A Model for the Development of Teacher Competencies at Special Education Center under Special Education Bureau
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Abstract
The research article consisted of the following objectives: 1) to explore the needs and guidelines for the development of teacher competencies at special education center under Special Education Bureau; 2) to create and verify a model for the development of teacher competencies at special education center under Special Education Bureau; and 3) to assess the feasibility and utility of a model for the development of teacher competencies at special education center under Special Education Bureau. The study employed research and development approach with the following three steps: 1) exploring the needs and guidelines for the development of teacher competencies at special education center under Special Education Bureau; 2) creating and verifying a model through focus group discussions with experts; and 3) assessing the feasibility and utility of a model by 77 directors at special education center. The obtained data were analyzed by frequency, percentage, mean, standard deviation, and the findings were interpreted against criteria.
From the study, the following results were found: 1) The needs and guidelines for teacher competency development at the special education center indicate that administrators and teachers have a need for competency development related to screening and assessing the abilities of children with special needs, individual student development planning, learning management, and developing the potential of children with special needs. In examining the guidelines for teacher competency development in special education centers, it was found that directors and teachers in special education centers with best practices had opinions in agreement with the experts on competency development that should include principles, objectives, supporting factors, processes and methods for teacher competency development; 2) A model for the development of teacher competencies at special education center under Special Education Bureau consists of 6 components, which are model principles, model objectives, supporting factors, teacher competency development process and methods; and 3) From assessing the feasibility and utility of a model for the development of teacher competencies at special education center under Special Education Bureau, the results revealed that feasibility and utility were at the highest level ( = 4.72, S.D. = 0.68), (
= 4.71, S.D. = 0.72), respectively.
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