https://hmjournals.com/ijaap/index.php/JLEP <p>The<strong> Journal of Learning and Educational Policy (JLEP) ISSN: 2799-1121</strong> is a double-blind, peerreviewed, open-access journal that provides publication of articles in Education and Educational Development. This journal aims to provide a platform for scientists and researchers to discuss innovative ideas and developments in Learning and Education.</p> en-US editorinchief.jlep@gmail.com (Editor in Chief) editorinchief.jlep@gmail.com (Tech Support) Fri, 18 Jul 2025 09:35:52 +0000 OJS 3.3.0.20 http://blogs.law.harvard.edu/tech/rss 60 https://hmjournals.com/ijaap/index.php/JLEP/article/view/5705 <p>This study investigates the teaching competency of prospective secondary teachers, recognizing the critical role teachers play in national development through quality instruction. The research aims to assess the overall teaching proficiency of B.Ed. trainees and explore variations based on demographic and educational factors such as gender, locality, type of institution, educational qualification, and academic stream. Competency in teaching encompasses a combination of subject knowledge, instructional ability, classroom management, communication skills, and ethical practice, all of which contribute to effective learning environments. The study employed a quantitative research methodology involving a sample of 300 prospective secondary teachers from government-aided and unaided institutions. Data were collected using a Personal Data Sheet and the General Teaching Competency Scale, with scores evaluated through descriptive and inferential statistics, including mean, standard deviation, percentage analysis, and t-tests. The findings revealed that the overall teaching competency among participants was average. No statistically significant differences were found in teaching competency based on gender, type of institution, educational qualification, or academic stream. However, a significant difference was observed based on locality, with rural trainees demonstrating higher competency than their urban counterparts. These results suggest that while teacher training programs produce generally competent graduates, greater emphasis is needed on individualizing pedagogical strategies to address diverse learner backgrounds. The study recommends enhancing pre-service teacher education by incorporating continuous training, modern teaching aids, and inclusive, practice-oriented strategies to improve professional competencies. It also underscores the importance of cultivating a positive attitude towards teaching and modeling best practices during teacher training.</p> Dr. G. Sivakumar Copyright (c) 2025 Authors https://creativecommons.org/licenses/by/4.0 https://hmjournals.com/ijaap/index.php/JLEP/article/view/5705 Tue, 15 Jul 2025 00:00:00 +0000