Assessing the Relationship between Self-confidence and Teaching Competency in B.Ed. Students: A Study in Kohima District, Nagaland

Abstract

This study assesses the relationship between self-confidence and teaching proficiency among B.Ed. students in Kohima District, Nagaland. Teaching competency is essential for the professional development of future educators, and self-confidence is frequently regarded as a crucial psychological attribute that affects one's teaching efficacy. The research employs a quantitative methodology, utilizing a survey method to gather data from a sample of 200 B.Ed. students enrolled in teacher training programs at B.Ed. Colleges in Kohima. Standardized questionnaires assessed self-confidence levels and teaching proficiency in lesson planning, classroom management, communication skills, and material delivery. Statistical approaches, including correlation analysis, were employed to assess the strength and direction of the association between self-confidence and teaching skills. The results indicate a moderate to strong positive association between the two variables, suggesting that increased self-confidence is connected with enhanced teaching skills. Moreover, the study emphasizes that self-confidence substantially influences particular aspects of teaching proficiency, including classroom management and communication abilities. The findings underscore the necessity of cultivating self-confidence within teacher education programs to improve teaching effectiveness. The study concludes with recommendations for incorporating self-confidence enhancement exercises into teacher training curricula to elevate overall teaching proficiency.