Inquiring the most critical teacher's technology education competences in the highest efficient technology education learning organization

Abstract

Under the hyper-dynamic education situation, this research, in order to comprehensively explore the interplays between Teacher Competence Demands (TCD) and Learning Organization Requests (LOR), cross-employs the data refined method of Descriptive Statistics (DS) method and Analysis of Variance (ANOVA) and Principal Components Analysis (PCA) approaches to cross-analyze the empirical questionnaires of senior high schools in Changhua and Taichung regions in Taiwan from four brief analytical perspectives, including Individual Demand Competency (IDC), Professional Knowledge Competency (PKC), Resource Satisfaction Competency (RSC) and Cooperative Relationship Competency (CRC). Based on the results of evaluated measurements, the four most decisive TCDs for constructing the potential LOR are "reading competency for IDC", "cross-subjects and empirical teaching competencies for PKC", "convincing competency for RSC" and "cooperative competency" which is the most ponderable contribution of this research. Furthermore, in order to survive in the lowest birth-rate and highest democratic-rights education era, Taiwanese senior high schools must concretely put more school's administrative resource and aggressively collect more sponsoring from non-for-profit education organizations and governmental education departments to provide a series of empirical and digital on-job certificate programs and training license courses to assist teachers to nurture these most critical TCDs including reading, cross-subjects and empirical teaching, convincing and cooperative.