Revisiting Vocational Teacher Competency Standard: Implications on Performance Assessment

Abstract

Teacher competency standard exists mostly as a national guideline for the initial academic qualification of teachers and has become the foundation to conduct teachers’ performance assessment as continuous professional development in their career. This study revisits the existing competency standards of vocational teachers in vocational high schools (VHSs) to better reflect the competencies for teaching tailored to the burgeoning industrial needs. Purposive and snowball sampling techniques were employed in selecting experts from university academics, VHS principals, vocational teachers, industry practitioners, and government. It proposes a novel approach with an exploratory mixed method and integrate Fuzzy Delphi Method, focus group, and AHP to generate revisited VHS teacher competency standard with a total of 21 competencies and 49 sub-competencies in pedagogical, professional, vocational, and technological aspects, offering implications for better teacher performance assessment criteria.