Teachers' Professional Competency and Its Impact on Students' Academic Achievements

Abstract

This empirical study in the Indian context investigates the effect of teachers’ professional capabilities on students’ academic performance. The specific aims are to shed light on the extent to which components of teacher efficacy, i.e., pedagogical knowledge, subject matter expertise, classroom management skills and professional development directly and indirectly affect student achievement. Research Design a descriptive survey research design was used with a sample of 150 secondary school teachers and 600 students drawn from government and private schools in Madhya Pradesh. Information was gathered from questionnaires to assess teacher competency, and student achievement reports. The research hypothesis was that a high level of teacher professional competency would correlate with making good student academic achievement. Results demonstrate the significant impact that dimensions of teacher competence have on students' achievements, with pedagogical and classroom management competencies being found to be the most relevant. Statistically, academically proficient teachers accounted for about 23% of the variation in student achievement. The research finds that investments in teacher continuous professional development programs have significant positive effects on educational outcomes, with policy implications favoring interventions of the reinforcement of teacher training courses are tied to a competency appraisal structure.