Factor Analysis of Competency of Computer Teacher at Vocational Certificate Level

Punnee Leekitchwatana, Paitoon Pimdee, Sangutai Moto

Faculty of Industrial Education, King Mongkut’s Institute of Technology Ladkrabang, Bangkok, Thailand.

DOI: 10.4236/ce.2013.45051                

Abstract

The research objectives were to analysis the factor and construct the questionnaire on competency of computer teacher at vocational certificate level of educational institute under Office of Vocational Education Commission (OVEC). The descriptive research and structural relationship model were used for the study. Sample groups comprised of 1) 90 experts and 2) 200 educational institutes under OVEC. Research instruments were questionnaires on competency of computer teacher at vocational certificate level for: 1) experts and 2) educational institutes. Data analysis were conducted with: 1) Exploratory factor analysis by using SPSS for Windows for data from experts, 2) The second order confirmatory factor analysis with LISREL 8.72 program and Cronbach’s α formula for data from educational institutes. Research results revealed that competency of computer teacher at vocational certificate level composed of 12 components from 62 variables covered 3 domains of knowledge, skill, and affection. Those 12 components were general knowledge about education, knowledge about curriculum, knowledge about teaching, knowledge about e-Learning and e-Media, knowledge about IT support, knowledge about computer use, teaching skill, skill about e-Learning and e-Media, skill about IT support, skill for using computer, supportive affection to be a teacher and affection in IT. The questionnaire on competency of computer teacher had good quality with good construct validity and high reliability in 2 dimensions of intent and actual competencies.

Keywords

Factor Analysis; Competency of Computer Teacher; Vocational Certificate Level

Conflicts of Interest

The authors declare no conflicts of interest.

References

[1]	Boonserm, P. (2003). Analysis of component and study of background related to competency of art teacher at primary school level. Master Thesis, Chulalongkorn: Chulalongkorn University.
[2]	Downes, T., Khun, T., Scott, D., Leonard, R., & Warhurst, J. (2002). Preservice Teacher Training and Teacher Professional Development in the Use of ICTs in the Teaching of Mathematics and Science in Participating SEAMEO Countries. Report Submitted to SEAMEO HOM, Bangkok, 2002.
[3]	Hair Jr., J. E., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis. 5th Edition, New Jersey: Prentice-Hall, Inc.
[4]	Julachoo, S. (2005). Competency tendency of information technology teacher in content group of occupation and technology in school under the office of educational area of Nakorn Nayok. Master Thesis, Kasetsart: Kasetsart University.
[5]	Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Journal of Educational and Psychological Measurement, 30, 607-610.
[6]	Leekitchwatana, P. (2010). Development of competency of information technology teacher at lower secondary school. Khon Kaen Research Journal, 15, 1101-1114.
[7]	Office of Vocational Education Commission (OVEC) (2011). Education institute under office of vocational education commission. http://www.vec.go.th/Default.aspx?tabid=113
[8]	Office of Vocational Education Commission (OVEC) (2005). Principle theory and policy of vocational education reform. http://www.vec.go.th/
[9]	Ungsuchote, S. et al. (2008). Statistical Analysis for Research in Social Science and Behavioral Science: Technique of LISREL Program. Bangkok: Mission Media.
[10]	Wiruchchai, N. (1995). Linear structural equation relationship model (LISREL). 2nd Edition, Bangkok: Chulalongkorn Press.