A STUDY ON ACHIEVEMENT MOTIVATION AND TEACHING COMPETENCY OF B.ED. STUDENTS (original) (raw)

2015, A STUDY ON ACHIEVEMENT MOTIVATION AND TEACHING COMPETENCY OF B.ED. STUDENTS

In the present education system cognitive area is more emphasized than the area of affective goals. Education is not only concerned with the communication of knowledge and the acquisition of skills but also with the formation of right attitudes towards one's self, towards other people, towards learning and towards life in general. If progress is to be achieved in refining the feelings and attitudes, the institutions of teacher education must become more effective in helping teachers to develop proper attitudes and competence. The aim of the study to find out the Achievement Motivation and Teaching Competency of B.Ed. Students for which the survey method has been adopted. Simple Random sampling technique was used for the present study for the selection of sample. The sample of the study was 100 B.Ed. Students. The major findings are the level of achievement motivation of the B.Ed. students is low, the level of teaching competency of the B.Ed. Students is high and the relational analysis indicates that these variables are significantly related. Introduction Teaching is one of the oldest activities in the history of human race. Though it has been with us for such a long time, the professional preparation of teachers is probably a little less than two centuries old. It developed gradually and in distinct stages over these years. Educationists, philosophers, psychologists, sociologists, and scientists have at different periods of time, tried to understand the nature of this human activity called teaching. 'Teachers to be taught and trained'-is a growing concept found in societies all over the world, in the nineteenth and twentieth century's. The parents and elders taught the youngsters in the art of living. The tribal head, the craftsman and the skilled worker imparted the special skills to individuals. The technique of the teacher was based on his acquired experiences in the practice of that skill. The teacher transmitted the skill to the learner. The worth of such transmission was dependent on the learner's use of the skill learnt. Formerly a good teacher was one who was efficient in classroom instruction and who valued the examination answer papers conscientiously. Society expects the teacher to develop new skills and attitudes. Teacher education programmes provide training not only in pedagogy but also in behavioural attributes including attitudes, motivation, perceptions, preferences, appreciation and value-orientation. Pupils learn what a teacher is as well as what he says. Pupils absorb his attitudes. They understand his moods, they share his convictions and they imitate his behaviour. According to Bernard H.W. (1972) motivation, discipline, social behaviour, pupil achievement and above all continuing desire to learn all centre around the personality of the teacher.