An Empowerment-Based Evaluation Model for Enhancing Teachers’ Instructional Competencies in Distance Learning via Satellite

Abstract

This research article aimed to: 1) examine teachers’ instructional competencies in the context of satellite-based distance education; 2) develop an empowerment-based evaluation model to enhance such competencies; and 3) investigate the effectiveness of the proposed evaluation model. The population and sample included 12 experts and 1,060 administrators and teachers. The study employed a research and development (R&D) methodology. Data were analyzed using exploratory factor analysis, percentage, mean, and standard deviation.

The research found that:

1. Teachers’ instructional competencies in satellite-based distance education comprised five core domains: 1) instructional design, 2) instructional management, 3) information technology, 4) measurement and evaluation, and 5) reflective practice with remedial instruction;
2. The empowerment-based evaluation model was grounded in the principles and strategies of empowerment evaluation and consisted of three main stages: 1) mission or goal setting, 2) data collection, and 3) future planning. The model was evaluated in terms of feasibility, propriety, accuracy, and utility, with all aspects rated at the highest level; and
3. The comparison of mean scores indicated that teachers in the experimental group demonstrated significantly higher instructional competencies than those in the control group after the implementation of the model, at the .05 level of statistical significance.