Key word: classroom teacher/ classroom teacher competence/ theory of competence/ Jiangsu Vocational College of Electronics and Information. ZHANG YI : A STUDY ON CLASSROOM TEACHER COMPETENCE IN JIANGSU VOCATIONAL COLLEGE OF ELECTRONIC AND INFORMATION THESIS ADVISOR : ASSOCIATE PROFESSOR MATTANA WANGTHANOMSAK, Ph.D. In order to comprehensively improve the quality of the education system, deepen the education reform, and improve the teaching and learning ability of teachers, Jiangsu Electronics and Information Vocational College needs to improve the competence of the classroom teacher.
The purpose of this article is to study the competencies of classroom teachers in Jiangsu Vocational College of Electronic and Information. This article conducted an opinion poll among 113 teachers and 262 students of Jiangsu Vocational College of Electronic and Information, and analyzed respondents' perceptions of teachers' competence in Jiangsu Vocational College of Electronic and Information. Finally, I would like to thank the teachers and students of Jiangsu Vocational College of Electronic and Information who are the exemplars of this research.
INTRODUCTION
The excellent comprehensive quality of the classroom teacher played a decisive role in teaching, scientific research and student management in colleges and universities. The importance of the creation of the classroom teacher group in colleges and universities was deeply discussed, and the competence that the classroom teachers should possess was elaborated in detail. The classroom teachers' competence model at secondary schools and universities was constructed, which could demonstrate the competence vividly.
Based on the Jiangsu Electronic Information Vocational 14th Five-Year Career Development Plan (2021)4, the establishment of the group of classroom teachers should be enforced and their work competence should be improved. In addition, the development of teachers themselves at colleges and universities should also be studied. What are the comparative results of the perception of classroom teachers' competencies in Jiangsu Vocational College of Electronic and Information according to status, age, gender, education level and class level.
LITERATURE REVIEW
In addition, the training, guidance and evaluation of the student cadres is under the responsibility of the class teachers. In order to maintain the stability of class affairs and the continuity of education for the students, the class teacher will not be changed without special reasons during the period of service. The assessment method of the class teacher included four main combination principles: quantitative and qualitative assessment, process and target assessment, self-assessment and organizational assessment, and work performance and innovation.
The criteria for the evaluation of classroom teachers were their work performance and the effectiveness of classroom management. The classroom teachers' assessment included introductory assessment, monthly assessment, semester assessment, annual assessment, exam class assessment and employment period assessment. The classroom teacher's monthly work assessment was divided into three parts: work attitude (15 points), work style (35 points) and work effort (50 points).
The monthly evaluation of the class teacher with 100 points was divided into four grades, respectively accounting for 25% of the number of classes. The percentage of excellent classroom teachers in a semester should not exceed 30% of the total number of students. The graduating class teacher focused primarily on graduate career guidance and service, management of internship education, and graduate employment rates.
According to Prasanna, the competency of the classroom teacher included the competency of teaching, the competency of helping students solve difficulties in life, and the competency of ensuring the overall development of the students in the managed classroom. In terms of the competence of the class teacher, based on the theories of Spencer and Spencer, Saiqiang and Lili believed that the characteristics of the class teacher in colleges and universities were his or her own values, ideological domain, and life and study experience. etc. The values, ideological domain and life and study experience of the class teacher in colleges and universities had an important influence on the work of students.
The research mentioned that the class teacher's role in the school lay in the management of the class, the shaping of the character of the students and the provision of service work to the students. Finally, using the relevant principles of fuzzy mathematics, combined with the corresponding indicators, the assessment of the actual situation of the class teacher's competence is completed. The formation and establishment of the classroom teacher system in Chinese colleges and universities experienced a long period from 1946 to 1966.
RESEACH METHODOLOGY
According to the research objectives, the research methodology consisted of research design, population and samples, definitions of variable terms, research instruments, data collection and statistical analysis. The sample size was determined by referring to Krejcie and Morgan's sample size chart. 2) Ability refers to the skills that must be possessed to complete a task that requires physical or mental strength, including critical analysis and problem-solving skills, technical skills, communication skills, conceptual skills, and the ability to process knowledge and data, determine causal relationships, and organize data and plans.
This also refers to the way a person behaves, a description of his self-image, a person's confidence in a certain area. 4）Traits refer to an individual's personality traits or personality characteristics that lead to consistent responses to situations or information. Traits also refer to common human traits that have developed over time, such as adaptability, creativity, and self-control.
5 means: the competence of the class teacher is at the highest level, amounting to 5 points 4 means: the competence of the class teacher is at a high level, amounting to 4 points 3 means: the competence of the class teacher is at an average level, amounting to 3 points. 2 means: the competence of the instructor is at a low level, it is 2 points 1 means: the competence of the instructor is at the lowest level, it is equal to 1 point Development of the instrument. In addition, 15 graders and 15 students served as an experimental group to analyze the reliability of the opinion survey using Cronbach's alpha coefficient.
The researcher distributed opinions to 113 classroom teachers and 262 students from Jiangsu Vocational College of Electronics and Information in order to collect relevant data and information for the research, during which the data. The t-test was used to analyze the opinions of the samples towards the competence of the classroom teacher when compared by status and gender. Jiangsu Electronic Information Vocational College, in which the samples of this study were 15 classroom teachers and 15 students selected by adopting grade level stratified random sampling, with the classroom teacher as representative.
In the second part, based on Spencer and Spencer's competency theory, the Likert five-point scale was used to examine the classroom teacher's competency.
DATA ANALYSIS AND INTERPRETATION
General information
As shown in Table 3, the classroom teachers' competencies in Jiangsu Vocational College of Electronic and Information were generally at a high level (x̄ = 3.64, SD = 0.86). According to Table 4, it could be deduced that the knowledge dimension of classroom teacher competence was at a high level (x̄ = 3.70, SD = 0.73). According to the results of the opinion form survey, the classroom teacher competence in Jiangsu Vocational College of Electronic and Information was at a high level, although not all dimensions were at a high level, so research hypothesis 1 was rejected.
Research Hypothesis 2: The comparative result of class teacher competencies based on the opinions of teachers and students is different. According to the status, test of class teacher competence in Jiangsu Vocational College of Electronic and Information differs. According to the gender difference test of class teacher competence in Jiangsu Vocational College of Electronic and Information.
A one-way ANOVA was conducted in Table 10 to compare the effect of three different ages on the competence of classroom teachers in Jiangsu Vocational College i. A one-way ANOVA revealed that there was no statistically significant difference between the ages on the competence of classroom teachers in Jiangsu Vocational College of Electronic and Information (f significant level = 0.833). A one-way ANOVA was conducted in Table 11 to compare the effect of three different educational levels on the competence of classroom teachers in Jiangsu Vocational College of Electronic and Information.
The result of one-way ANOVA showed that there was no statistically significant difference between education levels in the competence of classroom teachers in Jiangsu Vocational College of Electronics and Information (f p = 0.941). In Table 12, a one-way ANOVA was conducted to compare the effect of three different grade levels on the competency of classroom teachers in Jiangsu Vocational College of Electronic and Information. The result of one-way ANOVA showed that there was no statistically significant difference between class levels in teachers' competence in Jiangsu Vocational College of Electronics and Information (f p = 0.667).
According to the results of the opinion list survey, the comparative result of class teacher competencies, depending on the perception of teachers and students, is not different.
CONCLUSION DISCUSSION AND RECOMMENDATION
The researcher selected 113 teachers and 262 students in different years of Jiangsu Vocational College of Electronic and Information as respondents to investigate the competence of the classroom teacher in this college. There were no significant differences between the teachers and students of Jiangsu Electronics and Information Vocational College in terms of competence and classroom teacher status, gender, age, education level, and class. The results of the survey show that although the competence of the classroom teachers in Jiangsu Electronics and Information Vocational College is at a high level, the results of each dimension were not satisfactory based on the feedback from teachers and students.
This showed that there is no significant difference in comparison between the status, gender, age, education level and class level of teachers and students on classroom teacher competence in Jiangsu Electronic Information Vocational College. This result showed that teachers and students of different genders, different age groups, different educational backgrounds and different school years have the same opinion about the competence of classroom teachers in Jiangsu Vocational College of Electronic and Information. In addition, the class teacher must find a balance between the daily teaching work and class management.
Research into the construction and application of a competence model for class teachers in upper secondary school. The classroom teacher has internal drives and needs to seek achievement, power and belonging in his/her duties. As part of my master's degree at Silpakorn University, Thailand; I am conducting a study that aims to learn more about the competencies of classroom teachers in jiangsu vocational college of electronic and information.
16 Class teacher drives him/herself to take specific actions to complete the task.
