A Comparative Study of Teacher Competence According to Their Demographics in Hanzhong High School of Shaanxi Province, China

Authors

  • Xu Yuan Teacher, Qingdao University of Science and Technology, Qingdao, China
  • Yan Ye Assistant Professor, Ph. D, Lecturer, Graduate School of Human Sciences, Assumption University, Thailand.

Keywords:

Teacher, Competence, Demographics, Hanzhong High School of Shaanxi Province

Abstract

 The main purpose of this research is to identify the level of teacher competence according to teachers’ demographics factors including age, gender, and education background in Hanzhong High School of Shaanxi Province. Five components of teacher competence are pre-instruction, presentation, student learning, learning environment and professionalism. This study used the original questionnaire by Huyen (2003) study, which was adopted it from Medley (1977). All 168 full time teachers were surveyed in this study in Hanzhong High School of Shaanxi Province in the academic year 2018. This study found that there were significant differences about teacher competence according to age and education background in Hanzhong High School of Shaanxi Province. But there is no significant difference about teacher competence according to gender. For five components of teacher competence, teachers got the highest score in professionalism, but teachers have some problems in presentation. 

References

Alison Doyle. (2017). Development of fracture liaison services: What have we learned?

Gunduz, H. A. (2016). Vaughn Elementary’s innovative teacher evaluation system: Are teacher evaluation scores related to growth in student achievement?

Huyen, T., T (2003). A Study of Teacher Competence Performance and Needs for TeacherCompetence Improvement in ThaibinhProvoince, Vietnam, Master Thesis, Graduate School of Education, Assumption University, Thailand.

Irene, L. (2009). Roles and responsibilities of teachers and teacher assistants. Retrieved from https://bctf.ca/uploadedFiles/Public/Issues/InclusiveEd/RolesAndResponsibilitiesTeachersTAs.pdf

Jan, Anglade. (2013). Pre-instruction activities: Fun and engaging ways to welcome students. Retrieved from http://gatesol.org/resources/Documents/Pre-Instructional%20Activities.pdf

Kavinda, U. (2014). “A study of teachers’ competence of two high schools in northern Rakhine state, western Myanmar”.

Medley, D.M (1977). “Teacher competence and teacher effectiveness: A review of process-product research”. Washington, D.C: American Association of Colleges for Teacher Education. Retrieved Form http://files.eric.ed.gov/fulltext/ED143629.pdf

Nevzat, Y. (2009). Developing presentation skills of student teachers through micro-teaching method.

OECD (2009). Creating Effective Teaching and Learning Environments.First Results from TALIS.

OECD. 2011. Chapter 4: Shanghai and Hong Kong: Two distinct examples of Education reform in China. In: Lessons from PISA for the United States: Strong Performance and Successful Reforms in Education. OECD Publishing. Paris, pp 83-115

Peng, J. (2014). International Journal of Education Development 34.

Robert A. Barry, (2010). Marylhurst University and The Chalkboard Project. Teaching effectiveness and why it matters. Retrieved from https://chalkboardproject.org/sites/default/files/teacher-effectiveness-and-why-it-matters.pdf

Sudirman, S.Pd. (2017). Efforts to Improve Teacher Competence in Developing a Lesson Plan Through Sustainable Guidance in SMKN 1 Mamuju.Retrievedfrom https://files.eric.ed.gov/fulltext/EJ1133109.pdf

Yu, J. (2010). Dilemma and countermeasures in professionalization of rural teachers in China. Education Science Forum 3, 51-53.

Downloads

Published

2020-06-16