher's Competency - Satisfactory Answers

Groups

Institutions

Public

Private

Compatible

Incompatible

Compatible

Incompatible

Male

4.45

3.75

4.57

3.80

Female

4.30

3.67

4.34

3.72

Mean

4.375

3.71

4.455

3.76

The co* P > 0.01,** p>0.05

Competency analysis of the subject teachers evaluated by their own students in the study revealed that compatible personality-environment fit teachers were scored much higher compared to incompatible personality-environment fit teachers.

Statistical gender analysis reveals that in compatible category both in public and private sectors males had a better mean value compared to female compatible personality-environment fit teachers. For incompatible class as well males had an edge over females in competency in accordance to statistics.

In public versus private analysis the private sector teacher showed better rating for both congruent and non-congruent personality-environment teachers.

Item No 24

"The teacher probes the students whether they have understood."

The item investigates whether the teacher ensures that the students have well understood what the teacher intends to communicate. A competent teacher through questions, assignments and discussions adjudges the degree to which the individuals and class as a whole has understood the concept. Mostly teachers just ask at the end of class if they had understood what has been taught, which just fulfils a formality. Ensuring means that the teacher is satisfied that the knowledge has been truly transferred to the class as a whole. The item brings forward the behavioural aspect of the teacher towards class and not cognitive ability. Some teachers are not much concerned about the students if they have not understood. They just find their obligation to the point of delivering the contents to the students and not ensuring it.

Results

It is the responsibility of the teacher to ensure that the students have well understood. While assessing their teacher, respondents gave a verdict that teachers do ensure comprehension. The score varied from 2 to 5, 26% were of the opinion that their respective teachers 'always' ensure comprehension, while 51% were of the opinion that 'mostly' the teachers ensure comprehension, whereas, 21% observed that only 'sometimes' they ensure comprehension and 2% are of the view that teachers 'hardly' ensure comprehension. The mean value remained 4.01 with standard deviation at 0.745.

Table 4.38 Teacher's Competency - Ensuring Comprehension

Groups

Institutions

Public

Private

Compatible

Incompatible

Compatible

Incompatible

Male

4.05

3.80

4.22

3.82

Female

3.80

3.64

3.96

3.70

Mean

3.925

3.72

4.09

3.76

* P > 0.01,** p>0.05

The competency analysis of the subject teachers evaluated by their own students in the study revealed that compatible personality-environment fit teachers were scored much higher compared to incompatible personality-environment fit teachers.

Statistical gender analysis reveals that in compatible category both in public and private sectors males had a better mean value compared to female compatible personality-environment fit teachers. For incompatible class as well males had an edge over females in competency in accordance to statistics.

In public versus private analysis the private sector teacher showed better rating for both congruent and non-congruent personality-environment teachers.

Item No 25

"The teacher wishes the class when enters."

The item reflects the attitude of teacher towards class. Wishing the class on arrival reflects a cordial, affable and warm feeling of welcoming the class. By wishing the class the teacher automatically induces relaxed conforming environments, which is very congenial for the learning. Moreover almost every society of the world readily accepts the wishing as a healthy and sanctified act. The students on the other side find it relaxing and an act of adjustment.

Results

Who so ever enters a room is duty bound to wish first the inmates of the room. It is the graciousness and humility of elders and tradition of certain communities like Muslims. While assessing their teacher, score varied from 2 to 5, 27% were of the opinion that their respective teachers 'always' wished first when entered, while 49% were of the opinion that 'mostly' the teachers wish first when enter a classroom, whereas, 23% observed that only 'sometimes' they wish first when enter a classroom and 1% are of the view that teachers 'hardly' wish first when they enter a classroom. The mean value remained 4.02 with standard deviation at 0.738.

Table 4.39 Teacher's Competency - Humbleness

Groups

Institutions

Public

Private

Compatible

Incompatible

Compatible

Incompatible

Male

4.10

3.65

4.25

3.80

Female

3.90

3.53

4.05

3.65

Mean

4.00

3.59

4.15

3.725

* P > 0.01,** p>0.05

The competency analysis of the subject teachers evaluated by their own students in the study revealed that compatible personality-environment fit teachers were scored much higher compared to incompatible personality-environment fit teachers.

Statistical gender analysis reveals that in compatible category both in public and private sectors males had a better mean value compared to female compatible personality-environment fit teachers. For incompatible class as well males had an edge over females in competency in accordance to statistics.

In public versus private analysis the private sector teacher showed better rating for both congruent and non-congruent personality-environment teachers.

Item No 26

"The teacher admits a mistake if realizes during the course of teaching."

Though the teacher is expected to make the least possible mistakes but still sometimes due to unavoidable circumstance or slip of mind can make mistakes. Here we are not relating to mistakes being pointed out by students but self-realization. Whenever a teacher realizes a wrong, obsolete or out-dated information given to the class earlier admits it to be omitted. Students take teacher as an icon of knowledge and believe to be true what is taught therefore a competent teacher would always be conscious of what information is being given to the students and keeps a note of it. There areas of knowledge which are shady and the teacher also is aware of it and must give the correct information at the earliest.

Results

During the course of teaching the teacher many a times notices that the information given or the problem solved involves a slip-up, which probably the students due lower cognitive ability might have not noticed. It remains the moral obligation of the teacher to bring to the notice of the class what was wrong that he taught. While assessing their teacher in the same context, score varied from 1 to 5, 21% were of the opinion that their respective teachers 'always' made a note of their mistake, while 24% were of the opinion that 'mostly' the teachers realize it, whereas, 49% observed that only 'sometimes' they take a notice of it and 4% are of the view that teachers 'hardly' realize that they had committed a mistake, still 3% judged that the teachers 'never' realize that they had made a mistake. The mean value remained 3.55 with standard deviation at 0.967.

Table 4.40 Teacher's Competency - Mistakes Self-Realization

Groups

Institutions

Public

Private

Compatible

Incompatible

Compatible

Incompatible

Male

4.05

3.27

4.10

3.45

Female

3.80

3.10

3.86

3.35

Mean

3.925

3.185

3.98

3.40

* P > 0.01,** p>0.05

The competency analysis of the subject teachers evaluated by their own students in the study revealed that compatible personality-environment fit teachers were scored much higher compared to incompatible personality-environment fit teachers.

Statistical gender analysis reveals that in compatible category both in public and private sectors males had a better mean value compared to female compatible personality-environment fit teachers. For incompatible class as well males had an edge over females in competency in accordance to statistics.

In public versus private analysis the private sector teacher showed better rating for both congruent and non-congruent personality-environment teachers.

Item No 27

"The teacher possesses an element of humour."

The item explores the presence of an element of humour in the behaviour of teacher. Humour is a stimulant to keep the class alive and responding. It subside tension existing due to routine class environments or intensive learning episode. Especially subjects, which need focussed attention for instance, logical sciences, grammar or learning high-level languages, make the recipients exhausted comparative earlier to other lighter subjects. In entirety the learning is a strenuous task and an element of humour relaxes and refreshes the mind to some extent.

Results

Humour is an important element of life which makes the mind relaxed and removes tension in stimuli. In teaching as well a light hilarity adds to keep everybody attentive and relaxed. While assessing their teacher in the same context, score varied from 1 to 5, 23% were of the opinion that their respective teachers 'always' jolly while teaching, while 37% were of the opinion that 'mostly' the teachers exhibit humour, whereas, 36% observed that only 'sometimes' they are humorous and 2% are of the view that teachers 'hardly' have a sense of humour, still 2% judged that the teachers 'never' exhibited the element of humour while teaching. The mean value remained 3.77 with standard deviation at 0.897.

Table 4.41 Teacher's Competency - Element of Humour

Groups

Institutions

Public

Private

Compatible

Incompatible

Compatible

Incompatible

Male

4.20

3.25

4.25

3.40

Female

3.90

3.14

4.00

3.20

Mean

4.05

3.195

4,125

3.30

* P > 0.01,** p>0.05

The competency analysis of the subject teachers evaluated by their own students in the study revealed that compatible personality-environment fit teachers were scored much higher compared to incompatible personality-environment fit teachers.

Statistical gender analysis reveals that in compatible category both in public and private sectors males had a better mean value compared to female compatible personality-environment fit teachers. For incompatible class as well males had an edge over females in competency in accordance to statistics.

In public versus private analysis the private sector teacher showed better rating for both congruent and non-congruent personality-environment teachers.

Item No 28

"The teacher never forces learning on us."

The item probes through the opinion of students if the teacher in question makes the process of learning a sort of exploration full of excitement and attraction or makes it a compulsion. All learning, which is done with a fear of failure in the examination or achieving a high grade, is considered to be a forced learning because students are learning not for curiosity, interest or inquisitiveness. As learning is defined as change in behaviour therefore a lasting change can only be injected into a student when learning occurs through attraction, interest and curiosity rather than by fear, force or foreseeing the consequences.

Results

During the course of teaching the teacher many a times notices that the information given or the problem solved involves a slip-up, which probably the students due lower cognitive ability might have not noticed. It remains the moral obligation of the teacher to bring to the notice of the class what was wrong that he taught. While assessing their teacher in the same context, score varied from 1 to 5, 21% were of the opinion that their respective teachers 'always' made a note of their mistake, while 24% were of the opinion that 'mostly' the teachers realize it, whereas, 49% observed that only 'sometimes' they take a notice of it and 4% are of the view that teachers 'hardly' realize that they had committed a mistake, still 3% judged that the teachers 'never' realize that they had made a mistake. The mean value remained 3.55 with standard deviation at 0.967.

Table 4.42 Teacher's Competency - Learning not through Force

Groups

Institutions

Public

Private

Compatible

Incompatible

Compatible

Incompatible

Male

4.15

3.27

4.22

3.40

Female

3.80

3.17

3.98

3.20

Mean

3.975

3.22

4.10

3.30

* P > 0.01,** p>0.05

The competency analysis of the subject teachers evaluated by their own students in the study revealed that compatible personality-environment fit teachers were scored much higher compared to incompatible personality-environment fit teachers.

Statistical gender analysis reveals that in compatible category both in public and private sectors males had a better mean value compared to female compatible personality-environment fit teachers. For incompatible class as well males had an edge over females in competency in accordance to statistics.

In public versus private analysis the private sector teacher showed better rating for both congruent and non-congruent personality-environment teachers.

Item No 29

"The teacher stops to answer a query in the middle of the lecture."

Every teacher has own style for delivery of contents. Mostly those concerned more about the performance i.e. completion of syllabus, class discipline, a well dispersed result etc. would always discourage a query during the lecture because it may take some time for explanation thus resulting in an incomplete lecture. Learning is process during which mind plays the most important part. The comprehension is built up in continuum with interconnecting schemas. If the link breaks or is held up due to missing meanings the rest of the information goes void. So an interested student would try to ask as soon as possible to keep the link intact. Teachers who are concerned more about the comprehension of their students would answer a query right at that time it arises. The student subjected to a doubt in the lecture would not follow the rest of the lecture till the time the doubt is resolved.

Results

While assessing their teacher in the same context, score varied from 1 to 5, 15% were of the opinion that their respective teachers 'always' answer when the question arises, while 42% were of the opinion that 'mostly' the teachers answer the question, whereas, 31% observed that only 'sometimes' they answer and 9% are of the view that teachers 'hardly' answer questions in the middle of lecture, still 3% judged that the teachers 'never' answer the questions in the middle of the lecture. The mean value remained 3.57 with standard deviation at 0.956.

Table 4.43 Teacher's Competency - Answering Queries in the middle of Lecture

Groups

Institutions

Public

Private

Compatible

Incompatible

Compatible

Incompatible

Male

4.35

3.30

4.38

3.35

Female

4.20

3.32

4.22

3.40

Mean

4.275

3.31

4.30

3.375

* P > 0.01,** p>0.05

The competency analysis of the subject teachers evaluated by their own students in the study revealed that compatible personality-environment fit teachers were scored much higher compared to incompatible personality-environment fit teachers.

Statistical gender analysis reveals that in compatible ca

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