Factor analysis of a tool for measuring the teaching competence of Algerian University professors
Authors:
Bengueneb Abdarahmane, University of Abdelh, Algeria, This email address is being protected from spambots. You need JavaScript enabled to view it.
Atallah Ahmed, University of Abdelhamid Ibn Badis, Mostaganem, Algeria This email address is being protected from spambots. You need JavaScript enabled to view it.
Touati Hayet, University of Abdelhamid Ibn Badis, Mostaganem, Algeria, touati This email address is being protected from spambots. You need JavaScript enabled to view it.
Abstract:
Teaching is one of the main tasks performed by the teacher in the school environment, and its importance is through the role in which this task is emphasized. Where the teacher translates all courses, programs and objectives into procedural work through which he serves the educational process. The teaching profession has grown and has become very important in terms of the role it plays in embodying the ruler’s objectives, which we wish to achieve through those practices that occur in the classrooms where the parties of the case are both teacher and learner, in order to achieve Learning objectives. Materials and methods. Curriculum (model) : The descriptive method was used in a survey method to suit the nature of the study. Community (case of study): The research community included 28,709.00 physical and sports education students nationwide, according to official statistics for 2016/17. The target community are 8,373 master’s students out of a total 23 institutes and departments was relied upon at the national level. Sample search: A sample of 786 master’s students was selected at 9.39% in a simple random way. Tools: A range of references have been used that have studied the subject of teaching, including the Alali Study (2017), Hamid’s Study (2016) and the Study (Atallah A, 2006 |) (Nawal, 2015), (Omar et al., 2011).) (Darling-Hammond, 1997). (Lovat, 2009) (Leclercq, 1998) (Alali & Atallah, 2018) (Omari & Arbeyat, 2016). Results and discussion. Through the basic components and the way the Vermax groups rotate and the Kizer eraser, we found the following: The saturation of ten items on the first factor is the X18 items with saturation of 0.732, and each of the phrases S12, S19, S13, S15, S21, S17, S34, S25, S14. The second factor is saturated with eight items, the largest of which is the item S2 with saturation of 0.658 as well as the items’ S23, S10, S11, S35, S1, S39 and S16. The third factor is saturated with eight items, the largest of which is the item S33 with a saturation of 0.667 and included the items S5, S7, S4, S3, S8, S22 and S27. The fourth factor saturates seven larger items of the X30 with a saturation of 0.812 and included the items S30, S31, S28, S37, S9, S36 and S29. The fifth factor is also saturated with seven larger items achieved by the item S24 with a saturation of 0.647, and included the items S24, S40, S45, S6, S38, S44 and S43. The sixth factor was saturated with five larger items, with the term S41 saturating 0.818, followed by the items S41, S42, S26, S20 and S32. Conclusion. Through factor analysis, it is clear to us that the factors have combined around six factors. Through the results, the factors are shown to measure one major factor. The six factors were named according to the pool of key elements. The basic factor has been named according to the six factors collected. The proposed factors are cognitive competence, planning efficiency, implementation efficiency, evaluation and follow-up efficiency, language control and information technology efficiency, personal competence and student relationships (contact and communication).
Keywords:
factor analysis, tool, measuring, teaching competence.
DOI: 10.14526/2070-4798-2022-17-3-162-174.