A Comparative Study of Teaching Aptitude (2024)

A Comparative Study of Teaching Aptitude among Teachers of Government aided and Self Financed Colleges in NCR

Abstract :

In a competitive globalized era, higher education institutions need to concentrate on employee aptitude to ensure right performance and delivery. A right aptitude can trigger thrust for development and may ensure holistic development in this competitive world.Teaching community is not merely treated as the factor of production but is important in determining fate of a nation as well as of arace. Right aptitude is the source to create competitive advantage for the organization and higher educational institutes, hence focusshould be given on identification and development of right policies and strategies to nurture develop and evaluate right aptitudeamong employees and teachers. The teacher`s performance also depends on structure, strategy and policy followed, physiological andpsychological environment, motivational methods etc followed by organization as a synchronized tool. The objective of this article isto compare the teaching aptitude of teachers working in Government aided and self financed institutions and also to highlight thecomponents of teaching aptitude for male and female teachers. For this purpose, a Teaching Aptitude Test survey was conductedamong the male and female teachers separately in Government aided and self financed University affiliated colleges in NationalCapital Region, India. An analysis of the results showed that the mean aptitude rating is higher among male teachers than femaleteachers. Besides, male teachers in Government aided colleges have better aptitude than those in Self-Financed colleges and ViceVersa in the case of female teachers. It was also found that scores in individual Aptitude Components are also different for male andfemale teachers.

Keywords :

Aptitude, Teaching, Teachers, Colleges, Government aided, Self Financed, Institutions, Attitude, Cooperation, Optimism.

Introduction :

Teaching Aptitude can be defined as a condition or set ofcharacteristics possessed by an individual, indicative ofthe ability to grasp not only the subject matter but also theaims and processes of education (Dave N. and Raval D.,2015). It predicts a person's ability to explain difficultpoints and clarify obscurities. Right aptitude is the sourceto create competitive advantage for the organization andhigher educational institutes, hence focus should be givenon identification and development of right policies andstrategies to nurture develop and evaluate right aptitudeamong employees and teachers (Jan F. et al., 2015).Teachers are the pillars in education and the success ofstudents largely depends on the right aptitude andattitude of teaching staff (Lal R. and Shergil S. S., 2012).Nobody can effectively take his place or influence childrenin the manner and to the degree it is possible, for him aloneto do. The teachers are focal point and play a central role inthe education system and are connecting link betweenstudents and education system of a nation. The impact ofany kind of schedule or programme related to educationdepends on the effectiveness and productivity of teacher;the two mentioned characteristics, which are, in turn,influenced by right aptitude of a teacher.

Teachers should realize their importance in the educationsystem and should carry a right and balanced aptitude towards their profession and should be acting like achange agents. It is the role of teacher educators toprepare future teachers and educational workers to belife-long learners and to create a learning society (KhanM.S. et al., 2014). But, teacher educators can play theirroles effectively only if their own education is better and isimparted in a proper manner.

The infrastructure, policies and strategies of Governmentshould enable right aptitude and attitude amongstteachers working in government aided and self financedinstitutions equally (Jose M.M., 2008). The performance ofa teacher could depend on structure, strategy and policyfollowed, physiological and psychological environment,motivational methods etc followed by the organization asa synchronized tool (Ramon R., 2017). Right aptitude isthe source to create competitive advantage for theorganization and higher educational institutes, hencefocus should be given on identification and developmentof right policies and strategies to nurture develop andevaluate right aptitude among employees and teachers(John J S., 2016). The employee performance could betreated as a dependent variable hovering around,structure, strategy and policy followed, physiological andpsychological environment, motivational methods etcfollowed by organization as a synchronized tool. Despite of an uneven support system the teachers the teachersshould carry a positive attitude towards their profession.The active involvement of teachers/ faculty members inhigher educational institute highlights their respectiveinterest towards teaching and learning. A positiveaptitude of a teacher will create a positive thrust and sparknew energy in the learning environment and further willmake learning, a stimulating and fun filled activity. Everyindividual is having an independent point of view andaptitude towards teaching and learning that influence theaction orientation and behavior of the teacher with respectto the task. The working environment, policy and actualworking scenario of government aided and self financedcollege are different especially in the national capitalterritory of Delhi and it is often complimented by theunparallel aptitude of male and female teachers.

Objectives of the Study

Following are the important objectives of the research

To compare teaching aptitude of male teachers workingin government aided and self financed colleges in NCR.
To compare teaching aptitude of female teachersworking in government aided and self financed collegesin NCR.

Hypotheses

H₀₁ - There is no significant difference in teaching 01aptitude of male teachers working in governmentaided and self financed colleges in NCR.
H_A1 - There is significant difference in teaching aptitude of A1male teachers working in government aided and selffinanced colleges in NCR
H₀₂ - There is no significant difference in teaching 02aptitude of female teachers working in governmentaided and self financed colleges in NCR.
H_A2 - There is significant difference in teaching aptitude of A2female teachers working in government aided andself financed colleges in NCR

Sampling Details

Sample Size -

The total sample size considered was of180respondents, the bifurcation of which has been mentionedbelow:

Sl No.	Nature of College	Number of Male Teacher Respondents	Number of Female Teacher Respondent	Total
1	Government aided	27	63	90
2	Self Financed	23	67	90
	Total	50	130	180

Table – 1 – Break up of Respondents

Sampling Frame

Sl.No.	Items	Sampling Technique
1	Selection of the field of Study	Convenience and Judgmental
2	Selection of respondents	Simple Random

Tool for Primary Data Collection

Both primary and secondary sources were used for datacollection. Secondary data was collected with the help ofresearch papers, journals, websites and other relevantpublished sources

Data Collection Sources

No.

Item

Scale Used

Teaching Aptitude

TAT developed by Jai Prakash and R. P. Srivastava

Brief description of TAT developed by Jai Prakash and R.P.Srivastava

The Teaching Aptitude Test (TAT) (Kanti, K.S., 2013) scale tomeasure teacher's aptitude was developed by Jai Prakash and R.P. Srivastava and it helps to measure the aptitude of teacherstowards teaching profession. This standard scale follows Otis andSmith method (Kant, R. , 2012).to capture and analyzeinformation. The scale is a 10 item scale and under each item 15sub categories (Sub – tests) are there. The response was capturedon Likert Scale. The reliability of the data was calculated by splithalfmethod using Guttman and Spearman-Brown Prophecyformula which yielded the coefficient of correlations as 0.891 and0.91, respectively.
The scale has following sub areas as sub test

Cooperative Attitude
Kindliness
Patience
Wide interest
Fairness

Moral Character
Discipline
Optimism
Scholarly Taste
Enthusiasm

Variables Considered

Dependent Variable - dependent variable is the variablebeing tested and measured in a scientific experiment.Pertaining to the study is teaching Aptitude is dependentvariable.
Independent Variables - it highlights/ refers thecharacteristics that are either being observed or controlled bythe investigator/ researcher in an attempt to ascertain itscomparison to other variable. Pertaining to the studyconducted the independent variables is gender

Data Analysis

Male Teachers

Nature of College	N	Mean	S.D.	df	't' value
Government - aided	27	192.47	49.6	48	3.2099**
Self Financed	23	184.31	27.2	48	3.2099**

(** Level of Significance @ 0.01)

Table - 2 : Teaching Aptitude of Male Teachers

In accordance with the above table.
The mean value of Male teachers of Government aided college was found to be 192.47
The mean value of Male teachers of self financed college was found to be 184.31
The S.D. Value of Male teachers of Government aided college was found to be 49.6
The S.D. value of Male teachers of Government aided college was found to be 27.2
Degree of freedom was 48

The calculated values of t is compared to the value whichare tabulated values of t and it was found that at 0.01 levelof significance the values are significant, therefore the nullhypothesis considered is rejected and the alternatinghypothesis stating the significant difference in teachingaptitude of male teachers in government aided and selffinance college tends to be accepted.
After analysis of the data it was also found that theteaching aptitude of the male teachers in more intense in aself financed college as compared to a government aidedcollege as there is a significant difference in mean andstandard deviations.

Chart Showing Component Wise Teaching Aptitude of Male Teachers

Component	Nature of College	N	Mean	S.D.	df	't' value
Cooperative Attitude	Government - aided	27	21.63	9.62	48	10.94**
Cooperative Attitude	Self Financed	23	16.26	8.76	48	10.94**
Kindliness	Government - aided	27	17.80	8.48	48	6.53**
Kindliness	Self Financed	23	20.17	8.39	48	6.53**
Patience	Government - aided	27	15.97	11.19	48	1.31
Patience	Self Financed	23	16.81	13.32	48	1.31
Wide interest	Government - aided	27	20.23	8.53	48	1.53
Wide interest	Self Financed	23	17.52	8.72	48	1.53
Fairness	Government - aided	27	22.06	9.31	48	1.81**
Fairness	Self Financed	23	22.17	8.46	48	1.81**
Moral Character	Government - aided	27	19.43	9.15	48	6.05**
Moral Character	Self Financed	23	16.83	6.9	48	6.05**
Discipline	Government - aided	27	18.93	9.71	48	5.21**
Discipline	Self Financed	23	16.57	7.17	48	5.21**
Optimism	Government - aided	27	20.23	10.07	48	4.56**
Optimism	Self Financed	23	17.96	8.47	48	4.56**
Scholarly Taste	Government - aided	27	16.53	9.35	48	3.25**
Scholarly Taste	Self Financed	23	18.27	8.46	48	3.25**
Enthusiasm	Government - aided	27	15.67	10.23	48	4.83**
Enthusiasm	Self Financed	23	19.38	10.44	48	4.83**

(** Level of Significance @ 0.01)

Table No. 3 Component wise teaching Aptitude of Male Teachers

After analyzing the above table it was found that Maleteachers in Self financed colleges are intense in terms ofFairness, cooperative attitude, Discipline and Optimism asthe mean score obtained are higher in above mentionedcases as compared to the male teachers of Governmentaided colleges. Whereas the male teaching staff ofgovernment aided college are intense in terms of patienceand wide interest component of their teaching aptitude astheir mean score are comparative higher in the respectivecomponents.

Female Teachers

Nature of College	N	Mean	S.D.	df	't' value
Government - aided	63	175.27	55.26	128	3.905**
Self Financed	67	180.17	36.33	128	3.905**

(** Level of Significance @ 0.01)

Table No 4 - Teaching Aptitude of Female Teachers

In accordance with the above table :

The mean value of female teachers of Government aided college was found to be 175.27.
The mean value of female teachers of self financed college was found to be 180.17.
The S.D. Value of female teachers of Government aided college was found to be 55.26.
The S.D. value of female teachers of Government aided college was found to be 36.33.
Degree of freedom was 128.

The calculated values of t is compared to the value whichare tabulated values of t and it was found that at 0.01 levelof significance the values are significant, therefore the nullhypothesis considered is rejected and the alternatinghypothesis stating the significant difference in teachingaptitude of female teachers in government aided and selffinance college tends to be accepted. After analysis of thedata it was also stated that the teaching aptitude of thefemale teachers in more intense in self finance college ascompared to the government aided college as there is asignificant difference in mean and standard deviations.

Chart Showing Component wise teaching Aptitude of Female Teachers

Component	Nature of College	N	Mean	S.D.	df	't' value
Cooperative Attitude	Government - aided	63	17.63	9.62	128	15.94**
Cooperative Attitude	Self Financed	67	14.26	8.76	128	15.94**
Kindliness	Government - aided	63	30.80	8.48	128	76.53**
Kindliness	Self Financed	67	17.17	8.39	128	76.53**
Patience	Government - aided	63	16.97	11.19	128	13.31**
Patience	Self Financed	67	12.81	13.32	128	13.31**
Wide interest	Government - aided	63	28.23	8.53	128	15.53**
Wide interest	Self Financed	67	12.52	8.72	128	15.53**
Fairness	Government - aided	63	18.06	9.31	128	12.23**
Fairness	Self Financed	67	20.17	8.46	128	12.23**
Moral Character	Government - aided	63	17.43	9.15	128	8.25**
Moral Character	Self Financed	67	19.83	6.9	128	8.25**
Discipline	Government - aided	63	18.93	9.71	128	4.21**
Discipline	Self Financed	67	17.57	7.17	128	4.21**
Optimism	Government - aided	63	17.23	10.07	128	1.66**
Optimism	Self Financed	67	17.96	8.47	128	1.66**
Scholarly Taste	Government - aided	63	15.53	9.35	128	8.45**
Scholarly Taste	Self Financed	67	17.27	8.46	128	8.45**
Enthusiasm	Government - aided	63	15.67	10.23	128	12.83**
Enthusiasm	Self Financed	67	19.38	10.44	128	12.83**

(** Level of Significance @ 0.01)

Table No - 5 Component wise teaching Aptitude of Female Teachers

After analysis of data, it was found that in terms of MoralCharacter, Scholarly Taste, Fairness, Enthusiasm andwide interest component of teaching aptitude the femaleteachers working in self financed colleges are more intenseas their recorded mean scores are high as compared to thefemale teaching staff of government aided college, whereas the female teaching staff of government college aremore intense in terms of Kindness, patience and disciplineas the recorded mean in high in these categories as compared to the female teaching staff working in selffinanced colleges.

Findings

Pertaining to the study conducted it was found that theteaching aptitude of Male teachers in Governmentfinanced colleges is significantly higher, compared to theircounterparts working is self financed system. Vice Versawas found in case of female teachers. In case of maleteachers working in government aided college,components of attitude that scored better than thoseworking in self-financed colleges include: moral character,discipline, optimism, cooperation and fairness. However,they scored less than self-financed colleges with regard tokindness, scholarly aspects and enthusiasm. With respectto wild interest, there is no significant difference.

In the case of female teachers in self financed colleges,moral character, scholarly taste, enthusiasm, fairness andwild interest is significantly higher, compared to those ingovernment aided colleges. However with respect toattributes like Kindness, Cooperation and Discipline theaptitude of female teachers of Government aided collegesare more significant as compared of their counterparts inself financed colleges.

On the basis of the study, following conclusions could bedrawn :

There is significant difference in teaching aptitude of male teachers working in government aided and self financed colleges in NCR.
There is significant difference in teaching aptitude of female teachers working in government aided and self financed colleges in NCR.
The teaching aptitude of the male teachers is more intense in self financed college as compared to government aided college mostly due to awareness, flair and competition to surviva.
The teaching aptitude of the female teachers is more intense in self financed college as compared to the government aided college mostly due to their intensified scholarly taste, ability to learn and clarity.

Limitations of the Research

The area considered was NCR only; hence the results and findings may vary in other regions.
The only variable considered for the present study was Teaching Aptitude of teachers, though active consideration of other variables might add value to the work.
Sample of Teachers was drawn from the University affiliated degree colleges and, not from any other higher educational institutions like Universities or autonomous institutions.
There was a significant bias in the sample size in favour of female teachers.

Conclusions

Teaching is not only a profession to earn livelihood ratherit is a way to attain perfection. The fate of a nation andsociety largely depends on teaching and to make itsustainable and more effective the teachers have to play asignificant role. Teaching is a dynamic process whichneeds to be improved according to the changing needs anddemand of society and students and to improve thequality of teachers an updated and rigorous aptitude isrequires with all other necessary ingredients likeknowledge, intelligence and communication. With apositive aptitude the teachers can transform a learningprocess into sustainable learning and finally canstrengthen the framework of the society. Though teachingaptitude is affected by a lot of factors but values, beliefsand attitude shapes it up. The teaching aptitude of maleand female teaching staff is required as a teacher having aright aptitude can adopt a right methodology and canshape the future of nation. Furthermore male teachingstaffs working in Self Financed Colleges are more intensein terms of Fairness, cooperative attitude, Discipline andOptimism components whereas in Government aidedColleges male teachers are more intense in terms ofpatience and wide interest. Female teaching staffsworking in Self Financed Colleges are more intense (astheir horizon to learn, enthusiasm towards teaching andlearning, scholarly taste and cooperative attitude isintense ) in terms of Moral Character, Scholarly Taste,Fairness, Enthusiasm and wide interest whereas Femaleteaching staffs working in Government aided Colleges aremore intense in terms of Kindness, patience anddiscipline.

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