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- 1. INTELLECTUAL POTENCY: ADRIVING FORCE OF SKILL DEVELOPMENT Authors : Mrs.S.Jerslin Research Scholar, Department of Education, GRI- DU Dr.N.Devaki Assistant Professor, Department of Education, GRI- DU
- 2. INTRODUCTION “Efficient teachingand good learning are the two most important factors for success in academia” (Ajeya Jhaa, Indoo Singh 2012). The student teachers’ economy plays a main role in determining the competency by buying teaching aids, paying the fees for academics, running the family and so on. Variables like gender, age, race, wage, personality etc are related to prospective teachers. In this study “family income” is the key variable that the investigators had taken to explain the teaching competency skill of prospective teachers.
- 3. REVIEW OF RELATED LITERATURE Teaching competency of student teachers of Tamilnadu was assessed by survey study of Dr.D.Ponmozhi. It also reveals that there is significant difference between teaching competency and parental income. Preeti Nair (2017) in her thesis about “A Study on Identifying Teaching Competencies and Factors Affecting Teaching Competencies with Special Reference to MBA Institutes in Gujarat” reported that teaching competency was affected by salary and wages to a very great extent. This was the report of 84.4% of the respondents of MBA student in Ahmedabad, Gujarat.
- 4. DEFINITION OF KEYTERMS Teaching Competency: B.K.Passi and M.S.Lalitha ,(1994) ― teaching competency means an effective performance of all observable teacher behavior that brings about desired pupil Prospective Teachers: Prospective Teachers are those who were enrolled in a Teacher Education Programme and in their final year of education. (IGI Global). Parental Income: Total compensation received by all family members age 15 or older living in the same household. Compensation may include wages, social security, child support, pensions, capital gains and dividends.(business dictionary.com)
- 5. NEED AND SIGNIFICANCEOF THE STUDY In Tamilnadu the teacher education institutions mainly colleges of educations are giving training to the future teachers. Since competency in teaching is connected with teaching and learning it is important to focus teaching competency with teaching and learning. Low economic status parents often cope with external stressors. So their parenting styles are less effective and not time consuming (Mc Loyd 1990). On the backdrop, the researchers investigated the teaching competency of the prospective teachers in Dindigul district.
- 6. OBJECTIVES To calculatethe mean scores of teaching competency of prospective teachers with respect to family income per month. To find out if there is any significant difference in teaching competency of prospective teachers due to variations in their family income.
- 7. TOOL The researchersused the modified tool of Dr.Parimala Fatima tool for teaching competency in this investigation. The reliability of the tool was 0.9 and the content validity and face validity of the tool was checked by the external experts. The prospective teachers were asked to fill the questionnaire.
- 8. METHODOLOGY Survey methodwas adopted to study the teaching competency of the prospective teachers.
- 9. SAMPLE The sampleconsists of a number of 311 prospective teachers taken from the College of Education in Dindigul District.
- 10. HYPOTHESIS There isno significant difference in teaching competency of prospective teachers due to variations in their family income.
- 11. DATA ANALYSIS Datawere collected from 311 prospective teachers of Dindigul district. The teaching competency of the prospective teachers was got from the respective subject teacher educators. The data were analyzed using ANNOVA statistics.
- 12. Table 1 Mean andSD Scores of Teaching Competency of prospective Teachers with respect to their Family income and calculated ‘F’ Value Variable Family Income per Month N Mean SD Teaching Competency Up to 5000 119 100.0420 8.60665 5001-10000 94 103.1277 8.48304 10001-15000 36 101.5278 8.91703 15001-20000 19 103.0000 8.52447 20001-25000 21 105.0952 6.13111 25000 and above 22 102.9091 5.73136 Total 311 101.7299 8.38072
- 13. The abovetable and below figure showed the prospective teachers whose family income between Rs.20001 to Rs.25000 had high mean value teaching competency followed by Rs.5001-10000(103.12) , Rs.15001- 20000(103), Rs.25000 and above (`102.909) and Rs.10001-15000 (101.52). Prospective teachers’ family income up to Rs.5000 had low mean value (100.04) with respect to teaching competency even though majority number (119) of the prospective teachers belongs to this category. This shows that moderate family income (Rs.20001-25000) has an impact on teaching competency or increase teaching competency. The following figure also infers the same result.
- 14. Table 2 Teaching Competencyof prospective Teachers with respect to their Family income and calculated ‘F’ Value There is no significant difference in teaching competency of prospective teachers due to variations in their family income.
- 15. Source of variance Sum of Squares dfMean Square F P value Between Groups 807.454 5 161.491 2.349 0.041 Within Groups 20965.8 305 68.741 Total 21773.31 310
- 16. From ANOVAtable the calculated ‘F’ value at 5,305 degrees of freedom and 0.05 level of significance was F (5,305)=2.349. It was higher than the table value (2.21) (www.socr.ucla.edu › Applets.dir › F_Table ).Hence, the null hypothesis “There is no significant difference in teaching competency of prospective teachers due to variations in their family income” is rejected. And it was concluded that the family income of the prospective teachers has significant influence on teaching competency.
- 17. EDUCATIONAL IMPLICATIONS Goodfamily income and suitable educational condition are necessary elements for prospective teachers. For recreation, independent living and to pursue education, finance is very important. Low financial status has prevented many young people to continue their teacher education. Paul Gregy et al (2008) told that poor economic condition somewhat reduced by parent psychological well being and warmth and sensitivity of parent-child interaction.
- 18. CONCLUSION From thisit is clear that the teaching competency of the students or the prospective teachers is also affected by the socio economic status of the prospective teacher’s family. . So it is essential to develop teachers with professional skills and eradicating discriminations between prospective teachers on basis of economy by the teacher educators.