Available online at www.mdl.mazedan.com MERTM www.mazedan.com ©2022 Mazedan International Research Academy www.mazedan.com/mertm TECHNO-PEDAGOGICAL COMPETENCE AMONG SENIOR SECONDARY SCHOOL TEACHERS: DOES GENDER AND STREAM BACKGROUND MAKE ANY DIFFERENCE? “A POST COVID-19 PERSPECTIVE MAZEDAN EDU. REVIEWS AND TEACHING METHODS e-ISSN: 2582-9629 Article id-MERTM0202005 Vol.-2, Issue-2 Received: 23 May 2022 Revised: 28 Jun 2022 Accepted: 30 Jun 2022 HILAL AHMAD MALLA*, MOHAMMED IQBAL MATTOO Citation: Malla, H. A., & Mattoo, M. I. (2022). Techno-Pedagogical Competence Among Senior Secondary School Teachers: Does Gender and Stream Background Make any Difference? A Post Covid-19 Perspective. Mazedan Educational Reviews and Teaching Methods, 2(2), 32-36. Abstract The research was undertaken when school educational institutions in Kashmir valley reopened after being closed for over a year because to the covid-19 outbreak. As educational institutions were closed, students looked for new ways to finish their given syllabi within the allotted time period. These activities have undoubtedly caused some difficulty, but they have also sparked new instances of educational growth through the use of digital interventions (Muthuprasad et al, 2021)." Objectives: The purpose of this study is whether there were any gender variations in techno-pedagogical ability among senior secondary school teachers. Furthermore, the study aimed to explore differences in techno-pedagogical ability among Science, Social Science, and Commerce senior secondary school teachers." Method & Instrumentation / Tools used: The current research was quantitative in character and used a descriptive research approach.The relevant data was collected using S.Rajasherkar & Sathiyaraj's Techno-Pedagogical Competence Scale for Teachers. Sample: The participants (N=300) were senior secondary school teachers from Kashmir Valley. The data was analysed using statistical techniques like t-test and ANOVA." Results: The study identified a significant statistical difference in techno-pedagogical competence between male and female senior secondary teachers, but no statistically significant difference was identified between teachers teaching Science, Social Science, and Commerce subjects. Keywords: Techno-pedagogical competence, ICT, Gender, Stream background, On-line Teaching, COVID-19 1. INTRODUCTION COVID-19 pandemic has shattered everything including world economies and the educational system. And it has caused wide-spread panic globally as well as in India (India fights Corona-19). The pandemic has had a massive impact on numerous global sectors and systems including health care the most, (Holshue, et al., 2020) and educational system has been affected at all levels and it has forced the closure of educational institutions, thereby affecting 900 million learners globally (UNESCO, 2020). UNESCO also reported that around 91% of total global student activity has been disrupted. As the Covid 19 virus spreads, there has been a major shift towards the approach of online instruction because of the closing down of schools, colleges and higher educational institutions for an uncertain period of time (Martinez, 2020). As the schools were closed for an inconclusive period, both academic institutions and learners were exploring with alternative approaches to completing their mandated courses within the specified time. These activities have undoubtedly caused some discomfort, but they have also sparked new occurrences of educational progress through the use of digital initiatives. (Muthuprasad et al, 2021). Lenderman (2020) rightly stated that because of Covid-19 emergency both teachers and students end-up in the circumstance where they felt forced to adopt the digital education context as the summum-bonum of digital teaching learning process. Although the online learning scenario contrasts considerably from the traditional way of teaching, with reference to learner’s motivation, interaction and satisfaction (Bignoux & Sund, 2018). The chief concern is that the online learning relies on the degree of digital advancement, admittance and effectiveness of teachers, how good the content is planned and executed and also relies on how the content is curated to online learning environment. Online teaching without advanced digital content becomes a boring job for teachers and School of Education & Behavioural Sciences, University of Kashmir, J&K-190006, India *Corresponding author email- hilalmalla99@gmail.com