Analysis and Standardization of Indicators of Technical Skills of First Secondary Level Teachers

Farzad Eskandari; Khadijeh Abolmaali Alhosseini; Fariborz Dortaj; Fariborz Bagheri

Authors

Farzad Eskandari PhD Student, Department of Educational Psychology Science and Research Branch, Islamic Azad University, Tehran, Iran. Author https://orcid.org/0009-0002-8665-1957
Khadijeh Abolmaali Alhosseini Assistant Professor , Department of Psychology, Islamic Azad University, North Tehran Branch, Tehran, Iran. Author https://orcid.org/0000-0002-9714-1816
Fariborz Dortaj Assistant Professor, Department of Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran. Author https://orcid.org/0000-0002-9186-2196
Fariborz Bagheri Associate Professor, Department of Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran. Author https://orcid.org/000000015150264

Keywords:

technical skills of teachers, standardization, high school teachers, Competency Model

Abstract

Purpose: The aim of this research was to analyze and standardize the indicators of technical skills among first secondary level teachers in Karaj in 2021. Methods and Materials: The research method was descriptive and contextual. The study population comprised all first secondary level teachers across the four districts of Karaj, from which a sample of 329 teachers was selected using a cluster random sampling method. A researcher-developed questionnaire consisting of 27 items was utilized. Data analysis was conducted using confirmatory factor analysis with the aid of Amos software. Findings: The findings indicate that each component of the technical skills questionnaire, which includes consulting skills, teaching skills, classroom management skills, evaluation skills, and information and communication technology skills, demonstrated favorable internal consistency. Conclusion: Consequently, it was concluded that each item possesses sufficient power to measure the components of teachers' technical skills, and each component effectively measures the broader construct of teachers' technical skills.