Analysis Of Influencing Factors on The Teaching Competence of Junior Middle School Teachers

Abstract

This study examines the teaching competence of junior middle school teachers focusing on its core dimensions and background influences. This study surveyed junior middle school teachers in District M, Zhuhai City, China, using a randomized sampling technique and quantitative research methodologies based on the onion model theory. A survey involving 240 teachers across four schools was conducted using a validated teaching competence scale. Data were analyzed with descriptive statistics, confirmatory analysis, and group comparisons. Results show that teaching competence among teachers falls between moderate and high levels, with significant variations across gender and grade levels. Four key dimensions emerged: knowledge literacy, teaching ability, professional quality, and personal traits. Personal traits and teaching ability demonstrated the strongest correlations with overall competence. The findings suggest that professional development should prioritize strengthening teachers’ knowledge literacy and personal traits, while promoting balanced growth in teaching skills and professional qualities. This study contributes insights for enhancing teacher education and continuous professional development in secondary education.

ABSTRAK

Kajian ini meneliti kecekapan pengajaran guru sekolah menengah rendah dengan memberi tumpuan kepada dimensi teras dan faktor latar belakang yang mempengaruhinya. Kajian ini melibatkan guru-guru sekolah menengah rendah di Daerah M, Bandar Zhuhai, China dengan menggunakan teknik persampelan rawak dan kaedah kuantitatif berasaskan teori model “onion”. Satu tinjauan yang melibatkan 240 guru dari empat buah sekolah telah dijalankan menggunakan skala kecekapan pengajaran yang telah disahkan. Data dianalisis menggunakan statistik deskriptif, analisis pengesahan (confirmatory analysis) dan perbandingan kumpulan. Keputusan menunjukkan bahawa tahap kecekapan pengajaran guru berada pada tahap sederhana ke tinggi melalui variasi ketara berdasarkan jantina dan tahap gred. Empat dimensi utama dikenal pasti: literasi pengetahuan, kebolehan mengajar, kualiti profesional, dan ciri peribadi. Ciri peribadi dan kebolehan mengajar menunjukkan korelasi paling kuat dengan kecekapan keseluruhan. Dapatan ini mencadangkan bahawa pembangunan profesional harus memberi keutamaan kepada pengukuhan literasi pengetahuan dan ciri peribadi guru, di samping menyokong perkembangan seimbang dalam kemahiran mengajar dan kualiti profesional. Kajian ini memberi sumbangan kepada peningkatan pendidikan guru dan pembangunan profesional berterusan dalam pendidikan menengah.