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Exploring the Competency of the Teachers in Children's Music Supplementary School
children's music supplementary school
ABSTRACT The purpose of this study was to explore the competency of the teachers in children’s music supplementary school, in order to provide practitioners and the academia with reference materials for their further research. In this thesis, documentary research was applied to construct the theoretical foundation and framework of competency. In addition, it also employed judgmental sampling with selected teachers who had shown outstanding performance in target companies as study subjects. The setting of the questionnaire was verified by the experts before submitting the questionnaire to the subjects. 306 questionnaires were sent to the subjects, and 246 effective copies were collected, with a return rate of 80%. After analyzing the questionnaires, the following conclusions were proposed: I. The competency of the teachers in children’s music supplementary school includes 5 competency factors, 16 competency dimensions, and 62 competency behavior indices. II. The 5 competency factors are arranged in the following order of importance level: self-efficacy, competence of music teaching, personality, competence of educating, and musical competence. III. Among the 16 competency dimensions, 6 of which have an average above 4.6. The 6 dimensions are customer orientation, knowledge teaching, class administration, self-administration, talent development, and expertise improvement. Ⅳ. Among the 62 competency behavior indices, 13 of which are “critical,” and the rest 49 are “important”. For the “critical” indices, 9 included indices have an average above 4.6. The 9 indices are “being familiar with the content of teaching materials and courses”, “modifying teaching pace and methods based on children’s learning effect”, “often praising and encouraging students’ good behavior and achievement”, “possessing high EQ”, “being highly passionate in teaching”, “being able to trust and accept students and give them positive feedback”, “possessing clear visions and goals of teaching”, “being able to deal with any unanticipated situation in class”, “being able to establish positive interaction and communication with students and parents”. Finally, based on research findings, the following recommendations are provided: I. The practitioners of children’s music supplementary school should prioritize the “critical” competency structures, dimensions, and behavior indices when conducting recruiting, training, and evaluating, in order to enhance their competitiveness. II. The teachers in children’s music supplementary school should try to assess whether they hold adequate competency through self-inspection, and actively participate in pre/in-service training, in order to improve their self-professionalism. III. Future work may apply different competency constructing methods and qualitative research with detailed interviews to identify the differences between important competencies.
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