A Study Of The Model And Assessment Of Teachers' Competency In Primary And Secondary Schools

The purpose of this dissertation is to explore the competency model of teachers in the primary and secondary schools, to construct the teacher competency questionnaire and assess the level of the teacher competency. Some methods, such as behavior event interview, checklist, thematic analysis, transcript content analysis, test are used in this study, the following conclusions are induced :The constructed competency models of teachers include the traits of excellent teachers and the traits of all the teachers. The excellent teachers own some specific traits, such as responsibility, understanding the others, self-control, expertise, challenge and support, self-confidence, conceptual thinking, self-evaluation and efficiency etc. The competency traits of all the teachers, however, include managing pupils, innovation, teamwork and corporation, professional preferences, interpersonal communication, respect for others, analytical thinking and stable mood etc. The assessment resulted from self-evaluation questionnaire shows that this model suitably outlines the competencies of the teachers.This study developed "the test of teacher competency" which contains 50 items and 10 sub-scales. These sub-scales is divided into personal traits (TRI) , focus on pupils' needs(FCN), Expertise(EXP), relationship building(RB), etc.The reliability and validity of the test achieve the psychometric criterion.The paper also tests and assesses the level and traits of teacher competencies. By using " the test of teacher competency" to assess the in-service teachers of both primary and secondary school teachers, the research result shows that their competency is comparatively satisfactory and reaches the fourth level of this scale. The tenure of the teachers is the most significant factors to influence the competency level. Tenure, gender and school type shows stable variation and differentiation in competency. As the in-service tenure lasts, the competency is accordingly developed. Gender and school type shows pertinent differentiation in competency in some sub-scales. The educational background and the different disciplines of the teachers, however, show no differentiation in competency.According to the conclusions, several suggestions are proposed for prospective teacher selections, placement, performance appraisal, those who intend to be teachers in the primary and secondary schools, teacher competency standards and qualification, teacher education, teacher professional development, and the future research.