The Development of Indicators for Secondary Chinese Teachers Competency

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Nawapohn Srisuk
Yuwaree Yanprechaset

Abstract

The purposes of this research were to 1) develop the indicators of competent Chinese teachers in secondary school level 2) investigate the consistency of modelling measures, implemented by the researcher, of qualified Chinese teachers compared to empirical data. The sampling group was among 240 Chinese high school teachers under the jurisdiction of the Office of the Basic Education Commission which were randomly picked with multistage sampling. The research tool was a questionnaire with 72 items based on developing Chinese teachers indicators in secondary school. Moreover, its Item-Objective Congruence (IOC) ranged from 0.67 – 1.00 and Cronbach’s alpha coefficient from 0.98 Descriptive statistics and Pearson correlation analysis and second order confirmatory factor analysis using LISREL program. The research results were as follow: 1) The result of Chinese teachers competency indicators consisted of 3 components and 12 indicators. The first component was knowledge which composed of 4 indicators: Language Knowledge (LK), Culture Knowledge (CK), Academic Knowledge (AK) and Creative Thinking (CT). The second component was skill which composed of 4 indicators: Ability of Using Language (AUL), Teaching Techniques and Methods (TTM), Measurement and Evaluation (MA) and Using Instructional Media and Technology (UMT). The third component was attitude which composed of 4 indicators: Faith in the Profession (FP), Curiosity (CR), Attentiveness (ATT) and Adjustment(AJ). 2) The professional teacher indicators model was found to fit the empirical data. (chi-square = 43.72; df = 33; p = 0.10; RMSEA = 0.04; RMR = 0.010; GFI = 0.97; AGFI = 0.93)

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บทความวิจัย

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