Science for Education Today, 2022, vol. 12, no. 5, pp. 7–21
© Sharov A. A., Konovalov A. A., 2022
UDC: 
377.112+371.136+159.9

Vocational education teachers’ soft-competences: Assessment methodology and correlation analysis

Sharov A. A. 1 (Ekaterinburg, Russian Federation), Konovalov A. A. 1 (Ekaterinburg, Russian Federation)
1 Russian State Vocational Pedagogical University
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Abstract: 

Introduction. The main problem of the article lies in the search for optimal and objective principles and methods for assessing vocational education teachers’ soft-competencies, as well as valid diagnostic tools. The purpose of the article is to evaluate the vocational education teachers’ soft-competencies and to identify correlations between them.
Materials and Methods. The research methodology is based on the principles of a competency-based approach to education (D. C. McClelland, A.-K. Koenen, F Dochy, W. Lambrechts, etc.). To assess the teachers’ soft-competencies, a set of diagnostic tools was developed and used during the pilot study from March 21 to July 17, 2022 (n=132), consisting of the following components: a motivational questionnaire; a business game (includes self-presentation, solution of a universal case, group discussion); a set of tests (for intelligence, an individual psychological questionnaire, etc.). The study applied a methodological approach to assessing the vocational education teachers’ soft-competencies with the help of the Assessment Center, which involves complex diagnostics, including both standardized tests, self-reports, cases, and observation of real behavior. The analysis of the results obtained was carried out using the methods of statistical (descriptive statistics, measures of data scatter, normal distribution) and correlation analysis (nonparametric correlation coefficient r-Spearman) using the IBM SPSS Statistics 24 software.
Results. The findings show that the most developed soft-competencies include the ability for self-organization and self-development, as well as the ability to communicate. The remaining competencies are at the basic level and are used only within the framework of solving familiar, standard problems. Statistically significant positive correlations were found between the ability for systemic and critical thinking and the ability to communicate; between the readiness to become a leader in the educational community and the ability to communicate. Statistically significant negative correlation was found between the willingness to accept personal responsibility and the ability to communicate.
Conclusions. Conclusions are drawn that there is a risk associated with the human resources potential of teachers in the vocational education system: soft-competencies are at the threshold level of development, and even with the potential for self-development formed, it will take time, additional development programs and systematic work to support vocational education teachers.

Keywords: 

Vocational education teacher; Soft-competencies; Competency assessment; Assessment center; Competence correlations; Professional deficits; Self-development; Self-organization; Communication; Critical thinking; Responsibility

For citation:
Sharov A. A., Konovalov A. A. Vocational education teachers’ soft-competences: Assessment methodology and correlation analysis. Science for Education Today, 2022, vol. 12, no. 5, pp. 7–21. DOI: http://dx.doi.org/10.15293/2658-6762.2205.01
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Date of the publication 30.10.2022