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Worldwide research provides ample evidences that teachers play an important role in learning level of students. Hence, improving the quality of teaching process may be one of the effective means of raising pupil achievement levels. One might expect that teachers themselves are committed to improve the quality of education. However, in reality often gaps are observed between the expectations of the society and the way in which teachers practice their profession. Based on the survey data collected from senior secondary schools in Delhi, this paper aims to identify gaps in the importance–satisfaction scale of teaching profession and investigating various obstacles faced by teachers in adopting efficient teaching practices in schools using factor analysis technique. The findings reveal four broad dimensions affecting teaching practices: school factors, teaching factors, external and non-teaching factors. Results suggests that while, government should ensure timely allocation of funds and support to schools, the schools should be able to utilize these funds in best possible ways in creating healthy environment, where both students and teachers can reflect higher motivation to learn, practice and participate. This paper emphasizes that quality teaching is a multidimensional process and therefore all associated elements need to work in collaboration.

FACTORS AFFECTING TEACHING ABILITIES, PRACTICES AND MOTIVATION – EVIDENCES FROM SENIOR SECONDARY SCHOOLS IN DELHI