A STUDY OF TEACHING COMPETENCY OF SECONDARY SCHOOL TEACHERS IN RELATION TO THEIR SOCIO-ECONOMIC STATUS.

The present study was intended to investigate the relationship between Teaching Competency of secondary school teachers and their socio-economic status. The study was conducted on a sample of 120 secondary school teachers selected by simple random sampling technique. Two tools were used to collect the data namely Teaching Competency Scale developed by the researcher and Socio-Economic Status Scale developed by the Kuppuswamy (1976) and revised by B.G. Prasad (2016). The data was analyzed by computing Pearson?s Product Moment Coefficient of Correlation and independent ?t? test. The results revealed that there was a significant positive relationship between Teaching Competency of teachers and Socio-Economic Status. The results concludes that teachers having high level of SES had higher levels of teaching competency when compared with teachers having moderate and low levels of SES. The key implication of the study is to know the impact of socio-economic status on the performance of teachers. Policy makers may deal with to get better socio-economic conditions of secondary schools. The results inferred that teachers working in private unaided institutions had higher levels of teaching competency when compared with teachers working in private aided and government institutions. This implies that government and aided school managements should conduct in-service training programmes, orientation programmes and workshops which should focus on a need for higher levels of Teaching Competency. The results also found that there was no significant difference in Teaching Competency of secondary school male and female teachers.