THE COMPETENCY-BASED TRAINING & ASSESSMENT, AND IMPROVEMENT OF TECHNICAL COMPETENCIES AND CHANGES IN PEDAGOGICAL BEHAVIOR

Abstract

This research aims to analyze the improvement of technical competencies and changes in pedagogical behavior on competency-based training and assessment. We developed a modified conceptual model with the help of previous literature. We examined the impact of competency-based training & assessment on traditional teaching methodologies, practical teaching strategies, technical knowledge, and pedagogical & technical components as outcome variables. We also incorporated behavior & psychological aspects of teachers as mediators in our modified conceptual model and examined the mediation between exogenous and endogenous variables. We have collected the data of 458 respondents using a modified structured questionnaire from public and private teachers of Sindh technical and vocational institutions online from different regions of Sindh, Pakistan. For the data analyses, we employed SEM-based multivariate techniques. The findings exhibit that the direct relationship between competency-based training & assessment (independent variable) has a significant and positive influence on traditional teaching methodologies, practical teaching strategies, technical knowledge, and pedagogical & technical components as outcome variables. Similarly, the findings further concluded that behavior & psychological aspects are potent mediators between competency-based training & assessment and traditional teaching methodologies, teaching-learning abilities, practical teaching strategies, technical knowledge, and pedagogical & technical components as outcome variables. Hence, the behavior & psychological aspects of teachers is a vital factor that accelerates the impact of competency-based training & assessment on the dependent variables. The outcomes of this research are imperative theoretical and practical implications, which may guide the direction of future researchers and policymakers of vocational training and education.

Relationship between Different Dimensions of Workplace Spirituality and Psychological Well-Being: Measuring Mediation Analysis through Conditional Process Modeling

“…It has also been found that if the perceived support from the organization is less, this affects the employee, and thus employee’s general well-being is concerned, and job stress will be immense [ 42 ]. Sooner or later, the employee looks for an early exit compared to the opposite situation whereby employees remain with the organization even in harsh times [ 12 , 21 ].…”

“…Individuals with high environmental mastery believe they have greater control over external events and are usually flexible [ 12 ]. While individuals with low environmental mastery feel disconnected from their surroundings.…”

“…Teachers must remain physically and mentally well to help students grow and reach their full potential [ 11 ]. A great deal of literature has explained the interaction of social and health conditions of academic staff members [ 12 ]. Part of the work is devoted to improving the quality of education through the improvement of the working conditions of teachers.…”

“…In that case, it will lead to spiritual growth and development, empathy and feelings of happiness, motivation for work, and well-being [ 1 ]. It has been evident in the literature that workplace spirituality is related to and consequent upon the feeling of being satisfied by passing on to individuals, groups, or organizations [ 12 ]. The main aspects of the work ethic mentioned are internal health, purpose, and purpose in the workplace, a feeling of social togetherness, and alignment with the organization’s values [ 17 ].…”

Scenario-Based, Single Best, Multiple-Choice Questions (SB-SB-MCQs) in Basic Medical Sciences: An Exploratory Study about the Staff Awareness, Knowledge and Difficulties Encountered

“…To deliver effective medical science education, the assessment system must have the ability to examine students' knowledge, learning attitude and practical skills [1]. The assessment of competency changes students learning behavior and improves information gaining from the teachers [2] [3]. Multiple-choice questions (MCQs) have been known and in use as a tool of assessment for a long time in both under and postgraduate medical examinations [4] [5].…”