Professional Competencies of Teachers and Their Relationship with Students’ Academic Performance: A Study of Primary Education in Rural Odisha

Abstract

This study investigates the professional competencies of primary school teachers in rural Odisha and their influence on student academic performance. In the context of growing concerns over declining learning outcomes despite rising enrolment, the study highlights the critical role of teacher quality in delivering effective education. Drawing on a mixed-methods approach, data were collected from 200 primary school teachers across four rural districts through structured questionnaires and classroom observations. The analysis employed descriptive statistics, factor analysis, and multiple regression models to assess core competencies such as pedagogical knowledge, classroom management, subject expertise, and digital literacy. Findings reveal substantial variation in teacher competencies, with significant skill gaps in digital fluency and continuous professional development, particularly in tribal and under-resourced areas. Regression results indicate a strong positive relationship between teacher competencies and student achievement scores in mathematics and language, confirming the hypothesis that better-prepared teachers contribute to improved educational outcomes. The study underscore the need for competency-based teacher evaluation systems and targeted interventions, including localized training models and digital literacy programs. The paper concludes with policy recommendations to strengthen teacher training frameworks and align educational strategies with the unique challenges of rural Odisha.