Author(s): Styasakha Tripathy and Jyoti Prakash Swain

Abstract: The study examines the teaching effectiveness of prospective teachers in relation to their personality traits and preferred teaching styles at the secondary level of education. Teaching effectiveness is a crucial component of the learning process, as it directly influences student achievement, engagement, and overall academic development. The research emphasizes that personality factors—such as creativity, emotional stability, imagination, and interpersonal sensitivity—significantly shape a teacher’s ability to communicate, motivate, and facilitate meaningful learning experiences. Various teaching styles, ranging from authoritative to facilitative approaches, also play an essential role in determining classroom effectiveness. As modern education demands adaptability and student-centred instruction, understanding these dimensions becomes vital for teacher preparation programs. The study further highlights differences between self-financing and government-aided B.Ed. institutions in West Bengal, exploring how institutional environments may influence the development of teaching competence. The findings underscore the need for well-structured teacher education curricula that promote personality development, reflective practice, and mastery of diverse teaching strategies. Given that prospective teachers are future nation builders, enhancing their teaching effectiveness is fundamental to improving the quality of school education. The study is therefore significant in guiding teacher educators, policymakers, and institutions to strengthen training programs that cultivate competent, confident, and effective future teachers.

DOI: 10.22271/27891607.2025.v5.i2e.360

Pages: 418-424 | Views: 74 | Downloads: 29

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