Double Qualified Teachers’ Competencies Model in Higher Vocational Colleges in Henan Province
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Abstract
The objectives of this research were: (1) to develop a competency model for double-qualified teachers in higher vocational colleges, (2) to evaluate the quality of the competency model, and (3) to compare alternative models of double-qualified teacher competencies. This study examined the competencies of 1,003 double-qualified teachers at higher vocational colleges in Pingdingshan City, Henan Province, China, using a survey. A sample of 430 double-qualified teachers participated. Data were primarily collected through 5-point Likert scale questionnaires, enabling systematic quantitative assessment. Data analysis involved descriptive and inferential statistics, as well as confirmatory factor analysis (CFA) to evaluate the measurement models. The results indicated that four alternative models were developed: the 1-factor, 5-factor, second-order, and bifactor models. Initially, some models showed inadequate fit, but after model modification based on empirical data and CFA results, all models achieved acceptable fit. Among these, the bifactor model was identified as the optimal model for evaluating the competencies of double-qualified teachers in higher vocational colleges in Henan Province.
Keywords: Double Qualified Teacher, Competencies Model, Higher Vocational Colleges
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