Study On The Situational Assessment Of Competency Of Primary School Class Teachers

The basic unit of the school is the class,and the class teacher is the special group responsible for the ideological and moral education and daily management of a class of students.Therefore,the ability of primary school class teachers to do their jobs and their level of competence will directly affect the educational function of the class and the development of the physical and mental health of students.At present,most of the research on the competency characteristics of primary school teachers in China focuses on the construction of the competency characteristics model,while the research on the assessment of competency characteristics of primary school teachers is relatively weak and cannot meet the real needs.The use of situational assessment tests as a tool to assess individual competency characteristics has gained widespread acceptance.Therefore,this study draws on the development model of the contextual judgment test and uses the method of empirical research to assess the development of the competency characteristics of primary school teachers in Chifeng,and combined with interviews,the results of the assessment are explained in detail and the underlying reasons are analyzed in depth.At the same time,a strategy for the development of competency characteristics of primary school teachers is proposed,with aview to providing useful reference for the management of primary school teachers and laying a certain foundation for the follow-up study of competency characteristics of primary school teachers.Based on the identification of situational assessment indicators for primary school teachers' competency characteristics,the study draws on the situational assessment scale developed by Taiwanese scholars for primary school teachers and the typical situational assessment obtained from Ma Xiaonan's interviews with primary school teachers in Chifeng City,and compiles a "Situational Assessment Questionnaire for Primary School Teachers' Competency Characteristics" that contains 25 contextual stories and 68 behavioral options.The results showed that the questionnaire could be used as a situational assessment tool to assess the competency characteristics of primary school teachers.In this study,the Competency Profile Situational Assessment Questionnaire for Primary School Teachers was used to assess the developmental status of the competency profile of 565 classroom teachers in 16 primary schools in Chifeng City.The results show that the current primary school classroom teacher competency profile is in the upper intermediate range,with differences in individual classroom teacher characteristics such as age,length of service,workload,etc.In this study,13 classroom teachers from four primary schools in Chifeng were interviewed in depth based on the scores of the questionnaire to furtheranalyze the development status and influencing factors of each dimension of classroom teacher competency characteristics.Analysis of the assessment and interviews revealed that primary school classroom teachers had some problems in the five dimensions of competency characteristics.In the knowledge and skills dimension,the teaching innovation of primary school teachers is inadequate;in the personal effectiveness and organizational management dimension,the emergency response ability of primary school teachers to class emergencies is not strong;in the achievement characteristic dimension,the professional enthusiasm and achievement motivation of primary school teachers are relatively lacking;in the interpersonal relationship dimension,the communication ability of primary school teachers with some parents of specific students needs to be strengthened.After identifying the problems in the development of the competency profile of primary school teachers,this study analyzed in depth the causes of these problems in conjunction with the interviews,specifically: the existing training model is not conducive to the development of the competency profile of primary school teachers;the empiricist tendency of primary school teachers to neglect career management;the lack of clarity in the responsibilities of the primary school teacher position and the lack of initiative to develop the competency profile;the low level of incentives for the development of the competency profile of primary school teachers.To address the current problems in the development of the competency profile of primary school teachers and their causes,the study proposes the following strategies: first,schools should improve the school-based training model of the competency profile of primary school teachers and implement tiered training,while enriching the training format;second,strengthen the career management of primary school teachers.Primary school classroom teachers themselves should actively carry out career management,and schools should also provide support and guidance to primary school classroom teachers in their career management;third,the duties of primary school classroom teachers should be clarified.Schools should frame the work boundaries of primary school teachers,and primary school teachers themselves should pay attention to job classification management;fourth,a sound incentive mechanism for the development of competent characteristics of primary school teachers.Schools and educational administration should improve the welfare of primary school teachers and should establish an honour system for primary school teachers.