• PROF. (DR.) RAJ KUMAR NAYAK
• SATYASAKHA TRIPATHY

This pilot study investigates the relationship between teachers’ openness to experience, gender, and the use of inquiry-based science teaching in higher secondary schools of Purba Medinipur District, West Bengal. Recognizing the critical role of personality in shaping instructional practices, the study focuses on how openness influences the adoption of student-centered, inquiry-driven teaching methods, while also examining whether gender moderates these effects. A mixed-methods approach was employed, combining quantitative measures with qualitative classroom observations. Forty science teachers participated, completing a validated openness inventory and undergoing structured classroom observations to assess inquiry-based teaching practices. Descriptive statistics indicated that teachers demonstrated moderately high levels of openness (M = 68.5, SD = 7.2) and engaged substantially in inquiry-based teaching (M = 72.3, SD = 8.1). Independent samples t-tests revealed minor gender differences in both openness and inquiry-based teaching scores; female teachers scored slightly higher in participatory approaches, but differences were not statistically significant. Correlational analysis showed a moderate positive relationship between openness and inquiry-based teaching (r = 0.54, p < 0.01), highlighting personality as a key predictor. Regression analysis further confirmed that openness significantly predicted inquiry-based teaching practices (β = 0.51, p = 0.001), whereas gender did not contribute significantly to the model. Qualitative findings reinforced these results. High-openness teachers were observed integrating real-life examples, fostering peer discussion, encouraging multiple solutions, and demonstrating flexibility in lesson delivery. Conversely, teachers low in openness relied on structured content and adhered strictly to lesson plans, with limited adaptation or student engagement. Gender differences were minimal, although female teachers exhibited a slightly greater tendency toward collaborative and participatory instruction. The study confirms the feasibility of using personality inventories and observation rubrics in this context and provides a solid foundation for a larger-scale investigation. Findings emphasize the importance of teacher development programs that cultivate openness-related skills, such as flexibility, creativity, and responsiveness to student needs, to enhance inquiry-based pedagogy. By highlighting the influence of personality over gender, the study contributes to understanding how individual traits shape effective science teaching in rural educational contexts.

PILOT STUDY ON OPENNESS TO EXPERIENCE, GENDER, AND USE OF INQUIRY-BASED SCIENCE TEACHING IN PURBA MEDINIPUR DISTRICT OF WEST BENGAL

"PILOT STUDY ON OPENNESS TO EXPERIENCE, GENDER, AND USE OF INQUIRY-BASED SCIENCE TEACHING IN PURBA MEDINIPUR DISTRICT OF WEST BENGAL", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.12, Issue 8, page no.g582-g593, August-2025, Available :http://www.jetir.org/papers/JETIR2508666.pdf

"PILOT STUDY ON OPENNESS TO EXPERIENCE, GENDER, AND USE OF INQUIRY-BASED SCIENCE TEACHING IN PURBA MEDINIPUR DISTRICT OF WEST BENGAL", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.12, Issue 8, page no. ppg582-g593, August-2025, Available at : http://www.jetir.org/papers/JETIR2508666.pdf