DR. T. SIVASAKTHI RAJAMMAL
DOI: https://doi.org/Psychological resilience refers to an individual’s capacity to adapt effectively, cope with, and recover from stress, adversity, and challenging life situations, often leading to positive personal growth. Teaching competence is defined as the professional ability of teachers to plan, organize, and implement instructional activities effectively to enhance student learning outcomes. It encompasses pedagogical knowledge, classroom management skills, professional attitudes, and instructional practices essential for effective teaching. B.Ed. students, as prospective teachers, undergo structured training in pedagogy, subject knowledge, and educational psychology to develop these competencies for future classroom practice. The present study aimed to examine the relationship between psychological resilience and teaching competence among B.Ed. students. A descriptive survey method was employed, and a sample of 320 trainee teachers was selected using a random sampling technique. Data were collected using standardized tools and analyzed through statistical techniques including measures of central tendency, t-test, one-way ANOVA, and Pearson’s correlation coefficient. The findings revealed a significant positive relationship between psychological resilience and teaching competence among B.Ed. students. The study highlights the importance of fostering emotional strength and resilience in teacher education programs to enhance professional competence and classroom effectiveness.
