This study investigates teacher effectiveness in secondary schools across North 24 Parganas, West Bengal, focusing on the interplay between pedagogical practices, influencing factors, and student learning outcomes. Employing a descriptive research design and a sample of 604 secondary school teachers selected through cluster sampling, data were collected using standardized instruments assessing pedagogical methods, teacher competence, and professional development. Analysis using ANOVA and Biserial correlation revealed significant differences in the use of teacher-centered, learner-centered, and technology-enhanced pedagogies, with a marked preference for technology integration. Key factors such as pedagogical competence, technology use, and ongoing training were found to significantly impact teacher effectiveness. Moreover, a strong positive correlation was observed between teaching strategies and student academic performance. The findings emphasize the importance of adopting innovative, student-focused teaching approaches and continuous professional development to enhance educational outcomes in the region.
Mallick et al. (Sat,) studied this question.
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