Factors Affecting the Competency of Teachers in Bilingual Schools in the Three Southern Border Provinces
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Abstract
The three southern border provinces are seen as the areas of local identity. Education administration should be therefore implemented in accordance with their lifestyle, culture, tradition and cultural diversity. In order to upgrade learning achievement, teachers’ performance is significant for educational management. The aim of this research was to study factors affecting the competency of teachers in bilingual schools in the three southern border provinces. The samples were 146 bilingual teachers. Simple random sampling was employed to select the samples. Questionnaires of factors affecting the competency of teachers were used as the instrument. Statistics used in this research were mean, standard deviation and multiple regression. The results were as follows: The factors which could predict the core competency with the statistic significance at .05 were teacher-student relationships (X3), teachers’ academic performance (X5) and teachers’ motivation (X2) whereas attitudes towards teacher profession (X1) and teachers’ morale (X4) were not statistically significant. Effectiveness of all factors in prediction of the core competency was 74.20 (Adjust r-square=.742).The factors which could predict the functional competency with the statistic significance at .05 were teachers’ academic performance (X5), teacher-student relationships (X3) and teachers’ motivation (X2) whereas teachers’ morale (X4) and attitudes towards teacher profession (X1) were not statistically significant. Effectiveness of all factors in prediction of the functional competency was 67.20 (Adjust r- square =.672).
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