A Study of Professional Adjustment in Relation to Gender and Type of School of Prospective Teachers

Abstract

The present study aimed to examine professional adjustment among prospective teachers in relation to gender and locality. Professional adjustment is a crucial determinant of teacher effectiveness, job satisfaction, and long-term professional commitment, particularly during the pre-service phase of teacher education. The study adopted a descriptive survey method and was conducted in four selected districts of Haryana, India. A sample of 400 prospective teachers was selected using a multistage stratified random sampling technique, ensuring representation across gender and locality (rural and urban). Data were collected using the Teachers’ Professional Adjustment Inventory developed by Dr. A. H. Rizvi (2018). Statistical techniques such as mean, standard deviation, and independent samples t-test were employed for data analysis. The findings revealed a significant difference in professional adjustment between male and female prospective teachers, with females exhibiting higher levels of professional adjustment. This suggests that gender plays an important role in shaping professional adaptability during teacher training. However, no significant difference was found in professional adjustment between rural and urban prospective teachers, indicating that locality does not have a substantial impact on adjustment levels. The results highlight the influence of standardized teacher education practices and institutional environments in minimizing contextual disparities. The study highlights the need for gender-sensitive mentoring, supportive institutional climates, and structured professional development programs in teacher education institutions. The findings have important implications for teacher educators, administrators, and policymakers in enhancing the quality of pre-service teacher preparation and ensuring the development of professionally well-adjusted future teachers.