Competency Development, Social Readiness, and Technological Adaptability among Prospective Teachers: An Empirical Analysis

This study examined competency development, social readiness, and technological adaptability among prospective teachers, with reference to institutional type. A descriptive–correlational research design was adopted. The sample comprised 400 prospective teachers enrolled in B.Ed. programmes, selected through stratified random sampling from government-aided and self-financed colleges. Data were collected using researcher-developed scales and analyzed using independent samples t-test and Pearson’s product moment correlation. The findings revealed no significant differences in competency development, social readiness, or technological adaptability based on institutional type. However, significant positive relationships were found among all three variables, indicating that these dimensions are closely interrelated. The results highlight the need for a holistic approach to teacher preparation that integrates professional competence, social preparedness, and technological adaptability. The study contributes empirical evidence to research on prospective teacher development and offers implications for teacher education practices.