Abstract
This study aimed to develop a professional competency inventory for integrated school health teachers in the Chinese schooling system. It generated initial competency items through conducting job task analyses, group interviews, and expert consultations, which proposed 75 items in the following fields: general quality, basic health service, school health education, and school health management. A total of 312 school health administrators/instructors, principals, in-service health teachers, and preservice health teachers were surveyed during 2018-2019. Respondents valued aspects of health teacher's professional competency differently. Exploratory factor analyses finally extracted 9 domains, and 70 competency standards were retained. The Cronbach's α level was .983, with value for each domain ranging from .855 to .955. The final competency inventory for school health teachers contained 4 fields, 9 domains with 70 competencies. It provided a reliable framework for specialized training, evaluation, and professional development for school health teachers. The study also interpreted the differences in importance perception of competencies among stakeholders, provided across cultural views for elaborating values and meanings of school health personnel all over the world.
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