An Empirical Investigation into Teaching Effectiveness and Teaching Competency of Government & Private Secondary School Teachers

Abstract

This study examines the levels of teaching effectiveness and teaching competency among secondary school teachers. Adopting a descriptive research design, the survey method was employed to collect data from 80 secondary school teachers in Jalandhar district of Punjab using standardized scales on teaching effectiveness and teaching competency. The data collected were analyzed using percentage analysis, t-test, ANOVA, and correlation techniques. The findings reveal that most teachers demonstrated moderate levels of teaching effectiveness, with 28.8% categorized as highly effective, 25.0% as effective, and 38.7% as average, while only a small proportion were identified as ineffective. In terms of teaching competency, most teachers were found within the average to above-average range, with 50.0% exhibiting moderate competency and 30.0% above average, whereas very few fell into lower competency categories.Further analysis indicates that there is no significant difference in teaching effectiveness and teaching competency based on gender or type of school management (government, aided, and private). However, a moderate positive correlation was observed between teaching effectiveness and teaching competency, suggesting that higher competency contributes to improved teaching effectiveness. The study emphasizes the need to strengthen teaching competencies to enhance overall instructional effectiveness among secondary school teachers.