The development of english teachers’ competencies indicators in schools underthe secondary education office area 22

Abstract

The objectives of this research were 1) to develop English Teachers’ Competencies indicators 2) to test the consistency of developed structure model of English Teachers’ Competencies indicators that developing with empirical data and 3) to develop English Teachers’ Competencies indicators handbook. The process of this study was divided into 3 phases; phase 1) the development of English Teachers’ Competencies indicators by employing related documentary and research analysis; phase 2) the testing of structure model of English Teachers’ Competencies indicators that developing with empirical data. The samples consisted 280 English teachers in schoolsunder The Secondary Education Office Area 22byMulti-stage Sampling. The instrument in collecting data wasLikert Ration Scales with validity was between 0.60-1.00, discrimination value was between 0.60-1.00, Cronbach's Alpha Coefficient value was at 0.98 and phase 3) the development of English Teachers’ Competencies indicators handbook in schoolsunder The Secondary Education Office Area 22 by 5 English Teachersin schools under The Secondary Education Office Area 22. The collected data were analyzed by statistical software program.

The findings revealed that: 1.) English Teachers’ Competencies indicators in schoolsunder The Secondary Education Office Area 22 comprised of three core components, 14 subcomponents, and 67 indicators which distinguished as 23 indicators for Knowledge, 28 indicators for Skills and 16 indicators for Personal Characteristic 2.) The structure model of English Teachers’ Competencies indicators in schoolsunder The Secondary Education Office Area 22 was consistent with empirical data with Chi - square value = 70.31, df = 58, P – value = 0.12885, GFI = 0.97,AGFI=0.94, RMSEA = 0.028, CN = 362.68 and factor loading of 67 indicators between 0.35-062 3.) The English Teachers’ Competencies indicators handbook in schoolsunder The Secondary Education Office Area 22 the appropriation was in the highest level.