Competency-Based Assessment of Teachers' Learning Needs in Electronic Learning Environments: Evidence from the University of Tehran
TL;DR
The findings highlight the importance of all four competency areas, with skills being identified as the top priority, and offer a structured framework for prioritizing teachers’ learning needs, which can support decision-making and planning in teacher development for online education settings.
Abstract
This research set out to identify and rank the learning needs of university teachers in e-learning environments, using a competency assessment framework at the University of Tehran. This study distinguishes itself through the development and validation of a four-dimensional competency model, covering knowledge, attitudes, skills, and abilities, designed to reflect the cultural and organizational realities of higher education in developing countries. The study employed a mixed-methods approach, including literature review, expert consultations, and confirmatory factor analysis. Data were gathered from a group of 201 teachers, chosen through stratified random sampling. The survey tool used showed strong content validity and high reliability, with a total Cronbach’s alpha of 0.953. The findings highlight the importance of all four competency areas, with skills being identified as the top priority. The results also offer a structured framework for prioritizing teachers’ learning needs, which can support decision-making and planning in teacher development for online education settings.