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Advisor(s)
Abstract(s)
Cunha’s Supervisor’s General and Specific Competencies Scale (Cunha, 2017) was designed to assess the
mentor teachers’ ideal competencies according to higher education students’ perspective. The
development of further educational/pedagogical research in this area is essential to update the existing
knowledge. This study sought to answer the question what the psychometric quality of Cunha's (2017)
Supervisor's General and Specific Competencies Scale (CGES) is by assessing the psychometric
properties, the factorial structure and the internal consistency of the Supervisor’s General and Specific
Competencies Scale. To determine this, a methodological and cross-sectional study was carried out. The
institutions authorised the collection of data and the participants completed the indispensable informed
consent form. The internal consistency study and the confirmatory factor analysis of the CGES scale,
(Cunha, Cruz, Menezes & Albuquerque, 2017) was developed using a sample consisting of 306 higher
education students, who were attending medical schools located in the centre of Portugal. 81.7% of those
participants were women with an average age of 21.15 years. The CGES scale internal consistency study
revealed the existence of three (3) Factors/subscales: 1 – generic competencies (α = 0.960); 2 – specific
competencies (α = 0.937) and 3 - metacompetencies (α = 0.805). There was a 0.907 Cronbach’s alpha
coefficient for the global 20 item scale. Students who were under 19 value the supervisor's generic skills,
while metacompetencies are preferred by older students. There was a statistically significant difference
between scores. This research constitutes the first assessment of the psychometric quality of the CGES
scale measurement properties, using a sample from the Portuguese population. It shows the robustness of
the internal consistency values obtained for the different subscales and that are taken into account in the
final and global outcome. The results suggest that we should consider assessing the generic and the
specific competencies, as well as the metacompetencies, exhibited by teachers when their pedagogical
performance in the field of supervision is being assessed.
Description
Keywords
Factorial structure Competencies Teachers Supervision
Citation
Cunha, M., Albuquerque, C., & Cruz, C. (2018). The factorial structure of the supervisor’s generic and specific competencies scale. The European Proceedings of Social & Behavioural Sciences, 28-45. doi:https://dx.doi.org/10.15405/epsbs.2018.10.3
Publisher
Future Academy