DUAL-SOURCE Z-SCORE INTEGRATION FOR COMPETENCY ASSESSMENT OF IPC TEACHERS IN HIGHER VOCATIONAL EDUCATION: EVIDENCE FROM COLLEGE H
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Abstract
Many higher vocational colleges lack a practical and comparable way to diagnose ideological and political theory (IPC) teachers’ competency needs using both teacher and student perspectives. This study employed a dual-source survey design in one Chinese higher vocational college, based on Zhou and Xiang’s (2019) four-dimension, 22-item competency framework. Data were collected from 21 IPC teachers (self-assessment) and 414 students (evaluation). The instruments showed acceptable reliability and construct validity. To enable cross-source comparison, teacher and student ratings were standardized to a common scale and integrated into a composite demand index. Findings indicate broad agreement between teachers and students, but clear differences in priority areas: teachers emphasized teaching ability, research competence, and knowledge literacy, while students placed greater weight on pedagogical foundations and teacher charisma. Overall, the results indicated an imbalance between explicit competencies (knowledge and skills) and implicit competencies (attitudes and personal attributes). The competency levels derived from the composite index can support tiered professional development, targeted mentoring and appraisal plans, and resource allocation aligned with demand levels. This dual-source, standardized approach offers a practical tool for competency-based teacher development in vocational education.
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