Development of Indicators of Strength Characteristics of Chinese Language Teachers for Chinese Language Student Teachers in Northern Rajabhat Universities
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Abstract
The objectives of this research were to 1) develop indicators of strength characteristics of Chinese language teachers and 2) verify the consistency of structural equation model of indicators developed by the researcher with empirical data. The research employed a mixed method combining the quantitative research and qualitative research in the form of dominant-less dominant design through exploratory sequential design. The qualitative research was conducted by using structured interviews with a group of 7 experts in teaching the Chinese language, in teaching teachership and Chinese teachers in educational institutions who were purposively chosen to be sources of data for seeking and selecting indicators. Meanwhile, the quantitative research employed a questionnaire to assess the importance of strong characteristics of Chinese teachers by collecting data from two samples of 428 participants who were purposively chosen. They were 1) 200 student teachers in Chinese Language Teaching Program in Northern Rajabhat Universities, who had passed the practicum in the academic year 2020, for the exploratory factor analysis, and 2) 228 student teachers in Chinese Language Teaching Program, who had the practicum in the academic year 2020, for the confirmatory factor analysis. For data analysis, descriptive statistics and inferential statistics were used through ready-made statistical programs (SPSS and AMOS).
The results revealed that:
1) Four components and 18 indicators were developed, all of which were suitable and could be used to assess the constituents of strength characteristics of Chinese language teachers for student teachers in Chinese Language Teaching Programs in Northern Rajabhat Universities.
2) The developed structural equation model was consistent with the empirical data at a good level, having the chi-square = 119.11, df = 110, P-value = 0.26, Relative 2 = 1.08,
GFI = 0.98, AGFI = 0.96, CFI = 0.99, RMSEA = 0.02. The weights of the four components were positive and were between 0.69 and 0.97, with statistical significance at the .001 level. The Well-informed Teachers factor loading had the highest value, showing that the Well-informed Teachers component could better describe strength characteristics of Chinese language teachers for student teachers in teaching the Chinese language in Northern Rajabhat Universities than other elements.
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