Exploring The Relationship Between Open Educational Resources Utilization, Teaching Competency, and Job Satisfaction among Higher Secondary Teachers

Abstract

The increasing emphasis on Open Educational Resources (OER) has prompted researchers to explore their perception and utilization among educators, particularly in the context of higher secondary education. This study investigates the relationship between the perceptions and usage of OER among higher secondary teachers and their teaching competency and job satisfaction. Drawing on a mixed-methods approach, data were collected from 200 teachers through questionnaires and semi-structured interviews across various educational institutions. The analysis revealed that while a significant portion of educators acknowledge the value of OER in enhancing teaching and learning experiences, barriers related to technological access and inadequate training significantly impede their effective utilization. Consequently, a moderate positive correlation was found between the competent use of OER and overall teaching efficacy, suggesting that higher proficiency in employing these resources could lead to improved instructional strategies. Moreover, this research highlighted a noteworthy link between OER utilization and job satisfaction, indicating that teachers who actively integrate OER into their instructional practices report higher levels of satisfaction with their teaching roles. The study underscores the necessity for tailored professional development programs aimed at enhancing teachers' skills in leveraging OER, which could in turn foster greater job satisfaction and pedagogical effectiveness. It further posits that a deeper understanding of the motivational factors influencing OER adoption can significantly contribute to fostering an educational culture where resource sharing and collaborative learning are prioritized. As educational institutions increasingly advocate for the integration of innovative technologies into the curriculum, the findings of this research are pivotal in informing policy and practice that support teachers in the effective engagement with OER. Such initiatives not only refine pedagogical approaches but also promote a more enriching educational experience for students, ultimately contributing to the wider discourse on educational equity and accessibility in the digital age. The implications of this research extend to the realms of educational policy and teacher training, calling for institutional support in cultivating an environment conducive to the optimal use of OER and addressing the challenges faced by teachers. By fostering an ethos of continuous professional development and collaboration, educational stakeholders can better facilitate the integration of OER, thereby enhancing teaching competency and job satisfaction among the teaching workforce.