Paper Details

This study investigates the relationship between teaching competence and job satisfaction among teacher educators, with a focus on gender, institutional affiliation, and academic discipline. Utilizing a descriptive survey research design, data were collected from 300 teacher educators in government and private B.Ed. colleges in West Bengal. The Teaching Competence Scale (TCS) and Job Satisfaction in Teaching Profession Scale (JSTPS) were employed for data collection, and statistical analyses, including t-tests and Pearson correlation, were conducted. Findings reveal that teaching competence predominantly falls within the average range, with minor variations across gender, institutional type, and academic discipline. However, no statistically significant differences in teaching competence or job satisfaction were found based on these demographic factors. Notably, a strong positive correlation (r = 0.84) was observed between teaching competence and job satisfaction, indicating that educators with higher competence tend to experience greater job satisfaction and vice versa. The study underscores the critical role of professional competence in enhancing job satisfaction, reinforcing the need for targeted professional development programs and institutional reforms to support teacher educators. Recommendations include bridging competence gaps between government and private institutions, addressing discipline-based training needs, and fostering a positive work environment. These findings have significant implications for educational policymakers, emphasizing the need for structured interventions to enhance teacher educator effectiveness and overall job satisfaction.

Teaching Competence, Job Satisfaction, Teacher Educators, Professional Development, Institutional Affiliation