International Research Journal of Education and Technology

This study explores the teaching competencies and attitudes of B.Ed. student teachers in private unaided colleges, using a dual-assessment model that combines self-reported attitudes and faculty-rated competencies. The sample consisted of 100 student teachers (50 each from Shiva College of Education and Aspire Institute, Indore). The standardized tools were employed: the and the General Teaching Competency Scale (GTCS). Descriptive and inferential statistical techniques, including mean, standard deviation, t-test, and Pearson’s correlation, were applied to assess gender-based differences and relationships between attitude and competency. Results showed that while most student teachers had moderate competency and favorable attitudes, there were no significant gender-based differences in either. Furthermore, the correlation between teaching attitude and competency was weak and statistically insignificant. These findings underscore the need for integrated teacher training programs that enhance both attitudes and classroom competencies through structured mentoring and reflective practices.

Keywords

Student teachers, Teaching competencies, Teacher education, Gender differences, B.Ed, India