Teaching Competencies of Upper Primary Teachers in Framing FA (a) Activities of CCE

Abstract

The aim of the study was to find out the difference between teaching competencies of upper primary teachers in framing FA (a)activities of CCE in terms of gender, locality, marital status, residence, age, the medium of instruction, type of school, nature of school and experience. The investigator adopted a survey method on analyzing teaching competencies of 900 upper primary teachers selected Theni district using a random sampling technique. Teaching competency fivepoint rating scale consisted of 25 statements with 5 point scale developed by the researcher based on the assessment competencies (Prior instructions to activities, instructions during activities, and instructional treatment after the activities) was used to collect data. Mean, SD, ‘t’ test, and ‘F’ test were used as statistical techniques for data analysis. The findings of the study revealed that
there was no significant difference between the teaching competency of upper primary teachers’ in framing FA (a) activities of CCE in terms of gender, locality, marital status, residence, age, and medium of instruction. Still, they differed significantly in terms of the type of school, nature of the school, and experience.