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Research On The Post-Competence Of Double-Qualified Teachers In Tibetan Secondary Vocational Technical Schools

Posted on:2017-09-02Degree:MasterType:Thesis
Country:ChinaCandidate:M J LiFull Text:PDF
GTID:2347330515463922Subject:Educational Economy and Management
Abstract/Summary:PDF Full Text Request
Double-qualified competence is one of key marks which represents the uniqueness of teaching staff construction direction and the rationality of its existence in seconary vocational technical schools.Seconary vocational technical education in Tibet with strong regional features and ethnic characteristics has endowed doublequalified teachers with special quality demands which differs from those of teachers from general secondary education or teachers from other areas in China.It is so important and urgent to enhance the post-competence cultivation of double-qualified teachers for optimizing the double-qualified teaching staff and improving the quality of seconary vocational education in Tibet.The research starts with the documentary analysis and open questionnaire survey to collect and refine 45 competent characteristic factors by learning from the current research experience of competence theory and the connotation interpretation of double-qualified teachers.Three experts in pedagogy and management field are requested to revise the competence checklist which is then used to carriy out a pretest to delete improper items,leaving 28 competent characteristic factors which are constituted the formal questionnaires to investigate the post-competence of doublequalified teachers based on the perspective of 400 students from three secondary vocational technical schools in Tibet.The collected data is analyzed through Exploratory Factor Analysis(EFA)and Confirmatory Factor Analysis(CFA)to construct the post-competence model of double-qualified teachers of secondary vocational technical school in Tibet,including teaching competence(TC),viewpoint of student(VS),occupational morality(OM),management ability(MA),individual idiosyncracy(II),specialty diathesis(SD),6 dimensions and 28 competence indicators.Secondly,the self-evaluation questionnaire of work behaviors for double-qualified teachers in Tibetan secondary vocational schools is self-made based on the model to survey the development level and characteristics of 200 double-qualified teachers from 3 Tibetan secondary vocational schools.The conclusions can be drawn from the statistical analysis of the questionnaire survey results.(1)The overall post-competence development level of double-qualified teachers in Tibetan secondary vocational schools is above the medium level,but is still far from the ideal model and needs to be improved;(2)The post-competence of double-qualified teachers is correlated significantly with double-qualified teachers' job perpormance.That is to say,the postcompetence development level of double-qualified teachers can predict their job perpormance significantly and positively;(3)The post-competence of double-qualified teachers doesn't correlates significantly with different school styles,nationalities,genders and the source they come from,but greatly affected by their teaching ages,education background and professional titles.Finally,some corresponding improvement strategies are proposed to promote the post-competence level of double-qualified teachers in Tibetan secondary vocational schools in terms of individuals and organizations combined with the basic principles of human resource management.
Keywords/Search Tags:Competence, Competence model, Double-qualified teachers, Secondary vocational technical schools, Tibet
PDF Full Text Request
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