The Construction Of Competency Model And Assessment Of Proficient Teachers

The purpose of this dissertation is to explore the competency model of proficient teachers in the primary and secondary schools, to construct the teacher competency questionnaire and assess the level of the proficient teacher competency. Some methods, such as behavior event interview, checklist, thematic analysis, transcript content analysis, tests are used in this study, the following conclusions are induced:The constructed proficient teacher competency model includes professional knowledge and skills, verbal ability, sense of duty, healthy mental attitude, sense of innovation, communication and cooperation, abilities of organization and management, fairness and justness, sense of humor, teaching strategies, getting along with others skillfully, lifelong learning, tolerance and amiability, healthy emotion, gumption and ability of self-reflection. According to the result of Hierarchical Cluster Analysis and the definition of teacher competency for this research, they can be classified into 6 groups, i.e., relationship skills, professional quality, professional preference, professional upgrade, active attention, self-adjustment.This study developed "the test of proficient teacher competency" which contains 6 dimensions, which are the same as the constructed proficient teacher competency model, i.e., relationship skills, professional quality, professional preference, professional upgrade, active attention, self-adjustment. The reliability and validity of the test achieve the psychometric criterion, which can be applied in the future research.By using "the test of proficient teacher competency" to assess the in-service proficient 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. As the in-service tenure lasts, the competency is accordingly developed. The professional titles of proficient teachers and location of schools are the most significant factors to influence the competency level and development. The educational background, grade and school type also show stable variation and differentiation in competency. While proficient teacher competency does not continuously increase with the educational background, professional title and school type. Gender, different disciplines of the proficient teachers, however, show no differentiation in competency.According to the conclusion, several suggestions are proposed for description of process of teacher professional development, especially the competencies of the critical stage from novice teachers to proficient teachers to expert teachers, and professional upgrade, recruitment, career development, prospective teacher selections, training, performance appraisal of young teachers, and the future research.