Competencies and Capabilities of a Good Teacher Measure

Abstract

The Competencies and Capabilities of a Good Teacher Measure (Martín-Pastor et al., 2023) was created to ascertain preservice teachers’ perceptions of the essential competencies and capabilities a good teacher should possess. This instrument was developed by building upon dimensions and qualities previously identified in existing research (Carrasco, Hernández, & Iglesias, 2012). The resulting 22-item measure was evaluated in a Spanish sample of preservice teachers undergoing teaching training practices and internships in Early Childhood Education and Primary Education. The study reported results for factor analysis, reliability, and validity for these items.

Keywords

Capabilities, Competencies, Educational Measures, Interaction, Pedagogical Aptitude, Personal Qualities, Preservice Teacher Perceptions, Preservice Teachers, Professional Personnel Measures, Teacher Attitudes, Teacher Effectiveness, Teacher Personality, Training.

Authors

Martín-Pastor, Elena; Sánchez-Barbero, Beatriz; Corrochano, Diego; Gómez-Gonçalves, Alejandro

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Purpose

The instrument’s purpose is to guide the design and planning of preservice teachers’ initial and ongoing training.

Validity

Construct Validity: The factor analysis results, obtained through structural equation modeling, supported the construct validity of the scale.

Reliability

Internal Consistency: The Cronbach’s alphas for the scale ranged from .750 to .924, indicating good internal consistency.

Factor Analysis

Confirmatory Factor Analysis: After applying necessary modifications, the final 4-factor structural model was established to measure the teaching profile of preservice teachers. This model comprised 4 latent variables, 22 observed variables, 22 error terms, 22 factor loadings connecting factors to their corresponding items, 22 regression coefficients linking errors to their associated observed variables, and 12 correlations. Six of these correlations were between the latent factors, reflecting the initial theoretical dimensions, and six were between errors, guided by modification indices.

Instrument: Competencies and Capabilities of a Good Teacher Measure

Test Type: Original
Format: Items are answered using a 1 to 4 Likert-type scale, where 1 indicates total disagreement and 4 indicates total agreement.
Language Available: English
Population Group: Human; Male; Female
Age Group: Adulthood (18 yrs & older)
Population Details:

• Location: Spain

• Respondents: Preservice Teachers
  Test Methodology: Test Validity, Construct Validity, Test Reliability, Internal Consistency, Factor Analysis, Confirmatory Factor Analysis, Structural Equation Modeling.
  Number of Items: This measure consists of 22 items.
  Subscales: The instrument includes the following subscales: Personal qualities, Training, Pedagogical aptitude, and Interaction.

Authors

Author ORCID Identifiers:

• Corrochano, Diego: http://orcid.org/0000-0002-6085-9744

• Gómez-Gonçalves, Alejandro: http://orcid.org/0000-0002-4988-4623

Affiliation and Email Addresses:

• Martín-Pastor, Elena: University of Salamanca, Department of Didactics, School Organization and Research Methods.

  • Email: [email protected]

• Sánchez-Barbero, Beatriz: University of Salamanca, Department of Didactics of Mathematics Education and Experimental Sciences Education.

  • Email: [email protected]

• Corrochano, Diego: University of Salamanca, Department of Didactics of Mathematics Education and Experimental Sciences Education.

  • Email: [email protected]

• Gómez-Gonçalves, Alejandro: University of Salamanca, Department of Geography.

  • Email: [email protected]

Correspondence Address:
Corrochano, Diego: University of Salamanca, Department of Didactics of Mathematics Education and Experimental Sciences Education, Salamanca, Spain, 37008.
Email: [email protected]

Permissions & Fee and Test Year

Permissions: May be used for Research/Teaching.
Commercial Use: No
Fee: No
Test Year: 2023
Web Site: creativecommons.org/licenses/by/4.0/deed.en

References

Martín-Pastor, E., Sánchez-Barbero, B., Corrochano, D., & Gómez-Gonçalves, A. (2023). What competencies and capabilities identify a good teacher? Design of an instrument to measure preservice teachers’ perceptions. Education Sciences, 13(8), 1–13. https://doi.org/10.3390/educsci13080789

Items of the Competencies and Capabilities of a Good Teacher Measure

Items

A Good Teacher Should …

• Be able to plan his or her teaching activity and adapt it to the context in which it is delivered.

• Be able to meet the needs of students and peers.

• Be technically and professionally prepared to fulfill the teaching job.

• Have democratic principles and values and a social justice mindset.

• Be able to establish constructive group relationships among students.

• Have thorough knowledge of the education cycle or stage where the teaching activity is to develop.

• Have thorough knowledge of the subject or subjects to be taught.

• Be able to coherently program the teaching of the different subjects and know how to relate them to each other.

• Be familiar with the new training processes proposed by information and communication technologies.

• Be able to conduct the teaching job in today’s society, which is characterized by diversity, innovation, and complexity.

• Act as a mediator so that every activity is relevant to students.

• Stimulate students’ potential for development.

• Be able to design and organize multidisciplinary and interdisciplinary work.

• Be able to collaborate with the world outside the school.

• Be able to provide students with tutoring and guidance.

• Be able to assess students’ learning.

• Be able to establish student-student interactions with the purpose of expanding knowledge.

• Be able to establish teacher-students interactions with the purpose of expanding knowledge.

• Be able to establish relationships with external agents (families, associations, education authorities, etc.) to facilitate students’ educational success.

• Be prepared to engage in teamwork with the rest of the teachers.

• Have social skills to exercise leadership among students.

• Have the skills to run student work groups.