The Influence Of Technological Pedagogical Content Knowledge And Schools’ Facilities And Support On Teacher Competency In Action Research
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Date
2016-12
Authors
Raob, Ismail
Journal Title
Journal ISSN
Volume Title
Publisher
Universiti Sains Malaysia
Abstract
Action research is a tool that is used to help teachers and other educators
uncover strategies to improve teaching practices. It is a viable and realistic endeavour
for all educators. Action research requires teachers to design a study in an area of
interest that they would like to carry out in their classrooms or schools. The purpose
of this study are to assess the level of teachers’ competency in action research
(TCAR), test the model of teachers’ competency in action research, examine the
measurement invariant of teachers’ competency in action research model across
school type and subject area, and determine the influence of TPACK and FSAR on
teacher competency in action research. The study involved 1,960 teachers from
secondary school in Songkhla, Southern Thailand. A questionnaire with five points
rating scale adapted for TCAR, TPACK, FASR instruments were used to collect the
data needed. The content validity, construct validity, and reliability were examined
the instruments. The data were analysed using Rasch model, CFA, measurement
invariance, and HLM. The findings from Rasch analysis found that item reliability
estimate is of .99, and the data fits the Rasch model. All the items measure a
unidimensional construct of TCAR with level of competency divided into three
levels. In addition, overall model fit of first order CFA model for TCAR appeared to
be good. Furthermore, TCAR was invariant between public and private schools, and
sciences and social sciences disciplines. These findings point to an equivalent of
TCAR measurement model. The results have important implications for teachers’
action research. Finally, TPACK and FSAR were had found a large effect on TCAR.
Description
Keywords
To assess the level of teachers , competency in action research