Teaching Competency Scale Research Articles

DDIE Model-Based Early Childhood Teacher Disaster Safety Education Teaching Competency Scale Questions Development and Validation

DDIE Model-Based Early Childhood Teacher Disaster Safety Education Teaching Competency Scale Questions Development and Validation

Effectiveness of ICT-integrated pedagogy on pre-service teachers’ teaching competence in mathematics

The influence of teachers’ teaching competence on students’ academic performance is pivotal, prompting an examination of the efficacy of ICT-integrated pedagogy in enhancing the teaching competence of pre-service mathematics teachers. This quasi-experimental research employed a pre-test, and post-test control group design involving 30 pre-service teachers, with 15 participants assigned to both the experimental and control groups. Throughout a four-week duration, the experimental group received instruction utilizing ‘ICT-integrated pedagogy,’ while the control group was taught applying traditional ‘Lecture-based pedagogy.’ Employing a ‘Mathematics Teaching Competence Scale,’ both cohorts were assessed prior to and following the intervention, with data subjected to analysis using descriptive statistics and t-tests in SPSS version 20. The results revealed that pre-service teachers in the experimental group, exposed to ‘ICT-integrated pedagogy,’ demonstrated superior mathematics teaching competency compared to their counterparts in the control group. These findings advocate for the positive impact of ICT-integrated pedagogical approaches in nurturing the teaching proficiency of pre-service teachers. Consequently, this study suggests the widespread implementation of this approach by Teacher Educators, envisioning its potential to engender competent and high-quality teachers.

Promotion of self-directed learning abilities among Chinese medical students through preparing for career calling and enhancing teaching competencies in medical education: a cross-sectional study.

Medical students face a heavy burden as they are tasked with acquiring a vast amount of medical knowledge within a limited time frame. Self-directed learning (SDL) has become crucial for efficient and ongoing learning among medical students. However, effective ways to foster SDL ability among Chinese medical students are lacking, and limited studies have identified factors that impact the SDL ability of medical students. This makes it challenging for educators to develop targeted strategies to improve students' SDL ability. This study aims to assess SDL ability among Chinese medical students and examine the effects of career calling and teaching competencies on SDL ability, as well as the possible mechanisms linking them. Data were collected from 3614 respondents (effective response rate = 60.11%) using cross-sectional online questionnaires and analyzed using IBM SPSS Statistics 22.0. The questionnaire comprised a Demographic Characteristics Questionnaire, Self-directed Learning Ability Scale (Cronbach's alpha = 0.962), Teaching Competencies Scale, and Career Calling Scale. The average SDL ability score of Chinese medical students was 3.68 ± 0.56, indicating a moderate level of SDL ability. The six factors of the Self-directed Learning Ability Scale-self-reflection, ability to use learning methods, ability to set study plans, ability to set studying objectives, ability to adjust psychological state, and willpower in studying-accounted for 12.90%, 12.89%, 12.39%, 11.94%, 11.34%, and 8.67% of the variance, respectively. Furthermore, career calling was positively associated with SDL learning ability (β = 0.295, p < 0.001), and SDL learning ability was positively associated with teaching competencies (β = 0.191, p < 0.01). Simple slope analysis showed that when the level of teaching competencies was higher, the influence of career calling on SDL ability was stronger. Chinese medical students' SDL ability has room for improvement. Medical students could strengthen their willpower in studying by setting milestones goals with rewards, which could inspire their motivation for the next goals. Teachers should guide students to learn experience to improve students' reflective ability. Educators play a crucial role in bridging the gap between career calling education and SDL ability enhancement, highlighting the significance of optimal teaching competencies. Colleges should focus on strengthening teachers' sense of career calling and teaching competencies.

Evaluation of antenatal simulation-based learning on satisfaction and self-confidence levels among Thai undergraduate nursing students during the COVID-19 pandemic: a mixed-method study

BackgroundDuring the COVID-19 pandemic, simulation-based learning (SBL) serves as an alternative teaching strategy for nursing students facing restricted access to antenatal clinical practicum. However, the factors predicting nursing students’ satisfaction, self-confidence, and their learning experiences remain unclear.ObjectiveTo identify factors predict satisfaction and self-confidence and explore the learning experiences of antenatal SBL.MethodsA Mixed methods research of the cross-sectional study design and descriptive qualitative research was conducted. A total of 100 third year nursing students who finished the Maternity-Newborn Nursing and Midwifery Practice course using antenatal simulation-based learning were invited to complete the online questionnaires. A total of seven questionnaires were administered, including a demographic questionnaire, the Attitude Scale toward Simulation-Based Education (SBE), the Professional Identity Scale for Nursing Students, the Perceived Stress Scale, the Evaluation of Teaching Competencies Scale, the Simulation Design Scale: Student Version, and the Student Satisfaction and Self-Confidence in Learning. The 20 nursing students who completed survey were asked to participate a qualitative focus group discussion. Multiple regression analysis was performed to investigate predictors, while qualitative data were analyzed using content analysis.ResultsThe quantitative results showed high levels of satisfaction (mean = 20.55, SD = 3.17) and self-confidence (mean = 32.44, SD = 4.76) after completing the antenatal SBL. In regression analysis, attitude toward SBE (Beta = 0.473, t = 5.376, p < 0.001) and attitude toward antenatal care simulation design (Beta = 0.338, t = 2.611, p < 0.011) were significantly associated with a high level of satisfaction with antenatal SBL, which accounted for 44.0% of the variance explained in satisfaction. Only attitude toward SBE was significantly associated with a high level of self-confidence in antenatal SBL (Beta = 0.331, t = 3.773, p < 0.001), which accounted for 45.0% of the variance explained in self-confidence. The qualitative results generated four themes: (1) positive attitude toward antenatal simulation; (2) turning reassurance into confidence; (3) I am really happy to learn; and (4) being a good nurse motivates and stresses me.ConclusionsAntenatal SBL is an effective teaching strategy that can support nursing students to build clinical confidence. Creating a positive learning environment allows students to have a positive attitude and experience with simulations.

교수역량진단도구 타당화 연구

Objectives The purpose of this study is to derive the teaching competencies and components of instructors and develop and validate a tool to measure them in order to improve the quality of university education.&#x0D; Methods First, a Delphi survey was conducted on the teaching competency groups and competencies derived through analysis of previous research, and a provisional teaching competency model including teaching com-petency and behavioral indicators was derived. Second, preliminary questions to diagnose the derived teaching competencies and components were derived and face validity was conducted. Third, content validity was analyzed to confirm the suitability of the revised and supplemented questions through face validity. Fourth, validity and reli-ability were verified after a preliminary survey using questions derived after content validity analysis. Fifth, a main survey was conducted on all professors using the questions derived from the preliminary survey analysis. Afterwards, the final questions were decided after exploratory and confirmatory factor analysis.&#x0D; Results A teaching competency diagnosis tool for F University was developed and validated. The diagnostic tool consists of 3 competency groups, 9 competencies, and 29 sub-competencies, with a total of 77 questions.&#x0D; Conclusions This study suggested the need for recognition and consensus on the importance of strengthening teaching capabilities, the use of self-diagnosis and self-development tools to strengthen professors' teaching ca-pabilities, and the need for policies to revitalize teaching capabilities through the use of diagnostic tools. This study is significant in that it can be used as basic data for the development of teaching competency diagnosis tools at other universities.

Effect of Locale on Teaching Competency of Prospective Teachers

The goal of the current study was to determine how locale affected prospective teachers’ teaching competency. In order to achieve this, a sample of 260 men and 240 women were randomly chosen from the B.Ed. programs at Bundelkhand University in Jhansi. The Ex-post-facto method of research was adopted in the current study. The data was gathered using the Passi &amp; Lalita-created General Teaching Competency Scale. Utilizing the Mean, Standard Deviation, and Critical Ratio tests, the data were evaluated. Results showed that neither the location nor the cultural background of the student instructors significantly affected their teaching competency or any of its numerous characteristics.

Cultural Competence among Healthcare Professional Educators: A Mixed-Methods Study

As cultural diversity gains global prominence, healthcare professional educators (HPEs) are expected to exhibit a high level of cultural competence in education. Responding to this necessity requires the establishment of healthcare education that is oriented toward sustainability. This study aimed to investigate HPEs’ perceptions of cultural competence at the Qatar University-Health Cluster (QU-HC). A convergent mixed-methods design was applied. The quantitative phase involved 118 HPEs at QU-HC responding to the Multicultural Teaching Competency Scale (MTCS). The qualitative phase included 3 focus groups (FGs) with 22 HPEs guided by Campinha-Bacote’s (1999) model of cultural competence. Thematic analysis was applied to analyze FGs data. Seventy-one educators responded to the MTCS (response rate was 60.2%), and twenty-two educators attended the FGs. HPEs demonstrated a moderate level of cultural awareness (total MTCS mean = 57 ± 7.8). The FGs revealed that the HPEs exhibited awareness and responsive teaching, but individual and institutional factors needed improvement. This study expands upon the existing literature concerning the cultural diversity impacts on the teaching and learning aspects of health profession programs, specifically within the Middle East context. It is recommended that health professional programs intensify the cultural orientation provided to educators, reanalyze the curricular content to serve diverse patients, and explore innovative approaches that embrace cultural diversity and sustainability.

An investigation of online teaching and lecturers' online teaching competence in Vietnam: A case study at universities of technology and education

The rapid digital transformation and the widespread influence of the COVID-19 pandemic have impacted higher education in Vietnam. This social setting fosters online teaching and lecturers’ online teaching competencies. The aim of this study is to investigate online teaching competence at two universities of technology and education in Vietnam through a survey. Based on a review of the literature, an online teaching competence scale for lecturers was developed and its validity and reliability were evaluated using exploratory component analysis and Cronbach's alpha coefficients with data from 311 lecturers at two public universities of technology and education. The online teaching competency scale for lecturers consists of 25 items organized into five component competencies: “Understanding student learning”, “online session administration”, “digital content development and learning facilitation”, “technology” and “online learning outcomes assessment”. With the exception of “technology”, the remaining component competencies were identified as good. Not only online teaching modes but also online teaching activities and productions were also deployed to maintain learning activities especially during the COVID-19 pandemic at two universities. Recommendations for developing lecturers' online teaching competence were also considered.

Validating the Multicultural Teaching Competency Scale in Higher Education: Testing Factor Structure among Faculty at Hispanic-Serving Institutions

A lack of validated instruments in higher education that gauge abilities to teach in culturally relevant approaches poses a major challenge in understanding the extent to which faculty possess this teaching knowledge and skills. With a sample of faculty at 10 Hispanic-Serving Institutions (HSIs), this study modifies and evaluates the factorial structure of the Multicultural Teaching Competency Scale (MTCS), originally developed for K12 settings, for use in higher education. Exploratory and confirmatory factor analyses suggest a good model fit for scales assessing multicultural competence teaching knowledge and multicultural teaching skills.

Investigation of Self-Efficacy Perceptions and Professional Attitudes of Teachers Working in Special Education Schools

The study aims to determine the differentiation status of teachers working in private education institutions towards the teaching profession and their self-efficacy levels according to gender and professional seniority. For this purpose, 236 teachers working in private education institutions in Ankara, Mersin, and Konya provinces were randomly assigned to the study group. A comparative correlational design was used in the study. As a data collection tool; In order to measure the attitude towards the teaching profession, the "Attitude Scale" developed by Aşkar and Erdem in 1987 and the "Teaching Competence Scale" developed by Sünbül and Arslan (2006) were used. In the study, teacher candidates' perceptions of teaching efficacy were found to be medium, whereas their professional attitudes were found to be high. It has been understood that the attitudes and self-efficacy perceptions of the participant special education teachers towards the teaching profession differ according to their gender and professional seniority. Finally, significant relationships were found between special education teachers' attitudes toward the teaching profession and their self-efficacy perceptions.

"교사의 인공지능 융합교육 교수역량 척도 개발 및 타당화"

"교사의 인공지능 융합교육 교수역량 척도 개발 및 타당화"

Preparing TVET Teachers for Sustainable Development in the Information Age: Development and Application of the TVET Teachers’ Teaching Competency Scale

Echoing research interests in recent concepts and models of TVET teachers’ teaching competency, it is clear that the focus of existing scales needs to be updated. The paper summarizes six aspects of TVET teachers’ competency in the information age and develops the corresponding scale using 88 items. The data from 461 TVET teachers confirm the reliability and validity of the scale, which serves as a measuring instrument the teaching competency of TVET teachers in the information age. The paper collects answers from 815 TVET teachers, who are clustered into six types by k-means clustering, each representing shared characteristics of a group of TVET teachers. The paper develops a feasible method to classify TVET teachers according to the characteristics of their teaching ability in six aspects, which can provide valuable clues for the designing of tailored teacher training programs and teacher development strategies for vocational education teachers in the information age.

STUDY OF TEACHING COMPETENCE IN RELATION TO SELF- EFFICACY AMONG SECONDARY SCHOOL TEACHERS

The purpose of the present study is to investigate the relationship between teaching competence and self-efficacy of secondary school teachers. The study also examined the differences in self- efficacy and teaching competence of secondary school teachers with respect to type of school and gender. To conduct the study, 100 respondents from Tarn-Taran city were selected. Two tools were adopted to measure teaching competency and s elf-efficacy of secondary school teachers. Teacher Efficacy Scale (TES) by Dr. T. Pardeep Kumar (2012), General Teaching Competency Scale (GTCS) by B.K. Passi and Lalitha (2011). The study further revealed that there is significant difference in teaching competence and self-efficacy of government and private secondary school teachers. Female teachers teaching competency and self-efficacy is higher as compared to male teachers. However positive relationship between teaching competence and self -efficacy of secondary school teachers is found.

The Moderating Role of Learning Performance on Teaching Competencies and Student Satisfaction

Purpose: The purpose of this study was to investigate the moderating role of the learning performance of the student on the relationship of teacher’s competencies and student satisfaction in higher education institutions of Karachi. Methodology: Three different scales namely SETs, Teaching Competence scale, and learning performance scale were used to measure student satisfaction, teaching competencies, and performance learning of students respectively. A survey method was used to collect firsthand data from tier3 universities of Karachi. Findings: The positive impact of teachers’ competencies on student satisfaction has been observed. The result shows that the learning performance of students is partially moderating the relationship. Conclusion: The study concluded that there is a significant positive impact of teacher’s competencies on student satisfaction. The higher teaching competencies lead to greater student satisfaction. Also Learning performance of students from tier3 universities of Karachi has a significant impact on the relationship between student satisfaction and teacher’s competence.

영어교육 비 전공 초등예비교사의 교사 인지: 영어교사 효능감 및 인지된 영어수업능력을 중심으로

The present study aims to explore how non-English-major pre-service elementary school teachers perceive their efficacy and English teaching competence. 104 pre-service elementary school teachers including 77 non-English majors (21 science majors, 28 Korean majors, and 28 math majors) and 27 English majors participated in the study that included two surveys: English Teacher Efficacy Scale (ETES) and Perceived English Teaching Competence Scale (PETCS). To explore non-English-major pre-service teachers’ English teacher efficacy (ETE) and their perceived English teaching competence (PETC), their responses were compared with English-major pre-service teachers’. The findings were as follows: First, pre-service teachers’ ETE consisted of four factors while PETC consisted of two factors. Second, there was no significant difference in ETE between the non-English-major pre-service teachers and English-major pre-service teachers. Third, non-English majors had a significantly lower PETC than English majors. Fourth, pre-service teachers’ ETE and PETC were affected by interactions among gender, English-speaking ability, and major. The findings suggested that variables such as gender and English-speaking ability should be considered in exploring ETE and PETC. In addition, related variables should be considered in non-English-major pre-service teachers’ professional development programs.

Investigation of Teacher Candidates' Teaching Maths Anxiety and Teaching Maths Competencies

Considering the fact that teacher candidates' maths teaching anxiety levels and maths teaching competency levels will affect their maths teaching in future, the desired beliefs should be tried to gain teacher candidates. Therefore, a positive contribution will be made to achieve the desired gains in maths education. In the study, it is aimed to examine the competency levels of pre-school teacher candidates in maths teaching and their maths teaching anxiety levels in terms of various variables and to determine whether there is a relationship between the maths teaching anxiety of the candidates and their level of competency for teaching maths. The research is in relational scanning model. The "Maths Teaching Anxiety Scale" and "Maths Teaching Competencies Scale" were implemented to 104 pre-school pre-service teacher candidates studying in 2019-2020 academic year, which constitutes the sample of the study. As a result of the analysis, it has been found that while teacher candidates' maths teaching anxiety levels do not change by gender, female teacher candidates consider themselves more competent than male teacher candidates in maths teaching and 4th-grade teacher candidates have significantly less anxiety of maths teaching compared to 3rd grades. Besides, it has been determined that there is a statistically significant negative correlation between the maths teaching anxiety scores of the candidates and the average of the maths teaching efficacy scores.

Development of an Online Teaching Competency Scale for University Instructors

In providing effective online education, it is crucial that the instructors have the competence to teach online. The aim of this study is to develop a valid and reliable online teaching competency scale for online instructors. The data were collected from 392 instructors working in a big state university in Turkey (Istanbul University-Cerrahpasa). The instructors have conducted online courses through synchronous and asynchronous methods during the pandemic process. The development and evaluation process of the scale included exploratory factor analysis and convergent validity. The scale consists of 15 items and represents four factors of online instructors’ competencies: pedagogy, facilitation, technology, and course administration. The total variance of the scale was found 64%. Internal consistency coefficient of the whole scale was found to be .83 according to reliability analysis. The results of the study revealed that the scale is valid and reliable for measuring instructors’ online teaching competency. The implications of the study were discussed in detail.

A STUDY ON TEACHING COMPETENCE OF PRIMARY STUDENT TEACHERS WITH INTERACTIVE WHITEBOARD TECHNOLOGY

The main objective of this study is to find out the significant difference of primary student teachers (Diploma in Elementary Education) in teaching competence towards the interactive whiteboard (i.e., Smart Board) concerning the locality.The survey method was used in the present study.The teaching competence scale developed and validated by the researcher has been used for collecting the data.The findings of the study were a significant difference between the rural and urban primary student teachers in their teaching competence whereas there is no difference between arts and science group student students.

The Development of a Teaching Competency Scale in J University

IntroductionChildren are born idealistic. They absorb the ideas of their parents and imitate their ways of life. They are quick to access values to evaluate character. The child's first school is home from where primary impulses and feelings are learnt. The family members are the first social contacts for the child and mother is the first teacher and caregiver for children. She is primary teacher of skills that their children need to acquire. The interaction between mothers and children is highly educative. She influences their children in wrong or right direction (Blenkin & Kelly, 1988; Grace, Evindar, & Stewart, 2003).The early days of childhood are very critical. Mothers can strongly influence direct and indirect learning of their children. Mother-child relationship plays an important role in social, psychological and emotional development of a child. The initial experience of child with his mother determines whether he will develop a sense of personal security and of beings loved and accepted (Batool, 2003). The mother is the primary agent in the transmission of the culture of the group to the child, and the socialization of the child.It is a common view that literate mothers play significant role in the education of their children, because they are actively involved in the education of their children. They can better nourish and care their children with respect to their health and hygiene. They try to flourish learning abilities of children enormously and provide equal opportunities to their daughter for schooling. While illiterate mothers are generally coincides with lower level of children's enrollment, less involve in the education of their children, which can hinder children' education and lower level of children's learning already in schools (Bilal, 2013). Illiterate mothers have more stress in their lives and this stress is a hurdle to interact with all the aspect of their children' education.Different studies show that mothers' literacy has significant impact on the education of their children. Literate mothers stay more in schools of their children and they are more involved in the education of their children (Benjamin, 1993). Children of literate mothers show great concern in cognitive and language skills of children. Literate mothers have knowledge about child's development and therefore can solve the problems in better way. She knows how to use home as a learning environment for children (Islam & Rao, 2008). Literate mothers can infuse higher moral values in their children. They also influence their child's schooling by being in touch with their teachers (Blenkin & Kelly, 1988). They can discuss educational and extracurricular activities with their school teachers. They can interact with teachers to improve learning of her child at school. The physical and mental health of children is another major concern for mothers (Hildebrand, 1985). Literate mothers are more conscious about the health of their children and can take care of their children in a better way. They know about the health services and can read and understand health related issues.Pakistan has the lowest literacy rate in the south Asia and the rest of the world. It is one of the five world nations with lowest literacy rate and among the twelve world nations that spend less than 2-2.5 per cent of its gross domestic product on education. According to Pakistan Social and Living Standard Measurement Survey (2013-14) female literacy rate in Pakistan is 47%. Keeping in view this statistics, this study was designed to find out the impact of literate and illiterate mothers on the moral development, education, health and social development of their children.Significance of the StudyMothers' literacy has a very important role in the development of their children. This study will help to indicate factors where literate mothers have to pay attention for the better development of their children and highlight the factors where illiterate mothers lack in attending their children regarding the educational progress of their children. …

To Study the Relationship Between Teaching Competency and Attitude Towards Creative Teaching of B.Ed. Trainees in Aurangabad City

The Quality of education depends on the quality of teachers. For nourishing the creative potentials of children, creative teaching is required. In this type of education, the available human and material resources are utilized in such a striking way that satisfactory results are ensured. Teachers using such methods can enhance their teaching competency. In the present study, an attempt is made to investigate the relationship between general teaching competency and the attitude towards creative teaching. The study was carried out on a sample of 120 B.Ed. trainees of Aurangabad City. The data was collected through the General Teaching Competency Scale (GTCS) developed by Passi and Lalitha and the Attitude Scale of Creative Teaching (ASCT) by Shukla. The result reveals that there is positive but low and negligible correlation between general teaching competency and attitude towards creative teaching. Results also portray that the degree of general teaching competency is high and attitude towards creative teaching is also positive.