熟手型教师胜任力模型建构与测评研究
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摘要
本研究旨在探讨熟手型教师应具备的专业胜任力结构模型,编制熟手型教师胜任力测评工具,了解当前在岗熟手型教师胜任力水平现状。研究基于文献分析、问卷调查,采用BEI技术、胜任特征核检表,质性研究与量化研究相结合,从胜任力角度,对熟手型教师胜任力模型及测评问题进行了一系列实证研究,获得的主要研究结论如下:
(1)建构熟手型教师胜任力模型。运用文献法、问卷调查法、核检表法以及BEI技术,通过实证研究和分析我们建构了熟手型教师胜任力模型。熟手型教师的胜任力包括专业知识与技能、责任意识、语言表达、健康心态、教学策略、幽默感、沟通协作、善与人处、反思能力、创新意识、进取心、终身学习、组织管理、情绪健康14项胜任特征。根据聚类分析的结果以及本研究对教师胜任力所下的操作定义等,我们将熟手型教师胜任力模型里的14项胜任特征划分为六类熟手型教师胜任特征群,依次为关系技巧、专业素质、专业偏好、专业提升、积极关注、自我调适。
(2)编制《熟手型教师胜任力测评问卷》。在熟手型教师胜任力模型的基础上我们编制了《熟手型教师胜任力测评问卷》。问卷分为6个维度,分别为:关系技巧、专业素质、专业偏好、专业提升、积极关注、自我调适。探索性因素分析和验证性因素分析的数据表明因子提取稳定和可靠。《熟手型教师胜任力测评问卷》与建构的熟手型教师胜任力模型中包括的胜任特征完全吻合,有非常符合心理测量学的要求,信效度以及项目鉴别等指数优良,可在今后的研究实践中使用。
(3)测查熟手型教师胜任力水平与特点。运用《熟手型教师胜任力测评问卷》对熟手型教师胜任力进行测查,结果表明:①熟手型教师胜任力整体水平较好,达到测验量表中评定四级,即“基本符合”。②不同年龄段的熟手型教师在“专业偏好”、“自我调适”维度上以及在总测验上均在显著性差异,而不同教龄段的熟手型教师在各个维度和总测验上均存在显著性差异。也就是说,随着执教年限的延续,其胜任力会得到提高。③不同学历的熟手型教师在各个维度以及总测验上存在显著性差异。不同职称的熟手型教师除“自我调适”这个维度以外均存在显著性差异。不同学校类别的熟手型教师除“关系技巧”、“专业偏好”外在各个维度和总测验上均存在显著性差异。但是,熟手型教师胜任力并没有随学历、职称和学校类别的提高而持续提高。④年级变量在“关系技巧”、“专业偏好”、“专业提升”以及总测验上有显著差异;学校所在地变量除“自我调适”外在各个维度以及总测验上存在显著性差异。⑤性别、学科等特征变量在各个维度以及总测验上均不存在显著性差异。
本研究的结论对有效地描述教师专业成长的历程,全面描绘从新手型教师到熟手型教师、再从熟手型教师到专家型教师的成长历程中关键阶段的教师胜任力特征以及青年教师专业成长、专业提升和职业生涯发展、教师招聘、选拔、培训和绩效评估等提供了实证研究的依据,具有重要的应用价值。
The purpose of this dissertation is to explore the competency model of proficient teachers in the primary and secondary schools, to construct the teacher competency questionnaire and assess the level of the proficient teacher competency. Some methods, such as behavior event interview, checklist, thematic analysis, transcript content analysis, tests are used in this study, the following conclusions are induced:
The constructed proficient teacher competency model includes professional knowledge and skills, verbal ability, sense of duty, healthy mental attitude, sense of innovation, communication and cooperation, abilities of organization and management, fairness and justness, sense of humor, teaching strategies, getting along with others skillfully, lifelong learning, tolerance and amiability, healthy emotion, gumption and ability of self-reflection. According to the result of Hierarchical Cluster Analysis and the definition of teacher competency for this research, they can be classified into 6 groups, i.e., relationship skills, professional quality, professional preference, professional upgrade, active attention, self-adjustment.
This study developed "the test of proficient teacher competency" which contains 6 dimensions, which are the same as the constructed proficient teacher competency model, i.e., relationship skills, professional quality, professional preference, professional upgrade, active attention, self-adjustment. The reliability and validity of the test achieve the psychometric criterion, which can be applied in the future research.
By using "the test of proficient teacher competency" to assess the in-service proficient teachers of both primary and secondary school teachers, the research result shows that their competency is comparatively satisfactory and reaches the fourth level of this scale. As the in-service tenure lasts, the competency is accordingly developed. The professional titles of proficient teachers and location of schools are the most significant factors to influence the competency level and development. The educational background, grade and school type also show stable variation and differentiation in competency. While proficient teacher competency does not continuously increase with the educational background, professional title and school type. Gender, different disciplines of the proficient teachers, however, show no differentiation in competency.
According to the conclusion, several suggestions are proposed for description of process of teacher professional development, especially the competencies of the critical stage from novice teachers to proficient teachers to expert teachers, and professional upgrade, recruitment, career development, prospective teacher selections, training, performance appraisal of young teachers, and the future research.
(1)建构熟手型教师胜任力模型。运用文献法、问卷调查法、核检表法以及BEI技术,通过实证研究和分析我们建构了熟手型教师胜任力模型。熟手型教师的胜任力包括专业知识与技能、责任意识、语言表达、健康心态、教学策略、幽默感、沟通协作、善与人处、反思能力、创新意识、进取心、终身学习、组织管理、情绪健康14项胜任特征。根据聚类分析的结果以及本研究对教师胜任力所下的操作定义等,我们将熟手型教师胜任力模型里的14项胜任特征划分为六类熟手型教师胜任特征群,依次为关系技巧、专业素质、专业偏好、专业提升、积极关注、自我调适。
(2)编制《熟手型教师胜任力测评问卷》。在熟手型教师胜任力模型的基础上我们编制了《熟手型教师胜任力测评问卷》。问卷分为6个维度,分别为:关系技巧、专业素质、专业偏好、专业提升、积极关注、自我调适。探索性因素分析和验证性因素分析的数据表明因子提取稳定和可靠。《熟手型教师胜任力测评问卷》与建构的熟手型教师胜任力模型中包括的胜任特征完全吻合,有非常符合心理测量学的要求,信效度以及项目鉴别等指数优良,可在今后的研究实践中使用。
(3)测查熟手型教师胜任力水平与特点。运用《熟手型教师胜任力测评问卷》对熟手型教师胜任力进行测查,结果表明:①熟手型教师胜任力整体水平较好,达到测验量表中评定四级,即“基本符合”。②不同年龄段的熟手型教师在“专业偏好”、“自我调适”维度上以及在总测验上均在显著性差异,而不同教龄段的熟手型教师在各个维度和总测验上均存在显著性差异。也就是说,随着执教年限的延续,其胜任力会得到提高。③不同学历的熟手型教师在各个维度以及总测验上存在显著性差异。不同职称的熟手型教师除“自我调适”这个维度以外均存在显著性差异。不同学校类别的熟手型教师除“关系技巧”、“专业偏好”外在各个维度和总测验上均存在显著性差异。但是,熟手型教师胜任力并没有随学历、职称和学校类别的提高而持续提高。④年级变量在“关系技巧”、“专业偏好”、“专业提升”以及总测验上有显著差异;学校所在地变量除“自我调适”外在各个维度以及总测验上存在显著性差异。⑤性别、学科等特征变量在各个维度以及总测验上均不存在显著性差异。
本研究的结论对有效地描述教师专业成长的历程,全面描绘从新手型教师到熟手型教师、再从熟手型教师到专家型教师的成长历程中关键阶段的教师胜任力特征以及青年教师专业成长、专业提升和职业生涯发展、教师招聘、选拔、培训和绩效评估等提供了实证研究的依据,具有重要的应用价值。
The purpose of this dissertation is to explore the competency model of proficient teachers in the primary and secondary schools, to construct the teacher competency questionnaire and assess the level of the proficient teacher competency. Some methods, such as behavior event interview, checklist, thematic analysis, transcript content analysis, tests are used in this study, the following conclusions are induced:
The constructed proficient teacher competency model includes professional knowledge and skills, verbal ability, sense of duty, healthy mental attitude, sense of innovation, communication and cooperation, abilities of organization and management, fairness and justness, sense of humor, teaching strategies, getting along with others skillfully, lifelong learning, tolerance and amiability, healthy emotion, gumption and ability of self-reflection. According to the result of Hierarchical Cluster Analysis and the definition of teacher competency for this research, they can be classified into 6 groups, i.e., relationship skills, professional quality, professional preference, professional upgrade, active attention, self-adjustment.
This study developed "the test of proficient teacher competency" which contains 6 dimensions, which are the same as the constructed proficient teacher competency model, i.e., relationship skills, professional quality, professional preference, professional upgrade, active attention, self-adjustment. The reliability and validity of the test achieve the psychometric criterion, which can be applied in the future research.
By using "the test of proficient teacher competency" to assess the in-service proficient teachers of both primary and secondary school teachers, the research result shows that their competency is comparatively satisfactory and reaches the fourth level of this scale. As the in-service tenure lasts, the competency is accordingly developed. The professional titles of proficient teachers and location of schools are the most significant factors to influence the competency level and development. The educational background, grade and school type also show stable variation and differentiation in competency. While proficient teacher competency does not continuously increase with the educational background, professional title and school type. Gender, different disciplines of the proficient teachers, however, show no differentiation in competency.
According to the conclusion, several suggestions are proposed for description of process of teacher professional development, especially the competencies of the critical stage from novice teachers to proficient teachers to expert teachers, and professional upgrade, recruitment, career development, prospective teacher selections, training, performance appraisal of young teachers, and the future research.
引文
[1] Richard E. Boyatzes. (1982)The Competent Manager: A model for effective performance [M]. Canada: John Wiley & Sons Inc,12-15
[2] Boyatzis, R. E. (1994)Rendering into competence the things that are competent[J], American Psychologist, 49:64-66
[3] Spencer Jr. L M, Spencer S M. (1993)Competence at work: Models for superior performance[M]. New York: John Wiley & Sons, Inc
[4] Kochanski, J. (1997) Competency based management[J]. Training & Development, 51(10):40-44
[5] Sparrow, P. R. (1997) Organizational Competencies: Creating a Strategic Behavioral Frame work for Selection and Assessment[M]. Anderson, N.and Herriot, R (ed.) International Hand book of Selection and Assessment. New York: John Wiley & Sons. Ltd.
[6] Jorgen Sandberg. (2000) Understanding human competence at work: An interpretative approach [J]. Academy of Management Journal,(1). 9-27
[7] Woodruf, Charles(1991). "Competent by Any Other Name, " [J] People management, September
[8] http://www. doctorholmes.netarticle three. htm#Top
[9] McClelland. (1973) Testing for competence rather than for intelligence [J]. American Psychologist, (28)
[10] Shippmann. J. S. R. A. Ash, Mbattista, (2000) The practice of competence modeling [J]. Personnel Pshchology, 53(3)
[11] Siu.V.. (1998)Managing by competencies-study on the managerial competencies of hotel middle managers in Hong Kong Hospital management [C]
[12] Sandberg J.. (2000) Understanding Human Competence at Work: An Interpretative Approach [J]. Academy of Management Journal, (43):9-25
[13] Richard Boyatzis. Ph. D, The Competent Manager [M]
[14] Nordhaug 0. (1998) Competence specificities in Organizations [J]. Int Studies of Mgt & org, (28):8-29
[15] McClelland D. C.. (1998) Identifying competencies with Behavioral Event Interviews [J].Psychological Science
[16]Pfefferj,Veigajf.(1999)Putting people fist for organizational success [J].Academy of Management Executive
[17]Ballou,R.,Bowers,D.,Boyatzis,R.E.,and Kolb,D.A.(1999).Fellowship in lifelong learning:An executive development program for advanced professionals[J].Journal of Management Education.23(4),pp.338-354
[18]McClelland D.C.,Competence vs Competency.Psychological Science,2001[M]
[19]Skinkfied A T,Stufflebeam D..(1995)Teacher evaluation:Guide to effective practice[M].Boston:Kluwer Academic Publishers,.60-64
[20]Carl O Olson,Jerry L.Wyett.(2000)Teachers need affective competencies[J].Projict Innovation Summer,(7)30-33
[21]Dineke E.H.Tigelaar,Diana H.J.M.Dolmans,Ineke H.A.P.Wolfhagen & Cees P.M.YanDer Vleuten.(2004)The development and validation of a frameworkfor teaching competencics in higher education[j],lligher Education,Vol.48
[22]Huston,W.R.& Howsam,R.B..(1972)CBTE:The ayes of Texas.Phi Delta Kappan [J].LS(5),299-303
[23]Danielson,Charlotte.(1996)Enhancing Professional practice:A framework for teaching,Alexandria,VA:Association for Supervision and Curriculum Development[M]
[24]Bisschoff,Bennie Grobler.(1998)The management of the teacher competence[J],Journal of In service Education,Vol.24
[25]Arthur M,et al..(1999)The new careers:Individual action and economic change.Thousand Oaks,CA:Sage[M]
[26]http://www.dfee,gov.uk/teaching reforms/leadership/mcber/
[27]Dineke E.H,et al..(2004)The development and validation of a framework for teaching competencies in higher education[J].Higher Education,48(3):253-268
[28](美)David Dubois,李芳龄译.绩效跃进--才能评鉴法的极致运用[M].汕头:汕头大学出版社,2003.13
[29](美)约瑟大,M·普蒂等著,丁慧平译,管理学精要(亚洲篇)[N],北京:机械工业出版社,2000.408-412
[30]林崇德.发展心理学[M].浙江:浙江教育出版社,2002
[31]连榕.教师专业发展[M].北京:高等教育出版社,2007
[33]连榕.教师职业生涯发展[M].北京:中国轻工业出版社,2008
[34]彭剑锋等.管理者能力评价与发展[M].北京:中国人民大学出版社,2005
[35]方少华、方泓亮.胜任力咨洵[M].北京:机械工业出版社,2007
[36]国际人力资源管理研究院(IHRI)编委会.人力资源经理胜任素质模型[M].北京:机械工业出版社,2005.6
[37]彭剑峰,饶征.基于能力的人力资源管理[M].北京:中国人民大学出版社,2003.102
[38]时勘、王继承、李超平,企业高层管理者胜任特征模型评价的研究[J],心理学报,2002.(3),193-199
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[2] Boyatzis, R. E. (1994)Rendering into competence the things that are competent[J], American Psychologist, 49:64-66
[3] Spencer Jr. L M, Spencer S M. (1993)Competence at work: Models for superior performance[M]. New York: John Wiley & Sons, Inc
[4] Kochanski, J. (1997) Competency based management[J]. Training & Development, 51(10):40-44
[5] Sparrow, P. R. (1997) Organizational Competencies: Creating a Strategic Behavioral Frame work for Selection and Assessment[M]. Anderson, N.and Herriot, R (ed.) International Hand book of Selection and Assessment. New York: John Wiley & Sons. Ltd.
[6] Jorgen Sandberg. (2000) Understanding human competence at work: An interpretative approach [J]. Academy of Management Journal,(1). 9-27
[7] Woodruf, Charles(1991). "Competent by Any Other Name, " [J] People management, September
[8] http://www. doctorholmes.netarticle three. htm#Top
[9] McClelland. (1973) Testing for competence rather than for intelligence [J]. American Psychologist, (28)
[10] Shippmann. J. S. R. A. Ash, Mbattista, (2000) The practice of competence modeling [J]. Personnel Pshchology, 53(3)
[11] Siu.V.. (1998)Managing by competencies-study on the managerial competencies of hotel middle managers in Hong Kong Hospital management [C]
[12] Sandberg J.. (2000) Understanding Human Competence at Work: An Interpretative Approach [J]. Academy of Management Journal, (43):9-25
[13] Richard Boyatzis. Ph. D, The Competent Manager [M]
[14] Nordhaug 0. (1998) Competence specificities in Organizations [J]. Int Studies of Mgt & org, (28):8-29
[15] McClelland D. C.. (1998) Identifying competencies with Behavioral Event Interviews [J].Psychological Science
[16]Pfefferj,Veigajf.(1999)Putting people fist for organizational success [J].Academy of Management Executive
[17]Ballou,R.,Bowers,D.,Boyatzis,R.E.,and Kolb,D.A.(1999).Fellowship in lifelong learning:An executive development program for advanced professionals[J].Journal of Management Education.23(4),pp.338-354
[18]McClelland D.C.,Competence vs Competency.Psychological Science,2001[M]
[19]Skinkfied A T,Stufflebeam D..(1995)Teacher evaluation:Guide to effective practice[M].Boston:Kluwer Academic Publishers,.60-64
[20]Carl O Olson,Jerry L.Wyett.(2000)Teachers need affective competencies[J].Projict Innovation Summer,(7)30-33
[21]Dineke E.H.Tigelaar,Diana H.J.M.Dolmans,Ineke H.A.P.Wolfhagen & Cees P.M.YanDer Vleuten.(2004)The development and validation of a frameworkfor teaching competencics in higher education[j],lligher Education,Vol.48
[22]Huston,W.R.& Howsam,R.B..(1972)CBTE:The ayes of Texas.Phi Delta Kappan [J].LS(5),299-303
[23]Danielson,Charlotte.(1996)Enhancing Professional practice:A framework for teaching,Alexandria,VA:Association for Supervision and Curriculum Development[M]
[24]Bisschoff,Bennie Grobler.(1998)The management of the teacher competence[J],Journal of In service Education,Vol.24
[25]Arthur M,et al..(1999)The new careers:Individual action and economic change.Thousand Oaks,CA:Sage[M]
[26]http://www.dfee,gov.uk/teaching reforms/leadership/mcber/
[27]Dineke E.H,et al..(2004)The development and validation of a framework for teaching competencies in higher education[J].Higher Education,48(3):253-268
[28](美)David Dubois,李芳龄译.绩效跃进--才能评鉴法的极致运用[M].汕头:汕头大学出版社,2003.13
[29](美)约瑟大,M·普蒂等著,丁慧平译,管理学精要(亚洲篇)[N],北京:机械工业出版社,2000.408-412
[30]林崇德.发展心理学[M].浙江:浙江教育出版社,2002
[31]连榕.教师专业发展[M].北京:高等教育出版社,2007
[33]连榕.教师职业生涯发展[M].北京:中国轻工业出版社,2008
[34]彭剑锋等.管理者能力评价与发展[M].北京:中国人民大学出版社,2005
[35]方少华、方泓亮.胜任力咨洵[M].北京:机械工业出版社,2007
[36]国际人力资源管理研究院(IHRI)编委会.人力资源经理胜任素质模型[M].北京:机械工业出版社,2005.6
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