Developing Competency Model to Promote Tutor’s Ability and Qualities in China


A competency model of tutoring in China is described and established. Emphasis is placed on the assessment of a tutor’s sense of competence across different domains, instead of viewing perceived competence as a unitary construct. The results show that significant characteristics for an effective tutor include: personal charisma, emotional stability, ability to think clearly, patience, aptitude for training others and an affinity for the work. The validity of the empirical validity and copy reliability of the competency model are tested. Emphasis is placed on its factorial validity. Each subscale defines a separate factor. The factor structure is extremely stable. The scale is viewed as an alternative to those existing measures of questionable validity and reliability. Providing the detailed methods and details of most characteristics, the results will be significant for the training and development of tutors in China.

Share and Cite:

Zhang, J. (2014) Developing Competency Model to Promote Tutor’s Ability and Qualities in China. Creative Education, 5, 1000-1007. doi: 10.4236/ce.2014.511114.

Conflicts of Interest

The authors declare no conflicts of interest.


[1] Boyatzis, R. E. (1982). The Competent Manager: A Model for Effective Performance. A Wiley-Interscience Publication (online).
[2] Brühwiler, C., & Blatchford, P. (2011). Effects of Class Size and Adaptive Teaching Competency on Classroom Processes and Academic Outcome. Learning and Instruction, 21, 95-108.
[3] Campion, M. A., Fink, A. A., Ruggeberg, B. J., Carr, L., Phillips, G. M., & Odman, R. B. (2011). Doing Competencies Well: Best Practices in Competency Modeling. Personnel Psychology, 64, 225-262.
[4] Carr, D. (1993). Guidelines for Teacher Training: The Competency Model. Scottish Educational Review, 25, 17-25.
[5] Ferguson, E., & Cox, T. (1993). Exploratory Factor Analysis: A Users’ Guide. International Journal of Selection and Assessment, 1, 84-94.
[6] Heilbronn, R., Jones, C., Bubb, S., & Totterdell, M. (2002). School-Based Induction Tutors: A Challenging Role. School Leadership & Management, 22, 371-387.
[7] McClelland, D. C. (1973). Testing for Competence Rather than for “Intelligence”. American Psychologist, 28, 1-14.
[8] McClelland, D. C., & Boyatzis, R. E. (1982). Leadership Motive Pattern and Long-Term Success in Management. Journal of Applied psychology, 67, 737-743.
[9] Pantic, N., & Wubbels, T. (2010). Teacher Competencies as a Basis for Teacher Education—Views of Serbian Teachers and Teacher Educators. Teaching and Teacher Education, 26, 694-703.
[10] Struyven, K., & De Meyst, M. (2010). Competence-Based Teacher Education: Illusion or Reality? An Assessment of the Implementation Status in Flanders from Teachers’ and Students’ Points of View. Teaching and Teacher Education, 26, 1495-1510.
[11] Tigelaar, D. E., Dolmans, D. H., Wolfhagen, I. H., & Van der Vleuten, C. P. (2004). The Development and Validation of a Framework for Teaching Competencies in Higher Education. Higher Education, 48, 253-268.

Copyright © 2023 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.