Creative Education
2013. Vol.4, No.5, 348-356
Published Online May 2013 in SciRes (http://www.scirp.org/journal/ce) http://dx.doi.org/10.4236/ce.2013.45051
Copyright © 2013 SciRes.
348
Factor Analysis of Competency of Computer Teacher at
Vocational Certificate Level
Punnee Leekitchwatana, Paitoon Pimdee, Sangutai Moto
Faculty of Industrial Education, King Mongkut’s Institute of Technology Ladkrabang,
Bangkok, Thailand
Email: klpunnee@kmitl.ac.th
Received February 27th, 2013; revised March 28th, 2013; accepted April 12th, 2013
Copyright © 2013 Punnee Leekitchwatana et al. This is an open access article distributed under the Creative
Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium,
provided the original work is properly cited.
The research objectives were to analysis the factor and construct the questionnaire on competency of
computer teacher at vocational certificate level of educational institute under Office of Vocational Educa-
tion Commission (OVEC). The descriptive research and structural relationship model were used for the
study. Sample groups comprised of 1) 90 experts and 2) 200 educational institutes under OVEC. Research
instruments were questionnaires on competency of computer teacher at vocational certificate level for: 1)
experts and 2) educational institutes. Data analysis were conducted with: 1) Exploratory factor analysis by
using SPSS for Windows for data from experts, 2) The second order confirmatory factor analysis with
LISREL 8.72 program and Cronbach’s α formula for data from educational institutes. Research results
revealed that competency of computer teacher at vocational certificate level composed of 12 components
from 62 variables covered 3 domains of knowledge, skill, and affection. Those 12 components were gen-
eral knowledge about education, knowledge about curriculum, knowledge about teaching, knowledge
about e-Learning and e-Media, knowledge about IT support, knowledge about computer use, teaching
skill, skill about e-Learning and e-Media, skill about IT support, skill for using computer, supportive af-
fection to be a teacher and affection in IT. The questionnaire on competency of computer teacher had
good quality with good construct validity and high reliability in 2 dimensions of intent and actual compe-
tencies.
Keywords: Factor Analysis; Competency of Computer Teacher; Vocational Certificate Level
Introduction
The rapid growth of global economic and technology af-
fected to Thailand, therefore Thai government had policy to
mobilize the country and Thai society to new economic system
based on knowledge development to increase competency com-
petition. Readiness preparation of man power to face with new
economic with attributes of physical infrastructure and effective
technology are very important and essential issues (OVEC,
2005).
Computerized technology is a very important tool for work
implementation in different occupations, therefore the voca-
tional certificate curriculum of every program has computer
subject for vocation as fundamental subject for every student to
take course. If the student at vocational certificate level fully
obtains computer subject for vocation according to curriculum,
it would be beneficial for student to apply to use in his career
effectively and it provides high advantage for various work
units and work places.
Educational management with good quality in accordance
with curriculum, teacher is the most important factor to aid for
learning, therefore the teacher should fully manage learning and
teaching for student according to aim of curriculum. Conse-
quently, he needs to have proper competency to take responsi-
bility and readiness of competency of knowledge, skill, and
affection. Management of learning and teaching computer sub-
ject for vocation, it also needs the teacher who owns covering 3
domains as mentioned. However, at present, it is not obvious
evident to point clearly whether components are important for
better competency of computer teacher for vocation at voca-
tional certificate level and how much competency he has, and
what part that it needs to be developed. Therefore, researchers
are interested in studying the component of competency of
computer teacher at vocational certificate level and construct
the questionnaire of competency of computer teacher at voca-
tional certificate level for educational institute to use for need
assessment and for development of competency of computer
teacher further.
Objectives
1) To analysis the factor of competency of computer teacher
for vocation at vocational certificate level.
2) To construct the questionnaire of competency of computer
teacher for vocation at vocational certificate level.
Hypotheses
1) The studied variables were able to be in components of
competency of computer teacher at vocational certificate level.
P. LEEKITCHWATANA ET AL.
2) The questionnaire of competency of computer teacher at
vocational certificate level had good construct validity and high
reliability.
Conceptual Framework
Prototype components of competency of computer teacher at
vocational certificate level composed of 3 domains that were
knowledge, skill and affection. Each domain composed of 2
components therefore there were 6 components that were ap-
plied from 6 prototype components of competency of IT
teacher of Leekitchwatana (2010) in Table 1.
Research Scope
Population Scope
1) Population for the factor analysis were experts in teaching
computer subject/IT subject.
2) Population for the examination the quality of question-
naire were 414 educational institutes where open vocational
certificate level under Office of Vocational Education Commis-
sion (OVEC) in academic year of 2011 (OVEC, 2011).
Content Scope
Content scope of competency of computer teacher for voca-
tion covered 3 domains. Each domain had 2 components and
total were 6 components as mentioned in Table 1.
Research Implementation
Research Steps
Research methodology was descriptive research composed of
2 parts as the followings.
1) Factor analysis of competency of computer teacher for
vocation by constructing prototype components from docu-
ments and related literatures to be the questionnaire for data
collection from experts sample group, then data was analyzed
with exploratory factor analysis (EFA).
2) Examination the quality of questionnaire on competency
of computer teacher for vocation for educational institute by
using component that was results of exploratory factor analysis
mentioned in item 1) to construct the questionnaire and use it to
collect data from the education institute sample group, then data
analysis was done with statistics of second order confirmatory
factor analysis (2nd order CFA) and calculated the reliability
with α formula of Cronbach.
Sample Groups
1) Sample group used for the factor analysis of competency
Table 1.
Prototype components of competency of computer teacher.
Domain Component
1. Knowledge 1. Knowledge in teacher professional
2. Knowledge in computer subject for vocation
2. Skill 3. Skill in teacher professional
4. Skill in computer subject for vocation
3. Affection 5. Supportive affection to be a teacher
6. Affection in IT
was 100 experts who teach computer subject/IT subject. They
were selected by using network pattern.
2) Sample group used for the examination the quality of
questionnaire was 200 educational institutes. The sample size
was determined by using table of Krejcie and Morgan (1970)
and the samples were selected by using multi-stage random
sampling from population of 414 educational institutes under
OVEC nationwide in academic year of 2011.
Research Instruments
1) Expert questionnaire was opinion toward the list of vari-
ables about competency of computer teacher for vocation at
vocational certificate level covering 3 domains of knowledge,
skill, and affection that was improved from questionnaire of
Leekitchwatana (2010). It was classified as 6 prototype com-
ponents from 62 variables. The attribute question was rating
scale with 5 levels. The quality was content validity between
0.66 - 1.00 and reliability in terms of domain between 0.91 -
0.95 and reliability in terms of component were 0.88 - 0.94.
2) Educational institute questionnaire was opinion about
competency of computer teacher for vocation at vocational cer-
tificate level in 2 dimensions of intent and actual competencies
covering of 3 domains of knowledge, skill, and affection. It was
classified as 12 components from 62 variables resulted from
EFA in item 1). The question attribute was rating scale with 5
levels. The validity was at good level in both dimensions from
the 2nd order CFA with reliability in dimension of intent com-
petency in terms of each domain between 0.96 - 0.97 and in
terms of component were 0.85 - 0.98 and reliability of actual
competency in terms of 3 domains were 0.95 equally and as
each component between 0.78 - 0.95.
Data Collection
1) The expert data were collected from expert sample group
by bringing questionnaire to them and receiving back directly
from 90 experts. It was 90 percents back from 100 experts set-
ting.
2) The education institute data were collected from education
institute sample group by mailing questionnaire to 200 educa-
tional institutes and received back by mailing from 200 educa-
tional institutes. It was 100 percents back from 200 sample
setting.
Data Analysis
1) Factor analysis of competency from expert data with sta-
tistics EFA by extracting component with principal component
analysis and orthogonal rotation with varimax method by using
SPSS for Windows program, and using criteria consideration
for component and variable to be used as the followings.
a) Component with eigenvalue more than 1.00.
b) Variable with factor loading initiation of 0.40.
2) Examination the quality of questionnaire from educational
institute data as the followings.
a) Analysis the construct validity with 2nd order CFA by us-
ing LISREL 8.72 program and using criteria consideration for
model confirmation with empirical data that applied from some
part of Wiruchchai (1995) and Ungsuchote et al. (2008) as the
Chi-square has no statistical significance at level of 0.05 (p >
0.05), RMSEA < 0.05, GFI > 0.90, AGFI > 0.90, RMR < 0.05
Copyright © 2013 SciRes. 349
P. LEEKITCHWATANA ET AL.
Copyright © 2013 SciRes.
350
and SRMR < 0.05
b) Calculate the reliability with α formula of Cronbach and
using criterion at good level with initiation of 0.80.
Research Results
Results of Factor Analysis of Competency of
Computer Teacher for Vocation
1) KMO or MSA equaled to 0.693, it indicated that this set
of variables was proper for factor analysis at moderate level
according to criteria of Hair et al. (1998). The result of Bart-
lett’s test of sphericity, it was found that variables were related
with statistically significant at 0.000. These illustrated that
various variables were related and were able to use for factor
analysis.
2) Result of extraction with principal component analysis,
communality was found in 62 variables that were used for fac-
tor analysis of competency between 0.430 - 0.902 as moderate
to more size. The tendency was able to classify into component.
3) Result of orthogonal rotation with varimax method show-
ed in Table 2.
From Table 2, it was found that 62 variables were used to
analyze, these were grouped to be 14 components with eigen-
value more than 1.00. It indicated that each component was
able to explain the variation of 62 variables more than 1.00.
The whole 14 components were able to explain variation of 62
variables with 81.719 percents.
In order to group various variables to be in only one compo-
nent with the highest factor loading, it was found that the 62
variables were able to be grouped into 13 components, there-
fore each component composed of 2 - 11 variables. Each vari-
able was grouped into component would have factor loading
between 0.430 to 0.902.
Result of grouping as mentioned above, it was found that
some component composed of 11 variables and they were in the
different domains while some component composed of only 2
variables. Therefore, it was minor adjusted structure of compo-
nent in order to group by letting the each component composed
of the variable from the same domain and the numbers of vari-
ables were not much different, then there were 12 components
from 62 variables. The adjusted components were named to
give meaning with congruence to cover all variables in each
component.
4) Result of adjust variable grouped and named the compo-
nent showed in Table 3.
Results of Examination the Quality of Questionnaire
Competency of Computer Teacher for Vocation
Results of Construct Validation with Confirmatory Factor
Analysis (CFA)
Results of the 2nd order CFA of intent and actual competen-
cies as showed in Figures 1 and 2 and Tables 4 and 5.
From Figure 1 and Table 4, it was found that the model of
intent competency of computer teacher for vocation at voca-
tional certificate level was congruent to empirical data of edu-
cational institutes under OVEC at good level because every
statistic value to measure the confirmation passed every crite-
rion. It illustrated that model with good validity and it illus-
trated the structure of content in questionnaire had good valid-
ity and it confirmed that teacher competency composed of 3
factors from 12 sub-factors. The important sequences of factors
were knowledge, skill, and affection respectively. Moreover,
the important sequences of sub-factors in each factor, the factor
of knowledge were knowledge about teaching, knowledge
Table 2.
Orthogonal rotation with varimax method.
Extraction Sums of Squared Loadings Rotation Sums of Squared Loadings
Component
Total (Eigenvalue) % of Variance Cumulative % Total (Eigenvalue) % of Variance Cumulative %
1 22.323 36.005 36.005 7.852 12.664 12.664
2 5.768 9.303 45.308 6.753 10.891 23.555
3 4.039 6.515 51.824 4.692 7.567 31.122
4 2.742 4.423 56.246 4.295 6.927 38.050
5 2.392 3.859 60.105 3.983 6.425 44.474
6 2.139 3.450 63.555 3.736 6.027 50.501
7 2.109 3.401 66.956 3.555 5.734 56.235
8 1.912 3.084 70.040 3.551 5.727 61.962
9 1.555 2.508 72.548 3.046 4.913 66.874
10 1.325 2.137 74.685 2.443 3.940 70.814
11 1.191 1.921 76.606 2.208 3.562 74.376
12 1.096 1.768 78.374 1.913 3.086 77.462
13 1.067 1.721 80.095 1.419 2.289 79.751
14 1.007 1.624 81.719 1.220 1.967 81.719
P. LEEKITCHWATANA ET AL.
Table 3.
Structure and name of components of competency of computer teacher for vocation at vocational certificate level after adjust.
Domain Component Variable
1. Knowledge about Act of National Education
2. Knowledge about learning reform
3. Knowledge about educational philosophy
4. Knowledge about standard of teacher professional
1. Knowledge 1. General knowledge
about education
5. Knowledge about teacher ethics
6. Knowledge about curriculum of vocational certificate
2. Knowledge about
curriculum 7. Knowledge about curriculum of computer subject for vocation
8. Knowledge about curriculum development
9. Knowledge about teaching planning
10. Knowledge about teaching model as learner centered
11. Knowledge about various teaching forms
12. Knowledge about developmental psychology (teenage)
13. Knowledge about learning psychology
14. Knowledge about test construction
3. Knowledge about
teaching
15. Knowledge about learning evaluation
16. Knowledge about teaching form with e-Learning
4. Knowledge about
e-Learning and
e-Media
17. Knowledge about various electronic media for instruction such as Computer Aid
Instruction (CAI), and Web Based Instruction (WBI) for instance
18. Knowledge about development of various electronic media for instruction such as Computer Aid Instruction
(CAI), and Web Based Instruction (WBI) for instance
19. Knowledge about assembling and installing computer
20. Knowledge about equipment with driver such as printer and scanner for instance
2
5. Knowledge about IT
support
1. Knowledge about basic computer software installing such as Microsoft Office and OpenOffice.org for instance
22. Knowledge about installing operation system (OS) such as Microsoft Windows and Linux for instance
23. Knowledge about computer network system
24. Knowledge about computer maintenance
25. Basic knowledge about computer
26. Knowledge about principles of work, role and benefit of computer
27. Knowledge about using word compilation to prepare document for vocation such as Microsoft Word, and
OpenOffice.org Writer for instance
28. Knowledge about using program, and table program for vocation by emphasizing such as Microsoft Excel and
OpenOffice.org Calc for instance
5. Knowledge about IT
support
29. Knowledge about program utilization of presentation for vocation such as Microsoft PowerPoint,
OpenOffice.org Impress for instance
30. Knowledge about internet use to search information and communicate for vocation
31. Knowledge about principles and methods to solve problem with information technology process
6. Knowledge about
computer use
32. Knowledge about computer law and related law
33. Skill about teaching planning
34. Skill about instructional management as learner centered
35. Skill about selection of teaching method
36. Skill about application for developmental psychology (teenage)
37. Skill about application for learning psychology
38. Skill about test construction
7. Teaching skill
2. Skill
39. Skill about learning evaluation
40. Skill about instructional management e-Learning
8. Skill about
e-Learning and
e-Media
41. Skill about selection of electronic media for instruction
42. Skill about electronic media development for instruction
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P. LEEKITCHWATANA ET AL.
Copyright © 2013 SciRes.
352
Continued
Domain Component Variable
43. Skill about assembling and installing computer
44. Skill about installing equipment with driver
45. Skill about installing basic computer software
46. Skill about installing operational system (OS)
9. Skill about IT
Support
47. Skill about computer maintenance
48. Skill for using word compilation program to prepare document for vocation
49. Skill for using program and table program for vocation
50. Skill for using presentation program for vocation.
51. Skill for using internet to search information and communicate for vocation
10. Skill for using
computer
52. Skill for problem solving with IT process
53. Ethics of teacher professional
54. To be a person of learning
55. Achievement motive
56. Future oriented and self of control
11. Supportive
Affection to be a
Teacher
57. Attitude toward electronic media use for instruction
58. Attitude toward computer
59. Attitude toward internet
60. Attitude toward IT media
3. Affection
12. Affection in IT
61. Ethics in IT use
62. Readiness for change
Affect
Know
Skill
Com
Kno w1
Kno w2
Kno w3
Kno w4
Kno w5
Kno w6
Skill1
Skill2
Skill3
Skill4
Aff e c t 1
Aff e c t 2
1.000
0.983
0.855
0.653
0.681
0.838
0.794
0.760
0.791
0.876
0.809
0.836
0.718
0.939
0.877
Chi-Square = 30.542, df = 29, P-value = 0.387, RMSEA = 0.016
Chi-Square = 38.990, df = 28, P-value = 0.081, RMSEA = 0.044
Affec t
Know
Skill
Com
Know1
Know2
Know3
Know4
Know5
Know6
Skill1
Skill2
Skill3
Skill4
Affect1
Affect2
1.000
0.991
0.819
0.626
0.557
0.689
0.644
0.753
0.843
0.746
0.701
0.743
0.806
0.938
0.864
Figure 1.
Intent Competency Model.
Figure 2.
Actual Competency Model.
about e-Learning and e-Media, knowledge about computer use,
knowledge about IT Support, knowledge about curriculum and
general knowledge about education respectively. The factor of
skill were teaching skill, skill about IT Support, skill about
e-Learning and e-Media, and skill for using computer respec-
tively. The factor of affection were supportive affection to be a
teacher and affection in IT respectively. From Figure 2 and
Table 5, it was found that the model of actual competency of
computer teacher for vocation at vocational certificate level was
Congruent to empirical data of educational institutes under
OVEC at good level because every statistic value to measure
the confirmation passed every criterion. It illustrated that model
with good validity and it illustrated the structure of content in
questionnaire had good validity and it confirmed that teacher
competency composed of 3 factors from 12 sub-factors. The
important sequences of factors were knowledge, skill, and af-
fection respectively. Moreover, the important sequences of
sub-factors in each factor, the factor of knowledge were knowl-
P. LEEKITCHWATANA ET AL.
Table 4.
Results of the 2nd order CFA of intent competency.
Factor/Sub-factor Factor Loading Standard Factor Loading Prediction Coefficient (R2)Rank
Knowledge 1.000** 1.000** 1.000** 1
Skill 0.983** 0.983** 0.966** 2
Affection 0.855** 0.855** 0.731** 3
Know 1 (General knowledge about education) 0.374** 0.653** 0.426** 6
Know 2 (Knowledge about curriculum) 0.359** 0.681** 0.464** 5
Know 3 (Knowledge about teaching) 0.459** 0.838** 0.703** 1
Know 4 (Knowledge about e-Learning and e-Media) 0.520** 0.794** 0.630** 2
Know 5 (Knowledge about IT Support) 0.428** 0.760** 0.578** 4
Know 6 (Knowledge about computer use) 0.348** 0.791** 0.625** 3
Skill 1 (Teaching skill) 0.537** 0.876** 0.768** 1
Skill 2 (Skill about e-Learning and e-Media) 0.544** 0.809** 0.654** 3
Skill 3 (Skill about IT Support) 0.557** 0.836** 0.698** 2
Skill 4 (Skill for using computer) 0.346** 0.718** 0.516** 4
Affect 1 (Supportive Affection to be a teacher) 0.463** 0.939** 0.882** 1
Affect 2 (Affection in IT) 0.429** 0.877** 0.770** 2
2/df = 1.053, RMSEA = 0.016, GFI = 0.975, AGFI = 0.933, RMR = 0.006 and SRMR = 0.021
Note: **p < 0.01.
Table 5.
Results of the 2nd order CFA of actual competency.
Factor/Sub-factor Factor Loading Standard Factor Loading Prediction Coefficient (R2) Rank
Knowledge 1.000** 1.000** 1.000** 1
Skill 0.991** 0.991** 0.983** 2
Affection 0.819** 0.819** 0.671** 3
Know 1 (General knowledge about education) 0.375** 0.626** 0.392** 5
Know 2 (Knowledge about curriculum) 0.312** 0.557** 0.310** 6
Know 3 (Knowledge about teaching) 0.355** 0.689** 0.475** 3
Know 4 (Knowledge about e-Learning and e-Media) 0.452** 0.644** 0.414** 4
Know 5 (nowledge about IT Support) 0.487** 0.753** 0.568** 2
Know 6 (Knowledge about computer use) 0.423** 0.843** 0.710** 1
Skill 1 (Teaching skill) 0.426** 0.746** 0.557** 2
Skill 2 (Skill about e-Learning and e-Media) 0.543** 0.701** 0.492** 4
Skill 3 (Skill about IT Support) 0.579** 0.743** 0.552** 3
Skill 4 (Skill for computer using) 0.502** 0.806** 0.650** 1
Affect 1 (Supportive Affection to be a teacher) 0.510** 0.938** 0.879** 1
Affect 2 (Affection in IT) 0.470** 0.864** 0.746** 2
2/df = 1.392, RMSEA = 0.044, GFI = 0.968, AGFI = 0.912, RMR = 0.011 and SRMR = 0.031
Note: **p < 0.01.
edge about computer use, knowledge about IT Support, knowl-
edge about teaching, knowledge about e-Learning and e-Media,
general knowledge about education, and knowledge about cur-
riculum respectively. The factors of skill were skill for using
computer, teaching skill, skill about IT Support, and skill about
e-Learning and e-Media respectively. The factors of affection
were supportive affection to be a teacher and affection in IT
respectively.
Copyright © 2013 SciRes. 353
P. LEEKITCHWATANA ET AL.
Results of Calculation of Reliability with α Formula of
Cronbach
The intent competency of knowledge, skill, and affection
were 0.96, 0.97 and 0.96 and actual competency were 0.95,
0.95 and 0.95 respectively as shown in Table 6.
Conclusion
Results of factor analysis of competency of computer teacher
at vocational certificate level from expert data with EFA, it was
found that the 62 studied variables from 6 prototype compo-
nents covering in 3 domains, that were able to group as com-
ponent with eigenvalue more than 1.000 with 14 components
and the whole components were able to explain the whole
variables with 81.719 percents and factor loading of each vari-
able between 0.430 to 0.902. Afterward, 62 variables were
minor adjusted the new structure component to be 12 compo-
nents in the same 3 domains that were knowledge, skill and
affection. Those 12 components were general knowledge about
education, knowledge about curriculum, knowledge about
teaching, knowledge about e-Learning and e-Media, knowledge
about IT support, knowledge about computer use, teaching skill,
skill about e-Learning and e-Media, skill about IT support, skill
for using computer, supportive affection to be a teacher and
affection in IT.
Results of examination the quality of questionnaire on com-
petency of computer teacher for vocation at vocational certifi-
cate level from educational institute data.
1) It was found that the 12 competency components covering
3 competency domains including knowledge, skill and affection
obtained from EFA in term 7.1, these had good construct valid-
ity because the model was congruent to empirical data at good
level in both dimensions of intent and actual competencies with
statistical value passed as the followings.
a) Model of intent competency had Chi-square value with no
statistical significance (p = 0.387), RMSEA = 0.016, GFI =
0.975, AGFI = 0.933, RMR = 0.006, and SRMR = 0.021. The
important sequence of factors from most to less were knowl-
edge, skill and affection respectively.
b) Model of actual competency had Chi-square value with no
statistical significance (p = 0.081), RMSEA = 0.044, GFI =
0.968, AGFI = 0.912, RMR = 0.011, and SRMR = 0.031. The
important sequence of factors from most to less were knowl-
edge, skill and affection respectively.
2) Moreover, it was found that the questionnaire had high re-
liability in both dimensions as the followings.
a) Reliability of intent competency in terms of factors with
initiation 0.96 - 0.97 and in terms of sub-factor with initiation
0.85 - 0.98.
b) Reliability of actual competency in terms of factors with
0.95 in 3 domains and in terms of sub-factor with initiation 0.78
- 0.95.
Discussion
Results of factor analysis of competency of computer teacher
at vocational certificate level, it was found that the 62 studied
variables were able to be grouped into 14 components and each
component had eigenvalue more than 1. Moreover, the whole
components were able to explain the variation of whole vari-
able with 81.719 and factor loading of each variable had value
with initiation 0.430 to 0.902. This indicated that the variables
are able to use for studying competency of computer teacher at
vocational certificate level since these variables had document
and research support. The documents and related literatures
were wide reviewed therefore the important variables was ob-
tained with congruence and covering large structure of 3 com-
petency domains included document and research.
The whole 62 variables are able to group into 14 components,
then there is minor structural component adjusted for more
Table 6.
Results of calculation of reliability of questionnaire classified by dimension in terms of factors and sub-factors.
Reliability (α)
Factor/Sub-factor
Intent Competency Actual Competency
Knowledge 0.96 0.95
Skill 0.97 0.95
Affection 0.96 0.95
Know 1 (General Knowledge about education) 0.91 0.87
Know 2 (Knowledge about curriculum) 0.85 0.78
Know 3 (Knowledge about teaching) 0.92 0.88
Know 4 (Knowledge about e-Learning and e-Media) 0.94 0.90
Know 5 (Knowledge about IT Support) 0.94 0.91
Know 6 (Knowledge about computer use) 0.92 0.89
Skill 1 (Teaching skill) 0.96 0.92
Skill 2 (Skill about e-Learning and e-Media) 0.91 0.92
Skill 3 (Skill about IT Support) 0.98 0.95
Skill 4 (Skill for computer using) 0.94 0.94
Affect 1 (Supportive Affection to be a teacher) 0.94 0.90
Affect 2 (Affection in IT) 0.96 0.92
Total 0.98 0.98
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354
P. LEEKITCHWATANA ET AL.
proper to be 12 components from the whole 62 variables cov-
ering 3 domains. Afterward these components and variables
were used for constructing the questionnaire on teacher compe-
tency for educational institute and these were examined for
construct validity with the 2nd order CFA to confirm 2 issues as
the followings.
1) To confirm 12 adjusted components, these were arranged
into 12 sub-factors in 3 factors.
2) To confirm 3 factors, these composed to be the whole
competency.
Results of examination the quality of questionnaire on com-
petency of computer teacher at vocational certificate level for
educational institute; it was found that questionnaire had good
construct validity and high reliability. The 2nd order CFA of
competency composed of 12 sub-factors and 12 sub-factors
were grouped into 3 factors included knowledge, skill and af-
fection. These were factor of competency since the model was
congruent to empirical data of educational institutes at good
level both intent and actual competencies. Owing to the vari-
ables and factor were introduced to construct questionnaire had
documents and related literature support and it was analyze
with EFA, therefore when these were used to analyze with 2nd
order CFA, then it was found that construct validity was at
good level.
Considering the importance of 3 factors, it is obviously seen
that competency in domains of knowledge and skill are very
important as the first and the second orders with factor loading
almost similar. This is congruent to the importance of knowl-
edge and skill for IT use in accordance with objective of train-
ing in model of professional teacher skill development in aspect
of IT use of Downes et al. (2002).
The factor in this research is congruent to the research results
of Leekitchwatana (2010) who studied on factor of competency
of IT teacher at lower secondary school level and found 3 do-
mains of knowledge, skill, and affection. The sub-factor in this
research were found 12 sub-factors but she found 10 sub-fac-
tors with differences in factor of knowledge and skill of subject
teaching but at vocational certificate level would have more
sub-factors than lower secondary school level.
Furthermore, it is also go along with research results of Ju-
lachoo (2005) who studied competency tendency of IT teacher
by using Delphi technique and found that the competency ten-
dency of IT teacher at third level in 3 domains included knowl-
edge, practice skill and attitude. In addition, it is congruent to
study of Boonserm (2003) who studied factor of competency of
art teacher at primary school level by the 2nd order CFA and
found 2 principal factors and 7 sub-factors. The congruent fac-
tors are academic, teaching skill, moral and ethic aspect, art
knowledge aspect, and art skill aspect. The two last factors are
knowledge and skill that are the same as this research results.
Recommendations
Recommendations from the Research Results
Factor of competency of computer teacher for vocation from
this research results had the document and related literature
support and was examined the validity by factor analysis 2
times that were EFA and the 2nd order CFA. It was found that
there was content validity therefore, it is able to study compe-
tency of computer teacher for vocation both intent and actual
competencies.
Questionnaire on competency of computer teacher for voca-
tion construct had good quality since it had good construct va-
lidity and high reliability, therefore, it is able to study compe-
tency of computer teacher for vocation both intent and actual
competencies.
Recommendations for Further Research
Factor of competency of computer teacher for vocation from
this research results was emphasized to be proper for teacher
who is teaching if one wants to use the component regarding to
extensive role of teacher or more complex role than this, it
might be added competency of teacher in other domains such as
researcher and head of work unit of computer/ IT for instance,
therefore in order to congruent and cover with role and function
of information technology teacher who has higher position
and/or more responsibility, the adjusted component might use
to examine the new construct validity by using EFA and/or
CFA.
The variables and factors of competency of computer teacher
in this research is proper for study competency of computer
teacher for vocation, therefore if one wants to study compe-
tency of computer teacher in other subjects or other levels, it
needs to adjust the variables and factors to be proper with con-
tent or context of that educational level, particularly variables
and factors in domains of computer knowledge and skill be-
cause different subjects or different education levels of learner
and different roles and functions of teacher, therefore the ad-
justed variables and factors can be used by examining the new
construct validity and analyzing with EFA and/or CFA.
Acknowledgements
The researchers would like to express gratitude to the Higher
Education Research Promotion and National Research Univer-
sities, Office of the Higher Education Commission, Thailand
for supporting this study. In addition, We are deeply indebted
to the Faculty of Industrial Education and King Mongkut’s
Institute of Technology Ladkrabang (KMITL) for giving us the
opportunity to complete this study. Finally, we would like to
give our special thanks to all the experts and educational insti-
tutes which were a part in this study and enabled us to complete
this work.
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