Influence of Self-Concept on Global Skill Taxonomy among Prospective Teachers of West Tripura, India

Abstract

The study investigates the influence of self-concept on the eight domains of global skill taxonomy among 300 prospective teachers of West Tripura, India. A descriptive-correlational design was employed, using the Self-Concept Scale by Beena Shah (2001) and the Global Skill Taxonomy Inventory (GSTI) developed by Baidya and Srivastava (2025). The GSTI assesses eight global skill domains—cognitive, interpersonal, intrapersonal, global citizenship, innovation and creativity, self-paced learning, technological, and leadership skills. Results revealed a significant positive correlation between self-concept and overall global skills, with the strongest association observed in innovation and creativity skills. The findings align with recent international research (Alamri et al., 2023; Lin & Cheng, 2024), highlighting the role of self-concept in developing creative, collaborative, and technology-integrated teaching competencies. The study underscores the importance of nurturing teachers’ self-concept for global readiness and sustainable professional growth. Recommendations emphasize curriculum interventions, reflective practices, and continuous teacher mentoring to strengthen global competencies in teacher education.