A Study On Relationship Of Teacher Effectiveness With Meta Cognitive Ability, Teaching Style And Digital Competence Among Prospective Teachers

Abstract

This study explores the relationship between teacher effectiveness and meta cognitive ability, teaching style, and digital competence among prospective teachers. The study aims to assess whether these factors significantly contribute to teacher effectiveness and to analyze differences in teacher effectiveness across demographic variables such as gender, location, and academic background. The sample consists of 600 prospective teachers and were randomly selected from different self-financed educational colleges affiliated to Guru Nanak Dev University, Amritsar, Panjab University, Chandigarh and Punjabi University, Patiala. The data was collected by using standardized scale of Teacher Effectiveness Scale (Suraiya & Shakir, 2023), Meta-cognitive Ability skills Scale (Gupta & Suman, 2017), Teaching Style Scale (Sharma & Saran, 2017), Digital Competence Scale (Srivastava & Dangwal, 2021). The data obtained was analysed statistically with the help of Mean, SD, t-ratio and ‘r’ and used to arrive at the following conclusions: Findings revealed a significant difference in teacher effectiveness scores between male and female prospective teachers, as well as between those from rural and urban areas. However, no significant difference was found based on the academic background (arts versus science) of the prospective teachers. Regarding metacognitive ability, a significant difference emerged between male and female prospective teachers, as well as between those from arts and science backgrounds; however, no significant difference was found between rural and urban prospective teachers. Additionally, a significant relationship was observed between teacher effectiveness and digital competence, indicating that higher digital competence positively correlates with improved teaching effectiveness. Moderate correlations were also found between teacher effectiveness and both metacognitive ability and teaching style. These findings underscore the importance of digital competence in enhancing teacher effectiveness and suggest that targeted training in metacognitive skills and teaching style may further support prospective teachers’ development.