Employee Competencies and their Impact on Career Development: An Analytical Study of Women College Teachers in Chennai

Abstract

In an era marked by rapid technological advancements and increasing demands for quality in higher education, the competencies of teaching staff are paramount. This study provides a comprehensive analysis of the key employee competencies and their impact on the career development of women college teachers in self-financing Arts and Science colleges in Chennai, India. The primary objective was to identify the prevalent competencies and evaluate their predictive power on career progression. A quantitative research design was employed, utilizing a structured questionnaire administered to a sample of 100 women teachers selected through convenience sampling. Data were analyzed using descriptive statistics, independent samples t-test, correlation analysis, and multiple linear regression. The findings reveal that the five core competencies—Educational, Learning, Social & Behavioural, Managerial, and Technological—collectively explain a significant portion of the variance in career development (R² = 0.467, F(5, 94) = 16.45, p < .001). Notably, Educational Competency emerged as the most potent predictor (β = 0.399, p < .001), followed by Managerial Competency (β = 0.184, p = .002) and Learning Competency (β = 0.215, p = .016). Paradoxically, Technological Competency was found to be a non-significant predictor. The study concludes that for women academics in this context, career advancement is more closely tied to integrated pedagogical and leadership capabilities than to isolated technical skills. These results have important policy implications for institutions. suggesting that colleges should prioritize holistic faculty development programs and establish formal career paths that reward a wide range of professional skills.