Comparative Analysis of Pedagogical Competencies between Rural and Urban Teachers: Identifying Disparities and Enhancing Educational Equity

Abstract

This study examines the disparities in pedagogical competencies between rural and urban schools. Utilizing a structured questionnaire, data was collected from 289 rural and 711 urban teachers, covering areas such as understanding learners' characteristics, use of teaching aids, curriculum planning, teaching methods, classroom management, learning activities, assessment and evaluation, professional growth, communication with students, and guidance and counseling. The findings reveal significant differences: urban teachers consistently outperform their rural counterparts in all assessed areas, including understanding learners' characteristics, use of teaching aids, curriculum planning, teaching methods, classroom management, learning activities, assessment and evaluation, professional growth, and communication with students. The results underscore the influence of systemic factors such as resources, professional development, and support systems on educational outcomes. Addressing these disparities requires targeted policy interventions, including increased funding, enhanced professional development, and improved resource distribution for rural schools. The study contributes to understanding the educational inequities between rural and urban settings and provides a foundation for future research and policy development aimed at achieving educational equity.