Development of Indicators for English Teachers’ Competency in Roi-Et Province Primary Educational Service Area Office

Abstract

Development of an indicator was to provide some information to develop
pedagogical process of teachers. It could be used them to measure success was based
on more realistic. The purposes of this research were to develop the indicators of
English teachers’ competency and to validate model of English teachers’ competency
and empirical data. The sample consisted of 280 English teachers under the office of
Roi-Et province primary educational service area, obtained by using the multi-stage
random sampling technique. There are using a mixed method approach by 3 phases.
Phase 1 to determine 3 factors and 13 indicators from expert English teacher. Phase 2
to choose the indicators of English teachers’ competency from focus group. Phase 3
to survey 280 English teachers’ competency. The research tools were 2 types of
instruments. Type 1 was 2 questionnaires, 1 a 5 - item Open end questionnaire for
English teaching expert teachers and 2 a 70 – item 5 – rating scale on English teachers’
competency questionnaires. The discriminating for teacher’s questionnaire was in the
range of .402-.919 and a reliability of .985. Type 2 was Observation of participants’
form for focus group. The research data were analyzed by ready-made program for
basic descriptive data analysis and Mplus to validate model for second order
confirmatory factor analysis.
The research results were as follows:
1. English teachers’ competency of 3 factors. There were knowledge, skill
and manner which measure from 14 observe variables. In order the highest to the
lowest factor loading of English teachers’ competency were motivation, love learning,
knowledge of teaching technique, personality, multi skills, work team, measure and
evaluation skill, communication skill, teaching management, knowledge of English
teaching curriculum and knowledge of linguistic.
2. The result of examining indicators quality for English teachers’
competency were found that to considered of second order confirmatory factor
analysis of the model of English teachers’ competency were found that factor loading
of 3 factors were positive, size were form .887 - .999 at the .01 significance. The
highest factor loading was skill factor, manner factor and knowledge factor. So that
English teachers’ competency could measure from 3 factors.
3. The result of confirmatory factor analysis of the model of English
teachers’ competency in Roi-Et province primary educational service area office were
found that model was fitted with empirical data ( x 2 = 26.157, df = 20, x 2 /df=1.307,
P-value = 0.1607, CFI = 0.998, TLI= 0.993, RMSEA = 0.033 และคา SRMR = 0.021)
In conclusion, English teachers’ competency indicators in Roi-Et province
primary educational service area office about the understanding in linguistic should
plan the first ways to support and develop English teachers with classroom management
for students to learn actually.