Psychosocial Skills as Predictors of Teaching Competency among B.Ed. Trainees

Teaching competency is a multidimensional construct influenced not only by pedagogical knowledge but
also by teachers’ emotional and social preparedness. In contemporary educational contexts, teachers are
required to manage diverse classrooms, maintain positive interpersonal relationships, and cope effectively
with professional stress, highlighting the importance of psychosocial skills. Psychosocial skills encompass
emotional regulation, communication, empathy, decision-making, problem-solving, and stress
management, which are essential for effective teaching performance.
The present study examines psychosocial skills as predictors of teaching competency among B.Ed.
trainees. A descriptive survey method was adopted, and the study was conducted on a sample of 1000
B.Ed. trainees selected from 12 teacher education institutions in Palakkad District of Kerala using the
stratified random sampling technique. Standardized tools were used to measure psychosocial skills and
teaching competency. The collected data were analysed using mean, standard deviation, t-test, ANOVA,
Pearson’s product moment correlation, and regression analysis.
The findings revealed that the majority of B.Ed. trainees possessed moderate to high levels of psychosocial
skills and teaching competency. A positive and significant relationship was found between psychosocial
skills and teaching competency. Regression analysis further indicated that psychosocial skills significantly
predict teaching competency among B.Ed. trainees. The study underscores the importance of integrating
psychosocial skill development into teacher education programs to enhance teaching effectiveness and
aligns with the holistic vision of teacher preparation advocated by the National Education Policy (NEP)
2020.