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Arth Prabhand: A Journal of Economics and Management
Vol.2 Issue 7 July 2013, ISSN 2278-0629
A PRINCIPAL COMPONENT ANALYSIS OF TEACHING
COMPETENCIES REQUIRED FOR MANAGEMENT EDUCATION
KANUPRIYA M. BAKHRU*; DR. SEEMA SANGHI**; DR. Y. MEDURY***
*Sr. Lecturer,
Jaypee Institute of Information Technology,
Noida, UP, India.
**MD,
Styrax Consultants (P) Ltd.,
Gurgaon, Haryana, India.
***COO,
Jaypee Education System,
India.
ABSTRACT
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The study adopts a data reduction technique to examine the presence of any complex structure
among a set of management teaching competency variables. A structured survey questionnaire
was administered to elicit relevant data from management teachers. After satisfying all the
necessary tests of reliability of the survey instrument, sample size adequacy and population
matrix, the data was subjected to principal component analysis, resulting in the identification of
fifteen management teaching competency areas; and were explained in terms of Analytical &
Problem Solving, Conceptual Thinking, Mental Skills, Communication Skills, Knowledge and
information orientation, Emotion Handling & Persistence, Self Dependence & Confidence,
Adaptability, Concern For Standard & Achievement, Being open & receptive, Panning &
Organizing, Interpersonal Management, Impact & influence, Discipline & Delegation and
Occupational Attachment & Organizational Setting. These competency areas can form the basis
for recruitment, training and performance appraisal requirements in the context of Management
teaching.
KEYWORDS: Factor Analysis, Management Teaching, Competency Mapping.
______________________________________________________________________________
INTRODUCTION
Education has become essential these days along with it importance there are its several
challenges as well which require change in the quality and structure of education. For this
integration of education with corporate sector is required for which course contents needs to be
upgraded. But this is not sufficient as teachers are the education providers they play a vital role
in bridging the gap between what is now available in the form of curriculum and the demands of
the corporate world. Hence teachers should therefore react to the changing scenario and equip
themselves to meet the need of the hour. For this purpose through literature review competencies
required for effective teaching according to the changing scenario were identified. Therefore, this
research has tried to identify the main competency areas for effective management teaching
APJEM
Arth Prabhand: A Journal of Economics and Management
Vol.2 Issue 7 July 2013, ISSN 2278-0629
through principal component analysis. The theory being, the more effective the teacher the better
prepared the student is for tomorrow’s challenges and the more competitive the school can make
itself
LITERATURE REVIEW
Attempts to define teacher behaviors blossomed into a movement known as Competency-based
teacher education (or Performance based Teacher Education). In 1975 the Council on Teacher
Education (COTE), spearheaded a project to identify those competencies which are most
essential to all teachers. 23 competencies met the specified acceptance criteria which were
grouped into 5 major categories namely communication skills, basic knowledge, technical skills,
administrative skills and interpersonal skills. George (1975) enumerated teaching competencies
as, gaining pupils attention, explaining and narrating, giving directions, asking and adapting
questions to pupils, recognizing pupils difficulties of understanding, quality of voice and speech
habits, use of non-verbal cues, holding pupils' attention, gaining pupils participation, controlling
pupils and use of aids (blackboards and illustrating material). Gray and Gerrard (1977) in a
survey of 264 teachers suggested sixteen teaching competencies.
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Bennett (1988) identified the skills and competencies required for effective primary teaching
The list included (i) To be thoroughly conversant with the subject matter ,(ii) To be skilled in
diagnosis of children's understanding and misconceptions, (iii) To differentiate curriculum in
relation to the range of pupil attainment, (iv) To be skilled in task design and choice of tasks
whose intellectual demands are appropriate to each child capabilities, (v) To portray curriculum
in representations adequate to each child, (vi) To organize classroom settings conducive to high
pupil involvement, (vii) To monitor a variety of classroom events simultaneously and act
accordingly, (viii) To create and maintain good social relationships and (ix) to relate and work
with parents.
Hamdan et al (2010) studied the teaching competency and dominant characteristics of 309
teachers from different secondary / primary schools in Johor Bahru. Their competencies were
determined through factor analysis forming a comprehensive and practical model of teachers’
competency characteristics. Factor analyses of the instrument with various samples revealed 19
stable subscales and four main scales such as Skills Scales, Concern for School Scales, Scales on
Concern for Student and Concern for Self Scales. The most dominant competency of the teachers
was in concern for school scales followed by skills, concern for self and concern for students.
Karacaoglu (2008) aimed to determine the teacher’s competencies Turkey needs in the European
Union harmonization process. The research used Delphi technique to determine the teacher’s
competencies. Delphi application was completed by participation of 37 experts. Removal and
combination of overlapping opinions was done and hence 137 competency items were obtained.
The competencies were divided into four competency categories which are as follows:
Competencies Regarding Professional Knowledge, Competencies Regarding Field Knowledge,
Competencies Regarding Improving Oneself and Competencies Regarding National and
International Values.
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Arth Prabhand: A Journal of Economics and Management
Vol.2 Issue 7 July 2013, ISSN 2278-0629
Many studies were done in India also identifying the competencies for effective teaching. Sherry
(1954) studied a battery of psychological tests for prediction of success in teaching. He found
that intelligence was most important to success in teaching. Banerji (1956) while observing the
classroom behavior of successful teachers arrived at the conclusion that successful teaching
requires qualities like quick thinking, ready wit, easy adaptability and humor on the part of the
teacher. Dosajh (1956) using teacher trainees as sample reported that imagination and maturity
were indicative of success in the teaching profession. Deva (1966) reported that personality was
the most Important and intelligence was the least important in predicting success in student
teaching.
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Daivel & Rao (1968) observed that a good teacher as viewed by the students teaches well,
inspires good qualities in the students, re-teaches lesson when not understood, treats students
alike without prejudice, tries to reform problem students and acts as a guide to the student. Ojha
(1969) found that students perceived ten most characteristic qualities in successful teachers as
generous, honest, forgiving, man of character, punctual, clear in expression, wise, scholar,
friendly and well-wisher. Debnath (1971) undertook a research study with a view of finding out
the determinants of teaching efficiency. It was found that knowledge of the Subject matter,
academic qualifications, sympathetic attitude towards student mastery of the method of teaching,
sincerity in teaching, proper use of aids and appliances in teaching and the art of questioning
were the important correlates of teaching efficiency.
Passi and Lalitha (1976) in addition to the studies conducted abroad have identified twenty one
teaching competencies in Indian situation. These twenty one teaching competencies were
grouped under the following major headings: Planning skills, Presentation skills, Managerial
skills, Closure skills and Evaluation Skills. Maheshwari (1976) observed the classroom verbal
interaction pattern of effective and ineffective teachers and found that effective teacher involved
in more creative teaching models. Gupta (1976) found that high effective teachers were more
affectothymic, more intelligent, having more ego strength, more surgent, more self sentiment,
less guilt prone and less radical. Singh (1976) reported that most prominent needs of superior
teachers were nurturance, achievement, counteraction anti aggression. He found that Inferior
teachers, in comparison to superior teachers lack self-confidence in teaching and solving
problems.
Jain (1977) reported that intelligence, creativity and interests were characteristically inter-related
in promotion of proficiency of teaching. Mann (1980) established that more successful teachers
in comparison to less successful teachers were significantly more expressive, ready to cooperate,
attentive to people, generous in personal relation, bright and alert, fast in learning, efficient in
abstract thinking, emotionally mature, realistic about life and effective in adjustment.
Balachandran (1981) arrived at the conclusion that the factors of teaching effectiveness from
classroom point of view were subject mastery and intellectual kindling, responsiveness, integrity
and communicating ability, commitment to teaching, impartiality, motivating, concern for the
student's progress and informal academic help.
Bhagoliwal (1982) found that more effective teachers were characterized by fairly higher level of
differentiation and integration in their cognitive and perceptual functioning. They had a superior
capacity for imaginative and original thinking. Passi & Sharma (1982) identified fourteen
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Arth Prabhand: A Journal of Economics and Management
Vol.2 Issue 7 July 2013, ISSN 2278-0629
teaching competencies for the teaching of Hindi at higher secondary stage. Pachauri (1983)
found that reserved, relaxed, adjusted and controlled teachers were more proficient in teaching
than those who were outgoing, tense and possessed more anxiety. Further, less Intelligent,
imaginative and trusted teachers with high aggression were better in teaching. Tharyani (1986)
studied that intelligence and knowledge in their Subject areas was found to be the best predictors
of teacher effectiveness. Sharma & Kumar (1992) reported relative importance of teaching skills
and said that teaching being a complex act requires optimum level of understanding and
expertise in various teaching skills. They listed fourteen teaching skills as important and out of
them important were: Promoting pupil participation, Using teaching aids, Questioning and the
least important were: Closure, Pacing the lesson and Set induction
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Raju, P.V.S.R. (1994) found planning, presentation of lesson, closing, evaluation and
managerial dimensions were the best predictors of teachers' teaching. Jangira and Ajit (1982)
have also given a list of teaching skills to be applied at many levels for teaching many different
subjects. Those teaching skill have also been tried out to reach at certain level of competence in
classroom teaching. Callahan (1987) explained there are certain characteristics that are
indispensable for an effective teacher. There are (a)He is intelligent, (b)He is in command of his
subject, (c)He knows how to communicate his subject to students, (d)He is able to establish and
reach objectives, (e)He uses method effectively, (f)He varies instruction to hold student interest
and to allow for individual differences, (g)He understands and likes students, (h)He is able to
motivate students, (i)He can accurately appraise student readiness for learning, (j)He plans
effectively and (h)He has an effective teaching personality.
According to Sadker and Sadker (1997) good teachers are those: Who know their subject matter,
are organized, spend the major part of class time on academic activities, structure learning
experiences carefully, clearly present both directions and content information, maintain high
student interest and engagement, ensure that students have sufficient time to practice skills,
involve all students in discussions (not just volunteers), ask both higher and lower order
questions as appropriate to objectives of the lesson, use adequate wait time, provide clear
academic feedback, teach content at a level that ensures a high rate of success, vary student
activities procedures, hold high expectation for students, are enthusiastic about teaching and their
subject matter, have high record for students and treat them with respect, connect new learning to
prior knowledge, develop rather than shallow knowledge, and build classroom-learning
communities. Government of the Punjab (1999) conducted a study to identify the required
competencies of elementary teachers, secondary teachers and teacher's trainers. They found that
indispensable personal competencies & professional competencies required for secondary school
teachers.
METHODOLOGY
Through literature review 63 teaching competencies were identified. Subsequently, a selfadministered structured survey questionnaire was used to collect primary data from a large
number of management teachers. The structured survey questionnaires were administered to 194
management teachers from the identified universe. The analytical tool adopted was aimed to
explore the latent characteristics and relationships between these 63 competencies identified. In
the survey, respondents (Management teachers) were asked to respectively rate the relative
APJEM
Arth Prabhand: A Journal of Economics and Management
Vol.2 Issue 7 July 2013, ISSN 2278-0629
importance of the 63 identified competencies. The rating involved the respondents to decide
whether the variable is “Not Important (1)”, “Less Important (2)”, “Fairly Important (3)”, “Very
Important (4)” and “Extremely Important (5)”.
DATA ANALYSIS
FACTOR ANALYSIS (PRINCIPAL COMPONENT ANALYSIS)
According to Field (2005) factor analysis is useful for finding clusters of related variables and
thus ideal for reducing a large number of variables into a more easily understood framework. The
first attempt to the use of factor analysis was to address some pertinent issues relating to the
appropriate sample size for undertaking and establishing the reliability of factors analysis (Field,
2005). Cronbach’s reliability test, which is mostly used in this circumstance (Field, 2005) was
conducted and the test results of Cronbach’s alpha achieved an overall high of 0.785 suggesting
overall reliability of the research instrument for factor analysis. Furthermore, the data was
subjected to the Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy which recorded
substantial value of 0.794. Subsequently, as presented in Table below, the KMO measure of this
study achieved a high value of 0.794 suggesting the adequacy of the sample size for the factor
analysis. The Bartlett test of sphericity was also significant suggesting that the population was
not an identity matrix.
KMO AND BARTLETT'S TEST
5
.794
2275.387
1540.000
.000
After satisfying all the necessary tests of reliability of survey instrument, sample size adequacy
and population matrix, the data was subjected to factor analysis using principal component
analysis (PCA), with varimax rotation. Prior to principal component analysis, the communalities
involved were first established. Communality explains the total amount an original variable
shares with all other variables included in the analysis and is very useful in deciding which
variables to finally extract.
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Kaiser-Meyer-Olkin Measure of Sampling Adequacy.
Bartlett's Test of
Approx. Chi-Square
Sphericity
Df
Sig.
Initial communalities are estimates of the variance in each variable accounted for by all
components or factors. Extraction communalities are estimates of the variance in each variable
accounted for by the factors (or components) in the factor solution. The conventional rule about
communality values is that; extraction values (eigenvalues) of more than 0.50 at the initial
iteration indicates that the variable is significant; and should be included in the data for further
analysis or otherwise removed (Field, 2005). Seven competencies did not fit well with the factor
solution, and were dropped from the analysis. The eigenvalue and factor loadings were set at
conventional high values of 1.00 and 0.40 respectively (Field, 2005). Applying the latent root
criterion on the number of principal components to be extracted suggests that 16 components
should be extracted as their respective eigenvalues were greater than one. As demonstrated and
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Arth Prabhand: A Journal of Economics and Management
Vol.2 Issue 7 July 2013, ISSN 2278-0629
supported by the screen plot in figure 16 components with eigenvalues greater than 1.0 were
extracted using the factor loading of 0.40 as the cut-off point.
Sixteen factors in the initial solution have eigenvalues greater than 1. Together, they account for
almost 75.939% of the variability in the original variables. The factors extracted for further study
are shown in table below. 16th factor was dropped from the analysis as there were only two items
with no relation with each other. These 15 factors that were ultimately extracted included factors
have loadings more than 0.4 and have been referred to as dimensions of Management Teaching
Competency in the further analysis. The factors along with their loadings are mentioned in table
given in the appendix.
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DISCUSSION OF RESULTS
Based on critical examination of the inherent relationships among the variables under each
component, the following interpretation was deduced to represent the underlying dimensions of
the components. The names were derived based on their interrelated characteristics and
combination of variables with high factor loadings.
COMPONENT 1: The name given to Component 1 was Analytical & Problem Solving
Dimension. The items included in this were: Analyzing and Solving Problems, Dealing with
Complexity comfortably and Practical Intelligence, all of which had factor loadings more than
0.5. All these items had one thing in common they emphasized on analytical and problem
solving abilities of a teacher. This finding can be supported with similar studies done by various
researchers. According to Gage (1963) an effective teacher should have a good solving ability.
Bull (2009) found that an effective teacher should be able to deal more readily with the
complexity. Mann (1980) in his research found that more successful teachers were more realistic
about life and effective in adjustment.
APJEM
Arth Prabhand: A Journal of Economics and Management
Vol.2 Issue 7 July 2013, ISSN 2278-0629
COMPONENT 2: The name given to Component 2 was Conceptual Thinking Dimension. The
items included in it were Ability to Generate Theories, Insight and Using of Concepts in
analyzing situation, all of which had factor loadings more than 0.5. All these items had one thing
in common they emphasized on how well a teacher uses his/her concepts or theories in teaching.
This finding can be supported with similar studies done by various researchers. Hong et al (2010)
in their research have found an effective teacher should be able to improve and even create
theories. Department of Education and Training (2004) in their report have emphasized on
Insight of a teacher saying that “Teachers should be insightful in analyzing their professional
practice and can demonstrate evidence-based decision-making”.
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COMPONENT 3: The name given to Component 3 was Mental Skills Dimension. The items
included in it were Creativity, Grasping ability, Judgment making skill and Self Knowledge. All
these items had one thing in common they emphasized on mental astuteness of a teacher. This
finding can be supported with similar studies done by various researchers. Creativity to a
surprise has been emphasized by many researchers as an attribute of effective teaching. Dosajh
(1956), Maheshwari (1976), Jain (1977), Bhagoliwal (1982) and Pachauri (1983) have
emphasized on creativity. Banerji (1956) have found quick thinking as an attribute of effective
teaching. Department of Education and Training (2004) in their report have emphasized on
Judgement making skills saying that an effective teacher should “make consistent judgements on
student progress and achievement based on a range of evidence”. According to Oliva (1972)
effective teacher should hold an adequate concept of himself or herself.
COMPONENT 4: The name given to Component 4 was Communication Skills Dimension. The
items included in it were Listening skills, Precision in verbal communication, Precision in
written communication and Presentation skill. All these items had one thing in common they
emphasized on teachers ability to effectively express and to understand others. This finding can
be supported with similar studies done by various researchers. Kızılaslan (2011) shared the
importance of listening skills as a necessary component of effective communication. The sample
placed a concerted emphasis on listening comprehension. Hooper & Page (1986) and Jangira
(1979) have emphasized on written communication saying material should be presented in a
clear and well organized manner. Verbal Communication has been found important by many
researchers such as Allen et al (1969) says “completeness of communication” is important.
Centra (1977) emphasize on “communication skills and speaking ability”, Gatkin and Reynolds,
(1990) said that effective teacher “give clear redundant explanation of complex material”,
Anderson (1991) further add by saying effective teacher should “be able to communicate his
knowledge effectively to others at the level of comprehension”. George (1975) emphasizes on
“explaining and narrating, quality of voice and speech habits”. Ojha (1969) and Mann (1980)
have said about expression. According to Callahan (1987) an effective teacher is one who
“knows how to communicate his subject to students”. Also many researchers have emphasized
on presentation skills such as Mortimore (1994), Passi and Lalitha (1976), Passi B.K. and
Sharma S.K. (1982) and Raju, P.V.S.R. (1994). Gatkin and Reynolds, 1990) further adds by
saying effective teachers should “present specific with a clear examples and provide effective'
demonstration.” Also according to Crowl et al. (1997) and Sadker and Sadker (1997) effective
teacher should “use clear and varied methods of presentation” as well as should be clearly
presented both in directions and content information.
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Arth Prabhand: A Journal of Economics and Management
Vol.2 Issue 7 July 2013, ISSN 2278-0629
COMPONENT 5: The name given to Component 5 was Knowledge and information
orientation Dimension. The items included in it were Command over his/her subject, Expertise
in Technology, Information Seeking and Learning orientation. All these items had one thing in
common they emphasized on Knowledge and Information seeking aspect of a teacher. This
finding can be supported with similar studies done by various researchers. The following
researchers Debnath(1971), Oliva (1972), Henson(1974), Centra (1977), Anderson (1991), Gray
and Gerrard (1977), Bennett N. (1988), Hamdan et al (2001), Karacaoglu (2008), Balachandran
(1981), Tharyani (1986), Callahan (1987), Government of the Punjab (1999) and Sadker and
Sadker (1997) found command over subject matter to be an important competency. COTE
(1975) has emphasized on Technical Skills of a teacher. Information Seeking has been
emphasized by the following researchers: Allen et al (1969), Rosenshine and Furst (1971),
George (1975), Passi B.K. and Sharma S.K. (1982), Sharma Y.K. and Kumar N. (1992),
Government of the Punjab (1999) and Hooper and Page (1986). Also a teacher should have a life
long quest for knowledge and this competency has been found important by Government of the
Punjab (1999), Qadri, et. al. (1983), Anderson (1991) and Hamdan et al (2001).
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COMPONENT 6: The name given to Component 6 was Emotion Handling & Persistence
Dimension. The items in included in it were Being not easily provoked, Persistence and
Resistance to Stress. All these items had one thing in common they emphasized on teachers
ability to handle his/her emotion and stress and also being persistent in his/her work irrespective
of stress. This finding can be supported with similar studies done by various researchers. Mann
(1980) has emphasized on emotional maturity of a teacher. An effective teacher should have
patience, its importance has been emphasized by Henson (1974) who says effective teacher
should have patience and should be willing to repeat. Allen et al (1969) emphasized on planned
repetition. According to Kulan Daivel and Rao (1968) effective teacher should re-teach the
lesson when not understood. Jennings & Greenberg (2009) has emphasized on stress handling
capability of a teacher saying that “A teacher’s overall well-being and degrees of life stress in a
teacher’s personal life might affect the performance of social and emotional abilities in the
classroom”
COMPONENT 7: The name given to Component 7 was Self Dependence & Confidence
Dimension. The items included in it were Independence, Taking Initiative, Strong Self-Concept
and Willingness to take responsibility. All these items had one thing in common they
emphasized on how much self confidence a teacher has and how well one can use that
confidence. Independence means acting on decisions without depending on others. This finding
can be supported with similar studies done by various researchers. Anderson et al (2008) in their
report have emphasized on Initiative and Persistence saying it is “The drive and actions to do
more than is expected or required in order to accomplish a challenging task”. Singh (1976) in his
research say that effective teachers should have more self-confidence. According to Department
of Education and Training (2004) taking responsibility task is important “Empower Team
Members to Take Responsibility for Tasks”
COMPONENT 8: The name given to Component 8 was Adaptability Dimension. The items
included in it were Ability to Change and adapt, Complaisant and Resilience. All these items had
one thing in common they emphasized on how well an individual is able to adapt and change as
per the situation. This finding can be supported with similar studies done by various researchers.
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Arth Prabhand: A Journal of Economics and Management
Vol.2 Issue 7 July 2013, ISSN 2278-0629
The ability to change and adapt has been emphasized by many researchers such as Gray and
Gerrard (1977), Banerji (1956), Pachauri (1983), Government of the Punjab (1999) and Centra
(1977). Tait (2008) have talked about Resilience as an important attribute for effective teaching
saying that “Novice teacher resilience, bolstered by personal efficacy and emotional competence,
may be key to helping beginning teachers become more capable, more confident, and more
committed to teaching over the long term.”
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COMPONENT 9: The name given to Component 9 was Standard & Achievement Dimension.
The items included in it were Concern for standard, Result Orientation/ Target Orientation and
Risk Taking ability. All these items had one thing in common they emphasized on ones concern
for standards and his/her achievement orientation. This finding can be supported with similar
studies done by various researchers. Hamdan et al (2001) found effective teacher has concern for
Performance Standard. Result Orientation has been identified as an important attribute by Borich
( l997), Hamdan et al (2001) and Balachandran (1981). Department of Education and Training
(2004) in their report have emphasized on Risk taking ability of a teacher saying that “Teachers
are creative problem solvers who are willing to take risks in order to find new and enterprising
solutions to educational issues and are inventive when developing educational programs”.
COMPONENT 10: The name given to Component 10 was being open and receptive
Dimension. The items included in it were Composure, Humor, Patience and Personal Disclosure.
All these items had one thing in common they emphasized on how much an individual is open
and receptive to others. This finding can be supported with similar studies done by various
researchers. Government of the Punjab (1999) found that composure and tolerance are important
attribute of effective teaching. Humor has been identified as an important attribute of effective
teaching by many researchers such as Henson(1974), Qadri, et. al (1983), Banerji (1956) and
Government of the Punjab (1999). Fusani (1994) contends that teacher self-disclosure is a ‘‘rich
personal source of student-faculty communication’’ (p. 249). Cayanus (2004) argued for the use
of teacher self-disclosure as an effective instructional tool to foster student learning. Research
has suggested that teachers who personalize teaching through the use of humor, stories,
enthusiasm, and self-disclosure are perceived by their students to be effective in explaining
course content (Andersen, Norton, & Nussbaum, 1981; Bryant, Comiskey, Crane, & Zillman,
1980; Bryant, Comiskey, & Zillman, 1979; Civikly, 1986; Norton & Nussbaum, 1981)
COMPONENT 11: The name given to Component 11 was Planning and Organizing
Dimension. The items included in it were Planning & Organizing, Priority Setting, Being
Proactive and Time Management. All these items had one thing in common they emphasized on
how well an individual plans and organize his/her work. This finding can be supported with
similar studies done by various researchers. Planning and Organizing has been identified as an
important attribute by the following researchers Gage (1963), Centra (1977), Brown and
Armstrong (1984), Walberg (1987), Mortimore (1994), Passi and Lalitha (1976),Raju, P.V.S.R.
(1994), Jangira (1979) and Callahan (1987). Further Jennings & Greenberg (2009) found that
effective teachers are likely to be more proactive. Department of Education and Training (2004)
in their report have emphasized on Time Management skills of a teacher saying that effective
teachers organizes, allocates and manages time, materials and physical space to support learning.
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Arth Prabhand: A Journal of Economics and Management
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COMPONENT 12: The name given to Component 12 was Interpersonal Management
Dimension. The items included in it were Approachability, Networking and Sociability,
Relationship Management and Sensitivity to Others. All these items had one thing in common
they emphasized on how well a person can build relationships with others basically talking about
social aspects of an individual. This finding can be supported with similar studies done by
various researchers. According to Walberg (1987) effective teacher should have positive and cooperative relationships with students and should be approachable. Further Ojha (1969) adds an
effective teacher should be friendly and a well-wisher. Relationship Management is very
important for a teacher it can be relationship with students or relationship with colleagues.
According to Bennett N. (1988), Government of the Punjab (1999), Koul (1972), Qadri, et. al.
(1983), COTE (1975) and Karacaoglu (2008) relationship management is very important for an
effective teacher.
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COMPONENT 13: The name given to Component 13 was Impact and influence Dimension.
The items included in it were Collaborative Influence, Impression Management, Inspirational
Leadership and motivating others. All these items had one thing in common they emphasized on
individual’s concern for others and how effectively one can handle others. This finding can be
supported with similar studies done by various researchers. "In collaborative working
environments, teachers have the potential to create the collective capacity for initiating and
sustaining ongoing improvement in their professional practice so each student they serve can
receive the highest quality of education possible" (Pugach & Johnson, 2002, p. 6). According to
Jaikiran(2011) effective teachers leave lasting impressions. Katzenmeyer and Moller (2001)
contend that teacher leaders are those that not only lead within and beyond the classroom, but
also contribute to and influence the improved educational practice of teachers within their
school. Teacher leaders are also described as those who create and oversee a successful team,
equipping others with valuable resources to improve student achievement, Gabriel (2005).
According to the following researchers Centra (1977), Hamdan et al (2001), Balachandran
(1981) and Callahan (1987) effective teacher should be able to motivate his /her students.
COMPONENT 14: The name given to Component 14 was Discipline and Delegation
Dimension. The items included in it were Assertiveness, Delegation and Firmness for Self and
Others Discipline. All these items had one thing in common they emphasized on one’s ability to
control people. This finding can be supported with similar studies done by various researchers.
An Effective teacher should be able to delegate tasks easily. Faced with a growing administrative
workload and responsibility for a variety of extra-curricula activities, many teachers find
themselves in situations where they need to delegate tasks to colleagues. So Delegation is
important for a teacher (Knight (1995)). Gage (1963), Doyle (1977) and George (1975) have
emphasized on maintain discipline in class. According to them an effective teacher is one who
maintained high levels of student work involvement anti low levels of disruptions in their
classrooms.
COMPONENT 15: The name given to Component 15 was Occupational Attachment &
Organizational Setting Dimension. The items included in it were Occupational Preference,
Organizational Awareness, Political Astuteness and Value system-Integrity and ethical conduct.
All these items had one thing in common they emphasized on ones attachment towards his/her
profession and how well one is able to cope up with Organization Settings. This finding can be
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Arth Prabhand: A Journal of Economics and Management
Vol.2 Issue 7 July 2013, ISSN 2278-0629
supported with similar studies done by various researchers. Qadri, et. al. (1983) in his research
emphasized an effective teacher should be proud of his/her profession. According to Oliva
(1972) and Hamdan et al (2001) effective teacher should understand the role of a school in the
society. He/ she should be aware of Organization’s vision and mission, objectives and goals,
policy and system. Ruyck (2005) found an effective teacher should have a high degree of
political skill, a heightened awareness of the culture in which he or she works, as well as strong
relationship building skills. Integrity and Ethical Conduct is very essential irrespective of the
type of job. The following researchers Henson(1974), Centra (1977), Qadri, et. al. (1983), Kulan
Daivel and Rao (1968) and Balachandran (1981) have laid emphasis on Integrity and Ethical
Conduct.
CONCLUSION
Until now, the literature underpinning teaching competencies has been fragmented and loosely
tied without concrete understanding of the intricate relationships between the various teaching
competencies. In this study 63 teaching competencies have been reduced to 15 competency areas
forming the basis for teaching requirements in the context of Management Education. Key
contribution of the paper to the body of knowledge is manifested in the use of the principal
component analysis, which has rigorously provided understanding into the complex structure and
the relationship between the various competency areas. This brings together a simple framework
that should guide the planning of teaching in Higher Education and can form the basis for
recruitment, training and performance appraisal requirements in the context of Management
teaching.
REFERENCES
11
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Arth Prabhand: A Journal of Economics and Management
Vol.2 Issue 7 July 2013, ISSN 2278-0629
[8] Field, A., "Factor Analysis Using SPSS:
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[17] Mann, S.S., “Some Correlates of Success in Teaching of Secondary School Teachers”,
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Arth Prabhand: A Journal of Economics and Management
Vol.2 Issue 7 July 2013, ISSN 2278-0629
[23] Sadker, P. M and D. M. Sadker, “Teachers School and Society”, McGrawHill
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Arth Prabhand: A Journal of Economics and Management
Vol.2 Issue 7 July 2013, ISSN 2278-0629
ANNEXURE
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FACTOR ANALYSIS OF THE DIMENSIONS OF MANAGEMENT TEACHING
COMPETENCY
Factor Item
1
 Analyzing and Solving Problems (TC5)
 Dealing with Complexity
comfortably(TC18)
 Practical Intelligence(TC43)
2
 Ability to Generate Theories (TC3)
 Insight (TC28)
 Using of Concepts in analyzing situation
(TC61)
3
 Creativity(TC17)
 Grasping ability (TC22)
 Judgment making skill (TC30)
 Self Knowledge(TC55)
4
 Listening skills(TC32)
 Precision in verbal communication (TC44)
 Precision in written communication(TC45)
 Presentation skills(TC46)
5
 Command over his/her subject(TC13)
 Expertise in Technology(TC20)
 Information Seeking(TC26)
 Learning orientation (TC31)
6
 Being not easily provoked (TC9)
 Persistence(TC39)
 Resistance to Stress (TC52)
7
 Independence (TC25)
 Initiative ness (TC27)
 Strong Self-Concept (TC58)
 Willingness to take responsibility (TC63)
8
 Ability to Change and adapt (TC2)
 Complaisant(TC14)
 Resilience(TC51)
9
 Concern for standard(TC16)
 Result Orientation/ Target
Orientation(TC53)
 Risk Taking ability(TC54)
10
 Composure(TC15)
 Humor (TC23)
 Patience(TC38)
Loading Factor Name
0.811
Analytical & Problem
0.798
Solving
0.552
0.853
0.635
0.592
Conceptual Thinking
0.833
0.747
0.721
0.683
0.834
0.821
0.765
0.701
0.761
0.685
0.621
0.525
0.765
0.643
0.542
0.858
0.725
0.615
0.521
0.792
0.692
0.688
0.853
0.762
0.567
Mental Skills
0.677
0.661
0.567
Being open and receptive
Communication Skills
Knowledge and
information orientation
Emotion Handling &
Persistence
Self Dependence &
Confidence
Adaptability
Concern For Standard &
Achievement
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Vol.2 Issue 7 July 2013, ISSN 2278-0629
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Personal Disclosure(TC40)
Planning & Organizing(TC41)
Priority Setting(TC47)
Proactiveness(TC48)
Time Management (TC60)
Approachability(TC6)
Networking and Sociability(TC34)
Relationship Management(TC50)
Sensitivity to Others (TC57)
Collaborative Influence(TC12)
Impression Management (TC24)
Inspirational Leadership (TC29)
Motivating others (TC33)
Assertiveness (TC7)
Delegation(TC19)
Firmness for Self and Others
Discipline(TC21)
Occupational Preference(TC36)
Organizational Awareness (TC37)
Political Astuteness(TC42)
Value system-Integrity and ethical
conduct(TC62)
0.523
0.852
0.729
0.697
0.532
0.728
0.628
0.541
0.432
0.692
0.683
0.642
0.529
0.732
0.516
0.437
0.753
0.724
0.689
0.631
Panning and Organizing
Interpersonal
Management
Impact and influence
Discipline And
Delegation
Occupational Attachment
& Organizational Setting