COMPILATION OF COMPETENCY SCALES FOR TEACHERS IN LOCAL COLLEGES AND UNIVERSITIES IN CHINA

At present, the human resource management department of Chinese universities usually adopts result-oriented methods to evaluate teachers' performance, focusing on the teachers' teaching effects, scientific research results, etc. The diagnostic is what the teachers have done without considering what the teachers can do, that is, the teacher's Potential. Teachers' grades, intelligence, and abilities should be the criteria and basis for evaluating teachers, while competence is a comprehensive manifestation of teachers' external and implicit qualities. In order to make up for the shortcomings of the current teacher performance evaluation, we propose that teacher evaluation should measure the competence of teachers. Therefore, it is necessary to research and develop teachers' competency assessment tools. This study uses a comprehensive combination of quantitative and qualitative research methods. It collects teacher competency vocabulary through the use of questionnaire survey method, interview method and document method, and finally retains 30 competency vocabulary through the expert group discussion method (Delphi method) and compiles them into competency vocabulary. The purpose of the article is that based on research methods, a self-assessment questionnaire for the competence of teachers of Chinese colleges will be modeled for use as an effective tool for assessing the competence of teachers. Through the use of questionnaire survey method, interview method, document method and Delphi method, the competency vocabulary was collected and sorted out, and a vocabulary questionnaire was formed. Through questionnaire survey and exploratory factor analysis, a competency model of local colleges and universities composed of 4 principal components and 22 secondary indicators is obtained.