摘要
本研究采取工作分析和行为事件访谈整合的研究范式构建高校教师胜任特征模型,然后通过团体焦点访谈、测验编制、评价第二个校标样本等三种方法,验证模型的专家效度、构想效度与同时结构效度。结果表明:高校教师胜任特征模型包括8项:创新、批判性思维、教学策略、专注、社会服务意识、逻辑分析能力、成就欲、尊重他人;高校教师胜任特征自评问卷可简缩为三个因子,即人员导向、成就导向和创新导向,该问卷具有良好的信效度,可以作为测量高校教师胜任特征水平的工具;将结构化工作分析与行为事件访谈法整合构建胜任特征模型,是可行和有效的建模路径。
The purpose of this research was to develop and validate a competency model for university faculty. First, the competency model for university faculty was developed through integrating Behavioral Event Interview （BEI） with O ＊ NET job analysis. Using O ＊ NET job analysis tools, the authors investigated 405 college teachers in another study and built the preliminary competency code diction- ary （ including 31 competencies）. Following the classical BEI method, this study interviewed 24 college teachers （ 15 outstanding teach- ers and 9 ordinary ones）. According to the code dictionary mentioned above, 210,000 Chinese characters were clarified and coded by two Ph.D. candidates in psychometrics. Then, this study did the comparison of the average competency ranks of college teachers with different performances by the test with SPSS 16.0. The competency model （narrow-sense competency model） for college faculty includ- ed eight competencies ： creativity, critical thinking, teaching strategies, concentration, social service orientation, analytical thinking, a- chievement, and respect for others, among which the former four competeneies were significant at. 05 level, wiaereas the latter four were significant at . 10 level. Second, to validate the expert validity of the competency model, this study interviewed five subject matter ex- perts （SMEs）. Through focus group interviews （FGI）, the experts agreed that the significant level should be set at the . 10 level, which would be more in line with the reality. The experts also considered other competencies such as reflection, active learning, students care, team leadership, as important competencies for college faculty. So when the ＂self-evaluated competency questionnaire for university faculty＂ was constructed and the construct validity of the scale was validated, both the differentiating eompetencies and the threshold competencies were included in the scale. 796 college teachers took part in the survey, half of the data were randomly selected for the exploratory factor analysis and the other half for confirmatory factor analysis. The results indicated that the scale （ same as the generalized competency model） could be reduced into three factors as creativity orientation, achievement orientation, and people orien- tation. The coefficient for the three factors were. 89, . 91, and. 86, respectively. The confirmatory factor analysis confirmed the three- factor model. Furthermore, to validate the concurrent construct validity of the competency model, this research sampled eight colleges and obtained 183 teachers＇performance level and competency level scores from their supervisors＇evaluation. The results confirmed that outstanding teachers received higher competency level scores than ordinary teachers, who received higher competency level scores than inferior teachers. This research indicated that it was feasible to integrate structured job analysis with BEI when developing competency model and the questionnaire constructed had good reliability and validity which could be used for faculty competency evaluation
出处
《心理科学》
CSSCI
CSCD
北大核心
2012年第5期1240-1246,共7页
Journal of Psychological Science
关键词
高校教师
胜任特征模型
工作分析
行为事件访谈
团体焦点访谈测量
university faculty, competency model, job analysis, behavioral event Interview, focus group interview, measurement
