Underlying Dimensions and Correlates of the Perceived Importance of Teacher Competencies for Special Education

Abstract

This investigation examined the possible underlying dimensions or factor structure of the importance ratings given a set of 45 competency statements representing basic domains of teaching competence. Ninety-six teachers of the hearing impaired, located in either residential school, nonintegrated classrooms, orpublic school, integrated settings, rated the relative importance of the competencies via the Q-sort method. Factor analyses indicated that teachers in both settings differentiated their ratings along three dimensions, comprising the domains of instruction and instructional planning skills, interpersonal skills, professional awareness, and skills associated with working with, educating, and guiding others. Teacher ratings were found to be related to amount of teaching experience as well as to the severity of the hearing impairment of the students taught. Implications for teacher training and evaluation are suggested in light of the consistent distinctions that experienced teachers reflect in their perceptions of the competencies critical to their profession.

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