Purpose: The study aims at finding out relevance and knowledge levels of selected teaching competencies as perceived by educational administrators, faculty and students, in order to assess the training needs of faculty of agricultural universities. Methodology: Relevance and knowledge levels were tested through a teaching competency questionnaire developed and run on 292 respondents fitting into administrator, faculty and student groups. Needs Assessment Model by Borich [1980. “A Needs Assessment Model for Conducting Follow-up Studies.” Journal of Teacher Education 31 (3): 39–42] is used to identify training needs. Findings: Results indicate differences in perceptions among groups towards teaching competencies. Prioritized training needs were identified which provide the content and direction for the development of faculty in-service educational programmes. Practical implications: Faculty of agricultural universities need periodic in-service training programmes in order to improve their teaching competencies so that they become effective and competent teachers in the present educational environment. Theoretical implications: The statistically validated methodological framework provides for capturing the perception of all stakeholders on the teaching competencies among the faculty members of Agricultural Universities in India, and offers a scope for scaling up the study for similar educational setting in the region. Originality/value: The perception of students and administrators was also considered along with the self-perception of faculty about the relevance and knowledge levels of teaching competencies. © 2019, © 2019 Wageningen University.
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