Study of techno pedagogical competence of teachers in relation to school environment professional commitment and attitude towards using technology

Abstract

The intent of this study is to explore the Techno-Pedagogical Competence of Teachers in relation to School Environment, Professional Commitment and Attitude Towards Using Technology. Multistage Random Sampling Technique was adopted to draw the sample of 400 Government senior secondary school teachers of Punjab (200 rural + 200 urban). Data was obtained by utilizing standardized scales. Teacher s Techno-pedagogical Competence scale by Rajasekar and Sathiyaraj, Teacher s Professional Commitment scale by Kauts and Kaur, Attitude towards using new Technology scale by Rajasekar were used for data collection. School Environment Scale was devised by the investigator. Pearson s coefficient of correlation, t-ratio, Fisher s Z- Transformation, multiple correlation and regression were applied to figure out the outcomes. It was evinced from the results that there exists no significant difference in mean scores of Techno-Pedagogical Competence among rural and urban teachers. Positive and significant relationship is evinced between the (1) Techno-Pedagogical Competence and School Environment among teachers, (2) Techno-Pedagogical Competence and Professional Commitment among teachers, (3) Techno-Pedagogical Competence and Attitude towards using Technology among teachers. Significant difference is evinced in relationship between the Techno-Pedagogical Competence and School Environment of rural and urban teachers. No significant difference is evinced in relationship between the Techno-Pedagogical Competence and Professional Commitment of rural and urban teachers and between the Techno-Pedagogical Competence and Attitude toward using Technology of rural and urban teachers. Joint contribution of School Environment, Professional Commitment and Attitude Towards using Technology in predicting Techno-Pedagogical Competence of rural teachers is 74.9%, and of urban teachers is 75.7%, and in case of total teachers is 73.3%, and the highest individual contribution is of professional commitment in case of rural, urban and total teachers.