Vol. 11, Issue 5, Part G (2025)

Abstract
The present study aims to examine and compare the teaching efficacy of government and private college educators in the West Tripura district of Tripura, India. Teaching efficacy, defined as a teacher’s belief in their ability to promote student learning and manage classroom processes effectively, is considered a crucial determinant of instructional success. Employing a descriptive survey design, the study was conducted on a sample of 400 college educators—200 each from government and private institutions—selected through stratified random sampling. A standardized Teaching Efficacy Scale was used to collect data, which was then subjected to statistical analysis using descriptive and inferential methods, including mean, standard deviation, and independent sample t-test. The findings reveal that there is no statistically significant difference in the teaching efficacy of government and private college educators, as evidenced by the negligible mean difference and a t-value of 0.297. This suggests that the type of institution does not significantly influence educators perceived efficacy, and both groups demonstrate comparable levels of confidence in their teaching abilities. The study concludes that teaching efficacy is more likely shaped by personal and professional factors than by institutional affiliation. Based on these findings, the study offers relevant suggestions to enhance teacher performance and recommends further research exploring additional variables that may influence teaching efficacy.