Teaching Competencies of Mathematics Teachers of Secondary Schools in Nadia, West Bengal

This study investigates the teaching competence of secondary school mathematics teachers in Nadia district, West Bengal, India.

Introduction: The study, focusing on the teaching competencies of secondary school mathematics teachers in Nadia, West Bengal, offers a comprehensive analysis of the current landscape of mathematics education in the region. This research aimed to assess various facets of teaching competencies, including mathematical knowledge, pedagogical skills, use of technology, alignment with educational standards, challenges in instruction, the impact of professional development, and the correlation between teacher competencies and student performance.

Objectives: The primary objectives were to evaluate the existing level of mathematical competence among teachers, examine their pedagogical methods, identify the incorporation of innovative techniques and technology in teaching, assess alignment with educational standards, explore challenges in effective instruction, gauge the impact of professional development on teaching competencies, and understand best practices in mathematics education. The relationship between teacher competencies and student outcomes in mathematics was also a key focus.

Methodology: The study utilized a survey approach, employing Likert scale questions to gather data from 50 secondary school mathematics teachers in Nadia. This quantitative method provided a structured and consistent means to capture the perceptions and self-assessments of teachers regarding their professional competencies.

Findings: The findings revealed a strong sense of confidence among a majority of teachers in their mathematical knowledge and pedagogical skills. However, there was a notable divide in the integration of technology and innovative teaching methods. While some teachers have embraced modern educational tools, a significant number have not, highlighting a key area for development. The study also identified a lack of uniformity in aligning teaching practices with current educational standards and policies, along with varied perceptions of challenges faced in effective instruction.

Conclusion: The study underscores a critical juncture in the region’s educational trajectory. While foundational competencies in mathematics and teaching methodology are evident, gaps in technology integration, policy alignment, and professional development pose challenges. Addressing these areas is crucial for the advancement of mathematics education in Nadia. Future efforts should focus on promoting technological literacy, ensuring better alignment with educational policies, and providing tailored professional development programs. These steps are vital for enhancing the overall teaching competencies, which in turn will positively impact the quality of mathematics education and student outcomes in the region.