Assessment of Priority Needs for Developing Teachers’ Measurement and Evaluation competencies under the Regional Education Offices
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Abstract
The research article consisted of the following objectives: 1) to assess the priority needs for developing teachers’ competencies in measurement and evaluation under the Regional Education Offices; and 2) to compare these priority needs according to teachers’ work experience. The research employed a quantitative approach. The sample comprised 400 teachers from schools under the Ministry of Education, selected through multi-stage sampling by region, with teachers randomly sampled from four provinces. Data were collected using a questionnaire assessing the priority needs for developing measurement and evaluation competencies. Data analysis included descriptive statistics, such as mean and standard deviation, and the Priority Needs Index Modified (PNI Modified) technique to determine the relative importance of the needs.
From the study, the following results were found: 1) The teachers’ competency area with the highest priority needs for development was skills (PNI = 0.604), followed by knowledge and understanding (PNI = 0.553) and personal attributes (PNI = 0.550). The items with the greatest priority needs for development included measurement and evaluation management, communication and the use of evaluation results, and the development of measurement and evaluation practices. 2) A comparison of priority needs for development by teaching experience revealed that teachers with less than five years of experience had higher mean priority needs across all areas than those with five or more years of experience. However, only the skills domain showed a statistically significant difference at the .05 level (t = 2.560, p = 0.011).
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