Experience and Qualifications: A Study on Attributes of Teacher Professionalism

Abstract

Student outcome at the secondary school level is a significant aspect to study as students’ knowledge base is prepared which helps them for stream selection. Therefore, it is essential for secondary teachers to be sound not only academically but also professionally. The fact that teaching needs to be professionalized in order to increase student outcomes seems to be quite obvious, but empirical evidence substantiating this relationship is rare. This study focuses on factors like teachers’ academic qualification, years of experience and professional qualifications. To serve the purpose a random sample was drawn and data was collected from secondary level teachers of Rajasthan. The relationship between academic qualification, experience and professional qualification with teacher professionalism was assessed. Results relate that despite being an important part of teacher professionalism, teachers’ academic qualification and experience does not automatically account for the teacher being a professional, a lesser qualified teacher can be a professional too. Only teachers having a professional degree in education showed a significant difference in professionalism reinstating the importance of professional training of teachers.