Asian Journal of Education and Social Studies

Background: The integration of digital technologies into teacher preparation requires attention to pedagogical purposes, but findings from school teachers and student-teachers are not directly comparable with those from B.Ed. teacher educators.
Objective: This study described self-reported techno-pedagogical competency among participating B.Ed. teacher educators across four instructional functions.
Methods: A descriptive survey involved 106 teacher educators from purposively selected B.Ed. colleges affiliated with a university in Assam, India, within a stated population of 530 educators across 38 colleges. An adapted 40-item Teacher's Techno-Pedagogical Competence Scale with five response options addressed preparation, motivation, presentation and evaluation. Five experts reviewed content relevance, and the overall reported Cronbach's alpha was .908. Frequencies, percentages, means and standard deviations were summarised.
Results: The reported overall mean was 143.48 (SD = 18.51). Of the participants, 34 (32.1%) were classified in the consolidated high grouping, 35 (33.0%) in the average grouping and 37 (34.9%) in the low grouping. Raw dimension means were 29.81, 48.26, 40.60 and 17.35, respectively. Their sum (136.02) differed from the reported overall mean by 7.46 points.
Interpretation: Missing subscale score ranges and classification thresholds restrict comparative interpretation, while purposive sampling and self-reported responses limit generalisability and prevent inferences about observed teaching practice. The findings describe questionnaire scores in this educational context and indicate topics for professional reflection rather than established competency standards.