Nor Masharah Husain, Muhammad Modi Lakulu, SulaimanSarkawi
Programming teachers should have appropriate skills or competency to help them impart the knowledge of programming to their students. Further compounding the problem, the subject matter, being a computing course, is subject to continual changes that pose serious challenges to teachers in keeping abreast with new elements of learning contents. Put simply, teachers have to continually enhance their knowledge of the subject to ensure students will receive up-to-date information or knowledge pertaining to programming. Such a case puts a heavy strain on programming teachers, especially the less experienced ones. Against this backdrop, a needs analysis study was carried out to ascertain the requirements needed for the development of a competency model of teachers that can help provide the guidelines and knowledge pertaining to programming teachers. The study was based on a quantitative approach using a semi-structured survey, in which 45 programming teachers were randomly selected from various schools throughout Malaysia. A field survey was performed to yield the frequencies and percentages of the competency items of the research instrument. Overall, a reasonable number of elements of competency construct was determined that can help improve the development of such competency model.