Organisational competencies of teacher – UGC NET Question

Organisational competencies relate to a teacher’s ability to plan, arrange and manage various aspects of school life, including scheduling, resource allocation and coordination of activities. Tasks such as preparing timetables, coordinating co-curricular events and maintaining records demand systematic organisation and attention to detail. Therefore, the competencies mentioned in the stem are best classified as organisational.

Option A:
Organisational competencies help ensure that teaching and learning activities occur smoothly and efficiently, providing a supportive environment for academic work. The examples in the stem clearly deal with planning and managing tasks rather than directly diagnosing learning or creating instructional materials, so organisational is the correct answer.

Option B:
Diagnostic competencies involve identifying learners’ strengths and weaknesses through assessment and observation, which is different from scheduling and coordination.

Option C:
Creative competencies are reflected in designing innovative lessons and materials, not primarily in maintaining records or timetables.

Option D:
Assessment competencies focus on designing, administering and interpreting tests and other evaluation tools and are not the main focus of the tasks listed in the stem.