A Study of Prospective Teachers’ Perceptions Towards Skill Enhancement in Chandigarh
Keywords:
Skills, Training, Professional development, Employment, Demographic variablesAbstract
Context: The Indian job market has undergone significant transformation, marked by the emergence of new employment avenues, intensified competition, changing employer expectations and evolving policy frameworks. In this dynamic context, employers increasingly value individuals who possess relevant and adaptable skills that contribute to organizational effectiveness. Skill enhancement has thus become a crucial determinant of employability, supporting both professional success and overall life development. Although a growing number of students enroll in teacher education programmes, only a limited proportion succeed in securing employment in government or private institutions, while many remain unemployed. This study focuses on the various activities currently implemented within teacher training programmes that can serve as avenues for skill enhancement among prospective teachers. Understanding the perceptions of prospective teachers regarding these activities can assist policymakers and educational authorities in deciding which practices should be strengthened, modified, or excluded to make teacher education programmes more responsive to employment demands.
Aims: This study was conducted to examine the perceptions of prospective teachers towards skill enhancement. A descriptive research design was adopted for the study. The sample comprised 80 prospective teachers drawn from the Government College of Education, Sector 20-D, Chandigarh and GRIID, Sector 31-C, Chandigarh. To assess perceptions of skill enhancement, the researchers used a self-developed inventory. The collected data were analyzed using statistical techniques such as percentage, mean, standard deviation, t-test and ANOVA. The findings revealed that prospective teachers from rural and urban backgrounds, female participants, students from both institutions (GCE-20 and GRIID), age groups 22–27 and 28–35 years, all income categories, graduates and postgraduates and all levels of teaching experience exhibited an excellent level of perception regarding skill enhancement. In contrast, male prospective teachers, those below 21 years of age and those above 35 years demonstrated an above-average level of perception. Furthermore, the results indicated that there was no significant difference in perceptions of skill enhancement based on locality, age group, educational qualification, income group, or teaching experience. However, a significant difference was observed on the basis of gender and institutional affiliation among prospective teachers.
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