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
Full text (Open Access) — Downloaded 642
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
References: 
  1. Volkova E. N. Personal characteristics of a 21st-century teacher: An analysis of empirical studies of the problem. The Education and Science Journal, 2022, vol. 24 (3), pp. 126–157. (In Russian) DOI: http://doi.org/10.17853/1994-5639-2022-3-126-157  URL: https://www.elibrary.ru/item.asp?id=48092258
  2. Gutnik I. Y. Designing an evaluation inventory for identifying teachers’ professionalism deficits in the context of transformation of contemporary education. Science for Education Today, 2021, vol. 11 (4), pp. 33–45. (In Russian) DOI: http://doi.org/10.15293/2658-6762.2104.02 URL: https://www.elibrary.ru/item.asp?id=46513824
  3. Dubitsky V. V., Konovalov A. A., Lyzhin A. I., Feoktistov A. V., Neumyvakin V. S. Master of industrial training 2.0.: Human resources capacity of the project “Professionalitat”. The Education and Science Journal, 2022, vol. 24 (1), pp. 67–100. (In Russian) DOI: http://doi.org/10.17853/1994-5639-2022-1-67-100 URL: https://www.elibrary.ru/item.asp?id=48043461
  4. Kandaurova A. V. Resource approach to overcoming teachers’ professional and daily difficulties. Bulletin of Nizhnevartovsk State University, 2019, no. 4, pp. 36–43. (In Russian) DOI: http://doi.org/10.36906/2311-4444/19-4/06 URL: https://www.elibrary.ru/item.asp?id=41569884
  5. Konovalov А. А., Lyzhin А. I. Master 2.0’ competence portrait as the basis for the human resources Professionalitet development. Vestnik of Minin University, 2022, vol. 10 (2), pp. 2. (In Russian) DOI: http://doi.org/10.26795/2307-1281-2022-10-2-2 URL: https://www.elibrary.ru/item.asp?id=48778860
  6. Konovalov А. A., Sharov A. A. Intercorrelation analysis of vocational education teachers’ competency deficits. Innovative Scientific Modern Academic Research Trajectory (INSIGHT), 2022, no. 2, pp. 9–26. (In Russian) DOI: http://doi.org/10.17853/2686-8970-2022-2-9-26 URL: https://www.elibrary.ru/item.asp?id=48469696
  7. Nikitin V. N., Diachileva Yu. O., Cherny E. V. Self-regulation as a tool for overcoming stress situations and a psychological method of health-saving. Scientific Notes of V. I. Vernadsky Crimean Federal University. Sociology. Pedagogy. Psychology, 2021, vol. 7 (4), pp. 140–149. (In Russian) URL: https://www.elibrary.ru/item.asp?id=47341263
  8. Novopashina L. A., Grigoryeva E. G., Kuzina D. V., Cherkasova Y. A. Factors determining connection between teaching deficiencies and students’ learning outcomes. Science for Education Today, 2021, vol. 11 (6), pp. 7–30. (In Russian) DOI: http://doi.org/10.15293/2658-6762.2106.01  URL: https://www.elibrary.ru/item.asp?id=47447635
  9. Osipova S. I., Kotsuba M. L. Study of the content of the category of professional and personal development of a teacher. Modern Pedagogical Education, 2022, no. 1, pp. 140–144. (In Russian) URL: https://www.elibrary.ru/item.asp?id=47974112
  10. Pogodaeva M. V., Chepurko Y. V. The study of teachers’ emotional competence and its development during training sessions. Science for Education Today, 2022, vol. 12 (2), pp. 51–72. (In Russian) DOI: http://doi.org/10.15293/2658-6762.2202.03  URL: https://www.elibrary.ru/item.asp?id=48392222
  11. Rudneva T. I. Professional development – factor of professional success. Vestnik of Samara University. History, Pedagogics, Philology, 2021, vol. 27 (2), pp. 61–65. (In Russian) DOI: http://doi.org/10.18287/2542-0445-2021-27-2-61-65  URL: https://www.elibrary.ru/item.asp?id=46397556
  12. Savchenkov A. V. Sustainable motivation for teaching as a component of teacher education students’ professional flexibility. Science for Education Today, 2020, vol. 10 (1), pp. 43–61. (In Russian) DOI: https://doi.org/10.15293/2658-6762.2001.03  URL: https://www.elibrary.ru/item.asp?id=42525585
  13. Kharisova I. G., Makeeva T. V., Kazakova E. I., Tarkhanova I. Y.  Identifying a value-based framework of teaching from the point of view of modern socio-professional teachers’ community. Science for Education Today, 2021, vol. 11 (5), pp. 7–26. (In Russian) DOI: http://doi.org/10.15293/2658-6762.2105.01  URL: https://www.elibrary.ru/item.asp?id=47136056
  14. Balve P., Ebert L. Ex post evaluation of a learning factory–competence development based on graduates feedback. Procedia Manufacturing, 2019, vol. 31, pp. 8–13. DOI: https://doi.org/10.1016/j.promfg.2019.03.002
  15. Cattaneo A., Antonietti C., Rauseo M. How digitalised are vocational teachers? Assessing digital competence in vocational education and looking at its underlying factors. Computers & Education, 2022, vol. 176, pp. 104358. DOI: https://doi.org/10.1016/j.compedu.2021.104358
  16. Deci E. L., Ryan R. M. Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York: Guilford Publishing, 2017. 756 p. DOI: https://doi.org/10.1521/978.14625/28806
  17. Göncz L. Teacher personality: A review of psychological research and guidelines for a more comprehensive theory in educational psychology. Open Review of Educational Research, 2017, vol. 4 (1), pp. 75–95. DOI: https://doi.org/10.1080/23265507.2017.1339572
  18. Heckman J. J., Kauts T. Hard evidence on soft skills. Labour Economics, 2012, vol. 19 (4), pp. 451–464. DOI: https://doi.org/10.1016/j.labeco.2012.05.014
  19. Kell H. J. Do teachers’ personality traits predict their performance? A Comprehensive review of the empirical literature from 1990 to 2018. ETS Research Report Series, 2019, vol. 2019 (1), pp. 1–27. DOI: https://doi.org/10.1002/ets2.12241
  20. Kim L. E., Jörg V., Klassen R. M. A meta-analysis of the effects of teacher personality on teacher effectiveness and burnout. Educational Psychology Review, 2019, vol. 31 (1), pp. 163–195. DOI: https://doi.org/10.1007/s10648-018-9458-2
  21. Klaeijsen A., Vermeulen M., Martens R. Teachers’ innovative behaviour: The importance of basic psychological need satisfaction, intrinsic motivation, and occupational self-efficacy. Scandinavian Journal of Educational Research, 2018, vol. 62 (5), pp. 769–782. DOI: https://doi.org/10.1080/00313831.2017.1306803
  22. Koenen А-К., Dochy F., Berghmans I. A phenomenographic analysis of the implementation of competence-based education in higher education. Teaching and Teacher Education, 2015, vol. 50, pp. 1–12. URL: https://doi.org/10.1016/j.tate.2015.04.001
  23. Lambrechts W., Mulà I., Ceulemans K., Molderez I., Gaeremynck V. The integration of competences for sustainable development in higher education: An analysis of bachelor programs in management. Journal of Cleaner Production, 2013, vol. 48, pp. 65–73. DOI: https://doi.org/10.1016/j.jclepro.2011.12.034
  24. Lee S. W., Lee E. A. Teacher qualification matters: The association between cumulative teacher qualification and students’ educational attainment. International Journal of Educational Development, 2020, vol. 77, pp. 102218. DOI: https://doi.org/10.1016/j.ijedudev.2020.102218
  25. McClelland D. C. Testing for competence rather than for intelligence. American Psychologist, 1973, vol. 28, pp. 1–14. URL: https://www.therapiebreve.be/documents/mcclelland-1973.pdf
  26. Pishghadam R., Sahebjam S. Personality and emotional intelligence in teacher burnout. The Spanish Journal of Psychology, 2012, vol. 15 (1). pp. 227–236. DOI: https://doi.org/10.5209/rev_SJOP.2012.v15.n1.37314
  27. Schuler S., Fanta D., Rosenkraenzer F., Riess W. Systems thinking within the scope of education for sustainable development (ESD) – a heuristic competence model as a basis for (science) teacher education. Journal of Geography in Higher Education, 2018, vol. 42 (2), pp. 192–204. DOI: https://doi.org/10.1080/03098265.2017.1339264
Date of the publication 30.10.2022