96 2022, XXV, 1
Business Adminis a ion and Managemen
10.15240/ ul/001/2022-1-006
THE COMPETENCY-BASED TRAINING
& ASSESSMENT, AND IMPROVEMENT
OF TECHNICAL COMPETENCIES AND
CHANGES IN PEDAGOGICAL BEHAVIOR
Saba Khan1, Rizwan Raheem Ahmed2, Dalia S eimikiene3,
Jus as S eimikis4, Munsi Ali Ja oi5
1 TVET Sec o Suppo P og amme, Technical Ad iso Moni o ing & E alua ion and P og amme Managemen ,
Pakis an, ORCID: 0000-0002-0147-6487, [email p o ec ed];
2 Indus Uni e si y, Facul y o Managemen Sciences, Pakis an, ORCID: 0000-0001-5844-5502,
[email p o ec ed];
3 Li huanian Spo s Uni e si y, Ins i u e o Spo Science and Inno a ions, Li huania, [email p o ec ed] (co esponding
au ho );
4 Uni e si y o Economics and Human Science in Wa saw, Facul y o Managemen and Finances, Poland,
[email p o ec ed];
5 Salim Habib Uni e si y, Depa men o Bio-Medical Enginee ing, Pakis an, ORCID: 0000-0002-9265-3898,
[email p o ec ed].
Abs ac : This esea ch aims o analyze he imp o emen o echnical compe encies and changes
in pedagogical beha io on compe ency-based aining and assessmen . We de eloped a modi ied
concep ual model wi h he help o p e ious li e a u e. We examined he impac o compe ency-based
aining & assessmen on adi ional eaching me hodologies, p ac ical eaching s a egies, echnical
knowledge, and pedagogical & echnical componen s as ou come a iables. We also inco po a ed
beha io & psychological aspec s o eache s as media o s in ou modi ied concep ual model and
examined he media ion be ween exogenous and endogenous a iables. We ha e collec ed he
da a o 458 esponden s using a modi ied s uc u ed ques ionnai e om public and p i a e eache s
o Sindh echnical and oca ional ins i u ions online om di e en egions o Sindh, Pakis an. Fo
he da a analyses, we employed SEM-based mul i a ia e echniques. The indings exhibi ha he
di ec ela ionship be ween compe ency-based aining & assessmen (independen a iable) has
a signi ican and posi i e in luence on adi ional eaching me hodologies, p ac ical eaching s a egies,
echnical knowledge, and pedagogical & echnical componen s as ou come a iables. Simila ly, he
indings u he concluded ha beha io & psychological aspec s a e po en media o s be ween
compe ency-based aining & assessmen and adi ional eaching me hodologies, eaching-lea ning
abili ies, p ac ical eaching s a egies, echnical knowledge, and pedagogical & echnical componen s
as ou come a iables. Hence, he beha io & psychological aspec s o eache s is a i al ac o ha
accele a es he impac o compe ency-based aining & assessmen on he dependen a iables. The
ou comes o his esea ch a e impe a i e heo e ical and p ac ical implica ions, which may guide he
di ec ion o u u e esea che s and policymake s o oca ional aining and educa ion.
Keywo ds: Compe ency-based aining & assessmen , adi ional eaching me hodologies,
p ac ical eaching s a egies, echnical knowledge, pedagogical & echnical componen s, beha io
& psychological aspec s.
JEL Classi ica ion: C12, C42, I21.
APA S yle Ci a ion: Khan, S., Ahmed, R. R., S eimikiene, D., S eimikis, J., & Ja oi, M. A.
(2022). The Compe ency-based T aining & Assessmen , and Imp o emen o Technical
Compe encies and Changes in Pedagogical Beha io . E&M Economics and Managemen ,
25(1), 96–112. h ps://doi.o g/10.15240/ ul/001/2022-1-006
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In oduc ion
Teache s’ aining is one o he c i ical and
sus ainable de elopmen goals in echnical
educa ion & oca ional aining (TVET) o
p omo e employabili y and up-g ada ion o
expe ise and skills o inc ease indus y-
d i en educa ion p ac ices and compe encies
o up- o-da e quali y o aining and educa ion
p o ision (Kennedy e al., 2021). Howe e ,
he compe ency-based aining & assessmen
(CBT&A) app oach o imp o emen o eache
aining is based on CBT&A cu icula on
equisi e skills. The compe ency-based aining
& assessmen (CBT&A) app oach allows
oca ional educa ion eache s o egula e
upda ed esou ces and lea ning equi emen s
be e and e icien manne (Ahmed &
Sayed, 2021). P o essional de elopmen and
con inuous aining o he eache s a e i al
o he implemen a ion o compe ency-based
aining & assessmen (CBT&A) deli e y in
Pakis an (Ahmed & Sayed, 2021). Suda sono e
al. (2021) a gue ha TVET is he mul idisciplina y
wo kplace-based app oach, equi ing up-skilling
o lexible eache s and accep ing he change
o indus y demanded quali ica ions. The
echnical educa ion & oca ional aining (TVET)
g adua es go di ec ly in o he labo ma ke and
indus y, hus capaci a ing eache s only on
pedagogical knowledge de icien hem iden ical
and indus ial expe ise (Wildeman e al., 2021).
Yunos e al. (2017) ound ha indus ies a e he
main p ima y holde o eache s’ p o essional
de elopmen in oca ional educa ion because
o he swi de elopmen and change wi hin he
en i onmen al haza ds o he indus ial complex.
Pakis an echnical educa ion & oca ional
aining (TVET) e o m was ini ia ed in 2011
wi h he Ge man Fede al Minis y o Economic
Coope a ion (BMZ) and he Eu opean Union o
impa a dual- aining-based TVET cu iculum
(Ahmed & Sayed, 2020). Skilling eache s
need hands-on aining, i s ly pedagogy
aining on he compe ency-based cu iculum
and hen mas e ing hem on echnical
compe encies o cascade he compe encies
in hei s uden s (Ahmed & Sayed, 2021).
T aining he eache s on a skills-based module
ensu es p oducing a highly skilled wo k o ce
o imp o e go e nance, ele ance, and quali y
measu es (Cong & Wang, 2012). Zineb e
al. (2017) poin ou ha aining is he d i ing
o ce o he compe ency-based app oach
o he employmen o g adua es, which is
linked o he wo ld o wo k oppo uni ies. The
eason o in oducing a compe ency-based
app oach in echnical and oca ional educa ion
is o ensu e good aining deli e y pa allel o
indus y p ac ices. Fu he mo e, aining o
TVET eache s on new skills enables e sa ili y
and excels g adua e o s uden s on equisi e
indus y skills (Ca es e al., 2021).
Imp o ed compe ency-based aining &
assessmen (CBT&A) cu iculum has become
a co e componen o TVET (Maknun e al., 2021).
Pakis an’s na ional oca ional quali ica ion
amewo k (NVQF) has i e le els on which skill
up-g ada ion aining is impa ed o eache s
(Oma e al., 2020). To p oduce indus y
demanded g adua es in oca ional ins i u ions,
p io i y should be gi en o subjec specialis s.
Mos o he eache s employed possessed
echnical skills bu lacked he p o essional
capaci y o unde ake compe ency-based
aining & assessmen (Ismail e al., 2020).
Thus, his s udy will ocus on he ins uc o s’
s a egies and aining ou comes o upg ade
he ele ancy o he echnical and heo e ical
cu iculum. Imp o e he eaching quali y o
echnical educa ion & oca ional aining
(TVET) eache s will ul ima ely aise he quali y
o echnical and oca ional educa ion (Susan i
e al., 2020). Whe eas na ional go e nmen
policies ha e con e ged s ong expec a ions
in hei TVET sys ems, hey o en in e ene
wi h high-le el go e nmen p o isions (Oma
e al., 2020). Change o go e nmen con ex
in luences TVET policies, which s ongly a ec
oca ional lea ning and eaching p ac ices.
Changes wi hin he sys em a e apid and
equen , challenging ins uc o s (Skiba, 2020;
Zinn e al., 2019).
The p oposed s udy analyzes he eache s’
beha io s on echnical knowledge, p o essional
de elopmen , pedagogical skills, eaching-
lea ning abili ies o oca ional & educa ional
eache s as e iewed in he li e a u e (Csíkos
e al., 2018). Fu he , he s udy e iews
adi ional eaching me hodologies, echnical
lea ning abili ies, p ac ical eaching s a egies,
echnical knowledge and pedagogical eaching
componen s as dependen a iables, and
phycological and beha io al componen s as
media o s.
1. Theo e ical Backg ound
P o essional de elopmen and con inuous
aining o he eache s a e i al o he
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Business Adminis a ion and Managemen
implemen a ion o compe ency-based aining
& assessmen (CBT&A) deli e y in Pakis an
(Ismail e al., 2020). CBT has gained
subsequen impo ance in bo h de eloping
and indus ialized na ions. Teaching & lea ning
design o compe ency-based aining is
necessa y a mic o and mac o-le el ins i u ions
(Domínguez-Vale io e al., 2019). The cu en
esea ch mainly ocuses on he mac o-le el
echnical educa ion & oca ional aining (TVET)
sys em. Mos in e na ional esea ch shows
ha TVET ins uc o s a e esh g adua es o
ha e been in he same posi ion in an ins i u e
o ages, hus lacking indus ial exposu e and
expe ience (Lai e al., 2019).
1.1 Compe ency-based T aining &
Assessmen
T an and Nyland (2013) de ine compe ency-
based aining in oca ional and echnical
educa ion as knowledge, skills, a i ude,
beha io , and ac ion essen ial o di ec
compe encies and acqui ed s anda ds needed
in he labo ma ke . Whe eas, Zineb e al. (2017)
and Ahmed and Sayed (2021) commen ha
dual aining is one o he main componen s o
he compe ency-based aining & assessmen
(CBT&A) app oach, designed o i aining
employees. CBT cu iculum is an ex ensi e
aining p og am o he capaci y building o he
in o mal educa ion sec o , a Ge man module o
aining in he echnical and oca ional educa ion
sys em o employe -led aining-o ien ed
sys em (Yunos e al., 2019). Pakis an echnical
educa ion & oca ional aining (TVET) e o m
s a ed in 2011 on he OECD model, which is
known as he na ional oca ional quali ica ion
amewo k (NVQF) ha was de eloped in
2013 o de elop CBT quali ica ions (Ahmed &
Sayed, 2021) om le el 1–5 on indus y-d i en
ades o assess he ou come o g adua es
on knowledge & skills and unde s anding &
esponsibili ies o he labo ma ke (Ismail e al.,
2020; Dymock & Tyle , 2018).
1.2 Compe ency-based T aining
& Assessmen (CBT&A) and
T adi ional Teaching Me hodologies
Technical educa ion & oca ional aining
(TVET) eache s ha e been he key playe s
in he undamen al o e haul o he oca ional
educa ion sys em in Pakis an (Ahmed & Sayed,
2020). Acco ding o Csíkos e al. (2018),
judgemen s o eache s in enhancing hei
ca ee and p og ess in p o essional g ow h as
examining he egula ions o he sys em ha
how i can be e assess he eache s. Se e al
s udies ha e been ca ied ou in Malaysia
on echnical educa ion & oca ional aining
(TVET) eache s’ aining; o ins ance, Aziz e
al. (2019), Yunos e al. (2019), and Ismail e al.
(2017) explained ha eache s’ compe ency and
skills a ec s uden s’ p og ess in TVET aining
and e eal ha echnical and pedagogical
skills aining imp o e echnical educa ion &
oca ional aining (TVET) eache s. Se n e al.
(2018) and Mohamad e al. (2009) p o ed ha
eache s eaching adi ional me hodologies
ha e limi ed o no exposu e o wo k-based,
p ojec -based and blended lea ning concep s.
The lack o p e-se ice and in-se ice
aining and con inuous deli e y on adi ional
cu iculum c ea ed a signi ican gap in he
lea ning ou come o s uden s’ pe o mances,
which a e inadequa e o employabili y (Zinn
e al., 2019; San osa & Muchlas, 2017).
H1: CBT&A has a signi ican & posi i e
impac on adi ional eaching me hodologies
( eaching).
1.3 Compe ency-based T aining &
Assessmen (CBT&A)
and Teaching Lea ning Abili ies
Mos in e na ional esea ch shows ha
echnical educa ion & oca ional aining
(TVET) ins uc o s a e esh g adua es o
ha e been in he same posi ion in an ins i u e
o ages (Reid, 2017), hus lacking indus ial
exposu e and expe ience (Pa yono, 2017).
The incompe ence o he co po a e cul u e
amongs TVET blocked p ac ical insigh s o
ope a ional cul u e o g adua es (Sa i & Senia i,
2017). Oma e al. (2020) emphasized ha he
go e nmen ocuses on skilling TVET eache s
in induc ion p og ams o equip hem wi h he
la es indus ial ends and demands ins ead o
unskilled human esou ces. On he o he hand,
Ismail e al. (2017) s a ed ha people belie e
TVET eache s ained on he compe ency-
based cu iculum in e alua ion and assessmen
ha e he maximum abili y o demons a e
skills and enhance con inuous lea ning and
knowledge. Wildeman e al. (2021) a gue
ha basic p ac ices sugges ha eache s’
pe cep ion, lea ning, and beha io in luence
class oom eaching and di ec ly a ec s uden s’
pe o mances. Oma e al. (2020) e lec ha
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Business Adminis a ion and Managemen
he TVET en i onmen is highly p ac ical-
based and de e mines he skills lea ned by he
g adua es needed o he wo k o ce in he labo
ma ke . The e o e, cu icula augh in echnical
educa ion & oca ional aining (TVET)
ins i u ions enhance hei cumula i e p ac ical
and heo e ical knowledge (Zineb e al., 2017;
Be e bo g e al., 2015).
H2: CBT&A has a signi ican & posi i e
impac on eaching-lea ning abili ies (lea ning).
1.4 CBT&A and Technical T aining
and Technical Knowledge
Compe ency-based cu iculum imp o emen in
oca ional and echnical aining and educa ion
has gained mo e a en ion in de eloping and
indus ialized coun ies (Cong & Wang, 2012).
The cu en esea ch in echnical & oca ional
educa ion and aining (TVET) p ima ily ocuses
on he mac ole el TVET sys ems (Sa i & Senia i,
2017). The e is a clea di e ence be ween he
pedagogical and p ac ical esou ces used in he
oca ional ins i u es, which a e a pa wi h hose
used in he indus ial sec o (Zinn e al., 2019).
Zineb e al. (2017) in oduced compe ency-
based aining in oca ional eaching o ea ly
specializa ion in indus y-d i en ades. I is
based on h ee ypes o aining, coope a i e,
wo k-based and ins i u ional. T an and Nyland
(2013) and Oma e al. (2020) analyzed he
ela ionship be ween knowledge, skills, and
a i ude (compe ency ai s) wi h p ac ical-
based lea ning. They demons a ed ha
holis ic ai s empowe echnical educa ion &
oca ional aining (TEVT) eache s’ knowledge
and inculca e skills and a i ude ai s among
s uden s when en e ing he job ma ke . Thus,
wo cen al hypo heses de i ed om he abo e
discussions:
H3: CBT&A has a signi ican & posi i e
impac on he e ec i eness o echnical aining
on he p ac ical eaching s a egies and a i ude
(p ac ical).
H4: CBT&A has a signi ican & posi i e
impac on p epa edness in pedagogical s yle
and echnical knowledge ( echnical knowledge).
1.5 CBT&A and Pedagogical
and Technical Componen s
A esea ch wo k o Baqadi e al. (2011)
has men ioned he necessa y adjus men s
be ween oca ional educa ion and wo kplace
equi emen s ha should be ocused on
au hen ic and p ac ical knowledge on
echnological de elopmen s and ends applied
in a ious indus ies. In Pakis an majo i y o
he eache s employed possessed echnical
skills bu lacked he p o essional capaci y
de elopmen o unde ake compe ency-based
aining & assessmen (Ahmed & Sayed, 2021).
The wo kplace-based aining app oach aims
a de ia ing om he adi ional school-based
aining by in eg a ing a compe ency-based
aining (CBT) cu iculum wi h he wo kplace o
c ea e a di e en lea ning pa adigm (Osman &
Kamis, 2019; Powell e al., 2011). In Pakis an,
echnical educa ion & oca ional aining
(TVET) eache s a e ained in indus ial and
class oom aining h ough a blended li e-long
lea ning app oach (Ahmed & Sayed, 2020).
Ag awal (2017), and Ome e al. (2020) clea ly
s a e ha compe en and ained eache s a e
sui able o deli e compe ency-based aining &
assessmen (CBT&A) cu icula which a e 70%
p ac ical and 30% heo e ical i hey ha e been
ained.
H5: CBT&A has a signi ican & posi i e
impac on pedagogical and echnical
componen s (pedagogy).
1.6 CBT&A and Psychological Beha io
As Ayiah-Mensah e al. (2014) and F ei e and
Giang (2012) de ined, educa ion psychology
is a scien i ic me hod used o unde s and he
a ie y o cha ac e is ics o eache s, lea ning
asks, and adap abili y in educa ional se ings
o in e ac collec i e human beha io . Acco ding
o Ame ican Physological Associa ion (APA), in
1997, beha io based on 14 lea ne -cen e ed
p inciples o judge he physical, social, lea ne ,
cogni i e, and emo ional ac o s a e some
ac o s (Obwoge e al., 2016; Siahaan e al.,
2021). Ib ahim e al. (2015), Siahaan e al.
(2021), and Powell e al.’s (2011) empi ical
in es iga ion en isage beha io in luences
ealis ic human assump ions abou social
in e ac ion, human cogni ion, and emo ions,
a ec ing decision-making based on a ious
human beha io pe spec i es.
1.7 Media ion o Beha io &
Psychological Aspec s
The p e-expe imen al esea ch by Kennedy e
al. (2021) and Oma e al. (2020) shows ha
eache well-being plays an essen ial ole in
s uden s’ well-being. I poin s ou ha social-
emo ional de elopmen and men al heal h
posi i ely a ec hei p o essional g ow h and
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Business Adminis a ion and Managemen
concludes ha eache s’ sel -e icacy has
a posi i e ela ionship wi h o ganiza ional
commi men , job sa is ac ion, s uden -
eache ela ionship, and wo k ela ionship
sa is ac ion. Acco ding o Sa i and Senia i
(2017) and Ta şancil and Yalçin (2016),
p o essional commi men media es posi i ely o
o ganiza ional commi men and ice e sa in an
educa ional se ing. On he o he hand, Yunos
e al. (2018), La endels e al. (2012) e lec
wo k bu nou and psychological empowe men
o media e p o essional ecogni ion. They
pa ially media e he wo k p essu e and wo k
s ess. Reid (2017) wo ks on he phenomenon
o pa icula s a aining p ocedu es o
analyze he pe o mance and compe ency
o ained people beha io on ou di e en
s a egies: modeling s a egies, pe o mance
p ac ice, ins uc ion, and eedback. P e ious
li e a u e ad oca es he media ion o beha io
& psychological aspec s as a po en media o ,
such as Cummings e al. (2020), Reddy e al.
(2011), Yunos e al. (2017), and S olia chuk
(2020). Thus we ha e amed he ollowing
hypo heses:
H6A: Beha io & psychological aspec s
ha e a signi ican media ion be ween CBT&A
and adi ional eaching me hodologies.
H6B: Beha io & psychological aspec s
ha e a signi ican media ion be ween CBT&A
and eaching-lea ning abili ies.
H6C: Beha io & psychological aspec s
ha e a signi ican media ion be ween CBT&A,
and p ac ical eaching s a egies & a i ude.
H6D: Beha io & psychological aspec s
ha e a signi ican media ion be ween CBT&A
and echnical knowledge.
H6E: Beha io & psychological aspec s
ha e a signi ican media ion be ween CBT&A
and pedagogical and echnical componen s.
1.8 Concep ual F amewo k o he S udy
We ha e de i ed a modi ied concep ual
amewo k and ques ionnai e om he p e ious
li e a u e. Howe e , he modi ied concep ual
ame is de i ed om p e ious s udies, such as
Zinn e al. (2019), Ahmed and Sayed (2020),
Baqadi e al. (2011), Mohamad e al. (2009),
Skiba (2020), Zineb e al. (2017), Ismail e al.
(2017), Oma e al. (2020), Csíkos e al. (2018),
and Yunos e al. (2019). Finally, i ems o he
media ing a iable beha io we e ex ac ed om
he p e ious li e a u e, o ins ance, Sa i and
Senia i (2017), S olia chuk (2020), Be e bo g
e al. (2015), and Yunos e al. (2017). Fig. 1
demons a es he g aphical ep esen a ion o
he modi ied concep ual amewo k.
Fig. 1: Modi ied concep ual model o he unde aken s udy
Sou ce: own
Media ing a iable Dependen a iables
Beha io &
psychological aspec s
T adi ional eaching
me hodologies
Teaching lea ning
abili ies
P ac ical eaching
s a egies
Technical
knowledge
Pedagogical &
echnical
componen s
Independen a iable
Compe ency-based
aining
& assessmen
(CBT&A)
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2. Resea ch Me hodology
2.1 Resea ch Design and Scaling
The s udy is in ended o analyze he s uc u al
and beha io al changes and p o ide e idence
on which he compe ency-based aining &
assessmen (CBT&A) aining p og am o
skills up-g ada ion o eache s is based on
he oca ional educa ion sys em o Pakis an
and speci ically in he p o ince o Sindh. I is
c oss-sec ional and quan i a i e and op ed
deduc ed echnique o comple e he s udy
p ocess. The main i ems we e aken om he
p e ious li e a u e. The i ems o compe ency-
based aining & assessmen we e a ained
om he p e ious li e a u e, such as Yunos
e al. (2019), Dymock and Tyle (2018), T an
and Nyland (2013), and Ahmed and Sayed
(2021). The measu emen scales o adi ional
eaching me hodologies a e ex ac ed om
he p e ious li e a u e, o ins ance, Aziz e al.
(2019), Yunos e al. (2019), Se n e al. (2018),
and Mohamad e al. (2009). The measu emen
scales o eaching-lea ning abili ies a e aken
om p e ious s udies (Pa yono, 2017; Reid,
2017; Wildeman e al., 2021). Simila ly, he
modi ied i ems o echnical aining & echnical
knowledge we e ex ac ed om Cong and
Wang (2012), Zinn e al. (2019), and Zineb
e al. (2017). The measu emen scales o
pedagogical and echnical componen s a e
aken om he p e ious s udies, o ins ance,
Baqadi e al. (2011), Osman and Kamis (2019),
Powell e al. (2011). Howe e , he modi ied
i ems o beha io & psychological aspec s a e
aken om p e ious s udies such as Kennedy
e al. (2021), Cummings e al. (2020), Reddy e
al. (2011), Yunos e al. (2017), and S olia chuk
(2020).
2.2 Sampling S a egy and Da a
Collec ion
We de eloped a modi ied s uc u ed i e-
poin Like scale o collec he da a om
he esponden s’ pu posi e sampling (non-
p obabili y) echnique. Ini ially, we ha e
con ac ed 700 public and p i a e Sindh echnical
and oca ional ins i u ions online (email &
google o m) om he age b acke o 25–50
yea s who we e eaching a leas o i e yea s.
Fu he , we seg ega ed he pu posi e sampling
in o Quo a-sampling o be e ep esen a ion
o he ocused g oup. We we e able o ge
458 esponses om di e en egions o Sindh,
Pakis an. Howe e , we had dissemina ed
530 ques ionnai es o he eache s ained
in he skills upg ada ion aining p og am.
We ha e only ecei ed 458 comple ely illed
ques ionnai es, wi h a esponse a e o 86.63%,
which is signi ican ly a o able o he online
mode.
2.3 Es ima ions Techniques
This esea ch employed a ious s a is ical
echniques o analyze he da a; p ima ily, we
used desc ip i e s a is ics o examine he
undamen al cha ac e is ics o cons uc s. We
used he SEM-based mul i a ia e modeling
in which we employed explo a o y ac o
analysis and con i ma o y ac o analysis.
The explo a o y ac o analysis is p ima ily
used o examine he alida ion o i ems &
cons uc s and sui abili y o he collec ed da a.
We employed se e al es s such as p incipal
componen analysis o measu e he ac o
loading, eliabili y, and alidi y in explo a o y
ac o analysis. Simila ly, we used Kaise
Meye Olkin (KMO) analysis, Ba le ’s es o
sphe ici y, and he o al a iance explained he
echnique in explo a o y ac o analysis. The
con i ma o y ac o analysis is used o analyze
he hypo hesized measu emen and s uc u al
model. Finally, we used condi ional p ocess
modeling o examine he di ec and indi ec
ela ionship be ween he independen a iable
cons uc s.
2.4 Demog aphicP o ile
Tab. 1 shows he esponden s’ demog aphic
p o ile, explaining ha 458 eache s’ esponses
we e collec ed om hose who pa icipa ed in
he aining p og am. The a e o esponse is
86.63% which is ca ego ized as sa is ac o y. In
he da a we collec ed, 244 (53.3%) esponses
a e om he males, and 214 (46.7%) om
he emales, espec i ely – Tab. 1 exhibi s he
emaining demog aphic analysis.
3. Resea ch Resul s
3.1 Desc ip i e S a is ics
In he ini ial s age, we examine he undamen al
cha ac e is ics o cons uc s h ough desc ip i e
s a is ics. Fo his pu pose, we ex ac ed
he eadings o mean, s anda d de ia ion,
skewness, and ku osis. The ou comes o Tab.
2 exhibi ha eadings o s anda d de ia ion
and skewness a e be ween ±1.5, and ku osis
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102 2022, XXV, 1
Business Adminis a ion and Managemen
is ±3. Acco ding o By ne (2016), i s anda d
de ia ion and skewness a e wi hin he ange
o ±1.5, and ku osis is ±3, he da a ollows he
no mali y pa e n. Acco ding o Lu e al. (2020),
he no mali y o da a is he p e- equisi e o
SEM-based mul i a ia e modeling.
3.2 Explo a o y Fac o Analysis (EFA)
The explo a o y ac o analysis is ini ially applied
o condensa ion and educing edundan i ems
and cons uc s o he SEM-based mul i a ia e
analysis. Hence, he p incipal componen
analysis is employed wi h Va imax o a ion o
ex ac he o a ed componen ma ix, which
shows he ac o loading o each i em. The
conside ed hypo hesized model has one
independen a iable, i.e., compe ency-based
aining & assessmen wi h i e measu es.
Howe e , adi ional eaching me hodology
(4 i ems), p ac ical eaching s a egies
(5 i ems), echnical knowledge (4 i ems),
pedagogical & echnical componen s (3 i ems),
and eaching-lea ning abili ies a e aken as
dependen a iables (3 i ems). We ha e also
inco po a ed beha io & psychological aspec s
as a media ing a iable wi h ou measu es.
The indings o Tab. 3 exhibi ha he ac o
loading o each i em is mo e signi ican han
0.70. Thus, we can e ain all he i ems and
cons uc s (Ahmed e al., 2021).
3.3 P incipal Componen Analysis
We employed p incipal componen analysis
wi h he Va imax o a ion me hod o ex ac
he o a ed componen ma ix, which helps
analyze eliabili ies and alida es he i ems and
Demog aphics F equency Pe cen
Gende
Male 244 53.3%
Female 214 46.7%
Age
(in yea s)
Unde 30 167 36.5%
30–40 81 17.7%
40–50 53 11.6%
Abo e 50 84 18.3%
Educa ion
Seconda y school ce i . 227 49.6%
Diploma in associa e enginee ing (DAE) 139 30.3%
Bachelo s in echnology (b. ech.) 54 11.8%
Any o he adi ional deg ee (bachelo s o mas e s) 38 8.3%
Expe ience
(in yea s)
1–2 118 25.8%
3–5 127 27.7%
6–10 54 11.8%
10–20 70 15.3%
Mo e han 20 89 19.4%
Na ional
oca ional
quali ica ion
NVC Le el 1 71 15.5%
NVC Le el 2 203 44.3%
NVC Le el 3 95 20.7%
NVC Le el 4 57 12.4%
NVC Le el 5 32 7.0%
To al – N 458
Sou ce: own
Tab. 1: Demog aphic analysis
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103
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Business Adminis a ion and Managemen
cons uc s (Ahmed e al., 2020). The indings o
Tab. 3 exhibi ha each i em’s eadings o ac o
loading a e be ween 0.74 o 0.95, which mee s
he p e- equisi e o disc iminan alidi y (Hai
e al., 2019). Acco ding o Fo nell and La cke
(1981), he eading o each cons uc ’s a e age
a iance ex ac ed (AVE) is highe han 0.50,
which ul ills he equi emen o con e gen
alidi y. Simila ly, he eadings o C onbach’s
alpha and composi e eliabili y o each cons uc
a e highe han 0.70, which is a p e- equisi e o
he SEM-based mul i a ia e modeling. Hence,
i is es ablished ha eliabili ies and alidi ies o
i ems and cons uc s ollowed he p e- equisi es
o he SEM-based mul i a ia e app oach. Thus,
we can p oceed wi h u he analysis.
Cons uc s
N Mean S d. de . Skewness Ku osis
S a is ic S a is ic S a is ic S a is ic S d.
e o S a is ic S d.
e o
Compe ency-based aining
& assessmen 458 3.8406 1.07015 −0.938 0.114 0.371 0.228
T adi ional eaching
me hodologies 458 3.8210 1.07825 −0.870 0.114 0.215 0.228
Teaching lea ning abili ies 458 3.9629 1.09341 −0.996 0.114 0.403 0.228
P ac ical eaching s a egies 458 3.9105 0.96246 −1.033 0.114 1.426 0.228
Technical knowledge 458 3.9891 1.10593 −1.012 0.114 0.364 0.228
Pedagogical & echnical
componen s 458 3.8253 1.05849 −0.825 0.114 0.288 0.228
Beha io & psychological
aspec s 458 3.9039 1.06236 −0.973 0.114 0.530 0.228
Sou ce: own
Fac o s I ems FL CA CR AVE
Compe ency-based aining
& assessmen
CBTA1 0.930
0.887 0.872 0.789
CBTA2 0.883
CBTA3 0.934
CBTA4 0.714
CBTA5 0.783
T adi ional eaching
me hodologies
TTM1 0.930
0.889 0.904 0.795
TTM2 0.905
TTM3 0.865
TTM4 0.940
Teaching lea ning abili ies
TLA1 0.932
0.926 0.947 0.857TLA2 0.906
TLA3 0.944
Tab. 2: Desc ip i e analysis
Tab. 3: Reliabili y and alidi y o cons uc s – Pa 1
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3.4 Kaise -Meye Olkin (KMO) and
Ba le ’s Sphe ici y Techniques
As sugges ed in Kaise (1974), Ba le ’s
sphe ici y es and KMO analysis a e employed
o examine he i ness and sui abili y o he da a.
The indings o Tab. 4 exhibi ha he eading
o KMO is well ahead, i.e., 0.702, agains he
ecommended limi s o 0.50. Simila ly, he alue
o Ba le ’s sphe ici y shows p < 0.05. Thus
bo h Ba le ’s sphe ici y es and KMO analysis
alida ed he i ness and sui abili y o he da a.
3.5 To al Va iance Explained
The ou comes o Tab. 5 con i med ha he
ini ial eigen alues o each cons uc a e mo e
signi ican han one, and he cumula i e o al
a iance is 77.022 (77.02%), which alida es
he showing us wo hiness o he da a, and
conside ed a iables. Acco ding o Hai e al.
(2019), i he o al cumula i e a iance is highe
han 0.50, i is conside ed sa is ac o y. Hence,
he o al cumula i e a iance is 77.022, which
is conside ed good, and each eigen alue is
Fac o s I ems FL CA CR AVE
P ac ical eaching s a egies
PTS1 0.931
0.883 0.902 0.783
PTS2 0.783
PTS3 0.841
PTS4 0.902
PTS5 0.943
Technical knowledge
TK1 0.931
0.902 0.837 0.814
TK2 0.892
TK3 0.869
TK4 0.935
Pedagogical & echnical
componen s
PTC1 0.928
0.910 0.935 0.829PTC2 0.896
PTC3 0.932
Beha io & psychological
aspec s
BPA1 0.933
0.895 0.885 0.804
BPA2 0.747
BPA3 0.902
BPA4 0.947
Sou ce: own
No e: Ro a ion me hod: Va imax wi h Kaise no maliza ion;
Ro a ed me hod: P incipal componen analysis.
Kaise -Meye -Olkin measu e o sampling adequacy 0.702
Ba le ’s es o sphe ici y
App ox. chi-squa ed 7,605.728
D 378
Sig. 0.000
Sou ce: own
Tab. 3: Reliabili y and alidi y o cons uc s – Pa 2
Tab. 4: KMO and Ba le ’s echniques
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