Does teaching-experience matters? A study on female teachers involved in engineering-education through ODL mode

Abstract

Rajarshi Roy and Anjana Paira

Irrespective of discipline and trade-boundaries, pedagogy of Engineering-Education demands specialty in most of the cases. Teachers’ style of assisting in the process of students’ learning accords influence of sequel of factors and variables some of which may be clubbed under ‘psychopedagogical attributes’. Among the many other factors, these include professional-stress, professional-interest, job-satisfaction, and collectivism. Present study attempts to explore the level and interrelationship of these psychopedagogical attributes as apparent among the female teachers of engineering colleges and universities, teaching through ODL, from selected states of eastern-India. Attempt was also made to explore the impact of span of experience in teaching of the female teachers over these psychoeducational attributes. Sample for the study includes 132 female engineering college teachers, drawn following stratified-random-sampling-technique. Data for the study was pulled through four sets of standardized scales, dedicated for the target group and were treated through appropriate statistical techniques, starting from simple percentage to t-test. The study explores the level of female engineering college teachers with reference to the specified attributes, their interrelationship and impact of span of experience in teaching over those attributes.