Questionnaire (The Second Revision) - 新北市高中英文教師教學專業能力指標建構之研究

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Appendix 6 Questionnaire (The Second Revision) Table of Contents

Part 1: Background Information

I. Research Purpose and Research Framework………1

II. Research Questions……… 2

Part 2: The Content of the Questionnaire

I. The Structure of the Questionnaire……… 4

II. Examples of Filling in the Questionnaire..………5

III. The Hierarchical Structure of Professional Teaching Competence Indicators for Senior High School English Teachers……… 7

IV. Questionnaire………10

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Part 1: Background Information

I. Research Purpose and Research Framework

The purpose of this study is to set up the indicators with regard to professional competence for senior high school English teachers in New Taipei City, by which the researcher is able to establish the rankings of the indicators according to the opinions of teachers. Based on literature review and expert validity, 5 criteria, 13 sub-criteria, and 47 indicators are finally used as evaluating standards in the questionnaire. From the

questionnaires, the research will try to explore the opinions of the senior high English teachers in New Taipei City on the prominence comparison of the indicators, and the differences in the opinions among teachers from 4 social background variants, including gender, educational background, school size, and total teaching years. The research frame is illustrated as follows (Figure 1):

Figure 1. Research Framework Social Background Variants Gender

Educational Background School Size

Total Teaching Years

Planning Competence

Teaching Competence

Management Competence

Professional Development

Teaching Ethnics

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II. Research Questions

This study attempts to answer the following questions:

1. To senior high school English teachers in New Taipei City, what was the importance of the indicators for evaluating their professional teaching competence?

2. To senior high school English teachers in New Taipei City, what was the relative prominence among the professional teaching competence indicators?

3. To senior high school English teachers with different social backgrounds in New Taipei City, what were the differences among their thinking about the relative prominence among the professional teaching competence indicators?

Part 2: The Content of the Questionnaire

Questionnaire for Senior High School English Teachers on Professional Teaching Competence

Dear teachers：

The research aims to explore the indicators on professional competence for senior high school English teachers. It is expected that the evaluative system might be taken as an

important reference for senior high school English education through the establishment of the indicators and the relative prominence among the indicators with the assistance of your English teaching experience and knowledge. Your opinions are of significant importance and will be kept secret except for academic research. Thank you for your cooperation and help!

With best regards,

ETMA, English Department, NCCU Advisor：Ping-Huang Sheu, Ph.D Researcher: Wen-Hsiu Feng

TEL：0952994＊＊＊

Email: michelle＊＊＊@yahoo.com.tw

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【Background Information】(Tick the appropriate box according to the current facts) 1.Academics：╴╴╴╴╴╴Senior High School

2.Gender： □Male □Female 3.Educational background：

□University/Normal university □Master’s Degree □Ph.D. □Others_________

4.Total English teaching years：

□Less than 3 years □4 to 6 years □More than 7 years 5.School size(Senior high school):

□Less than 24 classes □25 to 72classes □More than 73 classes

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I. The Structure of the Questionnaire

The questionnaire is designed in accordance with the Analytic Hierarchy Process (AHP). After the

establishment of the hierarchy, a pairwise comparison between each pair of criteria needs to be made on the relative importance of the two elements within each criterion. Within each criterion or sub-criterion, the better option in each pairing is awarded a score on a scale between 1 (equally important) and 9 (absolutely more important) while the other option is assigned a rating equal to the reciprocal of this value. When filling in the questionnaire, the participants need to (1) compare the left and right sub-criterion and decide which one is more important than the other, or both are equally important. (2) When it is decided, consider the degree of importance of the selected sub-criterion, ranging from extreme to moderate importance, and then (3) tick the appropriate boxes.

The intensity of importance for each number is shown as follows: (Table 1)

Table 1. The Fundamental Scale for Pairwise Comparisons (Cited in Lou Sander, 2008) Intensity of Importance Definition Explanation

1 Equal importance Two elements contribute equally to the objective

3 Moderate importance Experience and judgment slightly favor one element over another

5 Strong importance Experience and judgment strongly favor one element over another 7 Very strong importance One element is favored very strongly

over another; its dominance is demonstrated in practice

9 Extreme importance The evidence favoring one element over another is of the highest possible order of affirmation

Note: Intensities of 2, 4, 6, and 8 can be used to express intermediate values. Intensities 1.1, 1.2, 1.3, etc. can be used for elements that are very close in importance

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中文說明:

各位填答者您好:

這份問卷主要是以「AHP 階層分析法」針對一般用以衡量高中英文教師專業能力的指標,徵求新北市高中英文教師對於各指標重要性高低的想法。「AHP 階層分析法」是一種將影響某一決定的各因素利用兩兩比較,最後依重要性大小依序排列出來的分析方法。因此，問卷填答者只要將問卷中表格左方選項與右方選項作比較即可。「若認為左方選項較重要,則往左方空格勾選，愈左方的空格表示愈重要；若認為左方選項與右方選項同等重要，則勾選中間(equal importance)的空格；當然，若認為右方選項較重要,則往右方空格勾選，愈右方的空格表示愈重要」。

II. Examples of Filling in the Questionnaire For example:

The indicators for English language competence include four language skills, self-expressive ability, and knowledge of inter-cultural communication. Please compare the prominence of the three indicators, and mark “ˇ “ in the corresponding grid.

Left > Right Right > Left

More important ← Intensity of Importance → More important

Left sub-criterion/alternative Extreme Importance Very Strong Importance Strong Importance Moderate Importance Equal Importance Moderate Importance Strong Importance Very Strong Extreme Importance Right sub-criterion/alternative

Intensity of importance 9 8 7 6 5 4 3 2 1 1/2 1/3 1/4 1/5 1/6 1/7 1/8 1/9

*1 Self-expressive ability

Four language skills *2 Knowledge of inter-

cultural communication

Self-Expressive ability *3 Knowledge of

inter-cultural communication

Note: *1. Four language skills and self-expressive ability are of equal importance.

*2. Knowledge of inter-cultural communication is of very strong importance than four language skills.

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*3. Knowledge of inter-cultural communication is of very strong importance than self-expressive ability.

III. The Hierarchical Structure of Professional Teaching Competence Indicators for Senior High School English Teachers

The present research aims to explore the indicators for evaluating the professional competence of senior high school English teachers. Based on literature review and expert validity, 5 criteria, 13 sub-criteria, and 47 indicators are used as evaluating standards in the questionnaire.

Criterion Sub-criterion Indicators

Adapting or choosing suitable teaching materials Developing course syllabi

Course planning

Developing teaching procedures

Planning curriculum according to students’ learning development Planning curriculum according to students’ individual differences Establishing appropriate teaching objectives

Planning appropriate teaching activities Planning

competence

Teaching planning

Understanding the development of guidelines for senior high school education issued by MOE, such as “95 Guidelines” and “99 Guidelines”

Presenting teaching materials coherently and systematically Presentation of

teaching materials

Correct understanding of the teaching content

Being familiar with English teaching theories and methods

Using diverse instructional strategies to familiarize students with the learning content

Effectively connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests

Clarifying misconceptions

Fostering critical thinking through inquiry, problem solving, and reflection

Triggering and maintaining students’ motivation

Skillfully selecting/applying activities according to individual differences

Ability to elicit and monitor discussion Teaching

competence

English teaching techniques

Adjusting instructional plans according to the results of evaluation

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Assignment designing ability

Using multiple methods for measuring students’ language development Clearly explaining ways of evaluation to students and their parents Language

assessment

ability Selecting appropriate evaluation methods according to the objectives of teaching

Four language skills Self-expressive ability English language

competence

Knowledge of inter-cultural communication Good oral communicative skills

Good written communicative skills Communicative

competence

Good non-verbal communicative skills (e.g. eye contact, gestures) Establishing classroom learning regulations

Creating physically safe environment that promotes students’ learning Creating emotionally safe environment that promotes students’ learning Good teacher-student interaction

Understanding counseling skills

Promoting communication and cooperation between parents and teachers

Classroom management

Good crisis management skills Effectively managing personal time

Effectively incorporating materials or information from different resources into teaching

Management competence

Resources management

Effectively documenting teaching files Being involved in teaching and research work Conducting

teaching research and teaching innovation

Constantly updating teaching materials, teaching methods, or teaching aids

Participating in teacher training workshops inside or outside school Professional

development

Grasping opportunities to learn

Reflecting on one’s teaching and seeking professional development

Obeying professional ethics Professionalism

Obeying social moral standards

Providing administrative support and coordination Teaching

ethics

Working attitude

Establishing good working relationship with school staff, students’

parents, and surrounding communities

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IV. Questionnaire

The criteria for professional teaching competence indicators for senior high school English include planning competence, teaching competence, management competence, professional development, and teaching ethics. Under each criterion are two parts. The first part is for prominence comparison of the sub-criterion, and the second part is for prominence comparison of the indicators. Please mark “ˇ “ in the corresponding grid.

Criterion 1: Planning competence: It indicates the capability to plan a course according to knowledge of the subject, of educational purposes, of educational contexts, and of learners and their characters.

Part 1：Prominence comparison of the sub-criteria for planning competence

The sub-criteria for planning competence include course planning and teaching planning.

Please compare the prominence of the two indicators, and mark “ ˇ “ in the corresponding grid.

Course planning: It means that teachers need to develop a course or a set of instructional materials based on the aims and objectives that have been established for a language program.

Teaching planning: It involves the understanding of principled teaching (a reasonably stable and comprehensive) approach and contexts of learning (backgrounds, age, proficiency, learning goals of the learners, and the sociopolitical factors on their learning).

Part 2：Prominence comparison of the indicators for planning competence I. The indicators for course planning include adapting or choosing suitable teaching materials, and developing course syllabi, and developing teaching procedures. Please compare the prominence of the two indicators, and mark “ ˇ “ in the corresponding grid.

Left > Right Right > Left

More important ? Intensity of Importance ? More important

Intensity of importance 9 8 7 6 5 4 3 2 1 1/2 1/3 1/4 1/5 1/6 1/7 1/8 1/9

Course planning Teaching planning

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II. The indicators for teaching planning include planning curriculum according to students’

learning development, planning curriculum according to students’ individual differences, establishing appropriate teaching objectives, planning appropriate teaching activities, and understanding the development of guidelines for senior high school education issued by MOE, such as ‘95 Guidelines’ and ‘99 Guidelines’. Please compare the prominence of the two indicators, and mark “ ˇ “ in the corresponding grid.

Left > Right Right > Left

More important ? Intensity of Importance ? More important

Intensity of importance 9 8 7 6 5 4 3 2 1 1/2 1/3 1/4 1/5 1/6 1/7 1/8 1/9

Developing course syllabi

Adapting or choosing suitable teaching

materials Developing teaching

procedures Developing course

syllabi

Developing teaching procedures

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More important ? Intensity of Importance ? More important

Intensity of importance 9 8 7 6 5 4 3 2 1 1/2 1/3 1/4 1/5 1/6 1/7 1/8 1/9

Planning curriculum according to students’

individual differences

according to students’

learning development

Understanding the development of guidelines for senior high school education issued by MOE, such as “95 Guidelines” and

“99 Guidelines”

Establishing appropriate teaching objectives Planning curriculum

according to students’

individual differences guidelines for senior high school education issued by MOE, such as “95 Guidelines” and

“99 Guidelines”

Planning appropriate teaching activities

Understanding the development of guidelines for senior high school education issued by MOE, such as “95 Guidelines” and

“99 Guidelines”

Understanding the development of guidelines for senior high school education issued by MOE, such as “95 Guidelines” and

“99 Guidelines”

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Criterion 2: Teaching competence: It means that teachers are expected to be familiar with content knowledge, and pedagogical knowledge, be able to explain complex and

course-related concepts in different contexts, provide clear instructions to facilitate learners’

understanding and learning, and inspire or motivate learners.

Part 1：Prominence comparison of the sub-criteria for teaching competence

The sub-criteria for teaching competence include presentation of teaching materials, English teaching techniques, language assessment ability, English language competence, and

communicative competence. Please compare the prominence of the two indicators, and mark

“ ˇ “ in the corresponding grid.

Presentation of teaching materials: It refers to the curricular knowledge, the particular grasp of the materials

English teaching techniques: It means the capacity to transform the content knowledge into forms that are adaptive to individual differences.

Language assessment ability: It means that teachers are familiar with the theoretical foundations of assessments, assessing language skills, and test construction and administration in assessing learners’ language ability.

English language competence: It refers to good command of the four skills of English and the knowledge of English, culture of English speakers, and pragmatic use of English.

Communicative competence: It indicates “the capacity to use language appropriately in communication based on the setting, the roles of the participants, and the nature of the transaction”, no matter in English or in students’ native language.

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Part 2：Prominence comparison of the indicators for teaching competence I. The indicators for presentation of teaching materials include presenting teaching materials coherently and systematically and correct understanding of the teaching content.

Please compare the prominence of the two indicators, and mark “ ˇ “ in the corresponding grid.

Left > Right Right > Left

More important ? Intensity of Importance ? More important

Intensity of

assessment ability Communicative

competence English language

competence

Communicative competence

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II. The indicators for English teaching techniques include being familiar with English teaching theories and methods, using diverse instructional strategies to familiarize students with the learning content, effectively connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests, clarifying misconceptions, fostering critical thinking through inquiry, problem solving, and reflection, triggering and maintaining students’ motivation, skillfully selecting/ applying activities according to individual

differences, ability to elicit and monitor discussion, adjusting instructional plans according to the results of evaluation, and assignment designing ability. Please compare the prominence of the two indicators, and mark “ ˇ “ in the corresponding grid.

Left > Right Right > Left

More important ? Intensity of Importance ? More important

Intensity of importance 9 8 7 6 5 4 3 2 1 1/2 1/3 1/4 1/5 1/6 1/7 1/8 1/9 Presenting teaching

materials coherently and systematically

Correct understanding of the teaching content

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More important ? Intensity of Importance ? More important

Intensity of importance 9 8 7 6 5 4 3 2 1 1/2 1/3 1/4 1/5 1/6 1/7 1/8 1/9 Using diverse instructional strategies to familiarize students with the learning content Effectively connecting learning to students’ prior knowledge, Being familiar with

English teaching theories and methods Ability to elicit and monitor discussion Adjusting instructional plans according to the results of evaluation Assignment designing ability

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to students’ prior knowledge, Ability to elicit and monitor discussion Adjusting instructional plans according to the results of evaluation Using diverse

instructional strategies to familiarize students with the learning content

Assignment designing ability Clarifying misconceptions Effectively connecting

learning to students’ prior knowledge, backgrounds, life experiences, and interests Ability to elicit and monitor discussion Adjusting instructional plans according to the results of evaluation Assignment

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Ability to elicit and monitor discussion Adjusting instructional plans according to the results of evaluation Assignment

Ability to elicit and monitor discussion Ability to elicit and monitor discussion Adjusting instructional plans according to the results of evaluation Assignment designing ability Fostering critical thinking

through inquiry, problem solving, and reflection

Triggering and maintaining students’ motivation

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III. The indicators for language assessment ability include using multiple methods for measuring students’ language development, clearly explaining ways of evaluation to students and their parents, and selecting appropriate evaluation methods according to the objectives of teaching. Please compare the prominence of the two indicators, and mark “ ˇ “ in the

corresponding grid.

Adjusting instructional plans according to the results of evaluation Assignment designing ability Ability to elicit and monitor discussion Adjusting instructional plans according to the results of evaluation Skillfully selecting/

applying activities according to individual differences

Assignment designing ability Adjusting instructional plans according to the results of evaluation Ability to elicit and

handle discussion

Assignment designing ability Adjusting instructional

plans according to the results of evaluation

Assignment designing ability

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IV. The indicators for English language competence include four language skills,

self-expressive ability, and knowledge of inter-cultural communication. Please compare the prominence of the two indicators, and mark “ ˇ “ in the corresponding grid.

Left > Right Right > Left

More important ? Intensity of Importance ? More important

Intensity of importance 9 8 7 6 5 4 3 2 1 1/2 1/3 1/4 1/5 1/6 1/7 1/8 1/9

Clearly explaining ways of evaluation to students and their parents

Using multiple methods for measuring students’

language development Selecting appropriate

evaluation methods according to the objectives of teaching Clearly explaining ways

of evaluation to students and their parents

Selecting appropriate evaluation methods according to the objectives of teaching

Left > Right Right > Left

More important ? Intensity of Importance ? More important

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