Professional Competence of Teachers and School Climate: A Conceptual Perspective
Abstract
Abstract Views: 0
This paper explores the conceptual perspective of professional competence of teachers and the school climate. Professional competence is explained in terms of professional knowledge, teachers’ disposition, and their professional skills. Professional education courses in teacher training institutes play a crucial role in developing professional competence among teachers. These courses equip teachers for instructional planning, classroom management, assessment and evaluation and creating and managing a conducive learning environment. They also emphasize building a congenial relationship between the school and the community, aligning with various domains of school climate. School climate encompasses the cumulative experiences of students, teachers, and head teachers about different aspects of the institution. This conceptual paper conducts an extensive theoretical review of over 135 research articles on both professional competence and school climate, examining their concepts, dimensions, and measuring methods. Given the common factors of both the concepts, a conceptual linkage has been established. This paper aims to enhance understanding of professional competence and school climate and their interrelationship with various influencing factors.
Downloads
References
Ahmad, F., Nawaz, M., Jadoon, A., & Faize, F. A. (2017). Teachers' professional development needs at school level in Pakistan: An analysis of teachers' classroom practices. Kashmir Journal of Language Research, 20(1), 149–169.
Ali, M. Q., Al-Azhari, M. J., & Imran, M. (2020). An analysis of the teachings of Muhammad (SAW) to conceptualize national professional standards for teachers. Journal of Islamic Thought and Civilization, 10(1), 348–363. https://doi.org/10.32350/jitc.101.19
Aziz, F., Akhtar, M. S., & Rauf, M. (2014). Relationship between teachers’ competencies and motivation at higher education level in Pakistan. Pakistan Annual Research Journal, 50(1), 163–174.
Bear, G. G., Yang, C., Chen, D., He, X., Xie, J. S., & Huang, X. (2018). Differences in school climate and student engagement in China and the United States. School Psychology Quarterly, 33(2), 323–335. https://doi.org/10.1037/spq0000247
Bear, G. G., Yang, C., Mantz, L. S., & Harris, A. B. (2017). School-wide practices associated with school climate in elementary, middle, and high schools. Teaching and Teacher Education, 63(2017), 372–383. https://doi.org/10.1016/j.tate.2017.01.012
Berg, J. K., & Aber, J. L. (2015). A multilevel view of predictors of children's perceptions of school interpersonal climate. Journal of Educational Psychology, 107(4), 1150–1170. https://doi.org/10.1037/edu0000027
Bilal, S. G., & Chen, S. (2019). The impact and effectiveness of faculty development program in fostering the faculty’s knowledge, skills, and professional competence: A systematic review and meta-analysis. Saudi Journal of Biological Sciences, 26(4), 688–697. https://doi.org/10.1016/j.sjbs.2017.10.024
Bradshaw, C. P., Waasdorp, T. E., Debnam, K. J., & Johnson, S. L. (2014). Measuring school climate in high schools: A focus on safety, engagement, and the environment. Journal of School Health, 85(9), 593–604. https://doi.org/10.1111/josh.12186
Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180–213. https://doi.org/10.1177/016146810911100108
Daily, S., Mann, M., Kristjansson, A., Smith, M., & Zullig, K. (2019). School climate and academic achievement in middle and high school students. Journal of School Health, 89(3), 173–180. https://doi.org/10.1111/josh.12726
DoriO, N., Clark, K., Demaray, M., & Doll, E. (2020). School climate counts: A longitudinal analysis of school climate and middle school bullying behaviors. International Journal of Bullying Prevention, 2(4), 292–308. https://doi.org/10.1007/s42380-019-00038-2
Fefer, S., & Gordon, K. (2020). Exploring perceptions of school climate among secondary students with varying discipline infractions. International Journal of School & Educational Psychology, 8(3), 174–183. https://doi.org/10.1080/21683603.2018.1541033
Ghazi, S., Shahzada, G., Shauib, M., & Shah, M. (2013). Teacher’s professional competencies in knowledge of subject matter at secondary level in Southern Districts of Khyber Pakhtunkhwa, Pakistan. Journal of Educational and Social Research, 3(2), 453–461.
Goe, L., & Stickler, L. M. (2008). Teacher quality and student achievement: Making the most of recent research. National Comprehensive Center for Teacher Quality. https://cmapspublic3.ihmc.us/rid=1235357816607_856436347_2587/Teacher_quality_and_student_achievement_March2008Brief.pdf
Government of Pakistan. (2009) National professional standards for teachers in Pakistan. Policy And Planning Wing, Ministry of Education. https://www.nacte.org.pk/assets/download/NationalProfessionalStandardsforTeachersinPakistan.pdf
Guerriero, S., & Révai, N. (2017). Knowledge-based teaching and the evolution of a profession. In S. Guerriero (Ed.), Pedagogical Knowledge and the changing nature of teaching professions. OECD Publishing Paris. https://doi.org/10.1787/9789264270695-en
Gudmundsdottir, G., & Hatlevik, O. (2018). Newly qualified teachers’ professional digital competence: Implications for teacher education. European Journal of Teacher Education, 41(2), 214–231. https://doi.org/10.1080/02619768.2017.1416085
Hakim, A. (2015). Contribution of competence teacher (pedagogical, personality,professional competence and social) on the performance of learning. The International Journal of Engineering and Science, 4(2), 1–12.
Huang, F., & Anyon, Y. (2020). The relationship between school disciplinary resolutions with school climate and attitudes toward school. Preventing school failure. Alternative Education for Children and Youth, 64(3), 212–222. https://doi.org/10.1080/1045988X.2020.1722940
Hussain, S., Shaheen, N., Ahmad, N., & Islam, S. (2019). Teachers’ classroom assessment practices: challenges and opportunities to classroom teachers in Pakistan. The Dialogue, 14(1), 88–97.
Idrees, M., Saeed, D. S., & Iqbal, K. (2021). Elementary educational reforms in Pakistan: An analysis of government of Khyber Pakhtunkhwa, Pakistan. Elementary Education Online, 20(5), 1928–1935.
Ismail, S., & Jarrah, A. (2019). Exploring pre-service teachers' perceptions of their pedagogical preferences, teaching competence and motivation. International Journal of Instruction, 12(1), 493–510.
Jabeen, M., Sarwar, M., & Shah, A. (2020). Exploring the gap analysis of generic competences of pre-service teachers in Pakistan. International Journal of Innovation in Teaching and Learning, 6(1), 35–50.
Khan, A. (2018). Pakistani teachers’ professional learning experiences: comparing face-to-face versus online learning. TEFLIN Journal, 29(1), 72–89.
Khan, U., & Ahmed, I. (2015). The impact of continuous professional development (CPD) program on teachers professional development in Pakistan. FWU Journal of Social Sciences, 9(1), 99–105.
Koya, C. F. (2015). Pedagogical practices in Fiji schools. In E. H.-F. Law & U. Miura (Eds.), Transforming teaching and learning in Asia and the Pacific (pp. 24–43). UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000232909
Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805–820.
Kuldarkhan, O. (2016). Professional competence of teachers in the age of globalization. International Journal of Environmental & Science Education, 11(9), 2659–2672. https://doi.org/10.12973/ijese.2016.714a
Lenz, A., Rocha, L., & Aras, Y. (2021). Measuring school climate: A systematic review of initial development and validation studies. International Journal for the Advancement of Counselling, 43, 48–62. https://doi.org/10.1007/s10447-020-09415-9
Mahmood, T., Ahmed, M., & Iqbal, M. (2013). Assessing the pedagogical competences of teacher educators in the teacher education institution of Pakistan. Academic Journal of Interdisciplinary Studies, 2(1), 403–417.
Marraccini, M., Fang, Y., Levine, S., & Chin, A. (2020). Measuring student perceptions of school climate: A systematic review and ecological content analysis. School Mental Health, 12(2), 195–221. https://doi.org/10.1007/s12310-019-09348-8
Mousavi, M., Atai, M., & Babaii, E. (2016). Exploring standards and developing a measure for evaluating Iranian EFL teachers’ professional competence in the private sector. Iranian Journal of English for Academic Purposes, 5(2), 30–59.
Mulder, M. (2014). Conceptions of professional competence. In S. Billett, C. Harteis, & H. Gruber (Eds.), International handbook on research into professional and practice based learning (pp. 107–137). Springer.
O'Malley, M., Voight, A., Renshaw, T., & Eklund, K. (2015). School climate, family structure, and academic achievement: A study of moderation effects. School Psychology Quarterly, 30(1), 142–157.
Rauner, F., Heinemann, L., Maurer, A., Haasler, B., Rauner, F., Heinemann, L. & Martens, T. (2013). Measuring professional competence.In F. Rauner, L. Heinemann, A. Maurer & B. Haasler (Eds.), Competence development and assessment in TVET (COMET) theoretical framework and empirical results (pp. 1–17). Springer.
Rizwan, S., & Masrur, R. (2018). Standard based three dimensional capacity development of in-service secondary school teachers. Bulletin of Education and Research, 40(3), 31–44.
Rizwan, S., & Masrur, R. (2019). Open distance learning: Bridging the gap between instructional planning and prescribed standard. Pakistan Journal of Distance and Online Learning, 4(1), 135–152.
Rychen, D., & Salganik, L. (2003). Key competencies for a successful life and a well functioning society. Hogrefe & Huber Publishers.
Saeed, S. (2009). Evaluation Study of competencies of secondary school teachers in Punjab In the context of classroom management. Journal of College Teaching & Learning, 6(7), 79–84. https://doi.org/10.19030/tlc.v6i7.1128
Saleem, A., Masrur, R., & Afzal, M. (2014). Effect of professional development on enhancing the knowledge level of university teachers in Pakistan. Journal of Research & Reflections in Education, 8(2), 162–168.
Samuseviča, A., & Striguna, S. (2017). The development of teachers' pedagogical competence in the process of selfeducation at the university. International Journal on Lifelong Education and Leadership, 3(2), 39–46.
Selvi, k. (2010). Teacher competencies culture. International Journal of Philosophy of Culture and Axiolog, 13(1), 167–175.
Shafiq, M., & Rana, R. (2016). Relationship of emotional intelligence to organizational commitment of college teachers in Pakistan. Eurasian Journal of Educational Research, 16(62), 1–14.
Shah, M., & Abualrob, M. (2017). Teacher collegiality and teacher professional commitment in public secondary schools in Islamabad, Pakistan. Procedia-Social and Behavioral Sciences, 46(1), 950–954. https://doi.org/10.1016/j.sbspro.2012.05.229
Shaukat, S., & Chowdhury, R. (2020). Teacher educators' perceptions of professional standards: Implementation challenges in Pakistan. Issues in Educational Research, 30(3), 1084–1104.
Simons, M., Meeus, W., & T'Sas, J. (2017). Measuring media literacy for media education: Development of a questionnaire for teachers' competencies. Journal of Media Literacy Educat ion, 9(1), 99–115.
Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Ales, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357–385. https://doi.org/10.3102/0034654313483907
VanLone, L., Freeman, J., LaSalle, T., Gordon, L., Polk, T., & Neves, J. R. (2019). A practical guide to improving school climate in high schools. Intervention in School and Clinic, 55(1), 39–45. https://doi.org/10.1177/1053451219832988
Voight, A., & Nation, M. (2016). Practices for improving secondary school climate: A systematic review of the research literature. American Journal of Community Psychology, 58(1-2), 174–191. https://doi.org/10.1002/ajcp.12074
Wang, M., & Degol, J. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315–352. https://doi.org/10.1007/s10648-015-9319-1
Xinrong, Y., Gabriele , K., Johannes, K., & Sigrid, B. (2018). Measuring Chinese teacher professional competence: Adapting and validating a German framework in China. Journal of Curriculum Studies, 50(5), 638–653. https://doi.org/10.1080/00220272.2018.1502810
Yang, C., Sharkey, J., Reed, L., Chen, C., & Dowdy, E. (2018). Bullying victimization and student engagement in elementary, middle, and high schools: Moderating role of school climate. School Psychology Quarterly, 33(1), 54–64. https://psycnet.apa.org/doi/10.1037/spq0000250
This work is licensed under a Creative Commons Attribution 4.0 International License.
UER follows an open-access publishing policy and full text of all published articles is available free, immediately upon publication of an issue. The journal’s contents are published and distributed under the terms of the Creative Commons Attribution 4.0 International (CC-BY 4.0) license. Thus, the work submitted to the journal implies that it is original, unpublished work of the authors (neither published previously nor accepted/under consideration for publication elsewhere). On acceptance of a manuscript for publication, a corresponding author on the behalf of all co-authors of the manuscript will sign and submit a completed Copyright and Author Consent Form.
Copyright (c) The Authors
