Assessing the Factors of Effectiveness of Migrated Teachers in an Unfamiliar Cultural Context

Teachers are recruited and transferred nationally, which is one of the unique features of the Navodaya Vidyalaya system. Educational practice outside the native state affects the sustainability and effectiveness of migrant teachers, given the heterogeneity of cultural contexts. In India, every state and union territory has its own unique language, cultural ethos, and ways of living. Teachers’ migration is influenced by factors related to teacher effectiveness. The present study aims to explore the most priority factors in the effectiveness of migrated teachers in an unfamiliar cultural context. The study is characterized by descriptive survey research. A total of 121 migrated teachers have been randomly selected as participants from 18 Jawahar Navodaya Vidyalayas across West Bengal, India. The data have been gathered by administering the Kulsum (2011) teacher effectiveness measuring scale. A pilot survey was conducted on 23 samples to confirm the scale's reliability, just before the final data collection. Applying the Cronbach’s Alpha test yielded an excellent alpha value (r = .997). The investigators have formulated several null hypotheses to examine the impact of demographic and teacher effectiveness factors on teacher effectiveness. The Cronbach’s Alpha test, independent-samples t-test, ANOVA, and Pearson's correlation coefficient have been run in IBM SPSS Statistics 23 to analyze the data and interpret the results. In the study, the investigators have explored that 9.09% of the migrated teachers are highly effective. Except for marital status, the demographic variables do not affect teacher effectiveness. The five factors are perfectly correlated (r=1.00) and together account for 100% of the variance in teacher effectiveness (R2=1.00). Knowledge of subject matters is the best predictor of effectiveness.