Analysis of the Competency Components of English Teachers using the Digital Age Learning Management Approach

Abstract

This research aims to develop performance indicators for English language teachers based on digital  age learning management guidelines, to study the performance level of English language teachers based on these same  guidelines, and to compare English language teacher performance indicators among teachers with different  backgrounds. Data analysis using content analysis to develop indicators and competency measurement models for  English language teachers in the digital age. Content validity analysis by finding the IOC index. The reliability was  analyzed by finding Cronbach’s alpha coefficient using the SPSS program, analyzing basic statistics, and analyzing  the components using Factor Analysis. The study group for this research consisted of 750 teachers from the Office of the Basic Education Commission, the Department of Local Administration, the Office of the Private Education Commission, and the Office of Non-Formal Education. This group was used to develop indicators of English teacher competency based on the digital learning management approach and was selected using a multi-stage random sampling technique.

 The research results are as follows: Analysis of the components of English  language teachers' competence according to the learning management guidelines in the digital age from the collection  of empirical data from relevant parties resulted in 2 important components and 28 indicator behaviors. The first  component is competence in integrating language knowledge with modern English language learning management.  There are 12 indicators. And the second component is competence in integrating the natural foundations of modern  learners with creating motivation for learners to learn, with 16 indicators.