An Empirical Study on Teacher Competency and Its Impact on Job Performance in Management Institutes with Reference to Pune City
Fuente:
Zenodo
Salvato in:
| Autori principali: | , |
|---|---|
| Natura: | Recurso digital |
| Pubblicazione: |
Zenodo
2026
|
| Soggetti: | |
| Accesso online: | |
| Tags: |
Aggiungi Tag
Nessun Tag, puoi essere il primo ad aggiungerne!!
|
| _version_ | 1866902201311428608 |
|---|---|
| author | Kumbhar, Prashant Tukaram Hole, Amit M. |
| author_facet | Kumbhar, Prashant Tukaram Hole, Amit M. |
| contents | <p><strong><em><span>Abstract<br></span></em></strong><em><span><span> </span>Teacher competency is widely acknowledged as a crucial determinant of quality and effectiveness in higher education, particularly in professional disciplines such as management education. In an era marked by intense competition, accreditation pressures, globalization, and rapidly changing industry expectations, management institutes are required to continuously improve academic standards and institutional outcomes. The present empirical study examines the relationship between teacher competency and job performance in management institutes with reference to Pune City. Teacher competency is analyzed across multiple dimensions including subject knowledge, pedagogical skills, communication ability, classroom management, and technological competency. Job performance is assessed using indicators such as teaching effectiveness, student feedback, academic results, research contribution, and administrative responsibilities.</span></em></p> <p><em><span><span> </span>The study is empirical in nature and is based on primary data collected from 210 faculty members working in public and private management institutes in Pune City. A structured questionnaire using a five-point Likert scale was employed for data collection. Statistical tools such as descriptive statistics, correlation analysis, and multiple regression analysis were applied for data interpretation. The findings reveal a strong and statistically significant positive relationship between teacher competency and job performance. Subject knowledge and pedagogical skills emerged as the most influential predictors of job performance, followed by technological competency. The study highlights the importance of competency-based faculty development initiatives for improving teaching quality and institutional effectiveness.</span></em></p> <p> </p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_19492064 |
| institution | Zenodo |
| language | |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | An Empirical Study on Teacher Competency and Its Impact on Job Performance in Management Institutes with Reference to Pune City Kumbhar, Prashant Tukaram Hole, Amit M. Keywords: Teacher Competency, Job Performance, Management Institutes, Higher Education, Pune City <p><strong><em><span>Abstract<br></span></em></strong><em><span><span> </span>Teacher competency is widely acknowledged as a crucial determinant of quality and effectiveness in higher education, particularly in professional disciplines such as management education. In an era marked by intense competition, accreditation pressures, globalization, and rapidly changing industry expectations, management institutes are required to continuously improve academic standards and institutional outcomes. The present empirical study examines the relationship between teacher competency and job performance in management institutes with reference to Pune City. Teacher competency is analyzed across multiple dimensions including subject knowledge, pedagogical skills, communication ability, classroom management, and technological competency. Job performance is assessed using indicators such as teaching effectiveness, student feedback, academic results, research contribution, and administrative responsibilities.</span></em></p> <p><em><span><span> </span>The study is empirical in nature and is based on primary data collected from 210 faculty members working in public and private management institutes in Pune City. A structured questionnaire using a five-point Likert scale was employed for data collection. Statistical tools such as descriptive statistics, correlation analysis, and multiple regression analysis were applied for data interpretation. The findings reveal a strong and statistically significant positive relationship between teacher competency and job performance. Subject knowledge and pedagogical skills emerged as the most influential predictors of job performance, followed by technological competency. The study highlights the importance of competency-based faculty development initiatives for improving teaching quality and institutional effectiveness.</span></em></p> <p> </p> |
| title | An Empirical Study on Teacher Competency and Its Impact on Job Performance in Management Institutes with Reference to Pune City |
| topic | Keywords: Teacher Competency, Job Performance, Management Institutes, Higher Education, Pune City |
| url | https://doi.org/10.5281/zenodo.19492064 |