The Development of Teacher’s Competency Indicators on Student Learning Development in Primary Schools under Office of the Basic Education Commission in the Eastern Region

Abstract

      The purposes of the research were to develop teacher’s competency indicators on student learning development in primary schools under Office of the Basic Education Commission in the Eastern Region. Checking quality of the teacher’s competency indicator was developed with empirical data and analysis of empirical validity and sensitivity of the indicator.

      The samples in this research was teachers 660 people were selected by Multi-stage Sampling. Instruments used a questionnaire approximately the 5-level rating scale. Analysis of the data used to calculate basic statistics and Third Order Factor Analysis using LISREL Programs.

      The research found that

1. Indicator of teacher’s competency indicators on student learning development in primary schools under Office of the Basic Education Commission in the Eastern Region have 2 main elements indicator, 11 sub-elements and 64 single indicator. There are extensive teacher’s competency concerned abilities and specific knowledge required for the duty teacher so that is necessary to blend all elements indicator.


2. Results of Analysis indicator for teacher’s competency indicators on student learning development model. Found that the model is consistent with empirical data by statistics indicate that c² = 2995.72, =1791, c²/ =1.67, GFI= .97, AGFI = .95, CFI =.99, RMSEA = .03, RMR = .02 The core competency was highest factor loading and the functional competency was the second factor loading. The indicator was highest is students care skill : compile,  distinguish and integrate the student’s problems and always learn more. The Indicator was lowest configuration is knowledge of research to develop students.


3. The results of analysis of empirical validity and sensitivity of the indicator when tried out with known group that high competency 30 peoples and a lower competency 30 peoples.

                      3.1 Empirical validity : Self-Assessment of teachers with results of used indicators were developed to test with the known group that there were a statistically significant correlation ( <.05) at all. The Indicators showed the empirical validity so that to testified the teacher’s competency from teachers of known group.

                       3.2 sensitivity : The results of sensitivity analysis to distinction of teacher’s competency indicators on student learning development found that indicator of all element have sensitivity is high.