DEVELOPMENT OF COMPETENCY INDICATORS FOR THE 21ST CENTURY COMPUTING SCIENCE TEACHERS

Abstract

The purposes of this research were to develop the competency indicators for the 21^st century computing science teachers and analyze the second-order confirmatory factor of the competency indicators of the 21^st century computing science teachers. The samples were divided into 2 groups: a group of 294 teachers for the development of competency indicators for the 21^st century computing science teachers and exploratory factor analysis and a group of 363 teachers for second order confirmatory factor analysis of the competency indicators of the 21^st century computing science teachers. The samples were selected by using a multistage sampling method. The research tools were interview forms and questionnaires. Data were analyzed by mean, standard deviation, exploratory factor analysis, and second-order confirmatory factor analysis.

         The research results can be presented as follows.

1. The competency indicators for the 21^st century computing science teachers consisted of 6 components with 69 indicators as follows: Component 1: Learning activity design and effective measurement and evaluation methods (21 indicators); Component  2: Codes of ethics for teachers (16 indicators); Component 3: Organizing learning activities using media/innovations and technology (12 indicators); Component 4: Self-development (9 indicators); Component 5: Organizing learning activities with modern technology and creative integration (7 indicators) and Component 6: Technology and computer skills (4 indicators).

2. The second confirmatory factor analysis model of the competency indicators for the 21^st century computing science teachers was very consistent with the empirical data. (= 1891.044, df = 1809, P-value = 0.0877, CFI = 0.994, TLI = 0.993, RMSEA = 0.016, SRMR = 0.038, /df = 1.045)