{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/68941"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/68941","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Self-Reported Teaching Proficiencies and Their Sources: An Analysis of Teachers' Perception of Their Competencies","abstract":"The primary purpose of this study was to identify and analyze the self-reported competencies of a group of secondary teachers, and to determine where teachers believe they received assistance in developing their competencies.","abstract_html":"The primary purpose of this study was to identify and analyze the self-reported competencies of a group of secondary teachers, and to determine where teachers believe they received assistance in developing their competencies.","abstract_has_math":false,"creators":["Almahmoud, Naser Yousef"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-15T18:50:04Z","date_published":"2014-12-15T18:50:04Z","updated_at":"2026-07-22T22:25:59Z","subjects":["Education, Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI8502057"],"render_values":[{"text":"(UMI)AAI8502057","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/68941","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Almahmoud, Naser Yousef"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-12-15T18:50:04Z","10000-01-01","1984"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/68941","(UMI)AAI8502057"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The primary purpose of this study was to identify and analyze the self-reported competencies of a group of secondary teachers, and to determine where teachers believe they received assistance in developing their competencies.","The subjects (106) who participated in this study were secondary high school teachers in various subject matter areas. Other demographic variables looked at were sex, years of experience, highest academic degree earned. Teachers were also asked to estimate how they might be rated by their supervisors. A questionnaire containing 30 competency statements was used to examine the teachers' proficiencies and the source of their competencies. These teachers perceived themselves as most proficient in the competency area of demonstrating knowledge in subject matter area, and communication with students, and least proficient in the ability to compile information related to student's educational, emotional, and physical functioning, and the competency area of individualizing instruction to meet the varying needs of students, via techniques such as mastery learning, alternative assignments and group work.","When all teachers' responses were taken together over all the 30 competencies, approximately 60% of the teachers' responses attributed competency to work experience, 16% to university courses, and 8% to independent study.","Correlation revealed significant relationships among teachers' sex, years of experience, teachers' estimated ratings of their supervisors and their competencies. Female teachers rated themselves more proficient than male teachers in the competency area of "communicating and interpersonal behavior with students." Teachers whose highest academic degrees were bachelor's or master's perceived themselves more proficient in the competency area of "communicating and interpersonal behavior with students" than teachers who were above the master's degree. Teachers estimated ratings by their supervisors were significantly related to the teachers' competency in the seven factors in the study. (ANOVA) and regression analysis results indicated that special education teachers perceived themselves more proficient in the competency areas of "assessment and diagnosis," and "individualization of instruction" than other subject matter taught by teachers.","Made available in DSpace on 2014-12-15T18:50:04Z (GMT). No. of bitstreams: 1 8502057.pdf: 5149164 bytes, checksum: 92a6b51daff3022818b9f00816d2343d (MD5) Previous issue date: 1984","Embargo set by: Seth Robbins for item 69107 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","142 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1984."]},{"key":"dc:title","label":"Title","values":["Self-Reported Teaching Proficiencies and Their Sources: An Analysis of Teachers' Perception of Their Competencies"]}]}],"canonical_facts":{"dc:creator":["Almahmoud, Naser Yousef"],"dc:date":["2014-12-15T18:50:04Z","10000-01-01","1984"],"dc:description":["The primary purpose of this study was to identify and analyze the self-reported competencies of a group of secondary teachers, and to determine where teachers believe they received assistance in developing their competencies.","The subjects (106) who participated in this study were secondary high school teachers in various subject matter areas. Other demographic variables looked at were sex, years of experience, highest academic degree earned. Teachers were also asked to estimate how they might be rated by their supervisors. A questionnaire containing 30 competency statements was used to examine the teachers' proficiencies and the source of their competencies. These teachers perceived themselves as most proficient in the competency area of demonstrating knowledge in subject matter area, and communication with students, and least proficient in the ability to compile information related to student's educational, emotional, and physical functioning, and the competency area of individualizing instruction to meet the varying needs of students, via techniques such as mastery learning, alternative assignments and group work.","When all teachers' responses were taken together over all the 30 competencies, approximately 60% of the teachers' responses attributed competency to work experience, 16% to university courses, and 8% to independent study.","Correlation revealed significant relationships among teachers' sex, years of experience, teachers' estimated ratings of their supervisors and their competencies. Female teachers rated themselves more proficient than male teachers in the competency area of "communicating and interpersonal behavior with students." Teachers whose highest academic degrees were bachelor's or master's perceived themselves more proficient in the competency area of "communicating and interpersonal behavior with students" than teachers who were above the master's degree. Teachers estimated ratings by their supervisors were significantly related to the teachers' competency in the seven factors in the study. (ANOVA) and regression analysis results indicated that special education teachers perceived themselves more proficient in the competency areas of "assessment and diagnosis," and "individualization of instruction" than other subject matter taught by teachers.","Made available in DSpace on 2014-12-15T18:50:04Z (GMT). No. of bitstreams: 1 8502057.pdf: 5149164 bytes, checksum: 92a6b51daff3022818b9f00816d2343d (MD5) Previous issue date: 1984","Embargo set by: Seth Robbins for item 69107 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","142 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1984."],"dc:identifier":["http://hdl.handle.net/2142/68941","(UMI)AAI8502057"],"dc:subject":["Education, Educational Psychology"],"dc:title":["Self-Reported Teaching Proficiencies and Their Sources: An Analysis of Teachers' Perception of Their Competencies"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:59Z"}