The Establishment Of Competency Index System Of Physical Education Teachers In Primary Schools

With the rapid socio-economic development and national emphasis on education, People improve the teachers’ job performance requirements,so that teachers received extensive attention.The establishment of primary school PE teacher competency index systerm, have important significant on selection, assessment, and evaluation systems to promote the comprehensive development of teacher quality, thereby improving the quality of teaching. This paper mainly used the behavioral event interview, research methods expert investigation, questionnaire survey, exploratory factor analysis to build primary school PE teacher competency model and form measure fool for the evaluation of primary school PE teachers and the model was discussed and validated.The thesis used the formation of measurement tools to measure competency of primary school PE teachers,to research the current characteristics of primary school physical education teachers competency.The main conclusions are as follows:(1) primary school PE teacher competency index systerm was stablished.this index systerm includes the professional quality, professional quality,cognitive characteristics,relationship quality,professional view, personality, emotional, cognitive,psychological cognition,personality and ability of organization 10 dimensions,33indexes. Professionalism including pedagogy, teaching ability, management capacity, perfection of personality structure, emotional reaction moderate, good interpersonal skills; professional demeanor including motor skills, the ability to handle emergency events, good at listening to students, love teaching, love of students, individual introspection; cognitive traits including sports disciplines of knowledge, knowledge of sports training, extra-curricular learning knowledge, strong physique, law-abiding; the relationship between characteristics include communication skills, believing that students, vocational remuneration; occupational outlook including innovative teaching, patience, dedication, responsibility heart; personal qualities including fair, emotional control, behavior norms; emotional awareness including language logic, safety awareness; psychological cognition including knowledge of psychology cognitive psychology, mental health; charisma including teachers of self-confidence, parent child; organization including the ability to organize class activities.(2) the total questionnaire Cronbach a coefficient of 0.884, a coefficient for the subscales range 0.591-0.806, are close to or greater than 0.6, the results showed that represents reliability between the subscales within the acceptable range, the questionnaire has good structure consistency. Related subscales and total scale is between 0.460-0.749, highly correlated subscales between the 0.098-0.515, and is present in the low correlation, indicating that the structure of scale reliability, Validity better.(3)Investigating the teachers’ competence characteristics, the results show that the gender in professional quality, professional quality,cognitive characteristics,relationsh ip quality,professional view,personality,emotional,cognitive, psychological cognition, personality factors have no significant difference,and on the ability of organization factors, male teachers scored higher than female teachers. That gender significant differences in organizational capability dimensions. Age in professional quality, professional quality, the cognitive factor, personal qualities and characteristics has significant differences,but on relationship quality, professional view, emotional, cognitive,psychological cognition, personality, ability of organization factors there is no significant difference.Professional for professional quality, professional quality, cognitive characteristics,relationship quality,professional view, personality, emotional, cognitive,psychological cognition,personality and ability of organization,there is no significant difference.