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 a race. Right aptitude is the source to create competitive advantage for the organization and higher educational institutes, hence focus should be given on identification and development of right policies and strategies to nurture develop and evaluate right aptitude among employees and teachers. The teacher`s performance also depends on structure, strategy and policy followed, physiological and psychological environment, motivational methods etc followed by organization as a synchronized tool. The objective of this article is to compare the teaching aptitude of teachers working in Government aided and self financed institutions and also to highlight the components of teaching aptitude for male and female teachers. For this purpose, a Teaching Aptitude Test survey was conducted among the male and female teachers separately in Government aided and self financed University affiliated colleges in National Capital Region, India. An analysis of the results showed that the mean aptitude rating is higher among male teachers than female teachers. Besides, male teachers in Government aided colleges have better aptitude than those in Self-Financed colleges and Vice Versa in the case of female teachers. It was also found that scores in individual Aptitude Components are also different for male and female 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 of characteristics possessed by an individual, indicative of the ability to grasp not only the subject matter but also the aims and processes of education (Dave N. and Raval D., 2015). It predicts a person's ability to explain difficult points and clarify obscurities. Right aptitude is the source to create competitive advantage for the organization and higher educational institutes, hence focus should be given on identification and development of right policies and strategies to nurture develop and evaluate right aptitude among employees and teachers (Jan F. et al., 2015). Teachers are the pillars in education and the success of students largely depends on the right aptitude and attitude of teaching staff (Lal R. and Shergil S. S., 2012). Nobody can effectively take his place or influence children in the manner and to the degree it is possible, for him alone to do. The teachers are focal point and play a central role in the education system and are connecting link between students and education system of a nation. The impact of any kind of schedule or programme related to education depends 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 education system and should carry a right and balanced aptitude towards their profession and should be acting like a change agents. It is the role of teacher educators to prepare future teachers and educational workers to be life-long learners and to create a learning society (Khan M.S. et al., 2014). But, teacher educators can play their roles effectively only if their own education is better and is imparted in a proper manner.

The infrastructure, policies and strategies of Government should enable right aptitude and attitude amongst teachers working in government aided and self financed institutions equally (Jose M.M., 2008). The performance of a teacher could depend on structure, strategy and policy followed, physiological and psychological environment, motivational methods etc followed by the organization as a synchronized tool (Ramon R., 2017). Right aptitude is the source to create competitive advantage for the organization and higher educational institutes, hence focus should be given on identification and development of right policies and strategies to nurture develop and evaluate right aptitude among employees and teachers (John J S., 2016). The employee performance could be treated as a dependent variable hovering around, structure, strategy and policy followed, physiological and psychological environment, motivational methods etc followed by organization as a synchronized tool. Despite of an uneven support system the teachers the teachers should carry a positive attitude towards their profession. The active involvement of teachers/ faculty members in higher educational institute highlights their respective interest towards teaching and learning. A positive aptitude of a teacher will create a positive thrust and spark new energy in the learning environment and further will make learning, a stimulating and fun filled activity. Every individual is having an independent point of view and aptitude towards teaching and learning that influence the action orientation and behavior of the teacher with respect to the task. The working environment, policy and actual working scenario of government aided and self financed college are different especially in the national capital territory of Delhi and it is often complimented by the unparallel 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 working in government aided and self financed colleges in NCR.
• To compare teaching aptitude of female teachers working in government aided and self financed colleges in NCR.

Hypotheses

H₀₁ - There is no significant difference in teaching 01 aptitude of male teachers working in government aided and self financed colleges in NCR.
H_A1 - There is significant difference in teaching aptitude of A1 male teachers working in government aided and self financed colleges in NCR
H₀₂ - There is no significant difference in teaching 02 aptitude of female teachers working in government aided and self financed colleges in NCR.
H_A2 - There is significant difference in teaching aptitude of A2 female teachers working in government aided and self financed colleges in NCR

Sampling Details

Sample Size -

The total sample size considered was of180 respondents, the bifurcation of which has been mentioned below:

Table – 1 – Break up of Respondents

Sampling Frame

Tool for Primary Data Collection

Both primary and secondary sources were used for data collection. Secondary data was collected with the help of research papers, journals, websites and other relevant published sources

Data Collection Sources

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

The Teaching Aptitude Test (TAT) (Kanti, K.S., 2013) scale to measure teacher's aptitude was developed by Jai Prakash and R. P. Srivastava and it helps to measure the aptitude of teachers towards teaching profession. This standard scale follows Otis and Smith method (Kant, R. , 2012).to capture and analyze information. The scale is a 10 item scale and under each item 15 sub categories (Sub – tests) are there. The response was captured on Likert Scale. The reliability of the data was calculated by splithalf method using Guttman and Spearman-Brown Prophecy formula which yielded the coefficient of correlations as 0.891 and 0.91, respectively.
The scale has following sub areas as sub test

Variables Considered

• Dependent Variable - dependent variable is the variable being tested and measured in a scientific experiment. Pertaining to the study is teaching Aptitude is dependent variable.
• Independent Variables - it highlights/ refers the characteristics that are either being observed or controlled by the investigator/ researcher in an attempt to ascertain its comparison to other variable. Pertaining to the study conducted the independent variables is gender

Data Analysis

Male Teachers

(** 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 which are tabulated values of t and it was found that at 0.01 level of significance the values are significant, therefore the null hypothesis considered is rejected and the alternating hypothesis stating the significant difference in teaching aptitude of male teachers in government aided and self finance college tends to be accepted.
After analysis of the data it was also found that the teaching aptitude of the male teachers in more intense in a self financed college as compared to a government aided college as there is a significant difference in mean and standard deviations.

Chart Showing Component Wise Teaching Aptitude of Male Teachers

(** Level of Significance @ 0.01)

Table No. 3 Component wise teaching Aptitude of Male Teachers

After analyzing the above table it was found that Male teachers in Self financed colleges are intense in terms of Fairness, cooperative attitude, Discipline and Optimism as the mean score obtained are higher in above mentioned cases as compared to the male teachers of Government aided colleges. Whereas the male teaching staff of government aided college are intense in terms of patience and wide interest component of their teaching aptitude as their mean score are comparative higher in the respective components.

Female Teachers

(** 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 which are tabulated values of t and it was found that at 0.01 level of significance the values are significant, therefore the null hypothesis considered is rejected and the alternating hypothesis stating the significant difference in teaching aptitude of female teachers in government aided and self finance college tends to be accepted. After analysis of the data it was also stated that the teaching aptitude of the female teachers in more intense in self finance college as compared to the government aided college as there is a significant difference in mean and standard deviations.

Chart Showing Component wise teaching Aptitude of Female Teachers

(** 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 Moral Character, Scholarly Taste, Fairness, Enthusiasm and wide interest component of teaching aptitude the female teachers working in self financed colleges are more intense as their recorded mean scores are high as compared to the female teaching staff of government aided college, where as the female teaching staff of government college are more intense in terms of Kindness, patience and discipline as the recorded mean in high in these categories as compared to the female teaching staff working in self financed colleges.

Findings

Pertaining to the study conducted it was found that the teaching aptitude of Male teachers in Government financed colleges is significantly higher, compared to their counterparts working is self financed system. Vice Versa was found in case of female teachers. In case of male teachers working in government aided college, components of attitude that scored better than those working in self-financed colleges include: moral character, discipline, optimism, cooperation and fairness. However, they scored less than self-financed colleges with regard to kindness, scholarly aspects and enthusiasm. With respect to wild interest, there is no significant difference.

In the case of female teachers in self financed colleges, moral character, scholarly taste, enthusiasm, fairness and wild interest is significantly higher, compared to those in government aided colleges. However with respect to attributes like Kindness, Cooperation and Discipline the aptitude of female teachers of Government aided colleges are more significant as compared of their counterparts in self financed colleges.

On the basis of the study, following conclusions could be drawn :

• 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 rather it is a way to attain perfection. The fate of a nation and society largely depends on teaching and to make it sustainable and more effective the teachers have to play a significant role. Teaching is a dynamic process which needs to be improved according to the changing needs and demand of society and students and to improve the quality of teachers an updated and rigorous aptitude is requires with all other necessary ingredients like knowledge, intelligence and communication. With a positive aptitude the teachers can transform a learning process into sustainable learning and finally can strengthen the framework of the society. Though teaching aptitude is affected by a lot of factors but values, beliefs and attitude shapes it up. The teaching aptitude of male and female teaching staff is required as a teacher having a right aptitude can adopt a right methodology and can shape the future of nation. Furthermore male teaching staffs working in Self Financed Colleges are more intense in terms of Fairness, cooperative attitude, Discipline and Optimism components whereas in Government aided Colleges male teachers are more intense in terms of patience and wide interest. Female teaching staffs working in Self Financed Colleges are more intense (as their horizon to learn, enthusiasm towards teaching and learning, scholarly taste and cooperative attitude is intense ) in terms of Moral Character, Scholarly Taste, Fairness, Enthusiasm and wide interest whereas Female teaching staffs working in Government aided Colleges are more intense in terms of Kindness, patience and discipline.

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