Self-Reported Teaching Proficiencies and Their Sources: An Analysis of Teachers' Perception of Their Competencies
Almahmoud, Naser Yousef
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https://hdl.handle.net/2142/68941
Description
Title
Self-Reported Teaching Proficiencies and Their Sources: An Analysis of Teachers' Perception of Their Competencies
Author(s)
Almahmoud, Naser Yousef
Issue Date
1984
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Educational Psychology
Abstract
The primary purpose of this study was to identify and analyze the self-reported competencies of a group of secondary teachers, and to determine where teachers believe they received assistance in developing their competencies.
The subjects (106) who participated in this study were secondary high school teachers in various subject matter areas. Other demographic variables looked at were sex, years of experience, highest academic degree earned. Teachers were also asked to estimate how they might be rated by their supervisors. A questionnaire containing 30 competency statements was used to examine the teachers' proficiencies and the source of their competencies. These teachers perceived themselves as most proficient in the competency area of demonstrating knowledge in subject matter area, and communication with students, and least proficient in the ability to compile information related to student's educational, emotional, and physical functioning, and the competency area of individualizing instruction to meet the varying needs of students, via techniques such as mastery learning, alternative assignments and group work.
When all teachers' responses were taken together over all the 30 competencies, approximately 60% of the teachers' responses attributed competency to work experience, 16% to university courses, and 8% to independent study.
Correlation revealed significant relationships among teachers' sex, years of experience, teachers' estimated ratings of their supervisors and their competencies. Female teachers rated themselves more proficient than male teachers in the competency area of "communicating and interpersonal behavior with students." Teachers whose highest academic degrees were bachelor's or master's perceived themselves more proficient in the competency area of "communicating and interpersonal behavior with students" than teachers who were above the master's degree. Teachers estimated ratings by their supervisors were significantly related to the teachers' competency in the seven factors in the study. (ANOVA) and regression analysis results indicated that special education teachers perceived themselves more proficient in the competency areas of "assessment and diagnosis," and "individualization of instruction" than other subject matter taught by teachers.
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