General Teaching Competence Scale Urdu

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General Teaching Competence Scale Urdu

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About General Teaching Competence Scale Urdu

Scale Name

General Teaching Competence Scale Urdu

Author Details

Passi & Lalita

Sarwat Sultan, and Muhammad Shafi

Translation Availability

Not Sure

General Teaching Competence Scale Urdu
General Teaching Competence Scale Urdu

Background/Description

There currently is an abundant knowledge-base to inform us that in schools teachers play a critical role in student learning and achievement. Research reveals that how teachers instruct and these interactions with students is the cornerstone around which to build effective schools. A summary of the available studies accumulated over the past 40 years on a key education driver, teacher competencies offers practical strategies, practices, and rules to guide teachers in ways to improve instruction that improves student performance and the quality of the work experience.

Four groupings of these competencies can help organize and simply for teachers what they need to master to maximize their performance: classroom management, instructional delivery, formative assessment, and personal competencies. These four categories also provide the essential core around which decision-makers can construct teacher preparation, teacher hiring, teacher development, and teacher and school evaluations.

 Knowledge of Students and Their Development

  • Understands and appreciates diversity
  • Forms constructive relationships with students
  • Connects students’ prior learning, life experiences, and interests with learning goals
  • Uses a variety of instructional strategies and resources to respond to students’ diverse needs
  • Facilitates learning experiences that promote autonomy, interaction, and choice
  • Engages students in problem-solving, critical thinking, and other activities that make subject matter meaningful

Creates an Effective Learning Environment

  • Establishes a climate that promotes fairness and students
  • Establishes a collaborative learning environment
  • Creates a physical environment that engages all students
  • Plans and implements classroom procedures and routines that support student learning
  • Uses instructional time effectively

Understands Subject Matter

  • Demonstrates knowledge of subject matter content and skills
  • Interrelates ideas and information within and across subject matter areas
  • Uses instructional strategies that are appropriate to the subject matter
  • Uses materials, resources, and technologies to provide meaningful learning

Plans and Designs Appropriate Learning Experiences

  • Establishes goals for student learning
  • Develops and sequences instructional activities for student learning
  • Modifies instructional plans to meet the needs of all students
  • Uses resources to meet the needs of the student

Uses On-going Assessment to Monitor Student Learning

  • Communicates learning goals to students
  • Collects and uses multiple sources of information to assess learning
  • Assists students in assessing their own learning
  • Maintains up-to-date records a analyzes data
  • Communicates with students and families about student progress

Develops Professional Practice

  • Reflects on teaching practice to extend knowledge and skills
  • Establishes goals for professional development
  • Meets the responsibilities of a professional educator
  • Works with families in supporting student learning
  • Maintains positive relationships with other professionals
  • Works with colleagues to improve professional practice
  • Adapted from UMN-SFPS Teacher Standards and Competencies

Above text Reference: Teacher Competencies and Teacher Competencies

General Teaching Compétence Scale (Passi & Lalita, 1977) is a 21-item scale to measure the teacher’s competence. Responses are obtained on 7-point Likert Scale ranging from “Not at all” to “Very much”. The sum of the rating against the 21 items constitutes the score on general teaching competence. The maximum possible score is 147, whereas the minimum score is 21. The interobserver reliability coefficients range from 0.85 to 0.91. The Urdu version has shown inter-item reliability of 0.78.

Administration, Scoring and Interpretation

The administration of the GTCS-U involves several key steps:

Preparation:

  • Familiarize Yourself with the GTCS-U: Thoroughly understand the 21 items, five dimensions, and scoring guidelines. Practice using the rating scale to ensure consistency.
  • Inform the Teacher: Briefly explain the purpose of the observation and the GTCS-U. Address any questions or concerns they may have.
  • Obtain Consent: Ensure the teacher provides informed consent for the observation and data collection.
  • Prepare the Observation Setting: Choose a location where you can observe the teacher without disrupting the class. Arrange seating and materials for yourself.

Observation:

  • Focus on Teaching Behaviors: Observe the teacher’s interactions, communication, and use of instructional strategies. Refer to the GTCS-U items to guide your observation.
  • Take Detailed Notes: Record specific examples of behaviors that demonstrate each competency. Use neutral language and avoid subjective interpretations.
  • Minimize Disruption: Be discreet and non-intrusive during your observation. Avoid making noise or drawing unnecessary attention to yourself.

Reliability and Validity

The GTCS-U has undergone various studies to assess its reliability and validity, which are crucial for ensuring its effectiveness as a teaching competence measure.

Reliability:

  • Internal Consistency: The internal consistency of the GTCS-U has been reported to be satisfactory, with Cronbach’s alpha coefficients ranging from 0.78 to 0.89. This indicates that the items on the scale are highly correlated with each other, suggesting good internal consistency.
  • Inter-rater Reliability: Studies have shown good inter-rater reliability for the GTCS-U, with inter-rater coefficients ranging from 0.85 to 0.91. This suggests that different observers tend to agree on their ratings of teachers’ competence, indicating consistent scoring.

Validity:

  • Content Validity: The GTCS-U items are directly aligned with the five key dimensions of effective teaching, ensuring that the scale measures what it intends to.
  • Construct Validity: The GTCS-U scores have been shown to correlate positively with other measures of teaching effectiveness, such as student achievement and classroom observation ratings. This provides evidence that the GTCS-U measures a valid construct of teaching competence.
  • Criterion Validity: The GTCS-U has been used to differentiate between effective and ineffective teachers, supporting its criterion validity.

Available Versions

21-Items

Reference

Sultan, S., & Shafi, M. (2014). Impact of Perceived Teachers’ Competence on Students’ Performance: Evidence for Mediating/Moderating Role of Class Environment. Journal on educational psychology8(1), 10-18.

Important Link

Scale File:

Frequently Asked Questions

What is the purpose of the GTCS-U?
The GTCS-U is a tool used to assess the teaching competence of educators in Urdu-speaking contexts. It helps to identify areas of strength and weakness, providing valuable information for professional development and evaluation purposes.

What are the five dimensions of teaching competence measured by the GTCS-U?
Planning, Presentation, Closure, Evaluation, Management

How is the GTCS-U administered?
The GTCS-U is typically administered through a classroom observation, where a trained observer rates the teacher’s performance on each of the 21 items using a 7-point Likert scale.

What is the reliability and validity of the GTCS-U?
The GTCS-U has been shown to be a reliable and valid measure of teaching competence. Studies have demonstrated good internal consistency, inter-rater reliability, and content, construct, and criterion validity.

What are some of the limitations of the GTCS-U?
The GTCS-U relies on self-reported data, which may be subject to bias. Additionally, it may not fully capture the nuances of diverse teaching contexts and is dependent on the skill of the observer.

Where can I find more information about the GTCS-U?
Here are some resources where you can find more information about the GTCS-U:

Psychology Roots: General Teaching Competence Scale Urdu
ResearchGate: (PDF) General Teaching Competency of Pupil-teachers & Its Correlates
Educational Assessment in Urdu-Speaking Contexts: Challenges and Opportunities

Who developed the GTCS-U?
The original GTCS was developed by B.K. Passi and M.S. Lalitha in 1998. The Urdu translation was likely developed by a team or individual not directly associated with them, but specific information about the translators is not readily available.

Can I use the GTCS-U in my own research or evaluation?
Yes, you can use the GTCS-U in your own research or evaluation, but it’s important to ensure you have the necessary permissions and qualifications to do so. You should also be aware of the limitations of the tool and interpret the results carefully.

Disclaimer

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