Article Abstract

This study investigates the level of techno-pedagogical competency in implementing instructional strategies among bengali medium rural secondary school teachers of West Bengal. The sample consists 60 secondary teachers. The researcher adopted a descriptive survey design for collecting the data by observing the classroom instruction which were conducted by the teachers in a digital classroom situation. In this purpose, an observation schedule titled “Observation Schedule of TechnoPedagogical Skills” (OSTPS), standardised by Setua (2023), was used. The results revealed that a that a maximum number of bengali medium rural secondary school teachers showed a low level of techno-pedagogical competency at the time of classroom instruction. Again, it indicates that the area of discipline significantly influences the techno-pedagogical competency but teaching experience has no significant influence on the techno-pedagogical competency secondary teachers. This result recommends to implement ongoing and structured training programs that strengthen teachers\' techno-pedagogical competency across all disciplines for enhancing the overall quality of instructional process in rural secondary schools of West Bengal.
Keywords: Bengali Medium Rural Secondary Teachers, Implementing Instructional Strategies, Techno-Pedagogical Competency