The Construction Of Competency Model Of Teachers In Private Schools And Its Application

Teacher is the first element of the school development, especially inprivate schools. Excellent teachers support famous schools and famousschools train excellent teachers. Therefore, it is a strategically core point forschools to build a rationally structured and relatively stable teaching group ofgreat quality and quantity, which can help maintain its regular operation,promote its comprehensive strength, enhance its growth potential andguarantee its sustainable development.Competency is a necessary individual character for the completion of awork that one must have. It can also be used to distinguish work in a high-performers and ordinary performers, effective and ineffective performanceand drive people to produce excellent performance. Competency model is acombination of a range of different competency elements the incumbentsshould posses to complete a task and reach a certain goal. In this study,Zanhua School which is in Gaoyou City, Jiangsu Province is set as an example. Teachers in this school are regarded as research object. Thisresearch takes literature searches, questionnaire surveys, behavioral eventinterview, observation, personal interviews, experimental summary and otherresearch methods to construct competency model for teachers in this schooland to explore the application of competency model in the selection ofteachers.This study collected teachers’ competency items and compiled them intoa "Questionnaire of the Importance of Teachers’ CompetencyCharacteristics" through an open questionnaire and behavioral eventinterview, and refer to relevant research literature. More than170teachershave been studied. The study extracts those which can really distinguish theexcellent teachers and common teachers of their competency items in Zanhuaschool and construct the initial competency model of Zanhua school teachers.On this basis, through interviews with outstanding teachers and regularteachers as well as consult peers’ advice from experienced schoolmanagement to examine the efficiency and rationality of the model, in whicha comparison of the model validation is needed. The results show thatteachers’ competency model in this school consists of three quality systems,nine levels, twenty qualified competencies and thirteen distinguishingcompetencies. Those three quality systems include ideological and moralquality, professional quality and physical and mental quality. Those ninelevels consist of love of education, love of students, being worthy of the name of the teacher, knowledge structure, educational teaching ability,learning ability, physical health, good psychological quality and personalcharacteristics. Those twenty qualified competencies include the spirit ofprofessional enthusiasm, the spirit of utter devotion, developing and guidingstudents, being strict with students, strong subject knowledge, education ofscientific knowledge, the basic knowledge of the culture, the ability ofunderstanding and studying of students, the ability of educating, the ability ofspeaking and expressing, the ability of coordinating, being thirst forknowledge, being good at imitating, good constitution, being confident andoutgoing, being willing to cooperation and sharing, bearing pressure anddifficult, being good at self-adjustment, being patient and active. Thosethirteen distinguishing competencies consist of the spirit of keeping forgingahead, professional dedication, taking good care of students, treating studentsin a fair way, being strict with oneself, having a good behavior, owning astrict style, the ability of teaching, the attitude towards teaching, being full ofenergy, taking part in a group, bearing hardships and standing hard work andbeing conscious of entirety.The selection of teachers based on competency model takes thecompetency schools need as the core basis. In addition to using establishedwork standards and skills required to evaluate the candidates, it should alsobe based on the candidate’s competency with its future performance action toimplement the guidelines. This approach can not only provide a theoretical guidance for the selection of teachers in schools but also provide an objective,scientific evaluation methods to change the traditional selection ofsubjectivity and arbitrariness. This approach can also improve work qualityand efficiency, help optimization people post match, and reach personnelharmony. In this way, the school development strategy, objectives andteachers are combined. Based on the strategic framework of schooldevelopment, the teachers who play the most important role in contributing alot to private schools and their competencies can be stressed and strengthened.