DEVELOPMENT OF THE GLOBAL COMPETENCY MEASUREMENT MODEL FOR STUDENT TEACHERS

Abstract

The purposes of this study were: 1) to establish and validate the quality of the global competency measurement model of student teachers in terms of content validity and construct validity, discrimination, and reliability; 2) to enhance local norms of the global competency measurement model of student teachers; 3) to compare senior students’ scores on the global competency measurement model by college years. The sample of this study consisted of 740 students of the Bachelor in Education Program: freshman, sophomore, junior, and senior; obtained through multi-stage random sampling. The research instruments comprised 1) The global competency measurement model for student teachers, and 2) The statistics used for data analysis were mean, standard deviation, percentile, normal distribution t-score, and confirmatory factor analysis.

        Results of this research were the following:

1. The results of evaluating the quality of content validity had IOC value between 0.71-1.00; scales of knowledge part were between 0.40-0.80, and reliability was equal to 0.703; discrimination scales of practice part were between 0.27-0.80, and reliability was equal to 0.825; discrimination scales of attitude part were between 0.45-0.75, and reliability was equal to 0.937; and the global competency model contained construct validity.
2. Local norms were divided into five levels as follows: scaling of very high frequency, scores of 83 or more (≥T65); scaling of high frequency, scores between 72-82 (T₅₅-T₆₄); scaling of moderate frequency, scores between 61-71 (T₄₅-T₅₄); scaling of low frequency, scores between 50-60 (T₃₅ -T₄₄); and scaling of very low frequency, scores under 50 (<T₃₅).
3. The results of the study on the development of global competency for student teachers revealed that the global competency scores of the sample were not different according to the college years.