The Study on the Construction of Professional Competency Indicators of the Local Government Educational Non-managerial Administrators

• Main Authors: Tai-Chia, Yu, 余黛佳
• Other Authors: 林天祐
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/34427649333774850421

碩士 === 臺北市立教育大學 === 教育行政與評鑑研究所碩士班 === 100 === This study aims to establish a set of “Professional Competency Indicators of the Local Government Educational Non-Managerial Administrators”. The main purpose of this study is on the basis of the relevant literature review and the understanding of the organizational structure of the local education administration authority in Taiwan and the training, recruitment and appointment system of the educational administrators, to analyze and construct the professional competency indicators of educational non-managerial administrators of the local government in Taiwan. The professional competency indicators can be classified into three professional competency main dimensions, including of professional knowledge, professional skill, and professional attitude. Under these three dimensions, there are sixteen professional competency sub-dimensions, including the educational theoretical knowledge, educational statutory knowledge, the educational practical knowledge, the strategic planning competency, the policy implementation competency, the communication-coordination competency, the policy analysis competency, the problem-solving competency, the creative thinking competency, the information management competency, the educational ethics and the professional autonomy and self-regulation, the professional commitment and the professional organizational identification, , the service enthusiasm and contribution, the self-growth competency, the self -reflection competency. And they are further broken down into seventy-eight professional competency items. The results of this study could be a future reference for the local government to self-evaluation and the human resource management of educational administrators.