Professional Ethics Techno Pedagogical Competence and Organizational Commitment of Secondary School Teachers of Kashmir

Abstract

This study investigates professional ethics, techno-pedagogical competence, and organizational commitment among secondary school teachers in Kashmir. A quantitative descriptive survey research design was employed, utilizing standardized scales (Professional Ethics Scale, Teachers Techno-Pedagogical Competency Scale and Teachers Organizational Commitment Scale) to assess the three variables among 600 secondary school teachers from Baramulla (Rural) and Srinagar (Urban) districts. The findings reveal moderate levels of professional ethics and techno-pedagogical competence, and average organizational commitment among most teachers. Significant differences were observed between private and government school teachers, wherein private school teachers exhibited higher professional ethics, techno-pedagogical competence, and organizational commitment. Urban teachers demonstrated better techno-pedagogical competence compared to rural counterparts. Male teachers scored higher on professional ethics, while no gender differences emerged for techno-pedagogical competence and organizational commitment. Positive correlations were found between professional ethics and techno-pedagogical competence, professional ethics and organizational commitment, and techno-pedagogical competence and organizational commitment. The study highlights the need for targeted interventions, including professional development programs, to enhance ethical practices, technological integration, and organizational commitment, especially among government school teachers. Recommendations and suggestions for further research are provided to improve teacher effectiveness and quality of education in Kashmir.