Year: 2026 | Month: March | Volume: 13 | Issue: 3 | Pages: 334-343
DOI: https://doi.org/10.52403/ijrr.20260339
Role of Institutional Factors in Enhancing Teacher Competency at the Tertiary Level in West Bengal
Sajal Chintapatra1, Dr. Dibyendu Bhattacharya2
1Research Scholar, Department of Education, University of Kalyani, Nadia, West Bengal, India
2Professor of Education, Department of Education, University of Kalyani, West Bengal, India
Corresponding Author: Sajal Chintapatra
ABSTRACT
Teacher competency in higher education is increasingly recognized as a critical determinant of academic quality and institutional effectiveness, particularly in developing contexts such as India. This qualitative study investigates the role of institutional factors in enhancing teacher competency at the tertiary level in West Bengal. Grounded in a phenomenological research design, the study explores teachers’ lived experiences and perceptions regarding how institutional environments shape their professional development. Purposive sampling was used to select experienced faculty members from diverse disciplines across higher education institutions. Data were collected through institutional document analysis, and observational notes, and were analyzed using thematic analysis following Braun and Clarke’s (2006) framework. The findings reveal that teacher competency development is deeply embedded within institutional ecosystems rather than being solely an individual attribute. Key institutional factors identified include leadership practices, continuous and need-based professional development, organizational culture and collegiality, feedback and appraisal systems, and availability of physical and technological infrastructure. Supportive and transformational leadership practices were perceived as central to fostering motivation, innovation, and professional growth. Continuous and coherent faculty development initiatives aligned with institutional goals were found to significantly enhance pedagogical and research competencies. The findings offer important implications for institutional policy reform, leadership training, and quality enhancement initiatives in higher education.
Keywords: Teacher Competency, Institutional Factors, Higher Education, Professional Development
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