The Development of a Scale to Determine General Competency for Primary School Teachers in Turkey: A Validity and Reliability Study

Gökçe, Erten

doi:10.1080/09720073.2015.11891740

Cited by 3 publications

(2 citation statements)

References 2 publications

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“…Every citizen has the right to education [6] worthy. Vocational High School (SMK) is one of the stages of the education system in Indonesia, in the learning process Vocational High Schools (SMK) is unique, namely, 60% of the learning process is practice, and 40% is a theory, Vocational High Schools (SMK) are demanded to produce output in the form of students who can work professionally according to their expertise [7]. In realizing this expectation, teachers as the smallest unit of a school are required to increase their role in the learning process in the classroom by designing, developing, and continuously updating all information related to learning received following the demands of the market share [8].…”

Section: Introductionmentioning

confidence: 99%

Improving the Competence of Teachers in Maritime Vocational Schools in Indonesia

Abadi¹,

Sutipto²,

Hanafi³

2021

Proceedings of the 4th International Conference on Research of Educational Administration and Management (ICREAM 2020)

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This study aims to analyze the effect of coaching, supervision, and work motivation on the competence of Sailing Vocational Teachers in Indonesia. In addition to knowing whether there is a good relationship between each variable directly. This research uses a quantitative method with a path analysis approach. The population of this study is the Vocational School teachers in Indonesia who have TOT Model Course 6.09 certificates totaling 362 teachers with a sample of 190 teachers. The results showed the path coefficient of several variables related to teacher competence, including coaching, supervision, and work motivation. The novelty in this study found that the competence of overseas shipping teachers is dominated by the training received in large numbers of 0.418 with the largest indicator which means an increase in knowledge, this is due to being a teacher. Set by IMO (International Maritime Organization).

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Section: Introductionmentioning

confidence: 99%

Improving the Competence of Teachers in Maritime Vocational Schools in Indonesia

Abadi¹,

Sutipto²,

Hanafi³

2021

Proceedings of the 4th International Conference on Research of Educational Administration and Management (ICREAM 2020)

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“…On the other hand, the development of teacher's competence model that has been developed has some limitations. For example, the model is still partial because it does not accommodate the various dimensions or specificities that exist (Cabaní et al, 2014), is still theoretical because it has not been empirically tested (Piri et al, 2016) or is still coercive from top to bottom because it is a policy given directly from policy makers in education (Gokce, 2015).…”

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confidence: 99%

The Testing of Teacher’s Competence Model From Multimedia Expertise Program Using Confirmatory Factor Analysis

Pawellangi¹,

Elmunsyah

2019

JIP

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The Testing of Teacher’s Competence Model from Multimedia Expertise Program Using Confirmatory Factor Analysis. The research aims to test the teacher’s competence model which becomes the basis of evaluating the teacher’s competence in Indonesia as well as the basis of developing the education and training to improve the competence. The tested model involves several levels of measurement construct, from competence dimension, competence group, to expertise group. The analyzed data in the research is the result of test namely Teacher’s Competence Test of Vocational High School teachers teaching Multimedia subject (N=2,744). The data is analyzed using Confirmatory Factor Analysis (CFA) approach. The analysis result shows that the tested model has satisfying model acuracy which means the model represents the actual data. The Root Mean Square Error of Approximation (RMSEA) = 0.000 (< 0.08), CFI = 1.000 (> 0.95), TLI = 1.000 (> 0.95). The findings also show that the model is able to explain the teacher’s phenomenon in the real world. Therefore, the evaluation process against the teacher’s competence and the intervention in the competence development using this model are empirically supported.

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Öğretmen Adaylarına Yönelik Sınıf Yönetimi Algısı Ölçeği’nin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

İra

2018

E-International Journal of Educational Research

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Etkili bir sınıf yönetiminin gerçekleşmesinde geleceğin öğretmenleri olan öğretmen adaylarının sınıf yönetim algılarının belirlenmesi önemlidir. Bu çalışmada, sınıf yönetimini yapılandırmacı bakış açısıyla ele alan ve farklı branşlardaki öğretmen adaylarının yapılandırmacı bir sınıf yönetimi algısına ne kadar sahip olduklarını belirlemeye yönelik, sınıf yönetimini hem öğretimsel hem de davranışsal yönetimi boyutlarda temel alan bir sınıf yönetim algısı ölçeği geliştirilmesi hedeflenmiştir. Ancak araştırmacının sınırlı erişimi nedeniyle, az örnekleme ulaşılması ile ancak açımlayıcı faktör analizi ile geçerlik ve güvenirlik analizleri yapılabilmiştir. Bu nedenle bu çalışma, bir ön çalışma olarak belirtilebilir.

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The Development of a Scale to Determine General Competency for Primary School Teachers in Turkey: A Validity and Reliability Study

Cited by 3 publications

References 2 publications

Improving the Competence of Teachers in Maritime Vocational Schools in Indonesia

Improving the Competence of Teachers in Maritime Vocational Schools in Indonesia

The Testing of Teacher’s Competence Model From Multimedia Expertise Program Using Confirmatory Factor Analysis

Öğretmen Adaylarına Yönelik Sınıf Yönetimi Algısı Ölçeği’nin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

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