The Relationship between Functional Competency and Effectiveness Performance of the Educators at Public Universities in the Northeast
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Abstract
This research aimed to 1) examine functional competency of the educators at public universities in the northeast, 2) study the relationship between functional competency and effectiveness performance of the educators at public universities in the northeast, and 3) find out the prediction equations of functional competency that influenced effectiveness performance of the educators at public universities in the northeast. The samples were 365 educators from eight universities in the northeast region. They were selected through the stratifiedrandom sampling technique. The research tools consisted of ranking questionnaires and five-level rating scale questionnaires, with discrimination ranging from 0.31 to 0.86 and reliability of 0.96. The statistics used included percentage, mean, standard deviation and stepwise multiple regression analysis.
The findings revealed that:
1. Educators’ opinions about functional competency, in overall and individual aspect considerations, were at the high level. Their opinions about the aspects of functional competency arranged in order from the highest to the lowest score were as follows: analytical thinking (X1), organizational awareness (X4), proactiveness (X3), concern for order (X2), and conceptual thinking (X5). Overall consideration suggested that their opinions about effectiveness performance were rated at the high level. Individual aspect consideration revealed that all aspects of effectiveness performance were also rated at the high level including punctuality, workload, and quality of work-- arranged from the highest to the lowest score.
2. According to the relation analysis, functional competency concerning the aspects, namely, concern for order (X3), proactiveness (X2), organizational awareness (X4) and analytical thinking (X1) had positive relation with effectiveness performance of the educators at public universities in the northeast at the.01 level of significance. The correlation coefficients of these four aspects were 0.763, 0.726, 0.725 and
0.716, respectively.
3. The variables that best predicted the effectiveness performance of the educators were concern for order (X3), analytical thinking (X1), organizational awareness (X4) and proactiveness (X2). The prediction equations could be shown as the following.
Raw Score Regression Equation
Y/ = .483 + .326 X3 + .224 X1 + .227 X4 + .129 X2
and Standardized Score Regression Equation
Z/Y = .331 Z3 + .223 Z1 + .213 Z4 + .127 Z2
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