Comparative Study on Effect of Teaching Experience on Performance of Engineering Teachers

It is a general belief that as a person's experience increases, his frequency of making mistakes decreases because he gains insights from past mistakes. Also, experience enhances a person's understanding of human interaction- this is especially true in case of teachers. Longer the standing in profession, they have better perception in predicting student behavior as well as in influencing motivating factors to get effective results from students. Experience is measured ill terms of years in teaching profession- which translates into the number of student batches taught. However, it can also be argued that people who have joined the teaching profession recently with little or no experience may come with fewer preconceived notions and therefore, be more flexible and creative in their teaching methods. The present research is the outcome of efforts to evaluate as to which belief holds true- Is the argument that experience is the most important factor for a teacher to perform better than a lesser experienced one? The research is carried out by measuring the performance of various teachers and then co-relating it with the teaching experience that the teacher has earned. The performance which was appraised by the immediate superior of the respective teacher was measured on the basis of a questionnaire. It evaluates the teacher on criteria considered to be hallmark of good performance of a teacher in being an effective catalyst in imparting knowledge to the students as also in bettering his own academic stature.