The problem with which this investigation is concerned is that of the competencies which are needed by teachers of the hearing impaired in 1980. A survey instrument containing 92 competency statements that were originally developed by Romaine Mackie in a study she conducted in 1956, was utilized in this inquiry. Subjective judgments as to the importance of the competency statements were made by current teachers of the hearing impaired and administrators of programs for hearing impaired students. In addition, the teachers rated their self-proficiency in each of the competencies.

The purpose of this doctoral thesis research study was first to investigate the needs for a faculty development program in Middle East Technical University (METU). Later, in the second phase, models that explained the linear structural relationships among factors that might be influential on faculty&amp / #146 / s perceived competencies about the skills necessary for the instructional practices, personal, professional and organizational developments were proposed and compared. In this study, a questionnaire considering different aspects of faculty developments were sent to all of the academicians in METU. After collecting data from faculty members and research assistants, they were analyzed both descriptively and using principal component factor analysis. Based on the results of factor analysis, linear structural relations models fitting the data were generated through LISREL-SIMPLIS computer program runs. The descriptive results indicated that there was a feeling for need to improve the faculty&#039 / s self-proficiency in different instructional issues. On the other hand, both descriptive results and LISREL modeling results indicated that faculty members and research assistants show different characteristics based on their needs and factors affecting their self-proficiencies. These aspects will lead us to prepare different faculty development programs based on their needs and priorities. The result for both faculty members and research assistants showed that in a faculty, instructional self-proficiency cannot be considered as a single absolute parameter. Rather, it should be considered as several interrelated parameters connected to different aspects of faculty&#039 / s proficiencies.

The focus of this study is to determine the relationship between a Career and Technical Education (CTE) Information Technology (IT) teacher's self-assessed level of technology proficiency to the level of technology integration into the classroom, the prior work experience in the information technology field, the years of teaching experience, and the stage of adoption of technology. Participants were CTE IT teachers who were members of an IT teacher listserv that was established by the UNT Grant for Educational Excellence from the Texas Education Agency/CTE and teaching in Grades 9-12 in the state of Texas during the 2015-2016 school year. The study utilized a quantitative survey methodology to gain a perspective on the correlation of the variables. Three validated self-report instruments were administered via an online survey. The three instruments utilized were the Technology Proficiency Self-Assessment for 21st Century Learning, Concerns-Based Adoption Model-Levels of Use (CBAM-LoU), and the Stages of Adoption of Technology.