Author: Brinda Rai
DOI Link: https://doi.org/10.70798/Bijmrd/03030023
Abstract: Intellectual ability is undoubtedly an important factor in predicting teacher’s success. However, just possessing high level of intelligence, high academic and educational qualifications are not entirely indicative of the teacher’s success in teaching profession. Rather, skills and teaching effectiveness are essential ingredients to be professional teacher. A teacher’s effectiveness in 21st century according to UNESCO (2008) is that an effective teacher should have firm knowledge of the curriculum of his/her subject and to use technology into the curriculum. Teaching effectiveness refers to the knowledge, attitude, skills and self-perception that come from by mixing these behaviors and resulting in consistent pattern of behavior leading to the attainment of expected outcomes. The objectives of the study were to study teaching effectiveness of teacher educators in relation to gender, subjects, educational qualification and teaching experience variations. Normative survey method was used for the study. A random sample of 100 teachers had been selected out of the total population using lottery system. The 100 samples taken for the study had been stratified under gender, teaching subject, educational qualification and teaching experience. To measure the teaching effectiveness of teacher educators, tool developed by Mohapatra (1988) had been used for data collection. The findings of the study were that there was significant difference in teaching effectiveness in relation to gender variation and teaching experience but non-significant difference in teaching effectiveness of teacher educators teaching science and non-science subjects, teacher educators who had B.Ed. General and B.Ed. secondary educational qualification.
Keywords: Teaching Effectiveness, Teaching Profession, Intellectual Ability.
Page No: 225-234