Research article | Open Access
International Journal of Educational Researchers 2023, Vol. 14(1) 53-64
Teachers' Attributed Importance to and Perceived Performance on the General Competencies of Teaching Profession
pp. 53 - 64 | DOI: https://doi.org/10.29329/ijer.2023.526.5
Publish Date: March 24, 2023 | Single/Total View: 129/503 | Single/Total Download: 176/755
Abstract
This research aimed to investigate both the importance that secondary school teachers attributed to the general competencies of the teaching profession and their perceived performances on these competencies. The study was designed as a survey. The study sample composed of 192 secondary school teachers (from all branches) who were chosen by random sampling and volunteered to participate in the study. Teacher Perceived Performance Scale (TPPS) was used by adding an importance scale to the left side of it. Descriptive statistics was used and mean, median, and standard deviations of importance and perceived performance scores for each indicator (item) were calculated and Importance Performance Analysis (IPA) was conducted. It was found that teachers give less importance to and perceive less performance on ‘Professional Knowledge', give less importance to and perceive high performance on ‘Professional Skills' and give high importance to and perceive high performance on ‘Attitudes and Values'.
Keywords: competency, IPA, importance-performance, teaching profession
APA 7th edition
Tezcan, G. (2023). Teachers’ Attributed Importance to and Perceived Performance on the General Competencies of Teaching Profession. International Journal of Educational Researchers, 14(1), 53-64. https://doi.org/10.29329/ijer.2023.526.5
Harvard
Tezcan, G. (2023). Teachers’ Attributed Importance to and Perceived Performance on the General Competencies of Teaching Profession. International Journal of Educational Researchers, 14(1), pp. 53-64.
Chicago 16th edition
Tezcan, Gamze (2023). "Teachers’ Attributed Importance to and Perceived Performance on the General Competencies of Teaching Profession". International Journal of Educational Researchers 14 (1):53-64. https://doi.org/10.29329/ijer.2023.526.5
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