Published Paper Details:

This study investigates the teaching and learning competencies of secondary school teachers with a focus on five critical domains: pedagogical competencies, communication and student engagement, classroom assessment, problem-solving and critical thinking, and independent learning and research skills. Utilizing a survey method, data were collected from a stratified random sample of 750 secondary school teachers across 48 schools in the Krishna, Guntur, and Prakasam districts of Andhra Pradesh. Standardized tools were developed and validated for the study, with high reliability confirmed through Cronbach's Alpha (0.91) and split-half reliability (0.85). The study aimed to examine differences in teaching competence based on gender, locality (urban/rural), and type of school management (government, private, residential). Statistical analyses including Mean, Standard Deviation, t-tests, and ANOVA were employed to test hypotheses. The findings revealed statistically significant differences in teaching competence across all three variables: female, urban, and government school teachers demonstrated higher levels of teaching competence compared to their counterparts. These results underscore the impact of demographic and institutional contexts on teaching performance and highlight the need for targeted, inclusive, and equity-driven professional development initiatives. The study provides valuable implications for educational policymakers, school administrators, and teacher education programs aiming to strengthen teacher effectiveness and enhance student learning outcomes in secondary education.