Abstract:

Faculty preparedness and sustained professional development are critical determinants of quality in teacher-education programs, especially within private colleges that constitute a large and rapidly growing segment of West Bengal’s higher education landscape. This study investigates the complex interplay between institutional conditions, faculty competencies, professional learning opportunities, and their collective impact on quality outcomes in private teacher-education institutions. Using a mixed-methods approach, the research integrates survey data from 102 teacher educators across private B.Ed. Colleges with qualitative insights drawn from 10 semi-structured interviews involving principals, senior faculty members, and academic coordinators. Findings reveal persistent structural and cultural barriers—including limited institutional support, inadequate mentoring, irregular workload management, scarcity of research opportunities, and inconsistent policy compliance—that undermine faculty preparedness. Simultaneously, several enablers—such as collaborative learning communities, technology-driven pedagogy, targeted capacity-building workshops, and stronger school–college partnerships—emerge as catalysts for enhanced faculty performance. The study argues that quality outcomes in teacher education depend on a systemic and sustained approach to professional development that prioritises pedagogical innovation, reflective practice, and strategic investment in human capital. Recommendations include structured induction programs, ongoing needs-based training, stronger leadership support, enhanced accountability mechanisms, and the creation of professional learning communities to achieve long-term quality enhancement in private teacher-education institutions of West Bengal.

Keywords:

Faculty Preparedness; Professional Development; Teacher Education; Private Colleges; Quality Enhancement; West Bengal.

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Methods