Perception of teaching faculty towards essential teaching competencies for increasing competency of faculty in SAUs

The research was conducted in six State Agricultural Universities (SAUs) viz., Sher-e-Kashmir University of Agricultural Sciences and Technology-Jammu, Sher-e-Kashmir University of Agricultural Sciences and Technology-Kashmir, Punjab Agricultural University, Ludhiana, Punjab Chaudhary Charan Singh Haryana Agricultural University Hisar, Haryana, Chaudhary Sarwan Kumar Himachal Pradesh Krishi Vishvavidyalaya, Palampur, Himachal Pradesh and Maharana Pratap University of Agriculture and Technology, Udaipur, Rajasthan. A random sample each of 15 Assistant Professors, Associate Professors and Professors from each selected SAU was drawn by using simple random sampling technique, thus, making a total sample size of270 respondents. Majority of the respondents perceived items viz. ‘plan the content of a lesson’, ‘obtain textbook references and other instructional materials’ and ‘plan instructional material to accommodate identified learner needs’ as most important instructional planning competencies. Regarding execution of instructions, majority of the respondents perceived items viz. ‘giving clear explanations and directions to students to clear their doubts/problems’, ‘maintaining conducive classroom environment for students active participation’ and ‘encourage students to ask questions (doubt clearance) most important. With regard to evaluation competencies, items viz. ‘keeping oneself updated with the ICAR evaluation criteria for assessment of students’ and ‘evaluate individualized assignments completed under directed study’ were perceived most important by the respondents. Likewise, under guidance competencies, items viz. ‘guiding P.G students in timely completion of their dissertation’ and ‘assist students in developing good study habits’ were perceived most important by the respondents. With regard to professional role and development competencies, respondents perceived items viz. ‘maintain the ethical standards expected of a professional educator’, ‘promote the attainment of the goals of the teaching profession’ and ‘use the information contained in professional journals and literature in agricultural education most important. However, with regard to management competencies, items viz. ‘implement an effective classroom management system for positive student behaviour (discipline)’ ‘record agriculture students’ grades according to University policy’ and ‘maintain individual P.G. student file documenting his academic performance’ were perceived most important by the respondents.