Competence Model of the Teacher in Colleges and Universities ---Based on Research in Hebei Province

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1 Competence Model of the Teacher in Colleges and Universities ---Based on Research in Hebei Province SHI Xuejun, REN Rongrong Department of Materials Science & Engineering Northeastern University at Qinhuangda P.R.China, Abstract: With the text research, event interview, questionnaire, the multi-dimensional statistics analysis, this paper made a spot-check in some of the colleges and universities in Hebei province and did research on the teacher competency model. With exploratory factor analysis and confirmatory factor analysis on the 103 valid questionnaires, the competency of the teacher in Hebei province includes 16 components and three dimensions, namely, professional quality, personality maturity, driving capability. Keywords: competence model, universities teacher, Hebei province, AMOS 1 Relevant Text Research Since McClelland in Harvard University put forward the concept of competence in 1973 [1], many scholars home and abroad have made considerate research and exploration. Generally speaking, the research focuses on two aspects: the connotation of competence and how to build the model of competence. Most scholars believe that competence is the qualities, motivation, self-definition, social role, attitude, knowledge and skills which are closely related to the people s posts and their working performances and distinguish between the high achievers and those ordinary workers [2-5]. Teacher competence refers to the professional knowledge, professional skills and values in profession which individual teacher possesses and is relevant to the successful teaching [6]. It is the feature of individual teacher and it is necessary for the successful teaching and it is the training goal of the teacher training organization. The above research shows that the scholars both home and abroad have made certain achievements and progress in their research of the university teacher competency model, but for the university teacher competency model at the present situation in Hebei providence, the past research has the following deficiencies: The method depends on reasoning too much. Few researches are aimed at university teacher. The research object is different. Therefore, with the university teacher competency model in Hebei providence as the subject, on the research result of competency model of university teacher both home and abroad, the article did an empirical study to explore the competency model of university teacher in higher education institutions in Hebei province. 2 Method of reach The characteristics of excellent university teacher are decided with the method of induction which needs the collection of the descriptions of the repliers. Then the items are classifies according to the content. 2.1 Items construction in theory The items in questionnaire were developed from the samples which were collected form 120 students and teachers from different universities and grades. The 120 informants included 65students and 55 teachers. Everyone needed to finish an open-questionnaire, including (1) list the most five important competences and traits. (2) What factors hinder the full play of competence of the university teacher? Enough space was left for them to answer the questions. We got 296 items from the 120 repliers, with an average of 2.5 items for each. Three coders discussed the classification of the items. Professional quality, Personality maturity, Driving capability, We reclassified the items after some of less frequent items are 374

2 deleted. Three competences of the university teacher were decided after this round. They are professional quality, intercourse and interaction ability and cognitive ability. Figure 1 showed that the three coders coding were consistent with the consistent coefficient >0.80, it means the classification is steady and reliable. 2.2 Data collect This paper used questionnaire survey to collect related data. Questionnaire consists of two sections, one is background information, and the other is competence of university teacher. Background information includes age, sex, education background and rank, testee can chosen. Competence section is made of 16 items which come from coding arrangement. It uses Likert 5 point Scale, ranging from 1 to 5, with 1 the least important and 5 the most important. 2.3 Sample selection The sample for study was drawn from different schools in Qinhuangdao including the first class universities like Yanshan University and Northeast University at Qinhuangdao, the second-class university like Hebei Normal College of Science and Technology, and the technological academy such as Qinhuangdao institute of Technology. The questionnaire was sent to teachers. After the explanation of the aim and meaning, 180 teachers from 6 universities and colleges involved in the survey. Ratio of callback is 70%. And 103 valid questionnaires were got which accounted for 81.7% of all the callbacks. The descriptive statistics of questionnaire is presented in Figure1, which shows that the structure of the sample is rational and the data has high universality. Figure 1. Distribution of questionnaire Sex Age Education technical title Male bachelor primary Female master intermediate doctor high class Method of data analysis Reliability is the most popular method and it can give good results. Internal Consistent coefficient introduced by Cronbach is α coefficient which can accurately reflect internal consistent degree and internal structure. This paper s reliability analysis will use this index. It is generally agreed that, if Cranach s Alpha 0.7, it has high reliability. The Cranach s Alpha result of questionnaire is 0.871, and Cranach s Alpha Based on Standardized Items is 0.875, it is obvious that the questionnaire has high reliability. 3 Analysis of competence factors This article adopted the SPSS 13.0 to handle the survey statistics. The value of KMO is.864 which means it is fit to use exploratory factor analysis. Exploratory factor analysis can be used to solve a lot of problems, for example when there are too many factors to extract or when it is not easy to name some of the factors and ect. It used principal components analysis to extract common factor. First eigen value greater than 1.5, And Rotated Component Matrix (a) consistency greater than 0.6 common factors was selected. Then the remaining items are re-analyzed. Figure 2. Competence rotated matrix Innovation(A1) 0.83 Professional quality(a2) 0.79 Component

3 logic(a3) 0.76 abundance knowledge(a4) 0.72 Rein in class(a5) 0.64 skill(a6) 0.61 staidness(b1) 0.77 Good handwriting(b2) 0.76 Passion(B3) 0.75 Attention student(b4) 0.71 take pains(b5) 0.71 Education technology(b6) 0.63 language(c1) 0.85 systematic ness(c2) 0.68 flexibility(c3) 0.57 tolerance(c4) 0.56 Eigen values % of Variance Cumulative % Since there are too many items, screen plot was used to extract some of them. 3 factors were extracted. Extraction Sums of Squared Loadings can explain 70.30% of variance. It means the questionnaire have good structure. Therefore, the three factors are the main factors of the university teacher competence. In order to clarify the factors, the data were Rotated Component Matrix again; the result is presented in Figure 2. From Figure 2, it suggests each item has good consistency and the extracted factors can support all variable information. We name them professional quality, personality maturity and driving capability. 4 Model testing 4.1 M1ord Based on analysis of theory and structure, we built the structure model of competence of University Teacher in Heibei providence. The models used Structural Equation Modeling (SEM) technique in the AMOS 5.0 program to test hypothesis. The results of several fit indices for the measurement model and structure model are presented in Figure3. Figure 3. Competence of university teacher confirmative factor fitting index χ 2 df GFI NNFI CFI RMSEA

4 0.48 Professional quality 0.42 Personality maturity 0.56 Driving capability A1 A2 A3 A4 A5 A6 A1 A2 A3 A4 A5 A6 A1 A2 A3 A4 Diagram 1. Competence of university teacher confirmative factor analysis modle All the results were good to explain the high credibility and validity of every variable. CFI accesses the relative improvement in fit of the tested mode. CFI for the model is.97 which indicates a good fit. The model is presented in diagram M2ord A good model can reflect the relation of the variables simply and accurately. So we extracted M2ord of University Teacher in Heibei providence. The confirmatory factor analysis (CFA) is presented in Figure4. Figure 4. Competence confirmative factor analysis second-order fitting index χ 2 df GFI NNFI CFI RMSEA The value indicates M2ord is a good fit, a three-dimensioned model, and university teacher are gathering in one factor at higher grade. It indicates that the hypothesized model fits the measurement model. Data is presented in diagram2..81 Professional quality University teacher Competenc Personality maturity Driving capability 5 Conclusion Diagram 2. University teacher confirmative factor analysis second-order model With the university teacher in Hebei providence as the subjects, after the search and analysis of the document, the hand -out of the open questionnaire, the collection of the items in the questionnaire, the preliminary questionnaire was designed. After the quantitative and qualitative analysis, some of the items in the preliminary questionnaire were revised and cancelled, so that the formal questionnaire was made. After the statistics and analysis of the data collected in the final questionnaire, the final research result, the University teacher competence model in Hebei province, was achieved. This model includes three dimensions, professional quality, personality maturity and driving capability. Hopefully, the conclusion of the research will guide the selection and further training of the teacher in universities, thus improve the qualities of the university teacher to cultivate more innovative talents. 377

5 A1 References [1]Mc Clelland. Testing for competence rather than for intelligence. American Psychologist, 1973, 28(1): [2]Mc Lagan P A. Competency mode. Training Development Journal, 1980,5: [3]Mc Clelland D C, BoyatzisRE. Leadership motive pattern and between success in management. Journal of Applied Psychology, 1982, 67: [4]Mc Clelland DC. Identifying competencies with behavior event interviews. Psychological Science, 1998, 9: [5]Mansfield RS. Building competency models: approaches for HR professionals. Human Resource Management, 1996, (35): [6] Carl O Olson, Jerry L Wyett. Teachers need affective competencies [J]. Projict Innovation Summer, 2000, 7: