PERCEPTION OF SKILL ENHANCEMENT AMONG PROSPECTIVE TEACHERS OF CHANDIGARH

Abstract

The job market in India has evolved over time, with new opportunities emerging, increased competition, shifting expectations, and evolving policies. Employers now seek individuals with genuine talent to build a successful workforce. Skill enhancement is always a key to employability that offers a successful career and life. Several students are enrolling in teacher education programs, but a few are securing placements in both government and private sectors, while others remain unemployed. This study focussed on the various activities under operation during the teacher training programme, which can be used as skill enhancement among prospectives teachers. Perceptions of prospective teachers can be used to include or exclude such practices during the teacher training programme by the authorities in this sector. Aims: This study aimed to examine the perceptions of prospective teachers towards skill enhancement.  Settings and Design: A sample of 80 prospective teachers of the Govt. College of Education, Sector 20 D, Chandigarh, and GRIID Sec 31 C, Chandigarh were taken for this study and a descriptive research methodology was used to study the perception of the sample. Materials and Methods: A self-developed inventory by the researchers was used to measure Perceptions of skill enhancement among prospective teachers. Statistical analysis used: Percentage, Mean, SD, t-test, and ANOVA were used as statistical techniques. Results: All prospective teachers, rural, urban, female, GCE 20 & GRIID, age groups 22-27 & 28-35, all income groups, both graduate and postgraduate, all groups of teaching experience have an excellent level of perception of skill enhancement, while male group, below 21 age group, and above 35 years age group, prospective teachers have an above-average level of perception of skill enhancement. It is also found that there is no significant difference in perception of skill enhancement based on locality, age group, qualification, income group and teaching experience but there is significant difference based on gender and institution among prospective teachers.